ielts academic test 1 · 2020. 9. 29. · ielts academic test 1 2020 . practice test 1 2020 1...

IELTS

Academic Test 1 2020

Practice Test 1 2020

1

Contents

Listening Test ............................................................................................................................................ 2

Reading Test .............................................................................................................................................. 8

Writing Test .............................................................................................................................................. 20

Speaking Test .......................................................................................................................................... 25

Answers with explanations.................................................................................................................... 26


2

Listening Test Part One Questions 1 – 10

Complete the notes below.

Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.

Driver’s licence Application

Personal Details

Family name: (1)……………………………………………..

First name: Abdul Ahad

Marital Status: (2) ………………………………..

Children: Yes / No If yes, how many (3) ………………………………..

Address:

2926 (4) ………………………………………. 2nd Avenue

Zipcode:

(5) ………………………………

American Citizen: Yes / No

DOB:

April (6)……… 1961

Other Details:

Disability: (7) ……………………….

If yes, please give details:

Eyesight:

Requires spectacles to drive

Currently have driver’s licence: (8) …………………

Fee

Application fee of (9)……………….. being paid by (10) ………………………..


3

Part Two Questions 11 – 20

Questions 11 – 16

Choose the correct letter, A, B or C.

Volunteering and your Career

11 Dan

A is a volunteer at Wells Fargo bank

B is part of the volunteer program

C works for United Way

12 Volunteering

A can extend a person’s skill set

B is helpful

C is only useful for current job

13 Previously Dan

A worked in a store

B was a branch manager

C did not like his current role

14 One skill volunteering has not improved is

A networking

B public speaking

C working independently

15 Volunteering has made Dan

A step out of his comfort zone

B more confident

C speak better

16 Dan found speaking to larger groups

A easy

B stressful

C helpful


4

Questions 17 and 18

Choose TWO letters, A – E.

What TWO experiences did Dan gain from being a program consultant

A financial literacy

B public speaking

C facilitating a class

D recruitment

E managing lots of people who aren’t in the same room

Questions 19 and 20

Choose TWO letters, A – E.

What TWO benefits of volunteering does Dan mention?

A learning a useful new skill

B work with school children

C work with Mariah

D gain more than you invest

E perseverance


5

Part Three Questions 21 - 30

Questions 21 – 25

Choose the correct letter, A, B or C.

21 Kelly is worried that

A everyone is at different stages

B people are nervous about it

C not everyone has account already

22 Kelly hopes that by having an amusing introduction to the concept

A people will be less anxious

B it will be fun for people

C people will like it a lot

23 Kelly has discussed with her team

A reading emails

B how to let people know they have an account

C what they should have already done

24 Before October Kelly’s team needs to

A decide on how to group staff

B schedule sessions with big programs

C visit all the staff groups

25 Which barrier is NOT mentioned

A EA’s do not use the computer often

B EA’s know their job already

C making people do something they don’t want to


6

Questions 26 – 30

What comments do the speakers make about each of the following aspects of Kelly’s

project.

Choose FIVE answers from the box and write the correct letter, A – G, next to

Questions 26 – 30.

A. Someone will get the wrong idea

B. do some bulletin items

C. clarify her ideas

D. Can speak to people individually

E. How much do people need to hear at the beginning

F. schedule tailored sessions with the licensed staff

G. funny videos

26. Ideas on rolling out the project

27 Make people feel more comfortable

28 Difficulties getting people together

29 Biggest worry about implementation

30 Ways to get the message out quickly and efficiently


7

Part Four Questions 31 - 40

Complete the notes below

Write ONE WORD AND/ OR A NUMBER for each answer.

Listening to Lectures

Challenges

There are many challenges especially if English is not your first language, you are new to

university or it is a new subject with a lot of new 31. ____________ to learn.

It can also take time to be used to the lecturers’ presentation styles and there may be a

variety of accents you have to listen to that you have not heard before.

However, you should never skip lectures. 32. ___________ has shown that students who

attend lectures do better than those who don’t and undergraduates who miss lectures do

not improve their English skills.

What to do before lectures: • Review last week’s material to remember concepts and 33. ____________

• Look at the material on the website

• Do the suggested 34. ________

• Take required materials to class

• Don’t be late

What to do during lectures:

• Stay focused

• Sit near the front because you can hear better

• Don’t distract yourself with social media, texting or daydreaming

• Be an 35. ________ listener

• Take notes and write questions or make a list of things to follow up on

• Ask the lecturer if something is not clear or they are speaking too 36. _________

After the lecture:

• Speak to other students about the 37. ________ to aid processing and recalling the

information.

• 38. _________ your notes within 24 hours

• Attend the tutorial and 39. _________ any tasks or readings

• Listen to the lecture again

Final Thoughts

Daily listening to English will improve your listening skills. Watch English television, listen

to conversations and speak or listen in English at every 40. _________. Over time you will

find your listening in lectures improves and this will help you become successful

academically.


8

Reading Test Reading Passage 1

You should spend about 20 minutes on Questions 1 – 13, which are based on Reading

Passage 1 below.


9

source: https://ocw.tudelft.nl/course-readings/1-4-1-world-views-bwn/?course_id=18513

Engineering: Building with Nature by TU Delft OpenCourseWare is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License.

Based on a work at https://ocw.tudelft.nl/courses/engineering-building-nature/.

https://ocw.tudelft.nl/course-readings/1-4-1-world-views-bwn/?course_id=18513

http://ocw.tudelft.nl/

http://creativecommons.org/licenses/by-nc-sa/4.0/


https://ocw.tudelft.nl/courses/engineering-building-nature/



10

Questions 1 – 8

Complete the table below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in the spaces given beside each question, 1 -8.

BUILDING WITH NATURE

APPROACH DEFINITION EXAMPLE

Hands off

• To not interfere with

ecosystems to restore

themselves.

• Humans not seen as part of

nature but 1 …………………..

• Hard to find

• conservation organisations tend

to intervene in natural processes

Classical

• Conserve and restore to

previous state

• Protect from further harm

• human 2. ………………… is

necessary

• NGO’s that purchase and

manage natural sites to maintain

eco systems

Developmental

• Protect present areas but also

develop new natural sites

• Interventions all aimed at

increasing 3.

………………………. and wilds

• Humans partners for nature

• 4. …………………….. national

ecological infrastructure

Co-evolutionary

• maximize the social welfare

derived from nature, while

maintaining ecological qualities

• does not exclude non-harmful

human activities

• humans seen as 5 …………… of

nature

• Nature parks where

6. ………………… is permitted

• Dutch ‘Room for the River’

programme

Functional

• nature’s value lies in the benefit

that humans derive from nature

• belief that 7 …………………

progress is beneficial

• people may control, build or

destroy nature to meet societal

needs.

• Companies that 8

………………… the environment

arguing that technology will be

developed to clean it at a later

date


11

Questions 9 – 13

Do the following statements agree with the information given in Reading Passage 1?

