Cambridge IELTS 1.pdf

i  Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii  PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP Uni...

i  Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii  PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules 94 Tapescripts 107 Answer keys 130 Sample answer sheets 153 iii v  Acknowledgements We would like to thank the staff and students of the following institutions for their assistance in trialling these materials: Wollongong English Language Centre; Australian College of English, Sydney; Hong Kong Polytechnic; Waratah Education Centre, Sydney; International House, Queensland; Milton English Language Centre, Sydney; Oxford Academy of English. In addition, a number of our non-English speaking friends were kind enough to trial the materials in their early formats The authors and publishers are grateful to the following for permission to reproduce copyright material. Focus magazine for the extract on pp. 20-21 from A spark, a flint: how fire lept to life; BBC WILDLIFE Magazine for the extract on pp. 24-5 from Showboat as Ark; The Guardian for the extract on pp. 28-9 from Architecture — Reaching for the Sky by Ruth Coleman and for the graphs on pp. 31 and 72; Geoff Maslen for the extract on pp. 40-41 from The Rights of the Left, published by Good Weekend magazine; National Geographic magazine for the extract and map on pp. 44-5 from America’s Beekeepers: Hives for Hire by Alan Mairson, National Geographic, May 1993, and for the extract on pp. 80-81 from Glass: Capturing the Dance of Light by William S Ellis, National Geographic, December 1993; the extract on pp. 48-9 is reprinted from The Tourist Gaze, © John Urry 1990, by permission of Sage Publications Ltd; The European for the extract on pp. 60-61 from Spoken Corpus Conies to Life, for the extract on pp. 64-5 from Hobbits happy as homes go underground, and for the extract on pp. 84-5 from Why some women cross the finish line ahead of men by Andrew Crisp; The Royal Zoological Society of New South Wales for the extract on pp. 87-8 from an article by Hugh Possmgham in Conservation of Australia’s Forest Fauna; Moulmex/Swan for the extract and illustrations on pp. 94-5 from Instructions for a Moulmex Iron; Cambridge Coach Services for the extract on p. 96; International Students House for the extracts on p. 99 and p. 101 from the International Students’ A-Z: A guide to studying and living in London; Gore and Osment Publications for the diagram on p 51 and the extract on pp. 102-3 from The Science and Technology Project Book; BBC Good Food Magazine for the extract from Space Invaders, BBC Good Food Magazine, January 1995, on which Practice Test 3, Listening, Section 4 is based; University of Westminster for the extract from Getting it right: Essential information for international students on which Practice Test 4, Listening, Section 2 is based: the IELTS Reading and Listening answer sheets are reproduced by permission of the University of Cambridge Local Examinations Syndicate. Photographs p. 20 The Science Photo Library/Adam Hart Davis; p. 80 (top) Image Bank; p. 80 (bottom) Damien Lovegrove. The illustration on p. 84 is reproduced by permission of Mm Cooper/The European. The drawings are by Julian Page. Maps and diagrams by HardLines. Book design by Peter Ducker MSTD The cassette recording was produced by James Richardson at Studio AVP, London iv  Introdution Introduction TO THE STUDENT About the book This book has been written for candidates preparing for the revised version of the International English Language Testing System, known as IELTS. This is a test designed to assess the English language skills of non-English speaking students seeking to study in an English speaking country. Aims of the book — to prepare you for the test by familiarising you with the types of texts and tasks that you will meet in the IELTS test, and the level and style of language used in the test. — to help you prepare for your studies at university or college by introducing you to the types of communication tasks which you are likely to meet in English speaking study environment. Content of the book The book contains four complete sample IELTS tests, each comprising Listening and Speaking modules and Academic Reading and Writing modules. In addition there is one set of the General Training Reading and Writing modules. (NB all candidates do the same Listening and Speaking modules.) To accompany the tests there is an answer key at the back of the book and you should refer to this after you have attempted each of the practice tests. Also included is an annotated copy of the listening tapescripts with the appropriate sections highlighted to help you to check your answers. In addition, you will find one model answer for each type of writing task to guide you with your writing. There is a comprehensive key for the Reading and Listening sections, but if you are in any doubt about your answers, talk to a teacher or an English speaking friend. Where you are required to answer in your own words, the answer must be accurate in both meaning as well as grammar in order to be scored correct. Benefits of studying for IELTS By studying for IELTS you will not only be preparing for the test but also for your future as a student in an English speaking environment. The test is designed to assess your ability to understand and produce written and spoken language in an educational context. The book makes reference to the ways in which university study is organised in many English speaking countries and the types of academic tasks you will be expected to perform. 1 Introdution These include: Reading and understanding written academic or training language Writing assignments in an appropriate style for university study or within a training context Listening to and comprehending spoken language in both lecture format as well as formal and informal conversational style Speaking to colleagues and lecturers on general and given topics in formal and informal situations Description of the test There are two versions of the IELTS test: Academic Module General Training Module for students seeking entry to a university or for students seeking entry to a secondary institution of higher education offering school or to vocational training courses degree and diploma courses Note: All candidates must take a test for each of the four skills: listening, reading, writing and speaking. All candidates take the same Listening and Speaking modules but may choose between the Academic or General Training versions of the Reading and Writing sections of the test. You should seek advice from a teacher or a student adviser if you are in any doubt about whether to sit for the Academic modules or the General Training modules. The two do not carry the same weight and are not interchangeable. Test format Listening 4 sections, around 40 questions 30 minutes + transfer time Academic Reading 3 sections, around 40 questions 60 minutes OR General Training Reading 3 sections, around 40 questions 60 minutes Academic Writing 2 tasks 60 minutes OR General Training Writing 2 tasks 60 minutes Speaking 10 to 15 minutes Total test time 2 hours 45 minutes 2  Introdution WHAT DOES THE TEST CONSIST OF? The Listening Module Requirements Situation types Question types You must listen to four The first two sections are You will meet a variety of separate sections and answer based on social question types which may questions as you listen. You situations. There will be include: will hear the tape once only. a conversation between · multiple choice There will be between 38 and two speakers and then a · short answer questions 42 questions. The test will monologue. · sentence completion take about 30 minutes. There The second two sections ·notes/summary/flow will be time to read the are related to an chart/table completion questions during the test and educational or training · labelling a diagram time to transfer your answers context. There will be a which has numbered parts on to the answer sheet at the conversation with up to · matching end of the test. four speakers and a The level of difficulty of the lecture or talk of general texts and tasks increases academic interest. through the paper. Academic Reading Module Requirements Types of material Question types You must read three reading Magazines, journals, You will meet a variety of passages with a total of 1 500 textbooks and question types which may to 2 500 words. newspapers. include: There will be between 38 and multiple choice Topics are not discipline short answer questions 42 questions. You will have specific but all are in a 60 minutes to answer all the sentence completion style appropriate and notes/summary/flow questions. accessible to candidates chart/table completion The level of difficulty of the entering postgraduate choosing from a bank of texts and tasks increases and undergraduate headings through the paper. courses. identification of writer`s views or attitudes (Yes/ No/ Not given) classification matching lists matching phrases 3 Introdution Requirements Task types Task I You must complete You will have to look at a diagram, a table or short piece of text two writing tasks. and then present the information in your own words. You will have 60 minutes to complete both tasks. You should spend Your writing will be