Ielts

UNIT 1 LISTENING TABLE OF
The IELTS Listening Test

Instructions for Test Practice 02
03
CONTENTS
Listening Test 1
Listening Test 2 04
Listening Test 3 10
Listening Test 4 19
Fast Track Listening 27
Learn from your mistakes
How can I improve? 35
Tips from test-takers 36
38
UNIT 2 READING
The IELTS Reading Test
Reading Test 1 41
Reading Test 2 42
Reading Test 3 56
Reading Test 4 68
Reading Test 5 80
Reading Test 6 92
Fast Track Reading 104
Learn from your mistakes
How can I improve? 117
Tips from test-takers 119
Sample Answer Page (Listening and Reading) 120
122
UNIT 3 WRITING
The IELTS Writing Test
Examiners’ Suggestions 124
Fast Track Writing 126
More about task 1
More about task 2 127
Writing Test 1 Task 1 131
Task 2 132
Task 2 140
Task 2 148
Task 2 156
Task 2 164
Task 2 172
Note: Activities and Sample Answer follow each Task 176
UNIT 4 SPEAKING
The IELTS Speaking Test 182
Examiners’ Suggestions 184
Fast Track Writing
Speaking Test 1 (CD 1)
Interview questions and activities 186
Speaking Test 2 (CD 2)
Interview questions and activities 190
More Practice Questions 195
QUICK GUIDE to a higher IELTS score
Managing your test performance
199
APPENDIX
Answer Key: Listening
Answer Key: Reading 210
Transcripts: Listening 211
Transcripts: Speaking Test 213
222
INTRODUCTION
IELTS ON TRACK ACADEMIC

Welcome to IELTS on Track! This test practice and preparation book has complete IELTS practice test and Fast
Track strategy and activity sections. It has been written for candidates who are preparing for the IELTS Test
(Academic) in order to enter an academic course in an English-speaking institution. It is designed both for
independent study and for use as a classroom textbook, especially for courses with a focus on writing and
speaking skills. IELTS on Track is not an official IELTS publication and, like most other practice and preparation
books, is not endorsed officially by IELTS. The IELTS on Track series has its own website –www.IELTSonTrack.com
which has other helpful test preparation materials.
WHAT IS THE IELTS TEST?

IELTS (International English Language Testing System) is a widely used and recognized international Test
of English administered by Cambridge English Language Assessment, formerly Cambridge ESOL, the
British Council, and IDP Education Australia. There are two versions: Academic (for students wishing to
study in an English-speaking university for college) and General training (for entry for vocational
programs, schools or for immigration).
IELTS test four performance areas: Listening, Reading, Writing and Speaking. All candidates receive a test
score between 1 (lowest) and 9(highest) Academic Institution set their own IELTS entry scores
The IELTS test is taken in this sequence:
Listening 40 questions -30 minutes (+ 10 minutes to transfer answer)
Academic Reading 40 questions based on three texts- 60 minutes
Academic Writing 2 essays task- 60 minutes
Speaking a standard interview in 3 parts lasting 11-14 minutes
The current IELTS material for test applicants, which is available at all times centers worldwide gives further
information about the test. The official website: www.ielts.org also gives up-to-date information and test data.
INSIDE THE BOOK

IELTS on Track is divided into four units- Listening, Reading, Writing and Speaking.
Each unit contains IELTS practices test and a Fast Track section
4 COMPLETE LISTENING TESTS

The CD recordings offer a wide variety of English accents- British, American, Australian, Canadian and Scottish. This
is consistent with the international nature of the IELTS test and the need for candidates to accommodate varieties
of English spoken at a nature speed.
6 COMPLETE READING TEST
Topics that are interesting, durable and even controversial have been favored for inclusion. The
aim has been to encourage critical thinking and discussion in IELTS preparation classrooms. All
six tests are at a level comparable to the actual IELTS but the later test pose a slightly higher
level of challenge than the earlier ones.
6 COMPLETE WRITING TEST
The Writing Test Task 1 material covers a wide range of test task type. The Writing Test Task 2
prompts are usually short and clear. The aim has been to enable users of this book to focus on
their own writing needs.
2 COMPLETE SPEAKING TESTS
The two sample IELTS Speaking test on CD 1 and CD 2 involve nonnative speakers- one from
Taiwan and other from Hungary.
1 QUICK GUIDE to a higher IELTS score
This new section offers detailed guidance for managing test performance professionally and
improving upon your IELTS score in each of the four subtests.
FASTTRACK SECTIONS
The FOUR Fast Track sections offer easy to follow strategies, activities and support.

LISTENING and READING
Immediately following both Listening and Reading test sections you will find the Fast Track sections.
Refer to these pages to help you to analyze your mistakes and develop strategies for listening to and
reading IELTS test material. Also check the student comment and language tips.
WRITING
The first part of this section explores the requirement of the IELTS Academic Writing Test and targets
problem areas with hints for improvement. Each of the twelve Writing task has planning assistance plus
a Sample Answer, which generate language building activities. ‘Notes’ following the answers provides
additional discourse pointers. Our belief is that IELTS candidates will become better attuned to the type
of writing required for the test if they work analytically and interactively with whole sample answers.
This consistent with an inductive approach
SPEAKING
Two recorded speaking test on CDs are accompanied by listening activities so you can ‘track ’in an active
way the interview format and content. There are also teacher comments for the two candidates,
examiner’s suggestions, plus extra test practice topics and questions.
HOW TO USE THIS BOOK

Of course, if you are working alone you will choose how the best to use this book, but we would remind
you two principles that we hope may influence you.
Learn by reviewing performance

Our approach is based on an inductive view of learning. This means that we believe that it is better to
learn by doing IELTS test and then reviewing the strengths and weaknesses of your performance.
Repeating the test helps to reinforce corrections and build confidence and speed. Your progress will be
more efficient working this way than just doing one test after another.
‘Use it or lose it’

Again we strongly encourage you to try the same test several times to make sure you can build on what
you have learnt about your performance, monitoring and then demonstrate improvement. This is why
we say ‘Use it or lose it ‘GOOD LUCK!

UNIT 1
LISTENING
WHAT’S AHEAD IN THE LISTENING UNIT
 The IELTS Listening Test
 Instructions for Test Practice
 Listening Test 1-4
 Fast Track Listening
 Learn from your mistakes
 How can I improve?
 Tips from test-takers

THE IELTS LISTENING TEST
WHAT SHOULD I KNOW ABOUT IT?

Structure of the test
The test has 4 sections of increasingly difficult:
Section 1: a conversation on a general topic with 2 or 3 speakers.
2: a talk by one speaker on a general topic.
3: a conversation on an academic topic with 2 or 3 speakers.
4: a talk or lecture in academic styles.
? Questions
There are 40 questions, made up of 7 different question types.

Pauses
Within each section there are two short pauses, one at the beginning and one
in the middle. These give you time to read questions before listening. There is
also time at the end of each section to finish writing your answers .
Time
The listening test takes 30 minutes. You hear the recording ONCE only
Test Instructions
There are recorded instructions at the beginning of the test. As you listen, write your answers on the
question paper. At the end of the test you are given time to transfer the answers to an
answer sheet.

INTRUCTIONS FOR TEST PRACTICE
There are FOUR LISTENING Practice Test 4

Before You Start
Make a photo copy of the question paper or write your answers in the text box. Use pencil
Practice under Test Conditions
Time: 30 minutes
Find a quiet place where you will not be interrupted
DO NOT use Dictionary.
There are instructions for the test at the beginning of each CD.
Test 1 start on CD 1 Track 1.
Do not stop your player once you begin the test.
After You Finish

Practice transferring your answers to the Sample Answer Sheet on page 122. Check the Answer Key on
page 210
Before You Try the Next Test

Turn to FASTTRACK LISTENING on page 35
Repeat for Listening test 2 to 4.
Read the ‘Quick Guide’ on page 199-201 for more suggestions on improving your score in the Listening
Test.
Listening Test 1

Section 1Questions 1- 10
Questions 1-5
Circle the correct letter A-C
Example
Andrea is feeling happy because…
A. She’s seen Harry.

B.B She’s finished her exams.
C. She can sleep in
[1] What is Harry’s Problem?

A. He doesn’t want to sell his things.
B. He needs to decide what to do with his possessions.
C. He wants to take everything to England.
[2] Which of the items below does Harry wants to sell
[3] Where are Harry going to advertise his books for sale>
A. In the university bookshop.
B. In the student newspaper.
C. In the economics department.
[4] Andrea thinks it is unlikely students will buy the furniture because…
A. they’re all doing the same thing.
B. they live at home.
C. It’s summer vacation.
[5] Andrea thinks that the second hand shop…
A. may not pay well.
B. may not take your goods.
C. may not take free goods.
Questions 6-10
Complete Harry’s notes using NO MORE THAN TWO WORD.

SECTION 2 Questions 11- 20
Complete the Fitness Centre brochure using NO MORE THAN TWO WORDS.

SECTION 3Questions 21- 30
Questions 21-25
Complete the notes below using ONE WORD ONLY
THE CANADIAN
FOOD MARKET
 Understanding subtle [21]…………………………….. between the Canadian
and United States food sectors is important for successful food
marketing
 Canada has many different ethnic groups: e.g. Toronto has large [22]
…………… and Asian population
 Growth of ethnic specialties of Mediterranean, Caribbean, South East
Asian and [23]…………………………………. Foods
 Therefore supermarkets now offering new [24]…………….. to prepare
these foods, e.g. condiments and sauces
 80% of Canadian market controlled by 8 major national chains
 Seminar to compare Canadian food trends with [25]………………. And UK

Questions 26-30
Complete the form below. Write ONE WORD OR A NUMBER for each answer

SECTION 4 Questions 31-40
Complete the lecture notes using NO MORE THAN THREE WORDS for each answer.

LISTENING
TEST 2
Questions 1-5
Complete the form below. Write NO MORE THAN TWO WORDS OR A NUMBER
for each answer.
Questions 6-8
Circle the correct letter A-C.
[6] What time should Anrietta finish work in the hamburger shop?
A 7.00 pm
B 3.00 am
C 11.00 pm
[7] What is the problem with Annetta's pay at the hamburger shop?
A the pay is too much
B the pay is late
C the pay isn't correct
[8] How many children will Annetta have to look after?
A two boys and a girl
B two boys and two girls
C two girls and a boy

Questions 9-11
Label the map, choosing your answers from the list below. Write the correct letters
A-E on the map.
A Post Office
B Bank
C Primary School
D Petrol Station
E Kindergarten

Questions 12-14
[12] The excursion is being organised for...
A all students.
B overseas students.
C new students.
[13] How far is it from the college to Ironbridge?

A 59 kilometres
B 55 kilometres
C 50 kilometres

[14] Students going on the excursion should look at the list and...
A print their name, telephone number, student number and tick if they have a car.
B print their telephone number and sign their name.
C print their name and tick if they have a car.
Questions 15-16
Write NO MORE THAN THREE WORDS OR NUMBERS for each answer.
[15] If students do not like eating meat, can they get a cheap meal at the
restaurant in Ironbridge?
[16] What time must the students arrive to catch the bus?
Question 17
Circle the correct letter A-D.
[17] Which building is the bus garage?
Questions 18-21
Write NO MORS THAN FOUR WORDS OR NUMBERS for each answer.

[18] Name THREE things that Pamela Sutcliffe recommends the students take on
the excursion.
[19] Where will students find details in writing on Monday?
[20] Why is Ironbridge famous?
[21] Which three of the following famous tourist sights are mentioned? Write the
correct letters A-H.
A Great Wall of China E Taj Mahal
B Angkor Wat F Mt. Kilimanjaro
C Grand Canyon G Leaning Tower of Pisa
D Pyramids H Great Barrier Reef

Questions 22-26
Look at this notice detailing the students' work experience placements. Write NO CHANGE if the
information has NOT changed or WRITE IN THE CHANGES.
STUDENT BUSINES DAY STARTIN ANSWER

NAME S am / pm G DATE
Theresa University Friday Mornings 23/3 EXAMPLE

Bookshop
No change
Manuel Mainly Music Tuesday 7/3 EXAMPLE
Mornings Friday
afternoons
Henry The Beauty Shop Thursday 22/3 [22]
afternoons
Jo Highway Hotels Monday Mornings 5/3 [23]
Nancy Explore Travel Wednesday 14/3 [24]

Service Mornings
Chris Gorgeous Gowns Wednesday 14/3 [25]

Mornings
Gordon Games to Go Tuesday 20/3 [26]

Afternoons

Questions 27- 30
Complete Gordon’s about his work experience placement usingNO MORE THAN THREE WORDS
OR A NUMBER
WORK EXPERIENCE PLACEMENT

Starting times [27] ………………………………………………………am
……………………………………………………….pm
If ill, phone [28]………………………………………….
Presentation:
 Due in week 10
 Worth [29]…………………………………………. Of assessment
 Outline history, management structure etc.
 Include visuals
e.g. [30]………………………….and……………………………………..

Question 31-34
Circle Tfor True’ F for False’
EXAMPLE
The speaker has come the Theosophical Society T F
[31] One of the main points of the talk is to save money T F

[32] She thinks students should do more housework T F
[33] She argues that plastic containers won’t biodegrade quickly T F
[34] She wants that asthma sufferers should be careful with her recipes T F
Question 35-37

17
[35] To remove tea or coffee stains you should use…
A. bicarbonate of soda.
B. a vacuum cleaner.
C. milk
[36] If you burn your space saucepan accidentally, you should…
A. give it to a friend.
B. wipe it with vinegar.
C. put vinegar and salt in it and bolt it.
[37] If you scratch wooden furniture, you can remove the marks using…
A. a salt mixture.
B. sesame oil.
C. olive oil and vinegar.
Questions 38-40
Complete the notes on the bottle label. Write NO MORE THAN TWO WORDS for each answer

Questions 1-6
Complete the form using NO MORE THAN THREE WORDS for each answer.

Questions 7-10
[7] What happened to Sam’s car?
A It was replaced by another one.
B It broke down.
C It was stolen.
[8] Why does Jan need a car now?
A She lives too far from the university.
B She spends too much time on the bus.
C She would feel safer at night with a car.
[9] What does Sam recommend?
A check the service records
B avoid buying an old car
C get a mechanical inspection
[10] How are they traveling to Elena's?
A by motorcycle
B on foot
C by bus

SECTION 2 Questions 11-20s
Questions 11-13as you listen, fill in the details to complete the information in the map below.

Questions 17-20
Complete the following using NO MORE THAN THREE WORDS.
Advice for Participants on Whale Watching Excursions
For a smooth ride, sit [17] __________ of the boat.
Watch the waves and hold onto the ropes.
Survival suits are [18] __________ in colour for maximum visibility. They are designed to keep you
floating upright in the water even if you [19] ____________ and will protect you from cold.
For seasicknesses: Place a patch [20] ________________ instead of taking pills.
Fill in the summary below with NO MORE THAN TWO WORDS OR A NUMBER for each space.

Questions 24-26
Complete the summary. Write NO MORE THAN THREE WORDS for each space.
Questions 27 and 28
[21] what was Sarah Price’s worst experience during the trip?

A She got lost in Mongolia.
B She was homesick.
C She got sick in a remote place.
[28] In which of the following areas does Ray expect to have most difficulty?
A loneliness
B time pressure
C organization skills
Question 29 and 30
Write NO MORE THAN TWO WORDS for each answer.
[29] In what month does the journey begin?
[30] Name 2 things that are provided free of charge to the competitors.
___________ and____________
Questions 31-33
Circle the correct answer A-C
[31] What does QWERTY stand for?
A letters on the top row of the keyboard
B the company that made the first typewriter
C letters on the home row of the keyboard
[32] The first commercial typewriter was developed in...
A Germany.
B Great Britain.
C United States.
[33] The purpose of the QWERTY keyboard layout was...
A to slow down typing speed
B to prevent keys from sticking
C to reduce typing inefficiency
Question: 34-39
Complete the Summary below. Write NO MORE THAN THREE WORDS for each answer.

In 1932 August Dvorak solved the inefficiency problem by re—designing the [34] ____ of the typewriter.
He put the most commonly used letters on the
home row. Using the Dvorak keyboard, over 3000 words or [35] _____ of all work can be done from the
home row. In contrast, only [36] _____ can be typed from the home row on the QWERTY keyboard.
Other advantages of the Dvorak keyboard
include a 50% improvement in [37] _____ and a 15 — 20% increase in
[38] _____. But the most important difference is in finger movement.
Typist: using the QWERTY keyboard moved their fingers [39] _____ miles
per day compared to one mile a day for Dvorak typists.
Question 40
[40] Which of these was the main reason why the Dvorak keyboard was never adopted?
A the Depression of 1939
B bad timing
C resistance to change
LISTENING- TEST4
Question 1
[1] Jenny's journey began in
A London

B Singapore
C Hong Kong
Questions 2-4
Complete the form. Write NO MORE THAN THREE WORDS for each answer.
LOST LUGGAGE CLAIM FORM

Name: Jenny Lee
Address: [2] ____________________ St., Riverside
Telephone Number: [3] ________________
Arrived on: Flight QA 392
Connecting from: Flight [4] ____________
Questions 5-7
Circle the correct letters A-C
[5] which of the drawings resembles Jenny’s bag?

[6] Which extra feature does Jenny identify?
A black colour
B wheels
C a metal handle
[7] What time should Jenny's bag arrive?
A 5.50 pm
B 6.10 pm
C 7.50 pm
Question 8
Write NO MORE THAN TWO WORDS for the answer.
When Jenny picks up the bag she has to [8] _____ in person
Question: 9 and 10
Name TWO things that the agent advises Jenny to bring
[9] _____
[10] _____
Questions 11 and 12
Complete the notice below. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer.
Box Office Hours (Regency Theatre):

Mon —Thurs: [11] _____
Friday, Saturday: 10 am — 8 pm
Internet Address: [12] _____
Questions 13-15
Indicate the number (1-4) to press for information on each of the following.
[13] Symphony Orchestra _____
[14] Classical Ballet _____
[15] Formula One Grand Prix _____
Questions 16-20
Fill in the information about Formula One Grand Prix Tickets.
Dates: [16] _____
Ticket prices:
Saturday (concession rate) [17] _____
Grandstand ticket (4 days) [18] _____
Gate opening time Saturday and Sunday: [19] _____
Booking fee per ticket: [20] _____
Questions 21-23
Match the 3 speakers (21-23) with the background information below (A-G).
[21] Anna _____
[22] Veronika _____
[23] Chris _____
COMMITTEE MEMBERS‘ BACKGROUND
AND EXPERIENCE
A has done film reviews
B currently in third year
C gaining course credit for festival project
D has made films
E enrolled in Media Studies
F works as a journalist
G has film club experience

Question 24
[24] The total number of films in the festival each year is...
A five
B three
C twelve
Question 25-28
[25] Who chooses the films for the festival?
A the committee members
B the international Students' Society
C independent distributors
[26] During the intermission, who is interviewed on camera?
A journalism students
B members of the audience
C the organizing committee
[27] Of the films shown in the festival
A none is in English.
B most are dubbed.
C many have subtitles.
[28] The festival did not make a profit last year because of
A poor weather.
B high price of admission.
C lack of publicity‘
Question 29 and 30
Complete the following using NO MORE THAN THREE WORDS.
INTERNATIONAL FILM FESTIVAL
Planning Overview
Task: To be completed by:
[29] 1 March
obtain sponsorship and advertising 15 March

[30] _____ 31 March
print and distribute posters April
Questions 35-38
Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.
Environmental benefits of reed beds
-produce good quality! [35]_____ for farming use
-provide a [36] _____ for birds and animals
Advantages over conventional system
-lower [37] _____ costs
-10% cheaper installation
- less maintenance
-efficiency [38] _____ with time
Questions 39 and 40
Write NO MORE THAN ONE WORD for each answer.
[39] Name ONE group which has opposed the introduction of reed bed technology. _____
[40] Give ONE concern about reed bed systems raised by students in the question period. _____

Make seconds count
Pauses
In a 30 minute listening, almost 4 minutes have no speaking at all. There are pauses after each
section to finish writing your answers. But there are also important pauses at the beginning and
in the middle of sections.
These pauses are your chance to prepare. They are the introduction to the topic. You can read
the questions and get ready to answer.
What should I do in the pauses?
You can:
 underline key words in the instructions

 find out what the instructions tell you:
about the speakers
about the topic
 read the questions
 check question types
 predict/guess answers
More practice… with a friend

Do lots of training practice with dictation exercises. Ask an English-speaking friend to make up a
list, based on the information below, and read it out to you. As you listen, write the words as
quickly as you can, then check your answers.
For dictation:
 spelling of unknown words (eg surnames ), note vowels and double letters
 telephone numbers , addresses, dates, times, amounts of money
 weights and measures (check a good grammar book for abbreviations-metric and
imperial)
Tips from test-takers

We asked successful test-takers to help us list the keys to success in the listening test… and
some things to watch out for. Here’s what they came up with.
Warm up with English
‘I warm up for test practice by putting on the radio (English language) as soon as I wake up in
the morning. That helps me to start thinking in English.’
TIPS FROM TEST-TAKERS

Keep calm
‘Keep calm under pressure. I can hear more clearly and understand better when I’m relaxed.’
Keep track of questions

‘Watch the question numbers so you don’t get lost. Keep up with the questions so you know
what to expect next. Don’t fall behind.’
Stay interested
‘Pay attention to everything you hear. Listen as if every topic is really important and interesting –
even if it isn’t.
Anticipate
‘Predict what is coming next. Listen for those ‘marker’ words that help you stay with the
speaker.’
Intelligent guessing
‘If you didn’t get the answer, guess. Write something for each question. You can find a lot of
useful information on the question paper – spelling, for example and sometimes even answers.
Use your common sense.’
Watch for the ‘tricks’
‘You have to keep listening, even if you think you heard the answer. It can be a bit tricky, like in
real life, where things have to be repeated and corrected. Be prepared.’
Read, listen and write at the same time.
‘Take notes from anything you hear, to get used to listening and writing at the same time. Then,
you have to keep the questions in your mind as well. Just keep practising. It get easier.’
UNIT 2 READING
WHAT’S AHEAD… IN THE READING UNIT
 The IELTS Reading Test

 Reading Tests 1-6
 Fast Track Reading
 Tips from test-takers

UNIT 2 READING
WHAT’S AHEAD… IN THE READING UNIT
 The IELTS Reading Test
 Reading Test 1-6
 Fast Track Reading
 Tips from Test Takers
THE IELTS READING TEST
Structure of the test

The test has 3 reading passages of increasing difficulty.
The readings are based on those from magazines, books, journals or newspapers.
The topics are of general interest, written for a non-specialist audience.
At least one text contains a detailed logical argument.
Questions
There are 40 questions in total and 8 different question types.
Time
The reading test takes 1 hour.
Test Instructions
The instructions in each test are clear and easy to follow, and you are given examples of
unfamiliar question types. You write your answers directly onto the reading answer sheet, not
on your question paper. All answers get one mark.
INSTRUCTIONS FOR TEST PRACTICE
There are SIX Reading Practice Tests
Before You Start
Make a photocopy of the Sample Answer Sheet of this book. Use pencil.
Practice under Test Conditions
Find a quiet place where you will not be interrupted.
DO NOT use a dictionary.
Set a timer for 1 hour.
After You Finish
Check the Answer Key
Before You Try the Next Tests
Turn to FASTRACK READlNG
Repeat for Reading Tests 2 to 6
READING TEST 1
Passage 1
You should spend about 20 minutes on Questions 1-14 which are based on this passage.

Survivor from the sky
In a remarkable documentary, Wings of Hope, German director Werner Herzog recounts the true story of
an eighteen year old girl, the sole survivor of a plane crash in the Amazon jungle in 1971. Twenty-nine
years later Herzog returns to the jungle with Juliane Koepke, now a 46 year old biologist, and she tells
her amazing story on film. Juliane had just graduated from high school in Lima, Peru and, with her
mother, was flying out to spend Christmas at her father’s research station in the jungle. A half hour into
the flight they encountered a horrific storm. In the midst of wild turbulence, the plane was struck by
lightning and fell into a nose dive. Passengers screamed as baggage flew around the compartment. Then
the plane broke into pieces and suddenly Juliane found herself outside free-falling 30,000 feet. ‘ I was
suspended in the mid-air, still in my seat. It wasn’t so much that I had left the plane but that the plane
had left me. It simply wasn’t there any more. I was all alone with my row of seats,’ says Juliane. ‘I sailed
on through the air, then I tumbled into a fall. The seatbelt squeezed my stomach and I couldn’t breathe
any more.’ Before she lost consciousness, Juliane saw the dense jungle below, ‘a deep green, like
broccoli’, with no clearings for hundreds of miles.
Somehow, miraculously, Juliane survived that fall from the sky. In the film, she speculates on a number of
factors which may have combined to save her. First, the storm had produced a strong updraft from the
thunder clouds. Secondly, being strapped into a row of seats, she was aware of falling in a spiralling
movement , like a maple seed pod. Then, hitting the canopy of trees, she tumbled through a maze of
vines which slowed her landing in deep mud.
But surviving the fall, though miraculous in itself, was just the beginning. When Juliane awoke hours
later, wet and covered with mud, she was still strapped to her seat. Staggering to her feet, she assessed
her injuries: a fractured bone in the neck, concussion and deep cuts in her leg and back. She was also in
shock, lost and totally alone in the Amazon jungle.
No doubt it washer familiarity with the wilderness that enabled her to cope. Her parents were biologist
and Juliane had grown up in the jungle. She realised her only hope was to follow a little stream of water
nearby, trusting that it would eventually lead to a larger river and rescue. With no provisions, dressed in
the miniskirt she had worn on the plane and wearing just one shoe, she set off through initially. I saw
planes circling above me, but a after a few days I realised the search had been called off,’ she said.
Surprisingly she felt no hunger but as the days passed her health was deteriorating rapidly. The gash in
her shoulder, where flies laid their eggs was now crawling with maggots. ‘I knew I’d perish in the jungle
so I stayed in the water.’ Walking in the stream however presented one risk more serious than any
others. Before each step she had to poke ahead in the sand with a stick, to avoid treading on poisonous
sting rays, lying hidden on the bottom.
As the stream grew into a river, swimming was the only option. However, here in deeper water, there
were new threats. Crocodiles basking on the shores slipped silently into the water as she passed. Juliane
trusted that they feared humans and were entering the water to hide. She swam on. On the tenth day,
starving and barely conscious, she spotted a hut and a canoe. They belonged to three woodcutters
working nearby. Rescue was at hand.
For this 46 year old woman, re-living such a traumatic experience on film must have been a great
challenge. But she shows little emotion. Flying back into the jungle she sits in the same seat (19F) as on
the fateful day. She is dispassionate, unemotional in describing the flight. On the ground, when they
finally locate the crash site, in dense jungle, Juliane is scientific in her detachment, looking through the
debris, now buried under dense vegetation. She examines a girl’s purse, the skeleton of a suitcase.
Walking along the stream, she spots the engine which she remembers passing on the third day. Her arms
and legs are covered with mosquitoes, but she seems to ignore all discomfort. Then, back in the town,
standing in front of a monument erected in memory of the victims of the crash, entitled Alas de
Esperanza (Wings of Hope), Juliane comments simply, ‘I emerged, as the sole embodiment of hope from
the disadter.’
Questions 1-14
Questions 1-3 Answer the following questions using NO MORE THAN THREE WORDS from the passage
1 How old was Juliane at the time of the crash?
2 What is her occupation now?

3 What was the cause of the plane crash?
Questions 4—10 Choose the correct letter A—D. [4] What happened to the plane? A It broke apart in the
air. B It hit trees and exploded. C It crashed into a mountainside. D It hit the ground and burst into
flames.
[5] Which of the following did NOT help to slow her fall? A an updraft caused by storm clouds B hitting
vines C the section of seats to which she was attached D a parachute
[6] Which of the following injuries did she sustain? A a broken foot B a broken arm C concussion D cuts
on her head
[7] What helped her to survive? A knowledge of the jungle B a map showing the location of the nver C
appropriate clothing and Shoes D food supplies from the Plane
[8] What was the biggest threat to her survival?
A infected wounds B sting rays C starvation D crocodiles
[9] How long was she lost in the jungle?
A 3 days B 5 days C 10 days D 15 days
[10] How was she finally rescued?
A search party found her in the jungle. B Native hunters found her. C She signaled to a plane from the
river. D She reached a campsite along the river.
Questions 11-14 Do the following statements agree with the views of the writer in this passage?
Write: YES if the statement agrees wrth the writer’s Views. No if the statement contradicts the writer’s
views. NOT GIVEN if the information is not clearly given in the passage. t5 a.
[11] Other survivors of the crash were found in the jungle.
[12] Juliane was upset when she re-visited the crash site.
[13] Wings of Hope is the name given to a memorial statue.
[14] Juliane suffered nightmares for many years as a result of her experience
Questions 15—27
Questions 15—19 Classify the following as relating to:
A the silk of bombyx mori B dragline silk of nephila clavipes C capturr silk of nephila clavipes
[15] forms the framework of a web
[16] most elastic silk
[17] allows predator to drop quickly
[18] single strand can be up to 900 metres long
[19] strongest silk
Questions 20-24 Do the following statements reflect the claims of the wnter in the passage.
Write:
YES if the statement reflects the claims of the writer. NO if the statement contradicts the writer. NOT
GIVEN if there is no information about this in the passage
[20] All spiders screte silk.

[21] Artificial genes for spider silk have been produced.

[22] Spider silk protein occurs naturally in goats’ milk.
[23] China is leading research efforts in the area of spider silk.
[24] Spider silk is now being produced commercially.
Questions 25-27
Using NO MORE THAN THREE WORDS from the passage for each answer, complete the following.
Comparison of Synthetic and Natural Fibres
Main problem in the production of synthetic fibres: [25]
3 disadvantages of natural fibres: [26]
Proportion of clothing made from natural fibre: [27]
Questions 28—40 Questions 28~31

Complete the summary. Choose your answers from the box below the summary. There are more words
than you will need to fill the gaps.
For four centuries map makers have been trying to convert three—dimensional information as
ACCURATELY as possible onto a two-dimensional plane. However,
each method of [28] ........... involves a compromise. Thus Mercator's projection indicates true north and
south, known as fidelity of [29] ................................................... , but misrepresents the relative size of
countries. To avoid this distortion other cartographers rounded the lines of latitude and longitude. Dr
Peters felt that such maps presented a first-world [30] ................. . His map, with equal area projection,
enables us to [31] ..................................... the size of one country with another.
List of words
axis estimate perspective map direction compare size judge accurately angle distances models projection
change
Questions 32-36
Use the information in the text to match the map projection [M A P] with the charasteristics listed below.
M Mercator projection
A Aitoff projection
P Peters Projection
[32] makes Europe seem larger than it is
[33] maximum distortions at the poles
[34] maintains greatest accuracy at 45 degrees latitude
[35] most distorts the position of the equator
[36] more accurately represents country shapes and sizes
Questions 37-39
Choose one drawing (A-D) to match each of the three projection types (3 7-3 9). There are more
drawings than names so you will not use all of them.
[37] Mercator projection
[38] Aitoff projection
[39] Peters projection
Question 40 Choose the correct letter A-D.

[40] The main point made by the writer of this article is that we need to...
A understand maps.
B understand map-making.
C understand that maps are not objective.
D understand the importance of latitude and longitude.
Questions 1—13
Questions 1-2 Choose the correct letter A-D.
[1] The researchers concluded that
A subjects underestimated the time spent ’on hold’. B it is better for companies not to use any 'on-hold'
music. C light jazz was the most acceptable music overall. D both gender and type of music influence
callers’ reaction.
[2] The researchers recommended that
A their client continue to play alternative music.
B four types of music should be offered to people ‘on hold’.
C advertising is preferable to music.
D women can be kept waiting for longer than men.
Questions 3-7 Choose the type of music from the list A-D below which corresponds to the findings of the
study.
Types of musIc A light jazz B alternative C classical D rock
[3] music preferred by men

[4] longest waiting time estimate (both sexes)
[5] music to avoid on telephone hold
[6] music to use if clients are mostly women
[7] best choice of ’on-hold’ music overall
Questions 8-13 Do the following statements agree with the claims of the writer?
Write:
YES if the statement agrees with the claims of the writer.
NO if the statement contradicts the writer.
NOT GIVEN if it is impossible to say what the writer thinks about this. [8] Businesses want to minimise
the time spent ’on hold'. [9] The research sample consisted of real clients of a company.
[10] The sample consisted of equal numbers of men and women.
[11] Advertising is considered a poor alternative to 'on-hold' music.
[12] The consumer service company surveyed was playing classical music.
[13] Researchers asked subjects only to estimate the length of time they waited ‘on hold’.
Questions 14-25 questions 14—18

The passage has 8 sections A-H. Choose the most suitable headings for paragraphs B—F from the list of
headings below.
Write the appropriate numbers (i-x). There are more headings than sections so you will not use all of
them

List of Headings
(i) The significance of tea drinking (ii) Possible solution to the puzzle (iii) Industry in Holland and France
(iv) Significant population increase (v) The relationship between drinks and disease (vi) Gin drinking and
industrialisation (vii) Dysentery prevention in Japan and Holland (viii) Japan’s waterborne diseases (ix)
Preconditions necessary for industrial revolution
Introduction
[14] Section B [15] Section C [16] Section D [17] Section E
Question 19-22
Complete the table using NO MORE THAN THREE WORDS from the passage
CENTURY SOCIAL CHANGE IN REASON EFFECT ON
BRITAIN POPULATION
Mid 17th century Main drinks were ………. Hops helped to make No significant change
beer last longer
Late 17th century Gin becomes more Beer becomes Mortality rate goes up
popular, especially with expensive because of
poor people [19] ………..
Early 18th century [20] ……….. drinking Britain starts trade with Mortality rate goes
starts to become chine down
widespread
Mid 18th century Decline in urban deaths [22] ………. Water used Infant mortality rate
caused by [21] ………… for tea and beer; goes down by half
antibacterial qualities
of tannin
Questions 23-25 Choose the correct letter A-D.