Beside each question, 9 – 13, 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

9. There are many examples of a hands off type of approach.

10. The issue of human intervention is important in all approaches.

11. The sustain the natural environment takes both development and protection.

12. Non-governmental organisations prefer the Classical view

13. The Dutch have set up environmental programs aimed at preserving ecosystems


12

Reading Passage 2


Passage 2 below.

Extinctions, are they our fault? Robert M May

A

Looked at in the large, the history of life on Earth is one of continuous change, driven by the interplay

between evolutionary processes and the altered environments that can result. Are the recent past and

impending future extinctions, unambiguously caused by humans, different? Yes and no. No, in the sense that

the explosive growth of the animal species Homo sapiens can be seen as just another evolutionary process

with increasingly serious ecological consequences for other species. Yes, in the sense that - unlike earlier

extinctions - the causative agent (that's us) is aware of what is happening and could act to reverse current

trends. Unfortunately, we show few signs of doing so.

B

The causes of recent, human-associated extinctions are usually listed under three headings: over-exploitation,

habitat destruction, and introduced aliens. But you could, with a bit of a stretch, group many past extinctions

under one or more of these headings. The demise of the dinosaurs, or the massive wave of marine extinctions

which mark the end of the Mesozoic, could be called 'habitat change'. The opening and closing of land

bridges, as tectonic plates moved around over the past billion years and more, introduced 'invasive aliens',

which restructured many ecosystems. More generally, over geological time-scales, natural evolutionary

processes created changes within plant and animal populations, with new winners and new losers. In that

sense, humans look like being the main agents of the Big Sixth wave of extinctions, on whose breaking tip we

currently stand.

C

The very big difference between past extinctions and the current human-associated ones is we understand

what is happening. And we can, in principle, choose to modify our behavior to preserve the awe-inspiring

diversity of plant and animal life we have inherited. Even were we to do this - and we show few signs of it -

there would still, over relatively long time-scales, be changes. They would, however, be more likely to be the

pseudo-extinctions technically referred to as 'relay and replacement', as new species evolved and replaced old

ones for example as Eohippus evolved into today's horse.

D

As in so many areas of science, we know quite a lot, and continue to learn more about the rate of extinction

before humans appeared. One measure of our knowledge is by looking at the estimated average lifetime, from

origination to extinction, of a variety of animal groups. We can complement this by showing numbers of

families of marine animals over the sweep of geological time. The data we have testifies to increasing

diversity and species richness, interrupted by episodes of mass extinction, the greatest one being that of our

own era.


13

E

However, our knowledge of how human interference has impacted extinctions should be better. Part of the

problem is what a management consultant might call the misallocation of resources. The workforce of

systematists and taxonomists is estimated to be apportioned roughly equally among vertebrate animals,

invertebrate animals and plants. Yet the known number of vertebrate species is smaller than those of plant

species and invertebrate species by one and two orders of magnitude, respectively. Things get worse as we

move to research literature on conservation biology: a recent study of 2,700 papers published over 15 years in

the two top conservation research journals shows 69% on vertebrates, 20% on plants, and 11% on

invertebrates. Nevertheless, if we assume that documented extinctions among birds and mammals occur at a

rate typical of other groups, we can make an indirect assessment of the recent acceleration in extinction rates.

The IUCN Red Data Books document the extinction of roughly one bird or mammal species each year over

the past century. On this basis, each species can expect to survive around 1,000 years. In relation to the 1 to

10-million-year expectation noted above, this represents a speeding-up of extinction rates by a factor 1,000 to

10,000.

F

Another issue is that we don’t know how many species there are on Earth today. However, we do have very

good knowledge of how many bird species there are. The International Ornithological Congress says 10,448,

although some would argue plus or minus 500. The mammalian total is smaller, 5,000 give or take 10%. Plant

species add up to around 300,000. There are approximately 1 million known insects, but the true number

could be several times this. Estimates of the true total, in my opinion, are in the plausible range of 3 to 8

million distinct eukaryotic species. In other words, we have documented only one half, maybe only one-fifth,

of our planet's biological diversity. This makes it more difficult to know the exact number of extinctions.

G

People do worry about extinctions and they tend to give three main reasons for this. The first might be called

narrowly utilitarian: the plant and animal species that are being extinguished could represent important genetic

resources for tomorrow's biotech revolution. We are burning the books before we have read them. I think this

is a weak argument, because tomorrow's advances in understanding the molecular machinery of life will, I

believe, see us (for example) designing new drugs from the molecules up.

The second might be called broadly utilitarian: although the services provided by ecosystems, which are many

and varied, are not taken into account in conventional measures of gross domestic product (GDP), they

nevertheless are very important to us. The Millennium Ecosystem Assessment classifies these services under

24 headings, and finds that 15 of these are being degraded, 4 are improving, and 5 are such that we know too

little to assess.

Which brings me to the third argument, which is that we have an ethical responsibility not to deprive

tomorrow's world of its heritage. Aldo Leopold expressed it well, mourning the death of Martha, the last

passenger pigeon: 'We grieve because no living man will see again the onrushing phalanx of victorious birds

sweeping a path for Spring across the March skies, chasing the defeated Winter from all the woods and

prairies.... Our grandfathers, who saw the glory of the fluttering hosts, were less well-housed, well-fed, well-

clothed than we are. The strivings by which they bettered our lot are also those which deprived us of pigeons

and unless we as a species take steps, the loss of such species will continue.

Adapted from: May, R.M. Q&A: Extinctions and the impact of Homo sapiens. BMC Biol 10, 106 (2012). https://doi.org/10.1186/1741-7007-

10-106


14

Questions 14-18

Reading Passage 2 has seven sections, A – G

Which paragraph contains the following information?

Write the correct letter A – G in the boxes beside each question.

NB You may use any letter more than once

14 How past extinctions differ from the current ones _____

15 A discussion about human involvement in past and future extinctions ____

16 Why we don’t know as much as we should about the effects of human intervention ____

17 An explanation of why we should be concerned about extinctions ____

18 Reasons for humanity correlated extinctions ____

Questions 19 – 20

Choose TWO letters, A – E

Write the correct letters beside questions 19 and 20 below.

Which TWO of the following statements are made in the text about extinctions?

A The increased rate of extinction is definitively caused by humans

B Changing our behaviour could decrease extinctions

C We don’t know about the rate of extinctions before humans interfered

D It is not easy to know the exact amount of extinctions

E Extinctions have increased by a rate of up to 100,000

19 ______

20 ______


15

Questions 21 – 26

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in the box next to the question.

Extinctions: should we be worried?

People are concerned about extinctions for three main reasons. The first is called 21.