assessed on your ability to: about 20 minutes on organise, present and compare data Task 1 and write at describe the stages of a process least 150 words. describe an object or event explain how something works You will also be judged on your ability to: Academic Writing Moduleanswer the question without straying from the topic write in a way which allows your reader to follow your ideas use English grammar and syntax accurately use appropriate language in terms of register, style and content Task 2 You should spend You will have to present an argument or discuss a problem. about 40 minutes on Your writing will be assessed on your ability to: Task 2 and write at present the solution to a problem least 250 words. present and justify an opinion compare and contrast evidence and opinions evaluate and challenge ideas, evidence or an argument You will also be judged on your ability to: communicate an idea to the reader in an appropriate style address the problem without straying from the topic use English grammar and syntax accurately use appropriate language in terms of register, style and content 4  Introdution General Training Reading Module Requirements Types of material Question types You must answer questions Notices, advertisements, You will meet a variety of on three sections of booklets, newspapers, question types, which may increasing difficulty with a leaflets, timetables, books include: total of 1,500 to 2,500 and magazine articles. multiple choice words. Section 1 short answer questions There will be between 38 Social survival — sentence completion and 42 questions. You will retrieving factual notes/summary/flow have 60 minutes to answer information chart/table completion all the questions. choosing from a bank of Section 2 headings The level of difficulty of the Training survival — identification of writer’s texts and tasks increases language in a training views or attitudes (Yes/No/ through the paper. context Not given) Section 3 classification General reading — matching lists extended prose with matching phrases emphasis on descriptive and instructive texts of general interest 5 Introdution General Training Writing Module Requirements Task types Task 1 You must complete two You will have to write a short letter in response to a given writing tasks. You will problem or situation. have 60 minutes to Your writing will be assessed on your ability to: complete both tasks. engage in personal correspondence You should spend about elicit and provide general factual information 20 minutes on Task 1 and express needs, wants, likes and dislikes write at least 150 words. express opinions You will also be judged on your ability to: answer the question without straying from the topic write in a way which allows your reader to follow your ideas use English grammar and syntax accurately use appropriate language in terms of register, style and content Task 2 You should spend about You will have to present an argument or discuss a problem. 40 minutes on Task 2 and write at least 250 words. Your writing will be assessed on your ability to: provide general factual information outline a problem and present a solution present and justify an opinion You will also be judged on your ability to: communicate an idea to the reader in an appropriate style address the problem without straying from the topic use English grammar and syntax accurately use appropriate language in terms of register, style and content 6  Introdution The Speaking Module Requirements Assessment criteria You will have to talk to an examiner for about 15 minutes. You will be assessed on the The interview will be recorded. It is in 5 parts: following criteria: 1 Introduction ability to communicate — Basic introductions effectively ability to use appropriate 2 Extended discourse vocabulary and structures — You will talk at some length about general topics of ability to ask questions relevance or interest which will involve explanation and ability to take initiative in description. a conversation general fluency 3 Elicitation structural accuracy — You will be given a cue card which describes a intelligibility situation or problem. You must ask the examiner ques- tions to obtain information. 4 Speculation and attitudes — You will be asked to talk about your plans or pro- posed course of study. You should demonstrate your ability to speculate or defend a point of view. 5 Conclusion — The interview comes to an end. How is IELTS scored? IELTS provides a profile of your ability to use English. In other words your IELTS result will consist of a score in each of the four skills (listening, reading, writing, speaking) which is then averaged to give the Overall Band Score or final mark. Performance is rated in each skill on a scale of 9 to 1. The nine overall Bands and their descriptive statements are as follows: 9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. 8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. 7 Introdution 7 Good user Has operational command of the language, though with occasional inaccura- cies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. 6 Competent user Has generally effective command of the language despite inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly com- plex language, particularly in familiar situations. 5 Modest user Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. 4 Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. 3 Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. 2 Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English. 1 Non user Essentially has no ability to use the language beyond possibly a few isolated words. 0 Did not attempt the test No assessable information provided. What is the pass mark? There is no fixed pass mark in IELTS. The institution you want to enter will decide whether your score is appropriate for the demands of the course of study or training you want to undertake. However, as a general rule, scores below Band 5 in any one skill are considered too low for academic 8  Introdution study; scores above Band 6 are deemed to be adequate to good. Overall Band scores of 5 or 6 are borderline and may not be acceptable at many institutions. If you are getting only about half of the questions in these sample tests correct, then you are probably not quite ready to take the IELTS test. Again you should seek advice from a teacher about your level of English. Remember you must allow a duration of at least 3 months between each attempt at the test. For further information about the test, see the IELTS Handbook available from all test centres and also from UCLES (University of Cambridge Local Examinations Syndicate), from I DP Education Australia and from British Council Centres. HOW TO USE THIS BOOK The tests in this book are similar in length, format and content to the real test, but success in these tests will not guarantee success in the real test. It often seems easier to work on practice materials than to sit the tests themselves because you are not under the same pressure. Timing In order to maximise your use of these tests, you should make a note of the time it takes you to answer each of the sections. As you progress through the book, be stricter with yourself about the time you allow yourself to complete the sections. Answer sheets When you sit for the real IELTS test, you will have answer sheets on which to write your answers. A sample of these is given at the end of this book. To help you prepare for the test, we suggest that you write your answers on separate sheets of paper, rather than in the book itself. Answer keys Listening In addition to the answer key, you will find tapescripts for all of the listening passages. These have been annotated to show where in the text the answer to each question can be found. There is very often a signpost word which will cue your listening. Look out for these signposts. Remember, the answers are usually short and never more than three words. Read the questions carefully, in the time provided on the tape, before you listen to each section of the tape. 9 Introdution Reading You will meet a number of different question types in the IELTS test. It is a useful strategy to become familiar with them and learn how best to approach them. The answer keys at the back of this book not only provide you with the answer to each question, but also give a suggested approach to each type of question, so take the time to work through them carefully. Writing You will find four sample answers to the writing tasks, one for each task type on each module. These have been included to give you an idea of the type of writing expected. However, there will be alternative approaches to each question and the model answers given should not be seen as prescriptive. Look carefully at the description of the writing test (given above in the Introduction) to see exactly which criteria you should be paying attention to in each task. Speaking The sample speaking tasks are to help you prepare for part 3 of the Speaking test. Remember that the examiner will expect you to show how much English you know and it is up to you to demonstrate that. You are expected to ask a lot of questions in part 3 and the examiner will not speak very much and may even appear to be “unhelpful” at times, to encourage you to ask more questions. The sample speaking tasks include suggested examiner’s prompts so that you can see how the interaction might unfold. It may be a useful preparation strategy to work with a friend and practise the interview format in this way, using the sample tasks in the book. 10  Introdution Practice Tests 11 Practice Test 1 LISTENING SECTION 1 Questions 1-10 Questions 1-5 Circle the appropriate letter. Example What has the woman lost? A a briefcase C a handbag B a suitcase D a wallet 1 What does her briefcase look like? A B C D 2 Which picture shows the distinguishing features? A B C D 3 What did she have inside her briefcase? A wallet, pens and novel C pens and novel B papers and wallet D papers, pens and novel 12  Listening 4 Where was she standing when she lost her briefcase? A B C D 5 What time was it when she lost her briefcase? A B C D Questions 6-10 Complete the form Write NO MORE THAN THREE WORDS for each answer. PERSONAL DETAILS FORM Name: Mary (6)........................................................................................... Address: Flat 2 (7)............................... (8)..................................................... Road Canterbury Telephone: (9)...................................................................................................... Estimated value of lost item: (10) £............................................................................ Practice Test 1 SECTION 2 Questions 11-21 Questions 11-13 Tick the THREE other items which are mentioned in the news headlines. NEWS HEADLINES A Rivers flood in the north Example B Money promised for drought victims ü C Nurses on strike in Melbourne D Passengers rescued from ship E Passengers rescued from plane F Bus and train drivers national strike threat G Teachers demand more pay H New uniform for QANTAS staff I National airports under new management 14  Listening Questions 14-21 Complete the notes below by writing NO MORE THAN THREE WORDS in the spaces provided. The Government plans to give (14) $................................................ to assist the farmers. This money was to be spent on improving Sydney’s (15)........................................................................ but has now been re-allocated. Australia has experienced its worst drought in over fifty years. Farmers say that the money will not help them because it is (16).............................................................. An aeroplane which was carrying a group of (17).................................................. was forced to land just (18)................................................. minutes after take-off. The passengers were rescued by (19)............................................................. The operation was helped because of the good weather. The passengers thanked the (20)............................................................... for saving their lives but unfortunately they lost their (21)................................................................... Practice Test 1 SECTION 3 Questions 22-31 Questions 22-25 Circle the appropriate letter. Example The student is looking for the School of A Fine Arts. B Economic History. C Economics. D Accountancy. 22 The orientation meeting A took place recently. B took place last term. C will take place tomorrow. D will take place next week. 23 Attendance at lectures is A optional after 4 pm. B closely monitored. C difficult to enforce. D sometimes unnecessary. 24 Tutorials take place A every morning. B twice a week. C three mornings a week. D three afternoons a week. 25 The lecturer’s name is A Roberts. B Rawson. C Rogers. D Robertson. 16  Listening Questions 26-31 Complete the notes below using NO MORE THAN THREE WORDS. Course requirements: Tutorial paper: A piece of work ON A given topic. Students must: (26).......................................................... for 2 5 minutes (27)......................................................... give to lecturer for marking Essay topic: Usually (28)........................................................................ Type of exam: (29)......................................................................................... Library: Important books are in (30).............................................. Focus of course: Focus on (31)......................................................................... Practice Test 1 SECTION 4 Questions 32-41 Questions 32-33 Circle the appropriate letter. 32 The speaker works within the Faculty of A Science and Technology. B Arts and Social Sciences. C Architecture. D Law. 33 The Faculty consists firstly of A subjects. B degrees. C divisions. D departments. Questions 34-36 Complete the notes m NO MORE THAN THREE WORDS. The subjects taken in the first semester in this course are psychology, sociology, (34)................…………………………. and.…….....................……………….. Students may have problems with (35)................…………………………. and (36) ………………..................……….. 18  Reading Questions 37-41 Circle the appropriate letter. 37 The speaker says students can visit her A every morning. B some mornings. C mornings only. D Friday morning. 38 According to the speaker, a tutorial A is a type of lecture. B is less important than a lecture. C provides a chance to share views. D provides an alternative to groupwork. 39 When writing essays, the speaker advises the students to A research their work well. B name the books they have read. C share work with their friends. D avoid using other writers’ ideas. 40 The speaker thinks that plagiarism is A a common problem. B an acceptable risk. C a minor concern. D a serious offence. 41 The speaker’s aims are to A introduce students to university expectations. B introduce students to the members of staff. C warn students about the difficulties of studying. D guide students round the university. Practice Test 1 READING PASSAGE 1 You should spend about 20 minutes on Questions 1-15 which are based on Reading Passage 1 below A spark, a flint: How fire leapt to life The control of fire glasses were also was the first and used by Mexican perhaps greatest Aztecs and the of humanity’s Chinese. steps towards a Percussion life-enhancing methods of fire- technology lighting date back To early man, fire to Paleolithic times, was a divine gift when some Stone randomly delivered Age tool-makers in the form of discovered that lightning, forest chipping flints fire or burning lava. produced sparks. Unable to make The technique flame for became more themselves, the efficient after the earliest peoples discovery of iron, probabh stored fire about 5000 vears by keeping slow burning logs alight or by ago In Arctic North America, the Eskimos carrying charcoal in pots. produced a slow-burning spark by striking How and where man learnt how to produce quartz against iron pyrites, a compound that flame at will is unknown. It was probably a contains sulphur. The Chinese lit their fires secondary invention, accidentally made by striking porcelain with bamboo. In during tool-making operations with wood or Europe, the combination of steel, flint and stone. Studies of primitive societies suggest tinder remained the main method of fire- that the earliest method of making fire was lighting until the mid 19th century. through friction. European peasants would Fire-lighting was revolutionised by the insert a wooden drill in a round hole and discovery of phosphorus, isolated in 1669 rotate it briskly between their palms This by a German alchemist trying to transmute process could be speeded up by wrapping a silver into gold. Impressed by the element’s cord around the drill and pulling on each end. combustibility, several 17th century chemists The Ancient Greeks used lenses or concave used it to manufacture fire-lighting devices, mirrors to concentrate the sun’s rays and but the results were dangerously burning inflammable. With phosphorus costing the 20  Reading eqimalent of several hundred pounds per That was 62 years after a Swedish chemist ounce, the hrst matches were expensive. called Pasch had discovered non-toxic red The quest for a practical match really began or amorphous phosphorus, a development after 1781 when a group of French chemists exploited commercially by Pasch’s came up with the Phosphoric Candle or compatriot J E Lundstrom in 1885. Ethereal Match, a sealed glass tube Lundstrom’s safety matches were safe containing a twist of paper tipped with because the red phosphorus was non-toxic; phosphorus. When the tube was broken, air it was painted on to the striking surface rushed in, causing the phosphorus to self- instead of the match tip, which contained combust. An even more hazardous device, potassium chlorate with a relatively high popular in America, was the Instantaneous ignition temperature of 182 degrees Light Box — a bottle filled with sulphuric centigrade. acid into which splints treated with chemicals America lagged behind Europe in match were dipped. technology and safety standards. It wasn’t The first matches resembling those used until 1900 that the Diamond Match today were made in 1827 by John Walker, Company bought a French patent for safety an English pharmacist who borrowed the matches — but the formula did not work formula from a military rocket-maker called properly in the different climatic conditions Congreve. Costing a shilling a box, prevailing in America and it was