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Academic Reading Workbook
Copyright page
The National Centre for English Language Teaching and Research (NCELTR) was established at Macquarie University in
1988. The National Centre forms part of the Linguistics and Psychology discipline at Macquarie University.
This workbook is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, resold, hired out,
or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is
published and without a similar condition including this condition being imposed on the subsequent purchaser.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or
by any means, electronic mechanical photocopying, recording or otherwise, without the prior permission of the publisher.
The publishers have used their best efforts to contact all copyright holders for permission to reproduce artwork and text
extracts and wish to acknowledge the following for providing copyright permission.
Text used in Step 6, adapted by Clutterbuck, Michael, from Savage, C.M., 1996, Fifth Generation Management, revised ed.,
Newton, MA: Butterworth Heinemann: ‘Principles of management in the computer age.’
Text used in Practice Reading test adapted by Dash, Anna with permission from Guterl, Fred, ‘The Future of TV’, Newsweek
‘Issues 2003’ Special Edition, Dec 2002 - Feb 2003, pp.86 - 89. www.newsweek.com
Text used in Steps 3, 4, 6, 7 written for this course by Dash, Anna, ‘The Use of Comics in Education’ 2003.
Text used in Steps 5, 6, 8 adapted with permission from Ezzell, Carol, 2003, ‘Clocking Cultures’, Scientific American Journal,
September, pp. 56-57.
www.sciam.com
Text used in Steps 5, 6,7 written for this course by Fitchett, John, ‘The Rush’ 2004.
Text used adapted with permission from Garbutt, Michael and Kerry Sullivan, ‘Culture and Learning’, IELTS Practice Tests,
Sydney: NCELTR, Macquarie University, 1996, p. 31.
www.nceltr.mq.edu.au/publications
Text used in Steps 5, 6, 8 adapted with permission from Gibbs, 2002, W. W., ‘Endangered Languages’, Scientific American,
July, p. 79.
www.sciam.com
Texts used from O’Sullivan, Kerry and Jere my Lindeck, 2002, Focusing on IELTS: Reading and Writing Skills, Sydney:
NCELTR, Macquarie University: ‘Cats’, ‘Esperanto’, ‘Migrant Labour’. www.nceltr.mq.edu.au/publications
Text used in Steps 4, 5, 8 written for this course by Thompson, Bruce, ‘Treating a disease or inventing one? ’ 2004.
Text used in Practice Reading test written for this course by Thompson, Bruce, ‘Good for you or not good for you? That is
the question’ 2004.
Text used in Practice Reading test written for this course by Thompson, Bruce, ‘Sensory Overload’ 2004.
© Macquarie University 2005
Design by Stephen Macchia, Centre for Flexibile Learning, Macquarie University
Published by the
National Centre for English Language Teaching and Research
Macquarie University
Sydney NSW 2109
Welcome to the Academic Reading Workbook!
What is the Academic Reading Workbook?
The Academic Reading Workbook is a collection of all the workbook
activities in the Reading Module, which are indicated by the following icon:
The workbook also contains the reading passages for workbook activities.
How is it useful?
The Academic Reading Workbook is a very important part of the course, as it gives you a more
realistic test experience. It allows you to read passages and practise answering IELTS Reading
test questions as you will in the test - on paper.
We strongly encourage you to download the complete workbook all at one time, and keep it next to
your computer so that you can refer to it whenever you encounter a workbook activity.
How do I use it?

When you encounter a workbook activity, look for the workbook
activity number. For the activity to the right, the workbook activity
number is 3.1
You can then turn to your Activities Section of the Table of
Contents at the front of the workbook to locate the page number
of that activity.
Step 3
3.1 Skimming a passage ...2
To find the reading passage you need, turn to the Passages Sections of the Table of Contents to
find the page number for the passage.
If you would like to repeat a workbook activity at any time during the course, you can print off the
page individually. To do this simply click on the Print Page button on screen.
If you would like a clean copy of a reading passage, you can follow the same process above.
Alternatively, you can click on the Reading Passage button on screen and print the passage in the
popup box.
IMPORTANT NOTE:
Read the instructions on your screen carefully before you begin each workbook activity. After
you have completed the activity in your workbook, return to the screen and click on the Check
button to check your answers.
We hope you enjoy your workbook!

Table of Contents
Step 3
3.1 Skimming a passage ...2
3.2 Scanning to answer Short Answer questions ...3
3.3 More scanning practice to answer Short Answer questions ...4
3.4 Reading intensively for detail to answer T/F/NG questions ...5
3.5 Reading intensively for detail to answer Sentence Completion questions ...6
Step 4
4.1 Matching Paragraph Headings questions 1 ...8
4.2 Matching Paragraph Headings questions 2 ...9
4.3 Multiple Choice Paragraph Headings questions ...10
Step 5
5.1 Modified Multiple Choice questions ...12
5.2 Standard and Modified Multiple Choice questions ...13
5.3 Information Location questions 1 ...14
5.4 Information Location questions 2 ...15
5.5 True/False/Not Given Questions 2 and 3 ...16
5.6 True/False/Not Given questions 1 ...17
5.7 True/False/Not Given questions 2 ...18
Step 6
6.1 Summary Completion questions with a box of possible answers 1 ...20
6.2 Summary Completion questions using a box of possible answers 2 ...21
6.3 Summary Completion questions without a box of possible answers 1 ...22
6.4 Summary Completion questions without a box of possible answers 2 ...23
Step 7
7.1 Putting it all together ...26
Step 8
8.1 Yes/ No/Not Given questions ...28
8.2 Yes/ No/Not Given questions ...29
8.3 Matching Viewpoint questions ...30
8.4 Matching Viewpoint questions ...31
Language Focus Part 3

Using punctuation to answer IELTS Reading test questions ...34
Final Practice Reading test

Reading Passage 1 ...36
Reading Passages
P1 Cats ...46
P2 Clocking Cultures ...47
P3 Culture and Learning ...49
P4 Endangered Languages ...50
P5 Esperanto ...52
P6 Health Effects of Systemic Poisons ...53
P7 Migrant Labour ...54
P8 Principles of Management in the Computer Age ...55
P9 The Rush ...56
P10 Treating a Disease or Inventing One? ...58
P11 The Use of Comics in Education ...60
Step 3
3.1 Skimming a passage
3.2 Scanning to answer Short Answer questions
3.3 More scanning practice to answer Short Answer questions
3.4 Reading intensively for detail to answer T/F/NG questions
3.5 Reading intensively for detail to answer Sentence Completion questions
Macquarie University Online IELTS Preparation Academic Reading Workbook
3.1 Skimming a passage

Let’s now practise the skimming process by skimming all the paragraphs of the passage The Use
of Comics in Education (P11) using the four-step skimming process.
3.1
Use a pencil to skim the passage. Underline the key words and write the main idea of each
paragraph next to the paragraph.
IMPORTANT NOTE
Remember to review the Process on the screen before you begin the reading activity.
When you have finished, click on the Student Notes button to compare how you skimmed the
passage with how Anthony skimmed the passage. Anthony’s answer is a good example of how
to skim this passage. You may have underlined or circled different words, which is fine. However,
notice the words Anthony underlined as they are important.
2 © Copyright Macquarie University 2005

3.2 Scanning to answer Short Answer

questions
3.2
Let’s now practise the scanning process by answering two more questions on the passage
The Use of Comics in Education (P11). Use a pencil to help you and scan the passage in your
workbook for the answers.
Time yourself. You should take no more than two minutes to answer these two questions.
Questions 2-3
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
2 Where were painted friezes found? ........................................................................
3 When were classic comics available? ........................................................................
© Copyright Macquarie University 2005 3

3.3 More scanning practice to answer

Short Answer questions
3.3
Scan the passage The Use of Comics in Education (P11). Write your answers below.
Time yourself. You should take no longer than three minutes to scan for the following answers.
Questions 4-6
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
4 Who is the Marketing Director of Warp Graphics? ..........................................................................
5 What organisation uses comics to motivate children? ....................................................................
6 Who wrote ‘Comics and Reading Choices’. (2 names) ...................................................................

3.4 Reading intensively for detail to

answer T/F/NG questions
3.4
Let’s now practise the process for reading intensively for detail by answering three more T/F/NG
questions on the passage The Use of Comics in Education (P11). Use a pencil to help you scan
the passage and to read intensively for detail to answer the questions below.
Time yourself. You should take no more than three minutes to answer these three questions.
IMPORTANT NOTE
Remember you have already underlined and circled important words and written the main
idea next to each paragraph. This will help you identify which paragraph to scan to locate
where an answer is found.
Questions 2-4
Do the following statements agree with the information given in the passage? Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
2 Paintings at Lascaux were accompanied by written inscriptions. ................
3 Comics were thought to be detrimental to a child’s reading progress. ................
4 Violence was the only reason that comics were criticised. ................

3.5 Reading intensively for detail to answer

Sentence Completion questions
3.5 Let’s now practise the reading intensively for detail process by answering more Sentence
Completion questions on the passage The Use of Comics in Education (P11). Use a pencil to help
you scan the passage and to read intensively for detail to answer the questions.
Time yourself. You should take no longer than four to five minutes to answer the following
questions.
Questions 1-5
Complete each sentence with the correct ending A-H from the box below.
1 Some early forms of sequential art ................
2 Recently, ideas about comics ................
3 Reading projects using comic libraries ................
4 Superhero comics ................
5 Specially-designed comics ................
A were all used in religious ceremonies.