_____________. This mean that people are concerned we might be losing plants and animals that

could benefit the 22. _________ industry. However, this is not a valid argument as we are getting to

the stage where we can design drugs at the 23. ________________ level so we could synthesis

whatever we need in the near future. The second reason is broadly utilitarian in that the benefits

humans accrue from 24. _______________ cannot be measured but is very important and of those

benefits more than half are being 25. ______________. The final reason is that we have an 26.

______________ responsibility to not deprive future generations of their heritage and benefits we

have enjoyed.


16

Reading Passage 3


Passage 3 below.

The Impact of Globalization on Tourism

In today’s integrated and interdependent world, multiple forces represent both opportunities and

threats to tourism. One of these is globalization and we can assess the impact of globalization on

tourism from a number of perspectives.

Global Mobility and Ease of Travel The advances made in transportation that have enabled global mobility are particularly significant.

Modern aircraft, cruise ships, trains, and other modes of transport allow people to move quickly and

relatively cheaply. These changes have allowed more people to travel more often in less time. Ease

of travel has also helped to overcome the barriers of fear, frustration, and expense. For example, an

international banking system allows access to money almost anywhere in the world. Multinational

corporations, which provide flights, local transportation, and accommodation and food, have allowed

for “one-stop shopping” for travel bookings. Handheld devices have also changed the nature of travel

in terms of what travellers do and how they interact with a destination, making it easier to, for

example, select a restaurant, navigate a big city, or translate a foreign language. As a result, there are

fewer unexplored places in the world anymore.

Population and Demographic Trends According to the United Nations Population Fund (UNPF, 2015), the world population reached 7

billion in 2011 and is projected to exceed 9 billion by 2050. However, birth and death rates are vastly

different between developed and developing nations (Population Reference Bureau, 2013). In the

developed world, there are more older citizens (over 60 years old) than there are children (under 14)

and this ratio is increasing (Business Insider, 2014). In contrast, in the developing world, this is not

expected to occur until the middle of this century.

Other critical population trends affecting global development and tourism include the following

(UNPF, 2015; World Tourism Organization, 2010; York, 2014):

• There are approximately 1.8 billion young people in the world (between 10 and 24 years),

which is the largest that this group has ever been. They have tremendous opportunity for

economic and social progress, resulting in a “youth dividend” for countries that embrace

this demographic and their youthful vitality. This group is also travelling more than ever

before in history (World Tourism Organization, 2010).

• By the end of this century, approximately 40% of the world’s population is expected to be

African. While birth rates are tending to fall around the world, they are still higher across

Africa than in most other parts of the globe. This could result in a youth dividend or

further exacerbate problems on the African continent (York, 2014).

• More people are migrating than ever before, with 232 million recent migrants compared

with about 175 million in 2000. The top five destinations are the United States, the

Russian Federation, Germany, Saudi Arabia, and the United Arab Emirates.

• More than half of the global population is urban, and the urbanization trend is expected to

continue (UNPF, 2105) as people search for more jobs, more services, and more activities.


17

Not everyone benefits equally though, as housing and other infrastructure struggles to keep

up with the growing urban population.

To keep up with all of these changes in demographics, destinations will need to provide products and

services to suit the older, culturally diverse, multi-generational travellers as well as the adventurous

youth. Additionally, hiring and retaining staff will require a rethinking of human resource policies

and procedures, compensation, and other aspects for the changing population of employees.

Terrorism, Safety, and Security Terrorist attacks and political unrest globally have certainly disrupted tourism, but not halted it. The

areas most affected, of course, are those where unrest has occurred and has been the focus of

extensive media attention. While safety and security may not be the driving reasons for tourists

selecting a particular destination, certainly a lack of safety and security often eliminates a location

from travellers’ “wish lists.” Safety and security for travellers is becoming more important as

countries move to protect their citizens. Government agencies around the world produce advisories

and warnings for their citizens to stay away from dangerous locations and political unrest.

The focus on safety and security has had several impacts on travellers. Most notably, security at most

airports has been increased in an effort to protect people and planes (Flight Global, 2015). Screening

procedures can take longer and some items are no longer allowed on board. Other security

requirements, such as showing passports and providing fingerprints, have been implemented for

entry into some countries. While all acts of terrorism cannot be stopped, the tourism industry is

attempting to provide as much safety and security as it can.

Increased Awareness of New Destinations

Another influence of globalization on tourism is a greater awareness of destinations and the range of

leisure activities, sites, and cultures to visit around the world. Generating knowledge of a destination

is obviously a key first step in marketing a destination, and this is achieved by way of travel shows,

films, blogs, and other forms of communication. The competition to attract visitors is fierce

considering the sheer number of places available for travel; it can be easy to get lost in the noise of

global competition.

Poverty

Globalization has contributed to increased demand for goods and services and overall economic

growth, with the result that global poverty has decreased over the years. However, at the same time,

the gap between the richest and poorest has expanded. A significant portion of the world’s

population is simply unable to participate in, or benefit from, tourism. The economic gains from a

tourism economy in a developing country such as Honduras versus a developed country such as

Canada is unequal. Simply put, not everyone has the same opportunities to profit. Environmental

costs are also unevenly distributed in the world, with poor countries lacking the resources to adapt to

impacts (such as droughts, increased disease, soil erosion), and shouldering the majority of the

repercussions of phenomena such as global warming.

Source: https://opentextbc.ca/introtourism/chapter/chapter-14-back-to-the-big-picture-globalization-and-trends/

https://opentextbc.ca/introtourism/chapter/chapter-14-back-to-the-big-picture-globalization-and-trends/


18

Questions 27-31

Look at the following statements (Questions 27-31) and the list of researchers below.

Match each statement with the correct person or organisation, A-G.

Match the correct letter, A-G, to questions 27-31.

27. More people are living in cities

28. The population demographic of first world nations is increasingly different to the rest of

the world.

29. Almost all airports have increased their security measures

30. By 2100 two fifths of the world’s population will live in Africa

31. The world’s population will pass 9 billion by 2050

A. Flight Global

B. UNPF

C. Population Reference Bureau

D. Business Insider

E. York

F. World Tourism Organization

G. United Nations Population Fund

Questions 32-35

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 32-35 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

32. Increased mobility has meant an increase in travel for all people.

33. Whilst globally poverty is lessening, the disparity between rich and poor has become

greater.

34. Changes to tourism products don’t need to be made to accommodate young people.

35. There are too many travel destinations these days.


19

Questions 36-40

Complete the summary below

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 36-40 on your answer sheet.

Tourism and safety

Most people choose to go to a 36. _______________ that is considered safe and they also want to

know that they are safe whilst enroute to their journey’s end. Therefore, government agencies

worldwide have a ratings system that enables their citizens to avoid 37. ______________ locales.

The concern for safety has impacted the way we travel enormously, mostly due to increased

38._________________ at airports and large transport hubs. This has increased times for 39.

________________ of passengers and limited the items allowed on board the plane. However, it is

all necessary as countries try to ensure the 40. _______________ of tourists visiting their lands.