[23] In 1740 there was a population explosion in Britain because...
A large numbers of people moved to live in cities.
B larger quantities of beer were drunk.
C of the health-protecting qualities of beer and tea. D of the Industrial Revolution.
[24] According to the author, the Japanese did not industrialise because they didn’t
A like drinking beer.
B want animals to work. C like using wheels.
D want unemployment.
[25] Macfarlane thinks he has discovered why...
A the British drink beer and tea.
8 industrialisation happened in Britain when it did.
C the Japanese did not drink beer.
D sanitation wasn't widespread until the 19th century.
Questions 26-40
Questions 26—32
Complete the summary below. Choose your answers from the box below the summary. There are more
words than you will need to fill the gaps.

Although IT is one of the leading career ................ made by graduates today, the industry’s demand for
qualified applicants [26] ......................... the supply of skilled I'l‘ personnel. Despite the
[27] ................................... widespread use of computer technology in all areas of life,
[28] .................................... face difficulties recruiting people whose education has equipped them to
commence worldng productively without further training. Several business organisations now offer
income and other [29] .................................... inducements to potential employees. They also include
group [30] .................................... in their selection procedures, often inviting up to forty
[31] .................................... to their company for the two-day visit. In this way the company can
demonstrate the reality of the working [32] .....................which is more
likely to involve challenging co-operative projects than individualised tasks.
List of Words
exceeds extracts choices candidates employees admiration previous financial employment regularity
advantages employers environment activities current
Questions 33-37 Do the following statements reflect the views of the writer of the passage?
Write:
' YES if the statement refiects the views of the writer. NO if the statement contradicts the writer. NOT
GIVEN if it is impossible to say what the writer thinks about this.
[33] The American Intercontinental University includes team-based learning in all its courses on all its
campuses. [34] The composition of teams is changed regularly. [35] Theoretical problems are the most
important team activity. [36] The team members participate in assessment of other team members. [37]
International students prefer traditional classroom learning to team-based learning.
Questions 38—40
Choose one phrase from the list of phrases A-H below to complete each of the following sentences.
There are more phrases than questions so you will not use all of them.
[38] Students’ work is assessed... [39] The teams make a joint presentation... [40] The need to achieve
consensus assists
List of Phrases
A to compete with other teams as judged by the facilitator. B by individual tests and exams. C to see who
has the strongest point of view in the group. D individually, by their peers and as a team. E in the
development of communication skills. F to practise working as a group while putting theory into practice.
G to assist international and non-traditional students. H in getting to know new friends and colleagues.

READING TEST 3
Passage 1
You should spend about 29 minutes on Questions 1 -13 which are based on this passage
Sleeping on the job
North Americans are not a people of the siesta. There is a tendency to associate afternoon naps with
laziness and non-productivity. Latin Americans and some in Europe cultures take a different view. In
Mexico and Greece, for example, it is customary to close business between noon and about 4.00
pm siesta time. Recent studies are showing that if you can take a 15-30-minute nap while at work in
the afternoon, you’ll be more alert, more energetic, happier doing what you do, more productive
and therefore more likely to get ahead, Napping on the job is not yet a trend but there is serious talk in
academic circles about the merits of power napping’.
By some estimates, the average American collects an annual ‘sleep debt’ of 500 hours---subtracting
from assumed norm of eight hours a night. Two out of three American get less than eight hours of
sleep a night during the work week, according to a recent study by the National Sleep Foundation in
Washington. Forty percent say they’re so tired that it interferes with their daily activities. Sleep
researcher William Anthony, a professor of psychology at Boston University, says fatigue is a significant
problem in modern society. He says sleepiness is a leading cause of auto accidents, second only to
drunkenness. All that drowsiness costs an estimated $18 billion annually lost in productivity. ‘We have a
simple message to,’ says Professor Anthony. ‘People should be allowed to nap at their breaks. The
rationale is a productivity one – workers are sleepy, and when they’re sleepy on the job they’re not
productive.’
Some companies are encouraging sleep at work, primarily for safety. The Metropolitan Transit Authority,
which runs the New York subway system and two suburban railroads, is considering power naps for its
train operators and bus drivers. Another railway has started letting its rain operators take nap breaks of
up to 45 minutes but only when trains are stopped at designated spots off the main lines dispatchers
have been notified. Some overseas air carriers permit airline pilots, when not on duty, to nap in the
cockpit. Airlines in the United States have not accepted this practice yet.
According to the Encyclopedia of Sleep and Dreaming: ‘There is a biologically-based tendency to fall
asleep in mid-afternoon just as there is a tendency to fall asleep at night. Moreover, if sleep the night
before is reduced or disturbed for any reason, a nap the subsequent afternoon is not only more likely to
occur, nut it can also relieve sleepiness and increase alertness.’ The nap zone, documented in numerous
studies, is typically between noon and 3.00 pm. Some people power through this natural slowdown with
caffeine or sugar but if employers allowed naps, the benefits would be improvements in mood and
performance, especially in mid-afternoon. Workers would concentrate better and persevere in tasks
longer. Workers commonly sneak naps even without permission but some companies have begun
encouraging naps as part of their policies on boosting production. One US distributor, is opening a 2,000-
square-foot nap facility that provides beds for up to 20 of its 225 workers at a time. A company on Japan
sets up tents in business offices, provides eyeshades and ear plugs and encourages employees to snooze
in the middle of the work day. According to Professor Anthony, ‘You’re not going to see napping at
traditional types of operations…. But in 21 st century-style operations, this isn’t going to be a perk. It’s
going to have more to do with productivity. Smart employers are understanding that their employees
need to rest to do their best.
Some suspect that corporate naptime, like other perks, is just a way to keep people at the office longer.
On the other hand, growing flexibility in hours for some workers is allowing nap times to become more
common. With eleven million Americans telecommuting and another forty million working out of their
homes full or part-time, office hours are basically as long as you can stay awake. One thing is sure: longer
commutes, more intense, stressful workdays and higher production demands are taking a toll. So, with
Americans sleeping less and working longer hours, some employers are warming up to the idea that a
little nap in the middle of the day can be good for business.

Questions 1- 13
Question 1 Circle the correct answer A-D
[1]According to the passage, which of the following statements is supported by recent research?
A. Napping is an indicator of laziness

B. Two thirds of Americans sleep too much
C. Napping in the workplace is a current trend.
D. Short naps at work increase productivity
Questions 2 – 6
Do the following statements reflect the claims of the writer in Passage 1?
Write:
YES if the statement reflects the claims of the writer
NO if the statement contradicts the writer
NOT GIVEN if it is impossible to say what the writer think about this
[2] The number one cause of car accidents

[3] People who nap in the afternoon are lazy.
[4] A nap in the middle of the day can improve your mood
[5] People who nap regularly live longer
[6] The majority of Americans sleep at least eight hours a night
Questions 7-9
Choose one phrase from the list in the box (A-F) to complete each of the following sentences
[7] Humans are biological programmed to ….
[8] Employees of some progressive companies are encouraged to….
[9] Traditional employers are likely to
A. drink coffee to stay awake during the afternoon

B. have a nap during breaks
C. fall asleep when they are bored
D. sneak naps without permission
E. resist the trend toward napping
F. fall asleep in the afternoon
Questions 10-11
Complete the following sentences using NO MORE THAN THREE WORDS FROM THE PASSAGE
[10] In the transportation industry napping is a matter of … __________________
[11] On some airlines pilots can sleep in the cockpit if …._________________
Questions 12-13
Circle the correct answer A-D
[12] According to the writer, in America the workplace is becoming…
A. less flexible
B. more exciting
C. less demanding
D. more stressful
[13] According to the writer, what is the main reason why employers support the idea of naps at work
A. for healthy reasons D. To encourage creativity

B. to promote safety

C. to increase productivity
Passage 2
You should spend about 20 minutes on Questions 14-26 which are based on this passage
Homeopathy
Homeopathy us an alternative system if medicine, founded in the early 19 TH century by a
German physician. Dr. Samuel Hahnemann. Since 1980 homeopathy has experienced a
A strong resurgence of interest in North and South America as well as in Europe. Surveys
indicate that more than a third of French physician have prescribed homeopathic
remedies and almost 50 per cent of British physicians have referred patients for
homeopathic treatment.
Hahneman’s discovery of the principle of homeopathy was accidental. After taking some
quinine he noticed that he developed malaria-like symptoms. Since malaria patients were
treated with quinine, he speculated that possibly malaria is cured by quinine because it
B
causes malaria-like symptoms in healthy people. He decided to explore his theory by
testing other substances use as medicine at the time, such as arsenic and belladonna. His
tests were conducted by either taking the substances internally himself or by
administering them to healthy volunteers and then recording all of the symptoms the
volunteers experienced. He continued his experiments on a wide range of natural
substances, often toxic. These recorded results created ‘drug pictures’ which formed the
basis for the new system of medicine. The next step was to give the tested substances to
patients suffering from the same group of symptoms represented by the drug picture
recorded. The results were incredible. People were being cured from diseases that had
never been cured before. He condensed his theory into a single Latin phrase: similia
similibus curentur (let likes be cured by likes). This means that a disease can be cured by a
medicine which produces in a healthy person, symptoms similar to those experienced by
the patient.
The process of making remedies is very precise. A homeopathic remedy is morally a

single substance. The substances may be made from plants, minerals and even animals
for example snake venom and cuttlefish ink. To make remedies, the raw material is
dissolved in a mixture that contains approximately 90% alcohol and 10% water. The
mixture is left to stand for 2 to 4 weeks, shaken occasionally then strained. The resulting
C liquid or tincture is then diluted according to very specific measures to a factor of 1:100.
For example to produce a remedy called 1c potency or strength, one drop of the tincture
is added to 99 drops of alcohol/water mixture. To produce a 2c potency one drop of the 1
c mixture is added to 99 drops of alcohol/water mixture the remedy is shaken vigorously.
Hahnemann believed that though this process, the energy of the substance was released.
Oncethe remedy has been diluted beyond a 12c potency it is unlikely that even a
molecule of the original substance remains. Yet, ironically, the more dilute the remedy,
the stronger it is. This makes no sense in light of the present day science but regardless of
what science tells us is impossible, in practice, the higher the dilution the stronger and
more lasting the effect.

It is this use of high dilutions that gas given rise to controversy. Many conventional doctors
D
claim that homeopathy functions only as a placebo because the dosage is so small.
However, the clinical experience of homeopathy shows that this tiny dose can be effective:
it works on unconscious people and infants, and it even works on animals. Controlled
clinical studies performed by medical researchers are demonstrating can be an effective
method of treatment for many diseases.
E The most important part of homeopathic treatment lies in the lengthy interview which the
homeopath conducts with the patient. The idea behind this one to two hour consultation is
to build up a psychological, emotional, and physical history of the patient, to discover the
underlying patterns of disease. The homeopath then decides which medicine to prescribe
based on the closet match between the patient’s symptoms and the known symptoms
elicited by the medicine in a healthy body. A single dose is given for the shortest period of
time necessary to stimulate the body’s healing power.
F How does the concept of homeopathy differ from that of conventional medicine? Very
simply, homeopathy attempts to stimulate the body to recover itself, Instead of looking
upon the symptoms as something wrong which must be set right, the homeopath sees
them as signs of the way the body is attempting to help itself. Another basic difference
between conventional medical therapy and homeopathy is in the role of medication. In
much of conventional therapy the illness is controlled through regular use of medical
substances. If the medication is withdrawn, the person returns to illness. For example, a
G
person who takes pill for high blood pressure every day is not undergoing restoration of
perfect health as Dr. Hahnemann said.
Homeopathy has made significant progress in treating diseases which orthodox medicine
finds difficult. Best at dealing with inflammatory conditions such as arthritis, skin
conditions, migraines and respiratory problems linked to allergies, it has also proved highly
successful at treating asthma. But homeopathy is not an appropriate treatment for
degenerative diseases such as emphysema. It cannot treat diseases which destroy tissue,
although it can still be beneficial is used combination with other treatments. Two of the
main advantages of homeotherapy are the low cost of the medications and the rarity of
adverse reactions. The medicines are inexpensive, safe, and easy to use, so people can
learn to handle many of the common illnesses for which they currently seek medical help.
The resulting savings in costs and the increase in personal independence represent a
significant contribution to health care

Questions 14-26
Questions 14-19
The reading passage has 7 section A-G
Choose the mist suitable headings for sections B-G from the list of headings (i-x). There are more
headings than sections so you will not use all of them.
List of Headings
(i) The future of homeopathy
(ii) Concerns about homeopathy
(iii) Comparison with traditional western medicine
(iv) Dr. S. Hahnemann
(v) Theoretical and experimental basis
(vi) Revival of homeopathy
(vii) Preparation of medicines
(viii) Debate over effectiveness
(ix) Advantages and limitation of homeopathy
(x) Aspects of treatment
EXAMPLE
Answer
Section A vi
[14] Section B
[15] Section C
[16] Section D
[17] Section E
[18] Section F
[19] Section G
Questions 20 -22
Complete the description below. Choose NO MORE THAN THREE WORDS FROM THE PASSAGE for each
Answer
Making a homeopathic remedy

The remedies come from plant animal and mineral sources
A single product is mixed with [20] ………... and left to stand for 2-4 weeks
This mixture is strained to produce a tincture which can be diluted
1 drop of this tincture is added to 99 drops of alcohol/water
The mixture is then [21]………….…. vigorously.
This produces a remedy with potency of 1c
As the remedy becomes more diluted it gets [22] …………….
Questions 23-26
Complete the summary. Choose your answer from box below

Homeopathy differs from conventional medicine in a number of ways. Conventional medicine views
symptoms as an indication of something wrong in the body whereas homeopathy sees them as signs
that the body is attempting to [23] ____________. The uses of medication differ also. Many types of
conventional medication [24] ____________ but if the medicine is taken away, the illness returns. The
intention of homeopathy is to bring about a complete cure. Homeopathic remedies are [25]
_____________ than conventional and have fewer [26] ___________.
List of words/phrases
cheaper cure heal itself
illness treatments getting better
control symptoms more expensive side effects
stronger shealthy patients

Passage 3
You should spend about 20 minutes in Question 27-40 which are about on this passage
The hemp revival

The hemp plant, one of the world’s oldest industrial resources, is back. The rediscover of this renewable
resource is making it the fibre of choice for future textiles, personal care products, building materials,
paper and fuel.
Hemp has been grown for paper, textiles, food and medicine throughout human history. The earliest
known woven fabric made of hemp, dates back to the eighth millennium (8,000-7,000 BC). The majority
of all sails, clothes, tents, rugs, towels, paper, rope, twine, art canvas, paints, varnishes, and lighting oil
were made from hemp. Hemp seeds were regularly used as a source of food and protein for centuries.
Hemp’s drastic decline in use and importance within a matter of fifty years is widely considered to have
been brought about by the timber and petrochemical industries in America. By themed-1930s, changes
in technology were beginning to impact on the hemp industry. Mechanical stripping equipment and
machines to conserve hamp’s high-cellulose pulp became available and affordable. Timber and paper
holding companies stood to lose bllions of dollars if hemp were to be grown on large scale. A resurgence
of the hemp industry also threatened the emerging petro-chemical companies which had patented the
chemicals for pulp processing. Newspaper articles began to appear, linking hemp with violent crime. The
term used however, was ‘marijuana’ to distance it from hemp used for industrial purposes. Because few
people realized that ‘marijuana’ and hemp came from same plant species, virtually nobody suspected
that the Marijuana Prohibition of 1938 would destroy the hemp industry.
Supporting the theory that marijuana was banned to destroy the hemp industry, were two articles
written just before the Marijuana Prohibition, claiming that hemp was on the verge of becoming a super
crop. These articles, which appeared in well-respected magazines, praised the usefulness and potential
of hemp. Hemp can be used to produce more than 25, 000 products’ and ‘hemp will prove, for both
farmer and public, the most profitable and desirable crop than can be grown. This was the first time that
billion dollar was used to describe the value of a crop. Less than one year after these articles were
written the Marijuana Prohibition took effect. To what extent a conspiracy was involved is still being
debated, but the important thing is that for thousands of years, hemp was used extensively. Then over a
short period, it became illegal in many parts of the world.
Now, however, the focus is on the development of hemp as an industrial resource. Initially, a distinction
needs to be made between the two types of hemp. ‘Cannabis has evolved into two basic species. Plants
grown for fibre and seed are universally called hemp. Cannabis grown for its drug content is commonly
called marijuana or drug cannabis. Drug-type cannabis varies widely in THC content from approximately
1-2% in unselected strains to 10% in the best modern vaireties. (as citied from Watson 1994). Hemp
contains virtually none of active ingredients of drug-type cannabis (THC). It is not feasible to get high in
hemp, and most marijuana produces very low-quality fiber. Hemp should never be confused with
marijuana, as their roles cannot be reversed.
It is evident that hemp is as extraordinary fibre. Both stems and seeds can be utilized. Most significantly,
hemp can be grown without pesticides and herbicides. The plant also has the ability to suppress weeds
and soil borne diseases. Based on the hemp industries which have been established overseas, there is a
large demand for hemp products and hemp is proving to be a highly profitable industry. On an annual
basis, one acre of hemp will produce as much fibre as
2 to 3 acres of cotton. The fiberis stronger and softer than cotton lasts twice as long and will not mildew.
Cotton grows only in warm climates and requires more water and more fertilizer than hemp as well as
large quantities of pesticide and herbicide.
Hemp can also be used to produce fibreboard that is stronger and lighter than wood, and its fire
retardant. Unlike paper from wood pulp, hemp paper contains in dioxin, or other toxic residue and a
single acre of hemp can produce the same amount of paper as four acres of trees. The trees take 20
years to harvest and hemp take single season. In warm climates hemp can be harvested two or even
three times a year. On an annual basis, one acre of hemp will produce as much paper as 2 to 4 acres of

trees. From tissue paper to cardboard, all types of paper products can be produced from hemp. The
quality of hemp paper is superior to tree based paper. Hemp paper will last hundreds of years without
degrading and it can be recycled many more times than tree-based paper.
Today, industrialized nations around the world are waking up to the enormous potential of hemp. While
some countries, like China and India, have never had laws against hemp cultivation, others are legalizing
industrial hemp after many years of lumping it together with marijuana. The products and fabrics that
are emerging from the international hemp industry are finding strong demand in an eco-aware global
community. Hemp is indeed and agricultural crop for the twenty-first century.
Questions 27-40
Questions 27-31

Re-order the following letters (A-F) to show the sequence of events according to the passage. The first one has been
done for you as an example
EXAMPLE
c
[27] ………………
[28] ………………
[28] ………………
[29] ………………
[30] ………………
[31] ………………
Example
A. Timber and petro-chemical industries threatened
B. Articles praise hemp as a potential billion dolor crop
C. Widespread cultivation of hemp
D. Prohibition of marijuana
E. Newspaper articles link hemp to violent crime
F. Development of stripping machines
Questions 32-33
Complete the following using NO MORE THAN THREE WORDS FROM THE PASSAGE.
Hemp Marijuana
Fibre Strong and durable [32] ……………….
Drug Content [33]……………… up to 10% THC
Questions 34-39
From the information given in the passage, classify the following (34-39) as characteristic of:
A. Hemp
B. Wood
C. Cotton
[34] mildew-resistant
[35] dioxin is a by-product
[36] can be harvested more than once a year
[37] large amounts of fertilizer needed
[38] fire-retardant properties
[39] requires mild temperature
Question 40

Choose the correct answer A-D
[40] The main purpose of this article is…
A. To criticize government policy on hemp

B. To show the economic benefits of hemp
C. To compare hemp and marijuana
D. To promote research into new uses of hemp.
READING TEST 4

Passage 1
Frogwatch
Frogwatch, a remarkable success story started in Western Australia, is the brainchild of Dr. Ken Aplin. His
work as the curator of reptiles and frogs in the Western Australian Museum, involved long field trips and
he wondered if a community based frog-monitoring network could help him keep track of frogs. Through
such network, ordinary untrained members of the community could learn about frog habitats, observe
the numbers and kinds of frogs in their local area, and report this information to the museum.
Launched in 1995, Frogwatch recently gained its 3221 st member, and many people say that this is the
best thing the museum has ever done. Each participant receives a ‘Frogwatch kit’ – a regular newsletter,
an audio tape of frog calls and identification sheets. Recently, Frogwatch membership increased
dramatically when a mysterious parasitic fungus disease began attacking frogs nationwide. Although
research is yet incomplete, scientists suspect the fungus originated overseas, perhaps in South America,
where frogs have died in catastrophic numbers from a fungus disease genetically similar to the Australian
organism.
Researchers in Western Australia needed to know how widespread the infection was in the state’s frog
populations. So Aplin sent an ‘F-file’ (frog fungus facts) alert to Frogwatch members, requesting their
help. He asked them to deliver him dead or dying frogs. More than 2000 frogs have now been examined,
half from the museum’s existing collection. Aplin once thought the fungus had arrived in Western
Australia in only the past year or two, but tests now suggest it has been there since the late 1980s.
Frogwatch has proved to be the perfect link to the public and Aplin has become a total convert to
community participation. He’s now aiming for a network of 15,000 Frogwatch members as the museum
can’t afford to use professional resources to monitor frog populations. Much of the frog habitat is on
private land, and without community support, monitoring the frogs would be impossible.
Not everyone is convinced by the ‘feelgood’ popularity of Frogwatch. While Aplin believes even tiny
backyard ponds can help to significantly improve frog numbers, Dr. Dale Roberts isn’t so sure. A senior
zoology lecturer at the University of WA, Roberts agrees the program has tapped into the public’s
enthusiasm for frogs, but he warns that strong public awareness does not amount to sound science.
He argues that getting the public to send in pages of observations is a good thing, but giving these
reports credibility may not be valid scientifically. In addition he’s not convinced that Frogwatch’s alarmist
message about the danger of fungal infection is valid either. In Western Australia, for example, there was
a long summer and very late drenching rains that year, following two equally dry years. So, he argues,
there are other things that might have precipitated the deaths. He questions what could be done about
it anyway. If it’s already widespread, it may not be worth the cost and effort of doing anything about it.
Even if it’s causing high death rates, he says he can still find every frog species found ever the past ten
years in the south-west of Australia.
Roberts argues that Western Australia is different. Unlike most other states, species are still being
discovered there; the disappearances of frog types in Queensland and New South Wales, are not
occurring in Western Australia, although three south-west species are on the endangered list. Roberts
believes that no amount of garden ponds in Perth will help those species, which live in isolated habitats
targeted for development.
Aplin’s response is that increasing the number of frog-friendly habitats is important for the very reason
that many West Australian frog species are found in small, highly restricted locations. He argues that
pesticide-free gardens and ponds can offer a greater chance of survival to animals battling habitat
disturbance, environmental pollutants, climatic variation, and now fungal disease. Aplin’s opinion is that
they should use the precautionary principle in cases where they don’t yet know enough about the
situation. Usually diseases sort themselves out naturally and some frog fauna will co-evolve with the
fungus. Given time some balance may be restored, but in the shorter term, they are seeing negative
impacts.
The nationwide spread of the chytrid fungus is being mapped by Dr. Rick Speare, a specialist in
amphibian disease at James cook University. Speare also tests the accuracy of Aplin’s fungus diagnoses

and says Frogwatch is ‘an amazing and under-acknowledged system…the best program in Australia for
harnessing public interest in frog biology…There are a lot of eyes out there looking for dead or sick frogs,
beyond the power of any biologist to collect.’
Aplin argues that they should never underestimate the importance of having a community base,
especially when governments want to cut research funds. ‘People can protest in ways that a handful of
scientists hiding in a laboratory can’t do. For just about every environmental problem, community involvement is
fundamental’. Furthermore Frogwatch is proving to be a social phenomenon as much as anything else. It seems ordinary people know that frogs
are a measure of the environment’s health.
Questions 1 – 13
Questions 1-6
Do the following statements reflect the claims of the writer of the passage?
Write:
YES if the statement reflects 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.
[1] Frogwatch members need a basic level of scientific training.
[2] ll Frogwatch members live in Western Australia.
[3] Frogwatch has proven that frogs are disappearing because of a fungus.
[4] Scientists in WA have examined about two thousand frogs collected by Frogwatch
[5] The Frog fungus disease has been in Western Australia for more than ten years.
[6] New species of frogs have been found in Western Australia recently.
Questions 7 – 12
The reading passage describers the opinions of Dr. Ken Aplin, Dr. Dale Roberts and Dr. Rick Speare in relation to
strategies for frog conservation.
Match one of the researchers A-C to each of the statements below.

There may be more than one correct answer.
Write:
A for Dr. Aplin
B for Dr. Roberts
C for Dr. Speare
EXAMPLE Answer
Frogwatch is the best Australian program for A
Encouraging public interest in frogs.

[7] Although the involvement of large numbers of people is encouraging, this does not guarantee scientifically
valid data.
[8] The development of frog friendly backyards will help to conserve frog species.
[9] Although it is possible that frogs will adapt to fungal and other problems in the long
Term, we should take precautions in case this does not occur.
[10] As there may be many other explanations for recent frog deaths, it is not worth spending a great deal of
time and money studying this fungus.
[11] Because of the unique geography of Western Australia most frog species in the Stateare not in danger of
extinction.
[12] Frogwatch has greater potential for frog observation than is possible by the scientificcommunity.
Question 13
Write the appropriate letter A-D.
[13] The main purpose of the Frogwatch is...
A for people to collect and deliver dead or dying frogs to scientists

B for people to observe and collect information about frog populations
for scientists
C for people to allow scientists onto their private land to look at frog
habitat
D for people to set up ponds in their gardens as habitat for frogs
Passage 2
You should spend about 20 minutes on Questions 14-28 which are based on this passage .
Just relax…..
A
Hypnosis is an intriguing and fascinating process. A trance-like mental state is induced in one person by another, who
appears to have the power to command that person to obey instructions without question. Hypnotic experiences
were described by the ancient Egyptians and Greeks, whilst references to deep sleep and anesthesia have been
found in the Bible and in the Jewish Talmud. In the mid-1700s, Franz Mesmer, an Austrian physician, developed his
theory of ‘animal magnetism’, which was the belief that the cause of disease was the ‘improper distribution of
invisible magnetic fluids’. Mesmer used water tubs and magnetic wands to direct these supposed fluids to his
patients. In 1784, a French commission studied Mesmer’s claims, and concluded that these ‘cures’ were only
imagined by the patients. However, people continued to believe in this process of ‘mesmerism’ and it was soon
realized that successful results could be achieved, but without the need for magnets and water.
The term hypnotism was first used by James Braid, a British physician who studied suggestion and hypnosis in the
B
mid-1800s. He demonstrated that hypnosis differed from sleep, that it was a physiological response and not the
result of secret powers. During this same period, James Esdaile, a Scottish doctor working in India, used hypnotism
instead of anesthetic in over 200 major surgical operation, including leg amputations. Later that century, a French
neurologist, Jean Charcot, successfully experimented with hypnosis in his clinic for nervous disorders.
C
Since then, scientists have shown that the state of hypnosis is a natural human behavior, which can affect
psychological, social and/or physical experiences. The effects of hypnotism depend on the ability, willingness and
motivation of the person being hypnotized. Although hypnosis has been compared to dreaming and sleepwalking, it
is not actually related to sleep. It involves a more active and intense mental concentration of the person being
hypnotized. Hypnotized people can talk, write, and walk about and they are usually fully aware of what is being said
and done.
D
There are various techniques used to induce hypnosis. The best-known is a series of simple suggestions repeated
continuously in the same tone of voice. The subject is instructed to focus their attention on an object or fixed point,
while being told to relax, breathe deeply, and allow the eyelids to grow heavy and close. As the person responds,
their state of attention changes, and this altered state often leads to other changes. For example, the person may
experience different levels of awareness, consciousness, imagination, memory and reasoning or become more
responsive to suggestions. Additional phenomena may be produced or eliminated such as blushing, sweating,
paralysis, muscle tension or anaesthesia. Although these changes can occur with hypnosis, none of these
experiences is unique to it. People who are very responsive to hypnosis are also more responsive to suggestions
when they are not hypnotized. This responsiveness increases during hypnotism. This explains why hypnosis takes
only a few seconds for some, whilst other people cannot be easily hypnotized.
It is a common misunderstanding that hypnotists are able to force people to perform criminal or any other acts
E
against their will. In fact, subjects can resist suggestions, and they retain their ability to distinguish right from wrong.
This misunderstanding is often the result of public performances where subjects perform ridiculous or highly
embarrassing actions at the command of the hypnotist. These people are usually instructed not to recall their
behavior after re-emerging from the hypnotic state, so it appears that they were powerless wile hypnotized. The
point to remember however, is that these individuals chose to participate, and the success of hypnotism depends on
the willingness of a person to be hypnotized.
Interestingly, there are different levels of hypnosis achievable. Thus deep hypnosis can be induced to allow
F
anesthesia for surgery, childbirth or dentistry. This contrasts to a lighter state of hypnosis, which deeply relaxes the
patient who will then follow simple directions. This latter state may be used to treat mental health problems, as it
allows patients to feel calm while simultaneously thinking about distressing feelings or painful memories. This can
help recovery from psychological conditions such as anxiety, depression or phobias. Sometimes, after traumatic
incidents, memory of the events may be blocked. For example, some soldiers develop amnesia [loss of memory] as a
result of their experiences during wartime. Through hypnosis these repressed memories can be retrieved and
treated. A variation of this treatment involves age regression, when the hypnotist takes the patient back to a specific
age. In this way patients may remember events and feelings from that time, which may be affecting their current
wellbeing.
G
Physicians also have made use of the ability of a hypnotized person to remain in a given position for long periods of
time. In one case, doctors had to graft skin onto a patient’s badly damaged foot. First, skin from the person’s
abdomen was grafted onto his arm; then the graft was transferred to his foot. With hypnosis, the patient held his
arm tightly in position over his abdomen for three weeks, then over his foot for four weeks. Even though these
positions were unusual, the patient at no time felt uncomfortable!
H
Hypnosis occasionally has been used with witnesses and victims of crime to enable people to remember important
clues, such as a criminal’s physical appearance or other significant details that might help to solve a crime. However,
as people can both lie and make mistakes while hypnotized, the use of hypnotism in legal situations can cause
serious problems. Also hypnosis cannot make a person divulge secret information if they don’t want to. This was
confirmed by that memories refreshed through hypnosis may include inaccurate information, false memories, and
confabulation (fact and fantasy combined).
Questions 14-28

Questions 14-18
The passage has eight section A-H. Choose the most suitable heading for sections B-F from the list of headings
below. Write the appropriate number (i-x).
There are more headings than sections, so you will not use all of them.
EXAMPLE Answer
Section A (x)
List of Headings
[14] Section B (i) Use of hypnotism in criminal cases
(ii) The normality of hypnotized subjects’ behavior
[15] Section C (iii) Early medical experiments with hypnotism
(iv) Early association of hypnosis with psychology
[16] Section D (v) Dangers of hypnotism
(vi) How to hypnotise
[17] Section E (vii) Hypnosis and free will
(viii) Difference between mesmerism and hypnotism
[18] Section F (ix) Therapeutic uses of hypnosis
(x) Origins of hypnosis
Questions 19-23
Complete the notes on the history of hypnosis using NO MORE THAN THREE WORDS FROM THE PASSAGE.
References to hypnotism can be found in both the Talmud and the [19] ………………….Even when Mesmer’s [20]
……………… were not used, successful results occurred without them. Braid identified hypnosis as a natural [21]
………………. response, rather than magical or mystical. Early psychological studies showed the difference
between sleep and hypnosis.
Successful hypnosis requires the subject’s active [22] ………………. Consequently subjects can speak or move
around and are [23] ………………… of their surroundings.
Questions 24-28
Choose the correct letter A-D.
[24] In order to induce hypnosis the hypnotist will…
A encourage the person to relax using a repetitively even tone of voice.

B say a specific set of words in a special tone of voice.
C say any words but in a particular tone of voice.
D encourage the person to relax while focusing on a slowly moving object.
[25] Hypnotized subjects can be instructed to…
A do something they have previously said is against their wishes.

B demonstrate physical strength they would normally not have.
C reveal confidential information against their will.
D do something that they would not normally be opposed to doing.
[26] Past events are recalled under hypnosis…
A to entertain the hypnotist.

B to allow subjects to reassess them without distress.
C to help the subjects improve their memories.
D to make the subject feel younger.
[27] After surgery, hypnosis may be used…

A to make drugs unnecessary.
B to keep the patient mobile.
C to make the patient forget to move.
D to minimize patient’s discomfort while immobile.
[28] The American Medical Association reported that…
A people lie when giving evidence under hypnosis.

B people should be hypnotized before giving evidence.
C evidence given when hypnotized may be unreliable.
D secret evidence can be obtained through hypnosis.
Passage 3
Kids and
IELTS ON TRACK
Sport ACADEMIC
Two Italian psychologists, Vincenzo Marte and Giovanni Notarnicola, describe the traditional
spontaneous practice of sport by children – climbing trees, riding a bicycle along quiet roads, racing their
friends across the fields – as an activity of freedom, a special activity of discovery and learning. In the
case of free sporting activity, the child’s time is given up entirely to the activity, as can be seen in endless
games of football young children play, which may then be followed by bicycle races and/or a swim in the
river, for example.
Today, however, children’s discovery of sport has become very different. It is often parents who take their
children, when they are very young, to the swimming pool or to the sports grounds or sports halls.
Children’s first experience of sport thus takes place as an organized activity, which they see as
organization of their free time. By organizing sport for children, and often deciding for them, we
unfortunately create an imbalance preventing them from managing their own play/sports time, thus
denying them an opportunity of autonomy and independence as was possible in the past.
A first possible reason for the imbalance in the practice of sport by children is therefore linked to the
urban society we live in today. We need not regret the past; it is rather a question of knowing how to
recreate this freedom in our towns and in the country, where sport is increasingly based on organized
leisure activities. Doing one sport is now the rule in clubs. Sports grounds are often on the outskirts of
cities, and are overcrowded and invariably enclosed, while recreational areas such as parks or hard-
packed surfaces, are very few and far between. How can we find the balance of a varied and
spontaneous relationship to sport under such conditions?
Some interesting answers have already been suggested which take into account the need to recreate this
freedom. Marte and Notarnicola have shown that children who have experienced such freedom were
considered by sports trainers to be more capable when they joined organized sport aged 12-13. Their
study concluded that no formal training, no matter how early in life it took place, could replace these
first experiences.
Measures which would reverse this imbalance include: increasing the number of sports facilities which
encourage self-organisation by the children, and also setting up unstructured playing areas with little in
the way of equipment. Areas where street sport can be practiced need to be established and sports
clubs which offer multidisciplinary sports training should be supported. Children should be offered pre-
school activity where they can discover different sports.
For children, sport remains a special kind of discovery and learning, no matter how much adults limit and
control the practice of early intensive training. Here is the second example of imbalance in children’s
sport. Today, sport ispracticed with early intensive training from the youngest possible age. Sometimes
this is even before the age of six and is usually one specific sport within an organized framework. When
adult-style competitions are introduced at an early age, the condition which encourage a balanced
development of children through sport are no longer respected.
Today, early intensive training is much more widely on offer. Many sports organisations claim that they
are forced to do this type of training because of what is called ‘the golden age’ to acquire the physical
skills. It is considered unthinkable for a young skater or gymnast to miss this period, because if they did
so, they would fall so far behind the best, that they could never hope to catch up. Faced with this
demand for early ability, it is important that a safety net is put in place to maximize the benefits and
minimize the disadvantages of such intensive training.
Why do very young children give up sport? The most common reason for leaving a sport is to change to
another sport, which in itself is no bad thing. However, children may leave a sport because they believe
that they have received too much criticism and too many negative assessments. We know that young
children, up to the age of eleven or twelve, cannot assess their own level of competence. They believe
that if they are making an effort, then this in itself is a sign of their competence.

