ielts practice tests with answer keys

8/19/2019 IELTS Practice Tests with Answer Keys

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IELTS

PRACTICE

TESTS

By Naveed Rehman - 2015



Contents

Themes.....................................................................................................................2

The IELTS Test........................................................................................................4Using this Book........................................................................................................6Helpfl Hints....................................................................................................!......"Listening Pr#$ti$e Tests...............................................................!.........................%&

Test %.............................................................................................................%'Test 2.............................................................................................................24Test&.............................................................................................................&%

(e#ding Pr#$ti$eTests...........................................................................................&)Test %.............................................................................................................&*Test 2.............................................................................................................4*Test &.............................................................................................................'*Test 4.............................................................................................................6"Test '.............................................................................................................)"Test 6.............................................................................................................")Test ).............................................................................................................*6Test "...........................................................................................................%+4Test *.................... ......................................................................................%%%

,riting Pr#$ti$e Tests .........................................................................................%2%Test %...........................................................................................................%2&Test 2...........................................................................................................%24Test &...........................................................................................................%2'Test 4...........................................................................................................%26Test '...........................................................................................................%2)Test 6...........................................................................................................%2"Test )...........................................................................................................%2*Test "...........................................................................................................%&+Test *...........................................................................................................%&%

Self-(#ting ide........................................................................................%&'Spe#king Tests.....................................................................................................%&)

Test %...........................................................................................................%&"Test 2...........................................................................................................%4)

Tr#ns$riptions......................................................................................................%'*/ns0er 1ey.........................................................................................................%))Sor$es.................................................................................................................%"2



Themes - (e#ding Tests

Title ThemeTest l% indin the lost freedom (ed$in $it tr#ffi$2 (isin se#s The 0#rmin of the E#rth3s o$e#i& e0 rles for the p#per g#me Polltion-free p#per m#king

Test 2% Ho0 to r#ise # 5right $hild Theories of $hildhood ed$#tion2 The #le of drier tr#inin 7o drier tr#inin ro r#ms 0or& Hm#n po0ered pmps for Prim#ry te$hnology in /fri$#

/fri$#n f#rmersTest &% Tr#dition#l 8ietn#mese medi$#l #tr#l food #s medi$ine

theor2&

The ne0 spersoni$ 5oomCo-hosing

Bilding the ne0 Con$ordeSh#ring domesti$ liing sp#$e

Test 4% Th#t 9ond#y morning feeling 9ond#y morning is # he#lth risk2 7omesti$ diision of l#5or Ho0 hs5#nds #nd 0ies sh#re

hosehold t#sks

& The re#t B#rrier (eef / fr#gile e$ology #t riskTest '

,r#p p yor isit 0ith the ift giing in #rios $ontrieserfe$t ift

2 E#rth:#kes C#ses #nd effe$ts of& ,hy 0e $#n3t #fford to let /si# / ne0 look #t food prod$tion

st#re #nd distri5tionTest 6% Intelle$t#l dis#5ility So$i#l responses to intelle$t#l

dis#5ilit2 el $ells! 2%st $entr ele$tri$it Effi$ient ener se in the& The ne0 I$e /ge Liing in the /nt#r$ti$Test )% Tools for tomorro03s Tele$ommni$#tions

$ommni$#tions2 Ch#r#$teristi$s of open #nd Stdying 0ithot going to s$hoodist#n$e le#rnin

& /sso$i#tions proide ther#py for The 5enefits of 5elonging toso$iety grops

Test "% Sst#in#5le prod$tion (e$y$ling2 Se#r$hin the skies Lookin for e;tr#-terrestri#l life& The ro5lems of m#tre o5 / e dis$rimin#tion in the o5

hnters m#rketTest *% / different t#ste of things to $ome ood preferen$es2 = ire tests 7is$oerin ho0 fires st#rt& > Some mis$on$eptions #5ot E;#mining ne0 findings #5ot

/5origin#l /str#li# /5origin#l history



Themes - ,riting Tests

Title ThemeTest %% C#ses of in<ry Types of in<ry #mong different #ge

grops

2 8eget#ri#nism / me#tless diet for godd he#lth

Test 2% Popl#tion gro0th Comp#rison 5et0een $ities oer #

2' ye#r period.

2 Tr#ining for s#fe driing The 5est 0#y to red$e tr#ffi$ #$$identsTest &% / 0#ste dispos#l nit 7es$ription of the n<ft #nd ho0 it

0orks2 orests! the lngs of the Imp#$t of the destr$tion of forests

e#rth life formsTest 4% Leisre #t home Ho0 people spend their free time

#t home2 S#fety st#nd#rds for oernment role in enfor$ing s#fety

5ilding $onstr$tion st#nd#rdsTest '% ,ork time to 5y Ch#nging #mont of 0ork needed.

to r$h#se $onsmer items2 Children le#rn 5est 5 Ho0 $hildren le#rn

o5sering #dltsTest 6% S endin on $iili#n Com #rison of s endin 5et0een

#ppli$#tions 0orld 0ide $ontries2 ?oos The #le of keeping #nim#ls in @oos

Test )% Ane person hoseholds The rise in one person hoseholds

drin # %+ e#r eriod2 Complsory ed$#tion Ed$#tion is it#l for the ftre

Test "% ,omen tod#y The st#ts of 0omen #rond the0orld

2 Torism Torism #s #n import#nt sor$e ofn#tion#l reene

Test *%

Sports in<ries Emergen$y tre#tment for n<riesfrom different sports

2 ,#ter Sffi$ient $le#n 0#ter for the ftre



The IELTS Test

IELTS me#ns Intern#tion#l English L#ng#ge Testing System. It is #nintern#tion#lly #$$epted English l#ng#ge test 0hi$h #ssesses 0hether or notyor English l#ng#ge skills #re strong enogh to $ommen$e stdying #t # niersityor #t # o$#tion#l $ollege in #n English spe#king $ontry.Aer 4+=+++ $#ndid#tes sit for the IELTS test 0orld0ide eery ye#r.

The IELTS test is not # test 0hi$h yo $#n p#ss or f#il. IELTS tells yosomething#5ot yor English l#ng#ge 0e#knesses #nd strengths.

There #re 4 s5testsListening= (e#ding= ,riting #nd Spe#king.or reslt from e#$h of these s5tests is gien indiid#lly on # s$#le from %-*#nd then #ll 4 s$ores #re #er#ged to gie the Aer#ll B#nd S$ore.

/n otline of e#$h Aer#ll B#nd S$ore is gien 5elo0.

* E;pert User. H#s flly oper#tion#l $omm#nd of the l#ng#ge! #ppropri#te=#$$r#te #nd flent 0ith $omplete nderst#nding.

" 8ery ood User. H#s flly oper#tion#l $omm#nd of the l#ng#ge 0ith onlyo$$#sion#l nsystem#ti$ in#$$r#$ies #nd in#ppropri#$ies. 9isnderst#ndingsm#y o$$r in nf#mili#r sit#tions. H#ndles $omple; det#iled #rgment#tion0ell.

) ood User. H#s oper#tion#l $omm#nd of the l#ng#ge= thogh 0ith o$$#sion#lin#$$r#$ies= in#ppropri#$ies #nd misnderst#ndings in somesit#tions. ener#lly h#ndles $omple; l#ng#ge 0ell #nd nderst#nds det#iledre#soning.

6 Competent User. H#s gener#lly effe$tie $omm#nd of the l#ng#ge despitesome in#$$r#$ies= in#ppropri#$ies #nd misnderst#ndings. C#n se #ndnderst#nd f#irly $omple; l#ng#ge= p#rti$l#rly in f#mili#r sit#tions.

' 9odest User. H#s p#rti#l $omm#nd of the l#ng#ge= $oping 0ith oer#llme#ning in most sit#tions= thogh is likely to m#ke m#ny mist#kes.Shold 5e #5le to h#ndle 5#si$ $ommni$#tion in o0n field.

4 Limited User. B#si$ $ompeten$e is limited to f#mili#r sit#tions. H#s fre:ent pro5lems in nderst#nding #nd e;pression. Is not #5le to se $omple;l#ng#ge.

& E;tremely Limited User. Coneys #nd nderst#nds only gener#l me#ning inery f#mili#r sit#tions. re:ent 5re#kdo0ns in $ommni$#tion o$$r.

2 Intermittent User. o re#l $ommni$#tion is possi5le e;$ept for the most 5#si$inform#tion sing isol#ted 0ords or short forml#e in f#mili#r sit#tions #ndto meet immedi#te needs. H#s gre#t diffi$lty nderst#nding spoken #nd

0ritten English.

% on User. Essenti#lly h#s no #5ility to se the l#ng#ge 5eyond possi5ly #fe0isol#ted 0ords.



,hen yo de$ide th#t yo 0old like to do frther stdy in #n English spe#king$ontry= the niersity or $ollege yo #pply to 0ill s#y 0h#t minimm s$oreyo0ill need in order to enrol in the $orse of stdy yo h#e $hosen. This s$ore0ill

pro5#5ly 5e 5et0een '.' #nd ).+. Some niersities #lso re:ire # minimm 5#nds$ore on # p#rti$l#r s5test= s$h #s ,riting or Spe#king.

The Listening #nd Spe#king s5tests fo$s on gener#l English.

The (e#ding #nd ,riting s5tests #re more $losely rel#ted in $ontent to#$#demi$styles of English.

The subtests are always taken in the following order

LISTEI4 se$tions= #rond 4+

items&+ mintes

(E/7I& se$tions= #rond 4+

items6+ mintes

,(ITI2 t#sks D%'+ 2'+

0ordsF6+ mintes

SPE/1I

%+-%'mintes

Tot#l Test Time! 2 hors 4' mintes

Gestions most often #sked #5ot the IELTS test

7o have to do all 4 sections of the test?

es yo do. The Aer#ll s$ore is $#l$l#ted #s #n #er#ge of #ll 4 s5tests.

If I don't get the score I need, can I do the test again?

o 0ill h#e to 0#it & months 5efore yo $#n do #nother test.

Ho0 soon can I get my results?

9ost IELTS test $entres $#n gie yo yor reslts 0ithin % 0eek.

or frther inform#tion #5ot the IELTS test= yo $#n refer to The IELTS Handboo,



Using this Book

Pro$edre for Listening= (e#ding #nd ,riting Tests7o these pr#$ti$e tests nder stri$t test $onditions.Time yorself $#reflly #nd do not se # di$tion#ry.o m#y photo$opy the 5l#nk #ns0er sheets #t the 5eginning of e#$h testse$tionor se yor o0n p#per.o $#n pr#$tise the tests in the $orre$t order or sele$t tests #$$ording tothem#ti$interest= sing p#ges 2 #nd &.

Listening testsIn e#$h test there #re 4 se$tions.

> /ll di#loges #nd instr$tions for e#$h test #re on the #dio t#pe= $#ssette %.> Pl#y the #dio t#pe right throgh on$e 0ithot stopping.> ,rite yor #ns0ers #s yo listen.> Phot$opy the #ns0er sheet #nd pr#$tise tr#nsferring yor #ns0ers onto it.

(e#ding testsIn e#$h test there #re & re#ding p#ss#ges.> (e#d the instr$tions $#reflly.> St#rt #t the 5eginning.> ollo0 the sggested time for e#$h set of :estions.> Phot$opy the #ns0er sheet #nd 0rite yor #ns0ers dire$tly onto it.

,riting testsIn e#$h test there #re 2 t#sks.> (e#d the :estions $#reflly.> /ns0er 5oth t#sks.> ollo0 the sggested time #nd length for e#$h t#sk.

Pro$edre for Spe#king Tests> ,ork throgh the e;er$ises sing the #dio t#pe= $#ssette 2.> Use the tr#ns$ripts #t the end if yo 0#nt to listen to #nd re#d the interie0s.> Pr#$tise 0ith # p#rtner if yo $#n.

This sym5ol #ppe#rs in #rios pl#$es. It is there to remind yo to $#rry otone or more of the follo0ing #$tiities #fter yo h#e finished # t#sk or # test. Che$k yor #ns0ers to the Listening= (e#ding #nd Spe#king tests sing the/ns0er key #t the 5#$k of the 5ook.

> (#te yor perform#n$e on the ,riting t#sks sing the Self-(#ting ide on p#ges %&' #nd %&6.

> C#rry ot the (efle$tion t#sks #t the end of e#$h s5test se$tion.

To the stdentThese & $omplete Listening tests= * $omplete (e#ding tests= * $omplete ,ritingtests #nd 2 Spe#king tests= h#e 5een prep#red so th#t yo $#n pr#$tise on yor o0n or in # $l#ssroom 0ith the help of # te#$her. They h#e 5een tri#lled 0ithstdents #t different leels #nd #t l#ng#ge $entres intern#tion#lly. eed5#$kfrom

tri#lling h#s 5een in$orpor#ted #t e#$h st#ge of deelopment.



To the te#$her If the IELTS test is ne0 to yo= yo 0ill find the introd$tory des$ription of thetest on p#ges 4 #nd ' sefl. o 0ill pro5#5ly #lso 0ish to go throgh th#tse$tion0ith yor stdents to forest#ll some of their :eries. If yor stdents h#e notdone the IELTS Test 5efore yo m#y find it helpfl to go throgh # test= se$tion

5yse$tion in $l#ss= dis$ssing the :estion types #t some length. o m#y #lso 0ish

to dr#0 yor stdents3 #ttention to the Hints #nd (efle$tions for e#$h s5test #nddis$ss them frther #s yo think ne$ess#ry. Here #re some :i$k hints for yo tofollo0 #s yo prep#re yor stdents for the test sing IELTS !ractice "o#.

Listening Tests> ,ork throgh one se$tion #t # time 5efore doing # fll test.> 7o nder test $onditions so th#t stdents get sed to he#ring the m#teri#l on$e

only.> ie stdents pr#$ti$e in tr#nsferring their #ns0ers to sep#r#te sheets of p#per

#s re:ired in the re#l test.> o oer the #ns0ers 0ith yor $l#ss= pl#ying the t#pe #g#in to $l#rify #ny

diffi$lt :estions.> 7is$ss str#tegies - Ho0 to se the time gien to s$#n :estions.

- ,h#t to do if # :estion is missed or not nderstood.

(e#ding Tests> Use Themes(e#ding Tests= p#ge 2= for gid#n$e #s to the $ontent of the

re#ding tests= in $#se yo 0ish to $on$entr#te on # p#rti$l#r theme.> ,ork throgh one se$tion #t # time= pointing ot the different :estion types=

5efore doing # fll test. o$s on the :estion types yor stdents finddiffi$lt.

,riting Tests> Set #s home0ork t#sks or do in the $l#ssroom nder stri$t test $onditions.> ie the stdents timed pr#$ti$e to help them org#nise themseles nder test

$onditions.> 7o follo0-p 0ork on the p#rti$l#r #spe$ts of 0riting yo feel need

deeloping= s$h #s nderst#nding #nd #ns0ering the :estion= deeloping #n#rgment= sing #ppropri#te register= improing senten$e str$tre= or #ny.other skills norm#lly re:ired for #$#demi$ 0riting.

Spe#king Tests> 7o the e;er$ises indiid#lly or in sm#ll grops.> ie stdents opportnities to pr#$tise #ll for ph#ses> (emem5er th#t yor role #s mo$k e;#miner 0ill 5e import#nt here in

proiding#thenti$ pr#$ti$e #nd relieing the stress th#t this s5test tends to $#se.

> Help stdents to deelop e;pressions 0hi$h #re sefl 0hen h#ndlinghesit#tion or misnderst#nding.

> Use the tr#ns$ripts to point ot #ny fe#tres of $oners#tion#l #5ility th#tdemonstr#te # $#ndid#te is $omfort#5le 0ith English in #n interie0 sit#tion.

Help the stdents nderst#nd th#t the skills re:ired #re sefl= not <st for thetest= 5t for re#ding #nd 0riting in #$#demi$ $onte;ts #nd for listening to #ndspe#king 0ith n#tie spe#kers.



HELPFUL HITS

Hints for Test !ay

E#t # he#lthy 5re#kf#st

/rrie #t le#st h#lf #nhor

5efore the test st#rtsso yo $#n rem#in $#lm.

9#ke sre yo kno00hen #nd 0hereyor spe#king test is.

7on3t p#ni$.P#ni$ m#kes yo lose $on$entr#tion.

9#ke sre yo kno0 yor $#ndid#te nm5er.

Listen $#reflly to #ll

the instr$tions.

If the room is too noisy= tell the te#$her.

If yo $#n3t he#r thet#pe $le#rlyin the listening test=tell the te#$her.

7rink 0#ter.



7ring the 5re#k 5et0een there#ding #nd 0riting tests=

le#e the room= h#e # drink of 0#ter #nd 0#lk #rond.



Hints for the Listening Test

"uestions Hints

,h#t if I $#n3t he#r

the t#pe ery 0ello shold tell the

te#$her immedi#tely.

,rite them in the :estion

5ooklet. /t the end of the

test tr#nsfer yor #ns0ers

to the #ns0er sheet.

,here do I 0rite

my #ns0ers

es. 7on3t 0#it till the endof the se$tion 5e$#se yo3llforget the #ns0ers.

Shold I #ns0er the

:estions #s I listen

,h#t if I miss

# :estion7on3t p#ni$. 1eep going.

o m#y h#e # $h#n$e

to go 5#$k to do it l#ter.

C#n I look #tthe :estions

5efore he#r the di#lo es

There3s time 5efore e#$hse$tion for yo to look #he#d #t the :estions .

Is theretime to $he$k my

#ns0ers

There3s time to $he$k yor #ns0ers #t the end of e#$h

se$tion #nd #t the end of the0hole test.



Hints for the Reading Test

"uestions Hints

C#n I 0rite the

#ns0ers in the

:estion 5ooklet

Ho0 $#nI

se time



Hints for the #riting Test

"uestions Hints

/ns0er the t#sk yo feelmost $onfident #5ot first.

If T#sk % looks e#sier th#n

T#sk 2= do th#t first.

Shold I do ,ritingT#sk % 5efore

T#sk 2

9y spelling is0e#k.

,ill my spelling

/ fe0 spelling mist#kes

shold not #ffe$t yor s$ore.s$ore.

The time lines #re sggestionsonly 5t it3s 0ise to spend 2+mintes on T#sk % #nd 4+mintes on T#sk $, sin$e T#sk 2

is 0orth more th#n T#sk %.

,h#t if I don3tkeep to the

re$ommended

times JJ

Pen$il is #llo0ed 5t m#kesre it is d#rk enogh to 5e

e#sily re#d 5y the #ssessor.

Is it A1 to 0rite

in en$il



r

Hints for the S$eaking Test

"uestions Hints

Pr#$tise spe#king #s m$h

English #s possi5le in #

rel#;ed #nd friendly 0#y.7on3t rehe#rseK

Ho0 $#n I prep#re myself

for the spe#king interie0

/sk the interie0er torepe#t the :estion. 7on3t

p#ni$.,h#t shold I do if I don3t nderst#ndthe interie0er

/sk the interie0er togie yo # fe0 momentsto think.

,h#t if I $#n3t thinkof #nything to s#y. str#ight#0#y .

The 5est spe#king is #n#tr#l $oners#tion.Smile #nd en<oy yorself.

Is it 5etter to spe#k #$$r#tely

,h#t if my pronn$i#tion isnot ery good

Try to gie yor oi$e #rietyof tone to sho0 th#t yo #reliely #nd interested.



LISTEI% PRACTICE TESTS

There are & listening $ra'ti'e tests

Time allo#ed for each test% & minutes

Before o st#rt

/ll the di#loges #nd instr$tions for e#$h test #re on the #dio

t#pe.

,hen yo #re re#dy to 5egin the test= st#rt the t#pe.

7A AT STAP THE T/PE BEA(E THE TEST IS IISHE7.

Photo$opy the #ns0er sheet on the ne;t p#ge #nd pr#$tise

tr#nsferring yor #ns0ers onto it.

,hen yo h#e finished e#$h test= $he$k yor #ns0ers 0ith the

#ns0er key on p#ge %)).



LISTEI /S,E( SHEET

Photo$opy this p#ge to 0rite yor #ns0ers to e#$h Listening test yo pr#$tise.

Test nm5er!Enter the nm5er in the 5o;es #ndsh#de the nm5er in the grid.

1

2

3

4

5 6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

2)

2"

2*

&+

&%

&2

&&

&4

&'

&6

&)

&"&*

4+

B#nd S$ore Listening Tot#l



LISTEI% TEST (

SECTI) (

Questions 1-9

(uestions 2-4

)rite your ans#ers in the s*aces *rovided.

E+am*le%

CA9PUTE(

oom -

CA9PUTE(S I

THIS (AA9

CA9PUTE(S A(

USE AL

9/I9U9 TI9E

A( E/CH BAA1I



4.

APEI TI9ES

9A-(T

S/T-SU

(uestions /01

2om*lete the follo#ing statements as briefly as *ossible.

'. To o5t#in p#per for printing insert

6. /tom#ti$ JJJJJJJJJJJJJJJJJJJJJJJJJJJJ $he$ks for $ompter irs.

). B#r5#r#3s stdent nm5er isJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

". To 5ook # $ompter= stdents h#e to 0rite theirJJJJJJJJJJJJJJJJJJJJ

#nd JJJJJJJJJJJJJJJJJJJin the 5ook.

*. o ---------------------------or JJJJJJJJJJJJJJJJJJJJin the $ompter

room.



SECTIA 2

(uestions 03

2ircle the correct letter.

E+am*le% B#r5#r# #nd (i$#rdo h#e

/ p#ssed their e;#msC finished their $orse

DBF finished their e;#ms

7 f#iled their e;#ms

%+. 2ircle the correct letter.

Ho0 m$h 0ill it $ost e#$h person for the rier5o#t trip

/ M&+

B M2+

C M2'

7 M'

%%. 2ircle T) correct letters.

Indi$#te the T,A re#sons 0hy B#r5#r# #nd (i$#rdo de$ide AT to go

horseriding.

/ it3s too e;pensie

B they h#en3t got the right e:ipment

C it3s too f#r #0#y7 (i$#rdo $#n3t ride # horse

E they don3t 0#nt to $#t$h # 5s

%2. lide the correct letter.

Ho0 m$h 0#s :oted in the 5ro$hre for the hire of # mont#in 5ike

/ M2+ per d#y N M%+ deposit

B M%+ per d#y N M2+ deposit

C M&+ per d#y N M%+ deposit

7 M&+ per d#y N M2+ deposit



%&. 2ircle the correct letter.

,here is the 5i$y$le hire pl#$e

%4. 2ircle the correct letter.

,h#t is in$lded in the hire $h#rge

/ helmet= p#nniers #nd lights

B p#nniers #nd rep#ir kit

C helmet #nd rep#ir kit

7 rep#ir kit= helmet #nd lights



%'. 2ircle the correct letter.

,h#t did B#r5#r# #nd (i$#rdo hire

/ B

c 7

%6. A the recei*t belo#, #rite in the correct total amount *aid by -arbaraand icardo.

(e$eipt for Bi$$le Hire

/mont re$eied!M

7#te! JJJJ 6 5une 66



SECTI) &

"uestions (*+&,

(uestions %)-2&

Loot at the statements numbered %)-2&. 7s you listen, circle T if the statement is

true, 8 if the statement is false or " if there is no information given.

E+am*le%

/ll stdents h#e to 0rite #n #ssignment T D F

%). ,ork e;perien$e is org#nised 5y the stdent T

%". ,ork e;perien$e is p#rt-time 0ork T

%*. B#r5#r# h#s #lmost $ompleted her $orse T

2+. ,ork e;perien$e is p#id T

2%. The stdent h#s to 0rite # report #5ot the $omp#ny T

22. The $omp#ny h#s to 0rite # report #5ot the stdent T

2&. B#r5#r# h#s #pplied to other $omp#nies T

24. 2ircle the correct letter.

/ B#r5#r# felt $onfident th#t she 0old 5e #$$epted 5y the $omp#ny

B The se$ret#ry #ssred B#r5#r# she 0old 5e #$$epted 5y the $omp#ny

C B#r5#r# hoped she 0old 5e #$$epted 5y the $omp#ny

7 B#r5#r# did not feel $onfident she 0old 5e #$$epted 5y the $omp#ny



(uestions 2'-&+

2om*lete the message belo#.

2

9ESS/E

#me

26

9iss 9s 9rs 9r 92ircle one:

/ddress o

Street!

2

S5r5!

8orestville.

2 Phone!

& Best time to $#ll!



SECTIA 4

(uestions &04

&%. 2ircle the correct letter.

,hi$h is the most d#ngeros se#t in # $#r

/ front left B front right

C 5#$k left 7 5#$k right

&2. 2ircle T) letters.

rom the follo0ing list= 0hi$h T,A things h#e the gre#test effe$tonthe seerity of in<ry in # $#r #$$ident

/ #ge of drier

B 5lood #l$ohol leel

C se; of drier

7 se#ting position

E kind of ehi$le

#ge of ehi$le

(uestions &&0&4

,h#t T,A f#$tors h#e preiosly 5een the fo$s of s#fe drier ed$#tion

&&.JJJJJJJJJJJJJJJJJJJJJJJJJJJJ

&4. JJJJJJJJJJJJJJJJJJJJJJJJJJJ

&'. ,rite T,A 0ords.

,hi$h kind of ehi$le is the most d#ngeros



(uestions &30&1

2om*lete the table belo# #ith information from the tal.

Speedof $#r DkphF

Per$ent#ge $h#n$e of in<ryre:iring tre#tment #t%F s$ene of #$$ident 2F hospit#l

Per$ent#ge$h#n$e of de#th

P#ssenger 42 %+-2+ 6+-)+ &6.

7rier &). )+

&+ &".

&*. 6+ 4+ +

4+. 2ircle T) letters.

,hi$h T,A re#sons #re sggested to e;pl#in 0hy p#ssengers #re more #trisk th#n driers= in #n #$$ident

/ driers #tom#ti$#lly trn to the right

B driers s#lly prote$t themseles

C $#rs tend to trn to the right 0hen the drier 5r#kes

7 $#rs #re not designed ery 0ell



LISTEI% TEST -

SECTI) (

Questions 1-12


E+am*le%/le; h#s re$ently.../ st#rted #t niersityB 5egn # ne0 <o5

O7

$ompleted niersityfinished 0ork

%. )rite your ans#er in the s*ace *rovided.

Ho0 long is the tr#in trip to the $ityJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ


,h#t time does /le;3s tr#in le#e the $ity

%+!&+

/

22!&+

B

%+!%&

C

2+!&

+

7

&. ,rite your ans#er in the s*ace *rovided.

,here $#n the p5li$ see the s5m#rine JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ


,hi$h is /le;3s $rrent $#r

/ B

C7



(uestions /03

"ame t#o inds of movies ;ohn #ould en<oy very much.

'JJJJJJ------------------------------

6.---------------------------------------

(uestions )-22

2om*lete the form belo#.

P#nor#m# C#mer# Store(ep#ir orm). Cstomer n#me! 7le+

". /ddress!

Ho#ell

1. Post $ode!

%+. Telephone nm5er!

%%. 7#te re#dy for $olle$tion!

%2. 7#te $stomer 0ill $olle$t!



SECTI) -

Questions &0$

7s you listen, fill the ga*s above the numbers. The first one, Wine Science, has beendone as an e+am*le



SECTI) &

(uestions $0&

2% 2ircle the correct letter.

,h#t is Terry3s <o5

/ Enironment (eports Affi$er

B Enironment #nd (esor$es Affi$er

C Affi$e 0orker

7 Uniersity (esor$es Affi$er

22. "ame T) sources of office *a*er #aste.

2&. "ame T) of the *a*er *roducts that are *roduced from recycled

office *a*er.




Gestions 2'-&+

8ill in the table belo#.

P#per $#tegories 7efinitions

2'. p#per p#per sed on one side only

26. p#per p#per sed on 5oth sides

s$r#p p#per p#per th#t is 2). or

2" #nd is other0ise

not sefl

2*. p#per

in$ldes 5ff-$olored enelopes #nd

&+.

&% ,hi$h AE 0ord does Terry se to des$ri5e p#per re$y$ling #s in$re#sing in popl#rity



SECTI) .

(uestions &$04

(uestions &$0&4


&2 Te$hnology is often des$ri5ed #s!

/ deelopment of inno#tion B gener#tion of rese#r$h

C tr#nsform#tion of kno0ledge 7 #ppli$#tion of s$ientifi$ ide#s

&&. ,hi$h p#rt of the di#gr#m 5elo0 is $omp#red to s$ien$e

&4. 7eelopment is!

/ pro$essing #n ide# then $ontrolling the prod$t or seri$e

B rese#r$hing # prod$t or seri$e then deeloping #n ide#

C prod$ing # prod$t or seri$e then selling it

7 gener#ting #n ide# then trning it into # prod$t or seri$e



(uestions &/0&=

7ns#er >uestions &'-&" sing A 9A(E TH/ T,A #ords.

&'. ,hy is it th#t $omp#nies do not deelop more ne0 prod$ts

&6. ,hy is inestment in re$ord pl#yers not re$ommended

&). ,here $#n l#rge rese#r$h #nd deelopment nits still 5e fond

&". #me T,A pl#$es 0here $ommer$i#lis#tion #ssist#n$e $#n 5e o5t#ined.

(uestions &104

2ircle the correct letter

&*. The $ommer$i#lis#tion moement is!

/ ery popl#r B intern#tion#l

C n#tion#l 7 inno#tie

4+. Is the spe#ker optimisti$ #5ot the ftre of the $ommer$i#lis#tion of s$ien$e

#nd te$hnology

/ yes B no

C perh#ps 7 does not s#y



r

LISTEI% TEST &

SECTI) (

Questions 1-12

(uestions 04


E+am*le%

The $#nteen $loses #t! -

/ &.4' DBF 4.++

C 4.&+ 7 '.++

%. The 5siest time is.

/ %+.&+ B %%.&+

C %2.&+ 7 &.++

2. The most popl#r dessert is the!

/ $ho$ol#te $re#m $#ke B str#05erry t#rt

C #pple pie ! 'rea/

'ake



&. St#ff like!

/ s#nd0i$hes B $roiss#nts

C rolls 7 hot me#l on # pl#te

4. ,h#t do stdents do 0ith their dirty dishes

7

/

B

/

C

/



(uestions /0$

i s IA1 listen, fill in the details on the re*ort #ith the information you hear.

'.

6.

).

".

*.

%+.

%%.

%2.