20

Writing Test Task 1

The charts below compare the proportion of people using the internet by geographical region.

Share of the population using the Internet

Hannah Ritchie and Max Roser (2019) - "Technology Adoption". Published online at OurWorldInData.org. Retrieved from: 'https://ourworldindata.org/technology-adoption' [Online Resource]

Summarise the information by selecting and reporting the main features and make comparisons

where relevant.

Write at least 150 words.

https://ourworldindata.org/grapher/share-of-individuals-using-the-internet

https://ourworldindata.org/grapher/share-of-individuals-using-the-internet


21

Answer:


22

Task 2

You should spend about 40 minutes on this task.

Write about the following topic:

Today much of the food people eat gets transported from farms that are thousands of miles away.

Some people believe it would be better for the environment and the economy if people only

consumed food produced by local farmers.

Would the advantages of this outweigh the disadvantages?

Give reasons for your answer and include any relevant examples from your own knowledge

or experience.

Write at least 250 words.


23

Answer:


24


25

Speaking Test How to do the test. Set up your recording device, read each question, and answer the

question. For Part 2 take one minute to write notes, then start speaking.

Speaking Part 1

Stationary

• Which do you prefer to use, pen, or pencils?

• If someone gave you some pens or pencils, how would you feel?

• When was the last time you bought some pens or pencils?

• Do you usually use a pens or pencil for writing?

Radio

• Do you listen to the radio?

• What do you like to listen to?

• When do you listen?

Speaking Part 2

Take one minute to write some notes about the topic below, then talk for one to two minutes:

I’d like to ask you a question based on your talk:

• Are you often inconvenienced by bad weather?

Speaking Part 3

We have been talking about the weather. Now I would like to talk about the climate in general:

• Do you think that the weather is becoming more extreme?

• Does the weather impact people’s daily activities?

• What can be done to combat climate change?

• Should governments be doing more to prevent climate change?

• Can individuals help to prevent climate change?

Describe an occasion when weather prevented your activity.

You should say:

• When it was

• Why it prevented your activity

• What you did

And explain how you felt about it.


26

Answers with explanations Listening Answers and Transcripts

1. BAHAR / Bahar

2. Married

3. 2 / two

4. Northwest

5. 876665

6. 19 / nineteen

7. No

8. No

9. $75

10. Check / cheque

11. B

12. A

13. B

14. C

15. A

16. B

17. C/E in any order

18. C/E in any order

19. A/D in any order

20. A/D in any order

21. B

22. A

23. B

24. C

25. B

26. F

27. G

28. D

29. A

30. B

31. terminology

32. Research /research

33. vocabulary

34. reading / readings

35. active

36. quickly

37. content

38. Review

39. complete

40. opportunity

Part 1 Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

Man

Woman

How may I help you today?

I'd like to apply for a driver's license.

Okay, can you fill out this form please?

Certainly, um excuse me I think I need some help. Can you help me?

Sure, what is your last name?

Bahar my last name is Bahar.

Can you spell that please?

B A H A R1

Thanks, can I have your first name now?

Sure my first name is Abdul Ahad.

Abdul Ahad are you married?

Yes I've been married for eight years.2

Oh good for you. Do you have any kids?

Of course I have one boy and one girl3.

That's good. Okay now what is your address

It's 29 26 Northwest4 2nd Avenue

And what's your zipcode?

Eight seven six six six five5

Right. Are you an American citizen?

Good question, yes I am.

And what is your date of birth?

Date of birth? I am sorry what's that?

It's your birthday, you know the day you were born.

Oh right I was born on April 196 1961

Are you disabled?

Well my legs sometimes hurt but I'm not disabled7

Okay only a few more questions. Do you wear glasses?

Yes I need them to drive.

Do you currently have a driver's license

Nope8

Last question do you have your application fee of $759.

Yes is a check okay?

Yes a check is fine. Take your check to the cashier and they will help you.10


27

Man Thanks a lot for your help.

Part 2 Hi, my name is Dan Perez and I work for Wells Fargo bank as a Wells Fargo at work program

consultant, a mouthful, and I am associated with the United Way through the workplace volunteer

Council11, and I wanted to talk today about how volunteering has really helped me.

When I look at volunteering I kind of look at in three different areas of skill development: how it's

helped me in my career and what I really love about volunteering.

When it comes to developing skills what I’ve really liked about volunteering is it gives me an

opportunity to develop skills outside of my current role12. Previously I was a store manager or a

branch manager13 at Wells Fargo and had lots of opportunities to grow and learn in that role but

were missing out in some key areas and so volunteering really helped to fill those, those areas and

some of those areas that I would, you know pinpoint, would have been in networking, public

speaking, interpersonal skills, working with other team members, critical conversations14 and

they've really helped me to step outside of my box15 and really grow and develop and you know I

think of a perfect example you know in the past I've had lots of public speaking experience in front of

small groups when I stepped into the volunteering realm I had to go from groups of 10 to 20 people

to groups of 100 to 250 people, so definitely picked up a little stress level16 on the panic level on that

but it really helped me to build two important experiences.

____________________________________________________________________________

These skills have really come in to help me improve in my career what I do for Wells Fargo has a

program consultant is provide financial literacy to non-profit organizations and businesses across a

very large footprint and unfortunately in my previous role I didn't have a lot of experience with doing

things like facilitating class or managing a large group of people that aren't in the same room17/18 and

I got a lot of those experiences from volunteering through the different organizations I'm part of and

so it really helped me prepare for this role and was one of the reasons I was recruited for this role.

You know I look at volunteering and there's so many great benefits from it but that's one of the

benefits I think that goes understated is every time you go and volunteer every time you put on that

volunteer shirt of those work gloves you're learning a skill that will have some effect down the road19

in your life and why I like volunteering so much is I'm a firm believer that we get more out of the

investment we put into volunteering20 and probably the organizations were participating in I can

think of one for example is called cafe 361 it's a small non-profit here in Cedar Rapids where we

team up with middle schoolers and high schoolers and we do some really awesome things and

there's one person I work with every time I go there her name is Mariah and she's had the biggest

impact on my life of probably any person I've ever met she has shown me how to persevere through

tough times how to overcome obstacles in your life and I wish I had to I hope I’ve had the same

impact on her that she's had on me it's made a huge difference and as I mentioned for every time I

volunteer I'm getting so much out of it20 whether it's developing personal professional skills and just

it's a really great feeling at the end of the day, absolutely love volunteering something I'll ever stop

Part 3 Jessica

Kelly

Hi Kelly

Hey Jessica good to see you again


28

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Good to see you. So why don't you tell me about your Google Apps implementation plan and what

you're thinking of

Well I have one um you know that we're rolling out Google Apps to our whole district this fall and

people are at different stages of knowledge about the initiative even happening. Some

people already have accounts because they're in the pilot group and then other people don't even

know that it's coming or what in the world it is. So, what I'm concerned about is for those people who

haven't heard about it yet and that the first mention of it will inevitably be super nervous21 so I want to

plan like how can we introduce the concept and this tool as like in a funny way or something that's

going to help reduce their anxiety like in that moment.22

And who else is involved in the project

I have Scott and some other people want to teach in my team and the IS team can help with the

messaging too.