We also know that young children are particularly sensitive to criticism from adults or peers. Trainers
must therefore pay particular attention to this and avoid excessive criticism. They should also avoid any
strategies that discriminate against the child: for example in team sports, naming first choice players and
reserves. It should be remembered that primary school children’s main desire is to have fun and
socialize. The desire to improve and become agood competitor will develop later. This brief example
shows that knowledge of child development is indispensable for those who take care of children at this
ae. It is up to trainers, sports doctors and psychologists to implement the measure necessary to limit this
excessive early practice of sport by children.
A third source of imbalance which threatens children and sport is parental attitudes. The American
psychologist, Rainer Martens, emphasizes that, ‘too often children’s joy of sports is destroyed by adults
who want glory through victory.’ Several studies have shown that parental pressure is high on the list of
reasons why children leave sport. The presence of mothers and fathers can prevent children from
considering sport as their own, where they can learn to master technical difficulties, manage
interpersonal relations, and experience success and failure. As Martens highlights, ‘adults are solely to
blame if joy and sadness become synonymous, to a child, with victory or defeat’.
If the children make the decisions, this ensures that they enjoy being a child in sport, and are relaxed
with their development as human beings. We need only observe the activity in a school playground,
where games are organized on an improvised playing field, to understand that children show genetic
traces of the hunter instinct, which naturally leads them to physical activity. Sport is included as
something they want, and which they identify both as a means of release and as a form of self-
expression. By acting as a route to self-discovery, sport gives children both the opportunity to know their
limits, and to acquire tools which will allow them to surpass them. Playing sport is a source of learning,
progress and pleasure; and additional way of enriching life.
Questions 29-40
Questions 29-36
Complete the summary below using NO MORE THAN TWO WORDS FROM THE PASSAGE.

Marte & Notarnicola define the spontaneous sporting games of children as activities of [29]
…………………. Because today sport is often decided and [30] ……………… by parents, children lose
their autonomy. A first imbalance occurs because [31]……………….. are out of the city and often
crowded, whilst there are a limited number of open recreational areas where children can play
spontaneously.
Children should discover and learn about sports themselves. The second imbalance occurs because they
start early [32] …………… training very young and participate in only [33]………… specific activity.
Children often give up a sport because of negative [34]…………….. It is important that trainers avoid
excessive criticism of young children may give up sport is the attitudes of their parents. This third
imbalance occurs as parents exer [36] ………………… on children to win rather than to enjoy sport.
Questions 37-40
[37] Children’s expression of this ‘freedom’ is important because…
A it allows them to be lazy.

B it menas they can learn to swim and ride a bike.
C it puts them in charge of what they do and when they do it.
D it relieves the parents from transporting their children to sports.
[38] Ways of allowing children to develop this ‘freedom’ include…
A making transport to sports clubs free.

B offering a range of different sports in each sports club.
C offering sporting tuition to pre-school children.
D making children play outside regularly.
[39] To encourage young children to continue with sport we should give them…
A accurate feedback about their ability at sport.

B experience of failure as well as success.
C experience of being reserves as well as first choice team members.
D the opportunity to mix socially with their peers at sport.
[40] The author believes that…
A children’s sport should not be organized by adults.

B playing sport is an important part of children’s development.
C children need to learn that sport is about losing as well as swimming
D children can be psychologically and physiologically damaged by sport.

READING TEST 5
WOLVES, DOGS AND HUMANS
There is no doubt that dogs are the oldest of all species tamed by humans and their domestication was
based on a mutually beneficial relationship with man. The conventional view is that the domestication of
wolves began between 10,000 and 20,000 years ago. However, a recent ground-breaking paper by a
group of international genetics has pushed this date back by a factor of 10. Led by Dr. Robert Wayne, at
the University of California, Los Angeles, the team showed that all dog breeds had only one ancestor, the
wolf. They did this by analyzing the genetic history through DNA of 162 wolves from around the world
and 140 domestics’ dogs representing 67 breeds. The research also confirms, for the first time, that dogs
are descended only from wolves and do not share DNA with coyotes or jackals. The fact that our
companionship with dogs now appears to go back at least 100,000 years means that this partnership
may have played an important part in the development of human hunting techniques that developed
70,000 to 90,000 years ago. It also may even have affected the brain development in both species.
The Australian veterinarian David Paxton suggests that in that period of first contact, people did not so
much domesticate wolves as wolves domesticated people. Wolves may have started living at the edge of
human settlements as scavengers, eating scraps of food waste. Some learned to live with human beings
in a mutually helpful way gradually evolved into dogs. At the very least, they would have protected
human settlements, and given warnings by barking at anything approaching. The wolves that evolved
into dogs have been enormously successful in evolutionary terms. They found everywhere in the
inhabited world, hundreds of millions of them. The descendants of the wolves that remained wolves are
now sparsely distributed, often in endangered population. In return for companionship and food, the
early ancestor of the dog assisted humans in tracking, hunting, guarding and a variety of other activities.
Eventually humans began to selectively breed these animals for specific traits. Physical characteristics
changed and individual breeds began to take shape. As humans wandered across Asia and Europe, they
took their dogs along, using them for additional task and further breeding them for selected qualities
that would better enable them to perform specific duties.
According to Dr. Colin Groves of the department of Archeology and Anthropology at Australian National
University, early humans came to rely on dogs’ keen ability to hear, smell and see – allowing certain
areas of the human brain to shrink in size relative to other areas. ‘Dogs acted as Humans’ alarm system,
trackers and hunting aids, garbage disposal facilities, hot water bottles and children guardians and
playmates. Human provided dogs with food and security. This symbiotic relationship was stable for over
100,000 years and intensified into mutual domestication; said Dr. Groves. In his opinion, humans
domesticated dogs and dogs domesticated humans.
Dr. Groves repeated an assertion made as early as 1914 – that humans have some of the same physical
characteristics as domesticated animals, the most notable being decreased brain size. The horse
experienced as 16 per cent reduction in brain size after domestication while pig’s brains shrank by as
much as 34 per cent. The estimated brain-size reduction in domesticated dogs varies from 30 per cent to
10 per cent. Only in the last decade have archeologists uncovered enough fossil evidence to establish
that brain capacity of humans declined in Europe and Africa by at least 10 per cent beginning about
10,000 years ago. Dr. Groves believes this reduction may have taken place as the relationship between
humans and dogs intensified. The close interaction between the two species allowed for the diminishing
of certain human brain functions like smell and hearing.

QUESTION 1-14
Question 1-5
Do the following statements agree with the views of the writer of the passages?
Write:
YES if the statement agrees with the author’s views.
NO if the statement contradicts the author’s views.
NOT GIVEN if the information is not clearly given in the passage.
1. The co-existence of wolves and humans began 10,000 years ago.
2. Dogs, wolves, jackals and coyotes share a common ancestor.
3. Wolves are a protected species in most parts of the world.
4. Dogs evolved from wolves which choose to live with humans.
5. Dogs probably influenced the development of human hunting skills.
Question 6-8
6. How do we know that dogs have been more successful in evolutionary terms than
wolves?
A Dogs can be trained more easily than wolves.
B Wolves are stronger than dogs.
C Humans prefer dogs to wolves.
D There are more dogs than wolves today.
7. As a result of domestication, the size of the human brain has...
A increased.
B decreased.
C stayed the same.
D becomes more complex.
8. What can we infer from the studies of brain size and domestication?
A Domestic life is less demanding than surviving in the wild.
B Animals like living with humans.
C Domestic has made animals physically weaker.
D Pigs are less intelligent than dogs.

Question 9
Choose TWO WORDS FROM THE PASSAGE FOR THE ANSWER.
There are many different types of dogs today, because, in early times humans began to
9. ___________Their animals for the characteristics they wanted.
Question 10-14
Match one of researchers (A-C) to each of the findings (10-14) below.
A Dr. Wayne
B Dr. Paxton
C Dr. Groves
10. Studied the brain size of domesticated animals
11. Claims that wolves chose to interact with humans
12. Established a new time frame for domestication of wolves
13. Believes that dogs and humans domesticated of wolves
14. Studied the DNA of wolves and dogs

CROP CIRCLES
The crop phenomenon has puzzled and mystified humanity for many years. The designs just
appear, place carefully in fields of food and grains. Some are larger than football fields and
highly complex in design and construction. Others are smaller and more primitive. We call them
crop circles, but many of them are not circular. Some are elongated abstract designs, a few
resemble insects or other known forms, and some are mixture of lines, circles, and other shapes
melded into intricate patterns. Most become visible overnight, though it has been claimed that
a few have appeared within a half-hour in broad daylight.
Crop circles have appeared all over the world about 10,000 instances from various countries
have been reported in recent years. The first modern rash of crop appeared in Australia in
December of 1973. A strange circular imprint appeared in a wheat field near Wokurna, a
community southeast of Adelaide. Soon seven swirled circles up to 14 feet in diameter
appeared in an oat field nearby. In December of 1989, an amazing set of circles, ranging from a
few inches to a few feet in diameter appeared in wheat belt west of Melbourne. As many as 90
crop circles were found. The best documented and largest modern spread of crop circles began
in southern England during summer of 1980. By the end of 1988, 112 new circles had been
formed, at that time circles were being reported worldwide, 305 by the end of 1989. The total
grew to an outstanding 1000 newly-formed circles in 1990. In 1991,200 to 300 circles were
reported. Crop circles have been documented in over 30 countries, Including Canada, the
former Soviet Union, Japan and United States.
Nine out of ten circles remained simple with broken stems flattened to the ground and swirled.
The stalks around the circles remained completely erect. But over the years, crop circles have
become much more geometrically intricate. Patterns involved multiple circles, bars, triangles,
rings, and spurs. Pictorial imagery also appeared. Reliable eyewitnesses have reported seeing
unusual lights and hearing unidentifiable sounds while on an early-morning walk in the
countryside where crop circle showed later that day. High-pitched, warbling noises have been
recorded at the site of some crop circles. On several occasions a strange glow or a darker
coloring has been seen in the sky over a crop circle. And in more than one instance, the
electrical power of small planes flying overhead has been cut off abruptly. While the casual
energies do not seem to harm animals or even insects as far as we can tell, wild creatures tend
to avoid the circles. Flocks of birds have been seen to split apart and fly around the perimeter
rather than go directly over a crop circles formation.
Researchers have spent a great deal of time investigating different aspects of crop circles. They
try to detect traces of human involvement in the circle-making, test the area of the circles itself
for geophysical anomalies, and analyze the field’s grain both from within and outside the circles,
searching for differences.
Dr. W. C. Levengood of BLT Research in Cambridge, Massachusetts, has analyzed many grain
samples and confirmed, time after time, significant changes at the cellular level of crop circle
plants. The plants from the circles have elongated cells blown-out growth nodes. Seeds from the
circles plants often show accelerated growth rates when they are sown, and in some instances,
quite different looking plants results. In many instances it appears that a vortex-like energy
causes the plants to swirl down, flattering the design into the land. Whatever this energy is, it
does not generally inhibit the plant’s growth. They continue to show normal response to the
sun, rising upward over several days following the appearance of the circle. Michael Chorost of
Duke University found occasions of short-lived radionuclides in the top layer of soil in some of
the formations. A British government laboratory found diminished nitrogen and decreased
nematode populations as well as decreased water content in the soil of a formation.

Researchers have discovered other anomalies as well, such as curious embedded magnetic
particles and charred tissue. Some of plants stalk within the circles show evidence of being
exposed to rapid microwaves heating.
Scientists have attempted to explain crop circles as a result of natural processes. One popular
theory, accepted by many mainstream scientists and academics, is known as ‘Plasma Vortex
Theory’. Developed by Dr. Terence Mearden, it theorize that electrified air (plasma), on the side
of hills, become mini-tornadoes and screws down onto the ground, creating the circles. The
theory also holds that electrified air would cause a light to appear above the circle and
therefore account for UFO sightings. Although this theory still has considerable support it has
come under fire because of highly intricate and complex crop circle pattern that have appeared
since 1991. Another theory is that the circles are all hoaxes or practical jokes. Major support
came to this theory when, on September 9, 1991, two Englishmen claimed to have created
approximately 250 crop circles. However, those circles were more ragged than others, and many
were already subjects. It is irrational to believe that all crop circles are faked for publicity or
other reasons. Many crop circles appeared long before phenomenon gained large recognition
from the public and press. Too many circles and patterns are formed each year in too many
countries for them to have been hoaxes. Many crop circles show strange mathematical traits
when analyzed.
The crop phenomenon is an enigma. Many dollars have been spent by researchers and their
associations in an attempt to find a solution to this intriguing puzzle which will continue to
haunt humanity until explanation is found.
QUESTION 15-27

Question 15-19
Do the following statements reflect the claims of the writer of this passage?
Write:
YES if the statement reflects the claims of the writer.
NOT GIVE if it is impossible to say what the writer thinks about this.
15. Crop circles only appear in what fields.
16. Crop circles have never been documented in tropical countries.
17. The largest number of crop circle reporting’s in a single year occurred in 1990.
18. The patterns of crop circles have become increasingly complex over the years.
19. All crop circles are hoaxes.
Question 20-23
Complete the summary below. Choose NO MORE THAN THREE WORDS FROM THE PASSAGE for
each answer.
Since the early 1970’s, over ten thousand crop circles have been around the world, the greatest
number in [20]_________, where in a single year, over one hundred circles appeared.
Phenomenon such as appearance of strange light and unusual [22] _____________ sometimes
occur around the sites of crop circles. [22] __________ are not affected but it has been observe
that birds [23] _____________ flying over a formation.
Question 24-27
Use the information in the text to match one scientist (A-C) with each area of study (24-27)
listed below.
A Dr. Mearden
B Dr. Levengood
C Michael Chorost
24. Changes in the structure of soil within crop circles
25. Accelerated growth of seeds from crop circles
26. Electrical charges in the air around crop circles
27. Changes in cell structure of plants found in crop circles

ARE THSE TWO
REPORTERS ON THE
SAME PLANETS?
A number of books. Articles and television programs have disputed the reality of the claimed
hazards of global warming, overpopulation, deforestation and ozone depletion. Two newspaper
commentaries show the profound differences of opinion on critical issues affecting the planet.
The fist, by Robert Kalpan, has generated both fear and denial. Entitled the coming anarchy, the
report paints a horrifying picture of the future for humanity. The author suggests that the
terrible consequences of the conjunction between exploding human population and
surrounding environmental degradation are already visible in Africa and parts of Southeast Asia.
As society is destabilized by the AIDS epidemic, government control evaporates, natu9nal
borders crumble beneath the pressure of environmental refugees and local populations revert
to tribalism to settle old score or defend against feeing masses and bands of stateless nomads
on the move.
Kaplan believes what he has seen in Africa and Southeast Asia in the beginning of a global
pattern of disintegration of social, political and economic infrastructure under the impact of
ecological degradation, population pressure and disease, as ecosystems collapse, this scenario
could sweep the plant. First in Eastern Europe and then the industrialized countries. It has a
frightening scenario, built on a serious attempt to project the aftermath of ecological
destruction. It comes from core recognition that the planet is finite and consumption has vast
social, political and economic ramifications. It has also generated a great deal of discussion and
controversy.
Marcus gee pronounces Kaplan’s version ‘dead wrong’ in a major headlined apocalypse
deferred. Attacking the ‘doomsayers’, Gee counters with the statistics favored by believers in the
limitless benefits and potential of economic growth. Citing the spectacular improvements in
human health, levels of education and literacy, availability of food and length of life even in the
developing world, gee pronounces the fivefold increase in the world economy since 1950 as the
cause of this good news. He does concede that immense problems remain, from ethnic
nationalism to tropical deforestation to malnutrition to cropland losses but concludes that
Kaplan has exaggerated many of the crises and thus missed the broad pattern of progress.
Focusing on the statistics of the decline in child morality and the rise in longevity, food
production and adult literacy, gee reaches the conclusion that thins have never been better.
Economic indicators such as the rise in gross world product and total exports show ‘remarkable
sustained and dramatic progress; life for the majority of the world citizens is getting steadily
better in almost every category;
Gee’s conclusions rest heavily on economic indicators. He points out the annual 3.9 percent rise
in the global economy and the more than doubling of the frosts output per person that has
occurred for the past thirty years. World trade has done even better, growing by 6 percent
annually between 1960 and 1990 as tariffs have declined from 40 percent of a product’s price in
1947 to 5% today.
Gee skips slightly over such facts as third world debt and the daily of 22,000 child deaths from
easily preventable disease. He also fails to mention that during this period the gulf between rich

and poor countries has increased. He does acknowledge the threats of loss of topsoil and
forests, pollution of the air, and contamination of the water. However, he concludes that there is
little evidence they are serious enough to halt or even reverse human progress. Gee challenges
the notion of a population crisis since there has never been as many people so well off.
Furthermore, he suggests there will never be a limit to population because more people means
more Einstein’s to keep making life better.
Gee’s outlook rest on a tiny minority of scientists who have faith in the boundless potential of
science and technology to overcome the physical constrains of air, water and soils so that a
much larger population can be sustained. His final proof? - The general rise living standard along
with population is a correlation, not proof of casual connection. Gee is ignoring basic economic
as well as scientific reality.
If we inherit a bank account with a thousand dollars that earns 5% interest annually, we could
withdraw fifty dollars or less each year forever, however suppose we start to increase our
withdrawals, say up to sixty dollars, then seventy dollars and more each year. For many years
the account would yield cash. But it would be foolish that we could keep drawing more from the
account indefinitely. Yet that is what gee believes. As ocean fisheries around the world show, we
are using up the ecological capital of the planet (biodiversity, air, water, soil) rather than living
off the interest. It is a dangerous deception to believe that the human created artifice called
economic can keep the indicators rising as the life support systems of the planet continue to
decline.
The value system that dominates most of the popular media promotes the delusion that
resources and the economy can continue to expand indefinitely. It also blinds the public to the
urgency and credibility of warnings that an environmental crisis confronts us.
QUESTION 28-40

Question 28-33
Use the information in the passage to match the people (A-C) with the opinions (28-33) listed
below. There are many be more than one correct answer.
A R. Kaplan, author of The Coming Anarchy
B M. Gee, author of Apocalypse Deferred
C D. Suzuki, author of this passage
28. Our patterns of consumption are using up the ecological capital of the planet.
29. Crises beginning in the Third World will spread of developed countries.
30. Scientific progress will enable the planet to sustain increased population.
31. Social and political infrastructure worldwide could collapse.
32. Earth’s life support systems are at critical risk.
33. Environmental problems are not a threat to progress.
Question 34-36
Choose ONE phrase from the list below (A-G) to complete each of the following sentences,
there are more phrases than questions so you will not use all of them.
34. The growth of world trade…
35. The relationship between population and standard of living…
36. Natural resources and the economy…
LIST OF PHRASES
A have not benefited developing countries
B has led to a drop in the standard of living generally
C cannot continue to expand indefinitely
D have decreased third world debt
E shows a correlation, not cause and effect
F pose a threat to human progress
G has been accompanied by a fall in tariffs
Question 37-40
Choose the correct letter A-D

37. Which of the following is NOT stated by Kaplan as key contributing factor to potential global
destabilization?
A political corruption
B collapse of ecosystems
C population explosion
D malnutrition and disease
38. What is the main source of Gee’s optimism?
A scientific and technological advance
B decreasing Third World debt
C the rise in the standard of living worldwide
D economic growth
39. Which of the following can we infer about the views of the author of this passage?
A He disagrees with both Gee and Kaplan.
B He supports the view of Gee.
C His views are closer to those of Kaplan.
D He thinks both Gee and Kaplan are right.
40. The main purpose of the author in this passage is…

A To alert us to an environmental crisis.
B To educate the media.
C To create uncertainly about the future.
D To challenge current economic theory.
LAKE VOSTOK
Beneath the white blanket of Antarctica lies half a continent of virtually uncharted territory-an area so
completely hidden that scientists have little clue what riches await discovery. Recently, Russian and
British glaciologists identified an immense lake- one of Earth’s largest and deepest-buried beneath 4,000
meter of ice immediately below Russia’s Vostok Station.
As details have emerged. A growing number of scientists is showing interest, with dozens of investigators
keen to explore the feature, known as Lake Vostok. A thick layer of sediment at the bottom of the lake
could hold novel clues to the planet’s climate going back tens of millions of year. By looking at the ratio
of different oxygen isotopes, scientists should be able to trace how Earth’s temperature changed over
the millennia. NASA has expressed interest in Lake Vostok because of its similarity to Europa. This moon
of Jupiter appears to have a water ocean covered by a thick ice sheet, measuring perhaps tens of
kilometers in depth. If hydrothermal vents exist beneath the ice, chemical reactions on Europa or places
even more distant, say many scientists. Though cheap compared with a European mission, any
expedition to Vostok would represent a significant investment.
Vostok Station holds the uncomfortable distinction of having recorded the coldest temperature on Earth.
Thermometers there measure -89.6°C in July 1983, and the average temperature hovers around -55°C.
It’s the thick ice, strangely, that enables a lake to survive in such a frozen environment. The 4 kilometers
of ice acts effectively as an insulating blanket protecting the bedrock underneath the ice from the cold
temperature above. Geothermal heat coming from the planets interior keeps the lake from freezing and
warms the lowest layers of ice. The tremendous weight of the ice sheet also plays a role in maintaining
the lake. Beneath 4 km of glacier, the pressure is intense enough to melt ice at a temperature of -4°C.
These factors have helped lakes develop across much of the thickly blanketed East Antarctica. To date
more than 70 hidden lakes have been detected in the small portion of the continent. Lake Vostok is the
largest of these. Stretching 280 km from south to north and some 60 km from east to west. At Vostok
station, which sits at the southern end of the lake, the water depth appears to be 500 m according to
seismic experiments carried out by Russian researchers.
The first clues to Lake Vostok’s existence came in the 1970s, when British, U.S., and Danish researchers
collected radar observations by flying over this region. The radar penetrates the ice and bounces off
whatever sits below. When researchers found a surface as flat as a mirror, they surmised that a lake must
exist underneath the ice. An airborne survey of the lake is being undertaken, the first step toward
eventually drilling into the water. Along with the potential rewards come a host of challenges.
Researchers must find a way to penetrate the icy coveting without introducing any microorganisms or
pollutants into the sealed-off water.
What about life in the depths? If tiny microbes do populate the lake, they may be some of the hungriest
organisms ever discovered. Lake Vostok has the potential to be one of the most energy-limited, or
oligotrophic, environments on the planet. For the lake’s residents, the only nutrients would come from
below; Russian investigators have speculated that the lake floor may have hot springs spewing out
hydrothermal fluids stocked with reduced metals and other sorts of chemical nutrients. Scant geological
evidence available for this region, however, indicates that the crust is old and dead. Without a stream
nutrients seeping up from the deep Earth, the only potential source of energy lies above the lake. The ice
sheet above the water is creeping from west to east at a rate of roughly four meters per year. The
lowermost layers of ice melt when they come in contact with the lake, liberating trapped gases and bits
of crushed-up rock. If the glacier recently passed over rock before reaching the lake, it could be
supplying organic compounds useful to microorganisms. It also could be seeing the lake with a
continuous source of new residents. Bacteria, yeasts, fungi, algae, and even pollen grains have been
found in the Vostok ice core samples taken down to depths of 2,750 m –three quarters of the way to the
bottom. At least some of these organisms are alive and capable of growing, according to recent reports.
The results of this analysis may indirectly indicate whether anything survives in the lightless body of
water.
Questions 1-13
Question 1-4
The passage has 5 sections (A-E) choose the most suitable heading for sections B-E from
the list of headings below. Write the appropriate numbers (i-vii). There are more headings than
the section so you will not use all of them.

i. Cost of exploration
ii. Location and description of the lake
iii. Potential for living organism in the lake
iv. Challenges of exploration
v. Discovery of the fake
vi. Possible sources of nutrients to support life
vii. Types of organisms in the lake
viii. Scientific interest in Lake Vostok
1. Section B
2. Section C
3. Section D
4. Section E
Question 5-6

5. Which is NOT given as a reason interest in exploring Lake Vostok?
A to test technology for space exploration
B to develop anti-pollution devices
C to investigate the history of Earth’s climate
D to look for living organisms
6. Lake Vostok does no freeze because…

A A thick ice cover provides insulation.
B it is warmed by heat from the Earth’s surface
C low pressure prevents freezing.
D an underwater volcano erupted recently
Question 7-13
Do the following statements reflect the claims of the author?
Write:
YES if statement reflects the author’s claims
NO if the statement contradicts the author claims.
NOT GIVEN if the information is not clearly given in the passage
7. Only one lake has been found beneath Antarctica.

8. Lake Vostok was detected by radar.
9. Exploration of Lake Vostok is coordinated by Russia.
10. Nutrients to support life have been found in the Antarctic ice.
11. The ice above the lake is moving to the east.
12. Scientists have drilled through the ice into the water of Lake Vostok.
13. The water in the lake is approximately 500m deep at southern end.

The cells from hells
Recently, an international team of biologists met to discuss what they believe is a global crisis in
the sudden appearance of strange marine micro-organisms capable of poisoning not just fish
but people too.
In the mid-1980s, fishermen in North Carolina, on the eastern coast of the United States, began
complaining about mysterious fish kills. They were convinced that pollution was responsible but
nobody would listen. That changed in 1988 after an accident at a research center. Tank after
tank of fish suddenly died. Researchers spotted an unknown micro-organism in the water. It was
later named pfiesteria.

Pfiesteria belongs to a prehistoric group of algae that are part plant, part animal. They are called
dinoflagellates after the tiny whips or flagella (tails) that propel them through the water.
Magnified a thousand times they are some of the strangest and most beautiful creatures in the
sea. They are at the bottom of the food-chain but, to deter fish from swallowing them, some
have evolved powerful toxins.
The researchers discovered that pfiesteria doesn’t just discourage fish. It actively hunts them
before eating them. Fish are one of its preferred foods but one of the intriguing things about
pfiesteria is that it will eat anything from bacteria to dead plant and animal remains all the way
up to mammalian tissues. Therefore its food spans the entire food web of an estuary. Gradually
the researchers realized that nothing in the water was safe from pfiesteria. It could harm
humans too. A mis-directed air-conditioning unit duct from a room containing the toxins nearly
killed one of the researchers. He suffered a host of symptoms ranging from profuse sweating,
tingling hands and feet, to liver and kidney problems, as well as memory loss.
As the research intensified, some startling discoveries were made. In tanks, pfiesteria was quite
content to behave like a plant and photosynthesize. However, when fish were added to the tank,
a dramatic transformation occurred. The algae switched to attack mode. In a matter of minutes,
it changed shape and secreted a toxin. The fish quickly became disoriented and within five
minutes, all were dead. Then pfiesteria changed shape again and devoured the dead fish. When
it had eaten enough, it vanished. No one had ever seen an organism do this before.
Initially scientists thought this was part of a natural cycle, but on closer examination, realized
that pollution was to blame. When the water containing the biggest fish kills was analyzed,
scientists found high levels of pollution. But pollution is just one of the factors that can boost
the transformation of pfiesteria. Other factors include large numbers of fish travelling together
which feed in stagnant areas with a lot of food to eat. That is the perfect habitat for pfiesteria.
But pfiesteria is not the only concern. In the oceans around the world similar kinds of algae are
now materializing and turning toxic. In the last decade, algal blooms have poisoned sea-lions in
California, caused catastrophic fish kills in the Pacific, the Mediterranean and the North Sea, as
well as devastating the shellfish industry in New Zealand. Researchers from forty seven nations
met recently to share the latest information about harmful algal blooms. They heard about new
kinds of toxins and discussed possible links between toxic algae and whale standings. But what
dominated the proceedings was news that toxic algae are spreading to new shores in ballast
water carried by ships.
That may have already happened in Australian waters. A tuna kill in 1996 cost fish farmers an
estimated $45 million. The official explanation was that a storm was to blame. But there were
also reports of orange-brown streaks in the water. When a water sample was examined, it was
found to be teeming with an alga never before seen in Australia, called chattonella. The same
chattonella killed half a billion dollars’ worth of fish in Japan in 1972. This toxin was also present
in the livers of the dead tuna. Despite this powerful evidence, the official explanation remains
that the storm was the killer. However, in Japan this was a prime example of an algal bloom
induced by the waste products of the aquaculture industry itself, and of course that is not
something that the tuna industry wants to hear.
It is clear that chattonella is present in Australian waters. But there is little knowledge of what
else may surface or where it may have come from. What is of greater concern is that, in
Australia and around the world, there is a reluctance to acknowledge that it is human activity
which is triggering the transformation of normally benign organisms into increasingly dangerous
forms. If we continue to mismanage the way nutrients and pollutants are released into the
environment we will have to confront new versions of the cells from hell.

Questions 14-26
Question 14-17
Complete the summary below. Choose your answers from the box below the summary. There
are more words than you need so you will not use all of them.
Conditions, it acts like a [14] _________, but it also developed powerful [15] _____________ as
a defense against being eaten by fish. When the fish are disabled and killed by the neurotoxins,
the organism [16] __________ them. Then it [17] _____________
LIST OF WORDS

Jaws grow animal
Kills eats poisons
Plant disappears micro-organism
Bacteria fish dies
Question 18-21
Fill in the blanks with NO MORE THAN THREE WORDS FROM THE PASSAGE.
Conditions which favor the growth of toxic algae include high levels of [18] _________, and [19]
_____________ fish feeding together. Research scientist at the international conference learned
about [20] __________ toxic algae and how they are spreading around the world in water [21]
_____________
Question 22-26
Classify the following as:
A caused by pfiesteria
B caused by chattonella
C caused by an unidentified micro-organism
22. Death of sea-lions off the coast of California (1990s)
23. Fish kill in Japan (1972)
24. Shellfish industry losses in New Zealand (1990s)
25. Tuna industry losses in Australia (1990s)
26. Fish kill in North Carolina (1990s)
Mysteries of the
Mummies
In 1992, a German scientist made a discovery which was to upset whole areas of scientific study
from history and archeology to chemistry and botany. Dr. Svetlana Balabanova, a forensic
specialist, was performing tissue tests on an Egyptian mummy, part of a German museum
collection. The mummified remains were of a woman named Henut-Taui who had died over
3,000 years ago. Amazingly, the tests revealed that her body contained large quantities of

cocaine and nicotine. Dr. Balabanova had regularly used the same testing methods to convict
people of drug consumption but she had not expected to find nicotine and coca in an Ancient
Egyptian mummy. It is generally accepted that these two plants, naive to the Americas did not
exist on other continents prior to European exploration.
Dr. Balabanova repeated the tests then sent out fresh samples to three other labs. When the
results came back positive she published a paper with two other scientists. If Balabanova was
shocked by the results of her tests she was even more shocked at the hostile response to her
publication. She received many insulting letters, accusing her of fraud.
There were two explanations that came immediately to mind. One was that something in the
tests could have given a false result. The second was that the mummies tested were not truly
Ancient Egyptian. Perhaps they were relatively modern bodies, containing traces of cocaine. Dr.
Balabanova then examined tissue from 134 naturally preserved bodies over a thousand years
old discovered in an excavated cemetery in the Sudan. About a third of them tested positive for
nicotine or cocaine.
But something had happened even earlier which should I have initiated serious discussion. In
1986 the mummified remains or Ramses II arrived in Paris for repair work. Dr. Michelle Lescot of
the Natural History Museum (Paris) was looking at sections of bandages and within the fibers
found a plant fragment. When she checked it under a microscope she was amaze to discover
that the plant was tobacco. Fearing that she had made some mistake she repeated her tests
again and again with the same result every time: a New World plant had been found on an Old
World mummy. The result caused a sensation in Europe. Was it possible that a piece of tobacco
had been dropped by chance from the pipe of some forgotten archeologist? Dr. Lescot
responded to this change of contamination by carefully extracting new samples form the
abdomen, with the entire process recorded on film. These samples, which could not be
‘droppings’, were then tested. Once again they were shown to be tobacco. The discovery of
tobacco fragments in the mummified body of Ramses II should have had a profound influence
upon our whole understanding of the relationship between Ancient Egypt and America but this
piece of evidence was simply ignored. It raised too many questions and was too far outside of
commonly accepted scientific views.
So now question had returned. Could Ancient Egyptian trade have stretched all the way across
the Atlantic Ocean? This was an idea so unbelievable it could only be considered after all the
other possibilities had been eliminated. Could Egyptian have obtained imports from a place
thousands of miles away, from a continent supposedly not discovered until thousands of years
later? Was it possible that coca-a plant from south America had found its way to Egypt 3,000
years ago? If the cocaine found in mummies could not be explained by contamination, or fake
mummies or by Egyptian plants containing it, there appeared to be another interesting
possibility: a trade with links all the way to Americas.
The Egyptians did make great efforts to obtain incense and other valuable plants used in
religious ceremonies and herbal medicines, but to the majority of archeologists, the idea is
hardly worth talking about. Professor John Baines, an Egyptologist from Oxford University
states: ‘I don’t think it is at all likely that there was an ancient trade network that included
America. The essential problem with any such idea is that there are no artifacts …found either in
Europe or in America.’ But other experts aren’t so sure. Professor Martin Bernal, and historian,
from Cornell University say, ‘We’re getting more and more evidence of world trade at an earlier
stage. You have the Chinese silk definitely arriving in Egypt by 1000 BC.’ In his opinion, it is
arrogance on the part of modern people to believe that a transoceanic trading network could
only have been set up in recent times.
The discoveries in the mummies from Egypt and Sudan have challenge conventional beliefs. It is
no longer possible to exclude the hypothesis of transoceanic trade in ancient times. The tale of
Henut Taui and the story of Ramses II show that, in science, facts can be rejected if their don’t
fit with our beliefs, while what is believed to be proven, may actually be uncertain. It is

understandable then, how a story of a scientist, a few mummies and some routine tests, could
upset whole areas of knowledge we thought we could take for granted.
Questions 27-40
Question 27-29
27. What most surprised Dr. Balabanova about her discovery?
A The presence of drugs in the mummies
B The fact that the plants originated in the western hemisphere
C The positive results of tests on the other mummies
D the hostile reaction of the scientific community
28. Which of the following was ruled out by Dr. Lescot’s investigation?
A Tobacco had been dropped onto the mummy.
B Tobacco grew in Ancient Egypt.