B have been used in a university science class.
C have been judged to be especially violent.
D have been warmly received by children.
E were popular reading in the 19th century.
F were used as an aid to help the illiterate.
G have been produced by governments.
H have been re-evaluated.

Step 4
4.1 Matching Paragraph Headings questions 1
4.2 Matching Paragraph Headings questions 2
4.3 Multiple Choice Paragraph Headings questions
4.1 Matching Paragraph Headings

questions 1
Complete the Matching Paragraph Headings questions for Paragraphs C, D and E of the passage
Culture and Learning (P3).
4.1
Questions 1-5
The reading passage has five paragraphs labelled A-E.
Choose the correct heading for each paragraph from the list of headings below. Write the
appropriate number (i-x) in boxes 1-5 on your answer sheet.
i. Cultural differences in writing styles

ii. Primary and secondary school education
iii. Implications for overseas students
iv. Academic writing styles
v. International languages
vi. Variation within cultures
vii. Variations in subjects taught
viii. Tertiary education
ix. Cultural variation in learning between cultures
x. Changes in the British education system
1 Paragraph A ................
2 Paragraph B ................
3 Paragraph C ..................
4 Paragraph D ..................
5 Paragraph E ..................

4.2 Matching Paragraph Headings

questions 2
Skim the passage. When you have finished, return to the screen and complete the Matching
Paragraph Headings questions for the passage Treating a Disease or Inventing One? (P10)
4.2
Questions 1-8
The reading passage has five paragraphs labelled A-E.
Choose the correct heading for each paragraph from the list of headings below.
i. Consequences of ADHD for parents and children

ii. Opposition to chemical treatment of ADHD sufferers
iii. Commonly asked questions
iv. ADHD or normal behaviour?
v. Variations of acceptable behaviour in children
vi. An invented mental illness
vii. Current treatments only a temporary solution
viii. A questionable treatment
ix. Common signs of an ADHD sufferer
x. Using ADHD to sell drugs
xi. The definition of an average child
1 Paragraph A ..................
2 Paragraph B ..................
3 Paragraph C ..................
4 Paragraph D ..................
5 Paragraph E ..................
6 Paragraph F ..................
7 Paragraph G ..................
8 Paragraph H ..................

4.3 Multiple Choice Paragraph Headings

questions
Complete the Multiple Choice Paragraph Headings questions for the passage Culture and
Learning (P3).
4.3
IMPORTANT NOTE
Questions 1-2
Choose the correct letter A, B, C, or D.
1 Which of the following headings is the most appropriate for Paragraph D?
A Cultural differences in writing styles

B Subject-specific variations
C Variation within cultures
D Implications for overseas students
2 Which of the following headings is the most appropriate for Paragraph E?
A Cultural differences in learning styles

B Entrance to subject-specific discipline
C Secondary to tertiary variations
D Implications for overseas students

Step 5
5.1 Modified Multiple Choice questions
5.2 Standard and Modified Multiple Choice questions
5.3 Information Location questions 1
5.5 True/False/Not Given Questions 2 and 3
5.6 True/False/Not Given questions 1
5.1 Modified Multiple Choice questions
Read an extract of the passage Health Effects of Systemic Poisons (P6) and complete the Modified
Multiple Choice questions below.
Questions 2-3
5.1
Choose TWO letters A-E.
Which TWO of the following are results of consuming non-soluble poisons?
A fecal blood
B digestive system
C mucous-producing glands
D lower intestine
E diarrhoea

5.2 Standard and Modified Multiple Choice

questions
Read the first five paragraphs of the reading passage The Rush (P9) and answer the two Multiple
Choice questions below.
Question 1
5.2
Choose THREE letters A-F.
1 Which THREE problems do doctors use adrenaline for?
A poor sports performance

B pain
C stress
D reduced concentration
E inability to sleep
F lack of energy
Question 2
Choose the correct letter A, B, C or D.
2 Extreme sports can be addictive because they
A are physically challenging

B push individuals mentally
C stimulate adrenaline production
D encourage personal discovery.


Read the passage Clocking Cultures (P2) and answer the following Information Location questions.
Questions 1-6
The passage has eight paragraphs labelled A-H.
5.3 Which paragraph contains the following information?
NB You may use any letter more than once.
1 examples of how time is measured
2 a comparison of time expectations based on hierarchy
3 a cultural explanation of different perceptions of time
4 an analysis of the connection between time and work
5 effects of time on the perception of time
6 a recommendation of how to deal with different understandings of time


Read the passage Treating a Disease or Inventing One? (P10) again and answer the following
Information Location questions.
Questions 1-6
The passage has eight paragraphs labeled A-H.
Which paragraph contains the following information? 5.4

1 an example of different interpretations of acceptable behaviour
2 a description of everyday activities which indicate ADHD
3 an assertion that ADHD characteristics represent normal behaviour
4 reasons to reject the controversial ADHD drug treatment
5 an explanation of common misconceptions concerning ADHD medication
6 an analysis of why alternative treatments to drugs are often avoided

5.5 True/False/Not Given Questions 2

and 3
Use the process to answer True/False/Not Given Questions 2 and 3 below.
5.5
Read the passage Endangered languages (P4) again and answer the True/False/Not Given
questions below.
Questions 1-3
1 Krauss predicted that a very high percentage of the world’s languages would become extinct.
....................
2 There is evidence that the merging of languages helps international business.
....................
3 One expert believes that when a language dies, its culture dies too.
....................


Read the passage The Rush (P9) again and answer the True/False/Not Given questions below.
Questions 1-5
5.6
1 Alfred Ryan believes that people learn to conquer their fears through continuing to do extreme
sports.
....................
2 Bernard worries that he wouldn’t be a good husband.
....................
3 Bernard’s training can prevent all unpredictable events except bad weather.
....................
4 Bernard thinks that a short and dangerous life is better than a long but boring one.
....................
5 Bernard’s team would only regret an expedition if his team suffered a tragedy.
....................


Read the passage Treating a Disease or Inventing One? (P10) again and answer the True/False/
Not Given questions below. Remember to skim the passage before you answer the questions.
Questions 1-5
5.7
1 Brain function of ADHD sufferers is different to that of other people.
...................
2 Bryant claims that children who are put on drugs to help their ADHD become addicted to illegal
drugs later in life.
...................
3 Professor Mitchell believes that ADHD is a convenient label for problems with other causes.
...................
4 In some countries, the disorder of ADHD is not known.
...................
5 The author believes that other methods should be used to help some children with behavioural
problems.
...................

Step 6
6.1 Summary Completion questions with a box of possible answers 1
6.2 Summary Completion questions with a box of possible answers 2
6.3 Summary Completion questions without a box of possible
answers 1
6.4 Summary Completion questions without a box of possible
answers 2
6.1 Summary Completion questions with a

box of possible answers 1
Read the passage The Rush (P9) again and complete the Summary Completion questions below.
6.1 IMPORTANT NOTE
Questions 1-6
Complete the following summary using words from the box.
An increasing number of people are becoming addicted to extreme sports, performing death
defying feats for 1.................................. This natural high is caused by adrenaline released into
the 2.................................. to help the body deal with 3.................................. When this chemical
begins circulating throughout the body, a person experiences an increase in 4.................................,
awareness and concentration.
5.................................. can make extreme sports enthusiasts such as Bernard Peters push
themselves further for the excitement and high it gives them. Peters and others recognise that
there are drawbacks to such hazardous pursuits. They require time, money and an acceptance
of the 6.................................. involved. However, participants find the experiences rewarding and
worth the risks involved.
scientific discovery adrenaline power

danger risky feats sudden changes
blood adrenal glands stress
the rush stressful situation energy

6.2 Summary Completion questions using

a box of possible answers 2
Read the passage Principles of Management in the Computer Age (P8) and complete the
Summary Completion questions below.
IMPORTANT NOTE 6.2
Questions 1-6
Complete the summary of the first four paragraphs (A-D) of the reading passage Principles of
Management in the Computer Age using words from the box.
The principles of management used in the past are not suitable for the 1........................... While in
the past steep triangular management systems were common, there is now an emergence in
2.......................... using 3.......................... and human contact. Modern 4.......................... allows
people to share information and build businesses. However, 5.......................... becomes very
important with individuals making their own 6.......................... within the boundaries of a common
plan.
teams industrial-era
flatter network organisations triangular management systems
networking technology technical infrastructure
working in teams Internet technology
challenges computer systems
decisions computer age

6.3 Summary Completion questions

without a box of possible answers 1
Read the passage Clocking Cultures (P2) again and complete the Summary Completion questions
below.
6.3 IMPORTANT NOTE
If you are having trouble answering the Summary Completion questions, click on the Hint buttons
on the screen.
Questions 1-4
Complete the summary using NO MORE THAN THREE WORDS from the passage.
Different societies often have different views on time. These views can indicate each societies’
1.........................................................., as well as the way they see the world. The differences in
2.......................................................... in various cultures have been documented. This means that
each culture has its own unspoken language and understanding of the rules of 3.............................
........................... These different rules explain why it is acceptable in some cultures to keep certain
people waiting and why it is considered rude to do so in others, leading to 4......................................
.................... between people of different cultures.