Okay and so what have you talked about with your team?

So far we've just talked about we've talked about like that how are we going to let them know they

have an account part23. So we have an email read not but like wow you have a Google account now

and this is your password and it's going to ask you to change it after the first time. So that's like the

very basics of you're going to have an account, but for some people they're gonna get that email and

be like I didn't find it for an account or or whatever so we do have sessions scheduled with some of

the big programs already so I guess one thing would be to make sure that at some point probably

before October we can get our faces in front of every group or subgroup of staff.24

So you're thinking about what the what the barriers are going to be and what the challenges are

going to be right from the very beginning and what are some of those?

Well not understanding what, what it is how it's different from what they're already doing, or in the

case of, especially a lot of the EA's, maybe they don't do a lot on a computer25 so why would they

need to pay attention and they might not need to pay attention, they might not use it because it's all

going to be an optional thing but I just don't want anyone to be like they're making us do something

and we don't want to do.25

So so one of the challenges is identifying who's actually even going to need to spend time with you

on this.

yeah that could be or how much they need to hear right off the bat.

Okay and so some of the ways that you've thought about dealing with rolling this out just tell me what

what some of your plans are.

Well we do have like one in two hour like rah-rah sessions scheduled with some but that's mostly

licensed staff, so it's actually the school.26 Talking this out is making me think about the EI training

day and that Scott and I could probably use that time to do something tailored. I guess it kind of is

more the EA's that I'm worried about; how are they going to get a positive message about this. The

licensed staff would kind of go; like we know the foundational stuff we're going to teach in the

examples we're going to give and stuff but how we can twist it for the EA's to make them feel good.

So, for people that you're not quite sure how much they're going to use it, how much knowledge they

have, see how the ways to deal with making them feel more comfortable how do you think it might

work?

Well I think there's some great like kind of funny little videos to show what Google could do27 and

then just making them and like it's not something you have to do but there are those handful of EA’s

that are actually they are leaders in technology for the teachers too so I don't want to like

disempower them so there's some I wanted to be like, oh I could do this and like, we're available to

help you

So are there constraints that keep you from bringing people together that are that are at the same

place or do you have to do it program by program or can you do it based on kind of differentiating by

knowledge experience and desire

Oh no we could do that potentially we kind of have some of those people in our mind and we can go

talk to them on an individual basis28 like hey you wanted to do this project last year and now we have

Google now you can do it you have the tool now and let's work on it and we've been approached


29

Jessica

Kelly

Jessica

Kelly

Jessica

Kelly

Jessica

individually by some some of the EAS to to learn to learn better and get up to speed. So yeah, I

guess we wouldn't have to have a blanket thing.

Okay. So, it sounds like you've anticipated a lot of the problems that you're going to have in

challenges and so what's your biggest worry around planning this implementation?

Oh I think that someone will get the wrong idea of what it is and kind of start to plant the anxiety seed

around to other people who haven't had a chance to hear our message first hand from us29. So that's

why I'd like to get it out there sooner rather than later so there isn't time for any small or large group

of people to feel like they've been left out or forgotten or (okay) expect to do something they're not

getting trained in.

So ways to do that you're thinking about

I think the big one now that I've talked with you is remembering that we have that whole day of where

we will have contact with all the EA’s in the district. It's like last year so we can for sure get out a

small message there. We can also we know the sites where there's going to be a higher expectation

from the manager that the licensed staff uses so we can help focus on the other staff at those

programs that would be maybe a higher priority (okay) and we can do some bulletin items30 and we

have talked with Gene too about doing like a booth at the Welcome Back so some of those kind of

feel-good things I decided. I have a few ideas.

Yeah it sounds like you’ve got a lot of good ideas.

And uh this tells me to clarify what which ones to focus on I think, yeah all right you know me I'm

always full of ideas

Well great, I can't hear wait to hear how it goes

Part four Listening to lectures can be a challenge especially if English is not your first language, if you're a new

university student or if you are studying a new subject. Some students report difficulty with the speed of

delivery. It can be difficult to process a lot of information on a new topic in a second language. Each course

will have its own terminology and a lot of new vocabulary to learn on top of that31. It may take time to get used

to each lecturers’ presentation style or pronunciation. Perhaps it's the first time you have heard an Australian

accent or English spoken by people from other countries. Since English is a global language we need to get

used to a variety of accents.

While these may be challenges there are two important research findings you should consider. One, students

who go to lectures are more likely to do well in their degrees, and two, students who do not go to lectures are

less likely to improve their English.32 This means that the worst thing you can do is to stop attending lectures.

Success in this area depends on three things: what you do before, during and after class. Before each lecture

you should prepare by looking at the material from the previous week to remind you of the new concepts and

vocabulary33. Then refer to the material that the lecturer has put up on the learning at Griffith site for the next

lecture and to do any suggested reading34. Research shows that preparation for lectures and other classes is

linked to academic success. Also don't forget to take material with you to class either on paper or on

electronic device. Finally, don't be late or it will be harder to understand the topic. Try to arrive early. During

the lecture your job is to stay focused. Sitting near the front can be helpful as you can hear better there, and it

will help your concentration. Don't text, use social media, surf the net or daydream. Try to be present in mind

as well as body.

It is important to be an active listener during the lectures35 because listening is not the same as hearing. How

can you be an active listener? Firstly, you should follow the PowerPoint slides or handouts that the lecturer is

using. It is also a good idea to take notes either by hand or electronically. Even though you can access the

PowerPoint slides and other materials after the lecture, taking your own notes means that your brain is forced

to be active while listening. This also stops your mind from wandering. You could also write down questions

about the content or make a list of things to follow up on. The more active you are the more you will

understand and remember. When taking notes use abbreviations. Some may be standard abbreviations

or you can create your own but make sure you will be able to understand these the next time you look at your

notes. During the lecture ask your lecturer if something is not clear. Here are some useful questions:

• what do you mean by X

• would you mind explaining the point about …


30

• I'm sorry I didn't catch that last bit

• could you say that again please?

Ask your lecturer to provide a list or glossary of new terms. If your lecturers speak quickly don't be afraid to let

them know that you are finding it challenging36.

After the lecture it is a good idea to chat to other students about the content because this will help your brain

process and recall new information37. You should also look back at your notes within 24 hours38 before your

memory starts to fade. Don't leave it until just before an exam to look back at your notes. You should always

attend the tutorial as well as the lecture and to complete any tasks and readings39. It's also a good idea to

listen again to the recording of the lecture. You can stop and start it if you need to. If there are any difficult

sections. Learn new words from the lecture each week.