PALICE (EPA(TSrn#me

/ddress ose street

S5r5

P#ssport no

Time lost -et#een and

Bs no.

,here else reported

,h#t else missing



SECTI) -

Questions (&+--

-elo# is a summary of 7dam and Sue's conversation. 2om*lete the summary by

#riting

"E suitable #ord in the numbered s*aces.

/s # soli$itor= Se #dises people #5ot their %&----------------in m#ny different

topi$ #re#s. Ane of the most interesting #re#s for oerse#s stdents is

%4JJJJJJJJJJJJl#0s. People #re often srprised to find th#t yo #re not #llo0ed

to 5ring %'JJJJJJJJJJJJinto /str#li# 5e$#se in m#ny $ontries $stoms

regl#tions p#y little #ttention to this m#tter. They #tt#$h more import#n$e to

%6JJJJJJJJJJJJ#nd %)JJJJJJJJJJJJJ. Ho0eer= in /str#li#= yo $#n3t een

t#ke %"JJJJJJJJJJJJfrom one st#te to #nother. It doesn3t m#tter 0hether yo #re

tr#elling 5y %*JJJJJJJJJJJJor 5y 2+-------------------There #re 2%. -

JJJJJJJJJJJJJJJJJJJJJJJJ

to remind yo not to 5ring in #ny frit. This is 5e$#se of the need to prote$t

22JJJJJJJJJJJJ#g#inst pests.

SECTI) &

Questions -&+-0

7ns#er each of the follo#ing >uestions #ith "T E TH7" T) #ords.

2&. ,h#t 0#s the 8ietn#mese stdent 5ringing in

24. ,h#t mst eery p#ssenger $oming into /str#li# sign

2'. 7id the stdent #dmit th#t he 0#s $#rrying food in his lgg#ge

26. ,h#t m#de it diffi$lt for him to nderst#nd the offi$er3s :estions

2). 7id he get his is# #t the time he needed it



2" ,ho might h#e done his p#$king for him

2* ,h#t did his mother pro5#5ly 0#nt to do

SECTIA 4

(uestions &0&=

2om*lete the advice belo# by #riting " E TH7" THEE #ords in the

s*aces

*rovided.

&+. ,hen yo go ot= remem5er------------------------------------------------------

&%. 7on3t keep -------------------------------------------- #t home.

&2. 7on3t let other people see yo 0ith----------------------------------------------.

&&. C#rry yorJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 0ith yo #t #ll times

0hen #0#y from home.

&4. eer le#e yor $#r or 5i$y$leJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

&'. ,hen yo go ot #t night keep to------------------------------------------------

&6. Anly go ot 0ith people-----------------------------------------------------------

&). ,hile yo #re settling in= it is 5etter to go otJJJJJJJJJJJJJJJJJJJJJJJ

&". eer get intoJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ.



Refle'tions on the Listening Test

/fter yo h#e finished e#$h Listening test= $he$k yor #ns0ers in the /ns0er 1ey on p#ge %))= then 0ork throgh these refle$tion t#sks. Thinking #5ot e#$htest #nd re$#lling ho0 yo felt 5efore= dring #nd #fter it= might help yo 0henyo eent#lly t#ke the IELTS test.

%. ,ere yo ple#sed 0ith yor perform#n$e yes no

2. Ho0 did yo feel #5ot the listening test ,#s it

e#sy not too 5#d diffi$lt

&. Ho0 m$h of 0h#t e#$h spe#ker 0#s s#ying $old yo follo0

#ll of it most of it ery little

4. Ho0 0ell $old yo nderst#nd the o$#5l#ry in e#$h test

e#sily re#son#5ly 0ell 0ith diffi$lty

'. If yo got less th#n # perfe$t s$ore= identify the se$tions of the test 0here

yo h#d pro5lems. Lo$#te e#$h se$tion in the tr#ns$ript #nd think #5ot 0hyyo h#d pro5lems. ,#s it to do 0ith!# r#te of spee$h

5 nkno0n o$#5l#ry$ nf#mili#r #$$entd not nderst#nding the :estione nerosnessf other

r#te of spee$h! If one= or more th#n one of the spe#kers spoke too f#st for yo= listen to th#t p#rt of the re$ording #g#in. irst= $on$entr#te only on th#tse$tion #nd see if yo $#n follo0 the spe#ker. Listen on$e= 0ithot re#dingfrom the tr#ns$ript. Then= $he$k the tr#ns$ript.

nkno0n o$#5l#ry! If there 0ere 0ords yo didn3t kno0= find #nynkno0n o$#5l#ry in the tr#ns$ript #nd then look p these 0ords in #di$tion#ry= or #sk someone.

nerosness! 9#ny people sffer from 3test neres3 5t those 0ho do 0ell intests #re people 0ho $ontrol their neres r#ther th#n letting their neres$ontrol them. ,e #ll kno0 #5ot #nd pro5#5ly een h#e or o0n methodsfor $oping 0ith #n;iety. If yo 5e$#me neros dring the pr#$ti$e tests= tryto nderst#nd 0hy. ,hen yo feel yo $#n identify some re#sons= m#ke # listof some of the 0#ys yo might red$e the stress of t#king # test. Think #5otho0 yo $#n $ontrol yor #n;iety= 0hen yo eent#lly sit for the IELTS test.



REA!I% PRACTICE TESTS

There are 0 reading $ra'ti'e tests

Time allo#ed for each test% 3 minutes

Before yo st#rt

Photo$opy # re#ding test #ns0er sheet on the ne;t p#ge.

,rite yor #ns0ers on the #ns0er sheet.

,hen yo h#e finished e#$h test= $he$k yor #ns0ers 0ith the

#ns0er key on p#ges %)"-%"%.



(E/7I /S,E( SHEET

Photo$opy this p#ge to 0rite yor #ns0ers to e#$h (e#ding test yo pr#$tise.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

2)

2"

2*

&+

&%

&2

&&

&4

&'

&6

&)

&" 3&*

4+

4%

42

4&

44

B#nd S$ore (e#ding Tot#l

9odle t#ken! Test nm5er!Enter the nm5er

/$#demi$in the 5o;es #nd sh#de the nm5er ener#l Tr#ining in the grid.



(E/7I TEST %

(@ESTI"S 04

Aou art advised to s*end about / minutes on (uestions 04 #hich refer to

eading

!assage belo#

(E/7I P/SS/E %

% The pri#te $#r is #ssmed to h#e 0idened lo$#l $ommnity. /s fe0er $hildren #nd #dltsor hori@ons #nd in$re#sed or mo5ility. ,hen se the streets #s pedestri#ns= these streets0e $onsider or $hildren3s mo5ility= they $#n 5e$ome less so$i#5le pl#$es. There is less

5e drien to more pl#$es D#nd more dist#nt opportnity for $hildren #nd #dlts to h#e the pl#$esF th#n they $old isit 0ithot #$$ess to # spont#neos e;$h#nges th#t help to engender #motor ehi$le. Ho0eer= #llo0ing or $ities to feeling of $ommnity. This in itself m#y

5e domin#ted 5y $#rs h#s progressiely eroded e;#$er5#te fe#rs #sso$i#ted 0ith #ss#lt #nd

$hildren3s independent mo5ility. Children h#e molest#tion of $hildren= 5e$#se there #relost m$h of their freedom to e;plore their o0n fe0er #dlts ##il#5le 0ho kno0 theirneigh5orhood or $ity 0ithot #dlt neigh5ors3 $hildren= #nd 0ho $#n look ot forsperision. In re$ent sreys= 0hen p#rents in their s#fety.some $ities 0ere #sked #5ot their o0n$hildhood e;perien$es= the m#<ority '. The e;tr# tr#ffi$ inoled in tr#nsportingremem5ered h#ing more= or f#r more= $hildren reslts in in$re#sed tr#ffi$ $ongestion.opportnities for going ot on their o0n= polltion #nd #$$ident risk. /s or ro#ds$omp#red 0ith their o0n $hildren tod#y. They 5e$ome more d#ngeros= more p#rents drieh#d more freedom to e;plore their o0n their $hildren to more pl#$es= ths $ontri5tingenironment. to in$re#sed leels of d#nger for the rem#ining

pedestri#ns. /nyone 0ho h#s e;perien$ed2. Children3s independent #$$ess to their lo$#l either the red$ed olme of tr#ffi$ in pe#k

streets m#y 5e import#nt for their o0n hor dring s$hool holid#ys= or the tr#ffi$ <#ms person#l= ment#l #nd psy$hologi$#l ne#r s$hools #t the end of # s$hool d#y= 0ill notdeelopment. /llo0ing them to get to kno0 need $onin$ing #5ot these points. Ths=their o0n neigh5orhood #nd $ommnity there #re #lso import#nt enironment#lgies them # 3sense of pl#$e3. This depends on impli$#tions of $hildren3s loss of freedom.3#$tie e;plor#tion3= 0hi$h is not proided for0hen $hildren #re p#ssengers in $#rs. DS$h 6. /s indiid#ls= p#rents strie to proide the$hildren m#y see more= 5t they le#rn less.F 5est p5ringing they $#n for their $hildren.

ot only is it import#nt th#t $hildren 5e #5le to Ho0eer= in doing so= De.g. 5y driing theirget to lo$#l pl#y #re#s 5y themseles= 5t $hildren to sport= s$hool or re$re#tionF p#rents0#lking #nd $y$ling <orneys to s$hool #nd to m#y 5e $ontri5ting to # more d#ngerosother destin#tions proide genine pl#y enironment for $hildren gener#lly. The ide##$tiities in themseles. th#t 3streets #re for $#rs #nd 5#$k y#rds #nd

pl#ygronds #re for $hildren3 is # strongly held&. There #re ery signifi$#nt time #nd money 5elief= #nd p#rents h#e little $hoi$e #s$osts for p#rents #sso$i#ted 0ith tr#nsporting indiid#ls 5t to keep their $hildren off thetheir $hildren to s$hool= sport #nd to other streets if they 0#nt to prote$t their s#fety.lo$#tions. (ese#r$h in the United 1ingdomestim#ted th#t this $ost= in %**+= 0#s 5et0een ). In m#ny p#rts of 7t$h $ities= #nd some%+ 5illion #nd 2+ 5illion ponds. tr#ffi$ $#lmed pre$in$ts in erm#ny= residenti#l

streets #re no0 pl#$es 0here $#rs mst gie4> The red$tion in $hildren3s freedom m#y#lso $ontri5te to # 0e#kening of the sense of

0#y to pedestri#ns. In these #re#s= residents #re#$$epting the ie0 th#t the fn$tion of streets



is not solely to proide mo5ility for $#rs.Streets m#y #lso 5e for so$i#l inter#$tion=0#lking= $y$ling #nd pl#ying. Ane of the mostimport#nt #spe$ts of these Erope#n $ities= interms of giing $ities 5#$k to $hildren= h#s 5een# r#nge of 3tr#ffi$ $#lming3 initi#ties= #imed #tred$ing the olme #nd speed of tr#ffi$.These initi#ties h#e h#d $omple; inter#$tieeffe$ts= le#ding to # sense th#t $hildren h#e

5een #5le to 3re$#ptre3 their lo$#lneigh5orhood= #nd more import#ntly= th#tthey h#e 5een #5le to do this in s#fety. (e$entrese#r$h h#s demonstr#ted th#t $hildren in

m#ny erm#n $ities h#e signifi$#ntly higher leels of freedom to tr#el to pl#$es in their o0n neigh5orhood or $ity th#n $hildren inother $ities in the 0orld.". 9odifying $ities in order to enh#n$e$hildren3s freedom 0ill not only 5enefit$hildren. S$h $ities 0ill 5e$ome moreenironment#lly sst#in#5le= #s 0ell #s moreso$i#5le #nd more li#5le for #ll $ity residents.Perh#ps it 0ill 5e or $on$ern for or $hildren3s 0elf#re th#t $onin$es s th#t 0eneed to $h#llenge the domin#n$e of the $#r inor $ities.

Gestions %-'

(e#d st#tements %-' 0hi$h rel#te to P#r#gr#phs %=2= #nd & of the re#ding p#ss#ge./ns0er T if the st#tement is tre= if the st#tement is f#lse= or I if there is noinform#tion gien in the p#ss#ge. ,rite yor #ns0ers in the sp#$es nm5ered %-'on the #ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.

E+am*le% 7ns#er%

The pri#te $#r h#s m#de people more mo5ile.T

%. The pri#te $#r h#s helped $hildren h#e more opportnities to le#rn.

2. Children #re more independent tod#y th#n they sed to 5e.

&. ,#lking #nd $y$ling to s$hool #llo0s $hildren to le#rn more.

4. Children s#lly 0#lk or $y$le to s$hool.

'. P#rents s#e time #nd money 5y driing $hildren to s$hool.

(uestions 301

In P#r#gr#phs 4 #nd '= there #re F)UR pro5lems st#ted. These pro5lems=nm5ered #s :estions 6-*= #re listed 5elo0. E#$h of these pro5lems h#s # $#se=listed A+%1 ind the $orre$t $#se for e#$h of the pro5lems #nd 0rite the$orresponding letter A+%2 in the sp#$es nm5ered 6-* on the #ns0er sheet. Aneh#s 5een done for yo #s #n e;#mple.There are /ore 'auses than $roble/s so you will not use all of the/ and you

/ay use any 'ause /ore than on'e1



Proble/s

E+am*le%lo0 sense of $ommnity feeling

7ns#er

6.

).

".

*.

streets 5e$ome less so$i#5le

fe0er $h#n$es for meeting friends

fe#rs of d#nger for $hildren

higher #$$ident risk

/ fe0 #dlts kno0 lo$#l $hildren

B fe0er people se the streets

C in$re#sed polltion

7 streets #re less friendly

E less tr#ffi$ in s$hool holid#ys

> red$ed freedom for $hildren

more $hildren drien to s$hool

(uestions 04

Gestions %+-%4 #re st#tement 5eginnings 0hi$h represent inform#tion gien inP#r#gr#phs 6= ) #nd ". In the 5o; 5elo0= there #re some st#tement endings

nm5ered i-;. Choose the $orre$t ending for e#$h st#tement. ,rite yor #ns0ersi-;= in the sp#$es nm5ered %+-%4 on the #ns0er sheet. Ane h#s 5een done foryo#s #n e;#mple.There #re more st#tement endings th#n yo 0ill need.

E+am*le% 7ns#er.

By driing their $hildren to s$hool= p#rents help $re#te ...I

%+. Children shold pl#y ...

%%. In some efrrf#n to0ns= pedestri#ns h#e right of 0#y .

%2. Streets shold #lso 5e sed for ...

%&. (ed$ing the #mont of tr#ffi$ #nd the speed is ...

%4. /ll people 0ho lie in the $ity 0ill 5enefit if $ities #re ...

Lisl of state/ent endings

ii.. # d#ngeros enironment... modified.

in .. on residenti#l streets.I88iiiiii

.. modifying $ities.

.. neigh5orhoods.

.. so$i#lising.

.. in 5#$ky#rds.

.. for $#rs.

I

.. tr#ffi$ $#lming.

.. residenti#l.

Causes



(@ESTI"S /0$=

Aou are advised to s*end about $/ minutes on Questions /0$= #hich refer to eading !assage $ belo#.

(E/7I P/SS/E 2

P#r#gr#ph %. IC(E/SE7 TE9PE(/TU(ESThe #er#ge #ir temper#tre #t the srf#$e of the e#rth h#s risen this $entry= #s h#s thetemper#tre of o$e#n srf#$e 0#ters. Be$#se0#ter e;p#nds #s it he#ts= # 0#rmer o$e#nme#ns higher se# leels. ,e $#nnot s#ydefinitely th#t the temper#tre rises #re de tothe greenhose effe$t the he#ting m#y 5e p#rtof # 3n#tr#l3 #ri#5ility oer # long time-s$#leth#t 0e h#e not yet re$ognised in or short%++ ye#rs of re$ording. Ho0eer= #ssming the

5ild p of greenhose g#ses is responsi5le=#nd th#t the 0#rming 0ill $ontine=s$ientists #nd inh#5it#nts of lo0-lying $o#st#l#re#s 0old like to kno0 the e;tent of ftrese# leel rises.

temper#tre effe$t on the o$e#ns it does not$onsider $h#nges in se# leel 5roght #5ot 5ythe melting of i$e sheets #nd gl#$iers= #nd$h#nges in grond0#ter stor#ge. ,hen 0e #ddon estim#tes of these= 0e #rrie #t figres for tot#l se#-leel rises of %' $m #nd )+ $mrespe$tiely.

P#r#gr#ph 2C#l$l#ting this is not e#sy. 9odels sed for the prpose h#e tre#ted the o$e#n #s p#ssie=st#tion#ry #nd one-dimension#l. S$ientistsh#e #ssmed th#t he#t simply diffsed intothe se# from the #tmosphere. Using 5#si$

physi$#l l#0s= they then predi$t ho0 m$h #kno0n olme of 0#ter 0old e;p#nd for #gien in$re#se in temper#tre. Bt the o$e#ns

#re not one-dimension#l= #nd re$ent 0ork 5yo$e#nogr#phers= sing # ne0 model 0hi$ht#kes into #$$ont # nm5er of s5tle f#$ets of the se# in$lding #st #nd $omple; o$e#n$rrents sggests th#t the rise in se# leelm#y 5e less th#n some e#rlier estim#tes h#d

predi$ted.

P#r#gr#ph 4It3s not e#sy trying to model #$$r#tely theenormos $omple;ities of the eer-$h#ngingo$e#ns= 0ith their gre#t olme= m#ssie$rrents #nd sensitiity to the inflen$e of l#ndm#sses #nd the #tmosphere. or e;#mple=$onsider ho0 he#t enters the o$e#n. 7oes it <st3diffse3 from the 0#rmer #ir erti$#lly into the0#ter= #nd he#t only the srf#$e l#yer of the

se# D,#rm 0#ter is less dense th#n $old= so it0old not spre#d do0n0#rds.F Conention#lmodels of se#-leel rise h#e $onsidered th#tthis is the only method= 5t me#srementsh#e sho0n th#t tQie r#te of he#t tr#nsfer intothe o$e#n 5y erti$#l diffsion is f#r lo0er in

pr#$ti$e th#n the figres th#t m#ny modellersh#e #dopted.

P#r#gr#ph &/n intern#tion#l form on $lim#te $h#nge= in%*"6= prod$ed figres for likely se#-leel risesof 2+ $ms #nd %.4 m= $orresponding to#tmospheri$ temper#tre in$re#ses of %.'R #nd4.' C respe$tiely. Some s$ientists estim#te

th#t the o$e#n 0#rming reslting from thosetemper#tre in$re#ses 5y the ye#r 2+'+ 0oldr#ise the se# leel 5y 5et0een %+ $ms #nd 4+$ms. This model only t#kes into #$$ont the

P#r#gr#ph '.9$h of the e#rly 0ork= for simpli$ity= ignoredthe f#$t th#t 0#ter in the o$e#ns moes in threedimensions. By moement= of $orse= s$ientistsdon3t me#n 0#es= 0hi$h #re too sm#llindiid#lly to $onsider= 5t r#ther moement

of #st olmes of 0#ter in hge $rrents. Tonderst#nd the import#n$e of this= 0e no0need to $onsider #nother pro$ess #de$tion.Im#gine smoke rising from # $himney. An #still d#y it 0ill slo0ly spre#d ot in #lldire$tions 5y me#ns of diffsion. ,ith # strongdire$tion#l 0ind= ho0eer= it 0ill #ll shiftdo0n0ind. This pro$ess is #de$tion thetr#nsport of properties Dnot#5ly he#t #nds#linity in the o$e#nF 5y the moement of

5odies of #ir or 0#ter= r#ther th#n 5y$ond$tion or diffsion.



P#r#gr#ph 69#ssie o$e#n $rrents $#lled gyres do theing- These $rrents h#e f#r more $#p#$itystore he#t th#n does the #tmosphere. Indeed=

<st the top & m of the o$e#n $ont#ins more he#tth#n the 0hole of the #tmosphere. The originf eyres lies in the f#$t th#t more he#t from theSn re#$hes the E:#tor th#n the Poles= #ndn#tr#lly he#t tends to moe from the former to the l#tter. ,#rm #ir rises #t the E:#tor= #nd

dr#0s more #ir 5ene#th it in the form of 0indsDthe 3Tr#de ,inds3F th#t= together 0ith other #ir moements= proide the m#in for$e driing theo$e#n $rrents.

me#ns th#t 0#ter moes erti$#lly #s 0ell #shori@ont#lly. Cold 0#ter from the Poles tr#els#t depth it is denser th#n 0#rm 0#ter ntilit emerges #t the srf#$e in #nother p#rt of the0orld in the form of # $old $rrent.

P#r#gr#ph ". HA, THE (EE HAUSEEECT ,ILL CH/E ACE/TE9PE(/TU(ESA$e#n $rrents= in three dimensions= form #gi#nt 3$oneyor 5elt3= distri5ting he#t from thethin srf#$e l#yer into the interior of the o$e#ns#nd #rond Dhe glo5e. ,#ter m#y t#ke de$#desto $ir$l#te in these &-7 gyres in the topkilometre of the o$e#n= #nd $entries in thedeeper 0#ter. ,ith the in$re#sed #tmospheri$temper#tres de to the greenhose effe$t= theo$e#ns3 $oneyor 5elt 0ill $#rry more he#t intothe interior. This s5d$tion moes he#t#rond f#r more effe$tiely th#n simplediffsion. Be$#se 0#rm 0#ter e;p#nds moreth#n $old 0hen it is he#ted= s$ientists h#d

presmed th#t the se# leel 0old riseneenly #rond the glo5e. It is no0 5elieedth#t these ine:#lities $#nnot persist= #s 0inds0ill #$t to $ontinosly spre#d ot the 0#ter

e;p#nsion. Af $orse= if glo5#l 0#rming$h#nges the strength #nd distri5tion of the0inds= then this 3eening-ot3 pro$ess m#y noto$$r= #nd the se# leel $old rise more in some#re#s th#n others.

P#r#gr#ph ).,#ter itself is he#ted #t the E:#tor #nd moes

pole0#rd= t0isted 5y the E#rth3s rot#tion #nd#ffe$ted 5y the positions of the $ontinents. Thereslt#nt 5ro#dly $ir$l#r moements 5et0een#5ot %+ #nd 4+ orth #nd Soth #re$lo$k0ise in the orthern Hemisphere #nd#nti$lo$k0ise in the Sothern Hemisphere.They flo0 to0#rds the e#st #t mid l#titdes inthe e:#tori#l region. They then flo0 to0#rds

the Poles= #long the e#stern sides of $ontinents=#s 0#rm $rrents. ,hen t0o different m#ssesof 0#ter meet= one 0ill moe 5ene#th the other=depending on their rel#tie densities in thes5d$tion pro$ess. The densities #redetermined 5y temper#tre #nd s#linity. The$onergen$e of 0#ter of different densitiesfrom the E:#tor #nd the Poles deep in the



(uestions 2'-2+

There #re " p#r#gr#phs nm5ered %-" in (e#ding P#ss#ge 2. The first p#r#gr#ph#nd the l#st p#r#gr#ph h#e 5een gien he#dings. rom the list 5elo0 nm5ered/-I= $hoose # sit#5le he#ding for the rem#ining 6 p#r#gr#phs. ,rite yor #ns0ers /-I= in the sp#$es nm5ered %'-2+ on the #ns0er sheet.There #re more he#dings th#n p#r#gr#phs= so yo 0ill not se #ll the he#dings.

List of he#dings/ THE (E P(ICIPLE

B THE (EEHAUSE EECT

C HA, ACE/ ,/TE(S 9A8E

7 ST/TISTIC/L E8I7ECE

E THE /78ECTIA P(ICIPLE

7IUSIA 8E(SUS /78ECTIA

IU(I THE SE/ LE8EL CH/ES

H ESTI9/TE7 IU(ES

I THE 7IUSIA 9A7EL

%'. P#r#gr#ph 2

%6. P#r#gr#ph &

%). P#r#gr#ph 4

%". P#r#gr#ph '

%*. P#r#gr#ph 6

2+. P#r#gr#ph B

(uestions $ and $$

/ns0er :estions 2% #nd 22 5y sele$ting the $orre$t #ns0er to $omplete e#$hsenten$e #$$ording to the inform#tion gien in the re#ding p#ss#ge. ,rite yor #ns0ers /= B= C or 7 in the sp#$es nm5ered 2% #nd 22 on the #ns0er sheet.

2%. S$ientists do not kno0 for sre 0hy the #ir #nd srf#$e of o$e#n temper#tres#re rising 5e$#se!

/ there is too m$h #ri#5ility B there is not enogh #ri#5ility

C they h#e not 5een re$ording 7 the $h#nges h#e only 5eenthese temper#tres for enogh noti$ed for %++ ye#rstime



22 e0 rese#r$h le#ds s$ientists to 5eliee th#t!

/ the o$e#ns #re less $omple; B the o$e#ns #re more $omple;

2 the o$e#ns 0ill rise more th#n 7 the o$e#ns 0ill rise less th#ne;pe$ted e;pe$ted

(uestion $&

Look #t the follo0ing list of f#$tors /- #nd sele$t TH(EE 0hi$h #re mentionedinthe re#ding p#ss#ge 0hi$h m#y $ontri5te to the rising o$e#n leels. ,rite theTH(EE $orresponding letters /-= in the sp#$e nm5ered 2& on the #ns0ersheet.

List of f#$tors

/ therm#l e;p#nsion

B melting i$e

C in$re#sed #ir temper#tre

7 higher r#inf#ll

E $h#nges in the 0#ter t#5le

in$re#sed o$e#n moement

(uestions $40$=

(e#d e#$h of the follo0ing st#tements= 24-2". /$$ording to the inform#tion inthere#ding p#ss#ge= if the st#tement is tre= 0rite T= if it is f#lse= 0rite #nd if thereis

no inform#tion #5ot the st#tement in the re#ding p#ss#ge= 0rite I. ,rite yor #ns0ers in the sp#$es nm5ered 24-2" on the #ns0er sheet.

24. The srf#$e l#yer of the o$e#ns is 0#rmed 5y the #tmosphere.

2'. /de$tion of 0#ter $h#nges he#t #nd s#lt leels.

26. / gyre holds less he#t th#n there is in the #tmosphere.

2) The pro$ess of s5d$tion depends on the 0#ter density.

The se# leel is e;pe$ted to rise eenly oer the E#rth3s srf#$e.



(@ESTI"S $104

Aou are advised to s*end about $ minutes on (uestions $104 #hich refer to

eading

!assage & belo#.

(E/7I P/SS/E &

E, (ULES A( THE P/PE( /9E

%. Compterised d#t# stor#ge #nd ele$troni$ 4. Sin$e the e#rly %*"+s= most of the 0orld-s$#lem#il 0ere to h#e her#lded the p#perless plp mills in S$#ndin#i# #nd orth /meri$#offi$e. Bt= $ontr#ry to e;pe$t#tions= p#per h#e modernised their oper#tions= otl#ying$onsmption throghot the 0orld sho0s no s5st#nti#l #monts to improe prod$tionsign of #5#ting. In f#$t= $onsmption= espe$i#lly methods. Ch#nges in mill design #nd pro$essesof printing #nd 0riting p#pers= $ontines to h#e 5een #imed #t minimising thein$re#se. ,orld dem#nd for p#per #nd 5o#rd is enironment#l effe$ts of efflent dis$h#rgeno0 e;pe$ted to gro0 f#ster th#n the gener#l 0hile #t the s#me time prod$ing plp 0ith

e$onomi$ gro0th in the ne;t %' ye#rs. Strong the 0hiteness #nd strength dem#nded 5y thedem#nd 0ill 5e nderpinned 5y the gro0ing intern#tion#l m#rket. The enironment#lindstri#li@#tion of Soth-E#st /si#= the re- impets is t#king this indstry een frther=emergen$e of p#per p#$k#ging= gre#ter se of 0ith the fo$s no0 on deeloping pro$essesf#$simile m#$hines #nd photo$opiers= #nd the th#t m#y een elimin#te 0#ste-0#ter

popl#rity of dire$t-m#il #dertising. It is dis$h#rges. Bt the ghost of the old mills possi5le th#t 5y 2++)= 0orld p#per #nd 5o#rd $ontines to h#nt the indstry tod#y. Indem#nd 0ill re#$h 4'' million tonnes= Erope= $omp#nies f#$e # flood of$omp#red 0ith 24% million tonnes in %**%. enironment-rel#ted legisl#tion. In erm#ny=

$omp#nies #re no0 5eing held responsi5le for2. The plp #nd p#per indstry h#s not 5een the 0#ste they $re#te.