C chemicals produced false test results.
D The mummies were fake.
29. Why was the discovery of tobacco in the body or Ramses II ignored?
A Contamination was suspected.
B The evidence raised difficult questions.
C The tests produced false results.
D The researcher was a woman.
Question 30-34
Match ONE of the researchers (A-D) to each of the statements (30-34) below. There may be
more than one correct answer.
A Dr. Svetlana Balabanova
B Dr. Michele Lescot
C Professor John Baines
D Professor Martin Bernal
30. First to first a substance from the Americas in a mummy.
31. Argues against transoceanic trade because of lack of evidence.
32. Had to defend against attacks on research methodology.
33. Gives evidence of extensive Egyptian trade in ancient times.
34. Publication of research results was controversial.
Question 35 – 39
Do the following statements reflect the opinions of the writer in the passage?
Write:
YES if the statement reflects the opinion of the writer.
NOT GIVEN if it is impossible to say what the writer thinks about this.
[35] There is proof that tobacco was grown in Ancient Egypt.
[36] Trade routes across the Atlantic Ocean may have existed thousands of years ago.
[37] Ancient Egyptians were great ship builders.
[38] The scientific community generally rejects the idea of contract between ancient Egypt and
the Americas.
[39] The unusual test results could have come from ‘qat’, a plant native to North Africa.
Question 40
[40] What is the main idea of this passage?
A. Experimental research often gives false result.
B. Long held beliefs can be challenge by new information. Correct answers is safety – lose a mark
because of inaccurate copying

C. The scientific community is conservative by nature.
D. Ideas which don’t fit our belief system must be wrong.
Correct answer is animals – lose a mark
because plurals missing
You lose marks for small errors.

Mistakes like these can cost you easy marks.
Correct answer is viii – lose a mark
Look at this example of an answer sheet. because not written accurately
1. Safely
Did you lose many marks in Practice Test
Correct 1 because
answer is not of
onthis
dutykind ofa
– lose
2. Animal mark because
mistake? Don’t throw away marks because you areoninisamissing
hurry! A
3. Three couple of errors like these could make all the difference to your
final score! No answer so no mark given! Always put
4. Vii
an answer – you might be lucky
Try to analyse each mistake. Why did you write the wrong answer?
5. B
Did you?
6. D Only one answer required, so two
 answers get nothe
Have problems understanding marks, even
words in ifthe
one of
7. Not duty
question? them is correct
8. Harvest
 Have problems understanding a word or phrase in
9. ……………………. the passage?
10. Animals, Birds  Choose an incorrect answer which was included to
‘tempt’ you?
If you still don’t understand why an answer is incorrect, ask a teacher, a native speaker or
another student to explain the answer to you.
Be sure you understand before starting the next test.
Try this… to build your vocabulary
Write down all new words and expressions.
 Keep a special notebook for new words and phrases.
 Check the meaning in your dictionary and with a teacher or native speaker.
 Find out any other meanings when the word(s) is used in a different context.
 Write a few examples using the word or expression.
 Ask a teacher or native speaker to check what you’ve written.
 Make sure that you will understand the meaning if you read it in another test.
Collect synonyms.
 Note down words or phrases from the reading, with the same meaning as different
words used in the question.
Eg: on Saturday and Sunday = at the weekend
It was cold, wet and windy day = the weather was pretty miserable.
Watch out for tricky synonyms! If you got caught once, don’t get caught again.
Practice reading to conquer time!

Another common reason for errors and or low score in the IELTS reading test is lack of time.
Mistakes are made due to hurrying, and often candidates don’t finish the test in the time
allowed.
So to improve your test results you need to work both quickly and accurately anf conquer time!
Pace yourself
 Practice spending no more than 20 minutes per section, aim for less.
 Don’t waste marks (remember?) so be sure you get all the easier answers correct.
 Don’t spend too long on one question, mark it and come back later.
 Don’t leave unanswered. Guess. you might be lucky!

Read what you need
Learn to skim and scan:
 Skim for the part of the passage that seems related to the questions by looking at
headings, sub-headings and topic sentences (usually the first sentence of a paragraph).
 Scan by looking carefully at that part to find the specific information.
Practice makes perfect ….
 To get to know questions and answer type.
 To increase your vocabulary.
 To spot the synonyms.
 To face yourself through the test
How can I improve?
You need to read efficiently for success in IELTS.
What to read first…
 First look quickly at the reading text: its title, sub headings, tables, diagrams.
What is it about?
 Then look quickly at the first few questions. How many are there? What kind?
 There’s no time formation.to memorize them, but your brain will be more focused.
 Now read the text quickly and then go back to the questions.
Adapt the way you read to the type of question.
 Whole text question such as choosing headings for paragraphs or section
First read the topic sentences. These should tell you what the paragraphs about.

If the topic sentence and the heading seem similar, then read the paragraph slowly and carefully
to check that they go together.
 Detail questions such as multiple choice questions (choose A, B, C or D)
First skim to find which part of the text seems to be about that information.
When you locate that part of the text, scan carefully for the specific detail you need.
NB there will always be an answer that is wrong, but put into try and tempt you, (the red
herring answer) so double check that you’ve chosen the right one!
Practice skimming for names and numbers
 If the questions ask for the name of a place, city, country, street, person or organization,
they’re quite easy to find because they always start with a capital letter.
 Remember the different ways to write numbers: nine or 9 or (iX) or IX, 1400 or one
thousand four hundred or fourteen hundred or 1400 (the year).
 Be sure you’re familiar with how decimals and fractions or written in English.
If you don’t understand the word or phrase…
Don’t panic! Try to guess from the nouns and verbs around it.
Look for words likely similarly or in contrast to or unlikely which may help you.
By taking the time to repeat the test, you are developing you’re reading skills, building
vocabulary and increasing your understanding of test strategies. This is time well spent.
Tips From Test takers
Never stops practising my reading in English. When im on the bus, train or walking, I always try
to understand the signs, posters and advertisements. If I don’t understand, I write it in a
notebook so that I can ask a friend or my teacher.
Tip from Yi Ling
I was very slow at reading and thought i could never finish the test in one hour. But
I made myself do a practice test every weekend. After a couple of months I began
to recognize the kind of questions and how to find the answers more quickly. I was
always careful with t easier questions at the beginning of the test. When I did the
IELTS exam I got a 6!

22.
Fall in love
23.
I’m in love with my dictionary! I bought a really good dictionary.
It was quite expensive, but I used it every day so I don’t feel 24.
guilty about how much it cost. I try to check everything I don’t 25.
understand.
26.
27.
Tip from Sachiko
In some question types in the IELTS Reading test, answer to the earlier 28.
question are often
found nearer the beginning of the reading passage, and answers to later 29.questions are
found in later parts of the passage, so sometimes you can use less time searching for
answers. 30.
31.
32.
33.
IELTS LISTENING AND READING ANSWER SHEET
34.
Module taken: Version number:
35.
Academic General training
36.
1. 37.
2. 38.
3. 39.
4. 40.
5. 41.
6. 42.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

21.
What’s Ahead in the writing unit
 The IELTS Writing Test
 What is the examiner looking for?
 Examiners Suggestions
 Fast track writing
 More about task 1
 More about task 2
 Instruction for test practice
 Writing test 1 – 6
Activities and sample answer for each writing task
Each writing test consist of two tasks to be completed in 1 hour.
Task 1
Write a report describing a diagram or table.
Time: 20 minutes
Length: 15o words minimum
What skills are needed?

 Read and understand the diagram/table
 Organize the information into connected sentences
 Write clearly and accurately in an academic style
What is the examiner looking for?

Assessment in other words…….
Criteria
Task achievement Have you done what the question ask, without leaving out
Important details.
Coherence/Cohesion Have you built and organized your paragraphs so that
information
Is easy to track?
Is your information connected effectively from sentence to
Sentence?
Lexical Resource Is your vocabulary appropriate, varied and accurate?
Grammatical Range Are your sentences grammatically accurate, with a variety of

And Accuracy complex as well as simple sentences?
Task 2
Write an essay to develop an argument, express a point of view or solve a problem.

Time: 40 minutes
Length 250 words minimum
What skills are needed?
 Read and understand the essay question
 Generates ideas on the topic
 Organize your ideas into paragraphs
 Write clearly and accurately in an academic style

What is the Examiner looking for?
Assessment in other words ……
Criteria
Take response is your viewpoint developed clearly and approximately with enough
relevant
ideas

Coherence/Cohesion Have you built and organized your paragraphs so that overall
meaning is easy
to track? Are your ideas connected effectively from sentence to
sentence?
Lexical Resource Is your vocabulary appropriate, varied and accurate?
Grammatical Range Are your sentences grammatically accurate, with a variety of

And Accuracy complex as well as simple sentences?
Here’s what IELTS examiners have to say about some of the most common problems they see in
writing test along with suggestions for improvement.
Problems
Timing
Task 2 answers unfinished if too much time is spent on task 1.
Too short
If you write less than the minimum numbers of words for either task you will lose marks
Off topic
An essay that doesn’t address the topic will lose marks, even if it is well written.
Repetition
Saying the same thing in slightly different ways shows you don’t have enough ideas.
Irrelevant information
Filling out an essay with information unrelated to the question wont get marks.
Mixed up
Some essays have too many ideas and too little organization. They are difficult to follow.
Unreadable
It is impossible to give a good mark, if the writing is illegible.
Suggestions
Stop working on task 1 after 20 minutes. Task 2 is worth more marks, so give yourself the full 40
minutes to complete your task 2 answer.
Practice regularly. Once you learn the essay patterns you will be able to write the required
number of words without wasting time counting.
Keep going back to the task statement while planning and writing to make sure you relate your
argument to the task as it is written.

This is usually a problem of a planning. Think of as many ideas as you can before you start to
write decide on a topic for each paragraph and which example to include.
Check back to the wording of the task. Is the idea example relevant to the topic does it answer
the question as given if not leave it out.
Stick to one main idea per paragraph stated clearly in the topic sentence. Use the rest of the
paragraph to develop and support that idea with examples.
Be kind to the examiner:
 Draw a line under your plan to separate it to the answer.
 Leave space between paragraphs.
 Cross out words neatly
 Write legibly!
More about task 1 and how to do it
Task 1 is about describing information given in the form of a pie chart table graph or process
diagram flow chart. The differences are outlined below. In the report you may add an opinion or
comment in the conclusion but the main task is to summarize and describe. Often a task 1 will
combine two types of diagrams. Write about both and show the relationship between them.
Think first
Pie charts/graphs, tables
Analyze the task
Highlight the key words. Note all headings,
Rates and measurements.
Select the most important trends.
Choose the best examples and summarize.
Ask Questions
What is the purpose of this graph?
What changes have occurred overtime?
What are the significant trends?
What is the most interesting feature?
Process Diagrams/Flow charts
Highlight key words from task description.
Note all labels and the order of steps.
Describe the process step by step
From beginning to end.
What is the purpose of this process?
How does it work?
How to include alternative steps?
Then Write
Introduction

Paraphrase the task description in 1 or
Two sentences but don’t copy it.
Give an over view of most noticeable data.
Paraphrase the task description in 1 or 2
sentences. Include the purpose/ end product
of the process.
Description
Focus on trends and interesting comparisons.
Describe the most significant data first.
Give examples to support trends.
Use statistics accurately.
Follow each step in sequence.
Include every step.
Expand headings into sentences.
Use connecting words to link steps.
Conclusion
Does not have be a separate paragraph.
A single, summarizing sentence can be round off your report.
Does not have be a separate paragraph.
A single, summarizing sentence can be round off your report.
To build your writings skills it is a good idea to work through all six of the task 1s before starting
the task
Task 2 essays require you to explore issues by comparing, evaluating or challenging ideas.
You may be asked to present an argument or offer a solution to a problem. This means
demonstrating your understanding of the topic by including examples and evidence. You should
think of your audience as a non- specialist, educated reader. The main essay types are outlined.
Step 1 Analyze the task
 Know the main essay types and what you have to do for each one.
 Read and highlight / underline key words related to (1) the topic and (2) the task.
 If necessary, explain key terms in your introduction.
Essay Types Task Words This means…

Problem/solution What can be done to solve…? Explain 2 or 3 aspects of the
issue.(1 paragraph each)
How can this
Suggest solution.
Problem be addressed?
Make recommendations.
What challenge…?

What strategies…?
Agree or Disagree Do you Agree or disagree? Take a position.

Why? Defend it strongly. Give
several
Explain your position.
Reasons to support your
Justify your opinion.
argument. (1 paragraph
each)
It is useful to acknowledge
the opposite view (counter
argument) and say why you
don’t accept
Two sides of an argument Discuss Give a balanced
presentation. This means you
Compare/contrast
should write equally about
Advantages/disadvantages both sides of the issue. In the
conclusion you can indicate
your position.
Make choices and justify From options A, B, C, D, E etc. Each of your choices
becomes the topic of one
Choose 3 most important.
paragraph.
Justify your choice.
Give reasons for choosing in
this order.
Evaluate an argument To what extent…? You will probably take a

position which is neither in
How important….?
total agreement (100%) nor
What do you think? total disagreement (0%), but
somewhere in between.
Explain why.
Step 2 Generate ideas

Brainstorm:
Using spider diagrams
 Write key topic word(s) in the center of a circle.
 Note down any related ideas or examples that come to mind.
 Do the same for other important words from the task.
 Group the ideas to become your paragraph topics.
KEY WORDS

Idea
Idea Example
Idea
Example
Or
Using Questions
 Start with key topic words.
 Think about the task and ask relevant questions.
 Group the answers
What evidence? Who?

What?
Where
When
Why
Key Word
What Example Advantages/ Disadvantages?

Step 3 Plan your Essay
Introduction (1 short paragraph) General statement(s) about the topic followed by thesis
Statement (what you are going to write about or what
Position you intend to take on the question.)
Body (3-4 paragraphs) Begin each paragraph with a topic sentence (main idea)
Followed b examples/evidence for support.
Conclusion (1 short paragraph) Summarise, but don’t repeat, main ideas. Include
Recommendation if necessary or (re)-state your position,
To bring essay a close.

Beginning Task 2 practice?
 A good answer is more important than a fast one, so don’t worry about time at first.
 It is more important to plan carefully and write a good answer.
 The more you practice, the fast and more proficient you will become.
Remember!
First plan WHAT you want to say:
How many paragraphs
What supporting evidence/ideas to include
What order to put them in
Then focus on HOW to say it. As you write,
Think about:
Grammar
Vocabulary
Spelling
Punctuation
DON’T TRY TO DO BOTH AT ONCE
There are
SIX writing
Practice Tests
Test section format

Test papers are clearly marked in the next section.
Note: There are 3 pages of activities including a sample answer for Task 1 and Task 2 of each
Writing Test.
To practise under test conditions
Total time allowed for each test (Task 1 plus Task 2): 60 minutes
DO NOT use a dictionary.
How to use this section

Test practice focus
Do a complete practice test (Task 1 and Task 2).
Compare your essays with the Sample Answers.
Use Plan your answer and Build your language skills
To improve organisation, grammar and vocabulary.

Re-write your essays if you have found ways to improve them.
Need more help?

Work through all Task 1s before beginning Task 2s.
Use Plan your answer to get started.
Do the activities in Build your language skills.
Study the Sample Answer and Notes.
…THEN write your own answer.
Sample Answers are a useful reference. However, try not to imitate them when you write your
essays. Your own academic writing style will develop with practise.
WRITING TEST 1 TASK 1
You should spend about 20 minutes on this task.
The two pie charts below show changes in world population by region between 1900
and 2000.
Summarise the information by choosing and reporting the key features, and make any
relevant comparisons.
PLAN YOUR ANSWERS TEST 1

TASK 1
Analyse the task Look at the question, title and subtitle.
Highlight key words.
Identify the main trends.
Think it through Ask questions to find the information you need.

Then use the gapped sample answers as a guide.
Introduction
What kind of diagram is it? These…………show changes in world population.
What do the charts show? ………..1900 and 2000. The major regions
Over what time period? ………..represented as percentages of the total
How are the regions shown? ………..population.
Description
Where did the most significant From 19000……….2000 Africa’s percentage of world
Change occur between 1900 population………from 4.5% to 10% while Latin
And 2000? ………..grew from 3% to 8% of world…………
Which 2 areas showed the On the………..hand, the percentage of population

Greatest decreases and by how ……….Europe and Asia decreased during the
Much? ……….period. Europe dropped………..25% to
14% while Asia’s percentage declined from 60% to 54%.
Which regions stayed the same? North………..however showed no change,
What about the new category? Remaining at…………of world population both in
1900 and 2000. The Middle East and North Africa,
………… new category in 2000, represented
………… of world population.
What about ‘Others? The percentage of …………..in the remaining areas of

the………….(‘Others’) rose slightly from 2.5% to ………….
Conclusion
What was the actual change in Overall, this represents a huge ………….in the
Population? Number of humans on the …………, from 1600
Over what period? Million to 6 billion …………just one hundred years.
What does this show? Most of this …………..growth has occurred in
developing…………
BUILD YOU LANGUAGE SKILLS TEST 1

TASK 1
Complete these activities based on the sample answer to develop writing skills for Task 1
questions.
1 Synonyms
Find words, or expressions in the sample answer that mean the same as:
 Between 1900 and 2000 ______________________
 Increase(d) ______________________
 Decrease(d) ______________________
 Show(ed) no change ______________________
 World population ______________________

2 Connecting words
Find 3 more words/expressions from the sample answer that are use to connect ideas,
sentences and paragraphs.
1. eg on the other hand
2. _________________
3. _________________
4. _________________

3 Prepositions
What prepositions follow each expression from the sample answer?
 …world population increased ………….4.5% …………10%.
 …remaining …………5%....
 …this represents a huge increase ……….the number of humans…
 Most ……….this growth has occurred ……….the developing world.
SAMPLE ANSWER TEST 1 TASK 1

These pie charts show changes in world population between 1900 and 2000. The major regions
are represented as percentages of the total world population.
From 1900 to 2000 Africa’s percentage of world population increased from 4.5% to 10% while
Latin America grew from 3% to 8% of world population. On the other hand, the percentage of
population in Europe and Asia decreased during the same period. Europe dropped from 25% to
14% while Asia’s percentage declined from 60% to 54%. North America, however, showed no
change, remaining at 5% of world population both in 1900 and 2000. The Middle East and North
Africa, a new category in 2000, represented 6% of world population. The percentage of
population in the remaining areas of the world (‘Others”) rose slightly from 2.5% to 3%.
Overall, this represents a huge increase in the number of humans on the planet from 1,600
million to 6 billion in just one hundred years. Most of this population growth has occurred in
developing countries.
(162 words)
Comments
 The pie chart and body of the report deal with percentages of population, not the actual
number of people. Be sure you understand the difference.
 It would be incorrect to say ‘Africa increased from 4.5% to 10%’ without adding ‘of world
population’. You could also say, ‘Africa’s percentage of world population increased
from…’
 The actual change in the number of people in the world between 1900 and 2000 (1,600
million to 6 billion) is only mentioned in the conclusion.

Write about the following topic:
People today move to new cities or new countries more than ever before.

What challenges do they experience? What strategies are there to meet these
challenges?
Give reasons for your answer and include any relevant ideas from your own knowledge or
experience.
Write at least 250 words.
PLAN YOUR ANSWER TEST 1 TASK 2

Step 1 Analyse the task Read carefully to understand all the details.
What type of essay is it? Problem/solution
What are the key words…
…related to topic? Move/city/country
…related to the task? Challenges/strategies
Step 2 Generate Ideas Ask questions based on the key words.
What are the challenges?
Challenges
- New job/study
- Accommodation Practical
- Finding your way
- Loneliness Social
- New language
- No family/friends
What strategies can help?
Strategies
- Get advice
- Travel guide Practical
- Street directory
- Join clubs
- Share house or homestay Social
- Overseas students’ association
Step 3 Think it through Put your ideas in order before you start to write.
Introduction Make a general statement about ‘moving’.
Ask a question. ‘Why do people move?’
Then answer it.
Paragraph topics 1. Practical challenges (travel, accommodation) and strategies
2. Social challenges (communication, stress) and strategies
Conclusion summarise and re-state option

BUILD YOUR LANGUAGE SKILLS TEST 1
TASK 2
Complete these activites based on the sample answer to build writing skills for Task 2 questions.
1 Connecting words (who, which, that, where)
Find the sentences in the sample answer that combine each of the following pairs into one and
write the connecting word used in each.
This is due to modern technology. Modern

Technology makes travelling easier. ______________________
These provide challenges to someone. Someone

Has not lived independently before. ______________________
It is helpful to get advice from someone. Someone

Is familiar with the area. ______________________
There are travel guides. Travel guides give tips and

Useful information. ______________________
There are other sports or hobby clubs. It is possible

To meet people in other sports or hobby clubs. ______________________
2 Before or After?
Do these little words in the sample answer refer to things stated before (B) or after (A) them?
These might present B/A many of these problems B/A
such anxious moments B/A it is possible to… B/A
it might be helpful B/A
3 Synonyms
Which word in each group is not a synonym of the others?

To move / to relocate / to change
Useful / usable / handy
Reasons / issues / challenges / problems
Planning / preparing / starting

People today are clearly more mobile than in the past. This is largely due to modern technology
which makes travelling and communicating easier and quicker. Why do people move? Often
people re-locate to large cities for employment; some people study in English-speaking
countries. Whatever the reason, moving away from home may create many challenges, both
practical and social.
Firstly there are practical problems such as finding accommodation, managing finances,
shopping and so on. These might present challenges to someone who has not lived
independently before. In addition, adapting to a new city environment includes understanding
the public transport system, possibly in another language, while trying not to get lost! The best
strategy for minimising such anxious moments is to prepare in advance as much as possible.
Thus it might be helpful to get advice from someone familiar with the area. There are also
publications such as travel guides to overseas countries which give tips and useful information.
A city street directory is also very handy. Ideally, sharing accommodation with someone who is
familiar with the city, or staying in a ‘homestay’ on arrival in a new country, may overcome many
of these problems. Homestay families or ‘share mates’ will provide company and be able to
explain aspects of the new city or culture that may seem strange at first.
There are also social and emotional issues to deal with, like loneliness or problems with the
language Moreover, starting a new job our course may be stressful at first. Generally, however,
there are organisations such as overseas students’ associations in an educational institution, or
other sports or hobby clubs where it is possible to meet people and make friends.
In conclusion, although there are many challenges when leaving home for a new city or country,
planning in advance can transform an ordeal into an adventure!
Comments (304 words)
 Introduction starts with a general statement, then suggests some more specific details
(why people are mobile). Finally a ‘thesis statement’ previews the body of the essay (the
practical and social challenges). The writer avoid copying sentences from task prompt.
 First paragraph details practical challenges and strategies. Second paragraph deals with
social challenges and strategies. An alternative essay plan could be one paragraph on
challenges and one paragraph on strategies.

You should spend about 20minutes on this task
The table below shows personal savings as a percentage of personal income for selected
countries in 1970, 1990 and 2000.
Summarize the information by choosing and reporting the key features, and make any relevant
comparisons.
Personal Savings as a percentage of personal income

1970 1990 2000
Canada 5.6 11.5 1.9

France 18.7 12.5 13.6
Germany 13.8 13.8 11.8*
Italy 29.5 17.6 11.4
Japan 17.6 12.1 13.6
UK 9.2 8.2 11.1
USA 8.2 5.5 4.0
PLAN YOUR ANSWER

Analyze the task Look at the question, title and subtitle. Highlight
highlight key words.
Identify the main friends.
Think through Ask questions to find the information you need.
Then use the gapped sample answer as a guide.
Introduction
What does the table show? The table shows the ……. of person income
…for how many countries? devoted to …….in seven countries in 1970,
…over what period? 1990, and 2000
Description
Which countries show the The …….dramatic changes are …….in Italy,
Greatest change? Japan, France and Canada.
For 1970, which country has In 1970 Italy …….the highest savings the highest
rate of saving? 29.5% …….by France …….18.7% and then
(From highest to lowest) Japan with 17.6%. Canada had the……-5.6%
For 1990? By 1990 Italy was…….the leading country

(From highest to lower) though……savings rate had dropped….17.6%.
Germany was next 13.8% (same …….1970) and the

…….in France and Japan …….close behind. In
Canada,……… savings rate had almost…….to 11.5%.
The UK …….the USA had …….rates, 8.2%and 5.5%
…….
For 2000? …….2000 the savings rates ……. leveled out
considerable across seven countries. France
and …….led with 13.6% followed…….
Germany, Italy, and the …….at around 11%.
Personal in North America dropped
……., with the USA at…….and Canada at
a…….low 1.9%
Conclusion
What is the importance of these The overall ……. shows a reduction …….
Statistics? savings over this 30 ……. period.
Complete these activities based on the sample answer to build writing skills for Task 1
questions.
1 Sequencing statistics
Use these 5 expressions to complete a mini-text about five countries, A to E: in last place,
followed by, leading, next, close behind
Mini-text
A is the ………… country, …………B. C is ……….., with D………… . ……… is E
2 Synonyms
Which expressions in the sample answer have the same meaning?
Expression Sample answer expression
Most significant ………………………………
Variations ………………………………
Can be seen ………………………………
Stabilized ………………………………
Fell considerably ………………………………
3 ‘most ….. ‘OR ‘–est’ ……………………………..
Write the superlative form of these adjectives from the sample answer.
Adjective Superlative form
Dramatic ……………………………..
Low ………………………….....
High …………………………….
Evident …………………………….
Close ……………......................

The table shows the percentage of personal income devoted to savings in seven countries in
1970, 1990 and 2000.
The most dramatic changes are evident in Italy, Japan, France and Canada. In 1970 Italy had the
highest savings rate of 29.5% followed by France with 18.7% and Japan with 17.6%. Canada had
the lowest rate – 5.6%
By 1990 Italy was still the leading country, though its saving rate had dropped to 17.6%
Germany was next with 13.8% (same as 1970) and the rates in France and Japan were close
behind. In Canada, the savings rate had almost double to 11.5%. The UK and the USA had the
lowest rates, 8.2% and 5.5% respectively.
By 2000 the savings rates had levelled out considerably across the seven countries. France and
Japan led with 13.6%, followed by Germany, Italy and the UK at around 11%. Personal savings in
North America dropped significantly, with the USA at 4% and Canada at a very low 1.9%.
The overall trend shows a reduction in savings over this thirty-year period.
Comments
 This essay shows a simple plan of organization-the savings rate from highest to lowest in
each of the 3 time periods.
 The challenge is to vary language use (say similar things in different ways) and to link the
information smoothly.
 Respectively: a useful term for Task 1 essays. It means ‘in that order’ e.g. UK, US, 8.2%
and 5.5% respectively.
 Useful expressions for table description: most dramatic changes are evident, almost
doubled, levelled out considerably, dropped significantly, the overall trend shows.

Climate change is now an accepted threat to our planet, but there is not enough
political action to control excessive consumerism and pollution.
Do you agree?
experience.
Write at least 250 words
Step 1 Analyze the task.Read carefully to understand all the details.

What type of essay is it? Agree or disagree
What are the key words...?
…related to the topic? Climate change, political action, consumerism,
pollution
…related to the task? Do you agree?
Which terms need explaining? Climate change
Step 2 Generate IdeasAsk questions based on the key words.
What kind of climate change? Global warming, rising sea levels, unpredictable
weather patterns (storms, drought, floods)

…caused by? Industrial activity especially in the developed world
How is pollution connected Kyoto Agreement (intended to limit emissions)

to climate change? failed because of pressure from industry
How does consumerism modern lifestyle based on consumerism, cars,

houses,
relate to Pollution/climate having many things
change?
How could political action through schools pressure on industry
be effective?
What are the problems? traditional political parties support economic
growth;
Environmental parties like Greens; good policies,
little power
Introduction agree almost 100% (opinion based on evidence define
climate
change
Paragraph topics 1. Pollution e.g.…
2. Consumerism e.g.…
3. Political action e.g.… and problems e.g.…
Conclusion plea for action to save planet; strong view, strongly
expressed
1. Compressing Information
Academic writing tries to express information economically.
Find the expressions in the sample answer which use fewer words but mean the same
as:
 The levels of the worlds’ seas

e.g. ……………… (2 words)
 The temperature of the seas

………………… (2)
 The interest of those companies that have factories and offices in many countries
………………… (5)

 Policies about the environment which are responsible policies
2. Use of present progressive
Find 2 examples of the present progressive tense, used in this essay it show the
ongoing nature of the problems:
e.g. ……………………
 ……………………
 ……………………
3. Use of “This”
What does ‘this’ refer to?
 (para 2) “This is probably related to…’ This refers to:
……………………………………………..
 (para 2) “This keeps factories operating…’ This refers to:
……………………………………….
I agree entirely with the opinion in the title. There is increasing evidence that
changes are not just random but are being accelerated by industrial activity,
particularly in developed countries. Many nations are recording, or the hottest
summer on record. Sea levels are rising and sea temperatures are increasing more
rapidly than before.
The Kyoto Agreement in the 1990s tried to create international consensus to limit
industrial emissions of gases but unfortunately some nations are unwilling to commit
to real change. This is probably related to economic pressures from within the
country and the interests of multinational corporations. I industrialized nations a
good lifestyle means a high level of consumerism. This keeps factories operating and
people employed but it also creates enormous pollution and waste.
To solve these serious problems requires political action in a number of directions. At
the individual level, education programs in schools should be set up to reduce
wasteful behavior and to encourage respect for the planet. At the corporate level,
businesses need to develop responsible environmental policies together with
governments. They must be held legally accountable for their actions.
One major difficulty is that environmental parties like the Greens have little political
power. Their policies are appropriate but they need support from the general public
in order to increase pressure on the main parties and large corporations.
The time for action is definitely now. Each year of delays and ineffective policy will
make it harder to restore the health of planet Earth. (266 words)
Comments
 This essay your opinion, so it is appropriate to say: ‘I agree entirely with…’

 The argument in each paragraph is structured around a topic sentence
followed by examples to give evidence/support. A simple plan is to build
each paragraph of the body around a key word/idea from the question.
Write the topic sentence and develop the rest of the paragraph with
examples and supporting ideas.
 To maintain relevance to the topic, arguments focus on climate change
only, not on the other environmental problems.
test 3 task 1

You should spend about 20 minutes on this task
The diagrams below show how chocolate is made and how the price of a chocolate bar is
divided up among those involved in the process.
comparisons.
How chocolate is made
SUGAR
And other ingredients
COCOA
CHOCOLATE BAR
GRINDING
INDUSTRIAL CHOCOLATE
COCOA LIQOUR
COCOA BUTTER
PRESSING
FOOD INDUSTRY
WASTE COCOA POWDER
Plan Your Answer test 3 task 1

Analyze the task Look at the question, title and subtitle.
Think it through
Description Put the 5 steps (A-E) for making chocolate in the correct order.
(Process diagram) Write the sentences in full to develop paragraph 1 structure.
The process of making chocolate begins with. . .
A. liquor/either/pressed/become/cocoa powder shell/sell/food
industry
B. add/sugar etc./refine/produce/chocolate bar
C. or/pressed/become/cocoa butter
D. grid cocoa/produce/cocoa liquor/waste products

E. industrial chocolate/make from/cocoa liquor, cocoa butter
Description Ask questions to find the information you need.
(Pie chart) Then use the gapped sample answer (part) as a writing
guide.
How to paraphrase the tittle as a How is the ……………. from the retail ………………
topic sentence of a chocolate bar ……………. Up?
What is a logical sequence? The pie chart indicates that the farmer who …………….
1 start with the first step, also most the ……………. Receives only ……………. Of
Significant information the retail price.
The ……………., on the other hand, receives 34%.
2 contrast with remaining A rather small 10 % ……………. To the chocolate
amounts company while 15% is taken by the …………….in
the form of taxes.
3 end with largest percentage The cost of …………….and production, make up
the largest proportion, 37% of the …………….of a
chocolate bar.
BUILD YOUR LANGUAGE SKILLS TEST 3 TASK 1

Complete these activities based on the sample answer to build writing skills for Task 1 questions.
1 Use of the passive
Find 6 verbs in the passive voice from the sample answer.
Nite: ‘becomes’ does not have a passive form
E.g. __ is used____
_____________ _____________ _____________
_____________ _____________ _____________
2 Tricky little words
What little word comes immediately after these words from the sample answer.
Cocoa butter is used along ___________
Ingredients and production make ___________
How is the money divided ___________
10% goes ___________
3 Synonyms
From the sample answer fin synonyms for:
to produce (paragraph 2) ___________
gets (para 3) ___________
goes to (para 3) ___________

Answer: 1 can be sold/ is combined/ is refined / is divided up/ is taken 2 with/ up/ up to 3 to
make/receives/is taken by
The diagrams illustrate the chocolate-making process and the percentage allocation of the price of a
chocolate bar.
The process of making chocolate begins with the grinding of the cocoa beans, to produce cocoa liquor
and some waste products. The liquor is used in two ways. When pressed into powder it can be sold on to
the food industry. Alternatively when pressed into cocoa butter it is used, along with the liquor to make
industrial chocolate. This is combined with sugar and other ingredients and refined to produce chocolate
bars.
How is the money from the retail price of a chocolate bar divided up? The pie chart indicates that the
farmer, who produces the cocoa bean, receives only 4% of the retail price. The supermarket, on the
other hand receives 34%. A rather small 10% goes to the chocolate company, while 15% is taken by the
government in the form of taxes. The cost of ingredients and production, make up the largest
proportion, 37% of the price of a chocolate bar.
Comments
 A brief overview introduces the answer without copying the task wording.
 Useful language for describing a process: …begins with/ …either….or/….which is then/ …
in order to make/…after that/… further/…finally
 In this task there are two diagrams to describe. The obvious way to organize the essay is
to write one short paragraph on each diagram. With 5 minutes planning time that leaves
7 minutes (approximately 75 words) per paragraph. Keep it simple.
 Impersonal language is generally used in academic writing and Task 1s. The following is
an exception: ‘From the pie chart we can see…’
 A useful and concise introduction is the question in Paragraph 3: ‘How is the money….
Divided up?’
 For emphasis, the highest percentage of cost is put last as a separate sentence.
 A summarizing comment can be effective, if you are under the minimum word length.
Not necessary in this answer.