6.4 Summary Completion questions

without a box of possible answers 2
Read the passage Endangered Languages (P4) again and complete the Summary Completion
questions below.
IMPORTANT NOTE 6.4
Questions 1-7
Complete the summary using NO MORE THAN THREE WORDS from the passage.
Some linguists have predicted that half of the world’s languages will disappear in the next hundred
years due to 1..................................................... resorting to speaking the dominant language. This
2..................................................... boosts the social and economic status of 3...............................
....................... However, it is a great loss to the linguistic study of the limits of human speech, the
study of ancient migration patterns and to the diversity of cultures.
Other linguists have claimed that these studies usually focus on the 4.........................................
............, rather than whether the speakers of the language were actively using and teaching the
language to their offspring, ensuring its survival. When speakers doubt 5.....................................
........... of their language, it is more likely to disappear because if people view their language as
insignificant, they stop using it.
The solution to the problem of 6..................................................... is for people to speak two or

more languages. This is common in many parts of the world, however, in North America, Australia
and Russia, people react negatively to other languages being spoken in front of them. This has
lead to these parts of the world being where languages are dying the fastest. To save these
languages the world’s 7..................................................... must be convinced to let the minorities
speak in their own languages.

Step 7
7.1 Putting it all together
7.1 Putting it all together

Read the passage The Rush (P9) again and answer the Viewpoint Questions 1-10 below.
Questions 1-3
Choose the letter A-C that most closely describes the writer’s viewpoint for each question.
1 Professor Vice states that adrenaline
A assists the body in dealing with stressful situations

B prevents people from being attacked
C helps sports people perform beyond their physical and psychological abilities.
7.1
2 According to Ryan, addiction to extreme sports results from
A the feeling of euphoria caused by the release of adrenaline into the blood
B overcoming natural barriers to fear
C pursuing increasingly risky sports.
3 Bernard Peters believes that
A pursuing extreme sports is preferable to getting married

B extreme sports are as risky as crossing the road
C everything in life requires people to take risks.
Questions 4-8
Do the following statements reflect the viewpoint of the writer? Write:
TRUE if the statement agrees with the writer
FALSE if the statement contradicts the writer
NOT GIVEN if there is no information about this in the passage
4 People participate in extreme sports in order to benefit scientific research.
..................
5 With careful planning and training, extreme sports are relatively safe.
..................
6 Safety equipment, transport and accommodation are often difficult to organise.
..................
7 It is possible for almost anyone to participate in extreme sports.
..................
8 It is inevitable that more mountaineers will lose their lives Everest.
..................

Step 8
8.1 Yes/No/Not Given questions 1
8.2 Yes/No/Not Given questions 2
8.3 Matching Viewpoint questions 1
8.1 Yes/ No/Not Given questions 1

Read the passage Cats (P1) again and answer Questions 1-5 below.
IMPORTANT NOTE
8.1
Questions 1-5
Do the following statements reflect the statements made by the writer? Write:
YES if the statement agrees with the writer
NO if the statement contradicts the writer
1 The large number of plants in gardens has helped to increase the bird population.
..................
2 The activity of predators, such as lions, causes extinction of other animals.
..................
3 Other animals eat more birds than cats.
..................
4 Cats are a particular problem in Victoria.
..................
5 There are more birds per kilometre in towns and cities than in a forest environment.
..................

8.2 Yes/ No/Not Given questions 2

Read the passage Treating a Disease or Inventing One? (P10) again and answer Questions 1-5
below.
IMPORTANT NOTE
8.2
Questions 1-5
Do the following statements reflect the statements made by the writer? Write:
YES if the statement agrees with the writer
NO if the statement contradicts the writer
1 Professor Jane Mitchell believes all children suffer from ADHD at some stage.
..................
2 Parents can prevent ADHD by educating their children properly.
..................
3 Drug treatment leading to later substance abuse is a myth according to Professor Jane
Mitchell.
..................
4 The writer thinks diagnosing children with ADHD is the easy solution but that other solutions
should be explored.
..................
5 ADHD does not exist in Melanesian societies.
..................


Read the passage Endangered Languages (P4) again and answer Questions 1-3 below.
IMPORTANT NOTE
8.3
Questions 1-3
Look at the following people and the list of viewpoints below.
Match each person with the viewpoint that they express.
A Patrick McConvell
B Michael Krauss
C James Matisoff
D Douglas Whalen
1 3,000 languages will die out in the next hundred years. ............................
2 Knowledge of culture is lost when a language ceases to be used. ............................
3 Not all predictions regarding languages have been correct. ............................


Read the passage Clocking Cultures (P2) again and answer Questions 1-4 below.
IMPORTANT NOTE
8.4
Questions 1-4
Look at the following people and the list of viewpoints below.
Match each person with the viewpoint that they express.
A Robert Levine
B Edward Hall Jr.
C Ziauddin Sardar
D Kevin Birth
1 Misunderstandings between different cultures can be caused by different perceptions of time.
............................
2 How time is valued shows what is important to different cultures.
............................
3 There is a relationship between power and waiting time.
............................
4 Not all cultures view time as past, present and future.
............................

Using punctuation to answer IELTS Reading Test questions
Using punctuation to answer IELTS

Reading Test questions
Read the first three paragraphs from the passage The Use of Comics in Education (P11) again and
circle all the punctuation marks as you read. Notice how the punctuation marks are used. Use this
to help you answer the T/F/NG questions.
Questions 1-6

1 Sequential art is a group of drawings that depict a story.

.............................
2 Sequential art was no longer used after writing was invented.

............................
3 ‘Friezes’ are a form of written inscription.

............................
4 Sequential art was used in Egypt and Europe so that the illiterate could participate in religious
activities.
............................
5 Warp Graphics publishes comics.

............................
6 Catherine L. Kouns states that comics hinder children’s literary skills.

............................

Reading Passage 1
Reading Passage 2
Reading Passage 3
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1.
Questions 1-5
The passage has eight paragraphs A-H.
Choose the correct heading for paragraphs C-H from the list of headings below.
Write the correct number i-x in boxes 1-5 on your Answer Sheet.
i. A healthier option
ii. Asian countries know best
iii. Fast food companies go healthy
iv. A growing business
v. Importance of good eating habits
vi. Mixed messages

vii. A return to dairy products
viii. Healthy becomes unhealthy
ix. Allergies to dairy
x. Concern over negative reaction to mixed messages
1 Paragraph C ..............
2 Paragraph D ..............
3 Paragraph E ..............
4 Paragraph G ..............
5 Paragraph H ..............

Good for you or not good for you? That is the question.
A At no time in history has the world’s population ever been so well-informed about nutrition and health.
Consumers in the developed world are constantly bombarded with advertising messages which promote the
health benefits of a wide range of food products. However, they are also exposed to the constant promotion
of junk food as well. Fast food companies have become sensitive to the criticisms they face over the potential
damage their food causes and have begun to vigorously defend the nutritional value of the meals they serve.
With this constant flow of messages – often contradictory – how are today’s consumers supposed to determine
precisely what is healthy to eat?
B According to nutritionist Susan McCaskill, many people today intend to eat healthily, but have become
confused about how to do so. “It is not just that the traditional definitions of a healthy diet have changed,
though this is certainly significant. Many grew up being told that the more milk you drank, the healthier you
would be. Then dairy foods became ‘bad’ in the eyes of many health professionals and many people sought
alternatives to it. Now these alternatives are coming under the same sort of criticism.”
C The alternative McCaskill is referring to is soya milk. A generation of consumers who were labeled allergic to
cow’s milk products embraced soya substitutes enthusiastically. In fact, the soya bean itself was promoted as a
kind of miracle food overall. Claims were made it had the potential to not only provide all the protein required
for a healthy diet, but that it could prevent heart disease and cancer. Slogans such as “It’s Soy Good for you...”
began to appear in nutritional advice columns.

D Now suddenly you can find messages on health-related websites claiming “It’s not soy good” and even “It’s SOY
bad for you.” A generation of health-conscious eaters who previously abandoned milk products for soy are now
worried and confused. The same chemicals (known as isoflavones) in soya beans which were claimed to fight
cancer and other diseases are now listed as the cause of some cancers, and are also implicated in hormonal
problems and thyroid gland disorders. Dr David Steinman of the Eastern Sydney University Medical School
considers the praise of soya products in many alternative health circles to be without scientific foundation.
“Soya proponents suggest we look to the health statistics of Asian countries as proof of the benefits of soy.
When we look closely at the countries where soya products are consumed regularly, it is clear that though they
are widely used, they are also eaten in very moderate quantities. Many people seeking a healthy diet today are
eating ten times that much soy, particularly through drinking vast amounts of soya milk and eating other non-
traditional foods such as soya-based ice-cream.”
E Susan McCaskill considers the latest negative publicity about soy to be exaggerated, but she admits that it
does raise some very relevant questions. “It still appears to me that soya beans have many notable nutritional
benefits to offer, but the key thing here is moderation. What frequently happens now is that people go from
eating much too much of one thing to eating too much of something else.”
F Both McCaskill and Steinman concede that the recent soya controversy is just one example of how food
fashions are confusing the health-conscious today. Red meat has often been blamed for high rates of heart
disease and other health problems, then has been praised for its high iron content. Carbohydrate rich foods
such as pasta, rice and potatoes have been promoted since the seventies as healthy staples of our diet, and then
recently have received the blame for the growing numbers of people who are seriously overweight.
G Dr Steinman echoes the words of McCaskill on one key point - moderation is the most significant factor in
any healthy diet. However, he fears that modern obsessions with perfect food habits can simply leave people
so discouraged that they give up completely. “If you rush to a new diet because you’ve been told your old one
was bad, then find the new one has its own critics, what do you do next? I worry that many will simply stop
thinking about healthy eating habits and head to the nearest fast food outlet.”
H It is certainly undeniable that the fast food industry is booming. Whether this is because of confused and
discouraged eaters of health food is difficult to determine. What is clear, however, is that advertisers are
working harder and harder to influence the world’s eating habits, and that the needs of both health enthusiasts
and fast food customers are now coming together: the fastest growing customer base in many major fast food
chains is now people attracted by their new “healthy choices.” The question remains: who will decide in the
end precisely what a healthy choice is?