5#dly #ffe$ted 5y the ele$troni$ te$hnologiesth#t promised # p#perless so$iety. Bt 0h#t h#s '. Plp is the porridge-like m#ss of pl#nt fi5res

r#di$#lly #ltered the indstry3s str$tre is from 0hi$h p#per is m#de. P#per m#kers pressre from #nother front # more $hoose the type of pl#nt fi5re #nd theenironment#lly $ons$ios so$iety driing #n pro$essing methods= depending on 0h#t theirreersi5le moe to0#rds $le#ner indstri#l end prod$t 0ill 5e sed for! 0hether it is #

prod$tion. The enironment#l $onse:en$es strdy p#$king 5o;= # smooth sheet of 0ritingof #nti:#ted plp mill pr#$ti$es #nd p#per or # fr#gile tisse. In 0ood= 0hi$h is thete$hnologies h#d m#rked this indstry #s one sor$e of #5ot *+ of the 0orld3s p#perin need of reform. r#phi$ des$riptions of prod$tion= fi5res #re 5ond together 5ydeformed fish #nd thinning popl#tions= lignin= 0hi$h gies the n5le#$hed plp #

p#rti$l#rly in the B#lti$ Se# 0here old plp 5ro0n $olor. The plping st#ge sep#r#tes themills h#d dis$h#rged ntre#ted efflents for 0ood into fi5res so they #re sit#5le for p#per%++ ye#rs= h#e distr5ed the intern#tion#l m#king. Plping $#n 5e done 5y me$h#ni$#l$ommnity. grinding= or 5y $hemi$#l tre#tment in 0hi$h

0ood$hips #re 3$ooked3 0ith $hemi$#ls= or 5y #&. Until the %*'+s= it 0#s $ommon for plp $om5in#tion of 5oth methods.mills #nd other indstries to dis$h#rgentre#ted efflent into riers #nd se#s. The 6. 1r#ft plping is the most 0idely sedenironment#l effe$ts 0ere #t the time either $hemi$#l pro$ess for prod$ing plp 0ith thenot nderstood= or reg#rded #s #n #$$ept#5le strength re:ired 5y the high-:#lity p#per$ost of e$onomi$ prosperity in #n in$re#singly m#rket. It is no0 s#lly $#rried ot in #import-oriented 0orld e$onomy. Bt gre#ter $ontinos pro$ess in # l#rge essel $#lled #enironment#l #0#reness h#s sprred # digester. ,ood$hips #re fed from # pile into thefnd#ment#l $h#nge in #ttitde in the top of the digester. In the digester= the $hips #re$ommnity= in goernment #nd in indstry itself. $ooked in # soltion $#lled 0hite li:or=



osed of $#sti$ sod# Dsodim hydro;ideF#nd sodim slphide. The $hips #re $ooked #thigh temper#tres of p to %)+ C for p tothree hors. The plp is then 0#shed #ndep#r#ted from the spent $ooking li:or 0hi$hh#s trned d#rk #nd is no0 #ppropri#tely$#lled 5l#$k li:or. /n import#nt fe#tre of kr#ft plping is # $hemi$#l re$oery system0hi$h re$y$les #5ot *' of the $ooking

$hemi$#ls #nd prod$es more th#n enoghenergy to the mill. In # series of steps

inoling # frn#$e #nd t#nks= some of the 5l#$k li:or is tr#nsformed into energy= 0hilesome is regener#ted into the origin#l 0hite$ooking li:or. The re$oery system is #nintegr#l p#rt of prod$tion in the plp #nd

p#per indstry. The plp th#t $omes ot h#slittle lignin left in the fi5res. Ble#$hing remoesthe l#st rem#in-ing lignin #nd 5rightens the

plp. 9ost modern mills h#e modified their plping pro$esses to remoe #s m$h of thelignin #s possi5le 5efore the plp moes to the

5le#$hing st#ge.

(uestions 2*-&2

Belo0 is # list of possi5le f#$tors= /-= 0hi$h 0ill inflen$e the #mont of p#per

5eing sed in the ftre. rom the list= $hoose AU( f#$tors 0hi$h #re mentionedin P#r#gr#ph % of the re#ding p#ss#ge. ,rite yor #ns0ers A+%2 in the sp#$esnm5ered 2*-&2 on the #ns0er sheet.

List of f#$tors

/ more people re#d ne0sp#pers

B in$re#sed se of p#per 5#gs

C in$re#sed 5ook prod$tion for ed$#tion

7 0ider se of sign post #dertising

E in$re#sed se of f#; m#$hines

0ider se of le#flet #dertising

gre#ter se of dpli$#ting m#$hines



(uestions &&0&/

The follo0ing TH(EE st#tements #re smm#ries of P#r#gr#phs 2= & #nd 4respe$tiely. Ho0eer= they #re in$omplete. Complete e#$h of the st#tements sing

A 9A(E TH/ TH(EE ,A(7S (A9 THE TET. ,rite yor #ns0ers inthe sp#$es nm5ered &&-&' on the #ns0er sheet.

&&. The intern#tion#l $ommnity h#s 5egn to dem#nd ...

&4. In the p#st= the enironment#l effe$ts of plp mill pr#$ti$es= 0ere pro5#5ly # pri$e to p#y for...

&'. Some p#per mills h#e re$ently modernised their mill design in order to

de$re#se...

(uestions &6-4+

Belo0 is # list of possi5le steps in the kr#ft pro$ess of trning 0ood $hips into p#per. They #re nm5ered %-". Anly I8E of the steps listed 5elo0 #re mentionedin the p#ss#ge. The steps #re not listed in the $orre$t order. 7e$ide 0hi$h steps #rementioned #nd 0rite them in the $orre$t order. ,rite the #ppropri#te nm5er for

e#$h step in the $orre$t order in the sp#$es nm5ered &6-4+ on the #ns0er sheet.

% the $hips #re $ooked

2 the fi5res #re 5ond 5y lignin

& the plp is 5le#$hed

4 0ood$hips #re pt into # pile

' the plp is dried

6 the plp is remoed from the 5l#$k li:or

) the $hips #re pt into the 0hite li:or

" the plp is 0#shed



(E/7I TEST 2

GUESTIAS %-%4

Aou are advised to s*end about / minutes on (uestions %-%4 #hich refer to eading !assage belo#

(E/7I P/SS/E %

HA, TA (/ISE / B(IHT CHIL7

Te#$hers #nd other spe$i#lists in e#rly $hildren S#y this is # red #pple= th#t is # green $hildhood ed$#tion re$ognise th#t $hildren one Ple#se get three eggs ot of the fridge fordeelop #t different r#tes ien #nything th#t meresem5les # 0ell-ronded life 0ith #dlts#nd other $hildren to listen to= t#lk to= to do The te$hni$#l term in oge for this s5tlethings 0ith their minds 0ill #$:ire n#tr#lly str$tring of $hildren3s e#rly le#rning is

#ll the skills re:ired for frther le#rning 3s$#ffolding3 B#sed on re$ent e;tensions of the0ork of the (ssi#n psy$hologist Le

T#ke= for e;#mple= re#ding The t0o strongest 8ygotsky= the ide# is th#t there #re things # predi$tors of 0hether $hildren 0ill le#m to $hild m#y 5e #lmost re#dy to do /nn#= forre#d e#sily #nd 0ell #t s$hool #re 0hether they e;#mple= $#nnot tie # shoel#$e 5y herself= 5t ifh#e le#rned the n#mes #nd the sonds of the #n #dlt or # $ompetent $hild forms one of theletters of the #lph#5et 5efore they st#rt s$hool loops for her= she 0ill soon le#m to do the restTh#t m#y seem to imply th#t letter n#mes #nd /pplying this $on$ept to older $hildren= onesonds shold 5e deli5er#tely t#ght to yong 0onderfl te#$her h#s her $hildren keep lists of$hildren= 5e$#se these skills 0ill not h#ppen 3,ords I C#n /lmost Spell33n#tr#lly3

,hile this h#s #ll the h#llm#rks of $ommonBt in #ll the rese#r$h progr#ms 0here they sense= it represents # signifi$#nt $h#nge of

h#e done <st th#t instr$ted $hildren= emph#sis from the ide#s of Pi#get= 0hi$h h#erehe#rsed the n#mes #nd sonds oer #nd oer domin#ted the theory of e#rly $hildhood

the reslts #re dis#ppointing The 0idely le#rning The $hild in Pi#get3s theory looks=#$$epted e;pl#n#tion is th#t kno0ledge of the more th#n #nything= like # little s$ientist #lph#5et= for it to 0ork in helping one to re#d= e;ploring the enironment= o5sering=h#s to 5e deeply em5edded in the $hild3s mind e;perimenting= thinking #nd slo0ly $oming toTh#t $omes from ye#rs of e;posre #nd his or her $on$lsions #5ot ho0 the 0orldf#mili#rity 0ith letters= from 5eing re#d to= 0orks The im#ge is of a r#ther solit#ry prsitfrom pl#ying 0ith m#gneti$ letters= dr#0ing 0ith #ll the re#l #$tion in the $hild3s he#d#nd fiddling 0ith $ompters

The 8ygotsky model re-introd$es #ll theSo p#rents $#n do some things lo help. people 0ho #lso inh#5it the $hild3s 0orld #lthogh m#ny do these things spont#neosly p#rents= $#re-giers= rel#ties= si5lings #nd #ll

Inste#d of re#ding # story str#ight throgh= the those other $hildren #t pl#y or s$hool They #rere#der shold p#se eery so often #nd #sk not simply noise= $l#ttering in the 5#$kgrond:estions 5t not :estions 0hi$h $#n 5e 0hile the $hild3s deeloping mind strggles on#ns0ered 5y # yes or no E;tend their #ns0ers= its o0n The $ognitie deelopment of the $hild=sggest #ltern#tie possi5ilities #nd pose th#t is= the le#rning of $olors or nm5ers orProgressiely more $h#llenging :estions letters depends on le#rning ho0 to inter#$t

so$i#lly= ho0 to le#m from the people D#s 0ell #s/nd 0ith #rithmeti$= do not e;pli$itly sit do0n the thingsF in the enironment#nd te#$h $hildren #5ot nm5ers= 5t #llthrogh those e#rly ye#rs $ont 0hen 0#lking ,h#t is import#nt is th#t the $hild deelops the

p steps (e$ite nrsery rhymes T#lk to r#nge of so$i#l skills 5eing #5le to e;press #



preferen$e= kno0ing ho0 to t#ke trns= 5eing#5le to st#nd p for themseles= 5eing #5le toget into # grop= 5eing #5le to m#ke de$isions=

5eing #5le to sh#re= h#ing $onfiden$e to go off on their o0n. These #ll re:ire $#reflnrtring. o one is telling p#rents to notthink #5ot their $hildren3s deelopment.

It is <st th#t it is more import#nt to think #5ot# $hild3s desire to $h#t #nd the import#n$e of so$i#l 5eh#ior #nd pl#y #$tiity= th#n the#$t#lly more trii#l m#rkers of intelle$t#l#$hieement s$h #s 5eing the first kid in thegrop to $t ot # $ir$le th#t looks like # $ir$le.

(uestions 0&

(e#d e#$h of the follo0ing st#tements. /$$ording to the inform#tion in the p#ss#ge=if the st#tement is tre 0rite T= if the st#tement is f#lse 0rite = #nd if there is noinform#tion #5ot the st#tement in the p#ss#ge= 0rite I. ,rite yor #ns0ers in thesp#$es nm5ered %-& on the #ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.

E+am*le% 7ns#er. It is gener#lly #$$epted th#t $hildren le#rn #t different r#tesT

%. Sonds of letters h#e to 5e t#ght.

2. Children le#rn 5y #sking :estions.

&. Children shold 5e t#ght to $ont 5efore they st#rt s$hool.

(uestions 40=E#$h of follo0ing st#tements represents theories of $hildhood le#rning. (e#d e#$hst#tement. If the st#tement represents the theory of 8ygotsky= 0rite 8. If the st#tementrepresents the theory of Pi#get= 0rite P. If the st#tement does not represent the theory

of either Pi#get or 8ygotsky= 0rite . ,rite the #ns0ers in the sp#$es nm5ered 4-"on the #ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.

E+am*le% 7ns#er%

3S$#ffolding3 is # term me#ning s5tle str$tring.8

4. There is #l0#ys something # $hild $#n <st #5ot do or le#rn.

'. Children le#rn 5y 0#t$hing #nd doing.

6. Children le#rn 0hen they h#e time #lone to refle$t.

). (egl#r stdy h#5its #re import#nt for $ognitie #nd mor#l deelopment.

". Pl#y helps le#rning.



(uestions 104

The follo0ing p#r#gr#ph is the fin#l p#r#gr#ph of the re#ding p#ss#ge. There #resome 0ords missing. Choose AE 0ord for e#$h sp#$e from the list of 0ords

5elo0.,rite the $orre$t 0ord in the sp#$es nm5ered *-%4 on the #ns0er sheet. Ane h#s

5een done for yo #s #n e;#mple.There #re more 0ords th#n sp#$es so yo 0on3t se #ll the 0ords.

,h#t in f#$t= 0orries the ...E+am*le... #nd profession#l $#re-giers f#r more

7ns#er% te#$hers

th#n #ny possi5le slo0ness in # $hild3s deeloping # fe0 *-----------------t#sks is

the pressre th#t some p#rents e;ert for their $hildren to 5e m#de to le#rn too

:i$kly.

It h#s to 5e #dmitted th#t %+------------------often #ppe#rs to 0ork. It is possi5le to

speed p their #$:isition of #$#demi$ %%------------------= to gie them #n edge= #s

it 0ere. Bt there is # pri$e5e$#se there is # p#r#do;. Thogh it looks #s if the

$hildren #re %2-----------------= more often th#n not they #re losing the one

ingredient

th#t 0ill determine %&----------------in the longer term. Their self-dire$tion= self-

moti#tion= is 5eing t#ken #0#y from them. By 5eing told 0h#t to do= 5y 5eing

told

0h#t is re#lly import#nt= 5y 5eing $h#nnelled= they do not deelop the essenti#l

#5ility of finding %4------------------for themseles.

List of 0ords

s$$ess te#$hers $ognitie

#5ility go#ls #$hieement

s$$essfl intelligent skills

pshing #$hieing #$#demi$



(@ESTI"S /0$B

Aou are advised to s*end about $ minutes on (uestions /0$B #hich refer to eading !assage 2 belo#.

(E/7I P/SS/E 2

THE 8/LUE A 7(I8E( T(/II

%. 9ost f#t#l #$$idents inole #disproportion#tely high nm5er of men nderthe #ge of 2'. / report on yong drierrese#r$h prep#red l#st ye#r 5y 9on#shUniersity3s #$$ident rese#r$h $entre fondth#t in %**+ #nd %**%= #lmost # third of the

people killed in ro#d $r#shes 0ere driersnder 2'= yet this #ge grop represents only %4

per $ent of the popl#tion. The report= 0hi$h#lso pd#ted # reie0 of intern#tion#l

liter#tre #5ot= #mong other things= driertr#ining= #lso re#$hed 0h#t m#ny 0old$onsider # st#rtling $on$lsion! tr#ining #nded$#tion 0here they o$$r prin$ip#lly in theUS do not #ppe#r to red$e yonger driers3risk of $r#shing.2. The 9on#sh Uniersity rese#r$hers looked#t $r#sh inform#tion from e0 Soth ,#les for%*"6 to %**+= from 8i$tori# for %*"4 to %**+from Soth /str#li# for %*"6 to %**+. The/str#li#n eiden$e 0hi$h possi5ly indi$#testh#t $onter-me#sres t#rgeted spe$ifi$#lly #tyongnoi$e driers h#e 5een effe$tie

$omes from e#l#tions of @ero 5lood #l$ohol$on$entr#tion legisl#tion. DIn %*"*= #ll/str#li#n goernments #greed from %**% on=to 5#n proision#l driers from drink-driing#t #ny-leel= #nd to e;tend the proision#lli$en$e to three ye#rsF.&. The 9on#sh rese#r$hers #lso looked #tUnited St#tes ro#d-$r#sh inform#tion for %*"*on 6.6 million poli$e-reported $r#shesinoling f#t#lities= in<ries #nd motor ehi$led#m#ge. The rese#r$hers looked #t # s#mple of44=+++ $r#shes. The $on$lsion 0#s th#t the##il#5le liter#tre gies # pessimisti$ ie0 of

the effi$#$y of drier tr#ining #nd ed$#tion=refle$ted in the in#5ility to prod$e drierss#fer th#n those 0ho h#e not 5een tr#ined.Ane stdy on drier tr#ining in the US 0#s$ond$ted in 7e1#l5 $onty= eorgi# 5et0een%*)) #nd %*"%. %6=+++ s$hool stdents 0eresplit into three grops! one grop re$eied )+

hors pr#$ti$#l drier ed$#tion tr#ining=#nother # 5rief= s$hool 5#sed $orse #nd thethird no s$hool-5#sed drier ed$#tion. Those$omprehensiely tr#ined 0ere %6 per $ent morelikely to get their li$en$es= 5t %% per $ent morelikely to $r#sh #nd eight per $ent more likely toget tr#ffi$ fines.4. In %*"'= the rese#r$hers 0ho $ond$ted th#tstdy then reie0ed %4 stdies of defensie-

drier tr#ining $orses #nd $on$lded th#tthogh people 0ho #ttended s$h $orsesre$eied fe0er tr#ffi$ fines= they did not h#efe0er $r#shes. 7espite the intitie $on$lsionth#t s#fe driing shold 5e te#$h#5le Dlikem#ny pr#$ti$#l skillsF= there is insffi$ienteiden$e #5ot the #5ility of pr#$ti$#l drier-tr#ining to red$e $r#shes for the gener#ldriing popl#tion.'. The 9on#sh Uniersity report into yongdriers $on$lded th#t yonger driers 0eremore likely to t#ke risks #t night= yonger men0ere more likely to t#ke risks th#n yonger

0omen= 5t yonger 0omen #ppe#red to h#e3gre#ter skills defi$ien$y3. Aer#ll= therese#r$hers $on$lded th#t it #ppe#rs th#tehi$le-$ontrol skills improe r#pidly 0ithin$re#sing e;perien$e 5t th#t theirdeelopment is still in$omplete #fter one ort0o ye#rs #nd possi5ly #fter $onsider#5lylonger periods.



(uestions /0=

The p#r#gr#phs in the re#ding p#ss#ge #re nm5ered %-'. Belo0 is # list of p#r#gr#ph he#dings l#5elled /-I. or e#$h :estion %'-%"= sele$t the most sit#5le p#r#gr#ph he#ding from the list #nd 0rite yor #ns0ers /-I= in the sp#$esnm5ered %'-%" on the #ns0er sheet. The first one h#s 5een done for yo #s #ne;#mple.There #re more he#dings th#n yo 0ill need= so yo 0on3t se them #ll.

E+am*le% P#r#gr#ph %

7ns#er.

%'. P#r#gr#ph 2

%6. P#r#gr#ph &

%). P#r#gr#ph 4

%". P#r#gr#ph '

List of headings/ Looking #t yong driers

B 7o driing $orses preent #$$idents

C (eslts of s#fety $#mp#igns

7 / United St#tes stdy

E 7efensie driing fe0er tr#ffi$ fines

9#le #nd fem#le driers

The 9on#sh Uniersity report

H /n intern#tion#l reie0

I The sit#tion in the United St#tes



(uestions 10$&

(e#d e#$h of the follo0ing st#tements nm5ered %*-2&. If the st#tement is tre= 0riteT= if the st#tement is not tre= 0rite = #nd if there is no inform#tion #5ot thest#tementin the p#ss#ge= 0rite I. ,rite yor #ns0ers in the sp#$es nm5ered %*-2& on the#ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.

E+am*le%

7ns#er%

/ppro;im#tely one third of people killed in ro#d #$$idents #render 2' ye#rs old.

T

%*. 9ore men th#n 0omen #re killed in ro#d $r#shes.

2+. The l#0s #g#inst drink-driing h#e helped preent ro#d #$$idents.

2%. ong driers 0ho #re t#ght to drie #t s$hool h#e fe0er #$$idents.

22. 7rier tr#ining for yong driers is $omplsory in the United St#tes.

2&. /ll yong people 0ho ndergo drier tr#ining get # driing li$en$e.

(uestions 24-2)

Gestions 24-2) #re 5#sed on inform#tion from P#r#gr#phs 4 #nd ' of the re#ding p#ss#ge. The st#tements #re in$omplete. Choose the $orre$t ending for e#$h st#tementfrom the list of st#tement endings /-= in the 5o; 5elo0. ,rite yor #ns0ers /-=in the sp#$es nm5ered 24-2) on the #ns0er sheet. Ane h#s 5een done for yo #s #ne;#mple.There #re more endings th#n yo 0ill need= so yo 0on3t se them #ll.

E+am*le% 7ns#er%

The rese#r$hers ... =H.

24. 9ost people 0old e;pe$t th#t s#fe driing ...

2'. People 0ho do drier tr#ining $orses ...

26. ong fem#le driers ...

2). ong m#le driers ..

List of st#tement endings

/ .

B .

C .

7 .

.. drie more #t night.

. drie more $#reflly.

. $#n not 5e t#ght.

. h#e more tr#ffi$ #$$idents.

E

H

.. h#e fe0 tr#ffi$ fines.

.. h#e 5etter driing skills.

.. $#n 5e t#ght.

.. reie0ed %4 stdies.



GUESTIAS 2"-4&

Aou are advised to s*end about $/ minutes on Questions 2"-4& #hich refer to eading !assage & belo#

(E/7I P/SS/E &

Human-powered Pumps

for African Farmers

Traditional arrangement for

vertical #ells

/fri$#n f#rmers #re 5oth ingenios #nd The f#ilre of s$h s$hemes in m#ny p#rts ofkno0ledge#5le= #nd the 0ork des$ri5ed here /fri$# is 0ell do$mented D9orris #nd Thorn=

5ilds on these indigenos skills The %**+F #nd there is little hope of signifi$#nt proision of effe$tie #nd #fford#5le hm#n e;p#nsion in this se$tor po0ered pmps tr#nsforms the possi5ilities of0#ter spply for 5oth sm#ll s$#le irrig#tion 9ost of these irrig#tion s$hemes depend on the#nd domesti$ se The field 0ork 0#s $#rried tili@#tion of srf#$e 0#ter resor$es.ot predomin#ntly in ?im5#50e= #lthogh prin$ip#lly throgh the $onstr$tion of d#msmore re$ently the pmps des$ri5ed here h#e There is gr#e $on$ern oer the se of s$h

5een introd$ed in 1eny# d#ms 5e$#se of their #derse imp#$t onhe#lth= their displ#$ement of s$$essfl f#rmers

The need for 0#ter #nd the seere limit#tions on their sefl life

/n #de:#te spply of domesti$ 0#ter is it#l de to silt#tion D,right= %*"6= /rlosoroff el al for hm#n he#lth #nd hygiene 7espite the %*"4= Bell el al, %*")Fgre#t progress m#de in the re$ent de$#de= the#$hieement of the go#l of $le#n 0#ter for #ll is In order to deelop grond0#ter resor$es #still # long 0#y off /n #de:#te 0#ter spply sit#5le 0#ter lifting te$hnology mst 5eis #lso it#l for the prod$tion of food In m#ny employed ,hile m$h 0ork h#s 5een done on

p#rts of /fri$#= r#inf#ll is # ery nreli#5le the deelopment of po0er sor$es for 0#ter proider of s$h 0#ter or e;#mple= in pmping DHofkes #nd 8iss$her= %*"6F= for?im5#50e= 9p#0ose D%*"4F st#tes th#t m#ny people in rr#l /fri$# the se of hm#nnreli#5le r#inf#ll #nd the in$iden$e of mid- energy rem#ins the only pr#$ti$#l optionse#son droght represent the single most DL#m5ert #nd #lkner= %**%F In re$ent ye#rs$riti$#l n$ert#inty f#$ing the ?im5#50e#n there h#e 5een signifi$#nt improements inf#rmer tod#y the design of h#ndpmps for $ommnity se

Ho0eer= $ommnity 0#ter points still sffer,hile st#ple foods s$h #s m#i@e #nd nee 5re#kdo0ns #nd #ttempts to remedy this=

prod$ed dring the r#iny se#son $#n 5e throgh $ommnity m#n#ged pmpstored for $onsmption in the dry se#son= the m#inten#n$e s$hemes= #re still f#r froms#me is not tre of eget#5les #nd frit 0hi$h niers#lly s$$essfl#re essenti#l for good ntrition Sin$e the e#rly

p#rt of this $entry= the #ns0er to the pro5lem The pro5lems of $ommnity m#n#gementof in#de:#te r#inf#ll h#s 5een throgh the $old 5e #oided throgh the promotion of

proision of $onention#l irrig#tion s$hemes hosehold spplies= 0here these #re fe#si5le

The plight of m#ny /fri$#n f#rmers #ndf#milies in their se#r$h for 0#ter is 0ell

p5li$ised in terms of dis#ster relief et in m#ny #re#s there #re sm#ll dispersedsor$es of sh#llo0 grond 0#ter= 0hi$h$onstitte # $onsider#5le resor$eThis is often not #$kno0ledged 5y goernment#gen$ies 0hi$h think only in terms of l#rged#ms #nd perenni#l riers



/n e;#mple of s$h # str#tegy in ?im5#50e isDhe progr#m of pgr#ding f#mily 0ells D9tero#nd Chim5nde= %**%F. Ho0eer= most of the

pmps deeloped for $ommnity se #reeither not ##il#5le to indiid#l hoseholds or #re too e;pensie.In re$ognition of the need for simple 0#ter-lifting te$hnology= rese#r$h 0#s $#rried ot to

identify sit#5le 0#ter-lifting dei$es. /lmost#ll e;isting hm#n po0ered pmps tested$old not spply 0#ter #t more th#n #5ot +.&litres per se$ond= 0hi$h is not sffi$ient for irrig#tion. T0o designs 0ere fin#lly sele$ted #sthe most promising for frther deelopment=the rope-0#sher #nd the tre#dle DL#m5ert #nd#lkner= %**%F.

n. odification for unlmed *onds or streams.

(uestions $=0&

(e#d the follo0ing st#tements. /$$ording to the inform#tion in the re#ding p#ss#ge= if the st#tement is tre= 0rite T= if the st#tement is f#lse= 0rite = #nd ifthere is no inform#tion #5ot the st#tement in the re#ding p#ss#ge= 0rite I.,rite yor #ns0ers in the sp#$es nm5ered 2"-&+ on the #ns0er sheet. Ane h#s

5een done for yo #s #n e;#mple.

E+am*le% 7ns#er%

The diffi$lty in finding 0#ter in /fri$# is highly p5li$ised.T

2". oernment #gen$ies only $onsider d#ms #nd riers #s sor$es of 0#ter.

2*. The pmps 0ill help /fri$#n ill#gers deelop sm#ll indstri#l pro<e$ts.

&+. 9ost of the e;periment#l 0ork h#s 5een done in ?im5#50e #nd 1eny#.



(uestions &%-&6

In the se$tion #fter the s5he#ding= The need for 0#ter= there #re ) referen$es$ited. Gestions &%-&6 list 6 of the referen$es. Belo0 is # list of st#tements /-10hi$h #re spported 5y the referen$es. 9#t$h e#$h referen$e DGestions &%-&6F0ith its $orresponding st#tement. ,rite the #ns0ers /-1= in the sp#$es nm5ered&%-&6 on the #ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.There #re more st#tements th#n referen$es so yo 0on3t se them #ll.

E+am*le % 7ns#er.

L#m5ert #nd #lkner= %**%

1

&%. 9p#0ose= %*"4

&2. 9orris #nd Thorn= %**+

&&. ,right= %*"6 /rlosoroff et #l= %*"4 Bell et #l= %*")

&4. Hofkes #nd 8iss$her= %*"6

&'. L#m5ert #nd #lkner= %**%

&6. 9tero #nd Chim5nde= %**%

List of st#tements

/ 7#ms s#lly t#ke p # lot of l#nd so th#t f#rmers h#e to moe some0hereelse.

B There h#s 5een little s$$ess 0ith irrig#tion pro<e$ts.

C It is import#nt to h#e #n #de:#te 0#ter spply.

7 Hm#n po0er is still $he#per #nd more re#dily ##il#5le.

E (#inf#ll is too little #nd too irregl#r 0hen most needed.

Bilding d#ms h#s helped improe he#lth. There is # pl#n to improe indiid#l domesti$ 0ells.

H E;periments h#e 5een done to proide energy to pmp 0#ter.

I 9ost f#milies $#nnot #fford to 5y pmps.

Q The design of h#nd pmps h#s improed l#tely.

1 The rope 0#sher #nd tre#dle 0ill help sole the pro5lem.



(uestions &B04&

-elo# is # p#r#gr#ph e;pl#ining the design #nd deelopment of the 0#ter pmp.=Trere #re some 0ords missing from the p#r#gr#ph. rom the list of 0ords 5elo0sele$t AE $orre$t 0ord for e#$h sp#$e. ,rite yor #ns0ers in the sp#$esnm5ered &)-4& on the #ns0er sheet.

Pmp design #nd deelopment

The prin$iple of the rope-0#sher pmp is ery old 7#ting 5#$k to #n$ient (ome #ndChin# / pipe e;tends from the srf#$e do0n to 5elo0 the 0#ter &). JJJJJJJJJJJ./ loop of rope 0ith 0#shers #tt#$hed is plled 5y # &". JJJJJJJJJJJJJJJ pthrogh the pipe. /tt#$hed to the rope #t inter#ls #re 0#shers tr#el p 4+.