Remember that listening to all types of English at University and off-campus will help improve your listening

skills. Listen to or watch the news every day, listen to conversations around you in everyday life, take every

opportunity you can to speak and listen in English40. This will help develop your listening skills for lectures and

other situations over time.

if you follow this advice you will find that listening to lectures becomes easier, but you are responsible for

making an effort. Don't give up. Remember that attending lectures is critical for your academic success.

source: https://www.youtube.com/watch?v=FFFm928eiPk CCBY

Reading Answers and Explanations

Passage 1 Answers

1. partners

2. intervention

3. naturalness

4. Dutch

5. stewards

6. recreation

7. technological

8. pollute

9. FALSE

10. FALSE

11. TRUE

12. NOT GIVEN – there are examples of NGO efforts, but it doesn’t say that they find this view the

best

13. TRUE

World Views on Building With Nature

There are 5 different views on Building with Nature. The 5 views differ in regard to their acceptance of

human intervention in natural systems, from the Hands-off view which rejects human intervention to the

Functional view which indulges in all possible forms of intervention. The Classical ecological view, the

Developmental view and the Co-evolutionary view fall in between. The Hands-off, Classical and

https://www.youtube.com/watch?v=FFFm928eiPk


31

Developmental views can be regarded as eco-centric, whereas the Co-evolutionary and Functional views are

anthropocentric.

Type 1: Hands-off View

People with a Hands-off view on nature value naturalness – the extent to which nature is free from human

interventions. In this view, human intervention is believed to always reduce the naturalness of an

ecosystem. So, the best way to conserve nature is not to interfere, but rather to rely on the natural

restoration capacity of ecosystems. Any form of maintenance or intervention, even those activities aimed at

stimulating natural processes, are in conflict with naturalness. Underlying this thinking is the belief that

humans are not part of nature, but that they have a moral responsibility to behave as partners1 on the basis

of intrinsic equality.

Examples of the Hands-off approach are hard to find in practice9. Generally speaking, nature conservation

organisations consider biodiversity and rare species more important than naturalness and they often resort

to interventions aimed at protecting species rather than allowing nature to take its course.

Type 2: Classical View

People with a Classical ecological view strive to conserve and restore existing natural areas in accordance

with an historical reference situation. Whether human intervention is incorporated or not, is not an issue10.

What matters is to protect (and isolate) existing nature (maintaining biodiversity, protecting rare species and

unique landscapes) from further harm. Active human intervention is considered necessary2 since nature

cannot defend itself against the threats from society. In this view, humans should act as stewards of the

environment, and naturalness is a subordinate issue.

This view represents a reactive and defensive stance against economic activities that harm nature. Examples

of the Classical ecological approach are found in the work of non-governmental nature conservation

organisations, who may purchase and manage natural and cultural sites to protect them from destruction.

Type 3: Developmental View

In the Development view, both the protection of existing natural areas and the development of new natural

sites are the main objectives. Sustainability cannot be realised simply by keeping one’s hands off nature or

by protective interventions, but it also requires the development of new natural sites11. Core issues are the

desire to enhance naturalness and wilderness3, to give space to natural processes, to enhance the systems’

diversity rather than only to conserve rare species. Whether it is by reducing maintenance, removing

previous interventions e.g. barrages across a river, or by creating favourable physical conditions for biota, all

the interventions are aimed at enhancing naturalness. The development of ecological networks, which help

to enhance the natural resilience of ecosystems, is encouraged. Basically, interventions are driven by the

desire to provide more space for nature rather than by the wish to realise utility for society. Humans are

expected to act as partners for nature.

In this view, increasing the quantity and quality of nature requires ecological networks and opportunities for

natural processes in addition to protection and isolation. An example of the Development view is the Dutch

national ecological infrastructure13 – a connected network of nature areas with target types of nature

specified per geographical region in terms of both naturalness and species diversity.

Type 4: Co-evolutionary View

For people with a Co-evolutionary view, the primary objective is to maximize the social welfare derived from

nature, while maintaining ecological qualities. This welfare can be derived both through direct use (resource


32

extraction) or indirect use (regulatory mechanisms), as well as through non-use (social preferences attached

to nature’s existence). In nature areas, user functions which do not seriously damage the natural system are

allowed, such as recreation and sustainable forms of harvesting. Although naturalness is considered

desirable, it is not considered to exclude human activities, as humans are viewed as part of nature. A

balanced interaction between nature and society is advocated. Humans should act as the stewards of

nature5. Both society and nature are allowed to change and to inflict change upon each other, as long as

neither suffers serious damage, nor threats to their existence.

In the Co-evolutionary view, the separation of ecology and economy is neither favourable to nature nor to

society, since the two are interdependent. Opposition to this interdependence is seen as unrealistic.

Examples of the Co-evolutionary view are nature reserves in which recreation is allowed6. Another recent

example of the Co-evolutionary view is the Dutch ‘Room for the River’ programme13 in which rivers receive

more space so as to accommodate high flood flows. Sacrificing land at suitable locations in this way is

compensated by advantages such as reduced flood risks and increased natural beauty which can be enjoyed

by visitors. In this plan, a balanced interaction between society and nature is advocated to generate mutual

advantages.

Type 5: Functional view

People with a Functional view on nature, consider that nature’s value lies in the benefit that humans derive

from nature. In this view, people may act to control and build (or destroy) nature. The Functional view rests

on a strong belief in technological progress7. Since naturalness is considered illusionary, humans may control

and even construct nature to meet societal needs with the help of ecologically-sound civil engineering.

Although humans can destroy nature through technology, people can also create favourable conditions for

nature by means of technology. Nature can be man-made and abiotic conditions do not pose restrictions

since these can be adjusted too.

In this view, as it has not yet been demonstrated unequivocally that critical thresholds have been

encountered, and society has survived so far, it is unclear whether such thresholds actually exist for humans.

Examples of a purely Functional view include companies which pollute the environment (e.g. river nearby)

with the argument that technology will be developed to clean up at a later date.8

source: https://ocw.tudelft.nl/course-readings/1-4-1-world-views-bwn/?course_id=18513

Engineering: Building with Nature by TU Delft OpenCourseWare is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License.

Based on a work at https://ocw.tudelft.nl/courses/engineering-building-nature/.

https://ocw.tudelft.nl/course-readings/1-4-1-world-views-bwn/?course_id=18513

http://ocw.tudelft.nl/



https://ocw.tudelft.nl/courses/engineering-building-nature/



33

Passage 2 Answers

14 C

15 A

16 E

17 G

18 B

19 D/B

20 D/B

21 narrowly utilitarian

22 biotech

23 molecular

24 ecosystems

25 degraded

26 ethical

Extinctions, are they our fault? A

Looked at in the large, the history of life on Earth is one of continuous change, driven by the interplay

between evolutionary processes and the altered environments that can result. Are the recent past and

impending future extinctions, unambiguously caused by humans, different15? Yes and no. No, in the sense that

the explosive growth of the animal species Homo sapiens can be seen as just another evolutionary process

with increasingly serious ecological consequences for other species. Yes, in the sense that - unlike earlier

extinctions - the causative agent (that's us) is aware of what is happening and could act to reverse current

trends. Unfortunately, we show few signs of doing so.