Many people keep dogs cats as companions.

Discuss the advantages and disadvantages of pet ownership for the animals involved and
for the community as a whole.
experience.
Step 1 Analyze the task Read carefully to understand all the
details.
What type of essay is it? Two sides of an argument
…related to the topic? Dogs/cats/pet ownership/community
…related to the task? Advantages and disadvantages
Step 2 Generate Ideas Ask questions based on the key

words.
Brainstorm
‘Pet ownership’ What are the advantages? What are the
disadvantages?
For animals loved, cared for, well-fed lack of freedom and natural
Activity: kept indoors at night and
balled (cats), on lead, muzzled (dogs)
For the community? Pet owners healthier and happier not always well-treated and
Respected
Service: guide and guard dogs more regulations:
To protect native animals from cats
To control dogs
Cost of abandoned pets
Introduction paraphrase task statement to restate both sides of issue
Paragraph topics 1 advantages of pets: for animals
For owners
For community
2 disadvantages: for pets
For community
Conclusion complex relationship
Restate main idea in a new way.
You should spend about 40 minutes on this task


We live today in an electronic information age. It is easier to be connected by
technology yet many people seem no closer to feeling happy in their lives.
Discuss.
experience.
Page 160
Step 1 Analyze the task Read carefully to understand all the

details.
What type of essay is it? Two sides of an argument
What are the key words…?
…related to the topic? Electronic information age, happy lives
…related to the task? Discuss
Which terms need explaining? Happy/connected
Step 2 Generate Ideas Ask questions based on the key

words.
‘Pet ownership’ What are the advantages? What are the disadvantages?
For animals loved, cared for, well-fed lack of freedom and natural
Activity: kept indoors at night and
balled (cats), on lead, muzzled (dogs)
For the community? Pet owners healthier and happier not always well-treated and
Respected
Service: guide and guard dogs more regulations:
To protect native animals from cats
To control dogs
Cost of abandoned pets
Introduction paraphrase task statement to restate both sides of issue
Paragraph topics 1 advantages of pets: for animals
For owners
For community
2 disadvantages: for pets
For community
Conclusion complex relationship
Restate main idea in a new way.

1. Use of Passives
Put the passive form of these verbs to complete these phrases using the sample answer:
Feed care for love give restrict keep impose require abandon
 …pets are f…………..and c……………. and I ………………
 It is easy to see how much attention is ………………..
 The freedoms are increasingly.
 These restrictions have been …a…………
 …pet owners are ….. to clean up …
 … dogs and cats that have been ………….. by owners
2. Connecting expression
Find the missing connecting expressions indicated for each paragraph. (NOT ’and’)
(para 1) / …………..
(para 2) / in return / not only, but/ ……………/
(para 3) /……………../ no longer, but/ …………../…………
(para 4) ………………./ ………………
3. Compressing Language
Find the expression in the sample answer for:
 The owning of pets ……………… (2 words)

 The part of the supermarket where pet products are
sold ……………………………… (5)
 Owners who do not take responsibility ……………………………….. (2)
Dogs and cats can be wonderful companions but there are also a number of problems
associated with pet ownership, both for the animals and for the community.
In the best situations pets are fed, cared for and loved as part of a family. It is easy to see how
much attention is given to pets, by the range of products available in the pet section of
supermarkets. In return, cats and dogs contribute to the well being of the community in many
ways. Dogs are useful for protection and serve as guides for the disabled. People with pets are
not only happier and healthier, but may even live longer. This the animals benefit individuals
and the community as well.
There are, however, also negative aspects for the pets and for the community. The freedoms of
both dogs and cats inside at night to protect native birds and animals. Dogs can no longer run
free in parks and at the beach but must be kept on leads. These restrictions have been imposed
by the community to protect the public. In addition pet owners are required to clean up after
their dogs. Parks and beaches often provide plastic bags for this purpose. The community also
has to pick up the costs of dogs and cats that have been abandoned by irresponsible owners.
So the relationship between pets and the community is a complex one. More and more the
community is intervening to force pet owners to restrict the activities and freedom of their pets.

Still, responsible owners, prepared to give adequate time and attention to their cats and dogs,
can give them a good and happy life. (290 words)
Comments
 Task words: ‘Many people keep dogs and cats…’ Paraphrase: ‘Dogs and cats can
be wonderful companions.’
 This essay is organized into 2 paragraphs: advantages/disadvantages. Each
paragraph includes 2 aspects – for the pet, for the community. Each point has an
example to support it.
 The argument balances positives and negatives and the conclusion reflects both
sides.
Writing test 4 task 1

The two graphs below show the percentage of smokers and the consumption of alcohol in liters
in selected countries, for the period 1960-2000.
comparison.

Plan your answer Test 3 Task 1
Analyze the task Look at the question, the title and subtitle. Highlight key
words
Think it through Ask the questions to find the information you need.
Then use the gapped sample answer as a guide
Introduction The two graphs show tends……..smoking and alcohol
Consumption for 1960-2000 for several countries.
…….., smoking declined
dramatically……..consumption of alcohol
witnessed a fluctuating
Description (Graph 1)
What is the general trend? In terms ……..smoking patterns, the general……..in the
USA, ……..and Holland is downwards.
Which year to start with and ……..had the highest percentage of smokers in
what order? ……..at nearly 60%……..by Japan at about 47%and the USA
at ……..40%.Holland experienced the……..dramatic
decrease, falling …….. What is the trend through 1980
about 43% in 1980 and then declined at the same
rate as …….. and 2000 for each country? until 2000.
USA’s……..fell to below 20% by …….. .
Description (Graph 2)
How to signal the change Turning……..alcohol consumption, the story
of topic and make a general ……..different
comment?
.
What is the best order to put The number of……..per capita consumed by Holland the
information in? and the……..increased sharply between 1960 and
……..form around 4 liters per……..in Holland
about……..in 1980 and the form nearly
Which counties have a similar 8 liters to……..than 10 in the USA in 1980.
trend? Thereafter……..Countries’ consumption
declined……..to around 8 liters……..the
USA in 2000 and 10 in Holland.
Which country has a differentThe……..in Turkey was rather different. Turkey’s
pattern? …………….remained low, rising only…………... from 1 liter to
about 1.5 liters per person between 1960 and 2000.
Conclusion
How to summarize these trends?

BUILD YOUR LANGGUAGE SKILLS TEST 4 TASK1
questions.
1 Qualifiers
Write adverb or adjective form the text to complete the notes:
Holland
1960 – 80_________ decrease in smoking
1960 – 80_________ alcohol drinking increased __________ . Post 1980 declined__________
Turkey
1960 – 2000 alcohol consumption rose _________
2 Synonyms – odd one out
Which word in each group is not a synonym of the others?
Approximately about until around
a little below slightly less than well under
much more than somewhat more than a lot more than well above
declined dropped fell stabilized decreased went down
rose went from went up increased
3 Economical sentences
Using the sample answer, try to write these sentences in a more economical way.
- The number of liters per capita which were consumed in Holland and the USA increased
sharply… ( save 2 words)
- Turkey consumption remained low. Its consumption rose only slightly…..
Between 1960 and 2000 (save 2 words)
- Holland experienced the most dramatic decrease. Holland’s percentage fell about 43% in
1980…. (save 2 words)
Answers 1 dramatic/ sharply /steadily/slightly 2 until/well under/ somewhat more than/
stabilized/ went from 3 consumed (which were consumed) /, rising (its consumption rose) /.
Falling (Holland percentage fell)
SAMPLE AMSWER TEST 4 TASK 1

The two graphs show trends in smoking and alcohol consumption for 1960-2000 for several
countries. Overall, smoking declined dramatically while the consumption of alcohol witnessed a
fluctuating pattern.
In terms of smoking patterns, the general trend in the USA, Japan and Holland is downloads.
Holland had the highest percentage of smokers in 1960 at nearly 60%, followed by Japan at
about 47% and the USA at around 40%. Holland experienced the most dramatic decrease, falling
to about 43% in 1980 and then declined at the same steady rate as Japan until 2000. USA’s level
fell to below 20% by 2000.
Turning to alcohol consumption, the story is different. The number of liters per capita
consumed in Holland and the USA increased sharply between 1960 and 1980 from around 4
times per person in Holland to about 11 in 1980 and from nearly 8 liters to more than 10 in the
USA. Thereafter both countries’ consumption declined steadily to around 8 liters in the USA in
2000 and 10 in Holland. The pattern in Turkey was rather different. Turkey’s consumption
remained low, rising only slightly from 1 to about 1.5 liters per person between 1960 and 2000.
(197 words)
Comments
The introduction provides an overview of the most general trends before going into more detail.
Graph vocabulary trends/downwards/ higher percentage/followed by dramatic decrease/ falling
to/ steady decline
Topic sentences in each paragraph use economical signal expressions: ‘In terms of’ /’Turning
to’….
‘Per capita’ is a useful synonym for ‘per person’.
IELTS on Track ACADEMIC WRITING TEST 4
Writing test4 task 2


We live today in an electronic information age. It is easier to be connected by
technology yet many people seem no longer to feeling happy in their lives.
Discuss.
Give reason for your answer and include relevant ideas from your own knowledge and
experience.

Plan your answer test 4 task 2
Step 1 Analyze the task Read carefully to understand the details.
What type of essay is it? Two side of an argument

What are the keywords…..
…related to the topic? electronic information age, happy life
…related to the task? discuss
Which terms need explaining happy/connected
Step 2 Generate ideas Ask questions based on the key words
What are the advantages of the *email/internet/chatrooms (easy quick cheap
electronic age contact)
*contact with family, friends (old/new)
*technology can overcome isolation e.g. Finland
Are we happier? Isolated at computer (only on-line friends?)
Evidence of lack of happiness? Rate of depression/suicide/divorce/stress
Step 3 Think it through put your ideas in order before you start to write.
Introduction what is happiness? How is it related to being
connected?
Paragraph topics 1. Advantages of technology (on the one hand)
2. Disadvantage (on the other hand)
Conclusion summarize/indicate your opinion
questions:
1. Synonyms
Which of the expressions in each group is not a synonym of the others?
 To communicate/ to contact/ to be connected / to overcome/ to stay in touch

 Rates/cases/ levels
 For example/via/like/such as
2. Compressing information
Which shorter expressions in the sample answer mean the same as:
 The rate at which people are getting divorced (Find 2 words)
 The amounts of stress that are being experienced(2)

 Websites on the internet where people can make dates with one another(3)
 The age in which there is a lot of information available(2)
 A call on the telephone(2)
 The levels at which people use the internet(4)
3. Could this be used instead?
Could the expression on the right directly replace the expression in the sample answer?
Answer Yes or No
Expression in the sample answer Could this be used instead?
 In this way … (para2) After this,…(Y/N)

 For example ( para 2) For instance… (Y/N)
 Similarly … (para 2) In a similar way… (Y/N)
 Even so… (para 4) Nevertheless… (Y/N)
 …therefore… (para 4) …so… (Y/N)
The electronic information age that we live in today, certainly makes communicating very quick
and easy. It is simple for many people to contact dozens of others every day via computer of
phone, but does this make them feel happier? Happiness is difficult to define, but in addition to
basic needs like food, shelter or peace, it depends on such things as good health, a loving family
and friends, and a satisfying occupation – either job, study or pastime. Whether modern
communication has increased people’s feelings of happiness is, however, debatable.
There are many advantages to being connected electronically. For the price of a local phone call
we can stay in touch via email with family or friends around the world. In this way isolation by
distance or climate can be overcome. For example, Finland with its long winter has one of the
highest rates of internet use. Information that would only be available to a small number of
people without the use of computers is not at our fingertips. Similarly, thousands of people use
chatrooms and internet dating sites every day.
On the other hand it seems to be the case that depression and suicide rates are high and the
divorce rate is increasing. Employees complain of longer working hours and increased stress
levels. There is concern that people are in fact becoming more isolated, only communicating on-
line. On this evidence they seem unhappier today.
Happiness is hard to measure, as it is subjective and depends on the particular situation.
Perhaps there is more awareness of current problems because so much information is available
through technology and the media. Even so, it would seem that the quality of our relationships
and therefore our level of happiness is unrelated to modern technology, which is, after all, only a
tool. (299 words)
Comments
 The ‘thesis statement’ (last sentence of the introduction)tells the reader that the body
of the essay will give arguments both for and against ‘……. Is debatable.’
 Useful expression for a discussion essay:

‘there is concern that’ … means that some people are worried about the situation…
‘Perhaps’… shows that the writer is considering possible reasons for these problems ‘it
would seem that’… indicates something is probable rather than 100% certain.
WRITING TEST 5 TASK1

The three diagrams below show the development of, and plans for, the coastal zone of Bright
sea.
Summarize the information by choosing and reporting the key features and make any relevant
comparisons.
BRIGHTSEA-1950
N
Jetty
Fishermen’s
Cottages
Lighthouse
Cafe
N
Lighthouse Keeper’s
house
Shop
Ferry
Wharf
HOTEL
Restaurant
Apartments
Car park
Supermarket
Telecommunica Hotel extension

tions Antenna
Sailing Club
Ferry Wharf

PLAN YOUR ANSWER
Analyze the task
Think it through
Description
Introduction
What do diagrams show?
Diagram 1
What was there in 1950?
Diagram 2
What additional structures are there now?
Diagram 3
What new structures are planned?
Conclusion
What final observation summarize the data?
TEST 5 TASK 1
Look at the question, title and subtitle.
Ask questions to find the information you need. Then use the gapped sample answer as guide.
The diagrams of the coastal area of Bright Sea illustrate….. Development from a fishing
community in 1950 to a…. terminal, with plans for future…
In 1950 the coastal zone of Bright Sea…. Undeveloped….. Just a lighthouse and lighthouse
keeper’s house…… was a jetty for fishing boats, and…….. Few cottages.

Currently, it can be…. That certain developments have taken place. For example, roads… been
constructed and there is a hotel near the lighthouse. A large wharf….. Now supporting a ferry
service. A café and shop are catering for the daily…. of the community.
There are plans for Bright Sea to experience further…. The hotel is to be extended and a sailing
club…. Alongside the hotel, to the south. A ……ferry wharf will be added with a
telecommunications antenna and…. Shop replaced by a supermarket and… In the northern part
of Bright sea, a restaurant and… will be built to supersede the café.
In…. the coast of Bright sea has changed from…. A fishing community in 1950 and is expected to
become a more significant ferry terminal. The lighthouse will have been the only constant……
BUILD YOUR LAGUAGE SKILLS

PREPOSITIONS
Write the appropriate preposition for each sentence from the sample answer.
………1950 the coastal zone of Brightsea was undeveloped…..Further north, there was a
jetty……..fishing boats…and… a sailing club built alongside the hotel…..the south.
A second ferry wharf will be added….. a telecommunications antenna……the northern part of
Brightsea, a restaurant and apartments will be built….summary, the coast of Brightsea has
changed from being…
Complete the passive verb forms from the sample answer using the verbs in
PASSIVES
brackets()
…it can ………… …………. (see).
…roads have …….. ……….. (construct)
The hotel is to ………. ………… (extend)
A second, ferry wharf will be ………. (add)
… and the shop …….. by a supermarket and car park. (replace)
SYNONYMS
Find synonyms in the sample answer for these questions.
area ………….. undergo …………………
at present …………….. important ……………….
day to day……………. unchanged………………
requirements………..
ANSWERS: 1 In/ for/ to/ with/ In/ In
2 be seen/ been constructed/be extended/added/replaced/
3zone/currently/daily/needs/experience/
significant/constant.
SAMPLE ANSWER
The diagrams of the coastal area of Brightsea illustrate its development from a fishing
community in 1950 to a ferry terminal, with plans for future development.
In 1950 the coastal zone of Brightsea was undeveloped with just a lighthouse and lighthouse
keeper’s house. There was a jetty for fishing boats, and a few cottages.

Currently, it can be seen that certain developments have taken place. For example, roads have
been constructed and there is an hotel near the lighthouse. A large wharf will be added with a
telecommunications antenna and the shop replaced by a supermarket and car park. In the
northern part of Brightsea, a restaurant and apartments will be built to supersede the café.
In summary, the coast of Brightsea has changed from being a fishing community in 1950 and is
expected to become a more significant ferry terminal. The lighthouse will have been the only
constant landmark.
Comments
 The paragraph structure of this report is simple, with each diagram allocated a separate
paragraph.
 The use of verb tenses is challenging in this type of report about changes across different
time points. The first diagram requires the simple past tense, with the present/ present
perfect/ present continuous forms needed for the second diagram. The third diagram
requires some future tense forms. The final paragraph summary uses a mixture of
tenses.
 The report uses synonyms well. ( Examples: show / illustrate; area / zone;
growth/development; build/construct; replace/supersede)
 The summary paragraph can be shortened if more time is needed for Task 2.

Most developed countries spend a large proportion of their health budgets on expensive
medical technology and procedures. This money should be spent instead on health education to
keep people well.
To what extent do you agree or disagree with this opinion?
experience.
PLAN YOUR ANSWER

What type of essay is it?
….related to the topic?
….related to the task?
Step 2 Generate Ideas
What kind of…
…technology? (give examples)
…procedures? (give examples)
What is health education?
Step 3 Think it through

Introduction

(turn statement into questions)
Paragraph topics
Conclusion
Read carefully to understand all the details.

Two sides of an argument
Expensive medical technology/procedures health education.
To what extent / agree disagree
Ask question based on the key words.

High-tech MRI scanners
Organs transplants/ IVF
Learning how to stay well
eg lifestyle changes,diet,exercise
Put your ideas in order before you start to write

Why is the health budget spent this way?
Why spend money on health education?
1 advantages of spending on health education (on the one hand)
2 advantages of high tech hospital treatment ( on the other hand)

Summarize and indicate opinion.
BUILD YOUR LAGUANGE SKILLS

questions.
Compressing information
Which shorter expressions in the text mean the same as these?
 The amount of money planned for use on health

 Problems connected with people’s health (2)
 Care which is given by nurses (2)
 Sicknesses that are caused by the way people live (2)
 The transferring of a body part from one person into the body of another (2)
Word groups
In the sample answer find 8 expressions connected to each of the following topics:
(a) Health
(b) Finance
What’s the next word?
Match the word(s) on the left from the sample essay with one on the right that follows it.
Straightforward world
It is questionable term
The best treatment whether
The long issue
Developed possible
Answers: 1 health budget/ health problems/ nursing cars/ lifestyle diseases / organ transplants
2a (examples) unwell, ill health, medical, doctor, sick, treatment, surgery, hospitalization,
diseases 2b savings,budget,expensive,health,dollar,spend,afford,costly,money 3 straightforward
issue/ questionable whether / treatment possible/ the long term/ developed world.
SAMPLE ANSWER
Almost daily there are reports of new advances in medicine. In the developed world certainly,
the prognosis for many medical problems is more optimistic today than ten years ago and
continues to improve. But these developments in health care are very expensive, and it is
questionable whether countries can afford to continue to increase spending on health. Many
believe that it would be better to spend more preventing people from becoming unwell in the
first place, and reduce the amount spent on curing ill health.
As many modern diseases are a consequence of our lifestyles, one way of making savings to the
health budget would be to educate people about how to prevent expensive health problems
such as diabetes or heart disease. Most medical doctors today do not have the time to (nor are
they paid to) teach patients how to make these changes to their lifestyle through diet or
exercise.
It is understandable that when people are sick they want the best medical treatment possible,
with access to the latest diagnostic equipment, expensive MRI scanners, for example. If the
problem is life threatening then we demand complex operations such as open-heart surgery or
organ transplants. Such procedures usually require intensive nursing care and lengthy periods of
hospitalization, which are costly.
Thus it can be seen that this is not a straightforward issue and depends to some extent on one’s
situation. While the ‘health dollar’ is limited, however, it would seem rational to direct more
resources towards the prevention of ill health. In this way fewer people would become ill from
theses preventable lifestyle diseases. In the long term this should save the country money and
increase the well-being of the population.
Comments

 The wording of the question is decisive eg ‘should be spent’ whereas the wording of the
answer is qualified eg ‘Many believe it would be preferable’, ‘it would seem
rational’,’where larger numbers may benefit’
 In this essay, statements are regularly followed by examples which help to explain, clarify
and develop the idea.
‘preventable lifestyle diseases; examples given are diabetes, heart disease
‘lifestyle changes’- diet, exercise
‘expensive diagnostic equipment’- MRI scanners
‘expensive operations’-open-heart surgery, organ transplants
 Use of linking words: similarly/ such procedures/ thus it can be seen/ however/ in this
way
 You should spend about 20 minutes on this task.
 The chart and table show the number of fishers in millions for different regions
between 1970,1980 and 2000, and the world’s top ten exporters of fish in 2000.

 Summarize the information by choosing and reporting the key features, and make any
relevant comparisons.
 Write at least 150 words.

World’s TOP TEN EXPORTERS OF
FISH, 2000  PL
A
1. Thailand
N
2. Norway
fishe
Milli
ons
3. USA
of
rs
4. China
5. Denmark
6. Canada
YOUR ANSWER
Analyze the task


 Think it through


 Introduction


 Description of bar chart
 What are the most significant
 statistics?
 What about remaining regions?
 (In descending order of importance describe both the numbers of fishers and the trends)




 Description of table
 How to signal transition to new topic/ paragraph and identify most significant data?
 What is the logical way to group remaining countries?




 Conclusion
 How to summarize this trend?

 Look at the question, title and subtitle.
 Highlight key words. Identify the main trends.
 Ask questions to find the information you need. Then use the gapped sample answer as
a guide.

 The bar chart and table present statistics……fishing between 1970 and 2000.
 The data in the chart indicate that Asia was the region…. The largest numbers of fishers
in 1970,1980 and 2000 at 9,13 and 24 million… No other region witnessed such….
Increases in numbers. Africa’s fishers….. 1.3 million in 1970, and 2 million in both 1980
and 2000. South America had steady numbers of fishers, 1.2million,…. The period. In
North America…. Were 0.5 million fishers in 1970 increasing to…. 1.2million in 1980, a
number that remained…… in 2000. Europe had the fewest with 0.6 million in 1970….to
0.3 million in 1980 and….. to 0.6million in 2000.
 ….. to the table of exporters for 2000, five of the ten, listed countries are from the
Asian….. Thailand was the world’s exporter of fish, but European and North American
countries were also…..Norway and Denmark took second and fifth places……, while USA
is the third….. exporter and Canada ranks…… China and Taiwan…… fourth and seventh
places, while Russia,…… and South Korea complete the table in eighth, ninth and
tenth…………
 To…..,there are more fishers in Asia…. In the rest of the world combined.
BUILD YOUR LAGUAGE SKILLS

Complete these activities based on the sample answer to develop writing skills for Task 1
questions.
1 Synonyms
Choose a synonym to match each expression from the sample answer.
Spectacular/ show/ reducing/ significant / conclude/ stayed the same
In the sample answer Synonym
Indicate ………………………………………..
Dramatic ………………………………………..
Remained unchanged ………………………………………..
Contracting ………………………………………..
Prominent ………………………………………..
Summarize ………………………………………..
2 Listing positions in a table
Match the country form the table with the appropriate expression.
The second largest, the biggest, in fifth position, the third largest, the lowest ranked, in fourth
spot.
Denmark ………………………………………..
Thailand ………………………………………..

USA ………………………………………..
South Korea ………………………………………..
Norway ………………………………………..
China ………………………………………..
3 Prepositions
What preposition goes with each expression in the sample answer?
 Dramatic increases……..numbers...
 Increasing………..about 1.2 million…
 Returning………..0.6 million…
 Turning ………. The table of exporters…
 ……eight , ninth and tenth spots.
 …….summarize…
Answers: 1 indicate-show/ dramatic-spectacular/ remained unchanged- stayed the same/
contracting-reducting/ prominent-significant/ summarise – conclude 2 Denmark- in fifth
position, Thailand- the biggest, USA- the third largest, South Korea- the lowest ranked, Norway-
the second largest,China- in fourth spot, 3 in/to/to/to/in/to
SAMPLE ANSWER
The bar chart and table present statistics about fishing between 1970 and 2000.
The data in the chart indicate that Asia was the region with the largest numbers of fisher in
1970,1980 and 2000 at 9,13 and 24 million respectively. No other region witnessed such
dramatic increases in numbers. Africa’s fishers numbered 1.3 million in 1970, and 2 million in
both 1980 and 2000. South America had steady numbers of fishers, 1.2 million throughout the
period. In North America there were 0.5 million fishers in 1970 increasing to about 1.2 million in
1980, a number that remained unchanged in 2000. Europe had the fewest fishers with 0.6
million in 1970 contracting to 0.3 million in 1980 and returning to 0.6 million in 2000.
Turning to the table of exporters for 2000, five of the ten, listed countries are from the Asian
region. Thailand was the world’s top exporter of fish, but European and North American
countries were also prominent. Norway and Denmark took second and fifth places respectively,
while the USA is the third largest exporter and Canada ranks sixth. China and Taiwan occupy
fourth and seventh places, while Russia, Indonesia and South Korea complete the table in
eighth, ninth and tenth spots.
To summarize, there are more fishers in Asia than in the rest of the world combined.
Comments
 ‘Fishers’ has replaced ‘fishermen’ as a gender-neutral term to include women who work
in the industry and catch fish for a living.
 ‘Turning to’ indicates transition to a new paragraph and a new topic- from the chart to
the table.
 In the second paragraph, European countries are grouped together, then North
American to give variety and to follow the topic sentence order.
 Use variety to avoid repetition: top exporter/ take second place/ is the third largest
exporter/ occupy fourth place/ ranks sixth/ in eighth… spots.
 WRITING
 You should spend about 40 minutes on this task.
 Write about the following topic:

 Because of the pressure of new subjects such as business studies, many schools have
dropped sport or physical education (PE) from the curriculum.


 How important is sport or PE in a young person’s education?

 Give reasons for your answer and include any relevant ideas from your own knowledge
or experience.
PLAN YOUR ANSWER

What type of essay is it?
…related to the topic?
…related to the task?
Step 2 Generate Ideas

Why is sport/ physical education being replaced on the school curriculum?
What is the value of PE in school?
How important is it?
Step 3 Think it through

Introductions
Paragraph topics
Conclusion
Read carefully to understand all the details.

Evaluate an argument
Sport/ physical education
How important….

Ask questions based on the key words.
Low priority compared to employment- related subjects
Break from mental activity, better concentration on school work, exercise, fitness, learn new
sports
As important as any subject ‘fitness for life’
Put your ideas in order before you start to write.

Question asks ‘How important?’
Answer: ‘of vital importance’
1. Problem of academic demands and time pressure PE improves concentration and
performance
2. Problem of obesity, sedentary lifestyle of many students PE offers exercise, new
activities, fitness for life
Summarize and re-state opinion.
BUILD YOUR LANGUAGE SKILLS
questions.
1.Connecting expressions
Could the expression in brackets () be used instead of these connecting expressions in the
sample answer without making other changes? Yes or No?
 It is true that (Even though) (para 1) Y/N

 As a result (Nevertheless) (1) Y/N
 While(Whereas) (1) Y/N
 So that (since) (2) Y/N
 In addition (As well) (3) Y/N
 In conclusion( to summarize) (4) Y/N
 The result will be (As a consequence)(4) Y/N
2. Synonyms
Which of the expressions in each group is not a synonym of the others?
 Program curriculum class

 Unfortunate unavoidable inevitable
 Sedentary uncooperative inactive
 Overweight lazy obese fat
3. Scrambled phrases
Rewrite theses scrambled word groups from the sample answer:
 True is that it… (para 1) …………………………………………

 Education is ground physical losing...(1) …………………………………………
 Shift inevitable see as this many…(1) …………………………………………
 Argue I that would…(1) …………………………………………
 Is concern growing a there…(3) …………………………………………

 Sport in enjoy participating… (4) …………………………………………
Answers: 1 N/ N/ Y/ N/ Y/ Y/ N
2 class / unfortunate/ uncooperative/ lazy
3 see sample answer
SAMPLE ANSWER
It is true that there is increasing pressure on schools today to prepare their students for work in
the twenty-first century. As a result, physical education is losing ground on the school
curriculum to employment- related subjects like business. While many see this shift as
inevitable. I would argue that physical education is a vital part of the school program and should
be maintained. Sport and PE add variety to the curriculum, broaden the students’ experience
and teach essential life skills.
Within the school day, students need physical activity to balance the long hours spent sitting at
desks. PE provides a break from the mental focus of academic subjects. A good PE program
should include a variety of sports plus non-competitive activities like dance and aerobics so that
students can experience exercise as both challenging and fun.
There is a growing concern among parents and educators about obesity in children. Many young
people have a sedentary lifestyle that revolves around TV, computers and being driven in cars.
Physical education ensures that all students get some form of regular exercise during the school
day. In addition they learn about the importance of liking after their bodies.
In conclusion, physical education programs in schools are not only worth maintaining, they
should be developed. The result will be students who are happier, healthier and more
productive in class. They will grow into adults who value fitness and enjoy participating in sport.
These are lessons for a lifetime, as important as any subject on the school curriculum.
Comments
 The ‘thesis statement’ acknowledges the counter argument: ‘…many see this shift as
inevitable. It also indicates the position of the writer ‘I would argue that’ and answers
the question. ’How important?’ ‘ …physical education is a vital part of the curriculum
and should be maintained.’
 Both paragraphs of the body of the essay begin by stating a problem and showing how
physical education helps to solve that problem, thereby demonstrating its value.
 The conclusion re-states the writer’s opinion and reinforces the evaluation, answering
the question ‘How important?’
 The essay is concise- just over the minimum number of words, but fulfills the task
requirements.

UNIT 4 SPEAKING
WHAT’S AHEAD…
IN THE SPEAKING UNIT
 The IELTS Speaking Test

 Fast Track Speaking
 Speaking Test 1 ( CD1)
Questions and activities
 Speaking Test 2 ( CD2)
Questions and activities
 More Practice Questions
THE IELTS SPEAKING TEST

Structure of the Speaking test
The IELTS Speaking Test was revised in 2001. The format was changed and the way instructions
and questions are given was standardized.
Your Speaking Test is with one interviewer. This interviewer also assesses your performance.
The test takes from 11-14 minutes and has THREE parts.
PART 1 4-5 minutes
Your name and ID are checked and then you answer set questions on 3 familiar
topics.
In more detail…..
The interviewer will introduce her/ himself and check your name, country and ID (passport or
student card). A cassette recorder will be switched on to record your interview in case it needs
to be checked. The test begins with the interviewer asking set questions on three topics. There
are about 4 questions per topic, which means an average of 25 seconds per question. Try to say
more than ‘yes’ or ‘no’ by extending your answers a little.
PART 2 3-4 minutes
You are given a topic, which you have to talk about for 1-2 minutes. You have 1
minute to plan your talk. The interviewer asks 1 or 2 follow-up questions.
In more detail…
The interviewer gives you a card with your topic on it. Be sure to read the 3 or 4 details on the
card carefully and answer all of them in your talk. If you take longer than two minutes, the
interviewer will stop you, and then will ask one or two questions to finish off this part. Just
answer them briefly.
Part 3 4-5 minutes

You have a discussion with the interviewer about issues related to the topic of
the talk in Part 2.
In more detail…

The questions in Part 3 are, more challenging but the interaction is more natural. The
interviewer will respond to what you say but is testing your ability to use more complex
language and express your ideas clearly and appropriately. When the test comes to an end, the
interviewer is not permitted to discuss your performance or your score, so don’t ask.
WHAT IS THE EXAMINER LOOKING FOR?

Assessment In other words….
Criteria
Fluency and coherence Can you speak without pausing or hesitating?
Can you use idiomatic expressions and develop your ideas using
good connecting language?
Vocabulary Can you use a good range of appropriate expressions to keep
talking about and extending different topics easily?
Grammatical range and
Accuracy What range of grammar and verb forms can you use flexibly,
appropriately and accurately.
Pronunciation How clearly can you be understood and how effectively can you
use English stress and intonation?
Amira’s tip:
While I was waiting outside the room, I had a snack and a drink to keep my energy up.
I tried to relax by breathing slowly and doing some stretches. My interview was a little late.
We had been told not to knock on the door so I just stayed nearby until I was called into the
room by the examiner.
Natalya’s tip:
I’m quite shy so I got my identification ready to show the assessor before the test started and
when I gave it to her I made eye contact and smiled. She smiled back so I felt more relaxed
when I started to answer the questions.
EXAMINERS' SUGGESTIONS
Here are some typical problems and questions that come up when students prepare for the
Speaking Test, along with suggestions for improvement.
What happen if…?
... I don't understand a question.
... I don't understand even after the question has been repeated.

... I understand the question but don't know how to answer.
... I have prepared some answers in advance and memorized them.
...I can't think of enough to say to keep talking in Part 2.
Suggestion
Don't remain silent. Ask the interviewer politely to repeat the question. It's fine to say, 'Sorry?'
or 'Pardon?' or 'Could you repeat the question, please?' These are good speaking strategies.
You can just say Tm sorry, I still don't understand'. The interviewer will move on to another
question.
Don't be worried that there is a correct answer to a question. The interviewer is just asking your
opinion and basically wants to hear you speak. You can talk about the situation in your country
or your personal experience.
It will be obvious to the interviewer if you have learned answers by memory and you will lose
marks. Practice lots but don't memorize. It is important to interact naturally and to be
spontaneous.
Practicerecording yourself making little speeches. Start with easy, familiar topics and a short
time limit. Gradually increase your time and choose topics that are more difficult.