JJJJJJJJJJJJJJJJ the pipe= they dr#0 0#ter 0ith them 0hi$h dis$h#rges #t the topof the pipe. Histori$#lly the plley 0#s f#shioned from 0ood or steel 0ith teeth to4%. JJJJJJJJJJJJJ the 0#shers on the rope. Consider#5le 42. JJJJJJJJJJJ 0#sneeded to m#ke # plley $#p#5le of plling # 0et #nd slippery rope 0hi$h 0#s ndertension from the 4&. JJJJJJJJJJJJJJJJJ of 0#ter in the pipe.

gripheight leel

length inside di#meter

skill 0eight tension

$entre plley h#ndle

si@e depth Aer

Strength 9iddle Pmp

List of 0ords



(E/7I TEST &

(@ESTI"S 0B

Aou are advised to s*end about $ minutes on Questions 0B #hich refer to eading !assage belo#

(E/7I P/SS/E %

Traditional 3ietna/ese 4edi'al Theory

% The 5eliefs of 8ietn#mese folk medi$ine#sso$i#te illness 0ith the #5sen$e of #ny of thethree sols 0hi$h m#int#in life= intelligen$e=#nd the senses= or of the nine spirits 0hi$h$olle$tiely sst#in the liing 5ody / nm5er of rit#ls performed #t $hild5irth= 0hi$h #re#imed #t prote$ting the mother #nd the inf#ntfrom medi$#l #nd m#gi$#l d#ngers= derie

from these 5eliefs= 5t they pl#y # rel#tielylimited role in medi$#l 5eh#ior gener#llyConersely= Chinese medi$ine pl#ys # m#<or role in the m#inten#n$e #nd restor#tion of he#lth #nd i5 o5sered 5y ethni$ 8ietn#mese#nd 5y 8ietn#mese-Chinese Prin$iplesfrom Chinese medi$ine proide thes$ripting for the m#n#gement of

5irth for 5oth grops= #nd moregener#lly= est#5lish gidelines0here5y good he#lth m#y 5em#int#ined

2 /$$ording to Sino-8ietn#mesemedi$#l theory= the 5ody h#s t0oit#l #nd opposite life for$es 0hi$h$#ptre the essen$e of ym D5re#thF #nd yang

D5loodF in #$$ord#n$e 0ith the 3fie eoltie ph#ses3 D0ood= fire= e#rth= met#l #nd 0#terFThe proper $ir$l#tion #nd 5#l#n$e of the ym#nd ymig ensre the he#lthy $ir$l#tion of

5lood #nd ths good he#lth= dise:ili5rimnnd dish#rmony $#se ill he#lth Illness=

physi$#l #nd ment#l= $#n 5e identified 5y theim5#l#n$e or e;$ess of ym over yang oryang oer ym oods #nd medi$ine= #lso $l#ssified#$$ording to their repted intrinsi$ n#tre #sym D$oldF #nd ynng DhotF= m#y 5e t#kenther#peti$#lly to $orre$t the im5#l#n$ereslting from ill he#lth= or to $orre$tim5#l#n$e de to the oerindlgen$e in # foodm#nifestly e;$essiely 3hot3 or 3$old3= or de to#ge or $h#nged physiologi$#l st#ts Dfor

e;#mple= pregn#n$yF

&. oodstffs m#y #lso 5e identified #s toni$ or #ntitoni$= to;i$ or poison= or #s h#ing 0ind /frther sm#ll grop of foods #re #s$ri5edm#gi$#l properties Ather foods m#y 5e$l#ssified #s netr#l or rem#in otside #ny$l#ssifi$#tion system= #nd hen$e h#e no oertther#peti$ se

4 ,hile the $l#ssifi$#tion of foods #s hot= $old=toni$= poison= 0indy= m#gi$ #nd netr#l is

5#sed on the intrinsi$ n#tre of the foods= in pr#$ti$e they #re identified predomin#ntly

#$$ording to their physi$#leffe$ts on the 5odyUltim#tely= the system is 5othindiid#l#nd #r5itr#ry= #nd there#ppe#rs nofirm $orrel#tion to the r#0 #nd$ooked st#tes of the food= themethod of $ooking= thespi$mess= or the $#lorifi$ #leof the food

' In gener#l= le#fy eget#5les=

#nd most frit #re $l#ssified #s$old #nd #re s#id to $ool the 5ody=me#t= $ondiments= #l$ohol= #nd f#ttyfoods #re $l#ssified #s hot #nd #re s#id to he#tthe 5ody Toni$ foods= 5elieed to in$re#se theolme of 5lood #nd to promote he#lth #ndenergy= in$lde 3protein-ri$h3 foods= high f#t=sg#r= #nd $#r5ohydr#te foods Dfried food=s0eet frit= honey #nd ri$eF= #nd medi$inesD#l$ohol #nd it#minsF Sor foods= #ndsometimes r#0 #nd $old foods= tend to 5e$onsidered #ntitoni$ #nd #re 5elieed todeplete the olme of 5lood ,ind foodsin$lde r#0 foods= le#fy eget#5les= #nd frit=#nd often #re $l#ssified #s $old= they reptedly$#se 0ind illness s$h #s rhem#tism #nd

#rthritis Beef= mtton= fo0l= fish= gltinosri$e= #nd long 5#n#n#s #re $onsidered potenti#lly to;i$ #nd m#y $#se $onlsions=skin irrit#tion #nd infe$tion



(uestions 04

There #re ' p#r#gr#phs in (e#ding P#ss#ge % Tr#dition#l 8ietn#mese 9edi$#lTheory. Belo0 is # list of possi5le he#dings for the p#r#gr#phs. The he#dings #renm5ered /-H. rom the list= $hoose the 5est he#ding for e#$h p#r#gr#ph. ,riteyor #ns0er /-H= in the sp#$es nm5ered %-4 on the #ns0er sheet. Ane h#s 5eendone for yo #s #n e;#mple.There #re more he#dings th#n p#r#gr#phs= so yo 0on3t se #ll of them.

E+am*le% 7ns#er%

P#r#gr#ph &B

List of headings

/ (it#ls for $hild5irth

B Simple $l#ssifi$#tion of foods

C Blood #nd 5re#th

7 7et#iled $l#ssifi$#tion of foods

E The deelopment of 8ietn#mese medi$#l theory

Cooling #nd he#ting foods

Theory #nd pr#$ti$e in food $l#ssifi$#tion

H The $omponents of the 5ody life for$es

0 P#r#gr#ph %

2. P#r#gr#ph 2

&. P#r#gr#ph 4

4. P#r#gr#ph '



GieslioVs '-*

/ns0er :estions '-* sing A 9A(E TH/ T,A ,A(7S T/1E (A9THE TET. ,rite yor #ns0ers in the sp#$es nm5ered '-* on the #ns0er sheet.

'. ,h#t #re the life for$es of the 5ody

6. ,h#t T,A kinds of illness $#n 5e $#sed 5y # l#$k of 5#l#n$e 5et0een the

life for$es). #me T,A life $h#nges 0hi$h m#y $#se #n im5#l#n$e of life for$es in the 5ody.

". ,h#t $riterion de$ides the theoreti$#l $l#ssifi$#tion of foods

*. ,h#t $riterion de$ides the #$t#l $l#ssifi$#tion of foods

(uestions 0B

Belo0 is # t#5le representing the $l#ssifi$#tion of foods into the ther#peti$ types#$$ording to tr#dition#l 8ietn#mese medi$#l theory. There #re some g#ps in the

inform#tion. Complete the t#5le sing inform#tion from the re#ding p#ss#ge.,rite A 9A(E TH/ TH(EE ,A(7S A( E/CH /S,E(. ,rite yor #ns0ers in the sp#$es nm5ered %+-%) on the #ns0er sheet.

T#5le of food $l#ssifi$#tion

CL/SS AA7 EECT

$old le#fy eget#5les=some frit

$ooling

hot me#t=#l$ohol=

f#tty foods

he#ting

%+ honey=ri$e

%%.

%2. %&. deplete 5lood olme

0ind r#0 foods=frit

%4

%' 5eef= fo0l %6

%). Dnot des$ri5edF Dnot des$ri5edF



(@ESTI"S =0$=

Aou are advised to s*end about $ minutes on Questions =0$= #hich refer to

eading

!assage $ belo#

(E/7I P/SS/E 2

The Aei Spersoni$ 7oom

/s the 0orld3s only spersoni$ p#ssenger <et dire$t flights 0ith in$re#sed $omfort#ppro#$hes its 26th 5irthd#y= # 0orld0ide r#$e Spersoni$ flights mst not $ost signifi$#ntlyis nder0#y to 5ild the Con$orde II The more th#n norm#l flights #nd th#t mst 5e oneBritish /ir0#ys fleet of seen h#s #s little #s %+ of the prim#ry o5<e$ties The m#rket for # ne0ye#rs3 flying time left British /ir0#ys h#s $ommer$i#l spersoni$ #ir$r#ft $old 5e$h#llenged designers to $ome p 0ith its 5et0een '++ #nd %+++s$$essor 5efore the fleets= oper#ted 5y B/ #nd/ir r#n$e for ne#rly 2+ ye#rs= h#e e;h#sted In the United St#tes= Boeing #nd 9$7onnelltheir $ommer$i#l lies British /erosp#$e is 7ogl#s #re 0orking on # s$$essor pl#ne 0ith0orking 0ith ren$h #nd erm#n p#rtners to the #id of # M% ' 5illion gr#nt from the #tion#ldeelop # s$$essor $#p#5le of $#rrying three /eron#ti$s #nd Sp#$e /dministr#tiontimes #s m#ny p#ssengers (#$ing #g#inst them D/S/F The first ph#se of the pro<e$t 5eg#n in#re the /meri$#ns= #lso 0orking to0#rd # the US in %*"*= 0ith /S/3s High Speedspersoni$ p#ssenger pl#ne for the 2%st (ese#r$h Progr#m DHS( IF= 0hi$h fo$sed$entry solely on enironment#l isses= s$h #s noise

#nd polltion= #sso$i#ted 0ith 5personi$The pro<e$ted deelopment $ost is # minimm tr#el The se$ond ph#se= HS( II= 0ill moeM%+ 5illion so high th#t only one ersion is to0#rd the $onstr$tion of #n #erodyn#mi$likely to 5e 5ilt in the foresee#5le ftre B/e $r#ft $#p#5le of 0ithst#nding the rigors of#nd /erosp#ti#le= 0hi$h pioneered Con$orde I= d#ily spersoni$ tr#elh#e 5een <oined 5y 7#imler Ben@ /erosp#$eon the <oint Con$orde II rese#r$h pro<e$t The Boeing #nd 9$7onnell 7ogl#s h#eErope#n Spersoni$ (ese#r$h Progr#m demonstr#ted th#t spersoni$ tr#el $old 5eDES(PF 0ill 5e fnded 5y #ll three $ontries e$onomi$#lly fe#si5le #nd th#t dem#nd e;istsThey #lso #re inoled in 0ider-r#nging t#lks for time-s#ing tr#el 7eelopments #re0ith It#li#n= Q#p#nese #nd (ssi#n e;pe$ted to more th#n h#le the time it no0org#ni@#tions nder the m5rell# of the t#kes to fly 5et0een London #nd e0 ork=Intern#tion#l Spersoni$ Stdy rop #nd 5et0een Los /ngeles #nd Tokyo EenQ#p#nese /ir$r#ft Indstries= the /leni# thogh it is #$$epted spersoni$ <ets 0ill 5eComp#ny of It#ly #nd the Tpole 7esign 5#nned from flying oer popl#ted #re#s= thereBre# h#e 5een looking #t enironment#l #re still %'+ rotes of more th#n &+++kmre:irements= $ertifi$#tion 5#ses= m#rket 5et0een "% m#<or $ities 0hi$h they $old se

potenti#l= glo5#l $o oper#tion #nd 5siness (olls (oy$e is 0orking on # sit#5le 8#ri#5le$omp#ti5ility Cy$le Engine 0hi$h 0ill 5e :ieter #nd f#ster

th#n #nything no0 ##il#5le It is hoped it 0illBritish /erosp#$e is looking for # pl#ne 5e #$$ept#5le for some oerl#nd flights= s$h #sholding # minimm of 2++ p#ssengers. Si5eri# #nd northern C#n#d# It 0ill h#e to 5e$omp#red to Con$orde I3s %++ The #ir$r#ft $#p#5le of $rising $omfort#5ly #nd0old h#e to 5e $#p#5le of flying 5et0een e$onomi$#lly #t s5soni$ speeds sing #''++ #nd 6'++ miles #t # $rising speed of tr5of#n= 5efore the tr5o<et t#kes the $r#ft p9#$h 2 ' The British /erosp#$e ide# is for # to spersoni$ speeds oer the se#s It is*+m-long #ir$r#ft $#rrying 2"* p#ssengers 5elieed th#t Con$orde %% i5 fe#si5le #nd th#tinste#d of 6+m-long Con$orde I3s 4+++ miles #t te$hni$#lly it $old 5e prod$ed tod.iF The9#$h 2 Long dist#n$e #ir tr#el is $onst#ntly Boeing grop is looking #t R'++ se#l '+++ nll-in$re#sing #nd p#ssengers #re #sking for more D"+++kmF r#nge= 9#$h 2 4 #ir$r#ft 0hi$h $old



m#ke e;tensie se of $omposite m#teri#ls. It pro5#5ly 0ill t#ke the fll $o-oper#tion of Erope= the US #nd Q#p#n to #$hiee.It #ppe#rs th#t there #re #lso pl#ns to 5ildCon$orde III= #n e;$lsie spersoni$ <et to$#rry %2 p#ssengers # British /erosp#$e

5leprint designed for 0orld le#ders #nd the0e#lthy. /nd there is # <oint /meri$#n-(ssi#nentre for # simil#r #ir$r#ft= inolinglfstre#m /erosp#$e Skhoi 7esign Bre#.,hile m#ny sh#re this dre#m= it is not e;pe$tedth#t s$h #ir$r#ft 0ill enter seri$e 5efore theye#r 2+%+.

(uestions =0$&.

Belo0 is # t#5le 0ith $omp#r#tie inform#tion #5ot Con$orde I, the Erope#nersion of Con$orde II #nd the /meri$#n ersion of Con$orde II. There is someinform#tion missing from the t#5le. Complete the t#5le sing inform#tion from there#ding p#ss#ge. ,rite yor #ns0ers in the sp#$es nm5ered %"-2& on the #ns0er sheet. Ane h#s 5een done for yo #s #n e;#mple.

CACA(7E I CACA(7E II

Erope#n ersion /meri$#n ersion

$#p#$ity E;#mple! %++ %" &++

dist#n$e 4+++ miles %* 2+

speed 2% 2=' 9#$h 22

length 6+ m 2& Dnot gienF



(uestions $40$B

Look #t the follo0ing st#tements /-H. /$$ording to (e#ding P#ss#ge 2= 0hi$hAU( st#tements #re T(UE. Choose from the #ppropri#te letters= /-H= #nd0rite them in the sp#$es nm5ered 24-2) on the #ns0er sheet. The #ns0ersm#y 5e 0ritten in #ny order.

List of st#tements/ Con$orde II 0ill 5e re#dy for $ommer$i#l se in %+ ye#rs.

B 7#ily se of spersoni$ #ir$r#ft $#ses str$tr#l pro5lems.

C The ne0 spersoni$ <et shold 5e t0i$e #s f#st #s the $rrent one.

7 Anly 0e#lthy people 0ill 5e #5le to tr#el on the ne0 pl#nes.

E There is 0orld-0ide $o-oper#tion in this pro<e$t.

The pro5lems of noise #nd #ir polltion h#e #lre#dy 5een rese#r$hed.

Spersoni$ <ets $#n fly long dist#n$es oer C#n#d# #nd (ssi#.

H Con$orde is # $ommer$i#l #ir$r#ft.

(uestion $=

Ho0 m#ny $ontries #re inoled in deeloping ersions of Con$orde II



GUESTIAS 2*-4+

Aou are advised to s*end about $ minutes on (uestions $104 #hich refer to eading !assage & belo#

(E/7I P/SS/E &

Co-hosing seeks to 5#l#n$e of $ommnity= 5t often #t the W / r#nge of differentthe need for $ommnity #nd e;pense of pri#$y o0nership str$tres $#n 5e

pri#$y in sh#red liing m#t$hed 0ith $o-hosing#rr#ngements The for The 7#nish 9odel Pri#te o0nership= rent#l= #nd$h#r#$teristi$s essenti#l to $o- W Co-hosing seeks to proide hosing $o-oper#ties h#e #llhosing #re not ne0= 5t the $ommnity #nd pri#$y in # 5een sed in $o-hosing$om5in#tion i!X ni:e to $o- 0#y th#t gies people the deelopmentshosing fle;i5ility to find their o0n W This m#kes possi5le #

5#l#n$e #nd so #ppe#ls to # gre#ter r#nge of hoseholdW P#rti$ip#tory pro$ess m$h 0ider r#nge of people types th#n 0old other0iseW Intention#l neigh5orhood from more dierse 5e possi5le $oples 0ithdesign 5#$kgronds th#n hose yong $hildren or teen#gers.

W Common f#$ilities sh#ring or $onention#l home single p#rents= retired $oplesW (esident m#n#ged o0nership #nd single people This m#kes

W E#$h hosehold h#s its o0n it possi5le for eeryone toHistory d0elling= 0ith 5edrooms= h#e so$i#l rel#tionships 0ithW The first $o-hosing 5#throom= liing #nd dining people of #ll #gesdeelopment 0#s 5ilt in #re#s= #nd # sm#ll kit$hen W There #re no0 $o-hosing7enm#rk in %*)2 The ide#s W 70ellings #re $lstered $ommnities est#5lished right0ere not entirely ne0= 5t #rond the $ommon hose= #$ross Erope #nd in otherinterest gre0 from 0ith $#rs kept to the p#rts of the 0orld In si@e they

diss#tisf#$tion 0ith the periphery This type of pro5#5ly #er#ge #rondlimited $onention#l options intention#l neigh5orhood thirty hoseholds= 0ith someth#t 0ere ##il#5le design is pedestri#n friendly #s l#rge #s si;ty or more= someW ,h#t 0e #$$ept #s #nd promotes $ommnity #s sm#ll #s seen or eight$onention#l s5r5i# is not throgh in$re#sed hoseholdstr#dition#l #nd h#s re#lly only opportnities for spont#neos

5een 0ith s= or #t le#st so$i#l inter#$tion Common Hosereg#rded #s norm#l= sin$e W P#rti$ip#tory pro$ess is W The m#m fe#tre of the,orld ,#r II It emph#si@es $r$i#l in deeloping # $o- $ommon hose is the kit$hen

pri#$y #t the e;pense of hosing pro<e$t People get to #nd dining room Sh#red$ommnity= #nd o0nership kno0 one #nother= #nd # sense dinners #re held thereoer #ness of $ommnity gro0s 5y regl#rly In someW The 5i:itos :#rter #$re 0orking together throgh the $ommnities th#t is #s fe0 #s

5lo$k ne$essit#tes $#r <orneys #rios st#ges of the 2 nights # 0eek= in others pfor most 5#si$ #$tiities= s$h deelopment pro$ess to ) Eeryone t#kes # trn#s shopping or isiting W (esident m#n#gement $ooking dinner Bre#kf#stsfriends me#ns th#t on$e different #nd ln$hes D#nd dinners3 S5r5#n liing is ths #n de$isions #re m#de= people 0hen there is no $ommonisol#ting e;perien$e for m#ny s#lly respe$t them 5e$#se me#lF $#n 5e prep#red in one3s

people= its ery str$tre they h#d # s#y o0n kit$hen #nd e#ten #tmitig#tes #g#inst spont#neos (esponsi5ilities #re typi$#lly home or 5roght to the$#s#l so$i#l inter#$tion diided #mong sm#ller 0ork $ommon hoseW Hose sh#ring helps grops= 0ith #ll #dlts W The l#ndry is the other

promote sh#ring #nd # sense p#rti$ip#ting essenti#l fe#tre of the



$ommnity hose. 7#nish$ommnities h#e fond th#t2 0#shing m#$hines #nd %dryer is sffi$ient for onehndred people.> There #re s#lly 0orkshopsfor $#rpentry home h#ndy

people= $#r #nd 5i$y$lem#inten#n$e= #nd te;tiles. Inone $ommnity # resident h#d# pottery 0orkshop in the$ommon hose= #nd in

#nother there 0#s # photogr#phy d#rkroom.W / $#s#l sitting #re# ne#r thedining #re# h#s 5eeninstrment#l in the s$$ess of some $ommnities.W / $ople of sondproof rooms #re #lso # $ommonin$lsion. These $#n 5e sed#s # $hildren3s pl#yroom= for msi$ pr#$ti$e= or for teen#gers to $ongreg#te #nd

m#ke #s m$h noise #s theylike 0ithot distr5ing others.Uses for these rooms $#n$h#nge oer time #s the needsof the $ommnity $h#nge.W Some $ommnities h#ein$lded gest rooms in the$ommon hose= 0hi$h h#e

5een :ite s$$essfl. They$#n 5e rented ot to isitors=or to teen#gers in the$ommnity.

(uestions 2*-&2

/ns0er e#$h of the follo0ing :estions sing A 9A(E TH/ T,A,A(7S.The 0ords shold 5e t#ken (A9 THE TET. ,rite yor #ns0ers in the sp#$esnm5ered 2*-&2 on the #ns0er sheet.

2*. ,rite T,A $h#r#$teristi$s of s5r5#n hosing.

&+. ,rite AE neg#tie reslt of s5r5#n hosing.

&%. ,rite T,A positie #spe$ts of $o-hosing.

&2. ,rite AE neg#tie reslt of hose sh#ring.



(uestions &&-&'

(e#d the follo0ing st#tements /-. Choose the TH(EE st#tements 0hi$h refle$t # positie ot$ome of $o-hosing= #$$ording to the se$tion of the te;t he#ded The7#nish 9odel. Choose the #ns0ers /-= #nd 0rite them in the sp#$es nm5ered&&-&' on the #ns0er sheet. o m#y 0rite them in #ny order.

/ Pri#$y is $#reflly prote$ted.

B People #re not permitted to o0n $#rs.

C The $ommon hose is the fo$s of the $ommnity.

7 People respe$t de$isions if they help m#ke them.

E /ll #dlts help to look #fter the $hildren.

People of #ll #ges #nd interests $#n inter#$t more.

/ sm#ller nm5er of hoseholds is 5etter.

(uestions &304

The follo0ing is # smm#ry of the fin#l se$tion of the te;t= Common Hose. There

#re some 0ords missing from the smm#ry. rom the list of 0ords 5elo0= sele$tAE 0ord to fill e#$h sp#$e. ,rite yor #ns0ers in the sp#$es nm5ered &6-4+ onthe #ns0er sheet.

Smm#ry of Common Hose

/lthogh e#$h &6-------------------h#s its pri#te &)--------------------= eeryone

sh#res #$tiities in the $ommon hose. The $ommon hose might h#e rooms for

$ooking #nd e#ting or <st for sitting #nd t#lking. There is s#lly # $ommon sp#$e

for 0#shing #nd drying $lothes. Some $o-hosing pro<e$ts h#e spe$i#l sh#red

rooms for &"JJJJJJJJJJJJJs$h #s photogr#phy= pottery or for pl#ying

&*--------------------This $ommon hose gies people of #ll #ges the opportnityto meet e#$h other #nd so$i#lise. The 4+------------------$#n m#ke their o0n

de$isions on ho0 they se the $ommon sp#$e.

List of 0ords

g#me hosehold 0orkshops

ho55ies o0ner f#milies

hoses d0elling pr#$ti$e

residents $hildren room

msi$ #$tiity f#mily



(E/7I TEST 4

(@ESTI"S 0/

Aou are advised to s*end about / minutes on (uestions 0/ #hich refer to eading !assage belo#

(E/7I P/SS/E %

???????

/. Th#t 39ond#y morning feeling3 $old 5e # he#rt r#te go p #nd there #re hormon#l$rshing p#in in the $hest 0hi$h le#es yo $h#nges in their 5odies=3 ,ilh$h e;pl#ined 3/lls0e#ting #nd g#sping for 5re#th (e$ent these things $#n h#e #n #derse effe$t in therese#r$h from erm#ny #nd It#ly sho0s th#t 5lood system #nd in$re#se the risk of # $lot inhe#rt #tt#$ks #re more $ommon on 9ond#y the #rteries 0hi$h 0ill $#se # he#rt #tt#$kmornings #nd do$tors 5l#me the stress of 3,hen people retrn to 0ork #fter # 0eekendretrning to 0ork #fter the 0eekend 5re#k off= the p#$e of their life $h#nges They h#e #

higher 0orklo#d= more stress= more #nger #ndB The risk of h#ing # he#rt #tt#$k on #ny more physi$#l #$tiity s#id ,ilh$h 3,e needgien d#y shold 5e one in seen= 5t # si;- to kno0 ho0 these eents $#se $h#nges in theye#r stdy $oordin#ted 5y rese#r$hers #t the 5ody 5efore 0e $#n nderst#nd if they $#seree Uniersity of Berlin of more th#n 2=6++ he#rt #tt#$ks 3erm#ns ree#led th#t the #er#ge person h#d# 2+ per $ent higher $h#n$e of h#ing # he#rt Bt #lthogh it is tempting to 5eliee th#t#tt#$k on # 9ond#y th#n on #ny other d#y retrning to 0ork in$re#ses the risk of # he#rt

#tt#$k= 5oth ,ilh$h #nd the It#li#n rese#r$hersC. ,orking erm#ns #re p#rti$l#rly #dmit th#t it is only # p#rti#l #ns0er Bothlner#5le= 0ith # && per $ent higher risk #t the stdies sho0ed th#t the oer-6's #re #lso

5eginning of the 0orking 0eek on-0orkers= lner#5le on # 9ond#y morning een thogh 5y $omp#rison= #ppe#r to 5e no more #t risk on most no longer 0ork The re#son for this is not# 9ond#y th#n #ny other d#y $le#r= 5t the It#li#n te#m #t the Ligi S#ddo

Hospit#l m 9il#n spe$l#te th#t so$i#l7 / stdy of %%=+++ It#li#ns identified " #m on inter#$tions the thoght of f#$ing #nother# 9ond#y morning #s the most stressfl time 0eek #nd #ll its pressres m#y pl#y # p#rtfor the he#rt= #nd 5oth stdies sho0ed th#tSnd#y is the le#st stressfl d#y= 0ith fe0er H. ,h#t is $le#r= ho0eer= is th#t the 9ond#yhe#rt #tt#$ks in 5oth $ontries morning pe#k seems to 5e $onsistent from

northern erm#ny to sothern It#ly in spite ofE. The findings $old le#d to # 5etter the differen$es in diet #nd lifestylenderst#nding of 0h#t triggers he#rt #tt#$ks=#$$ording to 7r Stef#n ,ilh$h of the ree I ,ilh$h is rel$t#nt #t this st#ge to m#keUniersity 3,e kno0 # lot #5ot long-term risk spe$ifi$ re$ommend#tions= 5t he sggests th#tf#$tors s$h #s smoking #nd $holesterol 5t 0e #nyone 0ho sffers from he#rt dise#se sholddon3l kno0 0h#t #$t#lly triggers he#rt t#ke it e#sy on 9ond#y mornings #nd le#e#tt#$ks= so 0e $#n3t m#ke spe$ifi$ re$ommen- potenti#lly stressfl meetings ntil mid0eekd#tions #5ot ho0 to preent them=3 he s#id 3People shold try to $re#te # ple#s#nt 0orking

enironment=3 he #dded 39#y5e this risk. 9ond#y mornings h#e # do5le helping of #pplies only to those 0ho see 0ork #s #stress for the 0orking 5ody #s it m#kes # r#pid 5rden= #nd people 0ho en<oy their 0ork #retr#nsition from sleep to #$tiity= #nd from the not so m$h #t risk ,e need to find ot more 3rel#;ing 0eekend to the pressres of 0ork3,hen people get p= their 5lood pressre #nd



(uestion

,rite yor #ns0er in the sp#$e nm5ered % on the #ns0er sheet.

An 0hi$h d#y #re people le#st likely to h#e # he#rt #tt#$k

(uestions $0/

(e#d the follo0ing st#tements 2-'. /$$ording to the re#ding p#ss#ge= if thest#tement is tre 0rite T= if the st#tement is f#lse 0rite = if there is insffi$ienteiden$e 0rite IE. ,rite yor #ns0ers in the sp#$es nm5ered 2-' on the #ns0er sheet. /n e;#mple is sho0n 5elo0.

E+am*le%

7ns#er.

It 0#s on$e 5elieed th#t there 0#s #n e:#l $h#n$e of sffering #he#rt #tt#$k on #ny d#y of the 0eek.

T

2. Unemployed erm#ns h#e # higher risk of he#rt #tt#$k th#n employederm#ns.

&. Unemployed It#li#ns h#e # lo0er risk of he#rt #tt#$k th#n nemployederm#ns.

4. erm#ns risk he#rt #tt#$k 5e$#se of their high $onsmption of f#tty food.

'. Cholesterol #nd smoking $#se he#rt #tt#$ks.



(uestions 304

(e#d (e#ding P#ss#ge % #nd from the list of he#dings 5elo0= sele$t the 5esthe#ding for e#$h p#r#gr#ph /-I. ,rite the #ppropri#te nm5er i-i;= in the sp#$esnm5ered 6-%4 on the #ns0er sheet. Use e#$h he#ding ACE only.

6. He#ding for P#r#gr#ph /

). He#ding for P#r#gr#ph B". He#ding for P#r#gr#ph C

*. He#ding for P#r#gr#ph 7

%+. He#ding for P#r#gr#ph E

%%. He#ding for P#r#gr#ph

%2. He#ding for P#r#gr#ph

%&. He#ding for P#r#gr#ph H

%4. He#ding for P#r#gr#ph I

List of he#dings

i E;#$t $#se of he#rt #tt#$ks

ii The s#fest d#y

iii Bre#thless= s0e#ty #nd $rshed

i (ed$ing he#rt #tt#$k h#@#rd

8 High-risk 9ond#y

i 9ond#ys! riskier th#n food #nd 0#y of life

ii Qo5less 5t s#fer

iii Elderly #lso #t risk

i; Bodily #d#pt#tions

(uestion %'

(e#ding P#ss#ge % is ntitled. Sele$t the 5est title for the entire p#ss#ge from the$hoi$es /-7 5elo0. ,rite yor #ns0er in sp#$e nm5ered %' on the #ns0ersheet.