another 11 Congreves were splints coated with sulphur years before scientists finally adapted the and tipped with potassium chlorate. To light French patent for the US. them, the user drew them quickly through The Americans, however, can claim several folded glass paper. “firsts” in match technology and marketing. Walker never patented his invention, and In 1892 the Diamond Match Company three years later it was copied by a Samuel pioneered book matches. The innovation Jones, who marketed his product as Lucifers. didn’t catch on until after 1896, when a About the same time, a French chemistry brewery had the novel idea of advertising student called Charles Sauria produced the its product in match books. Today book first “strike-anywhere” match by substituting matches are the most widely used type in white phosphorus for the potassium chlorate the US, with 90 percent handed out free by in the Walker formula. However, since white hotels, restaurants and others. phosphorus is a deadly poison, from 1845 Other American innovations include an anti- match-makers exposed to its fumes afterglow solution to prevent the match from succumbed to necrosis, a disease that eats smouldering after it has been blown out; and away jaw-bones. It wasn’t until 1906 that the the waterproof match, which lights after substance was eventually banned. eight hours in water. Practice Test 1 Questions 1-8 Complete the summary below. Choose your answers from the box at the bottom of the page and write them in boxes 1 8 on your answer sheet. NB There are more words than spaces so you will not use them all You may use any of the words more than once. EARLY FIRE-LIGHTING METHODS Primitive societies saw fire as a... (Example)... gift. Answer heavenly They tried to... (1)... burning logs or charcoal... (2)... that they could create fire themselves. It is suspected that the first man-made flames were produced by... (3)... The very first fire-lighting methods involved the creation of... (4)... by, for example, rapidly... (5)... a wooden stick in a round hole. The use of... (6)... or persistent chipping was also widespread in Europe and among other peoples such as the Chinese and... (7).... European practice of this method continued until the 1850s... (8)... the discovery of phosphorus some years earlier. List of Words Mexicans random rotating despite preserve realising sunlight lacking heavenly percussion chance friction unaware without make heating Eskimos surprised until smoke 22  Rreading Questions 9-15 Look at the following notes that have been made about the matches described in Reading Passage 1. Decide which type of match (A-H) corresponds with each description and write your answers in boxes 9 15 on your answer sheet. NB There are more matches than descriptions so you will not use them all. You may use any match more than once. Example Answer could be lit after soaking in water H NOTES 9 made using a less poisonous type of phosphorus 10 identical to a previous type of match 11 caused a deadly illness 12 first to look like modern matches 13 first matches used for advertising 14 relied on an airtight glass container 15 made with the help of an army design Types of Matches A the Ethereal Match B the Instantaneous Lightbox C Congreves D Lucifers E the first strike-anywhere match F Lundstrom’s safety match G book matches H waterproof matches Practice Test 1 READING PASSAGE 2 You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage 2 below. Zoo conservation programmes One of London Zoo’s recent advertisements caused me some irritation, so patently did it distort reality. Headlined “Without zoos you might as well tell these animals to get stuffed”, it was bordered with illustrations of several endangered species and went on to extol the myth that without zoos like London Zoo these animals “will almost certainly disappear forever”. With the zoo world’s rather mediocre record on conservation, one might be forgiven for being slightly sceptical about such an advertisement. Zoos were originally created as places of entertainment, and their suggested involvement with conservation didn’t seriously arise until about 30 years ago, when the Zoological Society of London held the first formal international meeting on the subject. Eight years later, a series of world conferences took place, entitled “The Breeding of Endangered Species”, and from this point onwards conservation became the zoo community’s buzzword. This commitment has now been clearh defined in The World Zpo Conservation Strategy (WZGS, September 1993), which although an important and welcome document does seem to be based on an unrealistic optimism about the nature of the zoo industry The WZCS estimates that there are about 10,000 zoos in the world, of which around 1,000 represent a core of quality collections capable of participating in co-ordinated conservation programmes. This is probably the document’s first failing, as I believe that 10,000 is a serious underestimate of the total number of places masquerading as zoological establishments. Of course it is difficult to get accurate data but, to put the issue into perspective, I have found that, in a year of working in Eastern Europe, I discover fresh zoos on almost a weekly basis. The second flaw in the reasoning of the WZCS document is the naive faith it places in its 1,000 core zoos. One would assume that the calibre of these institutions would have been carefully examined, but it appears that the criterion for inclusion on this select list might merely be that the zoo is a member of a zoo federation or association. This might be a good starting point, working on the premise that members must meet certain standards, but again the facts don’t support the theory. The greatly respected American Association of Zoological Parks and Aquariums (AAZPA) has had extremely dubious members, and in the UK the Federation of Zoological Gardens of Great Britain and Ireland has 24  Reading occasionally had members that have been roundly censured in the national press. These include Robin Hill Adventure Park on the Isle of Wight, which many considered the most notorious collection of animals in the country. This establishment, which for years was protected by the Isle’s local council (which viewed it as a tourist amenity), was finally closed down following a damning report by a veterinary inspector appointed under the terms of the Zoo Licensing Act 1981. As it was always a collection of dubious repute, one is obliged to reflect upon the standards that the Zoo Federation sets when granting membership. The situation is even worse in developing countries where little money is available for redevelopment and it is hard to see a way of incorporating collections into the overall scheme of the WZCS. Even assuming that the WZCS’s 1,000 core zoos are all of a high standard complete with scientific staff and research facilities, trained and dedicated keepers, accommodation that permits normal or natural behaviour, and a policy of co-operating fully with one another what might be the potential for conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University Press, 1992), argues that “if the world”s zoos worked together in co-operative breeding programmes, then even without further expansion they could save around 2,000 species of endangered land vertebrates’. This seems an extremely optimistic proposition from a man who must be aware of the failings and weaknesses of the zoo industry the man who, when a member of the council of London Zoo, had to persuade the zoo to devote more of its activities to conservation. Moreover, where are the facts to support such optimism? Today approximately 16 species might be said to have been “saved” by captive breeding programmes, although a number of these can hardly be looked upon as resounding successes. Beyond that, about a further 20 species are being seriously considered for zoo conservation programmes. Given that the international conference at London Zoo was held 30 years ago, this is pretty slow progress, and a long way off Tudge’s target of 2,000. Practice Test 1 Questions 16-22 Do the following statements agree with the views of the writer in Reading Passage 2? In boxes 16-22 write YES if the statement agrees with the writer NO if the statement contradicts the writer NOT GIVEN if it is impossible to say what the writer thinks about this Example Answer London Zoo’s advertisements are poorly presented. NOT GIVEN 16 London Zoo’s advertisements are dishonest. 17 Zoos made an insignificant contribution to conservation up until 30 years ago. 18 The WZCS document is not known in Eastern Europe. 19 Zoos in the WZCS select list were carefully inspected. 20 No-one knew how the animals were being treated at Robin Hill Adventure Park. 21 Colin Tudge was dissatisfied with the treatment of animals at London Zoo. 22 The number of successful zoo conservation programmes is unsatisfactory. Questions 23-25 Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet. 23 What were the objectives of the WZCS document? A to improve the calibre of zoos world-wide B to identify zoos suitable for conservation practice C to provide funds for zoos in underdeveloped countries D to list the endangered species of the world 24 Why does the writer refer to Robin Hill Adventure Park? A to support the Isle of Wight local council B to criticise the 1981 Zoo Licensing Act C to illustrate a weakness in the WZCS document D to exemplify the standards in AAZPA zoos 26  Reading 25 What word best describes the writer’s response to Colin Tudges’ prediction on captive breeding programmes? A disbelieving B impartial C prejudiced D accepting Questions 26-28 The writer mentions a number oj factors H hich lead him to doubt the value of the WZCS document Which THREE of the following factors are mentioned? Write your answers (A-F) in boxes 26-28 on your answer sheet. List of Factors A the number of unregistered zoos in the world B the lack of money in developing countries C the actions of the Isle of Wight local council D the failure of the WZCS to examine the standards of the “core zoos” E the unrealistic aim of the WZCS in view of the number of species “saved” to date F the policies of WZCS zoo managers Practice Test 1 READING PASSAGE 3 You should spend about 20 minutes on Questions 29-40 which are based on Reading Passage 3 below. ARCHITECTURE