Questions 6-10
Do the following statements agree with the information given in Reading Passage 1?
In boxes 6-10 on your Answer Sheet, write:
6 Fast food companies admit that the food they serve is unhealthy.
7 Soy products have been proven to stop certain illnesses.
8 Some health-conscious people are overconsuming certain foods.
9 One health expert worries that frustration might stop people maintaining a good diet.
10 Fast food advertising will increasingly influence what people think is healthy.
Questions 11-13
Choose the correct letters A, B or C.
Write the correct letter in boxes 11-13 on your Answer Sheet.
11 People are unsure about what is considered healthy because
A dairy foods are now considered unhealthy

B the healthier replacements to unhealthy foods are being criticised
C junk food is promoted as being healthy.
12 According to the article, soya can be considered healthy because
A it has been found to be a miracle food

B it doesn’t promote allergies as dairy products do
C healthy people in Asia eat it in average amounts.
13 The main reason for the increase in fast food customers is
A the option of healthier food

B effective advertising
C confusion about healthy food choices.

READING PASSAGE 2
Sensory Overload
A Are you suffering from a feeling of annoyance? Does life seem to get more and more irritating all the time?
Do you struggle day to day just to stay calm and clear-headed in the face of more and more frustrating
experiences? If your answer to these questions is “YES,” you are not alone. In fact, you are part of a growing
trend that demonstrates the significance of the small events which annoy us on a day to day basis.
B According to psychologist Maurice Penman, inhabitants of today’s modern cities face a far more aggressive
range of sensory experiences than ever before. “It is not simply that the pace of life is faster in today’s world,
or that people are under more pressure at work. Of course, both those things are true. But today people are
exposed to a greater number of both visual and auditory stimuli. Basically, this means we are being asked to
both look at and listen to far more than we ever have been before.”
C However, Penman is quick to point out that many of the things which are contributing to these problems are
also the same things many of us value. A greater sense of irritation is the price we pay for the convenience of
the Internet and mobile phones. “Mobile phones are a very significant example to consider. There is no doubt
that they are useful in a multitude of ways, and most people do not want to go back to the days before them.

But at the same time, mobile phones have almost completely destroyed a sense of quiet public space. There
was a time when you could rely on public transport being relatively quiet, a place to think about the events of
the day on the way home. Now a bus or a train carriage can feel like being locked in a busy office.”
D The increase in sensory demands is not just due to the use of mobile phones. Advertisers are reaching out
to potential consumers more aggressively than ever. News services are now broadcast on buses and at train
platforms. Family meals are frequently interrupted by telephone canvassers and email users are often forced
to deal with an avalanche of unsolicited promotional messages, or “SPAM”. One could easily imagine that our
children and their children may have to guard their homes from an overwhelming amount of annoyance
E While it is difficult to deny the growth in these increasingly annoying events in our day, is there actually any
real significance to these facts? Penman argues: “There is no doubt that on the surface, this increase of stimuli
in our day simply appears to be a matter of minor annoyance. But when we look closely, we can see that this
has the potential to significantly affect our psychological health.” He goes on to explain that if exposure to
these irritations is frequent and prolonged, very subtly our stress levels begin to rise. As they do, we find
there is a compound effect. Stress from the minor episodes in the day starts to increase our feeling of pressure
when faced with major challenges at work. We are increasingly carrying a greater and greater stress load, with
opportunities to relax and unwind more and more restricted. Penman points out that even though we all
sometimes crave stimulation, we have become so obsessed with it in the twenty-first century that it has now
become almost impossible to avoid. Shops increasingly feel the need to play loud, thumping rock or techno
music. Advertising becomes more and more energetically aggressive all the time. This, Penman maintains,
prevents us from dealing with our daily stress and eliminating it from our systems. He adds: “You really do
need to get right out of the city and into a quiet space now, though most of us are too busy to do that very
often.”
F It might be easy for critics to dismiss the annoying experience of too many mobile phones on the bus, or any of
the other stimuli Maurice Penman cites. However, it is the failure to eliminate stress which leads to potentially
fatal consequences. If these daily distractions are contributing seriously to our stress levels, then Penman has
identified a significant danger. We now know that stress truly is a killer, and has been implicated in the rise of
depression, heart disease and even weight problems, as it increases hormones in the body which stimulate the
appetite for fattening carbohydrate-rich foods.
G There is no denying that Maurice Penn’s main arguments are compelling. It seems that stress has become so
prevalent that people are getting stressed about their levels of stress. But what are we supposed to do? He
suggests we do everything we can to go within ourselves and try to maintain a sense of personal peace and

space. He recommends the use of meditation and relaxation tapes, exercise at the end of the day whenever
possible and greater emphasis on fun. Unfortunately, Maurice Penman had no suggestions for those of us
who find meditation frustrating, or who get annoyed at relaxation tapes. He had no recommendations for
days when you can’t find any equipment you need in the gym, or find yourself irritated at those around you
who keep saying you need to have more fun.

Questions 14-20
The reading passage has eight paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H in boxes 14-20 on your Answer Sheet.
14 an example of how a place has changed due to modern conveniences
15 physical effects of stress
16 a recommendation of how to deal with modern-day pressures and over-stimulation
17 an explanation of sensory overload and today’s irritations that cause stress
18 an assertion about people’s level of stress
19 a reason why small amounts of stress can feel greater

20 a prediction about growing irritations and interruptions to our personal space
Questions 21-24
Complete the summary below using words from the passage. Write NO MORE THAN FOUR
WORDS for each answer.
Write the correct answers in boxes 21-24 on your Answer Sheet.
People in today’s world are faced with much more 21............................................ stimulation than
they used to be. On a daily basis, our modern conveniences represent small but significant
22............................................... , which contribute to increasing levels of stress. Psychologist
Maurice Penman suggests that because people 23.................................................. from time to
time, we are now in a world where we can’t escape it. However, we must escape it and relax or
there could possibly be 24........................................................
Questions 25-27
Answer the questions below using words from the passage. Write NO MORE THAN THREE
WORDS for each answer.
Write the correct answers in boxes 25-27 on your Answer Sheet.
25 What word is used to describe how advertising has become?
26 What does stress make you want to eat?
27 What does Penman believe people should place more importance on in order to relieve stress?

READING PASSAGE 3
A Since its earliest days, television (TV) has been the perfect example of passive entertainment. Now some are
trying to change that. Media and entertainment companies plan new interactive services designed to make
television a centre of games, information and family activity. Many of these services are enhancements of
regular programming – like displaying several football games at once. Some are new ways of doing old things,
like video on demand (VOD), which allows viewers to choose from a selection of movies available through
their TV at any time. Perhaps one of the most intriguing is personal video recording, which lets them pause
and fast-forward TV programs.
B This is not the first time that the television industry has attempted to persuade viewers to become more
active. In the 1970s, a project to provide movies to order was shelved because of the high cost of bringing
two-way networks into people’s homes. In 1990 some providers offered text enhancement, giving viewers
the option of seeing news, weather and stock prices run across their screen on top of regular programs. This
project was also dropped. But circumstances may be more favourable today. The television industry has
some advantages which did not exist when previous experiments were undertaken. First, cable and satellite
television now reach a large number of homes. Second, the Internet has made most people in the developed
world familiar with the process of pointing and clicking. In a sense, interactive television is a way of bringing
television a little closer to the Internet.
C The British Broadcasting Corporation (BBC – a public television channel) has probably been the most
experimental network in this field. Its first really successful attempt was made during the Wimbledon tennis
tournament in June 2001. Rather than deciding which tennis match to televise at any one time, the BBC
allowed viewers to watch up to five at once on a split screen or they could choose to watch one or more of the
matches at the same time. This attracted more than five million viewers. Since then, the BBC has produced a
steady stream of new interactive programming.
D ‘We’re taking factual drama and creating a quiz show around the main programming,’ says Ashley Highfield,
‘That’s totally new and exciting for us. ...... I would love to get involved in interactive dramas, maybe allowing
the viewer to switch from one character’s point of view’ (to that of another). But sport continues to be the
BBC’s biggest drawcard. ‘What we’re working on for the future is to have football matches with the option of
hearing the partisan commentary from local radio stations,’ says Highfield. Commercial television companies,
which have to keep an eye on profit, have been less daring. However, according to Josh Bernoff, an analyst
at Forrester Research, a lack of copyright may delay growth over the next five years. That is why the first
companies to offer VOD have been cable channels that own their own content.
E The biggest barrier to VOD and other interactive services is technophobia – fear of technology. In test
markets, viewers often don’t know they have the service, or are reluctant to use it. One solution is to give
the TV screen the look of a Web page, with toolbars and display menus. Since younger consumers tend to
be early adopters of new technology, videogames may take off quickly. In recent months, the three biggest
manufacturers of TV games have introduced online components. In two years, experts say, most gamers may
go online via TV.
F Television’s best minds are convinced that interactive TV will eventually succeed. But if this happens, what
will be the effect on the status quo? Will greater viewer control overthrow the whole business model of TV,
which is based on selling advertising to a largely captive audience. Network executives face a dilemma. The
more control they give viewers, the more they threaten the practice of selling prime-time advertising.
G Rick Mandler, a Disney vice-president of enhanced TV feels that interactive TV companies will press for a
redesign of personal recording services so that they are ‘advertising friendly’. Tracey Swedlow, editor of the
newsletter Interactive TV Today, believes that ‘advertising is going to have to adapt.’ How much will the rest