B

The causes of recent, human-associated extinctions18 are usually listed under three headings: over-

exploitation, habitat destruction, and introduced aliens. But you could, with a bit of a stretch, group many past

extinctions under one or more of these headings. The demise of the dinosaurs, or the massive wave of marine

extinctions which mark the end of the Mesozoic, could be called 'habitat change'. The opening and closing of

land bridges, as tectonic plates moved around over the past billion years and more, introduced 'invasive

aliens', which restructured many ecosystems. More generally, over geological time-scales, natural

evolutionary processes created changes within plant and animal populations, with new winners and new

losers. In that sense, humans look like being the main agents of the Big Sixth wave of extinctions, on whose

breaking tip we currently stand.

C

The very big difference between past extinctions and the current human-associated ones14 is we understand

what is happening. And we can, in principle, choose to modify our behavior to preserve the awe-inspiring

diversity of plant and animal life we have inherited19/20. Even were we to do this - and we show few signs of it

- there would still, over relatively long time-scales, be changes. They would, however, be more likely to be the

pseudo-extinctions technically referred to as 'relay and replacement', as new species evolved and replaced old

ones for example as Eohippus evolved into today's horse.


34

D

As in so many areas of science, we know quite a lot, and continue to learn more about the rate of extinction

before humans appeared. One measure of our knowledge is by looking at the estimated average lifetime, from

origination to extinction, of a variety of animal groups. We can complement this by showing numbers of

families of marine animals over the sweep of geological time. The data we have testifies to increasing

diversity and species richness, interrupted by episodes of mass extinction, the greatest one being that of our

own era.

E

However, our knowledge of how human interference has impacted extinctions should be better. Part of the

problem is what a management consultant might call the misallocation of resources16. The workforce of

systematists and taxonomists is estimated to be apportioned roughly equally among vertebrate animals,

invertebrate animals and plants. Yet the known number of vertebrate species is smaller than those of plant

species and invertebrate species by one and two orders of magnitude, respectively. Things get worse as we

move to research literature on conservation biology: a recent study of 2,700 papers published over 15 years in

the two top conservation research journals shows 69% on vertebrates, 20% on plants, and 11% on

invertebrates. Nevertheless, if we assume that documented extinctions among birds and mammals occur at a

rate typical of other groups, we can make an indirect assessment of the recent acceleration in extinction rates.

The IUCN Red Data Books document the extinction of roughly one bird or mammal species each year over

the past century. On this basis, each species can expect to survive around 1,000 years. In relation to the 1 to

10-million-year expectation noted above, this represents a speeding-up of extinction rates by a factor 1,000 to

10,000.

F

Another issue is that we don’t know how many species there are on Earth today. However, we do have very

good knowledge of how many bird species there are. The International Ornithological Congress says 10,448,

although some would argue plus or minus 500. The mammalian total is smaller, 5,000 give or take 10%. Plant

species add up to around 300,000. There are approximately 1 million known insects, but the true number

could be several times this. Estimates of the true total, in my opinion, are in the plausible range of 3 to 8

million distinct eukaryotic species. In other words, we have documented only one half, maybe only one-fifth,

of our planet's biological diversity. This makes it more difficult to know the exact number of extinctions19/20.

G

People do worry about extinctions and they tend to give three main reasons for this.17 The first might be called

narrowly utilitarian21: the plant and animal species that are being extinguished could represent important

genetic resources for tomorrow's 22biotech revolution. We are burning the books before we have read them. I

think this is a weak argument, because tomorrow's advances in understanding the molecular23 machinery of

life will, I believe, see us (for example) designing new drugs from the molecules up.

The second might be called broadly utilitarian: although the services provided by ecosystems24, which are

many and varied, are not taken into account in conventional measures of gross domestic product (GDP), they

nevertheless are very important to us. The Millennium Ecosystem Assessment classifies these services under

24 headings, and finds that 15 of these are being degraded25, 4 are improving, and 5 are such that we know too

little to assess.


35

Which brings me to the third argument, which is that we have an ethical26 responsibility not to deprive

tomorrow's world of its heritage. Aldo Leopold expressed it well, mourning the death of Martha, the last

passenger pigeon: 'We grieve because no living man will see again the onrushing phalanx of victorious birds

sweeping a path for Spring across the March skies, chasing the defeated Winter from all the woods and

prairies.... Our grandfathers, who saw the glory of the fluttering hosts, were less well-housed, well-fed, well-

clothed than we are. The strivings by which they bettered our lot are also those which deprived us of pigeons

and unless we as a species take steps, the loss of such species will continue.

Passage 3 Answers

27. B

28. D

29. A

30. E

31. B

32. NO

33. YES

34. NO

35. NOT GIVEN

36. destination/location

37. dangerous

38. security

39. screening

40. safety/security

The Impact of Globalization on Tourism

In today’s integrated and interdependent world, multiple forces represent both opportunities and

threats to tourism. One of these is globalization and we can assess the impact of globalization on

tourism from a number of perspectives.

Global Mobility and Ease of Travel The advances made in transportation that have enabled global mobility are particularly significant.

Modern aircraft, cruise ships, trains, and other modes of transport allow people to move quickly and

relatively cheaply. These changes have allowed more people to travel more often in less time32. Ease

of travel has also helped to overcome the barriers of fear, frustration, and expense. For example, an

international banking system allows access to money almost anywhere in the world. Multinational

corporations, which provide flights, local transportation, and accommodation and food, have allowed

for “one-stop shopping” for travel bookings. Handheld devices have also changed the nature of travel

in terms of what travellers do and how they interact with a destination, making it easier to, for

example, select a restaurant, navigate a big city, or translate a foreign language. As a result, there are

fewer unexplored places in the world anymore.

Population and Demographic Trends According to the United Nations Population Fund (UNPF, 2015), the world population reached 7

billion in 2011 and is projected to exceed 9 billion by 205031. However, birth and death rates are


36

vastly different between developed and developing nations (Population Reference Bureau, 2013). In

the developed world, there are more older citizens (over 60 years old) than there are children (under

14) and this ratio is increasing (Business Insider, 2014)28. In contrast, in the developing world, this is

not expected to occur until the middle of this century.