Reaching for the Sky Architecture is the art and conditions created by quickandeasytohandle science of designing buildings industrialisation. A new style of reinforced concrete and an and structures. A building architecture emerged to reflect improved ability to reflects the scientific and more idealistic notions for the prefabricate building sections technological achievements future. It was made possible by meant that builders could of the age as well as the ideas new materials and construction meet the budgets of and aspirations of the techniques and was known as commissioning authorities designer and client. The Modernism. and handle a renewed appearance of individual By the 1930s many buildings demand for development buildings, however, is often emerging from this movement quickly and cheaply. But this controversial. were designed in the led to many badly designed The use of an architectural International Style. This was buildings, which discredited style cannot be said to start or largely characterised by the bold the original aims of finish on a specific date. use of new materials and simple, Modernism. Neither is it possible to say geometric forms, often with Influenced by Le exactly what characterises a white walls supported by stilt Corbusier’s ideas on town particular movement. But the like pillars. These were stripped planning, every large British origins of what is now of unnecessary decoration that city built multistorey housing generally known as modern would detract from their primary estates in the 1960s. Mass architecture can be traced purpose — to be used or lived in. produced, lowcost highrises back to the social and Walter Gropius, Charles seemed to offer a solution to technological changes of the Jeanneret (better known as Le the problem of housing a 18th and 19th centuries. Corbusier) and Ludwig Mies van growing innercity population. Instead of using timber, der Rohe were among the most But far from meeting human stone and traditional building influential of the many architects needs, the new estates often techniques, architects began who contributed to the proved to be windswept to explore ways of creating development of Modernism in deserts lacking essential buildings by using the latest the first half of the century. But social facilities and services. technology and materials the economic depression of the Many of these buildings were such as steel, glass and 1930s and the second world war poorly designed and concrete strengthened steel (193945) prevented their ideas constructed and have since bars, known as reinforced from being widely realised until been demolished. concrete. Technological the economic conditions By the 1970s, a new respect advances also helped bring improved and wartorn cities for the place of buildings about the decline of rural had to be rebuilt. By the 1950s, within the existing townscape industries and an increase in the International Style had arose. Preserving historic urban populations as people developed into a universal buildings or keeping only their moved to the towns to work in approach to building, which facades (or fronts) grew the new factories. Such rapid standardised the appearance of common. Architects also and uncontrolled growth new buildings in cities across the began to make more use of helped to turn parts of cities world. building styles and materials into slums. Unfortunately, this Modernist that were traditional to the By the 1920s architects interest in geometric simplicity area. The architectural style throughout Europe were and function became exploited usually referred to as High reacting against the for profit. The rediscovery of Tech was also emerging. It 28  Reading celebrated scientific and different styles of architecture in Twentieth century engineering achievements by the same building became architecture will mainly be openly parading the known as Post Modern. Other remembered for its tall sophisticated techniques architects looked back to the buildings. They have been used in construction. Such classical tradition. The trend in made possible by the buildings are commonly architecture now favours smaller development of light steel made of metal and glass; scale building design that frames and safe passenger examples are Stansted reflects a growing public lifts. They originated in the US airport and the Lloyd’s awareness of environmental over a century ago to help building in London. issues such as energy meet the demand for more Disillusionment at the efficiency. Like the Modernists, economical use of land. As failure of many of the poor people today recognise that a construction techniques imitations of Modernist well designed environment improved, the skyscraper architecture led to interest in improves the quality of life but is became a reality. various styles and ideas from not necessarily achieved by the past and present. By the adopting one well defined style 1980s the coexistence of of architecture. Ruth Coleman Questions 29-35 Complete the table below using information from Reading Passage 3. Write NO MORE THAN THREE WORDS for each answer. Write your answers in boxes 29-35 on your answer sheet. STYLE OF BUILDING PERIOD CHARACTERISTICS PERIOD MATERIALS Example Before 18th... (29)... century traditional introduction of steel, glass and exploration of latest 1920s... (30)... concrete technology 1930s -... (31)... geometric forms 1950s decline of pre-fabricated 1960s... (32)... Modernism sections end of Modernist... (33)... 1970s traditional materials era of historic buildings beginning of sophisticated techniques 1970s metal and glass... (34)... era paraded 1980s Post-Modernism... (35)... Practice Test 1 Questions 36-40 Reading Passage 3 describes a number of cause and effect relationships. Match each Cause (36-40) in List A, with its Effect (A-H) in List B. Write your answers (A-H) in boxes 36 40 on your answer sheet. NB There are more effects in List B than you will need, so you will not use all of them. You may use any effect more than once if you wish. List A CAUSES List B EFFECTS 36 A rapid movement of people from A The quality of life is improved. rural areas to cities is triggered by technological advance. B Architecture reflects the age. 37 Buildings become simple and C A number of these have been functional. knocked down. 38 An economic depression and the D Light steel frames and lifts are second world war hit Europe. developed. 39 Multi-storey housing estates are E Historical buildings are preserved. built according to contemporary ideas on town planning. F All decoration is removed. 40 Less land must be used for G Parts of cities become slums. building. H Modernist ideas cannot be put into practice until the second half of the 20th century. 30  Writing WRITING WRITING TASK 1 You should spend about 20 minutes on this task. The charts below show the results of a survey of adult education. The first chart shows the reasons why adults decide to study. The pie chart shows how people think the costs of adult education should be shared. Write a report for a university lecturer, describing the information shown below. You should write at least 150 words. Interest in subject To gain qualifications Helpful for current job To improve prospects of promotion Enjoy learning/studying To able to change jobs To meet people How the costs of each Taxpayer Individual course should be shared 25% 40% Employer 35% Practice Test 1 WRITING TASK 2 You should spend about 40 minutes on this task. Present a written argument or case to an educated reader with no specialist knowledge of the following topic: There are many different types of music in the world today. Why do we need music? Is the traditional music of a country more important than the International music that is heard everywhere nowadays? You should write at least 250 words. Use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence. 32  Speaking SPEAKING CANDIDATE’S CUE CARD Task 1 UNIVERSITY CLUBS AND ASSOCIATIONS You have just arrived at a new university. It is orientation week and you want to know about the different clubs and associations you can join. Your examiner is a Student Union representative. Ask the examiner about: types of clubs meeting times benefits costs IINTERVIEWER’S NOTES UNIVERSITY CLUBS AND ASSOCIATIONS Prompts for interviewer Overseas Students