/ (ed$e yor $h#n$e of h#ing # he#rt #tt#$k

B ,#rning! 9ond#ys #re 5#d for yor he#rt

C The oer0eight #nd smokers risk he#rt #tt#$ks

7 H#ppy #nd he#lthy



(@ESTI"S 30$=

o are advised to s*end about $/ minutes on Questions 16-28 #hich refer to eading !assage $ belo#

(E/7I P/SS/E 27omesti$ 7iision of L#5or

P#r#gr#ph % to do e;#$tly h#lf the 5re#d0inning #nd #,ork 0ithin the f#mily $onte;t t#kes # #riety 0om#n to do e;#$tly h#lf the $hild re#ringof forms In m#ny ,estern hoseholds in the%**+s= it m#y in$lde t#sks s$h #s $#ring for P#r#gr#ph 4mem5ers of the f#mily= $ontri5ting to the The $oll#5or#tie style is # $ompromise 5et0eenhosehold fin#n$es= m#int#ining the hose= the t0o e;tremes of tr#dition#l #nd eg#lit#ri#ninter#$ting 0ith km #nd est#5lishing #nd In these f#milies= p#rtners $#n spe$i#lise insst#ining $ommnity rel#tionships /s # 0#y hosehold #$tiities #nd the in$lin#tion isof fostering domesti$ h#rmony #nd $re#ting # to0#rds doing 0h#t one is e;pert #t or prefersm#n#ge#5le rotine= some $oples $hoose one of Typi$#lly= # 0om#n m#y do #ll the $le#ning 0hilethree different styles of hosehold role diision # m#n m#y do #ll the $ooking 5e$#se they

tr#dition#l= eg#lit#ri#n or $oll#5or#tie $hoose to do so It does not follo0 p#tri#r$h#l pres$ription 0here # f#ther #l0#ys h#s foremost

P#r#gr#ph 2 f#mily #thority #nd 0here the mother3s dom#in9ost people 0ho fit the tr#dition#l p#ttern #re is $entred #rond the $hildren #nd the hosehold$h#r#$teristi$#lly men #nd 0omen 0ho #re It is gided 5y person#l interest r#ther th#n so$i#l$onention#lly m#rried= or h#e 5een liing $onention /s s$h= de$isions m#y 5e deferredtogether #s # $ople for some time The m#n #nd to the one 0ho is the spe$i#list in the p#rti$l#r0om#n h#e tot#lly sep#r#te spheres of inflen$e #re# In some $#ses= $oples m#y reerse their#nd responsi5ility or inst#n$e= the hs5#nd or sele$ted roles #nd the 0om#n m#y 5e$ome them#le p#rtner is s#lly the $hief de$ision m#ker m#in 5re#d0inner= 0hile the m#n m#y in trn#nd the m#<or fin#n$i#l proider He 5rings in 5e the prim#ry $hild $#re-gierthe 5lk of money #nd h#s the fin#l s#y oerm#<or hosehold pr$h#ses #nd import#nt P#r#gr#ph 'fin#n$i#l tr#ns#$tions The 0ife or fem#le p#rtner Tr#dition#l= eg#lit#ri#n #nd $oll#5or#tie styleseng#ges in $hild $#re #nd hosehold #re ie0ed 5y some #s 5eing dependent onm#n#gement= of 0hi$h the l#tter #lso in$ldes fem#le #nd m#le gender-role #ttitdes= 5oth ofm#int#ining $ont#$t 0ith rel#ties #nd f#mily self #nd p#rtner In other 0ords= person#litymem5ers 0ho m#y not lie nder the s#me roof differen$es #re s#id to determine 0hether men

#nd 0omen #dopt one diision of l#5or styleP#r#gr#ph & in preferen$e to #nother emininity= or fem#leIn ide#l sit#tions= #n eg#lit#ri#n style is typified gender-role stereotypes #re $ommonly #sso$i#ted

5y #n e:#l inter$h#nge in hosehold t#sks for 0ith the emotion#l= nrtring :#lities s#llye;#mple= one p#rtner does the dishes for one #s$ri5ed to # 0om#n= 0hile m#s$linity= or # m#le0eek= 0hile the other $ooks Then= the roles #re gender-role stereotype is seen in the $onte;t ofreersed for the ne;t 0eek /s #n #ltern#tie= risk-t#king= #ssertieness #nd independen$e

indiid#l <o5s m#y 5e diided e:#lly= so th#t s#lly #ttri5ted to menone p#rtner h#ndles h#lf of the hosehold t#sks#nd the other p#rtner t#kes on the rem#ining P#r#gr#ph 6e:#l proportion Ho0eer= this '+'+ s$en#rio /n opposing ie0 sees the three f#mily diisiondoes not s#lly reslt in # perm#nent of l#5or styles #s # refle$tion of the progressie#rr#ngement= some spe$i#lis#tion does tend to $h#nges $oples m#ke in response to $h#nging$reep in Hm#n 5eings #re not m#$hines to 5e life sit#tions= r#ther th#n 5eing #n #spe$t ofs0it$hed on #nd off #t pre$ise moments= nor is person#lity Essenti#lly= #dlt 0omen #nd menso$iety org#nised in s$h # 0#y #s to #llo0 # m#n modify their 5eh#ior 0ithin the $onte;t of



/ home t#sks

B home0ork

C hose0ork

7 m#le #nd fem#le 0ork E distri5tion of hosehold t#sks

(uestions %)-22

Seen senten$es h#e 5een left ot of (e#ding P#ss#ge 2. E#$h senten$e h#s #5eginning of Senten'e #nd #n End of Senten'e1 Complete the senten$esnm5ered %)-22 5y #dding #n end of senten$e from the sele$tion A+% 5elo0.,rite yor #ns0ers A+% in sp#$es nm5ered %)-22 on the #ns0er sheet. Thefirst one h#s 5een done #s #n e;#mple.

E+am*le% 7ns#er%

E;#mples of ,estern hoseholds ..B

5eginning of Senten'e

%). So$i#l s$ientists...

%". (ole e;pe$t#tions ...

%*. 7e$isions #nd po0er 0ithin m#rri#ge ...

2+. In tr#dition#l f#milies= m#les ...

2%. Stereotypes...

22. 9#les #nd fem#les ...

(uestion 3

In (e#ding P#ss#ge 2= # nm5er of themes #re mentioned. rom the sele$tionof themes /- E 5elo0= $hoose AE 0hi$h 5est represents the m#in theme oftheentire p#ss#ge. ,rite the #ppropri#te letter in the sp#$e nm5ered %6 onthe #ns0er sheet.

P#r#gr#ph )So= depending pon dem#nds in life sit#tions=men #nd 0omen #ssign 0h#t they 5eliee #re the#ppropri#te m#s$line #nd feminine$h#r#$teristi$s to p#rti$l#r $onte;ts. 9oreoer=depending pon ho0 stereotyped the #$tiities#re th#t they #re inoled in= gender-roles m#y#lter.

f#mily life= in #$$ord#n$e 0ith $rrent sit#tionsIt is these life sit#tions= r#ther th#n people= th#shold 5e $#legorised #s typi$#lly feminine +%m#s$line. or e;#mple= 0hen # $ople 5egins aloing rel#tionship= #ttends to # 5#5y or $#res for # si$k rel#tie= it is the feminine :#lities th#t #reforemost. In $ontr#st= $ompetition #nd the degreeof #ggressieness often re:ired in otsideemployment= #re #sso$i#ted 0ith stereotypi$#lm#s$line :#lities.



End of Senten$e

/ . .. #re diided 5y gender.

B . .. 0ere $onsidered.

C . .. #re often diffi$lt to $h#nge.

7 . .. #re often in #greement #rond the home.

E . .. #nd t#sks #re typi$#lly #long tr#dition#l lines.

.

.. m#ke the key differen$e.

. #re diided in their ie0 of 0h#t is responsi5le for the different p#tterns

of domesti$ diision of l#5or.

(uestions 2&-2"

P#r#gr#phs 2-) in (e#ding P#ss#ge 2 e#$h $ont#in one 0ord highlighted in 5oldtype. E#$h highlighted 0ord $#n 5e p#ired 0ith # 0ord of #ppro;im#tely oppositeme#ning 0hi$h is in the list /- 5elo0. rom the list of highlighted 0ords=$hoosethe most sit#5le opposite me#ning. Use e#$h 0ord ACE only. ,rite yor

#ns0ers in sp#$es nm5ered 2&-2" on the #ns0er sheet. The first one is #ne;#mple.

E+am*le% 7ns#er%

fostering DP#r#gr#ph %F1

Highlighted 0ords

2&. 5lk

24. 5re#d0inning

2'. pres$ription

26. #dopt

2). $#tegorised

2". stereotyped

Apposite me#nings

/ differenti#ted $hoi$e 1 dis$or#ging

B #er#ge loss L n#med

C n$l#ssified H #ssme 9 otgoings

7 o0ned I repdi#te en$or#ge

E minimm Q p#ttern



(@ESTI"S $104

Aou are advised to s*end about $ minutes on

(uestions $104 #hich refer to ending

!assage & belo#.

(E/7I P/SS/E &

The re#t B#rrier (eef

/ll #long Dhe Geensl#nd $o#st= inshore $or#lreefs= smothered 5y silt #nd #lg#e= #re dying.Some l#goons #nd reefs= on$e pristine e;#mplesof # tropi$#l p#r#dise= no0 $onsist of 5rokenskeletons of de#d $or#l= 5ried in l#yers of silt.Een the most remote reefs #re #t risk of polltionfrom torist resorts rele#sing se0#ge #nd shipsdmping their r55ish. Torists too #re so nmeros th#t #t one popl#r reef= rine froms0immers= #nd droppings from fish they feed=

h#e in$re#sed the ntrient leel in the 0#ter som$h th#t #lg#l 5looms florish #nd thre#ten theery e;isten$e of the $olorfl $or#ls.9#rine e;perts s#y #5ot )+ of $or#l reefs#rond the 0orld #re de#d or seerely degr#ded./str#li#3s re#t B#rrier (eef= the glo5e3s l#rgestreef system= stret$hing 2&++ kilometres #nd$omprising 2*++ sep#r#te reefs= is in 5etter sh#peth#n most. Bt e;perts 0#rn th#t it re:ires$on$erted effort #nd diligen$e to keep it th#t 0#y#nd in some pl#$es it is #lre#dy too l#te.The re#t B#rrier (eef is intern#tion#llyreno0ned for its spe$t#$l#r m#rine life #nd the

torist #nd fishing indstries #re e$onomi$#llyimport#nt. (eef-5#sed torism #nd fishing h#e# $om5ined e$onomi$ 0orth of more th#n M%

5illion # ye#r. (eef torism is no0 more #l#5leth#n sg#r e;ports #nd torist nm5ers #refore$#st to :#drple 0ithin eight ye#rs. Theindstry depends on prote$ting # spe$t#$l#rm#rine enironment th#t is home to #t le#st%+=+++ spe$ies of #nim#ls Din$lding 4++ #rietiesof $or#lF #nd pl#nts. They in$lde s$hend#ngered $re#tres #s the dgong= the gi#nt$l#m #nd the hmp5#$k 0h#le.It is #n enironment so little kno0n th#t

thos#nds more spe$ies #lmost $ert#inly #0#itdis$oery dring one re$ent %2 month fieldstdy= 2++=+++ ne0 5iologi$#l re$ords=.inform#tion not preiosly kno0n to s$ien$e=0ere m#de. 9#ny promising $omponds for ne0medi$#l tre#tments #nd other prod$ts #re 5eingdis$oered on the reef. Componds deried from



> C#t$hes of reef fish 5y $ommer$i#l #ndre$re#tion#l fishermen #re f#lling> Ships #re illeg#lly dis$h#rging oil #nddmping g#r5#ge 0ith only one r#nger per '2++s:#re kilometres of the re#t B#rrier (eef 9#rine P#rk= it is diffi$lt to stop them.> In # $ontroersi#l moe= the oil indstry 0ith the goernment3s 5lessing pl#ns to e;plore0#ters off the reef for petrolem 0ithin the ne;t

de$#de.

/str#li# is reg#rded intern#tion#lly #s 5eing inthe forefront of reef m#n#gement #nd rese#r$h#nd is proiding M2 million 0orth of #di$e onm#rine isses this ye#r to other $ontries./str#li#n s$ientists h#e #dised E$#dor onho0 to prote$t the se#s #rond the f#med#l#p#gos Isl#nds #nd #re helping the/sso$i#tion of Soth-E#st /si#n #tions tomonitor their m#rine enironment= 0here "+of reefs #re rined #nd fish sto$ks #re $lose to$oll#pse. The hope is th#t the re#t B#rrier (eef 0ill #oid # simil#r f#te.

(uestions $10&$

/ns0er the follo0ing :estions= sing inform#tion from (e#ding P#ss#ge &.Sele$t

sponges #nd other reef org#nisms #re 5einge#l#ted in the United St#tes for possi5le sein drgs to fight $#n$er #nd /I7S. Throghne0ly deeloping te$hnology= $or#ls #re giings #n e;tr#ordin#ry insight into p#st 0e#ther

p#tterns.S$ientists h#e dis$oered th#t long-liedon the re#t B#rrier (eef #re #st storehoses

0e#ther inform#tion. Aer the $entries= $or#lsh#e #5sor5ed hmi$ #$id from pl#nt m#teri#l0#shed into the reef from m#inl#nd riers. Bye;#mining 5#nds in $or#l skeletons D#n#logosto tree ringsF nder ltr#iolet light= s$ientistsh#e 5een #5le to tr#$e r#inf#ll leels 5#$k to%64+s eent#lly= they 0ill kno0 0h#t ther#inf#ll 0#s #t le#st %+++ ye#rs #go.S#dly= #fter seer#l ye#rs of rese#r$h= m#rinee;perts #gree th#t inshore reefs #re 5eingde#st#ted 5y # #st delge of sediment #ndntrients 0#shed into the se# #s # reslt ofdeelopment on the m#inl#nd. Some $l#im th#t

oter reefs 0ill eent#lly meet the s#me f#te./s intern#tion#lly reno0ned m#rine s$ientistLeon ?#nn sms it p! 3It3s not the 0#ste on the

5e#$hes 0e h#e to 0orry #5ot= it3s 0h#t 0e$#n3t see 5elo0 the srf#$e3.The reef is 5eing #ss#lted on other fronts!> (ese#r$h sggests th#t # ne0 in#sion of$ro0n-of-thorns st#rfish= # $or#l deoring$re#tre= m#y 5e imminent. /thorities 5elieeth#t hm#n #$tiities #re impli$#ted in s$h

popl#tion e;plosions.> resh ot5re#ks of $or#l 5le#$hing 0hi$ho$$rs 0hen rising temper#tres $#se polyps

to dis$#rd the tiny #lg#e th#t gie reefs their$olors #nd 0hi$h is linked 5y some s$ientiststo the greenhose effe$t= #re 5eing re$orded.



/= B= C or 7 #s the 5est #ns0er #nd 0rite yor #ns0ers in the sp#$es nm5ered2*-&2 on the #ns0er sheet. The first one is #n e;#mple.

E+am*le% Geensl#nd is in!

/BC

7

E$#dor /stri#/str#li#

The United St#tes

7ns#er% C

2*. The re#t B#rrier (eef!

/ h#s mostly 5een destroyed

B $old die in the ne;t de$#de

C is he#lthier th#n most other reef systems

7 is in good $ondition



&+. Cor#ls #re s$ientifi$#lly #led 5e$#se!

/ they $#n 5e m#de into medi$ine

B they proide shelter for pl#nts

C fish feed on them

7 $lim#ti$ $h#nge is re$orded in them

&%. 7#ngers to the m#rine enironment in$lde!

/ 0#rmer 0#ter

B $or#l skeletons

C ne0 fish spe$ies

7 high r#inf#ll leels

&2. Ail e;plor#tion!

/ h#s proided #n in$ome to the re#t B#rrier (eef 9#rine P#rk

B 0ill $ontine for %+ ye#rsC #lthogh spported 5y the goernment= is not popl#r

7 $#n help s$ientists monitor m#rine life

(uestions &&0&/

The st#tements 5elo0 #re #ns0ers to :estions. Choose )E st#tement from thelist l#5elled Res$onses #nd m#t$h it to the list l#5elled "uestions1 ,rite yor #ns0ers sing the #ppropri#te letter from the list of Res$onses /-Q= in the sp#$esnm5ered &&-&' on the #ns0er sheet. The first one is #n e;#mple.

There are /ore res$onses than you need1

E;#mple 7ns#er%

,here do the 5iologi$#l 0#stes $ome fromE

"uestions

&&. ,h#t $#ses the most de#st#tion to the $or#l reefs

&4. ,hy #re s$ientists still #5le to m#ke dis$oeries in the reef system&'.. ,h#t is destroying the reefs ne#r the m#inl#nd



(esponses

/ sediments #nd ntrients

B te$hnology

C there #re too fe0 m#rine s$ientists

7 fishing

E fish #nd s0immers

there #re so m#ny m#rine spe$ies

it is still l#rgely ne;plored

H d#m#ge

I polltion

Q torists #nd ships

(uestions &30&=

The follo0ing senten$e h#s three 0ords missing. Complete the senten$e 5y #dding

AE 0ord from (e#ding P#ss#ge & for e#$h sp#$e. ,rite yor #ns0ers in thesp#$es nm5ered &6-&" on the #ns0er sheet.

The re#t B#rrier (eef= the most e;tensie reef system in the &6------------------= is

import#nt to 0e#ther e;perts 0ho= 5y stdying the str$tre of &)-------------------=

$#n le#rn more #5ot #monts of &"--------------------$entries3#go.

(uestions &104

,rite yor #ns0ers in the sp#$es nm5ered &*-4+ on the #ns0er sheet. Use #m#;imm of T,A 0ords for e#$h #ns0er.

&*. ,hi$h m#rine #nim#l is seriosly thre#tening $or#l

4+. ,hose <o5 is it to prote$t the reef



(E/7I TEST '

(@ESTI"S 0/

Aou are advised to s*end about / minutes on (uestions 0/ #hich refer to

eading

!assage belo#.

(E/7I P/SS/E %

#RAP UP 6)UR 3ISIT #ITH THE PERFECT %IFT

Se$tion %/ Se$tion IB3It is 5etter to gie th#n to re$eie3 3eer look Hong 1ong Chinese gre#tly #ppre$i#te simple# gift horse in the moth3 Be0#re of reeks greeting $#rds= thogh o5iosly they 0ill notD#n$ient= of $orseF 5e#ring gifts3. ifts #re # refse sm#ll tokens of friendship in the form offnd#ment#l element of $ltre #nd or lies gifts.#s so$i#l $re#tres. They #re #lso #n import#nt

p#rt of or 5siness rel#tionships. Books 0ith plenty of illstr#tions #re mostThere #re o$$#sions 0hen giing # gift #ppre$i#ted in Indonesi#. In#ppropri#te items!srp#sses spoken $ommni$#tion= sin$e the #l$ohol= prod$ts m#de from pigs= 0#rmmess#ge it offers $#n $t throgh 5#rriers of $lothing. Ties #nd $ff links #re not $ommonlyl#ng#ge #nd $ltr#l diersity. Present # 0orn.simple gift to yor host in # foreign $ontry#nd the $h#n$es #re he or she 0ill nderst#nd In Ir#n= short-sleeed shirts #nd #ny is#lyo perfe$tly= thogh yo m#y not nderst#nd represent#tion of n#ked or p#rti#lly dressed# single 0ord of e#$h other3s l#ng#ges. It $#n people= m#le or fem#le #re highly$oney # 0e#lth of me#ning #5ot yor in#ppropri#te. 7on3t 5other 0ith ties= ideos#ppre$i#tion of their hospit#lity #nd the or re$ords. /s in #ll Isl#mi$ $ontries= there is #

import#n$e yo pl#$e pon the rel#tionship. stri$t t#5oo on #ny pork prod$ts.Com5ine the #$t of giing 0ith some

kno0ledge of #nd sensitiity to the $ltre of (espe$ting the /r#5 tr#dition= gifts sholdthe re$ipient #nd yo h#e #n in#l#5le ende#or to pr#ise the re$ipient in Ir#: #nd$h#n$e to e#rn respe$t #nd l#y the fond#tions shold neer 5e of #n order th#t $#nnotof # dr#5le #nd mt#lly 5enefi$i#l 5siness re#son#5ly 5e re$ipro$#ted.

rel#tionship.or #ll $ontries= t#ke #$$ont of $lim#te= /oid $ert#in $olor $om5in#tions! red= 0hiteespe$i#lly in reg#rd to $lothing. Some gifts $#n #nd 5l#$k D$olors of the #@i fl#gF #nd red=

5e rined 5y e;tremely hot or hmid $lim#tes= green #nd 5l#$k Dthe P#lestini#n fl#gF in Isr#el. possi5ly $#sing their re$eier $onsider#5le#ngish. Consider the kinds of prod$ts th#t ifts #re norm#lly e;$h#nged #t the 5eginning#re #5nd#nt in the $ontry $on$erned #nd try of meetings 0ith Q#p#nese #nd shold 5e gienfor something th#t is n$ommon there. Think #nd re$eied 0ith 5oth h#nds. It is seen #s#5ot the leel of l#ng#ge skills! # 5ook 0ith impolite to gie #n n0r#pped gift. Thehndreds of p#ges of English te;t m#y 5e #t

5est seless= #t 0orst em5#rr#ssing= to # person0ith limited English. Inform yorself #s m$h

emph#sis shold 5e on high :#lity= thogh notne$ess#rily e;pensie= items.

#s possi5le #5ot lo$#l $stoms= rles #nd ,hen in Qord#n= it is prefer#5le= 5t not it#l=eti:ette= espe$i#lly to do 0ith 0r#pping. to #oid green in p#$k#ging. 7o not gie 5ooks.

presenting= sperstitions= t#5oos #nd ideos= et$ th#t mention Isr#el. orm#l /r#5import#ntly= $stoms #nd :#r#ntineregl#tions. The follo0ing is # 5rief #$$ont of the eti:ette of gift-giing in some $ontriesof /si# #nd the 9iddle E#st.

$stoms #pply= so no #l$ohol= pork= 0omen3s$lothing et$. /r#5s gener#lly do not gre#tly#ppre$i#te h#nd$r#fts in 0ood= f#5ri$ or

pottery. ifts shold ide#lly #ppe#r #l#5le.



/g#in= the e;$h#nge shold 5e m#de 0ith 5othh#nds in 1ore#. /lso= simil#r to Q#p#n= is theemph#sis on present#tion. 7o not se red ink to 0rite the n#mes of the re$ipients. It is 0orthremem5ering th#t it is $stom#ry for # giftgien to # $omp#ny to 5e sh#red ot #rondthe offi$e $on$erned= so items th#t lendthemseles to this pr#$ti$e like # 5ottle of good 0hisky #re ery 0ell re$eied.

L#os h#s irt#lly no $ltr#l t#5oo items. It0old 5e diffi$lt to offend 0ith irt#lly #nygift3-Bsiness $ont#$ts in the People3s (ep5li$ of Chin# #re keen re$ipients of good S$ot$h0hisky #nd /meri$#n $ig#rettes= to the point0here it is #lmost o5lig#tory to t#ke some #long0hen yo go there. Ar= if not o5lig#tory= it$ert#inly helps to 0#rm rel#tions.

7o not open gifts in the presen$e of the gier in the Philippines. ot re$ommended #re items#llding to religion. 9#ny people #re C#tholi$#nd m#ny others 9oslems. This #lso me#nsliter#tre #nd #rt 0ith #ny possi5le sggestionsof le0dness or r#$ism #re to 5e stri$tly #oided.or Th#il#nd= gifts shold not 5e 0r#pped or

p#$k#ged in 5l#$k. 9odest gifts= like ties=s$#res #nd key rings= #re m$h #ppre$i#ted.Tr#dition#lly= sh#rp o5<e$ts like knies or eenletter openers #re not gien #s gifts.

o spe$i#l gift-giing $stoms in 8ietn#m= 5tthe 8ietn#mese #re enthsi#sti$ gift giers #ndlike ery m$h to re$eie them #s 0ell. Li:or #nd 0ine $#n 5e pro5lem#ti$= for re#sons

pert#ining to 8ietn#mese t#stes r#ther th#nmor#lity or religion.

(uestions 04

St#tements %-4 #re 5#sed on (e#ding P#ss#ge %. Complete the st#tements 5ysing AE 0ord from (e#ding P#ss#ge % for e#$h #ns0er. ,rite yor #ns0ers inthe sp#$es nm5ered %-4 on the #ns0er sheet.

%. 7ifferen$es in $ltre #ndJJJJJJJJJJJ $#n 5e oer$ome 5y gifts.

2. Aerse#s isitors #re #dised to gie gifts to theirJJJJJJJJJJJ

&. JJJJJJJJJJJshold 5e $onsidered 0hen giing gifts s$h #s thi$k $lothing.

4. To present # gift of $ho$ol#tes in # tropi$#l $ontry might $re#te------------>



(uestions /0

(e#d e#$h of the follo0ing st#tements. ,rite T if the st#tement is tre= ifthe st#tement is f#lse #nd IE if there is insffi$ient eiden$e= #$$ording to(e#ding P#ss#ge %. ,rite yor #ns0ers in the sp#$es nm5ered '-%+ on the#ns0er sheet.

'. /n Isr#eli 5siness m#n#ger 0old ndo5tedly #ppre$i#te the gift of #

5l#$k= 0hite #nd red striped tie.

6. It is re$ommended to gie 0ine to 8ietn#mese.

). /n ine;pensie pigskin 0#llet 0old pro5#5ly 5e #ppre$i#ted in Q#p#n=8ietn#m #nd L#os.

". / silk s$#rf is #n #ppropri#te gift for # Qord#ni#n host3s 0ife.

*. Um5rell#s #re popl#r gifts in Hong 1ong.

%+. ,hisky 0old 5e # 0el$ome gift in L#os.

(uestions 0/

The p#r#gr#ph 5elo0 is # smm#ry 5#sed on inform#tion in (e#ding P#ss#ge %.There #re some 0ords missing. Complete the p#r#gr#ph 5y sing AE 0ord for e#$h sp#$e. /ll the 0ords yo 0ill need to se $ome from (e#ding P#ss#ge %.,rite yor #ns0ers in the sp#$es nm5ered %%-%' on the #ns0er sheet.

There #re import#nt det#ils to $onsider 0hen %%. JJJ J. ... Some $ltres h#e

prohi5itions on #nim#l prod$ts s$h #s those from # %2. J . Athers h#e

politi$#l #ersions to spe$ifi$ %&-------------5e$#se of their se on $ert#in

$ontries3 fl#gs. Simil#rly= Th#is do not like %4------------$oered gifts= #nd in

1ore# it is sggested th#t n#me t#gs 0ritten in red shold 5e #oided. Bt

present#tion is not only restri$ted to 0h#t 0r#pping or pen yo se= in Q#p#n $#re

shold #lso 5e t#ken in sele$ting gifts th#t #re of sperior %'. . .



GUESTIAS &6-2'

o nre advised to s*end about $ minutes on (uestions 30$/ #hich refer to eading !assage $ belo#

(E/7I P/SS/E 2

/ E#rth:#kes $#n rip #p#rt entire $ities #nd otlying distri$ts= #s the %**' dis#ster in 1o5e= Q#p#nsho0ed Seismologists= s$ientists 0ho stdy e#rth:#kes #nd rel#ted phenomen#= h#e re$ordsd#ting 5#$k to %''6= from the Chinese proin$e of Shensi= 0hi$h indi$#te th#t e#rth:#kes h#e

5een de#st#ting or 0orld for $entries In th#t inst#n$e= # m#<or e#rth:#ke is estim#ted to h#ekilled ne#rly "%+=+++ people= 0hile destroying 0hole to0ns #nd ill#ges 9ore re$ently= # de#th tollof more th#n 66=+++ 0#s re$orded in northern Per in %*)+= #nd 2&=+++ died in the #tem#l#:#keof %*)6

B. The destr$ti e for$es Y hi$h prod$e e#rth:#kes= s#lly 5egin deep 5elo0 the grond= #long

# f#lt in 0e#ker #re#s of the e#rth3s ro$ky oter shell= 0here se$tions of ro$k repe#tedly slide p#ste#$h other The speed #t 0hi$h the fr#$tre spre#ds #t point of 0e#kness depends pon the type of ro$k 5t m#y #er#ge #5ot & km # se$ond in gr#nite or other strong ro$k /t th#t r#te= # fr#$trem#y spre#d more th#n '6+ km in one dire$tion in less th#n # minte /s the fr#$tre e;tends #longthe t#lt= 5lo$ks of ro$k on one side of the f#lt m#y drop do0n 5elo0 the ro$k on the other side=moe p #nd oYer the other side= or slide for0#rd p#st the other The iolent sh#ttering of ro$k rele#ses energ ir tr#els in Y#es= #nd these seismi$ 0#Yes moe ot from the fo$s of thee#rth:#ke in #ll dire$tions /s the YY#Yes tr#Yel #0#y from the fo$s= they gro0 gr#d#lly 0e#ker gener#lly reslting in the grond sh#king less #s dist#n$es in$re#se

C eologi$#l moements #re not the only o$$rren$es to trigger #n e#rth:#ke Hm#n #$tiitymost often the filling of reseroirs 0ith e;tr#ordm#nlY l#rge #monts of 0#ter= $#n #lso $#sie#rth:#kes % #ke 9e#d= on the Color#do (iY er in the United 5t#tes= 0#s filled in %*&' #nd 0#s thefirst e;#mple of #n #rtifi$i#l l#ke 5eing responsi5le for e#rth:#ke #$tiity Simil#rly= m#ssiee;plosions= s$h #s :#rr 5l#sting #nd n$le#r tests $#n #lso 0re#k h#o$

7 % #rlh:#kes #lmost neY er kill people dire$tly= #lthogh th#t f#$t is not of m$h $onsol#tion to

reliili es #nd friends 0ho h. e lost lo ed ones in #n e#rth:#ke Inste#d= m#ny de#ths #nd in<riesreslt from f#lling o5<e$ts #nd $oll#psing 5ildings= 0hile fire reslting from 5roken g#s or f#llen

po0er Inns is #nother d#nger The 1o5e e#rth:#ke in Q#n#ry %**'= l#sted only 2+ se$onds= yelreslted in # de#th toll of oYer '=+++ #nd in<red #ppro;im#tely 26=+++ people ires 5rnt ot ol$ontrol for seer#l d#ys #fter the e#rth:#ke= 0hi$h 0#s follo0ed 5y hndreds of #fter-sho$kslie$.ise of D$#rs of d#m#ge to g#s pipelines #nd #ny le#ks 5eing potenti#lly dis#stros= inh#5it#ntendred Ineing inter $onditions

E I en thogh e#rth:#ke prone $ontries spend enormos hm#n #nd fin#n$i#l resor$es +%si ismogr#pli1 me#srement= #s # me#ns of predi$ting e#rth:#kes= there is # d#nger in p#ying toimeh heed lo seemingly high risk @ones #nd ere$ting less st#5le 5ildings solely 5e$#se of thenIH ing in .% lo0 risk one Prior lo the e#rth:#ke= 1o5e 0#s not reg#rded #s #t serios risk= 5t #fte ithe dis#ster inestig#tion of the d#m#ge ree#led th#t ne#rly #ll de#ths o$$rred in sm#ll 5ildingth#t sh#ttered r#ther th#n t0 isted 0hen stressed Copled 0ith the pro5lem of soft soils= the

5ildingh#d little firm spport #nd m#ny $rm5led If $ontries 0ish to 0ithst#nd the de#st#ting for$es +%

s5st#nti#l e#rth:#kes #nd red$e de#th= in<ry #nd property d#m#ge= it is import#nt to design#nd $onstr$t 5ildings th#t #re e#rth:#ke resist#nt= #s 0ell #s monitor seismi$ for$es



(uestions 30=

Sele$t 0ords from p#r#gr#ph B to #ns0er Gestions %6-%". Use AE 0ord for e#$h #ns0er. ,rite yor #ns0ers in the sp#$es nm5ered %6-%" on the #ns0ersheet.

%6. #me the pre$ondition needed in ro$k for 5elo0 srf#$e fr#$tres to o$$r.

%). ,hi$h term is sed for the lo$#tion of the gre#test #mont of moement%". ,h#t #$tion 5elo0 the srf#$e ro$k reslts in seismi$ 0#es

(uestions 10$$

The notes 5elo0 #re # smm#ry of p#r#gr#ph C of (e#ding P#ss#ge 2.Choose 0ords from p#r#gr#ph C to $omplete the notes #nd 0rite yor#ns0ers in the sp#$es nm5ered %*-22. Sele$t either AE or T,A 0ords fore#$h sp#$e.

Both n#tr#l #nd %*---------------#$tiity $#n $#se #n 2+-----------------

2%JJJJJJJJJJform#tion of l#kes 5y dis$h#rge of 22.JJJJJJJJJJJ$#n initi#te #

:#ke.