Hiroshi's tip: 'My problem was that I spoke slowly and had too many pauses. So, to practice, I
recorded my answer to one question again and again until I could do it without pausing. I also
practiced several times with a clock, trying to give the same answer in fewer seconds. It worked.
I got a 7 for Speaking!
FASTRACK SPEAKING
There are
TWO sample
Speaking
2
Tests
Speaking Test 1 (Zsuzso)

Before you listen, look at the interview questions. (pl86)
Listen to the whole interview first.
OR
Listen and do the activities one part at a time. (pp!87-189)
Next...
Go back to the interview questions for Test 1.
Record your answers.
If possible, get a friend to ask you the questions and record the whole interview.
Speaking Test 2 (Wen)

Follow the same steps.
Want more practice?

Use the additional practice questions on page 194.
Read the ‘Quick Guide’ pages 205-208 for detailed guidance on how to improve your score in
the Speaking test.
SPEAKING TEST 1-
[1] Set questions
Topic 1: FAMILY
Do you come from a large or a small family? Do all your family live in the same town or city?
How often do you see your brothers and sisters? (or your family?) Do you have a lot in common
with them?
SHORT TALK
Topic 2: FRIENDS
Do you have lots of friends or just a few special friends? Can you say something about one or
two of them? What kinds of things do you and your friends like to do together? Are you a
person who enjoys spending time alone?
TOPIC CARD
Describe a favorite shop or store. You should say: where it is and what it looks like what it sells
what you like to buy there and say why you like the shop so much.
Topic 3: TRAVEL
Which other countries have you visited? Which other countries are you interested in visiting?
Why? What are some of the things you don't like about travelling?
Discussion questions related to Shopping.

What do you think of shopping on the Internet? How do you think the use of the Internet will
affect shopping in the future? Why do you think that shopping has become such a popular
activity for young people these days?
In what ways are your parents' shopping habits different from yours? Can you give some
examples of differences? Do you think in wealthy countries people buy too many things they
don't need? Is that the case in your home country?
SPEAKING TEST 1: Zsuzso immigrated to Australia from
ZSUZSO Hungary 5 years ago. She is qualified
Listening Activities teacher, working with disabled children.

First read through the activities for Part 1
of the interview. Then listen and complete each task.
Do the same for Parts 2 and 3.
Finally, check your answers in the transcript
(pp213-214)
PART 1 Study the activities. Then answer as you listen
Topic 1: FAMILY
• Write the missing information.

Number of people in Zsuzso's family ……………………..
Where she lives ……………………..
Where they live ……………………..
How often they see each other ……………………..
What they have in common ……………………..
Topic 3: TRAVELLING TO OTHER COUNTRIES •
 Which 4 of the following does Zsuzso mention? Circle the answers.

South America, Asia, Africa, Europe, America, Australia
• Write the missing information.
She is interested in visiting any country that has……………………….. and……………………………. Two
things she doesn't like about travelling are taking……………………………………. and living out
of………………………
Study the activities. Then answer as you listen.

 Listen to the interviewer’s instructions. Circle True or False.
The interviewer gives you a piece of paper. T/F

You choose a topic. T/F
You talk about the topic for 1 minute. T/F
You can plan for 1 minute. T/F
You can make notes. T/F
 Here is Zsuzso’s topic card. Imagine you are being interviewed. Write your notes for each part of
the topic during the 1-minute planning time on CD 1.
TOPIC CARD Your notes

Describe a favorite shop or store.
You should say:
Where it is and what it looks like ________________
What it sells ________________
What you like to buy there ________________
And say why you like the shop so much ________________
 Listen to Zsuzos’s talk. Match her vocabulary with the appropriate meaning.
Vocabulary Meaning
Shopaholic a person who has an illness OR a person who loves to shop
Treasure hunt look for great things to buy OR look for expensive antiques
Elegant good value OR attractive
Browse shop for something special OR look usually without buying
Touches my heart makes me feel emotional OR makes me feel a bit ill
Transform change something a little OR change something a lot
PART 3 Study the activities. Then answer as you listen.
Complete the missing information
Zsuzso didn’t like internet shopping at first because it took away the __________. Later she realized the advantages
of internet shopping. What example does she give?__________.
She thinks shopping has become a __________ activity for young people.
p.188
 Circle the 3 activities Zsuzso mentions.
Buy presents / try on clothes / listen to pop music / go to the mall / have coffee
 Write the missing information

Zsuzso’s parents shopped ____________whereas she shops ____________
 Underline the‘Filler language’Zsuzso uses in(A)while she is thinking about what to say. Then complete the shorter
version (B)which makes her expression more direct.
 ‘So it wasn’t a luxury to sort of shop every day it was a necessary sort of making choices I suppose was very hard but
we had to’.
 ‘So it wasn’t a _______________ to shop every day. It was ______________ to make choices. It was ____________
but we had to do it’.
Now check all your answers in the transcript
An IELTS teacher’s comments on Zsuzso’s interview
Zsuzso demonstrates a good level of speaking ability overall.
Her fluency is good. She has no difficulty understanding questions or answering them
quickly. She seems comfortable with the intentions behind each question. She uses
connecting expressions easily to join different parts of her answers and to make her talk
flow. She uses ‘filler’ language to give herself time to organize her thoughts. In Part 1 of
the interview, her answer were a bit short. Because there was so little hesitation in her
reply, she would have had time to develop her answers a little more.
Zsuzso’s pronunciation is clear, though she has slight interference from her native
language (some vowel sounds). Generally speaking, she pronounces words clearly with
appropriate stress and has quite good intonation.
Her grammatical range and accuracy are good but probably her weakest feature. She still
has a number of slight errors in her speech and over-relies on certain forms (e.g.
however). On the other hand, she uses a good range of grammatical forms with ease
and can move between formal and less formal expression without a problem.
Her vocabulary is also generally good. She uses a wide range of expressions including
idioms and colloquialisms (e.g. touches my heart, browsing, shopaholic, pop into,
transform, festive season).
I think Zsuzso has demonstrated a level of speaking ability that is high enough for
successful entry to an English-speaking university anywhere in the world. She has clearly
benefited from several years living in an English-speaking community. She is stronger in
speaking and listening than in writing, which is often the case with students of European
background.
p.189
SPEAKING TEST 2 – INTERVIEW QUESTIONS
Part 1 Set questions
Topic 1: FAMILY
Do you come from a large or a small family? Do all your family live in the same town or
city? How often do you see your brothers and sisters? (Or your family?) Do you have a
lot in common with them?
Topic 2: WEEKENDS
Are your weekends generally busy or relaxed? What kind of things do you usually do at
the weekend? What would you like to do in your time off if you could choose? Do you
ever go away on your days off?
Topic 3: EXERCISE
What kind of outdoor activities or exercise do you like? Are there any sports you don’t
like? Why? Do you think it’s important to keep fit? What are the best ways to keep fit?
Part 2 Short talk TOPIC CARD

Describe an important year in your life.
You should say:
How old you were
What important things you remember from
That year
Where these things happened
And say why you think that year was so important.
Part 3 Discussion questions related to memory and the past

How important is it to know your family history?
What are the best ways to keep family history alive?
Do you think it is important to study and understand the history of one’s country?
Why do you think studying history has become less popular these days?
How could we encourage young people to become interested in history? For example?
p. 190
SPEAKING TEST 2:
WEN Wen (Wayne) comes from Taiwan. He is on study
leave from his job in banking. And is
working
Towards a PhD in International Business.
Listening Activities
First, read through the activities for Part 1 of the interview.
Then listen and complete each task. Do the same for parts
2 and 3. Finally, check your answers in the transcript.
(Pp.223-224)
Part 1 Study the activities. Then answer as you listen.
Topic 1: FAMILY
 Write the missing information:
Number of members: _______________
Where they live: ___________________
How often they see each other
Brother: ____________
Sister: _____________ ______________
What they have in common: ___________________ ________________
Topic 2: WEEKENDS
 Complete the missing information.
Wen’s activities:
1__________________________ ______________
2__________________________
3__________________________
What he would like to do_______________ because ____________________
What he does on days of
 Which words has Wen left out?

‘____most of _______ time I just go to _____ city center or I just go to ____ beach’.
p.191
Part 3 Study the activities. Then answer as you listen.
Important of family history

1. In Wen’s view the importance of family history is mainly to do with…
a) Understanding the way the family has changed and its origins.
b) Practical things connected to his occupation.
c) Finding out more about the past and his ancestors.
d) Passing stories on to the next generation.
Best ways to keep family history alive

2. According to Wen, it is important to…
a) Focus on the present.
b) Look to the future rather than the past.
c) Know the past to understand the present.
d) Forget the past.
Importance of studying the history of your country

3. Wen talks about…
a) The continuing conflict between China and Taiwan.
b) Improved relations between China and Taiwan.
c) Changes over the years in the relationship between China and Taiwan.
d) The future unification of China and Taiwan.
Why studying history has become less popular these days
 Complete the information.

4. Wen says this is because of the ___________ which ____________ so ___________.
How to encourage young people to become interested in history

5. According to Wen it is mainly the responsibility of…
a) Parents.
b) The government.
c) Teachers.
d) The media.
Now check all your answers in the transcript
An IELTS teacher’s comments on Wen’s interview
Wen demonstrates a reasonable level of speaking overall. His ideas are complex and interesting but his
speaking is affected by his first language and culture.
His fluency is quite good – he responds quickly and can use filler language. But, he also hesitates
occasionally and his explanations sometimes lack the development expected by an assessor (e.g. in Part 1,
talking about his siblings, ‘…we are quite different because one of my brothers is businessman’).
Wen’s pronunciations is reasonably effective but weaknesses like final consonant sounds cause problems for
the listener (e.g. Hull). His stress and intonation are serviceable, though affected by his first language.
Grammar is Wen’s greatest weakness. Regular inaccuracy with articles and tenses reduces speaking
effectiveness and causes strain for the listener. Also, he lacks range and flexibility of expression.
Wen’s vocabulary is interesting. He can use complex expressions (e.g. culture shock, dynasty, evaluate) but
sometimes struggles to find the right form of a word (e.g. ‘makes me health’ for healthy).
I think Wen has demonstrated a level of performance that is somewhat typical of students from that
regions. His skills at listening, reading and writing have been strong enough to compensate for a slight
weakness in speaking. Given more time on his post-graduate studies, his spoken English should develop
further.
P. 194
MORE PRACTICE QUESTIONS
Part 1 Set questions
Topic: music
What kinds of music do you enjoy listening to?
When do you listen to music?
Have you ever learned to play a musical instrument? (Which one? / Why not? )
What is your favorite musical instrument? (Why?)
Topic: using the phone

How often do you use a mobile phone (cell phone)?
Do you ever send text messages? (Why? / Why not? )
Are phone calls expensive in your country?
Do you find it easy to talk on the phone in another language? (Why? / Why not?)
Topic: a favorite food

What is your favorite food? (Why?)
When did you first eat it?
Can you cook it yourself? (Why not?)
What things can you cook?
Topic: public transport

How often do you use the bus or train? (Why? / Why not?)
Is it easy to travel by bus or train in your town or city?
Is it expensive to use public transport in your country?
Is public transport in your country getting better? (Why?)
Part 2 SHORT TALK

TOPIC CARD
A FAVORITE ITEM OF CLOTHING
Describe a favorite item of clothing:
You should say:
What it is (color, style, material)

Where and when you bought it:
How often you wear it
And say why it is one of your favorite items of clothing
TOPIC CARD
SOMETHING YOU MADE OR CREATED
Talk about something you have made or created.
You should say:
What is was
Why you decided to make it
What steps you took to complete it and say how you felt about making it.
TOPIC CARD
A MARKET YOU LIKE
Describe a market that you like.
You should say:
Where it is and when it’s open
What sort of things are sold in the market
What you like to look at and do there
And say why that market is important in the town or city.
p.196
Part 3 discussion questions
Is chasing a fashionable image a waste of time and money?
What do you think of designer clothes for small children?
Describe the importance of traditional costume in your country.
Are school uniforms better than free choice of clothes for school?
What should people do with their old clothes to prevent waste?
Do you think creativity is encouraged enough in school?
What is more important – being original or being able to follow instructions well?
What are the best was to develop creativity?
To what extent are artists and creative people important to society?
Will people in the future have more opportunities for creative pursuits or less?
Will markets be replaced more and more by huge shopping malls and big supermarkets?
Are markets good for preserving community spirit?
Is the trend towards huge supermarkets a bad thing for smaller towns and cities?
Are people too concerned about buying and not concerned enough about caring?
Is shopping becoming a disease?
Part 2 short talk
TOPIC CARD
AN INTERESTING JOURNEY BY PLANE
Talk about an interesting journey you made by plane. You should say:
Where you flew to and how long it took
What you enjoyed about the flight
What you didn’t enjoy about the flight and say why you found the journey interesting
And say why you found the journey interesting
TOPIC CARD
A FAVORITE BOOK FROM CHILDHOOD
Talk about a book that you liked when you were a child.
You should say:
What is it and who wrote it
What it is about
When you are it
And say why you remember that particular book.
Part 3 discussion questions
Is plane travel helping people to be more tolerant of cultural differences?
Should airline security be increased further?
How would you improve air travel in your country?
Does travel broaden the mind or is it just an excuse for buying souvenirs, sightseeing and status seeking?
When do you think there will be possibilities to travel to the moon or mars?
To what extent are people’s reading habits changing?
Are libraries going to become less or more popular in the future?
Do you think people read more often to learn things or to escape?
In what ways are books preferable to movies?
Have any books changed your view of life in a deep way?

KEEP PRACTISING
Find topics from newspapers.
Check EFL online discussion groups.
Make up 1-2 minute impromptu talks and record them.
Remember! USE IT OR LOSE IT!
QUICK GUIDE…
…TO A HIGHER IELTS SCORE
WHAT’S AHEAD…? IN THE ‘QUICK GUIDE’
 Managing your test performance

 Quick guide to a higher score in the
4 IELTS subtests:
Listening
Reading
Writing
Speaking
‘QUICK GUIDE’ TO A HIGHER IELTS TEST SCORE
Managing your test performance
THE PROBLEM: IELTS test takers often say, ‘I need a higher score!’
Increasing numbers of IELTS candidates are taking the IELTS test for the second, third, fourth… or even tenth time! They need
a higher score but don’t achieve it.
THE SOLUTION: become your own ‘professional test manager’

It is vital to create a many-sided role for yourself that involves becoming a ‘professional test manager’, not a frustrated and
powerless ‘test victim’.
To manage your test performance efectively:

 Accept the responsibility for maximizing your score.
 Analyze your unique profile-your strengths and weaknesses in each subtest (e.g. time management, certain task types,
relating to the interviewer).
 Carry out targeted test practice to reduce your weaknesses.
 Manage your performance systematically and professionally on test day.
 Switch roles flexibly to maximize your performance-time keeper, planner, editor, answer decision maker, emergency
officer, public relations manager, and psychologist.
 Manager your psychological state so you remain focused and calm.
 Look for opportunities to demonstrate your full language ability-for example, in the areas of speaking and writing (self-
empowerment).
1) Quick Guide to a higher score in IELTS LISTENING
BEFORE listening—6 tips for getting ready to listen.

You are given some time (15 to 20 seconds) to look at each group of around 4 or 5 questions before listening to each
corresponding part of the recording. Use this time well.
Identify the situation in which the speakers are talking

TIP 1 and their relationship.
(Is it students in a classroom?…someone talking to a As you listen to the audio recording for each section,
colleague in an office? Are they strangers? …friends? … remain active, but try to ‘listen out for’ key expressions;
colleagues?). Relationship affects a speaker’s choice of don’t try to follow every word. Listening is always a
language (more formal or less formal) and being aware of process of selection and sampling of input; listening
this helps you to anticipate possible types of synonym should mirror your listening purpose.
(either a more conversational one, or a more formal one).
TIP 2
TIP 2 Don’t get left behind.
Check the task.
Are you expected to: …complete a form? …fill in some This is a golden rule of the IELTS Listening test. Keep up
missing words? …choose from 3 multiple choice options with the recording! How can you stop yourself from getting
A/B/C? …select words or items from a list? Be clear about left behind?
the rules of the task --- for example, the maximum
-Focus on what the questions require. Practice before the
number of words you can write; which box or column to
test so that you get used to linking what you hear on the
focus on; kinds of word or information needed.
recording to typical task completions, and then you will
become more and more confident to let some words pass
TIP 3 by without getting anxious.
Look for key words or headings that might have a
-Find the ‘rhythm’ of the IELTS Listening test. After on
synonym on the recording (using different words of
question’s key information or word has been heard, there
similar meaning is a very common way of writing test
is usually some time before the next question’s key input,
questions).
so you know that words needed for two or three
consecutive answers often occur after time gaps.
TIP 4
-Don’t leave an answer ‘empty’. Instead, leave a ‘holding
Be clear about categories and headings in any table,
answer’ on the question paper and mark the question for
map or diagram. If it is a map, check where you are
more attention later, then come back to it.
located at the start, before the recording tells you where
to move to.
Transferring answers to the Answer Sheet
TIP 5 You have 10minutes after the end of the Listening test to
Look at any examples that may be given as sample transfer your answers from the Question paper to an
answers and remind yourself not to choose the example Answer Sheet. Stay focused and manage this time
answer for any of your own answers. systematically.
WATCH OUT!
TIP 6 1) Avoid the ‘worst disaster’!
Note any answers that look completely unlikely choices,
before listening, if the task is a multiple choice type task, The worst disaster is when you transfer your sheet but put
or a task type with a list, for example. most of your answers next to the wrong question numbers
without realizing it! So, always check that each answer is
being transferred to the correct question number on the
To summarize: your main management job in the time Answer Sheet. An ‘empty’ answer can cause this problem
BEFORE listening to each section is to reduce uncertainty of putting an answer in the wrong place, so an answer to
about each answer task type and its requirements—this each of the 40 questions is helpful.
aids prediction, which reduces the likelihood of panic,
and helps good answer selection. What can you do if you have transferred all your answers
and suddenly find that some of the answers are next to
p.199 the wrong numbers?
-Don’t panic! Don’t start crossing things out and making a

mess!
WHILE Listening—2 KEY TIPS -Draw an arrow from the answer to the correct question
number so that it is clear that the answer is pointing to the
TIP 1 question number you want it to belong to.
Stay on task 2) ‘Mind the Gaps’!
In IELTS Listening, we could reasonably say, ‘Mind the 7 Spell Correctly. Incorrect spelling can sometimes cause
Gaps’! This means that during the transferring of answers loss of marks. The good news is that both American and
you must finally fill in an answer to any question you left British forms of spelling are usually accepted.
blank while you were actually listening to the recording.
Don’t leave empty answers. Even a guess has more chance 8 Copy words accurately—especially words in your answer
than an empty space. Also, if you have left two possible that are also in the question.
answers on your question paper, you have to decide which
9 Keep an eye on the time. 10 minutes to transfer your
one to choose. Don’t spend too long on these final
answers seems generous but if you are not systematic or
choices because you only have 10minutes’ total transfer
focused then you may have a problem.
time.
You can’t escape PRACTICE—6 ‘fitness’ tips for listening
test
9 TIPS FOR TRANSFERRING HYOUR ANSWERS The only real way to get better at IELTS Listening is to
ACCURATELY. practice. You need to:
1 Write clearly. TIP 1 Practice every listening task type so that you know
exactly how each task type operates and how to manage
Often answers require letters of the alphabet. It can and respond to each type optimally and calmly.
sometimes be difficult for markers to tell the difference,
for example between an ‘A’ and an ‘H’, or ‘D’ and ‘O’, or TIP 2 Practice complete tests so that you learn how to be
numbers like ‘1’ and ‘7’. flexible and how to deal with unexpected situations calmly
across a complete test event. Panic is the enemy of
2 Change answers cleanly and clearly performance in the Listening test!
If you decide to change an answer do it clearly. Erase the TIP 3 Do the same IELTS practice test several times with a
answer you no longer want and write the new answer day or two in between repeats. This repeating of tests
clearly. Avoid any messy crossing out which may leave reduces input pressure (i.e. pressure of the amount of all
doubt. the new spoken input on the recording) and enables you to
focus on other aspects of test performance. (E.g. task
3 Don’t use abbreviations unless they are common ones
types and test tricks, building test management strategies)
Nearly everybody knows ‘kg’ or ‘$’ but some abbreviated
TIP 4 Practice IELTS ‘trick spotting’. The IELTS listening test
forms are not well known and may not be accepted as a
often contains little spoken ‘tricks’ to catch you out. A
correct answer. Be cautious and, if in doubt.
common example is the changing of address information.
4 Use correct word forms Practice enables you to identify the tricks quickly and learn
how to manage them.
It is very easy either to write a singular when a plural is
needed in the answer or vice versa, or to write a verb form TIP 5 Practice to become sensitive to little changes in the
without the ‘s’ at the end. speaker’s voice tone, pitch or emphasis, as these can
sometimes signal the use of answer information.
5 use correct word order
TIP 6 Practice building predictive skills. Listening usually
With answers requiring 2 or more words use correct order involves predicting what might be said next, based on what
as meaning can change. Example: ‘answer key’ (list of you have already heard and what you have come to expect
answers) but ‘key answer’ (main answer). from your previous experience of what is said in similar
situations.
6 Check the maximum number of words you can use in an
answer.
If the question says ‘NO MORE THAN 2 WORDS’, your

answer should not have 3 words.
2) Quick Guide to a higher score in IELTS READING

7 tips for becoming a better manager of your Academic Reading test
TIP 1 BEFORE the test—make a time management plan have a time management plan.
It’s poor strategy to ‘go with the flow’ in the reading test—
To make a time management plan, you need to decide on:
- A maximum time for quickly ‘over-viewing’ the As with the listening test you need to stay ‘on task’. There
whole paper—2-3 minutes perhaps is no time to read the whole passage slowly, so you need
- A period of time to spend on each test section or to know in advance what you are trying to find in the
on each passage. Some candidates prefer a passage.
‘sliding scale’ of time allocation, such as:
15-16 minutes (passage 1) TIP 4 Analyze the structure of each passage. As you begin
19-20 minutes (passage 2) to move from question to text and back, you need to take
22-24 minutes (passage 3) control of the passage by analyzing it, or marking it. How?
This sliding scale may suit the general training reading test - By dividing the passage into sections based on
a little more than the Academic Reading test as the paragraphs and topic sentences (usually the first
increase in difficulty is more marked. sentence in each paragraph)
- By circling people’s names, numbers, key words
- A time strategy for tricky questions. Perhaps no - Scanning the passage for synonyms (remember
more than 1-2 minutes on any tricky question that test questions are often created by using an
( Remember, you may be able to come back to it) expression in the question which is different
- An amount of time to save at the end to ‘quick from the on in the passage but is a synonym of it
check’ the accuracy of your answers on the (has a similar meaning).
Answer Sheet (1-2 minutes perhaps).
- An emergency strategy if you get into difficulties TIP 5 Remember common test patterns. Earlier questions
(for example, when you have only 5 minutes left often relate to material in the earlier paragraphs of the
but 10 questions still to answer). text; later test questions relate to material in the later
parts of the text. Be aware of such patterns to save
TIP 2 DURING the test—first, overview the test contents searching time.
(questions and passages)
TIP 6 Guess meaning from context. Guessing is necessary
‘Overviewing’ here means getting a general impression. when reading complex texts. If you need to know the
It’s part of the progressive buildup of meaning as you go meaning of unknown words to help you choose particular
from general understanding to specific meanings. It helps answers, using the surrounding words helps you to make
to know what the topics are for each passage, the informed guesses.
subtopics of paragraphs and the type and focus of each
question group. This is done by a form of quick reading TIP 7 Leave no empty answers, even if you are running out
called ‘skimming & scanning’—letting your eyes run freely of time and may not finish all the 40 questions. Leave a
across particular locations in texts and questions. minute at the end to make quick guesses. Maximize your
chances.
TIP 3 Start with the questions, then move to the text—
this helps focused searching.
BUILD FITNESS For the reading test—a weekly program for busy test takers:
Days 1, 2, 3 Choose one different passage from a full practice IELTS Academic test each day for three days.
- Answer all the questions and check the time it took each day (max. 20 minutes).
- Then check the answers each day and work out why incorrect answer was wrong.
Day 4 On day 4 repeat the process using the same text from Day 1 but this time complete your answers in 5 minutes less
time that the first time. This repeat practice helps you to get the feeling of doing a test section faster and more easily—this will
motivate you and increase your confidence to manage & complete things under time pressure.
Day 5, 6 on days 5 and 6, repeat, using passages 2 and 3 from days 2 and 3.
Day 7 Do the whole Reading test, 60 minutes maximum—using passages 1,2 and 3 of the academic test that you used on
days 1-6.
The following week-Start a new sequence of practice with new test material and gradually remove the repeat element until
finally you do a previously unseen, complete reading test in 60 minutes with no break. Practice and understand all the major
reading task types. Test practice books like this one will include examples of most of these. Work out how each task type
functions, what each task type demands and its difficult aspects. Take control and manage your IELTS ‘fitness training’.
3) Quick Guide to a higher score in IELTS WRITING

about the person who will be reading their
work. This important valuing of the reader-
A ‘clock victim’ is a writing test candidate who is always writer relationship is a worthwhile goal in IELTS.
anxious about time. What happens to a ‘clock victim’?
Candidates who spend too much time either counting
words or clock watching, may lose focus and develop a
sense of panic linked to time. You need to see yourself in a IELTS ACADEMIC WRITING—TASK 1
positive way and maximize your control of the situation.
7 Tips for increasing your score
Don’t count words all the time
TIP 1 Write accurate information
Instead, work out the average number of words you seem
Usually for task 1 you are presented with some
to write on a line, count the number of lines written and
statistical information in the form of a graph, or a
multiply them together. A full IELTS Answer sheet page has
table or a pie chart. Whatever the material, study it
20 lines.
carefully and look at each category carefully so that
Create a suitable ‘persona’ for the IELTS writing test you report on it accurately (Accuracy creates a good
impression of you as a professional report writer).
It is important for you to create a suitable ‘persona’ (a sort
of test identity) with which both to manage your test TIP 2 Write about the most important patterns and
performance, build confidence, and make a positive trends not about everything (good selection shows
impression on the assessor. What might be a suitable evaluation skills—again, more professional)
‘persona’?
TIP 3 Avoid overuse of ‘shopping lists’ (just listing
A ‘Professional person’ is a suitable one for you to imagine information one fact after another). Instead, identify
yourself as. It helps to make a stronger relationship key trends and compare and contrast patterns
between the writer (you) and your writing assessor. (comparing/contrasting shows more mature
Remember, everything you write to another person carries evaluation of material). Use sentence connectors at
an impression of YOU within it. If, for example, your writing the beginning of sentences to signal this evaluative
is disorganized, looks messy, is off the point, and offers type of writing.
inaccurate information, then all of these features say
Examples: ‘Similarly’;’Conversely’;’an exception to this
something negative about you.
trend is…’’This pattern changed from…’
The reader starts to imagine what YOU are like from how
TIP 4 don’t make personal comments about the
and what you write. So, your writing has the power to
statistical material (being professional, and reporting
influence the impression you make.
on data requires you to be factual and objective).
Plan before you write
TIP 5 Use a systematic layout
Planning is essential to a professional approach in many
- Write an introductionto your report on the data
jobs. The same is true in IELTS.
and include in it perhaps a very general
- Often candidates receive their IELTS writing test statement (overview) about the most dominant
paper and begin writing an answer almost trend in the data.
immediately—they are so scared of time. A - Create and arrange other paragraphs logically(In
professional person, in contrast, learns how to professional report writing, colleagues have
manage time in the most effective way in order limited time to read a report and need to access
to achieve their goals. In IELTS, planning time information easily).
(even just 2-3 minutes) helps to create a more
TIP 6 Use a professional writing style and tone
systematic and well organized answer, which
impresses the assessor. It is possible to shape your ‘tone’ (the feeling of your
- Candidates who don’t plan may stop to think or ‘voice’ that the reader gets from your words and how
stop to cross something out more often during appropriate they are to the style of document).
the twenty minutes than the candidates with a
plan. It may be an unhelpful form of panic to To achieve an appropriate, formal, business-like
think that every second has to be used as tone, avoid:
writing time. It’s also a mistake to think that the
best candidates are writing non-stop for 20 - Lazy language expressions—these are not
minutes. professional, are used more in spoken language,
- Someone who organizes well and is systematic and suggest that the writer doesn’t care enough
cares about what they are writing and cares to finish a sentence properly.
Examples: ‘…etc.’ or’…and so on’
- Informal expressions-such expressions are not
professional enough for a formal report style. Errors from Basic English grammar leave a more negative
Examples: ‘a lot’; ‘was OK’ impression than other kinds of mistakes because it is
- Repetition—this is too boring and makes the assumed that you learnt about these basic rules when
writer sound very limited. To avoid repeating younger and have had time to master them and use them
nouns, use appropriate synonyms or referencing correctly.
language.
SENTENCE BOUNDARY and SENTENCE OMISSION
Examples: ‘this’, ‘it’, ‘the same trend…’, ‘a similar
problems
pattern…’
- Over-use of general expressions that lack Candidates need to build sentences carefully and respect
precision. what a sentence is and what the parts of a sentence are,
Examples: ‘thing’, ‘do’, ‘is’, ‘big’, ‘nice’ otherwise the assessor has to keep reading and re-reading
the sentences to try to understand them. This leaves a
TIP 7 Reduce simple grammar mistakes negative impression.
Of course, anyone taking the IELTS test is likely to
make numerous grammar mistakes. However, Look at 2 inaccurate examples:
some mistakes create a more negative
impression than others when read by a native 1) The figures show the food preferences of men
speaker. If you can reduce the number of these and women they are in two tables.
you can spread a positive impression to other 2) The table shows the population. In the Asian
parts of your writing. countries up a lot in the ten-year.
It is difficult not to re-read each of them because they

4 Grammar errors that really annoy an assessor don’t communicate clearly or effectively. Now look at
in Writing task 1 these improved versions:
VERB TENSE mistakes Example 1: The two tables show the food preferences of
- Talking about the data men and women.
Usually IELTS Task 1s use data from particular
Example 2:According tothe table, the population in the
year dates. You must use the PAST tense when
Asian countries rose significantly in the ten-year period.
describing information from the past; if the
information is about the future, use appropriate
FUTURE tense forms)
- Talking about the visual/data you can see on IELTS ACADEMIC WRITING—TASK 2
the Writing test paper
You use the PRESENT tense forms to say, the The second task involves writing about a social issues.
graph/chart/table shows… / …indicates… / … Again, adopt a ‘professional person’ by imagining you are
lists… presenting a formal and reasoned viewpoint on the issue
to an academic colleague. Don’t view yourself negatively
SUBJECT/VERB agreement errors as just a person taking a difficult test.
In English we say, the graph shows… but, the
data show…; the population of the three Asian 3 STEPS BEFORE writing
countries ischanging…; the number of people
1. Study the words in your IELTS Writing Task 2
who sit IELTS isincreasing… (Head nouns
The same issues apply to Task 2 as to Task 1. You
‘population’ and ‘number’ control the verb
need to read the task carefully, know clearly
agreement);
what the topic is and what precise aspect of the
topic you have to give your view on. This will
WORD FORMS—Adjective / Noun / Adverb
help your answer to be relevant.
confusion
Candidates need to control and manage
EXAMPLE: imagine this is an IELTS Task 2
effectively the English word forms they use.
question.
Look at these 3 examples:
‘Many people keep pets in small apartments. To
- There is some doubtful about the data.
what extent is this cruel?’
(Wrong – noun’doubt’ needed)
The topic is keeping pets. To be relevant, you
- The accuracy of the figures is doubt.
would focus your discussion of pets on:
(Wrong – adjective ‘doubtful’ needed)
- Types of pet( The expression ‘pets’ covers many
- The population increase rapidduring 2000.
types of living creature)
(Wrong – adverb ‘rapidly’ needed)
- Where the pets are kept(specifically in this write systematically and smoothly, and in clear paragraphs
essay, in small apartments) —it is not wasted time.
- how cruel this is(you need to offer a clear,
precise point of view)
2. Decide upon a clear, precise and relevant point
of view WHILE Writing –Organizing paragraphs &
This can be achieved by offering enough detail to sentences for a higher score
explain why you have that opinion.
In the Task 2 essay, having a clear and precise 1. Develop each paragraph by linking each
point of view on the task topic enables the supporting point to the next point.
assessor to feel more connected to the strength Don’t just state on point and then move on to an
of your writing ‘voice’. entirely new point as this seems mechanical and
Example A: An unclear and not very precise prevents you from developing your opinion in
point of view might be: more detail.
‘It is sometimes cruel to keep pets in apartments 2. Use a variety of linking words between
but sometimes it is not cruel’. sentences, rather than just the simpler,
This point of view sounds as though the writer ‘shopping list’ style links such as: firstly, secondly,
doesn’t clearly know what their point of view is thirdly, finally
about cruelty, and so it is less convincing, less
powerful. Read this mini paragraph:
Example B: A clearer and more precise point of Keeping pets such as large dogs in small
view might be: apartments can easily lead to unintended
‘It is cruel to keep pets in small apartments if the cruelty. An obvious example of this is that
pets are large and need more space, more limited space makes large animals frustrated
attention of a different environment in order to because they can’t use enough of their physical
be happy and healthy’. energy. This may result in possible aggression.
This point of view is clearer because it gives the Linked to this lack of exercise is the issue of
precise conditions in which the writer thinks it is health. A dog that has insufficient space and
cruel (that is, the writer says it is cruel, if pets are lacks exercise can easily become obese which, in
large and if they can’t be healthy and happy in turn, may shorten the pet’s life.
small apartments)
3. Make a quick plan of the paragraphs and the The linking words in bold type show how writers
topic of each paragraph. can direct their thoughts and express
Remember that the first sentence of each relationships between the content as they move
paragraph (often called the ‘topic sentence’) tells from sentence to sentence. This also helps the
the reader what the paragraph is about so if the assessor to connect with the point of view that is
topic sentence is clear, it gives a positive developing. Test candidates who list one point
impression to the assessor, because it means after another without any development, and
the assessor can predict the content of the rest without relevant, considered linking expressions
of the paragraph more easily. An important may seem less natural and less mature writers in
aspect of reading an easy easily is predicting the mind of the assessor.
what will come next.
3. Leave a line between each of your paragraphs
In your Task 2 plan: when you write your essay, so that the assessor
- Show an introduction which contains a relevant can easily see the way your essay is organized.
viewpoint on the essay task
- List 2 or 3 paragraph headings each with a key
reason connected to your own viewpoint, plus 8 KEY GUIDELINES for language use to achieve a
one or two examples to support that reason
higher score in task 2
- Show a concluding paragraph that will
summarize what your essay has shown. 1. Avoid generalizations that are simplistic and
thus too strong (simple generalizations seem
NOTE:If you write a plan in the IELTS Answer book, just put
unsubtle or strong, and often don’t reflect a
a line through it and underline it to show that it is not your
mature viewpoint)
actual answer. Then begin the actual essay.
Example: Compare these 2 generalizations:
What was said about Task 1 is also important here. A few 1) Alldogs like people.
minutes spent planning your Task 2 response helps you to 2) Most dogs are sociable and seem to enjoy
human companionship.
Which example above seems less simplistic and more Examples: ….’etc.’;’…and so on’;’…and things like
considered? ANSER: No. 2 that’;’…that sort of thing’
6. Avoid imprecise, general expressions that make
A more considered general view usually needs to be views sound too simple.
expressed in a sentence that is: Example: Compare these expressions in a) and b)
a) Walking a dog is a good thing and…
- Longer
b) Walking a dog is a necessary, daily activity
- More grammatically complex.
and …..
- More detailed and therefore more precise
- Written using ‘cautious’ language forms (e.g. Example b) offers more precision (necessary,
‘may’,’possibly’,’perhaps’,’seem’) daily) than example a) (good)
2. Avoid using idioms or sayings which state the
obvious or seem out of place in an essay where a 7. In the final paragraph, come to a conclusion
formal viewpoint is being systematically about the point of view in your essay
developed. This helps to round off your answer. Here are one
Examples: ‘Every coin has two sides’. ‘Every cloud or two examples of how to begin:
has a silver lining’. ‘Overall then, the point of view developed in this
3. Avoid using clichés, as they can communicate response is that…..? ?’
too much informality. Or, for a different type of essay question,
Example: With most pets, what you see is what To sum up, the solution to this problem might
you get. best involve….’
4. Avoid using informal expressions in this formal
type of writing. 8. Make a quick check of your grammar and
Examples: spelling
Less formal more formal In the last minute or two read your essay quickly
Keeping pets is a very Keeping pets is a and try to find those elementary grammar or
Hot topic significant issue spelling mistakes which do not impress
assessors
Petrol-driven cars ….are fast Examples: ‘Pet are…’ (Should be, ‘Pets are ….) Or,
Past their sell by date becoming obsolete ‘Keep pets in small apartments is sometime
cruelty’. (‘Keeping pets in small apartments is
5. Avoid using lazy or vague expressions to sometimes cruel’)
complete sentences, especially ones that belong
more to spoken conversation.
4). Quick Guide to a higher score in IELTS SPEAKING
The main social task in the IELTS speaking test is to bring both the assessor and candidate closer
together, in a sense of ‘cooperative connection’. This means that each helps the other to make the
situation friendly and mutually successful.
Music: The assessor will feel comfortable, the more your spoken English echoes the music of the
language that native speakers are used to hearing, which means:
- Appropriate rises and falls in your voice,
- Good stress on the right sounds
- Not too fast, not too slow
- Appropriate pausing
- Very little hesitation or self-correction
- Neither too loud nor too soft
- Good rhythm and flow of sound
- Clear and accurate, individual sounds
- Good grouping of ‘chunks of meaning.
Silence is NOT golden!