of us have to adapt? ‘It’s going to be a gradual process, not a revolution,’ says Maggie Wilderotter, an interactive TV
executive in California. ‘People watch TV to be entertained. It’s not work.’ She feels that viewers do not want to
do too much themselves. Swedlow, on the other hand, thinks the changes will be more fundamental. ‘TV will feel
more like a tool you can use.... It’ll be something you can manage rather than just take in.’
adapted with permission from Gutrel, Fred, ‘The Future of TV’, Newsweek ‘Issues 2003’ Special Edition, Dec 2002 – Feb 2003.
Questions 28-32
Look at the following opinions (Questions 28-32) and the list of people below.
Match each opinion with the person credited with it.
Write the correct letter A-E in boxes 28-32 on your Answer Sheet.
28 TV viewers may be unwilling to exert themselves.
29 TV companies will urge the adaptation of programming to suit advertisers.
30 Legal complications may slow TV innovation.

31 Advertisers, rather than viewers or broadcasters, will need to change.
32 New elements may be added to existing program types.
A Ashley Highfield
B Josh Bernoff
C Rick Mandler
D Maggie Wildrotter
E Tracey Swedlow

Questions 33-39
Reading Passage 1 has seven paragraphs labeled A-G.
Which paragraph contains the following information?
Write the correct letter A-G in boxes 33-39 on your Answer Sheet.
33 examples of unsuccessful experiments in interactive TV
34 a description of how interactive TV may threaten its revenue base
35 a prediction of who will most readily adopt interactive TV
36 an explanation of why interactive TV is easier for cable channels to offer
37 a prediction of the speed at which interactive TV will grow
38 a description of the first successful interactive TV services
39 reasons why interactive TV may be more successful now than in the past
Questions 40
Choose the correct letter A, B or C.
Write your answer in box 40 on your Answer Sheet.
40 Which of the following is the most suitable title for Reading Passage 3?
A Video on Demand
B Persuading Viewers to be More Interactive
C Is TV Ready for a New Era?

Reading Passages
P1 Cats
P2 Clocking Cultures
P3 Culture and Learning
P4 Endangered Languages
P5 Health Effects of Systemic Poisons
P6 Esperanto
P7 Migrant Labour
P8 Principles of Management in the Computer Age
P9 The Rush
P10 Treating a Disease or Inventing One?
P11 The Use of Comics in Education
Macquarie University Online IELTS Preparation Academic ReadingWorkbook
P1 - Cats
A The campaign against cats has become so exaggerated it has lost its focus. Much energy that could be put to
good use is being wasted on futile campaigns that do little more than aggravate cat owners.
B It is widely believed that because cats prey on native birds they could bring about their extermination. But
predation seldom leads to extinction in such a simplistic way. If it did there would be no animals left in Africa,
as those big cats called Lions would have eaten them all up.
C Enormous numbers of birds are killed by pets in gardens, it is true. But while this may sound alarming,
ecologically there is nothing wrong with it- predation is a fact of life. Birds are killed in forests too, by a whole
gamut of predators including snakes, goannas, falcons, butcherbirds, quolls, dingoes and even spiders. Pet cats
are the urban counterparts to a large range of native predators.
D Hunting by pet cats would only be a problem if the rate of predation, combined with other deaths, exceed the
breeding rate of the birds. This does not seem to be the case. Several studies show the urban environments
actually support a higher density of birds than native forests, despite all the cats. This is partly because of all the
garden plants with berries and nectar rich flowers.
E The native garden birds killed by cats are nearly all widespread adaptable species that are thriving in response
to urbanisation. Some of them are probably more abundant now than they were before European settlement.
This definitely seems to be the case for the common garden skinks that cats often kill.
F Feral cats are a much greater threat to wildlife than pet cats, and in some situations they are a major hazard.
But not usually to birds, which they seldom eat. Studies of their diet confirm what cartoonists have always
known: that cats prefer rats, mice and other small mammals. In a major article on cats (Nature Australia,
Winter 1993) Chris Dickman stated: ‘In most Australian studies, rabbits constitute the single most important
prey.’
G To be useful, the anti-cat campaign should focus on specific situations where cats are a proven problem, and
where something can actually be done about it. But to make the sweeping claim that ‘Cats threaten the future
survival of most wildlife,’ as the Victorian Department of Education does in a leaflet, is to exaggerate the case.
P1

P2 - Clocking Cultures
A If you show up an hour late in Brazil, no one notices. But if you keep someone in New York City waiting for
five or 10 minutes, you have some explaining to do. Time is elastic in many cultures but is tighter and more
fixed in others. Indeed, the way members of a culture perceive and use time reflects their society’s priorities
and even their own worldview.

B Social scientists have recorded wide differences in the pace of life in various countries and in how societies
view time – whether as an arrow piercing the future or as a revolving wheel in which past, present and
future cycle endlessly. Some cultures combine time and space: the Australian Aborigines’ concept of
the “Dreamtime” encompasses not only a creation myth but a method of finding their way around the
countryside. Interestingly, however, some views of time – such as the idea that it is acceptable for a more
powerful person to keep someone of lower status waiting – cut across cultural differences and seem to be
found universally. s
C The study of time and society can be divided into the pragmatic and the cosmological. On the practical side,
in the 1950’s anthropologist Edward T. Hall, Jr., wrote that the rules of social time constitute a “silent language”
for a given culture. The rules might not always be made explicit, he stated, but “they exist in the air… They are
either familiar and comfortable or unfamiliar and wrong.” In 1955 he described … how differing perceptions
of time can lead to misunderstandings between people from separate cultures. “An ambassador who has been
kept waiting for more than half an hour by a foreign visitor needs to understand that if his visitor “just mutters
an apology” this is not necessarily an insult.” Hall wrote. “The time system in the foreign country may be
composed of different basic units, so that the visitor is not as late as he may appear to us. You must know the
time system of the country to know at what point apologies are really due… Different cultures simply place
different values on the time units.”
D Most cultures around the world now have watches and calendars, uniting the majority of the globe in the
same general rhythm of time. But that doesn’t mean we all march to the same beat. “One of the beauties
of studying time is that it’s a wonderful window on culture,” says Robert V. Levine, a social psychologist at
California States University at Fresno. “You get answers on what cultures value and believe in. You get a really
good idea of what’s important to people.”
E Levine and his colleagues have conducted so-called pace-of-life studies in 31 countries. In A Geography of
Time, published in 1997, Levine describes how he ranked the countries by using three measures: walking
speed on urban sidewalks, how quickly postal clerks could fulfill a request for a common stamp, and the
accuracy of public clocks. Based on these variables, he concluded that the five fastest-paced countries are
Switzerland, Ireland, Germany, Japan, and Italy; the five slowest are Syria, El Salvador, Brazil, Indonesia and
Mexico
F Kevin K. Birth, an anthropologist at Queens College, has examined time perception in Trinidad. Birth’s 1999
book, Any Time Is Trinidad Time: Social Meanings and Temporal Consciousness, refers to a commonly
used phrase to excuse lateness. In that country, Birth observes, “if you have a meeting at 6:00 at night, people
show up at 6:45 or 7:00 and say, A
‘ ny time is Trinidad time.’” When it comes to business, however, that loose
approach to timeliness works only for the people with power. A boss can show up late and toss off “any time is
Trinidad time,” but the underlings are expected to be more punctual. For them, the saying goes, “time is time.”
Birth adds that the tie between power and waiting time is true for many other cultures as well.
G Birth attempted to find out how Trinidadians value time by exploring how closely their society links time and
money. He surveyed rural residents and found that farmers – whose days are dictated by natural events, such
as sunrise – did not recognize the phrases, “time is money,” “budget your time,” or “time management,” even
though they had satellite TV and were familiar with Western popular culture. But tailors in the same areas P2
were aware of such notions. Birth concluded that wage work altered the tailors’ view of time. “The ideas of
associating time with money are not found globally,” he says, “but are attached to your job and the people you
work with.”

H Some cultures do not draw neat distinctions between the past, present and future… Ziauddin Sardar, a British
Muslim author and critic, has written about time and Islamic cultures. Muslims “always carry the past with
them,” says Sardar, who editor of the journal Futures and visiting professor of postcolonial studies at City
University, London. “In Islam, time is a tapestry incorporating the past, present and future. The past is ever
present.” … Sadar asserts that the West has “colonized” time by spreading the expectation that life should
become better as time passes: “If you colonize time, you also colonize the future. If you think of time as an
arrow, of course you think of the future as progress, going in on direction. But different people may desire
different futures.”
adapted with permission from Gutrel, Fred, ‘The Future of TV’, Newsweek ‘Issues 2003’ Special Edition, Dec 2002 – Feb 2003.
P2

P3 - Culture and Learning

A Every culture has its own distinctive conventions regarding what should be learned and how learning should
take place. In one culture, students may be encouraged to work with their classmates, while in another culture
this activity may be prohibited. In some societies, students are discouraged from asking questions, while in
others they may be required to do so.