Club Meets once a week in Student Centre, near Library All welcome Helps you to meet other students Financial contributions welcome Chess Club Meets once a week in Library Not suitable for beginners Plays other universities Serious players only No subscription Table Tennis Club Meets every day at lunch-time in student area near canteen All welcome Arranges tournaments $5.00 subscription Practice Test 2 LISTENING SECTION 1 Questions 1-10 Complete the notes. Use NO MORE THAN THREE WORDS for each answer. KATE Her first impressions of the town Example Quiet Type of accommodation (1) Her feelings about the (2) accommodation Her feelings about the other (3) students Name of course Environmental Studies Difficulties experienced on the (4) course Suggestions for improving the (5) course LUKI First type of accommodation (6) Problem with the first (7) accommodation Second type of (8) accommodation Name of course (9) Comments about the course Computer room busy Suggestions for improving the (10) course 34  Listening SECTION 2 Questions 11-20 Complete the notes below. Use NO MORE THAN THREE WORDS for each answer. There are many kinds of bicycles available: racing touring (11).............................................. ordinary They vary in price and (12)................................................. Prices range from $50.00 to (13).......................................... Single speed cycles are suitable for (14)................................. Three speed cycles are suitable for (15).................................. Five and ten speed cycles are suitable for longer distances, hills and (16).............................................. Ten speed bikes are better because they are (17)............................ in price but (18)....................................... Buying a cycle is like (19).................................. The size of the bicycle is determined by the size of the (20).............................................. 35 Practice Test 2 SECTION 3 Questions 21-32 Questions 21-24 Circle the correct answer. 21 At first Fiona thinks that Martin’s tutorial topic is A inappropriate. B dull. C interesting. D fascinating. 22 According to Martin, the banana A has only recently been cultivated. B is economical to grow. C is good for your health. D is his favourite food. 23 Fiona listens to Martin because she A wants to know more about bananas. B has nothing else to do today. C is interested in the economy of Australia. D wants to help Martin. 24 According to Martin, bananas were introduced into Australia from A India. B England. C China. D Africa. 36  Listening Questions 25-30 Complete Martin’s notes Use NO MORE THAN THREE WORDS for each answer. Commercially grown banana plant Each banana tree produces (25)....................................................... of bananas. On modern plantations in tropical conditions a tree can bear fruit after (26)............................................. Banana trees prefer to grow (27)......................................... and they require rich soil and (28)...................................... The fruit is often protected by (29)................................................ Ripe bananas emit a gas which helps other (30)........................................... Questions 31 and 32 Circle the TWO correct boxes. Consumption of Australian bananas A Europe B Asia C New Zealand D Australia E Other 37 Practice Test 2 SECTION 4 Questions 33-41 Questions 33-35 Circle the correct answer According to the first speaker: 33 The focus of the lecture series is on A organising work and study. C coping with homesickness. B maintaining a healthy lifestyle. D settling in at university. 34 The lecture will be given by A the president of the Union. C a sports celebrity. B the campus doctor. D a health expert. According to the second speaker: 35 This week’s lecture is on A campus food. C sensible eating. B dieting. D saving money. Questions 36-39 Complete the notes. Write NO MORE THAN THREE WORDS for each answer. A balanced diet A balanced diet will give you enough vitamins for normal daily living. Vitamins in food can be lost through (36)................................................ Types of vitamins: (a) Fat soluble vitamins are stored by the body. (b) Water soluble vitamins  not stored, so you need a (37).......................................................... Getting enough vitamins Eat (38).................................................................... of foods. Buy plenty of vegetables and store them in (39)................................................................................... 38  Listening Questions 40-41 Complete the diagram by writing NO MORE THAN THREE WORDS in the boxes provided. Example Try to avoid................................ sugar, salt and butter 40..................................................................... milk, lean meat, fish, nuts, eggs 41..................................................................... bread, vegetables and fruit 39 Practice Test 2 READING READING PASSAGE 1 You should spend about 20 minutes on Questions 1-12 which are based on Reading Passage 1 below. Right and left-handedness in humans Why do humans, virtually alone among all handed. Even among identical twins who animal species, display a distinct left or have exactly the same genes, one in six pairs right-handedness? Not even our closest will differ in their handedness. relatives among the apes possess such What then makes people left-handed if it is decided lateral asymmetry, as psychologists not simply genetic? Other factors must be call it. Yet about 90 per cent of every human at work and researchers have turned to the population that has ever lived appears to brain for clues. In the 1860s the French have been right-handed. Professor Bryan surgeon and anthropologist, Dr Paul Broca, Turner at Deakin University has studied the made the remarkable finding that patients research literature on left-handedness and who had lost their powers of speech as a found that handedness goes with sidedness. result of a stroke (a blood clot in the brain) So nine out of ten people are right-handed had paralysis of the right half of their body. and eight are right-footed. He noted that this He noted that since the left hemisphere of distinctive asymmetry in the human the brain controls the right half of the body, population is itself systematic. “Humans and vice versa, the brain damage must have think in categories: black and white, up and been in the brain’s left hemisphere. down, left and right. It”s a system of signs Psychologists now believe that among that enables us to categorise phenomena that right-handed people, probably 95 per cent are essentially ambiguous.’ have their language centre in the left Research has shown that there is a genetic hemisphere, while 5 per cent have right- or inherited element to handedness. But sided language. Left-handers, however, do while left-handedness tends to run in not show the reverse pattern but instead a families, neither left nor right handers will majority also have their language in the left automatically produce off-spring with the hemisphere. Some 30 per cent have right same handedness; in fact about 6 per cent hemisphere language. of children with two right-handed parents Dr Brinkman, a brain researcher at the will be left-handed. However, among two Australian National University in Canberra, left-handed parents, perhaps 40 per cent of has suggested that evolution of speech went the children will also be left-handed. With with right-handed preference. According to one right and one left-handed parent, 15 to Brinkman, as the brain evolved, one side 20 per cent of the offspring will be left- 40  Reading became specialised for fine control of that of a boy. So, if something happens to movement (necessary for producing speech) the brain’s development during pregnancy, and along with this evolution came right- it is more likely to be affected in a male hand preference. According to Brinkman, and the hemisphere more likely to be most left-handers have left hemisphere involved is the left. The brain may become dominance but also some capacity in the less lateralised and this in turn could result right hemisphere. She has observed that if a in left-handedness and the development of left-handed person is brain-damaged in the certain superior skills that have their origins left hemisphere, the recovery of speech is in the left hemisphere such as logic, quite often better and this is explained by rationality and abstraction. It should be no the fact that left-handers have a more surprise then that among mathematicians bilateral speech function. and architects, left-handers tend to be more In her studies of macaque monkeys, common and there are more left-handed Brinkman has noticed that primates males than females. (monkeys) seem to learn a hand preference The results of this research may be some from their mother in the first year of life but consolation to left-handers who have for this could be one hand or the other. In centuries lived in a world designed to suit humans, however, the specialisation in right-handed people. However, what is (unction of the two hemispheres results in alarming, according to Mr. Charles Moore, anatomical differences: areas that are a writer and journalist, is the way the