(uestions $&0$/

,rite the #ppropri#te letter /= B= C or 7 in the sp#$es nm5ered 2&-2' onthe #ns0er sheet.

2&. It is no0 5elieed th#t!

/ lo0-risk @ones #re rel#tiely s#fe.

B high-risk @ones #re more d#ngeros th#n lo0-risk @ones.

C lo0-risk @ones m#y in f#$t 5e ery d#ngeros de to poorly

$onstr$ted 5ildings.7 high-risk @ones h#e st#5le 5ildings.

24. Soft soils!

/ together 0ith poorly $onstr$ted 5ildings #nd 5eing in high-risk

@ones gre#tly $ontri5te to e#rth:#ke de#st#tion.

B $#se e#rth:#kes.

C $#se 5ildings to t0ist r#ther th#n sh#tter.

7 $rm5le 5ildings.



2'. Seismologists!

/ $#n predi$t the potenti#l destr$tion of # $ity 5y #n e#rth:#ke.

B $#nnot predi$t 0here #n e#rth:#ke m#y o$$r.

C h#d 5een inestig#ting 1o5e3s potenti#l for #n e#rth:#ke #nd h#d

0#rned the inh#5it#nts.

7 $old 0ork 0ith other profession#ls to nderst#nd #nd try to minimisethe leel of de#th #nd in<ry $#sed 5y m#<or e#rth:#kes.



(@ESTI"S $304

Aon me advised la s*end about 2' minuter on (uestions $304 ivlnch refer to ending !rimage & belo#

(E/7I P/SS/E &

,H ,E C/3T /A(7 TA LET /SI/ ST/(8E

/ /mong the pro5lems #ffli$ting # E S$h isses= L#mpe #rges= 0hile seen #s 5rgeoning 0orld popl#tion= oer$ro0ding= remote 5y m#ny $ontries #nd intern#tion#l poerty #nd enironment#l degr#d#tion #re $orpor#tions= 0ill strike #t their e$onomi$ 5#se$om5ining to pt #t risXk the ery essen$e of or #s 0ell So$ieties th#t #re too poor or drien 5ysri#l food intern#l strife #nd $iil 0#r 0ill 5e 5#d for

inestment or #s m#rkets for goods PressreB 3If 5y the 5eginning of the ne;t $entry 0e from # rising tide of enironment#l #ndh#e f#iled to s#tisfy the ery 5#si$ needs of politi$#l refgees m#y #lso 5e feltthe t0o 5illion ery poor #nd for 5illion poor.life for the rest of s $old 5e e;tremely risky . Ane signifi$#nt f#$tor ndermining the

#nd n$omfort#5le=3 predi$ts 7r 1l#s L#mpe #gri$ltr#l e$onomies of deeloping $ontriesof the Intern#tion#l (i$e (ese#r$h Institte h#s 5een the f#rm tr#de 0#r 5et0een the USDI((IF m the Philippines This is # highly #nd the EC 3,e t#lk #5ot enironment#lthre#tening= een terrifying predi$tion for /si#= degr#d#tion #nd d#ngeros $hemi$#ls= yet0here )+ per $ent of the 0orld3s poor lie 5t spend 5illions of US doll#rs #nd ECUs0here reseres of good :#lity #r#5le l#nd prod$ing things 0e don3t 0#nt 0hi$h rinh#e pr#$ti$#lly rn ot lo$#l prod$tion systems #nd in$omes for poor

people=3 L#mpe s#ys /nd inste#d of deelopedC /lthogh the 0orld reg#rds /si# #s the $ontries helping strggling n#tions to deelopfo$s of #n e$onomi$ #nd indstri#l mir#$le= sst#in#5le food prod$tion systems their0ithot #de:#te spplies of food= L#mpe poli$ies tend to erode #nd destroy thems#ys= $h#os $old e#sily reslt in m#ny$ontries /nd the imp#$t 0ill 5e felt 0idely ,hen 0orld gr#in pri$es #re 5#d f#rmers in

throghot the region In the %**+s #lone= he /si# s pl#nds trn from ri$e to $#sh $rops tos#ys= the $ities of /si# 0ill 5e s0ollen 5y a spplement f#lling in$omes= or $le#r l#rgerfrther '++ million people ne#rly e:#l to the #re#s of r#inforest 0ith $#t#strophi$

popl#tion of the United St#tes #nd Erope#n enironment#l $onse:en$es 0ithin <st # fe0Commnity $om5ined 3The only gro0ing ye#rs Cle#red r#inforest soils #re highly

popl#tion in /si# is th#t of the poor Prime erosie= een 0here they #r$ not= they r#pidly prod$tie l#nd is 5eing sed for $ity 5e$ome #$id #nd to;i$ nder intensee;p#nsion #nd 5ilding ro#ds= 0hile thos#nds $lti#tion #nd pl#nts die= for$ing the $le#ringof he$t#res #re 5eing t#ken ot of prod$tion of eer-l#rger #re#se#$h ye#r 5e$#se of s#linity or #lk#linity 3

H (ese#r$h #t the I((I h#s indi$#ted th#t7 rom the mid-%*6+s 0hen the reen intensie ri$e prod$tion gro0ing t0o or(eoltion 5eg#n= /si#n food prod$tion three $rops # ye#r on the s#me l#nd is

do5led throgh # $om5in#tion of high- sho0ing signs of yield de$lines #s gre#t #s %+yielding $rops= e;p#nded f#rming #re# #nd per $ent Eiden$e for this $omes from #s f#rgre#ter intensifi$#tion rom no0 on= gro0ing #field #s Indi#= The Philippines #nd Indonesi#enogh food 0ill depend #lmost entirely on /t the s#me time= #gri$ltr#l rese#r$hin$re#sing yield from the s#me= or sm#ller= #re# 0orld0ide h#s 5een $ontr#$ting #sof l#nd Ho0eer= # mysterios thre#t is goernments= non-goernment 5odies #ndemerging m the noti$e#5ly de$lining yields of pri#te donors red$e fnding 5i;#se ofri$e from #re#s th#t h#e 5een most intensiely domesti$ e$onomi$ pressres 7m me#ns.f#rmed Unless s$ientists $#n nr#el 0hy this L#mpe s#ys= th#t #t risk is the $#p#$ity to solY eis so= food otpt in /si# m#y #$t#lly st#gn#te s$h pro5lems #s ri$e yield de$line #nd#t # time 0hen popl#tion 0ill do5le rese#r$h to 5reed the ne0 gener#tion of sper-



yielelding $rops. et ri$e 0ill 5e needed to feedmore th#n h#lf the hm#n popl#tion #nestim#ted 4 ' 5illion ot ot " & 5illion people 5y2+&+

% Comp#red 0ith the 5ilding of 0e#pons of m#ss destr$tion or the monting of sp#$emissions to 9#rs= L#mpe s#ys= the deising of sst#in#5le f#rming systems h#s little politi$#l#ppe#l to most goernments 3To them I s#y Ihope yo $#n sleep 0ell #t night 3

(uestions 26-&&

(e#ding P#ss#ge & h#s * p#r#gr#phs. Choose the most sit#5le he#ding for e#$h p#r#gr#ph from the list i-;ii 5elo0. Use e#$h he#ding ACE only. ,rite yor #ns0ers in the sp#$es 26-&& on the #ns0er sheet. The first one is #n e;#mple.There #re more he#dings th#n p#r#gr#phs= so yo 0on3t se #ll the he#dings.

E+am*le. P#r#gr#ph /. 7ns#er% i

26. P#r#gr#ph B

2) P#r#gr#ph C

2" P#r#gr#ph 7

2* P#r#gr#ph E

&+ P#r#gr#ph

&% P#r#gr#ph

&2 P#r#gr#ph H

&& P#r#gr#ph I

List of He#dings

i 7e$re#se in food yields

ii 7rop in yield #ffe$ted 5y red$tion in rese#r$h

iii Polltion rining $rops

i ,orld #t risk de to predi$ted food short#ge

8 L#$k ot intern#tion#l interest

i Bid to retr#in /si#n f#rmers

ii 7esper#te sit#tion for /si#

iii Enironment#l degr#d#tion de to $h#nged f#rming methods

i; eed to in$re#se soil fertility

Popl#tion e;plosion $omponds /si#3s pro5lems

;i Intern#tion#l $ommer$e thre#tens /si#n #gri$ltre

;ii ood short#ges h#e 0ide effe$ts



(uestions &4-&'

#me T,A re#sons for loss of f#rm l#nd. Use # m#;imm of T,A 0ords in 5othof yor #ns0ers. ,rite yor #ns0ers in sp#$es &4-&' on the #ns0er sheet.

(uestions &304

The flo0 $h#rt 5elo0 des$ri5es some $onse:en$es of /si#n #gri$ltre. E#$h step

follo0s the preios step= forming # $h#in of $onse:en$es. Complete the flo0$h#rt 5y sele$ting the #ppropri#te letter from the list of $onse:en$es 5elo0= to fillsp#$es nm5ered &6-4+ on the #ns0er sheet.Some letters m#y 5e sed more th#n on$e.

Conse:en$es

Z

/ eget#tion destroyed

B need to spplement in$ome

C poor 0orld gr#in pri$e

7 r#inforest $le#red

E #$id soil



(E/7I TEST 6

(@ESTI"S 04

o are advised to s*end about $ minutes on (uestions 04 #hich refer to eading !assage belo#

(E/7I P/SS/E %

ITELLECTUAL !ISA5ILIT6

/ People 0ith intelle$t#l dis#5ility form one #5norm#l $hromosome $ont reslting in= forof the l#rgest single dis#5ility grops in # e;#mple= 7o0n Syndrome$ommnity Intelle$t#l dis#5ility refers to #gener#l slo0ness to le#rn #nd fn$tion 0ithin 7. Like eeryone else= people 0ilh #nso$iety= #nd the identifi$#tion of intelle$t#l intelle$t#l dis#5ility need # re0#rding <o5= #dis#5ility is s#lly 5#sed on #n #ssessment of s#tisfying pl#$e to lie #nd a good so$i#l life

# person3s perform#n$e in # Y #nety of tests /n Bt they m#y need e;tr# spport lo #$hieeindiid#l3s leel of perform#n$e= #s #ssessed= these things ood spport seri$es #re 5#sed$#n $h#nge 0ith time #nd $ir$mst#n$es An on the prin$iple of norm#lis#tion 0hi$h me#nso$$#sions= #n intelle$t#lly dis#5led person m#y en#5ling people to 5e p#rt of the $ommnity

perform 5etter th#n #t other times Eiden$e for like eeryone else In trn= norm#lis#tion needsthis in$onsistent leel of perform#n$e $omes to 5e 0ell-integr#ted into the $ommnity= infrom modern rese#r$h #nd pr#$ti$e 0hi$h h#e order to 5e effe$tie Some of the seri$essho0n th#t 0ith skilled tr#ining #nd needed in$lde #ssessment $entres= tr#ining foropportnity for deelopment= people 0ith employment #nd spport to keep <o5s on$e theyintelle$t#l dis#5ility h#e m$h gre#ter get them= residenti#l #$$ommod#tion th#t is

potenti#l for #$:iring skills #nd for homelike or $hildren= e#rly ed$#tion #nd p#rti$ip#tion in $ommnity life th#n preY losly s$hool ed$#tion #ppropri#te to the $hild3sh#d 5een thoght possi5le needs= #re essenti#l ,ithot # strong

$ommnity-5#sed system of $#re= theB In m#ny 0estern so$ieties= fie $#tegories of intelle$t#lly dis#5led rn the risk of 5e$omingintelle$t#l dis#5ility h#e tr#dition#lly 5een # hge nder$l#ss #s in the United St#tes= 0heresed in order to indi$#te the per$eied degree thos#nds of intelle$t#lly dis#5led #reof diffi$lty #n indiid#l h#s 0ith le#rning /ll homeless 5e$#se of the /meri$#n poli$y of de-fie m#y onr in either $hildren= #doles$ents instittion#lis#tionor #dlts= #nd sho0 #s mild moder#te seere.

profond o mltiple intelle$t#l dis#5ility E ,ith the introd$tion of the intelle$t#llyHo0eer in de reli#n$e on s$h $#tegories #nd dis#5led into $ommnities= there is # need tothe ipiise:i -ill pigeonholing3 of indiid#ls promote #0#reness of $ommni$#tioninto one p[ tl > lei#tegonesL#n reslt in f#ilre /lthogh m#ny people m#y h#e littleIP pros ide % e opportnities for e#$h person to e;perien$e in t#lking 0ith #n intelle$t#llydi Y i lop dis#5led person= #nd #nti$ip#te gre#t diffi$lty

in $ommni$#tion= there #re $ommon gidelinesC lor tin m.i[only of ink lle$.t#l dis#5ilities. th#t $#n simplify the inter#$tion irstly= it isthen3 is no idi nlili#5le $#se 5t there #re some sefl to remem5er th#t people 0ith dis#5ilities$#ses th#t #re ell do$mented They in$lde h#e feelings #nd $#n s#lly nderst#nd 0h#t

5r#in d#m#ge #t 5irth de to l#$k of o;ygen is s#id= een thogh they sometimes m#y t#ke prolonged l#5or dring $hild5irth= 5r#in longer to respond Spe#king in the s#me friendlyd#m#ge 5efore 5irth de to f#$tors s$h #s m#nner #s yo 0old to #nyone else= #nd singr5ell#= drg or diet-rel#ted pro5lems= d#m#ge str#ightfor0#rd l#ng#ge #nd n$ompli$#ted#fter 5irth de to illnesses s$h #s en$eph#litis senten$es= is #lso re$ommended Being prep#redor #$$idents= heredit#ry defe$ts in the genes= to 0#it # little longer for replies dring #



$oners#tion 0ith #n intelle$t#lly dis#5led person= 0old ndo5tedly 5enefit thee;$h#nge. /5oe #ll= it is sggested not to t#lk #5ot the person 0ith someone else 0ithin their

he#ring. Ultim#tely= the ide# is to en$or#geintelle$t#lly dis#5led people to do things for themseles.

(uestions 0&

Complete the follo0ing st#tements 5y 0riting AE 0ord from (e#ding P#ss#ge2 in the sp#$es nm5ered %-& on the #ns0er sheet.

%. Tr#ining helps intelle$t#lly dis#5led people 5e # p#rt of #JJJJ JJJJJ JJJJ .

2. In order to ret#in # <o5 people 0ith dis#5ilities needJJJJJJJJJJJJJJ .

J . .

&. Hosing for intelle$t#lly dis#5led people needs to 5eJJJJJJJJJJJJJJJJJ.

Gestions 4-"

(e#d e#$h st#tement #nd #$$ording to the te;t= 0rite T if the st#tement is tre= if the st#tement is f#lse #nd IE of there is insffi$ient eiden$e. ,rite yor#ns0ers in the sp#$es nm5ered 4-" on the #ns0er sheet.

4. Intelle$t#l dis#5ility is #n n$h#nging disorder.

'. Poor ntrition in mothers $#n le#d to 5r#in d#m#ge in ne05orns.

6. 7o0n syndrome is the reslt of # short#ge of o;ygen #t 5irth.

). ,ork is the most rgent need for # person 0ith dis#5ilities.

". Intelle$t#lly dis#5led people s#lly h#e he#ring pro5lems.



(ucstiis 10

/$$ording to (e#ding P#ss#ge %= 0hi$h T,A $#ses of 5r#in d#m#ge #re notrel#ted to 5irth or genes. Use AE 0ord for e#$h #ns0er. ,rite yor #ns0ers inthe sp#$es nm5ered *-%+ on the #ns0er sheet.

(uestions 04

Sele$t the 5est he#ding from the list 5elo0 for e#$h p#r#gr#ph /-E in (e#dingP#ss#ge %. Use e#$h letter ACE only. ,rite the #ppropri#te letter /-E= in thesp#$es nm5ered %%-%4 on the #ns0er sheet.There #re more he#dings th#n p#r#gr#phs= so yo 0on3t se #ll of the he#dings.

E+am*le% 7ns#er%

P#r#gr#ph /iii

%%. P#r#gr#ph B

%2. P#r#gr#ph C

%&. P#r#gr#ph 7

%4. P#r#gr#ph E

List of He#dings

i Ho0 is intelle$t#l dis#5ility #ssessed

ii ,h#t do people 0ith #n intelle$t#l dis#5ility need

iii ,h#t is intelle$t#l dis#5ility

i Ho0 do people 0ith #n intelle$t#l dis#5ility t#lk

8 ,h#t #re the forms of intelle$t#l dis#5ility

i ,h#t $#ses intelle$t#l dis#5ility

ii I lo0 do yo t#lk to # person 0ith #n intelle$t#l dis#5ility

iii ,hi$h $ommnity-5#sed intelle$t#l dis#5ility seri$es #re ##il#5le



QUESTIONS 75-24

Aou are advised to s*end about / minutes on (uestions )'-24 ?CI1 I refer to ending !assage $ belo#

(E/7I P/SS/E 2

FuelCells: 21st Century Electricity

The 2%st $entry3s le#ding energy sor$e m#y By-prod$ts from fel $ells #re high :#lityery 0ell depend on the deelopment of # he#t= $#r5on dio;ide #nd ste#m Thete$hnology th#t 0#s first dis$oered in %"&* temper#tre of the e;h#st g#ses is 0ell #5oeIndeed= m#ny e;perts 5eliee th#t the ftre of '++R C= me#ning th#t solid o;ide fel $ells #reele$tri$ity gener#tion 0ill not $ome from ery #ttr#$tie for ele$tri$ity #nd he#tfrther refinement of sol#r= 0ind= $o#l or gener#tion #s= in #ddition to spplyingn$le#r energy= 5t from fel $ells /mong the ele$tri$ity= the leftoer #monts of he#t#rios types of fel $ells= the $er#mi$ or solid $re#ted dring the pro$ess $old 5e sed too;ide fel $ell promises to #$hiee the gre#test prod$e he#t for indstries= proide hot 0#tereffi$ien$y of $onersion of fossil fels s$h #s spplies or 0#rm 5ildings

g#s #nd $o#l to ele$tri$ity 0hile prod$ing onlyery lo0 leels of pollt#nts To this end= # el $ell te$hnology is not ne0 In f#$t= the$onsortim $omprising fie le#ding prin$iples of fel $ell oper#tion 0ere firstorg#nis#tions h#s est#5lished Cer#mi$ els reported 5y British s$ientist Sir ,illi#m roeLtd= initi#lly to e;p#nd fel $ell rese#r$h #nd in %"&* His prototype sed dilte slphri$deelopment #nd se$ondly= to 5ring the #$id #nd oper#ted #t room temper#trete$hnology to $ommer$i#l #ppli$#tion Cer#mi$ fel $ells deeloped m$h l#ter= 0ith

the first one oper#ting #t %+++ C in %*&)Cer#mi$ fel $ells #re ele$tro$hemi$#l dei$esth#t dire$tly $onert fels s$h #s g#sified $o#l Cer#mi$ fel $ells offer m#ny #d#nt#ges oeror n#tr#l g#s into ele$tri$ity 0ithot the other energy systemslimit#tion of the C#rnot $y$le D#n ide#l > they h#e the potenti#l to prod$ethermodyn#mi$ $y$le in 0hi$h he#t is t#ken ele$tri$ity effi$ientKF from seer#l 1iel

onto # 0orking flid #t # $onst#nt pper sor$estemper#tre #nd re<e$ted #t # $onst#nt lo0er > they $#n gener#te l#rge #monts oftemper#treF In m#ny respe$ts= fel $ells ele$tri$ity0ork like 5#tteries /s long #s they #re > they #re rel#tiely :i$k to inst#ll$onst#ntly spplied 0ith fel #nd o;id#nt=fel $ells $#n $ontinosly prod$e po0er= el $ell rese#r$h #nd de elopmont isremoing the need for re$h#rging e;tremely $ompetitie 0orld0ide= 0ith the

US/= Q#p#n #nd some Erope#n $ontriesel $ells offer seer#l #d#nt#ges oer le#ding the $h#rge to $ommer$i#lise thistr#dition#l therm#l po0er pl#nts The m#<or promising te$hnology or inst#n$e= # 7t$hdifferen$e 5et0een these t0o po0er Belgi#n $omp#ny h#s deeloped # fel $ell forgener#tors is th#t the $hemi$#l energy of the # 8olks0#gen #n #nd is #lso 0orking on #fel $ell is $onerted dire$tly to ele$tri$#l l#rger nit to po0er # 5s /ddition#lly= #

po0er 0ithot intermedi#te $onersion first erm#n $omp#ny is 0orking on # fel $ell lorto he#t The effi$ien$y of # $o#l-fired therm#l the Erope#n sp#$e shttle progr#m #nd for pl#nt is typi$#lly in the r#nge of &+-&' In s5m#rines= 0hile # C#n#di#n $omp#ny isa $om5ined $y$le g#s tr5ine system rnning e#l#ting # fel $ell to 5e sed in sm#llon n#tr#l g#s= the m#;imm effi$ien$y is in 5sesthe r#nge 4'-'+ 9#ny e;perts 5elieehigh temper#tre fel $ells $old re#$h (e$ent reports point to promising l#rgeeffi$ien$ies of "+-"' Cer#mi$ fel $olls intern#tion#l m#rkets for $er#mi$ fel i$3llsths offer # more effi$ient #nd less pollting Prospe$ts for fel $ells in Soth E#st /si#n#ltern#tie to $rrent po0er gener#tion m#rkets #ppe#r good Seer#l $ontries.te$hnologies in$lding Indonesi#= Th#il#nd #nd The



Philippines #re e;pe$ted to demonstr#te highr#tes of gro0th in dem#nd for po0er #nen$or#ging sit#tion for those $ontries:i$k enogh to deelop #nd $ommer$i#lisefel $ell te$hnologyEnergy is # Y it#l $omponent of # te$hnology

5#sed so$iety #nd the gro0ing need for

ele$tri$ity gener#tion 5y the most effi$ientmethod 0ill ensre # promising ftre for $er#mi$ fel $ell te$hnology The Cer#mi$ elCells Ltd initi#tie represents # m#<or $oll#5or#tie entre 5et0een p5li$ #nd

pri#te se$tors It is enis#ged th#t thisentre 0ill go # long 0#y to0#rds #$hieing# gre#ter effi$ien$y of energy se 0orld0ide

(uestionC %'-%*

Use # m#;imm of T,A 0ords from the re#ding p#ss#ge to #ns0er e#$h of :estions %'-%* ,rite yor #ns0ers in sp#$es nm5ered %'-%* on the #ns0er sheet

%' ,hi$h grop h#s predi$ted # signifi$#nt $h#nge m ftre energy gener#tion)

%6 el $ells #re positie for the enironment 5e$#se they rele#se minim#l#monts of 0hi$h s5st#n$es)

%) ,hi$h $ommon energy sor$es h#e 5een $omp#red to fel $ells

)

%" ,h#t is the potenti#l per$ent#ge g#m in effi$ien$y 0hen $omp#ring old styleenergy gener#tors #nd fel $ells)

%* ,hen 0ere $er#mi$ fel $ells= first sed)

(uestionC $0$4

7e$ide 0hether the st#tements 5elo0 spport inform#tion in (e#ding P#ss#ge 2In the sp#$es nm5ered 2+-24 on the #ns0er sheet= 0rite

es if the st#tements spport inform#tion o if the st#tements do not spport inform#tion ot ien if the st#tements do not refer to inform#tion

/n e;#mple h#s 5een done for yo

E#m*le 7ns#er

Sir ,illi#m roe 0#s # physi$ist ot ien

2+ I tre tr#nsport ehi$les m#y 5e po0ered 5y fel $ells

2% Trope#n $omp#nies 0ere first in the r#$e to deelop fel $ell te$hnology

22 Some r#pidly deeloping Soth E#st /si#n $ontries 0ill soon m#rket fel$ells

2& Indonesi# h#s #n enormos need for fossil fels

24 Cooper#tion 5et0een pri#te $omp#nies #nd goernments 0ill en$or#ge

0ider se of effi$ient energy sor$es



(@ESTI"S $/D

Aou are advised to s*end about 2' minuteC on (uestions $/04 #hich refer to eading

Prtssrtge & belo#

(E/7I P/SS/E &

The New ce !"e

/nt#r$ti$#3s long d#rk 0inter eokes isions of Be$#se the smmer-time 0ork of s$ientistse#rly e;plorers 5#rely sriing in hts= their tends to $#ptre the p5li$3s im#gin#tion= 0ith

hskies #nd sleds sno05ond otside in the reel#tions #5ot the o@one hole or 0h#leh#rshest $onditions im#gin#5le Bt times h#e nm5ers= people tend to oerlook the efforts of$h#nged the 2+ or so 0interers #t e#$h 5#se mostly

tr#despeople 0ho keep the 5#ses going long/lthogh e;peditioners like 9#0son= S$ott #fter 3the 5offins3 Drese#r$h s$ientistsF h#e#nd /mndsen e;plored #nd 0intered on the migr#ted to 0#rmer $lim#tes In doing so= they$ontinent in the e#rly ye#rs of the $entry= the #lso keep #lie $l#ims to soereignty ofnotion of oper#ting perm#nent ye#r-rond se$tions of the $ontinent #nd m#int#in their

5#ses in /nt#r$ti$# 0#s rel#tiely ne0 ntil the enironment#l interest in this sensitie p#rt of%*'+s #nd %*6+s Een #fter the Se$ond ,orld the pl#net /side from its 0e#lth of m#rine,#r= /nt#r$ti$# 0#s still 5eing opened p #nd resor$es= /nt#r$ti$# $ontrols m$h of thethere 0ere m#ny 5l#nk spots on the m#p sothern hemisphere3s $lim#te /s the only9#0son st#tion= opened in %*'4= and 7#is in other 0holly sothern hemisphere $ontinent

%*') #re /str#li#3s t0o oldest= $ontin#lly /str#li#= more th#n #ny other l#rge n#tionoper#ted 5#ses on the $ontinent h#s the most #t st#ke in 0h#t h#ppens hereIn the p#st= life #t these 5#ses 0#s h#rdly So 0h#t is life like do0n there) Aer the p#stl;rios It me#nt $#mping in $r#mped @in$- ye#r= 0intering on #n /nt#r$ti$ 5#se h#s#lm sheds= listening to k#t#5#ti$ 0inds 5e$ome positiely $iilised The $on$lsion l#sts$re#m in the long 0inter night smmer of # %+ ye#r 5ilding progr#m h#sCommni$#tion 0ith the otside 0orld 0#s seen the histori$ @in$-#lm sh#$ks #nd es enrestri$ted to <st # fe0 telegr#phed lines older 0ooden sheds 5ilt #t #n e#rly /nt#r$ti$.E;pedmoners he#ding soth 0ere issed 0ith 5#se= on He#rd Isl#nd in %*4)= sppl#nted 5y

p#mphlets listing fie-letter $odes $oering #st= 5right-$olored 5ildings 0ith 5#-#lmost eery $on$ei#5le sit#tion so they 0mdo0 ie0s #nd ski-lodge de$or There #re$old $ommni$#te 0ith their f#milies #nd still ideo longes= gymn#sims= 5#rs #nd li5r#rieskeep 0ithin stri$t 30ord limits3 dring their The 0orkshops #re $omp#r#5le to #nything in

ye#r on 5#se Hmor 5oosted mor#le #nd 0#s modern indstri#lised $ontries The food is#n import#nt element of life there or inst#n$e plentifl There #re een field hts th#t do5le3I1L/3 0#s $ode for 3This is the life3 #s 0eekenders for those 0ho feel the need to

get #0#y from it #ll The money3s good #ndTod#y= liing ye#r-rond in /nt#r$ti$# is eerything from 5eer to so$ks is spplied free$onsider#5ly e#sier The 0e#ther h#sn3t ot eeryone is ple#sed 0ith the ne l;rF$h#nged of $orse= 5t yo $#n pi$k p # o0here 0ere the $h#nges felt more keenlytelephone #nd di#l dire$t #ny0here in the th#n #t 9#0son= 0here the old :#rters is ilh0orld The $ost is ery modest #nd is their rgged otpost #tmosphere ere shts5sidised #t *+ $ents # minte /ll th#t #nd the l#st te#m of hskies ren;md lo m.in<indiid#ls need to do is to $olle$t the 5ill #t old /nt#r$ti$ h#nds= it m#rked the end of thethe end of the ye#r gre#t 3Intrepid /ge3 in /nt#r$ti$#



There #re some things #5ot life in /nt#r$ti$#=ho0 eY er th#t $Y en $entr#l he#ding #nd iitihing # IiY e Y l# s#tellite sports 5ro#d$#st$#nnot ih#nge The /nt#r$ti$ TerritorF is stillone of the most e;oti$ pl#$es on E#rth e0

people 0ill eer get there There #re no flights0hi$h l#nd there Fo h#e to tr#Yel #s thee#rly e;plorers did= #lmost # $entry #go= 5yse# oing to 9#0son= for e;#mple= me#ns #t0o-0eek oy#ge on #n i$e5re#ker s$h #s 7urora 7ustralia, #$ross '+++ kilometres of theSothern Aie#n= one of the roghest stret$hesof 0#ter on E#rth ,#; es $#n e;$eed %' metres=the ship $#n pit$h 4+ degrees #nd= if yo3re not# good s#ilor= een the indstri#l strength/omine pres$ri5ed 5y /nt#r$ti$ 7iisiondo$tors 0on3t keep 5re#kf#st do0n 9ost oftenthogh= torist ships s#il from Soth /meri$#n

ports= 0hi$h offer the e#siest #$$ess to the

spe$t#$l#r $o#st#l s$enery of the /nt#r$ti$Peninsl#An$e there= #fter the short shipping se#son h#sended some time in e5r#ry 0hen the i$e$loses in= there is no $h#nging yor mind #ndhe#ding home o #re there for the dr#tion=#t le#st ntil the p#$k i$e 5re#ks p thefollo0ing oem5er Like the e#rly e;plorers=yo #re $onfronted 0ith the $h#llenge of getting #long 0ith # sm#ll= isol#ted grop of

people throgh the long 0inter night Le#rningto pt p 0ith their foi5les the 0#y they h#eto pt p 0ith yors ,hi$h is 0hy eeryone#pplying for # <o5 in /nt#r$ti$# is interie0ed

5y # psy$hologist 5efore 5eing #$$epted /sone eter#n diesel me$h#ni$ #t 7#is pt it 3If yo m#ke #n #ss of yorself do0n here= there3sno pl#$e yo $#n go 3

(uestionC 2'-2*

The p#r#gr#ph 5elo0 smm#rises inform#tion from (e#ding P#ss#ge & Sele$tAE 0ord from the re#ding p#ss#ge to fill e#$h g#p ,rite yor #ns0ers in thesp#n3s nm5ered 2'-2* on the #ns0er sheet

/nUmlitti in the ,As 0#s # ery different pl#$e from the /nt#r$ti$# of the %**+s

In those e#rly d#Ys= 2' 0#s limited 5t tod#y= 0ith #d#n$ements in

ti3k3iomniii1.#tions= 26 $#lls #re not only $onenient= they #re :ite

ihi3.ip Bt ho0eer ninth life in /nt#r$ti$# improes to 5e$ome more

2) in terms of f#$ilities= #$$ommod#tion #nd food= the 2" JJJJJ

neYer $h#nges Be$#se of this= s$ientists= tr#despeople= or torists $#nnot tr#el

ot of /nt#r$ti$# ntil #t le#st 2*JJJJJJJ



(uestions &0&&

,rite the #ppropri#te letter /= B= C or 7 in the sp#$es nm5ered &+-&& onthe#ns0er sheet.