B Diversity exists not only between cultures, but also within a single culture. Most British primary and
secondary schools, for example, the teacher is the primary provider of required information and rote learning
plays an important role in the acquisition of this information. However, when these students proceed to
university, they face a new set of academic norms and expectations. Although memorisation is still required,
much more emphasis is placed on the critical evaluation of learning and independent research.
C The analysis of writing by students from different cultures suggests that the thinking and writing process is
a culture-specific phenomenon. The ability to write well in one language does not necessarily guarantee an
equivalent competence in another language, irrespective of an individual’s grammatical proficiency in that
language. Although most researchers would argue that writing and thinking are culture-specific phenomena,
considerable controversy has been aroused by attempts to provide cognitive profiles for specific cultures. An
American study which analysed the way in which students from different cultural backgrounds structured a
paragraph of factual writing argued that at least five cognitive profiles could be distinguished.
D It may be argued that a similar diversity of cognitive and rhetorical style also exists between academic
disciplines. Although standard models for writing reports exist in both Chemistry and physics, an adequate
physics report may not satisfy the requirements of the chemistry ‘sub-culture’. The departments of tertiary
institutions generally publish study guides which provide detailed writing guidelines. These list the rhetorical,
referencing and formatting conventions required by each discipline. Before submitting any written work,
students are advised to consult appropriate guides and ensure that their written assignments conform to
expectations.
E There are, in short, three levels of cultural adjustment which face the overseas undergraduate student:
adjustment to a different culturally based learning style; adjustments associated with the move from
secondary to tertiary education; and the adjustments related to entry into a specific disciplinary sub-culture.
P3

P4 - Endangered Languages
A Ten years ago Michael Krauss sent a shudder through the discipline of linguistics with his prediction that half
of the 6,000 or so languages spoken in the world would cease to be uttered within a century. This prediction
was based upon the fact that many of the world’s languages were rapidly falling from use. In essence,
younger generations are not being taught how to speak their local language or dialect and many indigenous
communities have resorted to speaking the dominant language. Krauss maintained that unless scientists and
community leaders directed a worldwide effort to stabilize the decline and conserve these endangered local
languages, nine-tenths of the linguistic diversity of humankind would probably be doomed to extinction.
B Krauss’s prediction was little more than an educated guess, but other respected linguists had been expressing
similar alarm. Kennith L. Hale of the Massachusetts Institute of Technology has stated that eight languages on
which he has done fieldwork have since passed into extinction. A 1990 survey in Australia found that 70 of the
90 surviving Aboriginal languages were no longer used regularly by all age groups. The same was true for all
but 20 of the 175 Native American languages spoken in the U.S.
C On the face of it, the consolidation of human language might seem like a good trend, one that could ease
ethnic tensions and aid global commerce. Linguists don’t deny those benefits, and they acknowledge that in
most cases small communities choose (often unconsciously) to switch to the majority language because they
believe it will boost their social or economic status.
D Many experts in the field nonetheless mourn the loss of rare languages, for several reasons. To start, there
is scientific self-interest: some of the most basic questions in linguistics have to do with the limits of human
speech, which are far from fully explored. Many researchers would like to know which structural elements
of grammar and vocabulary – if any – are truly universal and probably therefore hardwired into the human
brain. Other scientists try to reconstruct ancient migration patterns by comparing borrowed words that
appear in otherwise unrelated languages. In each of these cases, the wider portfolio of languages you study,
the more likely you are to get the right answers. “I think the value is mostly in human terms,” says James A.
Matisoff, a specialist in rare Asian languages at the University of California at Berkeley. “Language is the most
important element in the culture of a community. When it dies, you lose the special knowledge of that culture
and a unique window on the world.”
E However, it is not all bad news. Just because a speech community is small does not mean it is doomed. At
last report, Akira Yamamoto of the University of Kansas in the United States, there were just 185 people who
spoke Karitiana. But they all lived in the same village in Brazil, which had just 191 inhabitants. So more than
96 percent of the population was still speaking the language and teaching it to their children. Because surveys
of endangered languages tend to look only at the number of speakers, “there has been a history of linguists
predicting the death of languages only to return 20 years laer to find them still there,” says Patrick McConvell
of the Australian Institute of Aboriginal and Torres Strait Islander Studies in Canberra.
F One factor that always seems to occur in the demise of a language, according to theorist Hans-Jurgen Sasse
of the University of Cologne in Germany, is that the speakers begin to have “collective doubts about the
usefulness of language loyalty.” Once they start regarding their own language as inferior to the majority
language, people stop using it for all situations. Kids pick up on the attitude and prefer the dominant language.
“In many cases, people don’t notice until they suddenly realize that their kids never speak the language, even at
home,” says Douglas H. Whalen of Yale University in the United States. This is how Cornish and some dialects
of Scottish Gaelic slipped into extinction. And it is why Irish Gaelic is still only rarely used for daily home life
in Ireland, 80 years after the republic was founded with Irish as its first official language.
P4
G “Ultimately, the answer to the problem of language extinction is multilingualism,” Matisoff argues, and many
linguists agree. “Even uneducated people in the world speak more than one tongue, and in places such as
Cameroon (279 languages), Papua New Guinea (823) and India (387) it is common to speak three or four
distinct languages and a dialect or two as well.

H “Many Americans, and Canadians to the west of Quebec, have a gut reaction that anyone speaking another
language in front of them is committing an immoral act,” Grimes observes. “You get the same reaction in
Australia and Russia. It is no coincidence that these are the areas where languages are disappearing the
fastest.” The first step in saving dying languages is to persuade the world’s majorities to allow the minorities
among them to speak with their own voices.

adapted with permission from Gibbs, W.W., ‘Endangered Languages’, Scientific American, July 2002.
P4

P5 - Esperanto
A Esperanto is an artificial language designed to serve internationally as an auxiliary means of communication
among speakers of different languages. Esperanto, the invention of Ludwig Zamenhof, a Polish-Jewish
ophthalmologist, was first presented in 1887. An international movement to promote its use has continued to
flourish and has members in more than 80 countries.
B Esperanto is used internationally across language boundaries by about one million people, particularly in
specialised fields. It is used in personal contacts, on radio broadcasts, and in a number of publications as well
as in translations of both modern works and classics. Its popularity has spread from Europe – both East and
West – to parts of Asia including Japan. Despite having no impact on the neighbouring countries of Korea and
Vietnam, Esperanto has had its greatest impact in China, where it is taught in universities and used in many
translations (often in scientific or technological works). El Popola Cinio, a monthly magazine in Esperanto
from the People’s Republic of China, is read worldwide. Radio Beijing’s Esperanto program is the most popular
program in Esperanto in the world.
C Esperanto’s vocabulary is drawn primarily from Latin, the Romance languages, English and German. Spelling
is completely regular. A simple and consistent set of endings indicates grammatical functions of words. Thus,
for example, every noun ends in –o, every adjective in –a, and the infinitive of every verb in –i.
P5

P6 - Health Effects of Systemic Poisons

A The intestinal section located between the upper-bowel tract and the stomach is lined with many finger-
like projections of mucous membrane, known as ‘villi’. The villi are surrounded by capillary blood vessels,
whose function is to absorb the products of digestion. Soluble poisons are rapidly absorbed by the villi into
the bloodstream. In the case of lead poisoning, this results in a wide variety of effects on the blood-forming
mechanism, the gastrointestinal tract and the central nervous system.

B The passage of non-soluble poisons through the digestive system stimulates mucous-producing glands in the
stomach and bowel. The production of mucus then induces spastic movements of the stomach which may
result in the expulsion of the toxins by vomiting or as fecal matter via the lower intestine. The ingestions of
non-soluble toxins is associated with fecal blood, diarrhoea and constipation.
C The intestinal section located between the upper-bowel tract and the stomach is lined with many finger-
like projections of mucous membrane, known as ‘villi’. The villi are surrounded by capillary blood vessels,
whose function is to absorb the products of digestion. Soluble poisons are rapidly absorbed by the villi into
the bloodstream. In the case of lead poisoning, this results in a wide variety of effects on the blood-forming
mechanism, the gastrointestinal tract and the central nervous system.
D The passage of non-soluble poisons through the digestive system stimulates mucous-producing glands in the
stomach and bowel. The production of mucus then induces spastic movements of the stomach which may
result in the expulsion of the toxins by vomiting or as fecal matter via the lower intestine. The ingestions of
non-soluble toxins is associated with fecal blood, diarrhoea and constipation.
P6

P7 - Migrant Labour
A Migrant workers, those workers who move repeatedly in search of economic opportunity, typically perform
society’s temporary jobs. The migrant’s low paid work includes ‘stooped labour’ like cultivating crops, menial
services such as cleaning public restrooms, ‘sweatshop’ work such as making apparel, and assembly line factory
work like putting together computer parts. Migrant workers are often pivotal for economic growth.
B Until the twentieth century most migrant labour was internal. For example, generations of former slaves from
the southern parts of the United States annually followed the crops north. Recently, however, most migrant
labour in Europe and America has been external – that is, workers from other countries.
C Migrant workers rarely understand the customs and language of their host societies and are frequently
ill-housed, malnourished, underpaid, and denied basic legal rights. Their children fall behind in school and
are then apt to be put to work in violation of child labour laws. Poor sanitation, unsafe drinking water and
overcrowded living conditions make migrant labourers especially susceptible to contagious disease. In the
1980s and 1990s their tuberculosis and hepatitis rates far exceeded national norms. AIDS also spread rapidly.
In short, the lives of migrant workers tend to be less comfortable and shorter that those of non-migrants.
D International economics determines where external migrants go. In the 1940s, when railroad workers and
farmhands went off to fight in World War II, the United States reached an agreement with Mexico to provide
millions of temporary Mexican migrants. In the post-war period, ‘guest workers’ from southern Europe,
Turkey and North Africa helped rebuild north-western Europe. In the 1970s and 1980s the oil-rich monarchs
of Saudi Arabia and Kuwait flew Asians in to build their new cities.
P7