word involved with the production of speech are “right” reinforces its own virtue. usually larger on the left side than on the Subliminally he says, language tells people right. Since monkeys have not acquired the to think that anything on the right can be art of speech, one would not expect to see trusted while anything on the left is such a variation but Brinkman claims to have dangerous or even sinister. We speak of left- discovered a trend in monkeys towards the handed compliments and according to asymmetry that is evident in the human Moore, “it is no coincidence that left- brain. handed children, forced to use their right Two American researchers, Geschwind and hand, often develop a stammer as they are Galaburda, studied the brains of human robbed of their freedom of speech”. embryos and discovered that the left-right However, as more research is undertaken asymmetry exists before birth. But as the on the causes of left-handedness, attitudes brain develops, a number of things can affect towards left-handed people are gradually it. Every brain is initially female in its changing for the better. Indeed when the organisation and it only becomes a male champion tennis player Ivan Lendl was brain when the male foetus begins to secrete asked what the single thing was that he hormones. Geschwind and Galaburda knew would choose in order to improve his game, that different parts of the brain mature at he said he would like to become a left- different rates; the right hemisphere hander. develops first, then the left. Moreover, a Geoff Maslen girl’s brain develops somewhat faster than 41 Practice Test 2 Questions 1-7 Use the information in the text to match the people (listed A-E) with the opinions (listed 1-7) below. Write the appropriate letter (A-E) in boxes 1-7 on your answer sheet. Some people match more than one opinion. A Dr Broca B Dr Brinkman C Geschwind and Galaburda D Charles Moore E Professor Turner Example Answer Monkeys do not show a species specific preference for left or right-handedness. B 1 Human beings started to show a preference for right-handedness when they first developed language. 2 Society is prejudiced against left-handed people. 3 Boys are more likely to be left-handed. 4 After a stroke, left-handed people recover their speech more quickly than right- handed people. 5 People who suffer strokes on the left side of the brain usually lose their power of speech. 6 The two sides of the brain develop different functions before birth. 7 Asymmetry is a common feature of the human body. 42  Reading Questions 8-10 Using the information in the passage, complete the table below. Write your answers in boxes 8 10 on your answer sheet. Percentage of children lefthanded One parent lefthanded... (8)... One parent righthanded Both parents lefthanded... (9)... Both parents righthanded... (10)... Questions 11-12 Choose the appropriate letters A-D and write them in boxes 11 and 12 on your answer sheet. 11 A study of monkeys has shown that A monkeys are not usually right-handed. B monkeys display a capacity for speech. C monkey brains are smaller than human brains. D monkey brains are asymmetric. 12 According to the writer, left-handed people A will often develop a stammer. B have undergone hardship for years. C are untrustworthy. D are good tennis players. 43 Practice Test 2 READING PASSAGE 2 You should spend about 20 minutes on Questions 13-27 which are based on Reading Passage 2 below. MIGRATORY BEEKEEPING Taking Wing To eke out a full-time living from their honeybees, about half the nation’s 2,000 commercial beekeepers pull up stakes each spring, migrating north to find more flowers for their bees. Besides turning floral nectar into honey, these hardworking insects also pollinate crops for farmers -for a fee. As autumn approaches, the beekeepers pack up their hives and go south, scrambling for pollination contracts in hot spots like California’s fertile Central Valley. Of the 2,000 commercial beekeepers in the money — for their keepers. Second, United States about half migrate This pays beekeepers can carry their hives to farmers off in two ways Moving north in the summer who need bees to pollinate their crops. Every and south in the winter lets bees work a longer spring a migratory beekeeper in California blooming season, making more honey — and may move up to 160 million bees to 44  Rreading flowering fields in Minnesota and every produce as much honey as possible during winter his family may haul the hives back to this period, the beekeepers open the hives California, where farmers will rent the bees and stack extra boxes called supers on top. to pollinate almond and cherry trees. These temporary hive extensions contain Migratory beekeeping is nothing new. The frames of empty comb for the bees to fill ancient Egyptians moved clay hives, with honey. In the brood chamber below, the probably on rafts, down the Nile to follow bees will stash honey to eat later. To prevent the bloom and nectar flow as it moved toward the queen from crawling up to the top and Cairo. In the 1880s North American laying eggs, a screen can be inserted beekeepers experimented with the same idea, between the brood chamber and the supers. moving bees on barges along the Mississippi Three weeks later the honey can be gathered. and on waterways in Florida, but their lighter, Foul smelling chemicals are often used to wooden hives kept falling into the water. irritate the bees and drive them down into Other keepers tried the railroad and horse- the hive’s bottom boxes, leaving the honey- drawn wagons, but that didn’t prove practical. filled supers more or less bee free. These Not until the 1920s when cars and trucks can then be pulled off the hive. They are became affordable and roads improved, did heavy with honey and may weigh up to 90 migratory beekeeping begin to catch on. pounds each. The supers are taken to a For the Californian beekeeper, the pollination warehouse. In the extracting room, the season begins in February. At this time, the frames are lilted out and lowered into an beehives are in particular demand by farmers “uncapper” where rotating blades shave who have almond groves; they need two away the wax that covers each cell. The hives an acre. For the three-week long bloom, uncapped frames are put in a carousel that beekeepers can hire out their hives for $32 sits on the bottom of a large stainless steel each. It’s a bonanza for the bees too. Most drum. The carousel is filled to capacity with people consider almond honey too bitter to 72 frames. A switch is flipped and the frames eat so the bees get to keep it for themselves. begin to whirl at 300 revolutions per minute; centrifugal force throws the honey out of By early March it is time to move the bees. the combs. Finally the honey is poured into It can take up to seven nights to pack the barrels for shipment. 4,000 or so hives that a beekeeper may own. These are not moved in the middle of the day After this, approximately a quarter of the because too many of the bees would end up hives weakened by disease, mites, or an homeless. But at night, the hives are stacked ageing or dead queen, will have to be onto wooden pallets, back-to-back in sets of replaced. To create new colonies, a healthy four, and lifted onto a truck. It is not necessary double hive, teeming with bees, can be to wear gloves or a beekeeper’s veil because separated into two boxes. One half will hold the hives are not being opened and the bees the queen and a young, already mated queen should remain relatively quiet. Just in case can be put in the other half, to make two some are still lively, bees can be pacified with hives from one. By the time the flowers a few puffs of smoke blown into each hive’s bloom, the new queens will be laying eggs, narrow entrance. filling each hive with young worker bees. The beekeeper’s family will then migrate In their new location, the beekeeper will pay with them to their summer location. the farmer to allow his bees to feed in such places as orange groves. The honey produced Adapted from “America's Beekeepers: here is fragrant and sweet and can be sold by Hives for Hire” by Alan Mairson, the beekeepers. To encourage the bees to National Geographic. 45 Practice Test 2 Questions 13-19 The flow chart below outlines the movements of the migratory beekeeper as described in Reading Passage 2 Complete the flow chart Choose your answers from the box at the bottom of the page and write your answers in boxes 13 19 on your answer sheet. BEEKEEPER MOVEMENTS Example Answer pollinate In February, Californian farmers hire bees to help...........................................almond trees. In March, beekeepers... (13)... for migration at night when the hives are... (14)... and the bees are generally tranquil. A little... (15)... can ensure that this is the case. They transport their hives to orange groves where farmers... (16)... beekeepers for placing them on their land. Here the bees make honey. After three weeks, the supers can be taken to a warehouse where... (17)... are used to remove the wax and extract the honey from the... (18).... After the honey collection, the old hives are rejected. Good double hives are... (19)... and re-queened and the beekeeper transports them to their summer base. List of Words/Phrases smoke chemicals pay barrels protection charge set off light split pollinate machines supers combs screen prepare full empty queens 46  Reading Questions 20-23 Label the diagram below Choose ONE OR TWO WORDS from the Reading Passage for each answer Write your answers in boxes 20-23 on your answer sheet. A BEEHIVE Questions 24-27 Do the following statements agree with the information given in Reading Passage 2? In boxes 24-27 write. YES if the statement agrees with the information given NO if the statement contradicts the information given NOT GIVEN if there is no information about this 24 The Egyptians keep bees on the banks of the Nile. 25 First attempts at migratory beekeeping in America were unsuccessful. 