&+. The e#rly /nt#r$ti$ e;plorers!

/ tr#elled to the $ontinent dring 0inter.

B first e;plored /nt#r$ti$# in the %*'+s.

C opened perm#nent 5#ses in /nt#r$ti$#.

7 0ere isol#ted 5y he#y sno0 f#lls.

&%. Those $rrently employed in /nt#r$ti$#!

/ 0ork only in smmer.

B m#int#in perm#nent #ll se#son 5#ses.

C #re #ll p5li$ly #$kno0ledged.

7 #re #ll s$ientists stdying the enironment.

&2. (e$re#tion#l opportnities in$lde!

/ st#ying in short term holid#y hts.

B 0orking in modern 0orkshops.

C rel#;ing in ski lodges.

7 s#iling to Soth /meri$#.

&&. The $losre of 9#0son 5#se!

/ $#sed m#ny e;plorers to le#e /nt#r$ti$#.

B o$$rred in %**'.

C sym5olised the $h#nge to modern 0orking $onditions.

7 0#s 0el$omed 5y e;perien$ed /nt#r$ti$ e;plorers.



(nestions &40&B

ie senten$es h#e 5een left ot of (e#ding P#ss#ge & E#$h senten$e is diidedinto Beginning of Senten$e #nd End of Senten$e Complete :estions &4-&) 5y#dding # phr#se from /-E ,rite yor #ns0ers in the sp#$es nm5ered &4-&) onthe #ns0er sheet

E+am*le0

7ns#er.

/ll 0orkers .

B

Beginning of Senten$e

&4 / m#<or pro5lem is to

&' E;peditioners le#rn

&6 The pre-dep#rtre progr#ms

&) Long-term /nt#r$ti$ residents le#rn

End of Senten$e

/

B

C

7

E

$on$entr#te on the it#l #spe$ts of liing in # sm#ll= isol#ted

$ommnity

ndert#ke intensie tr#ining 5efore going to /nt#r$ti$#

5t#y throgh 0inter 0ith no physi$#l $ont#$t 0ith the otside 0orld

to srie in free@ing $onditions= emergen$y res$e pro$edres=

mont#in $lim5ing= r#dio $ommni$#tions #nd ehi$le se #nd $#re

to 0#it ntil smmer for m#il from home

(uestion%, &=04

In (e#ding P#ss#ge & # nm5er of diffi$lties #nd their soltions #re mentioned

/ns0er estions &"-4+ 5y listing # soltion for e#$h diffi$lty Use AE 0ord for e#$h soltion /ll the 0ords yo se 0ill $ome from (e#ding P#ss#ge & ,riteyor soltions in the sp#$es nm5ered &"\%+ on the #ns0er sheet

&" lo0 spirits of the e#rly e;peditioners1

&* se#si$kness

4+ ho0 to $he$k the person#lity of #n /nt#r$ti$ Fo5-seeker



(E/7I TEST )

(@ESTI"S 04

Aon are advised to s*end about $ minutes on (uestions 04 #hich refer to eading !assage belo#

(E/7I P/SS/E %

or some time yet= m$h of or sing $o#;i#l $#5le= mi$ro0#e or s#tellitetele$ommni$#ting 0ill $ontine to depend on tr#nsmission links This p#rt of the net0ork isthe e;isting 0e5 of thin $opper 0ires th#t referred to #s the $ore net0ork ,ithin the $oretelephom$#lly link most of or homes #nd net0ork= # te$hni:e kno0n #s mltiple;ing is0orkpl#$es 9#king it possi5le for thnt sed so only # sm#ll nm5er of physi$#lnet0ork to m#t$h the $ommni$#tions $onne$tions #re needed 5et0een e#$hdem#nds of the ne#r ftre 0ill re:ire ne0 telephone e;$h#nge /s # reslt= e#$hte$hnologies th#t 0iden the l#nes on the tr#nsmission link m#y $#rry thos#nds of

inform#tion high0#y telephone $oners#tions simlt#neoslyThe st#nd#rd telephone seri$e is something Tr#dition#lly the telephone net0ork sed0e t#ke for gr#nted in tod#y3s modern 0orld #n#loge s0it$hing #nd tr#nsmissionThe p5li$ tele$ommni$#tions net0ork te$hni:es Sin$e the %*)+s= the $ore net0ork

proides # reli#5le #nd highly #$$essi5le h#s 5een progressiely $h#nged from #nseri$e 0e h#e high e;pe$t#tions #nd re#$t #n#loge to # digit#l net0ork 7igit#lstrongly 0hen the seri$e is n##il#5le To te$hnology offers 5etter :#lity= 0ith themeet the dem#nd for high reli#5ility= #nd to $#p#5ility to #$tiely regener#te the origin#l

proide seri$es e$onomi$#lly the p5li$ tr#nsmitted sign#l een 0hen 5ried innet0ork is 5eing progressiely pgr#ded n0#nted noise Plse C ode 9odl#tion

DPC9F is the pro$ess in 0hi$h Ihe #n#logeet $onsmers #re still 0#iting for the telephone sign#l is $onerted to # digit#l one0idespre#d se of ne0 seri$es s$h #s the E#$h #n#loge oi$e sign#l is s#mpled #t # r#te

ideo phone= 0hi$h 0#s first demonstr#ted &+ of "+++ times # se$ond= Y ith one s#mpleye#rs #go ,h#t then is re:ired to m#ke ne0 represented 5y eight 5its of digit#l mform#3.ionseri$es s$h #s ideo tele$ommni$#tions E#$h oi$e sign#l therefore re:ires # 64

possi5le #nd 0idely ##il#5le) /p#rt from the kilo5itsse$ond tr#nsmission $h#nnel##il#5ility of ine;pensie ideo termin#le:ipment= the key re:irement is in$re#sed The physi$#l $onne$tions in the $ore net0ork

5#nd0idth Dth#t is= more ##il#5le fre:en$ies h#e in re$ent ye#rs 5een $h#nged to fi5re opti$for tr#nsmissionF 0hi$h mst 5e proided 5y $#5le / l#rge fi5re opti$ net0ork $#n $onne$tIhe net0ork #t #n #fford#5le $ost m#ny m#<or metropolit#n $entres fi5re opti$Underst#nding ho0 this o5<e$tie might 5e $#5le is fnd#ment#lly the most import#nt#$hieed re:ires # reie0 of the e;isting tr#nsmission te$hnology 5e$#se of the hightele$ommni$#tions net0ork #nd the ne0 5#nd0idth th#t it offerste$hnologies th#t #re e;pe$ted to improe #nd

e;tend its $#p#$ity The shift from the #n#loge to digit#l 0orld0ithin the $ore net0ork e;$h#nges me#ns th#tThe tr#dition#l telephone net0ork $onsists of # # m#<ority of lo$#l e;$h#nges #re no0 digit#l

p#ir of $opper 0ires $onne$ting the $stomer e;$h#nges ,h#t then of the $stomer #$$ess premises to # lo$#l e;$h#nge This is kno0n #s net0ork3 / long term go#l is to pgr#de theIhe $stomer #$$ess net0ork The lo$#l $stomer #$$ess net0ork sing fi5re opti$e;$h#nge is $onne$ted to other lo$#l e;$h#nges $#5le= 0hi$h 0ill #llo0 the deliery of ne0throgh # series of intermedi#te e;$h#nges= high 5#nd0idth seri$es s$h #s ideo-on



Questions 1-4

/ns0er the follo0ing :estions 0ith AT 9A(E TH/ TH(EE 0ords 0hi$h9UST CA9E (A9 THE TET. ,rite yor #ns0ers in sp#$es nm5ered %-4onthe #ns0er sheet

% ,h#t does tod#y3s tele$ommni$#ting depend on)

2 ,h#t #re the 0ords sed to des$ri5e tod#y3s st#nd#rd telephone seri$e)

&-4 ,h#t #re T,A m#in re:irements to m#ke ne0 seri$es #$$essi5le)

(uestion /0=

7e$ide 0hi$h of the follo0ing st#tements #$$ording to the te;t #re tre T= f#lse

or for 0hi$h there is insffi$ient eiden$e IE #nd 0rite T= or IE in the sp#$esnm5ered '-" on the #ns0er sheet

' The $stomer #$$ess net0ork does not in$lde #ny physi$#l $onne$tions

6 9ltiple;ing red$es the need for nmeros physi$#l links 5et0een

e;$h#nges

) There #re three m#in 0#ys of m#king $onne$tions #$ross the $ore net0ork

" There is # limit to the nm5er of telephone $oners#tions th#t m#y t#ke pl#$e

#t #ny gien time

(uestionC *-%4

7e$ide 0hi$h of the follo0ing fe#tres refer to present= p#st Dtr#dition#lF orftrete$hnology #nd 0rite P for present= T for p#st Dtr#dition#lF or for ftre insp#$esnm5ered *-%4 on yor #ns0er sheet Ane h#s 5een done for yo #s #n e;#mple

E+am*le 7ns#er

64 5itsse$ tr#nsmission $h#nnelP

* ideo on dem#nd

%+ #n#loge tr#nsmission

%% Plse Code 9odl#tion

%2 fi5re opti$ $#5le in $ore net0ork

%& digit#l e;$h#nge

%4 se of fi5re opti$ $#5le in $stomer #$$ess net0ork

dem#nd Ho0eer this fin#l step Irom the lo$#leY.h#ngD. to the $stomer is #n e;pensie one=de tii the l#rge nm5er of $onne$tionsinoked AnlF hen the dem#nd for these

ne0 seri$es is 0ell est#5lished $#n the $ost of l#rge s$#le deployment of fi5re opti$ $#5le inthe $stomer net0ork 5e <stified



(@ESTI"S %'-2)

AH are advised to s*end about $ minutes on Questions /0$B #hich refer to eading !assage $ belo#

(E/7I P/SS/E 2

2haracteristics of *en and istance Learning

Apen le#rning is gener#lly seen #s # go#l of ed$#tion= $h#r#$terised 5y in$re#singfle;i5ility of methodologi$#l #nd#dministr#tie pr#$ti$es in the interests of m#;imising the options #nd spport ##il#5lefor stdents 7ist#n$e te#$hing is $h#r#$terised

5y for things %F the need to indiid#lisele#rning= 2F the se of # r#nge of te#$hing #ndsperisory str#tegies 0hi$h #re not prim#rilyf#$e to-f#$e= &F the need to determine= in

#d#n$e of te#$hing= the #$tiities= inter#$tions#nd resor$es ne$ess#ry to #$hiee the prposes of # $orse nit or s5<e$t= #nd 4F #nopenness to the ed$#tion#l possi5ilities#fforded 5y deelopments in $ompter #nd$ommni$#tions te$hnologies(

The m#]or ed$#tion#l distin$tion 5et0een on-$#mps #nd dist#n$e te#$hing is the reli#n$e ongrop-5#sed str#tegies in the former #nd theo5lig#tion to indiid#lise instr$tion in thel#tter These indiid#lised str#tegies #lso needto 5e spported 5y # $omp#ti5le #dministr#te esystem or #$#demi$s 0hose e;perien$e is

prim#rily of stdy on-$#mps= there is some

$h#llenge in dist#n$e ed$#tion= 5e$#se the#ssmptions 0hi$h nderpin indiid#lisedle#rning m#y 5e :ite different from those 0ith0hi$h they #re f#mili#r The 7ist#n$eEd$#tion Centre proides spport to#$#demi$s 0ho #re te#$hing stdents #t #dist#n$e 0ith the #im of helping themnderst#nd the different dem#nds of this kindof le#$hingr

9#<or differen$es 5et0een the te#$hing modesreslt from the follo0ing f#$tors> the logisti$s of $ommni$#tion> the degree to 0hi$h the le$trer is #5le torespond to stdent inpt> the role of peer-grop inflen$e> stdent #$$ess to le#rning resor$es

> the $omple;ity of the #dministr#tie#rr#ngements 0hi$h spport the le#rning

progr#m> the e;tent to 0hi$h the le$trer $#ninflen$e the le#rning enironment of thestdentThe niersity 5eliees th#t good te#$hingre:ires th#t these distin$tie $h#r#$teristi$s 5ere$ognisedn

Perh#ps the most $riti$#l element of this ie0of dist#n$e ed$#tion is the reli#n$e it pl#$es onstdents t#king # gre#ter degree of responsi5ility for their o0n le#rning th#n isgener#lly the $#se for on-$#mps stdy Thise;pe$t#tion sits re#son#5ly $omfort#5ly 0ithelements of #dlt le#rning theories hi$hen$or#ge respe$t for stdents #nd their e;perien$e #s 0ell #s the f#mili#r p#tterns of higher degree stdy

It is import#nt to nderst#nd th#t there is #gener#l moement in higher ed$#tion to0#rdsthe indiid#lis#tion of le#rning gener#lly Ald

distin$tions 5et0een intern#l #nd e;tern#lenrolments 0ill h#e less me#ning o;er time #sthe r#nge of resor$es #nd str#tegies in 5othon-$#mps #nd dist#n$e te#$hing #rein$re#singly sh#red 5et0een these modes,hile some #dministr#tie distin$tions 0illne$ess#rily pre#il= the $h#r#$teristi$s of goodte#$hing 0ill in$re#singly 5e those 0hi$h #llo0indiid#l stdents to prse their stdies infle;i5le #nd spportie 0#ys



(uestions %'-%*

In the 5o; 5elo0 is # list of he#dings for the ' p#r#gr#phs of (e#ding P#ss#ge 2.Choose the #ppropri#te he#ding for e#$h p#r#gr#ph #nd 0rite the $orrespondingnm5er i-ii in the sp#$es nm5ered %'-%* on the #ns0er sheet.

ote th#t there #re more he#dings th#n yo need.

%'. P#r#gr#ph /

%6. P#r#gr#ph B

%). P#r#gr#ph C

%". P#r#gr#ph 7

%*. P#r#gr#ph E

List of He#dings

i /nti$ip#ted $h#nges in $orse deliery

ii #$tors inflen$ing the differen$es 5et0een on-$#mps #nd dist#n$e

te#$hing

iii Pro5lems e;perien$ed 5y #$#demi$s

i ,hy spport is import#nt

Ho0 #$#demi$s #d<st to dist#n$e te#$hing

i Stdent responsi5ility

ii The m#in fe#tres of te#$hing #t # dist#n$e

(uestions $0$B

The m#<or $h#r#$teristi$s of on-$#mps #nd dist#n$e le#rning #re listed 5elo0=together 0ith those fe#tres 0hi$h #re $ommon to 5oth modes. Sort them intotheir grops #nd 0rite either AC DAn-C#mpsF= 7L D7ist#n$e Le#rningF or B9

D$ommon to Both 9odesF in the sp#$es nm5ered 2+-2) on the #ns0er sheet. Aneh#s 5een done for yo #s #n e;#mple.

E+am*le% 7ns#er%

The le$trer does not see the stdents.7L

2+. There #re opportnities for the e;ploit#tion of $ommni$#tions te$hnologies.

2%. The le$trer is #5le to tre#t the $l#ss #s # grop.

22. /$#demi$s m#y e;perien$e diffi$lty 0ith # different mode of deliery.

2&. The te#$hing methods #re f#mili#r.



24. /dministr#tie #nd spport seri$es need to $onsider stdents3 person#lle#rning needs.

2'. Stdents need to 5e independent le#rners.

26. Indiid#l stdents #re en$or#ged to prse their stdies in the 0#ys

0hi$h sit them 5est.

2). There is in$re#sing fle;i5ility in the 0#y stdents #re en$or#ged to

#$hiee

their go#ls.



(@ESTI"S $=0&1

Aon ate advised to s*end about $ minutes on (uestions $=0&1 #hich refer to eading !assage & belo#

REA!I% PASSA%E &

/SSACI/TIAS P(A8I7E THE(/P A( SACIET

/ $entry #nd # h#lf #go= /le;is de To$:$ille Teleision= t#pes= C7s= 8C(s #nd #dio-is#ltr#elled #$ross the United St#tes to le#rn more $#mer#s h#e trned the home into #n#5ot demo$r#$y Ane of its nderpinnings= he entert#inment $entre /nother gi#nt le#p is$#me to 5eliee= 0#s # phenomenon he h#d not o$$rring throgh the se of the Internet= theo5sered in Erope= n#mely mem5ership 5y ele$troni$ net0ork= th#t is ltim#tely likely to$iti@ens in olnt#ry so$i#l grops 5e the most reoltion#ry of #ll 5eh#ior-

modifying te$hnologies

By the %*'+s 3olnt#rism3= #s it $#me to 5ekno0n in the US= 0#s 5eing stdied diligently Ptn#m3s proo$#tie stdy proides the

5y so$iologists Uni:ely= /meri$#ns $ontined $onte;t 0ithin 0hi$h to $onsider theto in$re#se their p#rti$ip#tion in org#nis#tions impli$#tions o eye-to-eye $ont#$t= not eens$h #s the p#rent-te#$her #sso$i#tions= le#ge the oi$e re$ognition of the phone Qst #

5#se5#ll= girl #nd 5oy s$ots= $hor#l so$ieties= deperson#lised s$reen 0ith its 0ritten 5o0ling le#ges= <nior le#ges of 0omen mess#ges on thos#nds of ele$troni$ 5lletinoters the list seemed endless 5o#rds ,orld0ide= the 3$ommnity3 of

Internet sers is gro0ing 9ore th#n 26 millionThen= in the %*6+s= olnt#ry p#rti$ip#tion #re #lre#dy 0ired in /$$ording to one

5eg#n # steep slide (o5ert Ptn#m= # politi$#l ele$troni$ pioneer= 5y 2++'= if the gro0th r#tes$ientist= in #n ingenios stdy entitled $ontines= eery $ontry in the 0orld e;$ept -o#ling 7lone cmoiraiy al the End of the /fri$# 0ill 5e $onne$ted to this glo5#l net0ork

T#entieth 2entury, 5eg#n to interpret the It seems nlikely th#t there 0ill 5e m$h timeimpli$#tions of the f#lling figres ot for grop #$tiity ,hy might this so$i#lsrprisingly= he fore$#sts # thre#t to demo$r#$y isol#tion3m#ke # differen$e) Ptn#m3s figresin the de$line of # on$e it#l p#rt of /meri$#n re e#l th#t 5eing so$i#lly $onne$ted yieldslife 5enefits for indiid#ls #nd so$iety It is good

for yor he#lthThe re#sons for these $ontining $h#nges #re #snmeros #s the org#nis#tions e;perien$ing Qoining one grop $ts yor mort#lity risk inthem The r#pid moement of 0omen into the h#lf= t0o grops #re t0i$e #s good If yo #reorklor$e is often $ited= in$orre$tly= % 5eliee. p#rt of # so$i#l net0ork= someone 0ill noti$e#s the prini#rF re#son for the drop in 0hether yo look 0ell or h#e 5een #5sent

p#rti$ip#tion= 5e$#se they #re no longer free to from the grop 8olnt#rism $ts $rime If yoY olnteer for $ommnity #$tiY ities or s$hool kno0 yor neigh5ors3 first n#mes it is more

n i lings of # deterrent to $rime th#n more poli$eIn$re#sing P#rent Te#$her /sso$i#tion

Aln loslF= it is only one #ri#5le Beginning in inolement in s$hools is more effe$tie th#nthe %*)+s= re#l in$ome dropped= 0hi$h led to in$re#sing te#$hers3 s#l#ries %+ per $ent Liingthe in$re#se in I ho nm5ers of people 0orking on # 5lo$k here people go to $hr$h= een if#t more th#n one <o5 it no0 re:ires t0o yo do not go= me#ns th#t yo 0ill he#r #5otin$omes to m#int#in # simil#r st#nd#rd of <o5s #nd $onse:ently= 0ill 5e less likely to 5eliing th#t one in$ome proided in %*)+ The on drgs /re#s 0ith high so$i#l $onne$tedness#pp#rent so$i#l isol#tion h#s #lso 5een #5etted prod$e 5etter goernment seri$es= less

5y the e;plosion of ne0 te$hnologies $orrption #nd more effi$ien$y



The drop in mem5ership in olnt#ry#sso$i#tions is m#rked 0ith # $on$omit#nt risein $yni$ism #nd #lien#tion The $omergen$e of these t0o gro0ing trends dropping ot #nd[+gglng on e;#$er5#tes the serios$onse:en$es of # drop in politi$#linolement #nd # rise in so$i#l isol#tion Lifeon the Internet is nlikely to le#d to thedo0nf#ll of demo$r#$y 5y itself or is the #$tof <oining grops # g#r#ntee th#t demo$r#$y0ill thrie ro0th of mem5ership in right-0ing religios grops= n5ffered 5y

mem5ership in other olnt#ry or religiosgrops= $old ndermine the ery demo$r#$yth#t h#s thried on dierse interestsIt is going to re:ire # lot of $ons$iosness-r#ising to drie home the $riti$#l role th#tso$i#l inter#$tions $ontri5te to so$iety= or <st#s import#ntly= 0h#t their #5sen$e $old le#dto Een one of the #lre#dy mythi$#l fondersof the ele$troni$ reoltion= Qohn Perry B#rlo0=

0onders 3Ho0 $#n yo gess 0h#t lies in their he#rts= 0hen yo $#n3t see their eyes)3

Gestions 2"-&+

Complete these st#tements 0ith not more th#n AU( 0ords t#ken from thete;t,rite yor #ns0ers m the sp#$es nm5ered 2"-&+ on the #ns0er sheet Aneh#s

5een done for yo #s #n e;#mple

E+am*le% 7ns#er%

38olnt#rism3 m#y 5e defined #s . .mem5ership D5y $iti@ens inF olnt#ry so$i#l grops

2" The drop in olnt#ry p#rti$ip#tion h#s 5een seen 5y (o5ert Ptn#m #s #

2* In re$ent ye#rs= 5e$#se of the drop in re#l in$ome= more people h#e h#d

&+ Users of Internet h#e to depend on # for inform#tion



(uestions &0&/

/$$ording to inform#tion in (e#ding P#ss#ge &= m#t$h the follo0ing kinds of so$i#l 5eh#ior 0ith their effe$ts #nd 0rite the #ppropri#te letter /-H in thesp#$es nm5ered &%-&' on the #ns0er sheet. The first one h#s 5een done for yo#s #n e;#mple.There #re more effe$ts listed 5elo0 th#n yo need.

E+am*le% 7ns#er% H#ing so$i#l links .../

&%. Being # mem5er of more th#n one grop ...

&2. 1no0ing yor neigh5ors3 first n#mes ...

&&. Liing ne#r $hr$hgoers ...

&4. Pl#$es 0here so$i#l net0orks #re good 5et0een people ...

&'. The gro0th of Internet sers ...

List of effe$ts

/ ... helps yo st#y he#lthy.

B ... m#kes it e#sier to he#r #5ot <o5 opportnities.

C ... le#ds to so$i#l #lien#tion.

7 ... red$es $rime.

E ... prod$es 5etter s$hools.

... in$re#ses yor lifesp#n.

... m#kes drg #5se more likely.

H ... h#e lo0er leels of $orrption #nd higher leels of effi$ien$y.

(uestions &30&1

,hi$h of the follo0ing #re mentioned in the p#ss#ge #s 5eing # thre#t todemo$r#$y ,rite ES or A in sp#$es nm5ered &6-&* on the #ns0er sheet.

&6. <oining religios grops

&). <oining fnd#ment#list right-0ing religios grops

&". 5eing p#rt of the ele$troni$ reoltion

&*. sing the Internet



(E/7I TEST "

(@ESTI"S %-%4

Aou arc advised to s*end about $ minuteF, on (uestions %-%4 #hich refer to eading !assage belo#

Sitting on my desk #r$ t0o 5#ll point pensAne seems nrem#rk#5le= <st #nother 0hite.dispos#5le= pl#sti$ pen The se$ond is more$rios It3s # sm#ll rolled t5e of 5ro0n$#rd5o#rd 0hi$h plls #p#rt into # 5ody #nd #lid= only the protrding pl#sti$ #nd 5r#ss of the0riting tip gies its n#tre #0#y It looks like

something yo might e;pe$t to find in # kit ofstylish re$y$led p#per enelopes #ndst#tionery Bt it is pl#nned for more5i:itos s#ge to meet the pr$h#singre:irements of m#ny goernment 5odies #nd$omp#nies in Erope= re:irements 0hi$h #rein$re#singly 5#sed on enironment#l $riteri#This $#rd5o#rd pen is DspposedlyF re$y$l#5le=the 5l#$k pl#sti$= p#rts of the pen #re from#lre#dy re$y$led m#teri#l Dfiom # sh#mpoo 5ottle= or # dispos#5le r#@or or possi5ly en en#nother penF It is # sm#ll e;#mple of # ne0trend to design prod$ts th#t $#n 5e

dis#ssem5led #nd re$y$led Pll it #p#rt #ndDhe 5ody #nd lid $#n 5e dropped into the p#perre$y$ling 5inThe 0hite pen is # m#nf#$trer3sdemonstr#tion= # prototype Prod$ed for #Erope#n pl#sti$s $onention= it illstr#tes#nother #ppro#$h to the prod$tion of #nenironment#lly #$$ept#5le prod$t The silkyfeel #nd the fle;i5ility of the pl#sti$ sggeststh#t this is no ordin#ry st#tioner3s item= so doesthe em5ossed 3green3 #nd 35iodegr#d#5le3st#mp on the 5#rrel It is m#de from # pl#sti$deried entirely from $orn= m#nf#$tred inIt#ly nder the tr#de n#me 9#ter-Bi If yo #re

prone to $he0ing the end of yor pen= yo0old find this one :ite edi5le= perh#ps eenntritios 9#ter-Bi dissoles in 0#ter #nd them#nf#$trers $l#im th#t it le#es onlyh#rmless 5iodegr#d#5le org#ni$ $omponds/fter remoing the $#rtridge this pen $#n go

5#$k to fertili@e the $rops 0hen$e it $#me

These #re <st t0o e;#mples of thetr#nsform#tion t#king pl#$e in #lmost #ll #re#sof prod$t design= # t#nt#lising glimpse of #sst#in#5le ftre $omposed of o5<e$ts 0hi$h0ill 5e f#mili#r= yet r#di$#lly different= h#ingeoled= like spe$ies= to #d#pt to ne0enironment#l $onditions Consmer prod$ts=sm#ll dispos#5le items= $le#ning #gents.domesti$ #ppli#n$es= 0hite goods= T8s=$ompters #nd $#rs= $lothes #nd p#$k#ging= #re#ll 5eing redesigned to red$e theirenironment#l imp#$t There is somesperfi$i#l greening= <st the l#test ploy fromthe #dertising #nd m#rketing diision 9#nyof the more rept#5le greein prodets ho0eY errepresent ery l#rge inestment in rese#r$h #nddesign= #nd in ne0 m#teri#ls #nd te$hnologyThese deelopments #re so potenti#lly

signifi$#nt in the light of glo5#l enironment#l pro5lems th#t goernment rese#r$h #nddeelopment progr#ms in m#ny $ontries no0h#e ne0 $#tegories of 3e$o-design3= 3design forthe enironment3 #nd 3life-$y$le #n#lysis3(e$ently= S$ientifi$ /meri$#n in$lded3enironment#l design3 in its list of the %2$riti$#l ne0 $h#llenges for rese#r$h in the$oming ye#rs37esign for the enironment seeks to stirengineers to think #5ot the enironment#limpli$#tions of # prod$t #nd of itsm#nf#$tre dring the e#rliest ph#ses of

design These $onsider#tions m#y em5r#$e# s0eeping $olle$tion of isses theenironment#l distress $#sed 5y o5t#iningthe r#0 m#teri#ls= the to;i$ity of sing #nddis$#rding $hemi$#ls dring prod$tionthe likelihood th#t the prod$tion itself $#n

5e refr5ished= resed or re$y$led on$e the$onsmer h#s de$ided to #5#ndon it3

REA!I% PASSA%E (

SUST/I/BLE P(A7UCTIA



(iiLDtionC 0/

Belo0 #re listed some indiY id#l $h#r#$teristi$s of the 0hite #nd 5ro0n penstogether 0ith some $h#r#$teristi$s 0hi$h #re $ommon to 5oth Indi$#te 0hi$h is0hi$h 5y 0riting B for 35ro0n pen3= 88 for 30hite pen3 #nd C for 3$ommon to

5oth3in the sp#$es nm5ered %-' on the #ns0er sheet

% dissoles in 0#ter

2 $#n 5e e#sily re$y$led

& feels smooth

4 t#stes good

b doesn3t look like # pen

(uestionC 30

Complete the follo0ing st#tements sing not more th#n TH(EE ,A(7S (A9THE TET ,rite yor #ns0ers in the sp#$es nm5ered 6-%% on the #ns0er sheet

6 9#ny $onsmer items #re 5eing redesigned to minimi@e their

) The #dertising indstry is t#king #d#nt#ge of the e$ologi$#l trend=

sometimes resorting to

" The more reli#5le prod$ts #re the reslt of fin#n$i#l spport for

* /mong the ne0 $#tegories 0hi$h fe#tre in rese#r$h #nd deelopment

progr#ms in ninny $ontries #re

%+ SiicntifiL 7merican 5eheYes th#t mst 5e # priority for rese#r$hers in the

ne#r ftre

%% Engineers need to $onsider $#reflly

(uestionC $04

Gestions %2-%4 des$ri5e the ph#ses in the life of # prod$t Belo0 is # list of the

isses to 5e $onsidered dring e#$h ph#se 9#t$h #n #ppropri#te isse 0ith e#$h ph#se ,rite yor #ns0er /-E in the sp#$es nm5ered %2-%4 on the #ns0er sheetThere #re more isses th#n yo 0ill need.