P8 - Principles of Management in the

Computer Age
A Advances in technology in different periods of history have led to the need to change principles of
management. In the agricultural era principles were unable to cope with the arrival of machinery-based

technology and new forms of management and work had to be developed. The industrial era that followed
used new principles to divide work, reward people and control activities, resulting in steep systems of
industrial management and global markets. Today, we find ourselves in the computer age and past industrial
era assumptions, principles and values are no longer valid. There is now a need for more effective integration
and teamwork within companies and with their suppliers, partners and customers.
B The early industrial era experienced many problems in implementing and exploiting newly available
technology. The result was steep triangular management systems, where work was broken down into smaller
steps and different people were assigned to carry out these activities. They were structured according to
“boss-employee” relationships. Everyone had a boss who determined what activities were to be carried out
and how.
C We are now finding flatter network organisations are beginning to emerge replacing the steep triangular
management systems of the industrial era. This networking has two dimensions: (1) the technical
infrastructure that links computer systems and people, and (2) the human process, networking with other
people, linking knowledge and hopes.
D We are fascinated by the wonders of local and wide-area networking technology, including the Internet and
World Wide Web. These technologies are allowing us to bring together applications, databases, and people in
new ways. Networking technology is essential if we hope to build successful enterprises, but by itself, it is not
enough. Human input is the basis of the integration process. It is a continuing process of reaching out to one
another to form multiple cross-functional work teams within and between organisations. In a networking
environment, people work together on whole sets of challenges in teams and groups of teams across
functional and organisational boundaries. Network enterprises build upon “peer-to-peer” relationships.
People are expected to take initiatives, based upon their understanding of an agreed plan.
adapted from Savage, C.M., 1996, Fifth Generation Management, revised ed., Newton, MA: Butterworth Heinemann.
P8

P9 - The Rush
A Lying, huddled in his sleeping bag, Bernard Peters listens to the howling wind buffeting the walls of his tent. In
the distance, the occasional sound of falling ice and rock, rumbles into the valley below. After initially falling
asleep quite quickly at around 9pm, the sound of the gale tearing through the mountain peaks has kept him
awake for the past 2 hours. He glances at his watch. It is now 3 am. Only two more hours of sleep and it will
be time to continue his assault on Mount Manaslu, the eighth highest mountain in the world standing at a
daunting 8163 metres, just 685 metres lower than nearby Mount Everest.
B Bernard is part of an ever-growing group of people addicted to so-called ‘extreme’ sports. These sports, which
include activities such as mountain climbing, scuba diving, bungie jumping and sky diving, challenge the
individual to push themself to and beyond their physical and psychological limit. The aim of performing such
death defying feats is not to further science or for the discovery of anything that could benefit humanity. If
asked, participants of such activities will tell you they are there for ‘the rush’. .
C This ‘rush’ they refer to is actually the biological phenomenon of the release of adrenaline into the blood.
Adrenaline is a chemical produced by the body in the adrenal glands, located above the kidneys. According to
Professor Vice of Alablast University, when people find themselves in a stressful situation, the glands release
adrenaline into the bloodstream, where it provides the body with a sudden surge of energy. This causes the
heart rate and body temperature to increase and senses such as sight and smell to become more sensitive
whilst reducing pain receptors. Blood is drawn into the body core, so that if the skin is cut open, there will be
less bleeding and the muscles of the body tighten ready for use. Professor Vice says that these reactions are the
body’s way of preparing the individual to deal with their source of stress.
D In daily life adrenaline provides people with the extra energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found themself in a dark street facing a person with a large
knife, adrenaline would provide the burst of energy and heightened concentration required for them to deal
with the situation and hopefully escape from their potential attacker. The power of this chemical cannot be
doubted with doctors using it on patients as a natural treatment for pain and as a sedative, injecting adrenaline
directly into patients suffering from severe stress disorders and insomnia. There are also various accounts of
people performing super human feats, such as leaping over high walls under the influence of adrenaline.
E Psychologist Alfred Ryan, in his recent study on the effects of adrenaline, has shown that many of the
people who take part in extreme sports become addicted to the natural high they get from the adrenaline
released into their bloodstream. “The result is, they push themselves to perform increasingly risky feats trying
overcome their natural fear barriers.” Some actually refer to themselves as ‘adrenaline junkies’, literally living
their lives in pursuit of the state of euphoria they get from putting their life on the edge.
P9
F Such pursuits, however, do not come cheap. Each event involves a long shopping list of expensive equipment
and the costs of transport and accommodation in exotic locations, leaving the more extreme expeditions open
only to affluent members of society. Bernard acknowledges that if it wasn’t for his high income as the head of
a medical research project at Michou University, he would not be able to pursue his love for the extreme. “I
would also love to get married, but right now I just don’t have time to think about a serious relationship. This
year I am climbing the Himalayas. Next summer I am off to South Africa to swim with great white sharks.
After that I hope to do some skiing in the Andes.” The list of ‘things to do’ goes on, with all the places and
events being as high, new and dangerous as possible.
G Bernard admits that his love affair with danger is not to be taken lightly. Just last year, one of his best friends
died trying to reach the top of Mount Everest. “I am sad he is gone, but we all have to die some day. I have
peace knowing that he passed away climbing a mountain which is what he loved doing.” Sadly his friend will
not be the last life claimed in an attempt to reach the top of the highest mound of rock and ice on the planet,

where an average of seven people die every year. Despite the amount of planning, training and equipment
that goes into such expeditions, there are always unpredictable variables, such as sudden changes in weather,
equipment failure and injury. Bernard rationalises the risks he takes by stating that all things in life require
risks. “Just by trying to cross a road there is the risk you will be hit by a car. Life is short, and I intend to make
the most of it”, he says.

H After almost 2 years of planning, one million dollars to cover costs and intense physical effort, Bernard and
his team finally sit on the top of Mount Manaslu. The climax of their journey lasts for a brief 30 minutes
before they begin the four day journey back down the mountain, facing further potential danger. Yet, there are
no regrets, whatever the outcome. They are willing to risk death for a fleeting glimpse of feeling alive.
P9

P10 - Treating a Disease or Inventing

One?
A Does your child frequently make careless mistakes in school work or other activities? Does he or she
often have difficulty organising tasks or activities? Are there times when you are frustrated by the way
your child is easily distracted or forgetful? Or perhaps the problem is the way he or she runs about or
climbs excessively, is always on the go and seems to find it impossible to play quietly. A dislike of
difficult and boring tasks, such as homework, could also be added to this list. If these “symptoms”
sound familiar, there is no need to blame yourself or feel bad about your parenting skills. Your child is
probably suffering from a medical condition: Attention Deficit Hyperactivity Disorder, or ADHD as it
is commonly known.
B This is the view of Dr Edward Bryant, president of the Australian Foundation for Mental Health and an
expert on the condition. Bryant maintains that ADHD affects between 3 to 5 per cent of all children in
Australian schools today. In the United States, over 2 million children are thought to suffer from the
disorder. According to Dr Bryant, ADHD is the cause of an enormous array of learning problems, as
well as juvenile delinquency and anti-social behaviour in the teenage years. Bryant claims “the problem
is not only suffered by the children with ADHD. Parents suffer in many ways. Not only do they have to
cope with the demands of caring for their ADHD affected children, but they also have to endure
criticism that it is their poor parenting skills which caused the condition. We know now that children
with ADHD have significantly different brain activity to normal children and thankfully we now have
ways of treating the condition. We cannot as yet cure it, but we can help manage the symptoms and
offer both parents and children some hope for a normal life.”
C The treatment Dr Bryant refers to – or at least the most controversial one – is the use of stimulant
drugs such as Ritalin and Dexedrine. Particularly controversial is the fact that these drugs are basically
the same amphetamines sold on the street illegally under the name of ‘Speed.’ Bryant concedes that
some parents are reluctant to have their children put on these drugs for this very reason. “Many
parents express concern that the drugs could prove addictive to their children, but we have proven that
this is only the case with adults. Others also worry that the use of these drugs could set up a need for
harmful illegal drugs later in life, but this has also been shown to be a myth.”
D It is not a myth according to Professor Jane Mitchell, a leading child psychologist at the University of
East Sydney. She considers the views of Edward Bryant to be more than simply inaccurate. She
maintains that they are positively dangerous. “ADHD is a disorder that has been created by those
administering its treatment. Yes, there are children with behavioural problems and anti-social habits.
But these are caused by many different factors and have many different solutions. I ask all parents with
P10 difficult children this question: Do you want your child being labelled as one who misbehaves, or as one
who suffers from clinical mental illness? That is your choice.”
E Professor Mitchell refutes Bryant’s so-called proof, arguing that there is no conclusive evidence that
children labelled with ADHD have different brain function. She also is strongly opposed to the use of
stimulant drugs to treat the condition. Contrary to Bryant’s claims, she maintains that there is
considerable evidence of addiction in children on Ritalin, and a growing body of data suggesting that
childhood prescription of these drugs has led to serious substance abuse problems later in life with
drugs such as cocaine. “We even have documented cases of parents trying to have their child classified
as ADHD so they could sell their children’s drugs on the street.”
F According to Jane Mitchell, there are no easy answers to many childhood behavioural problems. But
instead of settling for a simplistic label and subsequent drug treatment, we need to ask ourselves more
questions. Mitchell poses this question: “What precisely is a normal child?” She maintains all the
symptoms quoted by experts like Edward Bryant are found in just about all children everywhere. It is
true that some children display these characteristics more than others, and some to the extent where
their education and family life are negatively affected. But all of the symptoms on the list occur in all
children at some time or another.