26 Bees keep honey for themselves in the bottom of the hive. 27 The honey is spun to make it liquid. 47 Practice Test 2 READING PASSAGE 3 You should spend about 20 minutes on Questions 28-41 which are based on Reading Passage 3 below. practices new socialised forms of provision TOURISM have developed in order to cope with the mass character of the gazes of tourists as opposed to the individual character of A Tourism, holidaymaking and travel are these travel Places are chosen to be visited and days more significant social phenomena be gazed upon because there is an than most commentators have considered anticipation especially through On the face of it there could not be a more daydreaming and fantasy of intense trivial subject for a book And indeed since pleasures, either on a different scale or social scientists have had considerable involving different senses from those difficulty explaining weightier topics such as customarily encountered Such anticipation work or politics it might be thought that they is constructed and sustained through a would have great difficulties in accounting variety of non-tourist practices such as for more trivial phenomena such as films TV literature, magazines records and holidaymakmg However there are videos which construct and reinforce this interesting parallels with the study of daydreaming deviance This involves the investigation of D Tourists tend to visit features of landscape bizarre and idiosyncratic social practices and townscape which separate them off which happen to be defined as deviant in from everyday experience Such aspects some societies but not necessarily in others are viewed because they are taken to be in The assumption is that the investigation of some sense out of the ordinary The deviance can reveal interesting and viewing of these tourist sights often significant aspects of normal societies It involves different forms of social patterning could be said that a similar analysis can be with a much greater sensitivity to visual applied to tourism elements of landscape or townscape than B Tourism is a leisure activity which is normally found in everyday life People presupposes its opposite namely regulated linger over these sights in a way that they and organised work It is one manifestation would not normally do in their home of how work and leisure are organised as environment and the vision is objectified or separate and regulated spheres of social captured through photographs postcards practice in modern societies Indeed acting films and so on which enable the memory as a tourist is one of the defining to be endlessly reproduced and recaptured characteristics of being modern’ and the popular concept of tourism is that it is E One of the earliest dissertations on the organised within particular places and subject of tourism is Boorstins analysis of occurs for regularised periods of time Tourist the pseudo event (1964) where he argues relationships arise from a movement of that contemporary Americans cannot people to and their stay in various experience reality’ directly but thrive on destinations This necessarily involves some “pseudo events Isolated from the host movement that is the journey and a period environment and the local people the of stay in a new place or places The journey mass tourist travels in guided groups and and the stay are by definition outside the finds pleasure in inauthentic contrived normal places of residence and work and attractions gullibly enjoying the pseudo are of a short term and temporary nature events and disregarding the real world and there is a clear intention to return outside Over time the images generated “home within a relatively short period of time of different tourist sights come to constitute a closed selfperpetuating C A substantial proportion of the population of system of illusions which provide the modern societies engages in such tourist tourist with the basis for selecting and 48  Reading evaluating potential places to visit Such the provision of such objects and, on the visits are made says Boorstin, within the other hand changing class, gender, and “environmental bubble of the familiar generational distinctions of taste within the American style hotel which insulates the potential population of visitors It has been tourist from the strangeness of the host said that to be a tourist is one of the environment characteristics of the “modern experience Not to go away is like not possessing a car F To service the burgeoning tourist industry, or a nice house Travel is a marker of status an array of professionals has developed in modern societies and is also thought to who attempt to reproduce evernew objects be necessary for good health The role of for the tourist to look at These objects or the professional, therefore, is to cater for places are located in a complex and the needs and tastes of the tourists in changing hierarchy This depends upon the accordance with their class and overall interplay between, on the one hand, expectations competition between interests involved in Questions 28-32 Raiding Passage 3 has 6 paragraphs (A-F) Choose the most suitable heading for each paragraph from the list of headings below Write the appropriate numbers (i-ix) in boxes 28 32 on your answer sheet Paragraph D has been done for you as an example. NB There are more headings than paragraphs so you will not use all of them You may use any heading more than once. List of Headings i The politics of tourism ii The cost of tourism iii Justifying the study of tourism iv Tourism contrasted with travel v The essence of modern tourism vi Tourism versus leisure vii The artificiality of modern tourism viii The role of modern tour guides ix Creating an alternative to the everyday experience 28 Paragraph A 29 Paragraph B 30 Paragraph C Example Answer Paragraph D ix 31 Paragraph E 32 Paragraph F 49 Practice Test 2 Questions 33-37 Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 33-37 write YES if the statement agrees with the writer NO if the statement contradicts the writer NOT GIVEN if it is impossible to say what the writer thinks about this Example Answer People who can’t afford to travel watch films and TV. NOT GIVEN 33 Tourism is a trivial subject. 34 An analysis of deviance can act as a model for the analysis of tourism. 35 Tourists usually choose to travel overseas. 36 Tourists focus more on places they visit than those at home. 37 Tour operators try to cheat tourists. Questions 38-41 Chose one phrase (A-H) from the list of phrases to complete each key point below. Write the appropriate letters (A-H) in boxes 38-41 on your answer sheet. The information in the completed sentences should be an accurate summary of points made by the writer. NB There are more phrases A-H than sentences so you will not use them all. You may use any phrase more than once. 38 Our concept of tourism arises from... 39 The media can be used to enhance... 40 People view tourist landscapes in a different way from... 41 Group tours encourage participants to look at... List of Phrases A local people and their environment. E the individual character of travel. B the expectations of tourists. F places seen in everyday life. C the phenomena of holidaymaking. G photographs which recapture our D the distinction we make between holidays. work and leisure. H sights designed specially for tourists. 50  Writing WRITING WRITING TASK 1 You should spend about 20 minutes on this task. The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute information on the weather in order to produce reliable forecasts. Write a report for a university lecturer describing the information shown below. You should write at least 150 words. 51 Practice Test 2 WRITING TASK 2 You should spend about 40 minutes on this task. Present a written argument or case to an educated reader with no specialist knowledge of the following topic. Should wealthy nations be required to share their wealth among poorer nations by providing such things as food and education? Or is it the responsibility of the governments of poorer nations to look after their citizens themselves? You should write at least 250 words. Use your own ideas, knowledge and experience and support your arguments with examples and with relevant evidence. 52  Speaking SPEAKING CANDIDATE’S CUE CARD Task 2 ASKING FOR AN EXTENSION You have to give in a piece of work to your lecturer next Wednesday. You need two more weeks to prepare the assignment because you have had difficulty obtaining the reference books. Your examiner is your lecturer. Find out if you can have an extension. Ask the examiner about: regulations regarding late work possibility of having more time