Other critical population trends affecting global development and tourism include the following

(UNPF, 2015; World Tourism Organization, 2010; York, 2014):

• There are approximately 1.8 billion young people in the world (between 10 and 24 years),

which is the largest that this group has ever been. They have tremendous opportunity for

economic and social progress, resulting in a “youth dividend” for countries that embrace

this demographic and their youthful vitality. This group is also travelling more than ever

before in history (World Tourism Organization, 2010).

• By the end of this century, approximately 40% of the world’s population is expected to be

African.30 While birth rates are tending to fall around the world, they are still higher across

Africa than in most other parts of the globe. This could result in a youth dividend or

further exacerbate problems on the African continent (York, 2014).30

• More people are migrating than ever before, with 232 million recent migrants compared

with about 175 million in 2000. The top five destinations are the United States, the

Russian Federation, Germany, Saudi Arabia, and the United Arab Emirates.

• More than half of the global population is urban, and the urbanization trend is expected to

continue (UNPF, 2105)27 as people search for more jobs, more services, and more

activities. Not everyone benefits equally though, as housing and other infrastructure

struggles to keep up with the growing urban population.

34To keep up with all of these changes in demographics, destinations will need to provide products

and services to suit the older, culturally diverse, multi-generational travellers as well as the

adventurous youth. Additionally, hiring and retaining staff will require a rethinking of human

resource policies and procedures, compensation, and other aspects for the changing population of

employees.

Terrorism, Safety, and Security Terrorist attacks and political unrest globally have certainly disrupted tourism, but not halted it. The

areas most affected, of course, are those where unrest has occurred and has been the focus of

extensive media attention. While safety and security may not be the driving reasons for tourists

selecting a particular destination, certainly a lack of safety and security often eliminates a location

from travellers’ “wish lists.”36 Safety and security for travellers is becoming more important as

countries move to protect their citizens. Government agencies around the world produce advisories

and warnings for their citizens to stay away from dangerous locations and political unrest37.

The focus on safety and security has had several impacts on travellers. Most notably, security at most

airports has been increased in an effort to protect people and planes (Flight Global, 2015)29 / 38.

Screening procedures can take longer39 and some items are no longer allowed on board. Other

security requirements, such as showing passports and providing fingerprints, have been implemented

for entry into some countries. While all acts of terrorism cannot be stopped, the tourism industry is

attempting to provide as much safety and security as it can40.

Increased Awareness of New Destinations


37

Another influence of globalization on tourism is a greater awareness of destinations and the range of

leisure activities, sites, and cultures to visit around the world. Generating knowledge of a destination

is obviously a key first step in marketing a destination, and this is achieved by way of travel shows,

films, blogs, and other forms of communication. The competition to attract visitors is fierce

considering the sheer number of places available for travel; it can be easy to get lost in the noise of

global competition.

Poverty

Globalization has contributed to increased demand for goods and services and overall economic

growth, with the result that global poverty has decreased over the years. However, at the same time,

the gap between the richest and poorest has expanded33. A significant portion of the world’s

population is simply unable to participate in, or benefit from, tourism. The economic gains from a

tourism economy in a developing country such as Honduras versus a developed country such as

Canada is unequal. Simply put, not everyone has the same opportunities to profit. Environmental

costs are also unevenly distributed in the world, with poor countries lacking the resources to adapt to

impacts (such as droughts, increased disease, soil erosion), and shouldering the majority of the

repercussions of phenomena such as global warming.

Source: https://opentextbc.ca/introtourism/chapter/chapter-14-back-to-the-big-picture-globalization-and-trends/

https://opentextbc.ca/introtourism/chapter/chapter-14-back-to-the-big-picture-globalization-and-trends/


38

Writing Model Answers these are only model answers, there are many other ways of writing answers and getting a good

score.

Task 1

The pie charts illustrate the changing proportions of the world’s internet usage from 2000 to 2016. As usage share

rose in developing regions like Africa, South Asia and Latin America, it fell in more developed areas such as Europe.

The biggest gains were made in Sub-Saharan Africa (SSA) and South Asia (SA). Both of these regions doubled in

each year given although they remained the smallest shares in each chart.

Another large gain was in the Middle East and North Africa which rose from approximately 5% in 2000 to 15% in

2010, and gained another 2% by 2016. Latin America and the Caribbean increased only from 2000 (15%) to 2010

(21%) and remained stable thereafter.

Two regions decreased over the time shown. East Asia and the Pacific was constant at around 22% until 2016,

when it fell to around 19%. However, the largest reduction was Europe and Central Asia, which halved, from 52% to

26% over the time period given.


39

Task 2

For Against

Fresher

local econ <-support local

farmers

diverse crops <- better for soil

Variety -> can’t get everything/ only

seasonal bc storing non-seasonal or using

greenhouses = energy = Inc carbon

footprint

Is good but difficult to do in practice.

Model Answer Whilst it is true that only eating food produced locally is better for local farmers it is not always

beneficial to the environment.

Eating only locally grown food has numerous benefits. Firstly, the food is generally fresher as it

has not had to traverse excessive distances to reach the supermarket shelves. This also

reduces wastage as less is spoiled on its way to market. Buying regional produce also helps local

farmers economically and boosts the local economy as the farmers will have more money to spend

and there may be more job opportunities or new business that arise as a result.

In addition, to supply the variety demanded by consumers, farmers may diversify their crops

which is good for the soil as compared to large monoculture farms. Furthermore, by keeping

farms going the amount of land that remains undeveloped is also sustained, again this is

excellent for the environment as the more open land we have the better.

The issue that the distance travelled is bad for the environment is true up to a point.

Although travel does incur a carbon footprint, eating food out of season that has been stored

or grown locally in a greenhouse uses just as much if not more energy, which does not help the

environment at all. The only way to ensure that you are helping the environment is to eat

nearby, seasonal food. However, doing this can mean that your diet is very restricted as no one

region produces all types of foodstuff, and what can be obtained in each season can be extremely

restricted, which can make eating only locally produced food very difficult.

In conclusion, although eating only regional produce is obviously better for the environment and

the local economy, it is in practice very difficult to do.


40

Academic IELTS Test 1 2019 Contains 1 complete test with answers and explanations

Audio for listening can be found at:

Part 1: https://youtu.be/Qb41Z6Bf_CI

Part 2: https://youtu.be/5pEMR-jSTVI

Part 3: https://youtu.be/vbkJZiCGb5o

Part 4: https://youtu.be/wiimbFfFS1Y

Audio for speaking can be found at: https://youtu.be/JVZQ1aXspk8

https://ieltsnesolkuching.weebly.com/ [email protected]

https://youtu.be/Qb41Z6Bf_CI

https://youtu.be/5pEMR-jSTVI

https://youtu.be/vbkJZiCGb5o

https://youtu.be/wiimbFfFS1Y

https://youtu.be/JVZQ1aXspk8

ielts academic test 1 · 2020. 9. 29. · ielts academic test 1 2020 . practice test 1 2020 1...

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