Psychiatrists are ticking them off a list and adding them up to be a medical diagnosis.” Mitchell lists
many factors which can contribute to an excessive display of the behaviour which can lead to the
label of ADHD: stress from divorce and domestic problems, growing pressure for children to achieve

good results in school and excessive stimulus from television and computer games.
G She also points out that standards of how “good” children act vary hugely from culture to culture.
“Technically, a child who is considered well-behaved in one culture could be classified as having
ADHD in another. In Melanesian societies such as Papua New Guinea, for instance, children would
never be expected to sit quietly at the dinner table while adults talked. They would be permitted to run
around and basically be children.”
H Labeling a wide range of unpleasant behaviours as a psychiatric disorder and then treating it with
drugs might not be the answer, but it is a good way of avoiding a lot of very difficult questions. It is
also a quick and convenient way for parents and health practitioners alike to attempt to “fix” and
dispense with behaviours in children which have emotional and psychological roots, even though
other forms of treatment could perhaps better address the situation.
P10

P11 - The Use of Comics in Education

A Comics, or something very like them, have been used for instruction for thousands of years. Sequential
or serial art - a series of pictures which tell a story - has a history almost as long as that of mankind itself.
Prehistoric cave paintings from areas such as Lascaux in France show simple stories in which a hunter
successfully brings down his prey. Before the invention of writing, drawing was the only way in which
the story of a hunting success, or any other story, could be recorded. Later generations could learn of the
achievements of their ancestors from the paintings, which may have been used as an aid to oral storytelling.
B Much later, after the invention of writing, sequential art continued to be used for the instruction of
those among the population who were illiterate. Carved or painted friezes (bands of graphic decoration)
accompanied written inscriptions in ancient Egyptian temples, so that those who could not read could
understand and participate in religious rituals; the interior walls of many medieval cathedrals and churches in
Europe were covered with painted squares depicting religious stories - again, so that the illiterate could ‘read’
them. This type of art can be regarded as one of the forerunners of the modern comic book.
C Comic strips and books first appeared in the 19th century. For a long time, they were regarded as a hindrance
to education. It was believed that comics would in some way destroy a child’s ability to concentrate on writing
without illustrations. It was also widely believed that comics promoted the use of substandard language and
bad spelling, therefore hindering a child’s reading development. These attitudes were probably strengthened
by a reaction against the violent element found in some comics, but they extended even to those with the
most harmless subject material – animal stories, for example, or even the ‘classic’ comics of the 1960s and 70s,
based on stories from Shakespeare or other ‘high culture’ authors. Many educators and parents believed that
the latter were especially harmful in that, by providing a shortcut to the classics, they prevented young people
from tackling the real thing. Catherine L. Kouns, the Marketing Director of Warp Graphics, a company which
produces comics, states that ‘Comics were regarded as one of the lowest forms of life on the scale of literary
evolution’. Dr Elaine Millard of the University of Sheffield believes that ‘this view arises from the fact that all
comics are created from the interaction of images, which are dominant, with a small amount of text. Critics
regard reading comics as “looking at pictures” which they equate with a lack of literacy in children.’
D In recent times, some educators have been rethinking former attitudes to comics, and have been exploring
them as a possible aid in fighting illiteracy. The Wisconsin Literacy Education and Reading Network advocates
the use of comics to teach where other methods have been unsuccessful. They state that comics are a way
to motivate children who might not otherwise want to read, as they provide minimal text accompanied by
P11 illustrations, humour and references to daily life. The network views them as a valuable aid in helping to
build vocabulary, and as a source of information on environmental, political, social and historical topics. Dr
Elaine Millard agrees. In a paper entitled ‘Comics and Reading Choices’, written with Jackie Marsh, also of
the University of Sheffield, she discusses a project in which comic lending libraries were set up in schools.
Teachers whose students participated in the project reported that ‘the children loved it…it was really
motivating for them.’ Feedback from children made it clear that the use of comics involved family members
who might not otherwise have become involved in the reading process. This was especially the case when the
child was male and had been identified as a weak reader. Fathers and older brothers showed active interest in
the children’s reading, which encouraged the children to view reading as a worthwhile activity which received
male approval.
E Some owners of publishing companies which produce comics have been quick to recognize the commercial
potential of this new attitude on the part of educators. Gail Burt, owner of Metropolis Comics, states ‘I
am deeply committed to literacy and (to) establishing a good foundation for children to become good
readers………Comics are no longer just about superheroes; there are literate, interesting stories for all ages and
all readers.’

F The use of comic books in education has extended well beyond the area of literacy. For a number of years
now, educational projects have been built around them. Professor Jim Kakalios of the University of Minnesota
has used comic books such as Superman and Spiderman to teach first-year students the fundamentals of
physics. ‘Rather than presenting the physics as it’s normally done in a traditional course, we introduce it
through problems that present themselves in comic books’, Professor Kakalios states. Other projects have

used specially-produced comic books. Following the success of the four-volume set The Japanese Economy
for Beginners, the Japanese Government has used similar comic books to explain its White Papers on the
Economy; in the Philippines, comics have been extensively used to inform the people on health and the
environment, and in other countries such as Thailand, Malaysia and Nepal, governments have distributed
comics designed to promote social issues. It seems that comics have come some distance towards regaining
the original educational purpose of their distant ancestors.
P11

IELTS READING ANSWER SHEET
WRITE YOUR ANSWERS BELOW FOR MARKING WRITE YOUR ANSWERS BELOW FOR MARKING
a r a r
1 1 21 21
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2 2 22 22
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3 3 23 23
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4 4 24 24
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5 5 25 25
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6 6 26 26
a r a r
7 7 27 27
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8 8 28 28
a r a r
9 9 29 29
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10 10 30 30
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11 11 31 31
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12 12 32 32
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13 13 33 33
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14 14 34 34
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15 15 35 35
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16 16 36 36
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17 17 37 37
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18 18 38 38
a r a r
19 19 39 39
a r a r
20 20 40 40
Band score Reading score

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Academic Reading Workbook

© Macquarie University 2005

Design by Stephen Macchia, Centre for Flexibile Learning, Macquarie University

How do I use it?

3.1 Skimming a passage ...2

We hope you enjoy your workbook!

Language Focus Part 3

Final Practice Reading test

3.1 Skimming a passage

2 © Copyright Macquarie University 2005

3.2 Scanning to answer Short Answer

2 Where were painted friezes found? ........................................................................

3 When were classic comics available? ........................................................................

© Copyright Macquarie University 2005 3

3.3 More scanning practice to answer

4 Who is the Marketing Director of Warp Graphics? ..........................................................................

5 What organisation uses comics to motivate children? ....................................................................

6 Who wrote ‘Comics and Reading Choices’. (2 names) ...................................................................

4 © Copyright Macquarie University 2005

3.4 Reading intensively for detail to

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

2 Paintings at Lascaux were accompanied by written inscriptions. ................

3 Comics were thought to be detrimental to a child’s reading progress. ................

© Copyright Macquarie University 2005 5

3.5 Reading intensively for detail to answer

1 Some early forms of sequential art ................

2 Recently, ideas about comics ................

3 Reading projects using comic libraries ................

4 Superhero comics ................

5 Specially-designed comics ................

A were all used in religious ceremonies.

6 © Copyright Macquarie University 2005

4.1 Matching Paragraph Headings

The reading passage has ﬁve paragraphs labelled A-E.

i. Cultural differences in writing styles

8 © Copyright Macquarie University 2005

4.2 Matching Paragraph Headings

The reading passage has ﬁve paragraphs labelled A-E.

i. Consequences of ADHD for parents and children

© Copyright Macquarie University 2005 9

4.3 Multiple Choice Paragraph Headings

Choose the correct letter A, B, C, or D.

1 Which of the following headings is the most appropriate for Paragraph D?

A Cultural differences in writing styles

2 Which of the following headings is the most appropriate for Paragraph E?

A Cultural differences in learning styles

10 © Copyright Macquarie University 2005

5.1 Modified Multiple Choice questions

Which TWO of the following are results of consuming non-soluble poisons?

12 © Copyright Macquarie University 2005

5.2 Standard and Modified Multiple Choice

1 Which THREE problems do doctors use adrenaline for?

A poor sports performance

Choose the correct letter A, B, C or D.

2 Extreme sports can be addictive because they

A are physically challenging

© Copyright Macquarie University 2005 13

5.3 Information Location questions 1

The passage has eight paragraphs labelled A-H.

5.3 Which paragraph contains the following information?

NB You may use any letter more than once.

1 examples of how time is measured