In the IELTS Speaking test, silence is NOT golden. Why?
- Natural pauses are fine, but long silences cause strain for the assessor, and break flow and
connection.
- It is a sign of either: trouble finding the right word, or trouble trying to understand what is
required, or trouble trying to explain something successfully.
- In Western cultures, silence is often experienced as more threatening than it is in some other
cultures.
- Silence takes up a lot of time and puts pressure on the assessor to fit the many questions into a
small amount of remaining time, especially in part 1 of the test.
- In the speaking test, you can’t get a good score for what you don’t say! BUT variety is more
rewarded than monotony or repetition. Quality beats Quantity!
The ‘dance’ of the Speaking test

The interviewer knows the 3-section ‘dance’ of the Speaking test better than you do but you can help
your assessor by being ‘a god dance partner’. How?
- Moving through each section or question in the test in an appropriate time
- Being sensitive to your assessor as they lead you through the dance’s moves
- Showing yourself in a positive, cooperative light, thus…
- Making your assessor happy to have you as their 11-14 minute dance partner.
As a ’dance partner’ you need to be responsive, which means not trying to dominate your partner by
talking too much or too repetitively. Instead be a cooperative equal. Aim for balance. ‘Dance’ in step with
the test’s rhythm, timing and structure.
Finding the appropriate way to relate to your assessor
Another important aspect of ‘cooperative connection’ in this short Speaking test is to feed the brief
relationship between yourself and the assessor, so that it is friendly, balanced, and productive. Mutually
appropriate and mutually respectful. How?
For your 11-14 minutes with the assessor, act like ‘an equal’ who is:
- Offering yourself as a memorable, unique and listening person
- Informing a new friend about your life and culture, with a real interest in doing so
- Using body language and eye contact to communicate interest and connection but not
frustration, aggression or tiredness)
- Treating the relationship with sensitivity, char, pride, respect and friendliness
- Trying to make the assessor’s task easier
- Using language that is not too distant (too forma) or too familiar (too informal) – your aim is to
use language that is polite but friendly at all times.
- Listening carefully and politely to everything the assessor tells you or asks you.
- Reacting and responding with every good energy and motivation
How to connect with the assessor at each stage of the Speaking Test
1) Connecting during the introduction
- When the assessor invites you into the room, it’s useful to put your passport or test ID on the
table so that it is ready.
- Don’t try to say much while getting seated, just smile and look pleasant and respond to
anything the assessor asks or says (Sometimes test candidates try to chat to the assessor by
saying things like, ‘How are you today?’ at this point but really the assessor just wants to get on
with the interview efficiently).
- The assessor isn’t a police officer, so say your name in a friendly way. If your name is really
difficult for assessors to identify or repeat properly, give them a short or simple first name to call
you during the interview.
- While seated, look interested and connected, not nervous or tired. Make friendly eye contact,
smile and be polite when asked for your passport or other ID.
2) Connecting in PART 1 of the Speaking test
Keep in step and keep in time with the first 12 questions (3 topics)
On average about 15 seconds is an appropriate length for each of your answers in order to ‘keep in step’
with the rhythm of this section.
- If you take a long time answering (either because of hesitation or going into too much detail)
then the assessor feels pressure because there is not enough time to ask all the other questions.
- Similarly, if your answers are too short, the assessor will get to the end of the questions before
the minimum time is up for the 3 topics (4 minutes).
So, keep in step with the time boundaries and make the assessor more comfortable.
Don’t use memorized answers or memorized material at any stage. Why not?
It is very easy for the assessor to recognize memorized answers and they:
- Often take up too much time
- Frustrate the assessor
- Create a bad impression—you are not conversing in a real way, you are being false!
Don’t be frightened to ask for a question to be repeated
The assessor has to read the questions from a printed page so if you don’t understand the question the
assessor can’t explain it to you. You can ask for the questions to be repeated, however. This is much
better than remaining silent.
You can say:
“Sorry, I didn’t quite catch that. Could you repeat the question, please?’
If you still don’t understand the question after it is read to you again, just say:
‘I’m sorry but I still don’t quite follow the question’.
Try to extend your answers a little to use the 15 seconds or so.
Why? This makes you seem more interesting, friendlier, and less robotic.
Example:
Assessor’s question: Were you a good student at school?
Answer A: Yes I was a good student at school. (too brief, repeats question words)
Answer B:Most of the time I was, yes …especially at primary school …. But at high school… I had a period
when I was a bit rebellious… and occasionally I got into trouble for not doing my homework and arriving
late.
(Much better as it sounds natural, is extended fluently, is personalized, is in ‘chunks’, that is, ‘blocks of
meaning’ each with a tiny pause before the next block, is in polite, conversational style and is about the
seconds long)
“Sing the same song’
As native speakers, assessors will probably ‘sing the song’ of English by using rising and falling intonation
to add interest and show a positive attitude.
- Remember to try to mirror or echo this by using rising and falling intonation in a natural and
appropriate way to show how you feel about the answers you are offering. If you are talking
about something exciting or interesting let your intonation show this. If you are surprised, show
this.
- Add ‘personality’ to your language.Flatness of spoken English suggests to the assessor that you
are not interested, and maybe not interesting!
- Don’t speak to quietly, nor too loudly. Try to ‘engage’ the assessor when you speak both by
voice and gentle eye contact (this means keep the assessor’s attention and interest in what you
are saying)
Be yourself
The interview is testing your ability at spoken English but that English is spoken at YOU, so don’t
forget to be yourself and not be too frightened or too ‘hidden’

As part 1 finishes, your assessor gives you a topic card and you have one minute to plan a 1-2
minute talk on the topic
- During the one minute planning/ note-making time make sure you go through ALL the points
listed on the topic card. Use the listed points to structure your notes or thoughts.
- If you want to start before the one minute has finished just politely say,
‘I think I’m ready to start now, if that’s OK’
- During your talk, talk about each of the points on the topic card—many talks lack structure and
are disorganized; the candidate ends up trying to fill the time and is often repetitive or goes off
the point. Plan systematically to avoid this. Being systematic connects with the assessor’s
expectations.
- Make your talk fluent, personal and varied
Your talk is a chance for connection, not just for using English. Connection is improved by adding
variety and personal comment. Use your voice’s ‘music’ to add interest and for extra connection
with the assessor.
- Use eye contact to connect with the assessor
The little talk is great opportunity to connect with your eyes and to build the relationship with
the assessor. Don’t stare at your notes—it seems a bit rude or shy.
- Signal to the assessor if you finish before the two minute period ends, with a simple phrase like,
‘I think that’s all’. Don’t let silence create doubt.
- The assessor will ask a ‘rounding of’ question connected to your talk, just answer this fairly
briefly as the assessor will want to move into the final part of the interview. Don’t go on for too
long or the assessor may get a little impatient.

The assessor will move the test into the final stage using general questions connected to the
topic of your talk.
- You should see this part as a more natural type of interaction because the assessor may react
to your responses and share the discussion a little, not just move from one question to the next
like in part 1 of the Speaking test; however, the assessor will be careful not to take up too much
time talking as the aim is to assess your spoken abilities in this part.
- Remember, you are an ‘equal’.Imagine you are having a discussion in a coffee shop with a
colleague who is interested in your detailed views on certain things.
- Develop your answers using varied sentence connectors to build flow; don’t talk in short,
staccato sentences as this gives the impression that you don’t want to engage in or enjoy a
discussion, but just want to finish the test quickly.
Example:
Assessor’s question: ‘Do you think weddings are really necessary?’
Answer A: (too short, not flowing) ‘Weddings are necessary. Weddings are a tradition; they
make parents happy’.
Answer B (longer, but still too staccato); ‘Yes. They are necessary. Your family needs to follow
traditions. It is a bad thing not to get married. It brings shame. It shows you are not serious
about your life. You need to please your parents. Weddings help you do this’.
Answer C (longer and more fluent): They seem to be important even though they may not be
completely necessary, because, for a start, they enable a couple to show a public commitment to
each other in front of their family and friends, which helps them to feel supported when making
a big decision, and besides that, the couple can feel they are part of a long and honorable
tradition in their society, while at the same time pleasing their parents’.
If you can’t quickly think of a response to a question, there are various strategies you can use to
give yourself more thinking time:
--you can use ‘holding’ expressions
Examples: ‘Mm that’s an interesting question but not easy to answer quickly…’ or There are
different ways of responding to that question, it depends on how you…’
--you can ask the assessor to paraphrase the question by seeking clarification,
Example: ‘Do you mean, are weddings legally necessary or just socially necessary? I’m not sure
exactly what that question is getting at’.
- It can be useful and adds variety to give examples from your own life occasionally if that
makes it easier for you to communicate your viewpoint.
Example: ‘I’ll give you an example from my own experience. One of my close friends and his
partner are not married and have never had a wedding, and because of this, I don’t think they
feel as connected to their family’.
 Don’t be either too formal or too informal during this part of the interview. You should be a
little more relaxed now because you know the assessor just a little better. It’s the part of the test
in which you can be a little friendlier and allow your fluency and intonation to communicate this.
Avoid ling silence or long hesitations.
 Build precision into your explanation of words or ideas. How?
- Put some variety into your choice of sentence types and vocabulary use.
- Avoid repetition as this rarely adds anything new and doesn’t build variety
- Build precision by using expressions which enable you to paraphrase and extend an idea or
viewpoint.
Example: ‘I’m a bit anti-weddings. By this I suppose I mean that I’ve seen many of my friends’ marriages
fail so I’m a little pessimistic about expensive, ‘showy’ ceremonies and what they seem to represent. In
other words, today there seems to be too much emphasis on display and perhaps not enough attention
to deep meaning’.
 Use ‘vague’ language occasionally as this can sound more natural.
Examples:
i) ‘… that sort of thing’; ‘… and things like that: (These are used at the end of spoken sentences,
very occasionally)
ii) ‘She’s some sort of…..; I’m not sure exactly, but I think he’s….; ‘ I have a feeling that it’s
something to do with…; (These are used at the front end of sentences, perhaps a little more
often)
 If your assessor ofers a comment, respond to it naturally - this increase the sense of mutual
connection. Here’s an example :
Assessor: ‘It sounds as though the idea of marriage is changing in your society’.
Candidate:‘Does it? Maybe you’re right. I think it’s definitely true that marriage seems more
risky these days, as in many societies people appear to be more selfish, more independent and
perhaps less respectful of traditional commitment…’
Disconnecting at the end of the Speaking test
 When the interview ends, just thank the assessor and say goodbye politely and briefly. Don’t
be ‘too polite’ – the interviewer may sense that you are trying to leave a favourable impression
and are being false. So, be polite, but genuine.
Be brief- assessors are busy, and under pressure to complete their candidate list.
 Don’t ask questions about your performance after the interview has finished. The assessor
cannot discuss this and will not be impressed by your question, but embarrassed, as it seems
inappropriate. It may damage the cooperative connection you have built up in the previous 11-
14 minutes.
APPENDIX
LISTENING
Each question answered correctly score 1 mark.
Note: Slash ‘/’ indicate alternative answers. Brackets ‘(…)’ indicate optional details
TEST 1
Section 1
1. B
2. C
3. C
4. C
5. A
6. Advertise
7. Donate
8. (a) quote
9. Charity
10. Sell
TEST 2Section 1
1.
Johnstone
2. 126
3. 0414 847 749
4. (about) 10
5. (Uncle’s) shop (work)
6. C
7. B
8. C
9. A
10. E
11. C
Holds over 55 people, and our highly qualified and trained staff can advise you as to which class might
suit you. We are inviting you to a free one week trial period when you can come and try any of the
classes or activities before you make the decision to join. By the way there is also a large and very well
equipped gym, where we offer free fitness assessments and you can have an individual program
designed just for you. Also cardio vascular room has the latest range of machines which help you burn
fat, increase your fitness or just warm up. They’re very popular as you can forget all about the calorie
burning by watching your favorite music videos on TV while you exercise! Right now we have a very
special new member joining fee offer, which allows two memberships for the price of one, a real bargain!
So if you can, bring along a friend who’d like to get fit as well, in time for summer. Come along and try us
out. You can meet the staff, try out some of the classes for a week, absolutely free, and then if you like us
sign up for only $110 each for six months. Thanks for taking the time to learn about the Centre and I
hope we’ll see you there soon. Heidi. I’ll put one of our brochures in the mail for you right now. Bye for
now…
SECTION 3
Two business studies students, Evelyn and Mark, preparing for a seminar presentation
E Well I think the marketing of food would be a good topic. I read a very interesting article other day
about the Canadian food market.
M Mm I suppose everybody’s interested in food, even if it’s trying NOT to eat. Why Canada? I know
that’s where you come from, but isn’t just all North America really?
E No, that’s why I thought this article was interesting. Although lots of US companies are well
established in Canada, and vice versa, there are still subtle differences between the two markets, It says
here ‘the Canadian market is definitely not a northern clone of the US’ I like that. And it says that if you
understand these differences, it can have a big impact on successful food marketing.
M So I know that Canada has a big French-speaking population in Quebec, is this what they’re referring
to?
E Not only French and English speakers, they are many different ethnic groups in Canada. It’s really quite
multicultural. For example Toronto has large Asian and Italian populations, and Vancouver’s got a large
Asian population too. And because Canada’s population is small, these groups make quite and impact,
introducing new styles of cooking,. So you can see lots of unfamiliar vegetables and things in the markets
and new restaurants are opening every day. It’s great if you love trying out new foods, as many people
do!
M Which kinds of food are becoming popular?
E Well some Asian food I’d say has been popular for quite a while like Chinese. But now South East
Asian restaurants are becoming very fashionable, Then there’s Mediterranean of course, Such as greek,
Italian and so on, but Caribbean and Mexican food is really taking off among young people these days.
M So are the supermarkets starting to stock the ingredients that are needed to prepare these foods at
home, you know, all those unusual condiments and sauces?
E Yes, that’s right, it’s quite interesting going to the supermarket isn’t it, and noticing how they’re
introducing sections for foods or different nationalities – you can buy quite exotic products locally these
days. The article mentioned that 80% of the Canadian retail market is controlled by eight major national
supermarket chains, so that when they introduce changes they can happen quite rapidly.
M Ok well how are we going to organize this seminar then?
E I made some notes on the trends in the Canadian market, about changing tastes and also patterns for
where food is consumed. I thought maybe we could summaries it into a chart or table and maybe use
the overhead projector to present it.
M Good idea. Maybe I could have a look for similar trends and tastes in Australia and the UK for
comparison. Let’s have a look at what you found.
(Pause)
E The most significant trend it seemed to me, was Canadians are definitely interested in healthy food.
For example, did you know hat salads are the third most commonly eaten food in Canadian restaurant?
M Really! What about organic food then, is that becoming more popular?
E Yes, it’s definitely moving into the mainstream, compared to a few years ago. And, a recent survey
showed that 4 out of 5 shoppers said that they check the fat and nutritional information on the packet
when they are deciding what to buy.
M What other trends did you find out?
E There’s one change I noticed straight away when I was home last year, in the meat department. You
know here the meat packaging says ‘rump steak’ or ‘forequarter chops’ and so on? Well they discovered
that most consumers these days didn’t know what to do with these roasts. And pounds and ribs, so the
government approved a new naming system for cuts of meat, which is related ti the required cooking
technique.
M What a good idea. I’ve never really understood the difference between sirloin, rump, round and all
those names. So how many categories are there?
E Eight. There are three kinds of steak – for grilling, for marinating and for simmering, and then there’s
what they call ‘quick serve’ beef, for stir fries I suppose, and premium oven roast, oven roast, pot roast
and stewing beef. It’s a great idea isn’t it? I hope it catches on here.
M I agree! Any other trends that you thought were significant?
E Well what’s really interesting is what the article called ‘mobile meals’. In other words more and more
Canadians are eating meals away from home, but NOT just eating more junk food. They are projecting a
40% increase in snack food sales over the next three years and the growth is coming from healthy
snacks- you know the ones that have less cholesterol and fat, such as muesli bars, health food bars are
those types of products. Apparently in the food marketing jargon they are called “nutritious portable
foods” which means healthy snacks! The other major trend is that young people are doing more of the
food shopping these days so marketing has to be aimed more at them, as well as more conventionally at
the mother.
M Thanks Evelyn, I think we’ll have an interesting discussion about these trends and the comparisons
with other English speaking countries. I’ll see if I can get some information about them to compare with
yours, and meet you on Friday to put it together.
E See you then, bye.
SECTION 4
A talk given by Doctor Miranda James and introduced by the President of Overseas Students’ Association
Good afternoon everybody and welcome to the first series of talks we have arranged for the Overseas
Students’ Association this semester. Doctor James has very kindly agreed to speak to us today on the
topic of public speaking, and judging from the large numbers of you here it is clearly a subject of great
interest and relevance. Dr james
Section 2
An Overseas Student Officer talking to some new students about arrangements for an excursion to
Ironbridge, in England.
Hello everyone, my name is Pamela Sutcliffe and most of you already know that Fro the Overseas
Student Officer here at Salopian Technical College. Next Tuesday, the 28th September, we have arranged
an excursion for all new students, to the important historical town of Ir<-' - We are hoping yoi'" -me
because nly is thejustory of Ironbaitge very importdiu ana interesting, but also an excursion like this is a
relaxed and fun way to get' °ach other. Ironbridge is abont«fiftv-five^itometres froiB^we and we'll be
travelling by the college bus which holds 40 people. If there are more than that well bring a couple of
staff cars as well, though 1 might ask you to indicate on the list if you have a car and would be willing to
take a couple of passengers. The list Fm referring to is up there on the student notice board, and if you
would like to come on Tuesday would vou please add vnnr name as soon as possible. Bv the way could
vou please print your name clearly • I tow some people have wonderful ^nature? but often Fm afraid I
Can't ffad them which cai\ caUSQ pratto, Sp if we reed extra transport and vou could bring vour car, can
you tick the 'car' column next to vour name? Could you also add vour student number and vour
telephone number, just in case there are any last minute changes and we have to contact you. The other
information I need to give you is about lunch. There's a very nice little restaurant in Ironbridge, which
gives a 15% discount to the college when we bring groups. That means lunch is only about £4, and thev
do good vegetarian meals too, so ifs usually no problem for those of you on special diets. But if you
prefer to eat your own food that's fine too, either on the bus or in the park. But Td encourage you to try
the restaurant. Now talking of costs I should tell you that the bus will only cost you £10, and if you bring
your car well pay for the petrol, so you get a free trip in return for driving there. Will you please sign up
by Saturday at 6pm at the latest, the list is closed after that We will depart at 9.30am sham on Tuesday
morning, so please make sure that vou arrive at least 15 minutes before so that you can find a seat and
get settled on the bus, (Pause) The college bus garage is behind the engineering workshop. Ifs quite easy
to find. If vow come hre to the Student Union building, then walk east down the Avenue until vou get to
the Childcare centre pn your left, and then turn left and nalk PflSt the sports centre and the tennis
courts, which are both on your left-Cross over Central Square and opposite von is the engineering
workshop. Walk around to the back and youll see the bus. Please wear comfortable shoes as well be
walking around Ironbridge and be on our feet for most of the day. Wear a warm jacket and vou might like
to bring an umbrella and a backpack to put them in if the weather's warn and sunny, which we hope it
will be, but of course we can't guarantee that! Certainly bring your cameras and any snacks or drinks for
the bus journey there and back, which should take about an hour and a half each way. You should all
check the notice board on Monday and well also put a note in your mailbox to confirm arrangements, so
don't forget to check it Now why are we visiting Ironbridge? Well Ironbridge (as the name suggests) has
got the original iron bridge - that is the first ever iron bridge in the world! It was the birthplace of the
Industrial Revolution, and for 40 years it led the world - as Britain changed from an agricultural society
into an industrial one. It's hard to imagine today that this pretty, sleepy little tourist town was one of the
most important places in England for over a century. Just imagine, 209 years ago, people from all over
Europe and even North America came to Ironbridge to learn about what was then the latest technology!
Today it is listed as a World Heritage Site fcy the United Nations, as they consider the unique collection of
industrial monuments rank it alongside the Grand Canvon. the Pyramids and the Great Barrier Reef. One
place that's fun to visit is Blist Hill, which is a reconstruction of a small Victorian industrial town, where
people are working and living as they did a hundred years ago. I hope you'll enjoy the day - ifs been a
very popular excursion in previous years, so Fm looking foiward to going again next Tuesday. Now don't
forget to put your name on the list as soon as possible
Section 3
a group of students, Henry, Jo, Nancy and Gordon, discussing changes to their work experience
placement arrangements.
H Look there's the notice that Professor Jones told us he'd be putting up confirming the details
of our work experience placements.
J But I thought that was already arranged.
H No, he said he'd have to check wilh the companies that the days we preferred we OK for them - let's
see if any have changed. Theresa's not here today, but her name's first - it says the Uni Bookshop, Friday
aranungs, starting on the 23rd March, so nothing's changed. IH let her know.
Jo What about Manuel? He's not here either. Is he still going to the music store in the High St?
H If ifs Mainly Music, yes he's still down for that, on Friday afternoons, starting on the 9th.
Jo Um.. the day's different - ifs changed from Tuesday mornings, but that's OK, Til tell him. Hell really
enjoy listening to music all day!
H Now where's my name....Henry....here it is....I'm going to The Beauty Shop, and I said I preferred
Thursday afternoons...oh good, that seems OK and mv start date hasn't changed either. Jo, what day did
you opt for?
Jo Fm going to Highway Hotels on Monday mornings.
J Oh has that been changed? OK I was scheduled to start the rrcri; tafrre. HI just mate a nf?tp nf tM.
N What about me, Henry? Have I still got the Explore Travel Service on Wednesday mornings?
H Just a minute, where's your name? Uh let's see Nancy. OK here it is. Explore Travel on Wednesdays,
ves ...but afternoons and starting date is Wednesday 14th March. Has the date charmed?
N No not the date, iust the time, which is fine - III get to sleep in! You lazy thing Nancy! Chris's name is
next on the list. Gorgeous Gowns Fashions, what a name! Yes it sounds good, doesn't it? Tra hoping hell
bring me some free samples! So has he still got Wednesday mornings?
H Yes, Wednesday mornings, starting op the 14th March.
N OK, Fll tell him when I see him tonight that his arrangements haven't changed.
J Gordon, what about you?
G I chose that software company that makes computer games, I can't remember its name, but I asked
for Tuesday afternoons.
J Oh yes, here it is Games to Go on Wednesday mornings...there's a note here saving thev have their
weekly staff meetings on Tuesday afternoons, so that wouldn't be much use to vou. That's whv they've
changed it to Wednesdays, starting on 21st March, so you can see their working set up.
G OK Tm glad they've changed it. I don't think I'd want to sit through a meeting every week!
(Pause)
Can someone remind me what time we have to get to our tit in the afternoons?
J It says here "mornings start at 9am and afternoon sessions at
G Oh thafs a shame. I thought Professor Jones was going to change it to 9.30am and 1.30pm.
J Yes he did say that he'd try to make it later, but obviously that wasn't possible.
G By the way, just in case, what happens if we're ill or something and can't make it? Do we phone the
college or the place we're going to?
N I think we have to phone the company first and then the college. Didn't you get the information sheet
about work experience at our last seminar? |
G No I missed it because I had to go to the dentist. What else did it say?
N Well we have to do a total of 24 hours altogether, so if we miss one of the arranged sessions we have
to organise another time to make up the hours. And he gave us details of the presentation we haw to
give, about our work experience.
G Oh really, whit dp we have to do?
J In week 10 we each have to give a presentation to the class about the company we've been with. Ifs
30% of o\u final mark for this subject, so ifs going to be a lot of work!
N Yes he's expecting us to do a lot of research while we're there, so that we can outline the history of
the company, its management structure, number of employees, other branches etc,
J And he said we should use lots of visuals such as diagrams and flow charts during the presentation.
H Yes, and we should also include what we did each week, the different departments of the company or
positions that we observed, and try to relate what we saw to our studies so far. He gave examples like
management style, accounting systems, information technology, and so on.
G You were right. It sounds like lots of work!
Section 4
A talk from a member of the Conservation Society about 'green cleaning'
Good morning everyone. Ifs a pleasure to be here as a representative of the Conservation Society, to talk
to you about "Green Cleaning", in other words about ways you can help to save the environment at the
same time as savin? money. Fll start with saving money - as we're all interested in that, especially
students who are living on a tight budget. Probably none of you has sat down and calculated how much
you spend on cleaning products each year - everything from dishwashing detergent, window cleaners
and so on through to shampoos and conditioners for your hair, and then those disasters - products to get
stains out of carpets, or to rescue burnt saucepans. I can see some nods of agreement, even if vou don't
spend a lot of time on housework you'd end up spending quite a lot of money over a period of time,
wouldn't you? We can save money on products and also use products which are cheap, biodegradable
and harmless to the environment - these I will call 'green' products. Unfortunately most cleaning
products on sale commercially are none of these, and many of our waterways and oceans are polluted
with bleach, dioxins, phosphates and artificial colourings and perfumes. Also, think how mapy plastic
frptfe each household throws away over a year - thgyll still be vmA in land-fill when you are
grandparents: So we often feel there's nothing we can do to make a difference, but we can. The actual
'recipes' are on handouts you can take at the end of the talk: The sorts of ingredients I'm referring to are
things like bicarbonate of soda, eucalyptus oil, ammonia, vinegar, lemons, pure soap. Lastly many people
find they're allergic to modern Nothing in these recipes should cause vou any problems, an end to
itching and wheezino! (Pause) So lets start with spills and stains. Soda water is wonderful as an
immediate stain remover: mop up the excess spilL don't rub but apply soda water immediately - its great
for tea, coffee, wire-beer and milk - as is salt or bicarbonate of soda, which will While we are talking
about disasters lets quickly look at some others that can be avoided. Bicarbonate of soda is wonderful
for removing smells, especially in the fridge - an open box in the fridge will eliminate smells for up to
three months. And those terrible burnt saucepans? Either sprinkle with OUT good friend hicaib again,
and leave it to stand, or cover with vinegar and a laver of cool. Much cheaper than a new saucepan!
Then there are heat rings on wooden furniture. Simply nib with a mixture of salt and olive oil, or for
scratched furniture use olive oil and vinegar. Now lets look at general cleaning - first the floors. If your
floor covering is made of slate, cork or ceramic tiles or lino it probably only needs a mop or a scrub with
vinegar in a bucket of water. Carpets can be shampooed using a combination of pure soap, washing
soda, cloudy ammonia and some boiling water. You put a small amount of this mixture onto the mark on
the carpet, rub with a cloth until it lathers and then wipe off the excess. A smelly carpet can be
deodorized by sprinkling bicarbonate of soda on the surface, leaving overnight and vacuuming off the
next day. Cleaning in the kitchen, bathroom and toilet, is the next section
LISTENING- TEST 3
Section 1
A conversation between two students about buying a used car
E Hello.
J Hello. Can I speak to Elena please.
E This is Elena speaking. 3 Hi. My name is Jan. I'm calling about the car that was advertised on the
notice board in the student union building. Is it still for sale?
E Yes it is.
J Your ad says it's a 1985 Celica, in good condition.
E It's old but it has been well looked after. My family has had the car for ten years. I'm just the third
owner and my mother had it before me, so we know its history. We've got all the receipts and records.
It's had regular maintenance and the brakes were done last year. It runs really well, but it looks its age.
J Why are you selling it, by the way?
E Well rm Qoinq overseas next month to study. HI be away for at lea.?* o I have to sell it, u *ely. Its
been a good
J You want S1500? Is tw right?
E I wasking 52000 but since l^teed to sell it quickly, reduced the price. Would you like to come and take
it drive? I don't live fai from the university.
J Yes I'd like to have a look. What time would suit you?
E Any time this evening is fine.

J Well I finish classes at 6 o'clock. How about straight after that? Sav 6:30?
E Great! Fll give you directions. When you leave the main gate of the university, turn (eft on South Road
arid keep going until you get to the Grand Cinema. Take the first right. Thafs Princess St. I'm at number
88, on the right. 3
J So it's 80 Princess St.?
E it's 88 Princess St. and the suburb is Parkwood. 11 see the car parked in front. It's the red one with
the 'for ' sign on it
J Thanks, Hena. HI see you lata.
E Bye.
(Pause)
Later that day, at the university, Jan meets up with her friend, Sam and tells him about the car.
J Hi Sam!
S Hi Jan! Whafs happening?
J I'm glad I ran into you. I've decided I have to get a car. S You're going to buy a car? Do you really need
one? I'd probably still be driving except that my car broke down last year. Instead of getting another one,
I just moved closer to the university and went back to riding a bike - better for the environment, better
for my health and I save a lot of money.
J Did it really cost that much?
S Well when you think of registration, insurance, rising petrol costs, parking, plus maintenance and
repairs, it adds up.
JI know it's going to be expensive but I really need my own transportation. It takes a half an hour by bus
each way to university as it is. But now I'm There's no way 1 want to hang at night then walk 3 blocks
home alone.
S Hey, I think you've got a point there. So what kind of car are you looking at?
J Ifs an 85 Celica, same Jrind as I used to have. The owner's asking $1500.
S Thafs pretty old. How many kilometres has it done?
J You know, I forgot to ask. HI have to check tonight when I go to see it. Would you be able to come
with me to have a look? At about 6:30?
S Sure Til come, but I don't know a lot about cars. I do know one thing, though. I wouldn't buy an old
car without having a mechanic look at it first.
J Thafs a good idea but won't it cost a lot?
S Not really. You can get a check done through the Automobile Association for $80 and it comes with a
report on the condition of the car. It can save you a lot of money in the bng run.
J I’ll keep that in mind. So we have to get to Parkwood at 6:30. Do you want to take the bus? It goes
straight down South Road every fifteen minutes. Or maybe we could walk. I don't think ifs that far.
S Actually I could borrow my room mate's motorbike for an hour or so. He's working all evening in the
library.
J Do you think he'd mind?
S No way. He owes me a favour or two.
J OK. Great! See you at six, outside the Student Centre.
SECTION 2
Hello everyone. Glad to see so many happy faces on this wild and windy day. Are you all ready to go
looking for whales? I'm Tony and our other guide today is Dale. We'll be using these two rubber boats
you see here and our trip today will take 3 hours. In a few minutes, well be heading into part of the
largest temperate rainforest of the Pacific Northwest, fll show you our route on the map here. This is
where we are now. Well be leaving the sheltered bay and heading out across the mouth of the bay
toward the open water. As you know, last night there were strong winds in the area so we can't go out
into the ocean as we had planned. Near the mouth, the water will be quite rough, That's where we are
most likely to spot orcas or killer whales as they are also called. After crossing the where vou took for ipw
whate. Then we will continue up this narrow inlet dose to the shore. You will have a great view of giant
fir and cedar trees that have never been logged- Here is the place to watch for wildlife. You are likely to
see bears along the shore and eagles in the sky overhead. Right at the back of the inlet, here, are the hot
springs where we will be stopping for an hour. You can have a soothing soak in bubbling hot water before
the return trip. Ill tell you a little bit about the whales now because with the noise of the wind and the
engine you won't be able to hear much out there. As we head out in the boat, we will probably see
dolphins first They are a grey colour and quite small -1-2 metres long. They will swim right beside the
boat, racing along and sometime jumping out of the water just ahead of us. They swim very fast, and
thev are playful and curious. They're really fun to watch. The next ones we'll see are orcas or killer
whales, which are actually members of the dolphin family. They are 7-8 metres long, very fast and they
have sharp teeth. Some stay in these waters all year round. We identify them by the distinctive hlarlr and
white colour. They feed mainly on salmon in these waters, but the orca diet can include seabirds, seals,
dolphins and other mammals. They can be fierce hunters and this is why they are called "killer whales'.
We should start watching for them as soon as we get out towards open water. We're likely to spot the
orcas from a considerable distance. Watch for the black and white marking and mist spouting from the
blow holes on top of their heads. Just outside the inlet is where we will probably see grey whales. The
greys are migratory. They pass through here twice a year, moving from far in the north where they feed,
to the warm southern waters where they breed. You're very lucky today because several have been
reported in the area. Unlike the orcas, greys are solitary, except when you see a mother with a calf. The
grey whales are much longer and heavier than the orcas -14 metres long and weighing up to 30 tonnes.
The grey whales are filter feeders, gathering tiny ghost shrimp from the sand at the bottom. We
recognize greys from their tail fins, because each one is different. Once we find the whales, well come up
as close as we can safely. We are allowed to approach the whales no closer than 50 meters but that feels
pretty close when you are in the presence of animals this big. Youll see mist coming out of the blowholes
when they breathe out and youll hear a loud hiss. If we are downwind, we might even be able to smell
them - a strong fishy smell (Pause) Now for just a few words of caution. It will quite bouncy out there,
especially in the front of the boat. If you want a smoother ride, stay in the middle of the boat, close to
the engine. Hold onto the ropes and keep an eye on any big waves. Be alert so you don't get thrown out
of the boat. In case of an emergency, you are all wearing survival suits. They'll keep you warm and dry in
or out of the water. They are bright orange for visibility. The water temperature is around 8 degrees.
Without these suits you would only last a few minutes in this cold water. With these suits your survival
time is increased dramatically. They will keep you upright in the water even if you can't swim. But we
don't expect anybody to end up in the water so don't worry.
Now, are there any questions?

S I'm afraid of getting seasick.
Right I was just coming to that. If you think yeu might get seasick, take one of these patches and put it on
vour aim, at the wrist, like this. It works on pressure points of the body and will relieve seasickness
without the drowsiness you can get from pills. Are there any other questions? Alright then,Jtf» start
loading up the boats. We leave in 5 minutes.
Section 3
A student. Penny, talking to two friends. Pay and Louise, about a television competition Ray has entered,
called Travel Documentary'
P Hi. Haven't seen you two in ages. What have you been up to?
L Hi Penny. Ray is really excited. He has just been shortlisted for Travel Documentary'. He could be off
travelling around the world for 3 months.
P Travel Documentary'. Whafs that?
L You've never heard of it? Don't you watch TV?
R Well actually no, hardly ever. Especially since I've started working on my thesis. 1 don't have time to
breathe, let alone watch TV. So whafs this all about, Ray?
R Well actually its a competition run by Public TV. It involves my two great loves, travel and film making.
P Is it that program where people are sent around the world making documentary videos? I have heard
of it. Fantastic! So you've been chosen?
R Not yet. I'm one of 34 selected for an interview next week so I've made it through the first cut
L Yeah, there were over 200 applicants from around the country. Pretty amazing heh?
R Well, I've been lucky so tar.
P What is the next stage?
R Thirteen are chosen from the interview to do a 4 week training course in documentary film-making.
Then, the 8 finalists get sent off with a video camera to travel around the world.
P Sounds incredible. Whafs the catch?
R The catch is that every 2 weeks you have to send in a minute video from a different part of the world.
Ifs broadcast on TV along with the work of three of the other competitors and judged by a panel of
experts and the TV audience. So you're under a lot of pressure.
P Wow, I guess so. You mean, you're on television every two weeks?
R Yep thafs tight But first I have to be selected.
L Do you have to have arty film-making experience to apply?
R Some background in photography or video-making helps but ou're not supposed to be an expert In
fact you can't apply you have already worked in film-making. We all get the same 4 week course so we
start with the same skills.
P Can you go anywhere in the world you want?
R Each competitor makes up his or her own travel plans and has to get them approved.
(Pause)
L Have you talked with anyone else who has done it?
R As a matter of fact just last week I met Sarah Price, a girl from here who did it last year.
L What did she have to say about it?
R She said it was the most amazing experience of her life but it was really tough at times.
L I think you'd have to be really brave to take off like that alone with so much responsibility. Ifs not like
going on a holiday, is it?
R No. Two weeks in a country, often where yoa can't speak the language to find a story, film it, organise
all the editing. Then you're off to a completely different part of the world to start all over again. Pretty
exhausting, but exciting too!
P What a way to see the world! I What about Sarah Price? Did she have any bad experiences?
R She said the worst part was when she fever in Mongolia and thought she might have to be sent home.
Fortunately it got better but she said it was scary to feel really ill when you're alone so for away.
P So what made you want to apply?
R When I saw the program on TV a while ago, I thought, this is for me. I've always wanted to travel but
needed to work for a year before I could even think about it. Then, a new series started up. I thought
now's my chance.
L Don't you think youH be lonely?
R I don't think ITl have time to be homesick. I'm more worried about having too much to do and not
enough time to get things organised.
P So we might be watching you on television in the next few months.
R I hope so. If Tm lucky!
L When will you know for sure?
R They choose the final eight in March. A month later vou'ie on your way.
L So do you have to pay anything?
R Nothing. It's all paid for - course, camera, flights, accommodation and in-country travel. The budget is
pretty tight though. No extras.
P I sure hope you get it. Then ITl be finding time to watch at least one program on television every week.
Section 4
A talk given by Kate Tomlin on the history of technology, Our talk today in this history of technology
series is about a feat of anti-engineering from the late 19th and early 20th century that is still very much
with us today and that is linked with the history of the typewriter. It's the QWERTY keyboard. What, you
might ask is QWERTY? Well, have a look at the nearest typewriter or computer keyboard. If you look at
the top row, vou will see that QWERTY are the first 6 letters. Did you ever think, when you were learning
to type, about why the letters on the keyboard are distributed the way thev are? re's the storyJUUh, io
with the histor Typewrite1" -nsted since the early l7'"v- but the first commerciaUy piacfoal system came
into 1873. The typewriter is one of America's greatest unsung inventions. While the telephone,
automobile and airplane sped up communications and transportation, the typewriter did the same thing
for the written word. But few people paid much attention, possibly because they were too busy reading
what the typewriter had written about all the other inventions. The first typewriters had the keys laid
out in alphabetical order, but this system had problems. Some keys that tended to be typed together
were physically close. This made the typebars hit each other and get stuck, typewriters in 1873 jammed
or got stuck if the keys next to each other were hit in quick succession. To solve this problem, in 1878,
the QWERTY keyboard was developed, spacing frequent letters away from each other, and Jt was not
specifically designed to slow down typists, as is generally believed, but the keyboard did create a built-in
inefficiency for typists. The most common keys are scattered all over the keyboard rows, many on the left
side. Right-handed
people have to use their left hand, which is the weaker hand. Typewriter technology improved, doing
away with the original rationale for the QWERTY distribution, but the keyboard remained. In spite of its
inefficiency, it is the keyboard we all use today. (Pause) Already, back in 1932, there was a solution to the
problem. Efficiency expert August Dvorak came up with a new keyboard layout. His home row consisted
of AOEUIDHTNS- which includes all of the vowels as well as the most commonly used letters. On this
keyboard, over three thousand words can be typed using only the home row. In fact, 70% of all the work
can be done on the home row, 22% on the row above, and 8% on the row below. The QWERTY keyboard
allows only about fifty words to be typed without reaching for other rows. In addition, on Dvorak's
keyboard, the right band handles 56% of the work load and the left handles 44%, just about the opposite
of the division on the QWERTY keyboard. This is an advantage for most right banders. The Dvorak
keyboard, increased accuracy in typing by almost 50 percent and speed by 15 percent to 20 percent.
How much labour did this Dvorak layout save? In one study, a group of typists was evaluated in the use
of both keyboards. Those using the Dvorak keyboard moved their fingers just about one mile on an
average day, while those who used the QWERTY keyboard moved their fingers an average of twelve to
twenty mite?! The superiority of the Dvorak keyboard was clearly established. However, it has never
been adopted as the keyboard of choice. Why? First or all, bad luck and bad timing on the part of the
Dvorak team. First there was the Depression, not a good time for introducing change. But the main
factor that worked against the Dvorak system was habit People were used to the QWERTY keyboard.
Computers today could easily switch the arrangement of letters to the Dvorak layout, but it seems that
because of habit, the QWERTY layout remains dominant. People felt comfortable with the keyboard they
learned on so it was the established patterns of hundreds of millions of typists, manufacturers, typing
teachers and typewriter salespeople that have crushed all moves toward keyboard efficiency for over 70
years. It looks like QWERTY keyboard may be with us for a long time yet.
LISTENING TEST 4
Section 1
A comersation m an international airport between a newly student, Jenny Lee, and an agent at the lost
luggage counter
A Ok, who's next, please?
J I think I am.
A How can I help you?
J I just came in on flight 372 from Singapore at 11:30 and my luggage hasn't arrived, Tve been waiting
at the baggage claim for about a half an hour now and everything seems to have come off the plane. The
conveyor belt has stopped and all the passengers have gone. So I came here to find out what has
happened to my bag.
A Can I see your ticket please? . .
J Here it is.
A So you came from Honp Kong today and changed planes in Singapore, right?
J Yes the connection in Singapore was a tight one. The plane got in late and I had to rush to to next
flight.
A Thafs the problem right there. There wasn't enough time to get your bags onto the connecting flight
Normally Singapore airport is very efficient. Now, I need you to fill in these forms. Your name?
J Jenny Lee
A Address?
J I guess you want ray address here. I'm staying with relatives. Just a minute, IH have to look it up. It
looks like 583, no its 533 East 67th St. in Riverside.
A Do you have the phone number there?
J Yes I do. Ifs -Lini 93014269.
A So you came in on Qantas Flight 392. Do you know the number of the flight out of Hong Kong?
J Let me see. I think it was Cathay Pacific 900 or something. Oh yes, it says here CX912.
(Pause)
A Right. Now, I need a description of the luggage. How many pieces did you check in?
J Just one.
A Can you describe it for me? Here is a picture to help you.
J OK. It's a big bag like this one. Rectangular - not hard shell but soft covered and it has a zipper around
the front.
A Is it black?
J No, sort of a grey colour.
A Any identification?
J Just a tag with my name on it.
A Any other features?
J Well, it has wheels, and a retractable handle on the end so you can pull it, as well as the handle in the
middle.
A OK thafs fine. Now, if your bag missed the connection, Tm sure ifll be put on the next flight. TU email
Singapore as soon as I finish here. The next flight comes in at 17:50. thafs ten to six this evening. You can
pick it up then.
J Ten to six. Thafs too long to wait. Can I get my uncle to pick up the bag on his way home from work?
A Sony. You have to be here yourself to clear customs.
J Of course. I almost forgot. Will the bag come here, to this desk?
A Yes. You pick it up here, then take it over to the customs area. By the way, don't forget to bring your
passport. You will also need to have the key plus your ticket vrith the baggage claim ~
Section 2
A recorded message about buying tickets from a booking agency
Thank you for calling ATS Advanced Ticketing System, the call system for all your entertainment needs.
Our automated telephone service is designed to answer your questions quickly and easily. The ATS office
in the Regency Theatre is open Monday to Thursdays from lQam-5 pm and on Friday and Saturday till 8
pm. For online bookings and detailed program Listings check ouj \ website at www.abtjx.com That's
spelled A-T-S-T-I-X. Please listen to the choices available. You may press vour choice as" soon as you hear
it to get more information. For sporting events including the Weston International Tennis Classic, press 1.
< For the Formula 1 Grand Prix, press 2. For classical music including the upcoming Philharmonic
Orchestra series, press 3. For theatre and dance press 4. For other enquiries, please hold the line.
(Pause)
Ticket prices for the Formula 3 Grand Prix on the 10th-14th March are asfollows:
General Admission
Thursday $27 Concession $10
Friday $37 Concession $15
Saturday $55 Concession $35
Sunday $70 Concession $65
Concession rates apply to children under 14 and to students, seniors and pensioners on presentation of a
valid card. Grandstand seating Four-day tickets covering the 6 main grandstands cost $299. However, Pit
Straight tickets are $350 and seats at the Chicane cost $450 each. Children under 3 are admitted free to
the general admission area and children under 14 are eligible for concession prices. Gates open at Sam
Thursday and Friday and 7:30 Saturday and Sunday. Events begin at 9:00. Alcohol, ice boxes, cans, bottles
and animals are not allowed on site. There are no refunds or exchanges. On each ticket a $2.50 booking
fee applies. To make a booking you must have a valid credit card. To listen again press l. To make a
booking or to talk to a ticket agent, press 2. You call is in our queue. You can expect to wait about 3
minutes.
Section 3
A discussion among three students, who are organising an international film festival at their college
C Thanks for coming to this meeting on such short notice, Anna and Veronica. It looks like we have just
become the organising committee for this year's international film festival. We've all just met so perhaps
we should start by an introduction with a bit of background from each of us.
A OK. Tm Anna. I finished three years of a Languages degree in Sweden, where I come from. This year I
decided to study overseas to get to know a different part of the world. Tm also a big fan of European
cinema, especially French and Italian. Those are the languages I majored in along with English. To me,
film is a great way to learn about the rest of the world. I was in the film club at my university so when I
saw the notice asking for volunteers, I thought it would be a good way to meet people and get involved
in something I really enjoy.
V Thanks, Anna. My name is Veronica and I come from Italy. Fm doing graduate studies in English
Literature. I went to some of the films in the festival last year and enjoyed them. I especially liked the
video interviews. That was when I decided to get involved. I used to do film reviews for our student
newspaper back home
C Hi Tm Chris from Scotland and Tm in 4th year Journalism. Cinema is my hobby. Last year I joined the
organising committee, just like you have now, and somehow, this year I've ended up in chaige. Tm
actually able to use mv coordinating work on the festival towards a credit for one of mv courses. I have
to write up a report on the festival with recommendations so that's an extra motivation for me. So I hope
this is going to be a good experience for us all. OK. Where would you like to start?
A How about a general overview of the festival? I don't really know much about it.
C Well, the film festival was started by International Students' Society five years ago and has grown every
year. It is held over 4 nights during study break. Wednesday to Saturday. Normally we show 3 films a
night. Last year we tried to choose films from different parts of the world that fit together in some way.
Maybe a similar theme. Or we could feature a type of film like action films or science fiction.
(Pause)
A Who picks the films?
C It's UP to us. on the committee, to decide.
V You mean we get to pick all the films ourselves? What a hard decision! There are so many to choose
from.
C Well that's the fun part. We have this catalogue of independent distributors. The films are listed by
language and have a short summary. We just have to go through it to find a good combination of films
that will attract an audience.
A Veronica mentioned something about interviews. How does that fit in?
C We set up cameras in the foyer of the theatre and did Uve interviews before, during intermission and
after the screening. Anyone from the audience could come up and talk about the film. The broadcasting
and journalism school set it up and ran the interviews. They were shown on big screens around the
lobby and in the theatre. It went over really well. We had a long line up of students waiting to be
interviewed on TV. Everybody wanted their minute of feme.
A Great idea!
C Yeah, it worked really well. We should certainly do something similar again.
V Maybe even develop the idea further. Like a website with audience reviews and discussion so we can
get as much participation and involvement as possible.
C Hey thafs « 7^4 ideal
A Can I ? n, None of the fi "nalish, right? Are they dubbed or subtitled?
C r """-H, we do occasional^ * se. a film in Engb'sh but only from usualwhere Hfl uialect i^o strong they
sometimes need subtitles- tifcTthe Caribbean or even Scotland! The majority of films in the festival are
foreign language, dubbed in English. We've learned from experience that students don't like reading
subtitles. Maybe they read too much already. Whatever the reason the subtitled films get smaller
audiences so we avoid them as much as possible. V So how large an audience can we expect and how
much does it cost to get in?
C It costs $5 per film or a $20 pass for the whole event * all 12 films for the real movie fan. We would
have broken even last year except for a bad storm on the Friday night - we almost had to cancel the
whole thing. But overall we had a good turnout -more than 2000 people in 4 days.
V Thafs what I was wondering about - the financial part. Where does the funding come ftom? What
kind of budget do we have?
C The festival is subsidised by the student council. We generate money through advertising and through
admission charges. We'll go over the budget in detail a little later. But we've got lots of work to do in the
meantime.
A I guess we have to start pretty soon.
C Well, I think by the first of March at the latest, we need to select all the films. Then we have to find
some advertisers to sponsor the event - that shouldn't be too hard. Well just start with last year's list.
Our deadline for that should be the middle of March. By the end of March we need to design the
program. Then we can get posters made up and distributed in ApriL
V Like you said, we need some clever promotion - something to generate interest and get people talking.
We have 4 months to get ready. It should be enough time.
C OK where do we start?
A Let's start by talking about films - since that is the best part - and see what we come up with. What
was the best film you saw last year?
Section 4
A talk given by a lecturer to a group of avil engineering students on the reed bed system for sewage
treatment
Thank you for inviting me to speak to you today about what is now called the reed bed sewage
treatment system. This system uses naturally occurring reeds to treat domestic and industrial waste. Ifs
an environmentally friendly alternative to normal systems. You all know what reeds are like don't you? -
those tall plants with hollow stems that grow in wet places... like marshes, for example. Here's how the
system works. First of all, an artificial marsh is created. To do this, holes are dug about 1 metre deep and
usually rectangular in shape. They are then lined with day or plastic and the liner is covered with gravel.
After that, a system of tubing is laid, with holes in it and more gravel is added to cover that. Finally reeds
are planted in the bed. The sewage is brought to settling tanks. From there it is distributed to the roots
of the reeds through the tubing. Note that the waste material enters the beds underground and remains
underground. The reeds conduct oxygen very effidently through their stems to the roots system. Here,
bacteria work to reduce the waste material to basic elements. What comes out of the artificial marsh is
water that has been cleaned through a| natural process. The purified water leaves the reed. a simple
outflow pipe. The water that comes out has to b« tested. Sometimes it is he in a pond until it evaporates
or soaks into the gr Sometimes, after testing, the water is discharged streams and rivers. (Pause) The
reed bed system originated in Germany in the 1970s and installations have been built in a number of
countries throughout the world. To give you an idea of the size and appearance of a reed bed
installation, an area of 3 by 5 metres approximately would be adequate for a single house. It would look
lite a pond overgrown with reeds. There are tities with 150,000 people in Germany whose entire sewage
treatment requirements are served by reed bed installations which extend for 10-20 hectares. There are
two wonderful environmental advantages. First of. reed bed systems are natural composters. As time
passes grade soil builds up in the beds. The soil can be removed used for agricultural purposes. Soil
produced from waste containing heavy metals would, of course, have to be test the toxic material
removed by chemical processes.
An additional advantage is that the reed bed can function exactly as a marsh, providing a healthy natural
home or habitat for waterfowl and other birds, insects, reptiles and mammals. But there are practical
advantages to a reed bed system over existing sewage treatment plants as well At all levels the cost is
lower than for normal systems. Labour costs are a fraction of the costs of a conventional system.
Typically a large scale reed bed installation will cost 10% less than a mechanical system. They require
little maintenance and unlike mechanical systems, the effidencv of reed beds increases over time. But
before we go any further, you must have some questions? Maybe this sounds too good to be true.
S1 Thafs exactly what I wanted to ask. If these systems have so many benefits, why aren't they more
popular? Why don't we see them everywhere?
L As I said, the technology is now almost 40 years old. Demonstration projects of all types have been
built and monitored and are slowly convincing regulators of the advantages of the system. But you have
to understand that regulating authorities are by nature conservative and resist change. Typically there is
a lot of opposition to these systems - by manufacturers, and by everyone involved in maintaining the
conventional systems. Feed bed systems require fewer staff to operate so there would be a decline in the
workforce. Therefore unions would resist the change as welL
S2 What happens to reed beds in winter? Does the efficiency decrease?
L The above ground part of the plants die back in cold weather but the roots remain alive and active
and the system continues to work just as effectively in winter. As soon as the weather warms up new
reeds appear and grow quickly.
S3 Is there a problem with mosquitoes in these ponds?
L Well, they are not exactly ponds, with standing water. The beds look more like a field, covered with
long grass. The soil is moist but not like a swamp so there would be no more mosquitoes than in any
other field. Remember, the effluent enters the beds underground and remains underground. Ok let's get
into some of the technical details now and III answer questions as they come up.
SPEAKING TEST 1 ZSUZSO
Introduction
I: Hellp. I’m Jessie, and your name is….?
W: Zsuzso
Zsuzso. And you're from?
From Hungary.
Hungary. And ... ii this your identification?
Here it is.
OIL Thank yen.
PART 1
OK, flat then, a few questions about you and your Ufa. Left talk about your family: Do you Mine from a
Urge or a smaa faulty? A relatively large family, five members. Sight And do all your family live in the
same town or city? No, I live in Australia and my family Uve in Hungary. Mm light So how often do you
see your brothers and sisters? Probably once a year. Do you have a lot In common with them? Well we
look the same, urn I suppose our lives are little bit different however. OK. Is it alright to talk about your
frieads? Thafs OK. Do you have lots of friends or just a few special friends? I've got a few very spedal
friends but er I do have lots of people I can call friends. Oh huh and can you say something about one or
two of your friends? Well I've got a spedal friend called Pat er she always helps me through rough times.
I've got another special friend, Gordon, who is also wonderful and we share lots of activities together.
What kinds of things do yon and your frieads do together? We like hiking, going outdoors and visiting
places and I suppose just even just go shopping. Mm, are you a person who enjoys spending time alone?
Definitely not. No? Not at alL OK Let's move on to talk about travelling to other countries. What other
countries have you visited? I have visited a few ... I came from Hungary then um I went to visit um most
of the countries in Europe, America um some countries in Asia and Australia thafs all.
Which other countries are you interested in visiting? I suppose every country has got a lot to offer, um if
a country has got good food and good people, Fm happy to go there. Uh huh and what are some of the
things that you don't like about travelling? I don't like the inconvenience of the travelling itself, going,
taking aeroplanes, and living out of suitcases. Probably these are the big 'no-nos' about travel. OK.
Part 2
Now I'm going to give you a piece of paper with a topic on it Please talk about the topic for 1-2 minutes,
but before you talk you have about I minute to plan. You can write notes if you want to. Is that OK? Yes
thafs fine. Here's some paper for your notes and this & the topic: Please describe a favourite shop or
store.
TOPIC CARD
Describe a favourite shop or store.
Yon should say:
where it is and what it looks like
what it sells
what you like to buy there and
say why you like the shop so much.
OK. Don't forget you only have 1 to 2 minutes for your talk so I might stop you when the time's up. Thafs
all right. Ready to start? Yes. Yeah, I have to describe my favourite shop. It is very hard because tm a
'shopaholic', so I've got many favourite shops. Amongst the many er favourites there is one special store,
ifs a department store called David Jones. I like shopping there because of the quality and variety of
goods in the store. It is always an experience to shop there ifs almost like a treasure hunt. I like shopping
in an elegant and sophisticated environment um ... I can browse for hours in a depai..a different level in
the department store, in the food store, at the book store, at the fashion departments, er they're just all
wonderful. During the Festive Season the shop transform into something magical, urn which touches my
heart even as an adult so I definitely have to say that 1 love shopping there. OK. Thank you. Um do your
friends like to shop there too? I think so, I converted them. OK. All right
Part 3
Now you talked about a shop that you liked, so lef s talk now about some other aspects of shopping.
First, electronic shopping. What do yon think of shopping on the Internet? Firstly I didn't like shopping
on the Internet it somehow er took away the personal um touch from shopping; however I had to realise
later on of the conveniences of electronic shopping um such as um if I want to buy a book which is
available in America on-line, I can order it and within a week I can have it and read it and use it which is
quite convenient. Yes and how do you think that using the Internet is going to affect shopping in the
future? Um I suppose lots and lots of people nowadays working with the Internet or using Internet
daily ... so it is convenient to shop on line, so probably more and more people going to use that.
However, I think that might be just sort of convenient shopping because I believe for example to buy a
chocolate bar is probably easier to pop into the comer store rather than order it on the Internet and wait
for it for days. For sure, for sure. Why do you think that shopping has become so popular with young
people now? •funk the meaning abmo has changed i4' oast decatos... raths^than having rmt of a
gathering experience taking th* necessary goods, I think it- became a social activi™. It is popij 1... to go
with hip' M to try a couple of rrSw clothes on, pop into the mall to see whafs-new and in the same time
have a cup of coffee. Yes, so talking about consumer habits in general um how are your parents'
shopping habits, for example, different from your own? I should say very different. My father used to
own a little deli in Hungary. They shopped every day, that was part of their lives. And um my time is so
precious for me, I have to manage ray time so I don't have time for shopping every day, so I go shopping
every two weeks and I suppose ifs helping my wallet as well, saving some money. Kmm. And speaking of
wallets do you think in wealthy countries people buy too many things that they don't need? Is that the
case in your country as well? I can't really speak about what...or talk about whafs happening now in
Hungary, as I left the country five years ago. However, um five years ago and earlier than that we used to
buy just necessary things... we had to make our mind up whether we would like to buy a pair of shoes or
do we huy a microwave so it wasn't a luxury to sort of shop every day, it was a necessary sort of making
choices. I suppose was very hard but we had to. Right OK. Well, thafs the end of the interview. Thanks
very much for talking with me and good luck. Thank you very much.
SPEAKING TEST 2 WEN (WAYNE)

Introduction
I: Hello. I'm Claire, and your name is —.?
W: Wen (Wayne).
OK, fine. And you're from ...?
Taiwan.
Is that your identification?
Yes, please.
Thank yon.
Part 1
OK, first then a few questions about you and your life. Yeah. Lefs talk about your family. Bo you come
from a large or a smalt family? Well ifs not large or... ifs not a small but ifs just a medium one. We got six
members in my family. OK and um do all your family live in the same town or city? No, no they separate.
Right How often do you see your brothers and sisters? Well, usually I meet my brother three times a year
and then I meet my sister once a year because of one of my sister now is living in Canada.
Oh I see. Do you have a lot in common with them?

Oh no I don’t think so, especially in in personality we are quite different, because one of my brothers is a
business man.
Right. Is it OK to talk about your weekends?
OK.
Are your weekends generally busy or relaxed?
Oh, relaxed, Sometimes busy … for my paper submission.
Umm. What kind of things do you usually do at the weekend?
Well, Watching TV, because that will help me to improve my English, and er.. I play gold.. and er jogging.
And what would you like to do in your time off if you could choose?
I would like to play golf because here it’s quite cheap to play golf.
Do you ever go away on your days off?
Sometimes, but most of time I just go to city centre or I just go to beach.
Right. Let’s continue by talking about exercise and fitness
(OK) What kind of outdoor activities or exercise do you like?
Well I like er tennis I like to play golf and jogging.
Are there any sports you don’t like?
No, I appreciate all kind of sports. For example, cricket. (yeah) then, for example, soccer.
Do you think it’s important to keep fit?
Yes, of course it’s very important to give me energy and to make me health.
What are the best ways to keep fit?
I think the best way is to make a specific time… every day in for example in 6pm you have to go jogging
and if it’s long time, that would become a habbit.
PART 2
OK. Now I’m going to give you a piece of paper with a topic on it. Please talk about the topic for 1-2
minutes, but before you talk you can have 1 minute to plan. You can write notes if you want to. Is that
OK?
Yeah.
Here’s some paper for your notes and this is the topic: Please describe an important year in your life.
TOPIC CARD
Describe an important year in your life.
You should say:
How old you were
What important things you remember from that year
Where these things happened and say why you think that year is so important.
OK. Don’t forget you only have 1-2 minutes for your talk so I might stop you when the time is up. Ready
to start?
Yeah. Well’ I think the most important year in my life is when I study IMBA degree in the univerth.. in the
university of Hull U.. in UK. That experience give me culture schock, a real culture shock. I… noticed that
um Mexican people speak Spanish and one of, I remember, one of my Spanish classmates she can’t
differentiation.. differentiate Thailand and Taiwan. And another experience is when I went to a British
family in the Christmas holiday and that family.. didn’t know where the location of Taiwan is and the
family. They didn’t have an idea about Taiwan. That give me a real sh.. culture shock because from the
American point of view, most of American or Canadian people they know the Taiwan situation. But form
the west from the European or from a British point of view they are not have the same idea. That.. so
that really give me a culture shock. So I noticed that if we evaluate different issues we have to judge from
the international point of view. That’s very important for me right now. Thank you. Did you keep a diary,
or something in writing, to remember that year?
Oh, I didn’t. That was very pity.
PART 3
OK. You talked about things you remember from an important year la year Ufa. Now I d like to talk about
some general questions connected te memory and the past. How important do you think It Is to know
your family history? Well I don't think ifs mf important. Well... this, this probably because... my
expetknce. U em family, one family is their history is doing business that would be important for the... for
the other family, the othff members of the family to learn how to doing business but for mt the.,, the thi
study on... in the academic field is just work by myself so I don't think (he family history would be very
important for me. Umm. ITA; i are the smi ways to keep a family history alive for...piopler for ftihue
members of your family, do you think? Well you say the best way, (MI) oh w*ll if this family has a glory
history of coursi it should be IlirtU hut rr I have two academic vocabulary have to msntlon heie, Iho i>in>
is 1earo'/the other one is
OK. You talked about things you remember from an important year in your life. Now I’d like to talk about
some general questions connected to memory and the past. How important do you think it is to know
you family History?
Well I don’t think it’s very important, Well.. this, this probably because.. my experience. If one family,
one family is their history is doing business that would be important for the.. for the other family, the
other members of the family to learn how to doing business but for me the.. the the study .. in the
academic field is just work by myself so I don’t think the family history would be very important to me.
Umm. What are the best ways to keep a family history alive for.. people, for future members of your
family, do you think?
Well'unlearn', which mean to learn a new things and unlearn the past success because the family history
ifs... ifs a kind of past tense (mm} so people should learn new things and unlearn the past success thafs
would be better. And are you not curious about yonr history? Mo I don't think so because er...my family
came from China but er most of my family didn't haven't ...gone to China so ifs a. it's a not a big image
for me to... to learn and or to learn something from that history Uhuh. Do you think it is important to
study and understand the history of one's country? Yes of course,... because history give us a lesson that
um make us the same situation won't happen again. Yeah? What, for example? Well ura ..for example,...
in now there's a conflict you know between Taiwan and China. The separation is just only 40 years but
um from that long term of view ... they are two very longest long period of separation in China. Each has
four hundred years separation but finally the dynasty of China has been united. Ah. And why do you
think studying history has become less popular these days? Well I think this is probably because of the
education system, because most of the teacher they just ...cram knowledge into the brain of the
students so they, students don't like history. Ifs because ifs very boring. How do you think we could
encourage young people to become interested in history? I think the teachers should ... teach the
student from the longitudinal perspective to compare with the different dynasty, to compare with the
different countries, that would be more interesting. And should they only learn abont Chinese history?
No, no of course not, it should learn all the history in the world, for example Af.. the present, the United
States against Afghanistan. Most of people don't realise the history of, of the. .Afghanistan. Uhuh, well it
sounds very interesting but the interview has ended now so thank you very much for talking to me.
You're welcome.

Ielts

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UNIT 1 LISTENING TABLE OF

The IELTS Listening Test

IELTS ON TRACK ACADEMIC

WHAT IS THE IELTS TEST?

The IELTS test is taken in this sequence:

Listening 40 questions -30 minutes (+ 10 minutes to transfer answer)

Academic Reading 40 questions based on three texts- 60 minutes

Academic Writing 2 essays task- 60 minutes

Speaking a standard interview in 3 parts lasting 11-14 minutes

INSIDE THE BOOK

4 COMPLETE LISTENING TESTS

IELTS ON TRACK ACADEMIC

6 COMPLETE READING TEST

6 COMPLETE WRITING TEST

2 COMPLETE SPEAKING TESTS

1 QUICK GUIDE to a higher IELTS score

IELTS ON TRACK ACADEMIC

HOW TO USE THIS BOOK

Learn by reviewing performance

‘Use it or lose it’

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

WHAT SHOULD I KNOW ABOUT IT?

There are 40 questions, made up of 7 different question types.

IELTS ON TRACK ACADEMIC

There are FOUR LISTENING Practice Test 4

Practice under Test Conditions

Find a quiet place where you will not be interrupted

DO NOT use Dictionary.

Test 1 start on CD 1 Track 1.

Do not stop your player once you begin the test.

After You Finish

Before You Try the Next Test

Repeat for Listening test 2 to 4.

IELTS ON TRACK ACADEMIC

A. She’s seen Harry.

[1] What is Harry’s Problem?

B. He needs to decide what to do with his possessions.

C. He wants to take everything to England.

[2] Which of the items below does Harry wants to sell

B. In the student newspaper.

C. In the economics department.

A. they’re all doing the same thing.

B. they live at home.

C. It’s summer vacation.

[5] Andrea thinks that the second hand shop…

A. may not pay well.

B. may not take your goods.

C. may not take free goods.

Complete Harry’s notes using NO MORE THAN TWO WORD.

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

SECTION 2 Questions 12-21

[13] How far is it from the college to Ironbridge?

IELTS ON TRACK ACADEMIC

IELTS ON TRACK ACADEMIC

[19] Where will students find details in writing on Monday?

[20] Why is Ironbridge famous?

IELTS ON TRACK ACADEMIC