%2 o5t#ining the ne$ess#ry r#0 m#teri#ls

%& m#nf#$tring the prod$t

%4 #5#ndoning of prod$t 5y $onsmer

List of isses

/ sing d#ngeros $hemi$#lsB $#sing h#rm to the enironmentC pollting the #ir 7 possi5ility of re$y$ling the o5<e$t

E m#king f#$tories s#fer



(@ESTI"S )'-&+

Aou are advised to s*end about $ minuteC on (uestions /0& #hich refer to eading !assage $ belo#

(E/7I P/SS/E 2

rom # gi#nl #ntenn# set #mong the The se#r$h3s prospe$ts of s$$ess #re fondedndl#ting sheep p#ddo$ks of rr#l /str#li#= on # forml# kno0n #s the 7r#ke e:#tion=one of the gre#t oy#ges of dis$oery h#s deeloped 5y SETI Institte fonder 7r r#nk

5egn the Se#r$h for E;tr#terrestri#l 7r#ke This s#ys th#t the nm5er ofIntelligen$e= or SETI ,h#t the intern#tion#l $iili@#tions in the 9ilky ,#y g#l#;y 0hosePro<e$t Phoeni; n$oers is likely to 5e so r#dio emissions #re dete$t#5le depends ontterly different from or kind= so #stly moresophisti$#ted= #s to defy im#gining > The r#te of form#tion of life-spporting st#rs

> The proportion of those st#rs 0ith pl#netsThe SETI institte= # C#liforni#KK rese#r$h > The nm5er of e#rthlike pl#nets per sol#rfond#tion= m#n#ged to r#ise M/%6 million to systemfnd Pro<e$t Phoeni;= 0hi$h is sing the > The fr#$tion of those on 0hi$h life deelops/str#li# Teles$ope #t P#rkes in e0 Soth > The fr#$tion of those 0here intelligen$e,#les for its se#r$h To m#ke its dis$oery= the deelopsteles$ope needs #n e;tr#-spe$i#l he#ring #id= # > The fr#$tion of those 0here te$hnologydei$e 0hi$h resem5les #n old-f#shioned e#r- deelops= #ndtrmpet Chilled to mins 26+C #nd $r#mmed > The lifetimes oer 0hi$h s$h $iili@#tions0ith ele$troni$s= this feed-horn is the most $#n rele#se dete$t#5le sign#ls into sp#$esensitie 5ilt (esponsi5ility for its$onstr$tion fell to the Common0e#lth To elimin#te the do@ens of interferen$e eentsS$ientifi$ #nd Indstri#l (ese#r$h Arg#nis#tion 0hi$h o$$r d#ily= the ne0 se#r$h ses

r#dio-engineer 7r 1el ,ellington= #nother tre something $#lled # U77 # follo0-p 5elieer sin$e $hildhood in the e;isten$e of dete$tion dei$e There is one #t Pnrkes itselfintelligen$e some0here in the $osmos #nd #nother on # CS%(A #ntenn# #t 9opr#= 2++

km #0#y If # promising sign#l is dete$ted 5yPro<e$t Phoeni; is # methodi$#l se#r$h Af the the m#m #ntenn# it is $ross-$he$ked on the4+=+++ million st#rs in or g#l#;y of simil#r #ge U77s If they f#il to see it= then it is pro5#5ly#nd $h#r#$ter to or sn= %+++ h#e 5een lo$#l r#dio interferen$e perh#ps # f#rmer onsele$ted 0hi$h lie 0ithin %2+ light ye#rs of his mo5ile phone If they #ll see it= lod #ndE#rth An # g#l#$ti$ s$#le= th#t is # 5it like $le#r= the e;$itement 5eginsse#r$hing # one-metre $ir$le of gr#ss on # %++metre foot5#ll o#l /t th#t point= s#ys 7r Bo55ie 8#ile=

#strophysi$ist #t Uniersity of ,estern Sydney=The P#rkes #ntenn# @eroes on e#$h st#r in trn= 9#$#rthr= the first step is to $he$k= re$he$k

$he$king the 2++ isi5le only from the sothern #nd $he$k #g#in If the sign#l is still there #ndhemisphere The feedhprn listens in on r#dio is $onsistent oer time the ne;t step is to $#ll$h#nnels 5et0een %)++R#nd &+++ meg#hert@= p $olle#ges on r#dioteles$opes #rond thethe most efficient $ommni$#tion fre:en$ies 0orld #nd #sk them to home in on the s#meIt is here th#t the #0esome po0er of modern st#r #nd fre:en$y If they see it too= #nd thete$hnology $omes into pl#y the $ompters sign#l is n#rro0 #nd nn#tr#l-looking= its$#n e#$h of 2" million $h#nnels in 5lo$ks of $old $ome from #nother $iili@#tionse#r$hing #mong the $ltter for the elsie

p#ttern of # $#rrier sign#l th#t nderlies #ll /t this point= she s#ys= the /str#li#n I3nme$omple; r#dio or T8 tr#nsmissions 9inister #nd the US President 0old 5e



notified #nd ^F p5li$ press $onferen$e$onened 3It $ert#inly 0on3t 5e kept :iet It0ill 5e # dis$oery lor #ll hm#nity.3/nd it 0ill 5e # de$ision for hm#nity 0hether or not to respond The Pro<e$t Phoeni; te#m0ill only listen #nd le#rn they 0ill nottr#nsmit #ny replies. In #ny eent= 8#ile pointsot= een to e;$h#nge mess#ges 0old t#ke

m#ny ye#rs= m#y5e lifetimes #nd 0e h#e 5een sending r#dio mess#ges ot into the$osmos for ne#rly # $entry. / isit on either side is irt#lly ot of the :estion- to send #ship to the $losest st#r. /lph# Cent#ri= for-#nd-#-h#lf light ye#rs dist#nt= 0old $onsmeenergy e:#l to hm#nity3s tot#l se for 2+ye#rs

(uestion /

/$$ording to the p#ss#ge 0hi$h AE of the follo0ing st#tements is tre ,ritethe #ppropri#te letter in the sp#$e nm5ered %' on the #ns0er sheet.

/ The se#r$h for e;tr#terrestri#l intelligen$e depends on #n old-f#shioned

listening dei$e.

B 7r 1el ,ellington designed the /str#li# Teles$ope.

C The st#rs sele$ted for s$rtiny f#ll 0ithin # spe$ified #ge limit.

(uestions 30=

Choose the #ppropri#te fn$tion from the list 5elo0 for e#$h pie$e of e:ipment.,rite the #ppropri#te letter $orresponding to the fn$tion in the sp#$es nm5ered%6-%" on the #ns0er sheet.

ote th#t there #re more fn$tions th#n yo 0ill need.

E:ipment

%6. #ntenn#

%). feed-horn

%". $ompter

n$tions

/ se#r$hes for st#rs 0ithin %2+ light ye#rs of E#rth

B s$#ns $h#nnels

C looks for the $le#rest sign#l

7 $losely e;#mines 2++ st#rs one by one

E s$#ns 5lo$ks of st#rs



(uestions 10$&

,hi$h of the follo0ing f#$tors #re mentioned #s p#rt of the 7r#ke e:#tion,rite for those 0hi$h #re mentioned or for those 0hi$h #re not mentioned.,rite yor #ns0ers in the sp#$es nm5ered %*-2& on the #ns0er sheet. /ne;#mple h#s 5een done for yo.

E+am*le% 7ns#er%

ho0 m#ny life-spporting st#rs h#e pl#nets

%*. ho0 life-spporting st#rs #re formed

2+. ho0 fre:ently life-spporting st#rs #re formed

2%. ho0 m#ny e#rthlike pl#nets e#$h sol#r system h#s

22. ho0 l#rge the st#rs #re

2&. ho0 gre#t the popl#tions of e#rthlike pl#nets #re

(uestions 24-&+

Belo0 is # list of the steps 0hi$h 0old 5e t#ken on dis$oery of #n interestingsign#l. Pt them in the #ppropri#te order 5y 0riting the letter for e#$h step /- inthe sp#$es nm5ered 24-&+ on the #ns0er sheet.

List of steps

/

B

C

7

E

$#ll press $onferen$e

#sk $olle#ges #rond the 0orld to $he$k

$he$k three times oer

de$ide 0hether to respond

$#ll p $olle#ges in other p#rts of the 0orld

$ont#$t US #nd /str#li#n oernment le#ders

$ross-$he$k throgh U77s



(uestions &&-&&

/ns0er the follo0ing :estions 5y 0riting the #ppropri#te letter /-7 in sp#$esnm5ered &+-&2 on the #ns0er sheet.

&%. ,hi$h of the follo0ing 0ords 5est $h#r#$terises the Erope#n #ttitde to

older 0orkers

/ dis#ppro#l

B dism#y

C distrst

7 dislike

&2. r#n$e= US #nd C#n#d# h#e #ll t#ken 0hi$h of the follo0ing steps todis$or#ge #ge dis$rimin#tion

/ en$or#ge 5siness to employ older people 5y offering re0#rds

B m#ke #ge dis$rimin#tion in respe$t of employment illeg#l

C refse to employ yonger 0orkers

7 enfor$e #ge dis$rimin#tion l#0s stri$tly

&&. ,h#t did goernments do to dis$or#ge the employment of older 0orkers inthe %*)+s

/ offer e#rly retirement to #ll employees

B offer in$enties to 5sinesses to t#ke on yonger employees

C only employ yong tr#inees

7 set spe$ifi$ #ge limits for employment

(uestions &4-42

,hi$h of the follo0ing points #re mentioned in the p#ss#ge #s $#sing pro5lemsfor older 0orkers Indi$#te 5y 0riting for es or for o in the sp#$es

nm5ered &4-4% on the #ns0er sheet.

&4. l#$k of prote$tion offered 5y Erope#n goernments

&'. #dertisements spe$ifying # desired #ge for #ppli$#nts

&6. goernment $on$ern oer yoth nemployment

&). goernment refs#l to #$kno0ledge the 0orth of older 0orkers

> &". popl#r 5eliefs #nd #ttitdes f#oring yonger 0orkers

&*. n0illingness of older people to #d#pt to ne0 methods

4+. rese#r$h into different skill leels in different #ge grops

4%. 5eing neg#tie #5ot their #ge in interie0s



(E/7I TEST *

(@ESTI"S 04

Aou are advised to s*end about $ minutes on (uestions 04 #hich refer to eading !assage I belo#

5e$#se= srprisingly enogh= the 5irth r#tes inC#tholi$ $ontries s$h #s Sp#in #nd It#ly #ref#lling/nother f#$tor is the rise of the one-personhosehold= fre:ently misinterpreted to me#nh#r5oring #n nm#rried or dior$ed m#n or

0om#n liing #lone St#tisti$#lly= one-personhoseholds in$lde single-p#rent hoseholds=the nm5ers of 0hi$h #re shooting p The

phenomenon is gro0ing orty per $ent ofS0edish homes #re no0 one-personhoseholds= $omp#red 0ith 2* ten ye#rse#rlier In 0estern erm#ny the figre is &'D&+ ten ye#rs #goF= in the etherl#nds 2*D%6F= #nd in Irel#nd 2% D%)FIn Sp#m= the one-#dlt hosehold 0#s so r#re #de$#de #go it did not register st#tisti$#lly= no0the figre is %+ Hen$e the gro0th in dem#ndfor $onenien$e foods In Sp#in= the #nn#l

gro0 th r#te for pi@@# s#les 5et0een %*"6 #nd%**2 0#s &4 0hile gro0th l#st ye#r slo0ed #little to %6 Ather f#$tors #ffe$t $onsmerh#5its or inst#n$e. Piper s#ys th#t the 0ider

pre#len$e of $entr#l he#ting in $hilly Brit#in isthe $hief $#se of the de$line in the popl#ritynot <st of te#= 5t of #ll hot drinks /notherm#<or f#$tor is #ggressie mltin#tion#lm#rketing /fter #ll= the ren$h $#nnot indlge# $r#ing for sli$ed 5re#d if #ll th#t is on offer is# 5#gette The prod$ts h#e to 5e on thesperm#rket sheles In f#$t= there h#e to 5esperm#rket sheles There mst 5e enoghsp#$e to pt ne0 $hoi$es on offerAn$e # m#<or m#nf#$trer h#s 0on #domin#nt sh#re in # m#tre m#rket= it 0ill look#5ro#d for p#stres ne0 Bre#kf#st $ere#ls #reone s$h prod$t ,ith gro0th opportnitiesin the m#tre British m#rket slo0ing=m#nf#$trers $rossed the Ch#nnel

REA!I% PASSA%E (

/ different t#ste # things of $ome

The ren$h #re trning their noses p #t 0ine#nd re<e$ting their $roiss#nt in f#or of

5re#kf#st $ere#l= the English #re trning fromte# to miner#l 0#ter #nd the Sp#nish #retrning to pi@@# #t #n #l#rming r#te In short.0e #re 5eginning to see the eoltion of theEro $onsmer Th#t seems to 5e the mess#gefrom rese#r$h $ond$ted 5y Erop#nel= #n

#sso$i#tion of rese#r$h $omp#nies #$ross 2&$ontries 0hi$h monitor 5ying p#tterns sing$onsmer p#nelsSo$i#l #nd demogr#phi$ f#$tors #nd them#rketing str#tegies of mltin#tion#l food #nddrink $omp#nies #re $om5ining to m#ke thelifestyles of different Erope#n n#tions more#like Thi m#in demogr#phi$ f#$tors le#ding tothis in$re#sing niformity #$ross the $ontinent#re f#lling 5irth r#tes #nd e#sier dior$e.#$$ording to one mem5er of Erop#nel Hes#id 3The reslt is sm#ller hoseholds= 0hi$hrely more on things s$h #s mi$ro0#es #nd

$onenien$e foods= 0h#teer the n#tion#lity3Een the ren$h= 0ho #re prod of their$isine= #re trning to the mi$ro0#e L#testErop#nel figres sho0 th#t &" of ren$hkit$hens hose # mi$ro0#e= <st nder thefigre of -%+3K.= in 0estern erm#ny In Brit#inthe figre is ')Tl ren$h #re #lso 5e$oming less ren$h #sthey $ontine- to shy #0#y from 0ine ,ine$onsmption in r#n$e fell 5y #n #er#ge of 6.# ye#r 5et0een %*"6 #nd %**2 By $ontr#st= theBritish #re drinking more/ key demogr#phi$ f#$tor is #er#ge

hosehold si@e= me#sred 5y the nm5er of#dlt residents /lre#dy the spre#d 5et0eenn#tions is :ite n#rro0 ,estern erm#ny h#sthe lo0est figre in 0estern Erope #t 2 2#dlts= #nd Sp#m the highest #t & 2= follo0ed

5y It#ly #t 2 " The g#p 0ill n#rro0 still frther



/s .% reslt= $ere#l s#les in r#n$e gre0 5y %"a ye#r 5et0een %*"6 #nd %**2= #nd $ontinedlo gro0 5y %+ l#st ye#r. Simil#rly= tom#toket$hp s#les h#e 5oomed in s$h nlikely

pl#$es #s Sp#in #nd r#n$e= 0ith gro0th r#tesof 2" #nd %" respe$tiely.

Ho0 f#r the pro$ess 0ill go is #ny5ody3s gess.In$re#sed $hoi$e is #ll ery 0ell= 5t the

prospe$t of eery kit$hen in Erope sering pmilk-sodden $ere#l in the morning #ndmi$ro0#ed pi@@# in the eening is srely #depressing one.

(uestions 04

Complete the follo0ing st#tements 0ith not more th#n AU( ,A(7S T/1E(A9 THE TET. ,rite yor #ns0ers in the sp#$es nm5ered l07 on the#ns0er sheet. /n e;#mple h#s 5een done for yo.

E+am*le

%

The #sso$i#tion responsi5le for the rese#r$h in this p#ss#ge iskno0n #s ...Erop#nel

The e#ting h#5its of some Erope#n n#tions #re 5e$oming less dierse 5e$#se of t0o grops of f#$tors= n#mely=%........#nd

2 . . . .

&. Until re$ently= it 0#s 0rongly 5elieed th#t the one-person hosehold$onsisted of...

4. /s soon #s it h#s 5e$ome s$$essfl in #n est#5lished m#rket= # l#rge$omp#ny...



(uestions '-*

Belo0 #re listed some of the lifestyle $h#nges #ffe$ting #rios Erope#n n#tions.9#t$h e#$h $h#nge 0ith the $ontry in 0hi$h it is s#id to o$$r 5y 0riting the#ppropri#te letter /- in the sp#$es nm5ered '-* on the #ns0er sheet. Ane h#s

5een done for yo #s #n e;#mple.There #re more $ontries th#n yo need 5t yo m#y se some $ontries moreth#n on$e.

E+am*le % 7ns#er%

e#ting more pi@@#/

'. e#ting more $ere#ls

6. drinking less 0ine

). sing more $entr#l he#ting

". drinking less te#

*. h#ing fe0er $hildren

List of Contries

/ Sp#in

7 erm#ny

B It#ly

E Brit#in

C r#n$e

S0eden

(uestions 04

,hi$h of the follo0ing $h#nges #re the reslt of sm#ller hoseholds #$$ording tothe re#ding p#ss#ge ,rite for es or for o in the sp#$es nm5ered %+-%4on the #ns0er sheet.

%+. in$re#sed se of mi$ro0#es

%%. in$re#sing popl#rity of 5re#kf#st $ere#ls%2. de$re#se in popl#rity of hot drinks

%& in$ri.99.3d dem#nd for $onenien$e foods

%4 gro0th in s#les of tom#to ket$hp



QUESTIONS 15-27

Aon are advised to s*end about $ minutes on (uestions /0$B #hich refer to

eading

!assage $ belo#

(E/7I P/SS/E 2

Fire Tests

9ost hres st#rt in # 5ilding3s $ontents= not its /s the $h#ir $ontines to 5rn the l#yer getsstr$tre Underst#nding ho0 fire gro0s hotter #nd thi$ker= #nd #fter 2 mintes it st#rtsindoors in en$losed sp#$es is the first step r#di#ting he#t 5#$k do0n to the $h#ir #ndin limiting its potenti#l for de#th #nd other frnitre in the room /fter & mintes ordestr$tion ire tests h#e 5een #rond for so the tr#pped he#t $#n 5e$ome so intense th#tye#rs= #nd most 5ilding $odes m#ke referen$e 0e see 3fl#sh-oer3 eerything in the room=to them Some= ho0eer= #re o5solete= in the in$lding $om5sti5le g#ses= h#s re#$hedsense th#t they $#n3t #$$ommod#te # gro0ing ignition point #nd 5rsts into fl#menm5er of ne0 m#teri#ls in ne0$onfigr#tions or $#n they r#nk items in E;periments h#e sho0n th#t someorder of fl#mm#5ility ,h#t is needed #re polyreth#ne #rm$h#irs $#n= ' mintes #ftergr#ded tests th#t #tt#$h nm5ers to the degree ignition= gie ot %-2 meg#0#tts of he#t Th#t3sof fl#mm#5ihty These nm5ers $old then 5e no more th#n # liely in$iner#tor prod$es= 5t

plgged into sit#5le $ompter models The 0hen it3s $onfined in # room it $#n e#sily$ompter $old 0ork ot the tot#l fl#mm#5ility ind$e fl#sh-oer /fter fl#sh-oer #ny5odyof #n item= depending on 0h#t it3s m#de of= ho0 still in the room 0old 5e de#d People r#relyit3s pt together= #nd 0here it3s pl#$ed #ppre$i#te ho0 :i$kly # sm#ll fire indoors $#n

trn into # de#dly inferno They 0#ste timeCompter models #re 5e$oming import#nt in going to the l#ndry to get # 5$ket of 0#terfire rese#r$h S$ientists #re hoping th#t one d#y= inste#d of m#king sre eery5ody else is ot of0ith enogh d#t# #nd sffi$iently po0erfl the hose By the time they get 5#$k= the fire$ompters= they 0ill 5e #5le to $#l$l#te= 0ill #lmost $ert#inly 5e ot of $ontrol

0ithot #$t#lly setting fire to #nything= the Billo0ing $lods of smoke #nd to;i$ g#ses#ay a fire 0ill spre#d in #ny gien 5ilding :i$kly spill throgh door0#ys #nd #long

h#lls= eneloping #nd in$#p#$it#ting sleeping/ fire indoors is # ery different #nim#l from o$$p#nts in the rest of the hoseone otdoors ,hen yo pt # m#t$h to yorin$iner#tor= the fl#mes 5ild p ste#dily 9ost o $#n #ppre$i#te th#t modelling the entireof the he#t is lost to the #tmosphere= so yo $orse of #n indoor fire on # $ompter is #h#e no tro5le st#ying $lose 5y d#nting t#sk The progr#m needs to $onsider

the fl#ming $om5stion @one= the rising therm#lInside # room= it o5eys different #nd more plme #5oe it= the hot g#s l#yer 5ene#th the$omple; physi$s= #nd the d#nger :ietly $eiling= #nd entil#tion Tr5len$e of #ir is Y $rymltiplies irst= inste#d of # m#t$h= im#gine # diffi$lt to model 5e$#se l#rge eddies $#n gro0$ig#rette dropped into the 5#$k of # longe from fe#tres #s sm#ll #s + % mm #$ross

$h#ir Cig#rettes= yo shold kno0= #re #mongthe m#<or $#ses of fires in hoses / $#relessly eertheless= fire rese#r$hers oerse#s h#eQis$#rded $ig#rette $#n st#y #light in # simplified models to stdy #spe$ts of fireon$e#led $rei$e for #s long #s 4' mintes 5eh#ior in homes= hospit#ls= #ir$r#ft= tnnels=rhen= #fter smoldering #0#y= the $h#ir3s st#dims= shopping m#lls #nd #irports orpholstery sddenly ignites ,ithin perh#ps &+ e;#mple= the ire (ese#r$h St#tion in Brit#inse$onds= smoke= $om5stion g#ses= #nd he#t h#s spent ) ye#rs deeloping 3Q#smine3= 0hi$h\egm $rling p0#rds= #nd 5efore % minte $#n sho0 ho0 #ir $ir$l#tes into # 5rningl#s p#ssed= they h#e st#rted 5ilding p in # 5ilding #nd ho0 the smoke l#yer deepensr#pped l#yer nder the $eiling 0ith time



In the United St#tes= the #tion#l Bre# of St#nd#rds h#s deeloped /SET= 0hi$h$#l$l#tes 3##il#5le s#fe egress lime3. This fire-gro0th model re:ires figres for r#tes of m#ssloss= smoke rele#se= prod$tion of to;i$ g#ses=

#nd he#t 5ild-p. 9ost e;isting tests= #s 0eh#e noted= f#il to proide the ne$ess#ry d#t#.They 0ill need to 5e modified= or # 0hole ne0gener#tion of tests deised.

(uestions /0=

7e$ide 0hether the follo0ing st#tements #re tre or f#lse #$$ording to there#ding

p#ss#ge #nd 0rite T for tre or for f#lse in the sp#$es nm5ered %'-%" on the#ns0er sheet.

%'. Some older fire tests only sho0 ho0 # fire st#rts in # 5ilding3s str$tre.

%6. / $ompter 0old 5e #5le to gr#de the fl#mm#5ility of #n item.

%). l#sh-oer $#n 5est 5e preented 0ith # 5$ket of 0#ter.

%". /n #de:#te $ompter progr#m for predi$ting the effe$ts of # fire is note#sy to set p.



(uestionC 10$/

Belo0 is # list of the st#ges in the 5ild-p of #n indoor fire $#sed 5y a $ig#rettedropped do0n the 5#$k of #n pholstered $h#ir. 7e$ide 0here e#$h st#ge fits inthe follo0ing t#5le #$$ording to the time 0hen it o$$rs #nd 0rite the #ppropri#teletters /-H in the sp#$es nm5ered %*-2' on the #ns0er sheet.

St#ge % St#ge 2 St#ge & St#ge

4

Up to 4' mins. 5efore ignition

Up to % min.#fter ignition 2 mins. & mins #nd #fter

E+am*le% / %*. -------- 22 24. ---------

2+. -------- 2&.

2%. JJJJJJ 2'.

List of st#ges

/ The $ig#rette smolders nseen

B The he#t tr#pped in the room intensifies

C Smoke= g#ses #nd he#t rise to0#rds the $eiling

7 The hot l#yer 5ene#th the $eiling spre#ds he#t 5#$k to the $h#ir #nd other

frnitre in the room

E / l#yer of he#t is formed nder the $eiling

Smoke #nd g#ses spre#d into other p#rts of the hose= end#ngering

#nyone 0ho m#y 5e there

Eerything in the room re#$hes ignition point #nd 5rsts into fl#me

H The pholstery $#t$hes fire

(uestions $30$B

,h#t #re t0o models for o5sering fire 5eh#ior th#t h#e 5een deelopedoerse#s ,rite the #ns0ers in the sp#$es nm5ered 26-2) on the #ns0er sheet.

26.JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

2).JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ



(@ESTI"S $=04$

Aou arc advised to s*end about $ minutes on (uestions $=04$ #hich refer to eading !assage & belo#.

(E/7I P/SS/E &

#$%E %#C$NCE&T$N# !'$(T

!'$R)N!* !(#TR!*! *

n ,hen #irline pilot Per$y Tre@ise 5eg#nto e;plore the ro$k #rt g#lleries of C#pe

ork peninsl# in the e#rly %*6+s # ho55y th#t 0#s to o5sess

him for the ne;t&+ ye#rs the $onsenss of

#$#demi$opinion 0#s th#t /str#li# h#d

5een peopled for less th#n

%+=+++ ye#rs. Stone tools fond

in 1#k#d h#e no0 5een d#ted to #t le#st'+=+++ ye#rs= #nd $#mp sites #s dierse #s l#ke9ngo in the 88ill#ndr# l#kes region of S,#nd ,/3s pper S0#n (ier h#e yielded tools$h#r$o#l r#dio$#r5on-d#ted to 5et0een &"=+++#nd 4'=+++ ye#rs. 9ore th#n # do@en other sitesd#te to more th#n &+=+++ ye#rs indispt#5leeiden$e= s#ys #r$h#eologist Qosephine lood=of the gre#t #nti:ity of /5origin#l $ltre.Thirty ye#rs #go= the first /str#li#ns 0ere stillthoght of #s # 5#$k0#rd r#$e. Tre@ise re$#lls inhis 5ook rcani 1oni. th#t there 0#s m$h s#gedis$ssion o i 0hether they 0ere een $#p#5leof #5str#$t II oght. Sin$e then= re#0#kenedinterest in #n % gro0ing kno0ledge of /str#li#3s/5origin#l h rit#ge h#s demonstr#ted th#t this is# $omple;. 9 5ile #nd ri$h $ltre.I he $loser 0e look #l /str#li#n prehistory= themore H mlines to $onfond or#ssmptions. Until re$ently= the #thorit#tieie0 0#s th#t the popl#tion of /str#li# #tthe time of the #rri#l of Erope#ns in %)""0#s pro5#5ly some0here 5et0een 2'+=+++ #nd

'++=+++. Bt the dis$oery= 5eginning t0o ye#rs#go= of # #st /5origin#l gr#ey#rd #t L#ke

8i$tori# ne#r the $onflen$e of the

9rr#y #nd 7#rling riers h#s thro0n

een this intodo5t. /t le#st %+=+++ skeletons #re 5ried ins#nds of L#ke 8i$tori#=

R possi5ly #s

m#ny #s 4+=+++.(ese#r$hers #re0ondering if they h#estm5led on the7emogr#phi$ h5 of #n infinitely

more poplos prehistori$ /str#li# th#n 0#seer preiosly spposed= #t the

$rossro#ds of t0o of its gre#test rier high0#ys. /r$h#eologist 7r Colin P#rdoe of the S/ msem s#ys the ide# of &++=+++ or so

people in /str#li# 5efore 0hite settlementmst 5e r#di$#lly re-e#l#ted. 3I 5eliee th#t0e shold 5e thinking %+ times th#t3= he tolds$ien$e 0riter Qli#n Cri55 re$ently. /s Cri55noted= this 0old 5e # gre#ter popl#tion th#n

pre-(om#n Brit#in3s.Thogh /5origines might see themseles #sindigenos Din the sense= #s Qosephine loode;pl#ins= th#t they h#e no r#$e history not#sso$i#ted 0ith this $ontinentF there is nodo5t th#t they 0ere in f#$t /str#li#3s firstmigr#nts. Their spring5o#rd 0#s proided 5ythe l#st i$e #ge= or Pleisto$ene period= 0hi$hl#sted 5et0een t0o million #nd %+=+++ ye#rs#go. So m$h 0#ter 0#s lo$ked p on l#nd th#tthe o$e#n leel dropped perh#ps %'+ m. There0#s neer # $omplete l#nd 5ridge to soth-e#st/si#= 5t /rnhem L#nd 0#s linked to P#p#

e0 ine# for most of the p#st %++=+++ ye#rs=



s#ys lood= #nd this 0old h#e 5een one of the e#siest rotes for i$e-#ge immigr#ntsmoing soth. ,h#t is $ert#in= s#ys lood inher e;$ellent 5ook The iches f 7ncient 7ustralia, is th#t on$e here= the first /str#li#ns

spre#d r#pidly. The inl#nd 0old h#e 5eendry= 5t $onsider#5ly more hospit#5le th#n it istod#y. The inl#nd s#lt p#ns 0ere then fresh-0#ter l#kes teeming 0ith fish= #nd the $ontry0#s m$h greener.

(uestions $=0&B

Belo0 is # smm#ry of (e#ding P#ss#ge &. Complete the smm#ry 5y $hoosingAE sit#5le 0ord from the list 5elo0. ,rite yor #ns0ers in the sp#$esnm5ered 2"-&) on the #ns0er sheet.

ote th#t there #re more 0ords th#n yo need.

SU99/(

(e$ent 2"JJJJJJJJJJJJJJfindings in /str#li# indi$#te th#t preios ide#s

#5ot /5origin#l 2*--------------------m#y need to 5e reised. Ch#r$o#l r#dio-

$#r5on d#ting of &+---------------------fond in different $#mpsites proides

eiden$e of # so$iety th#t goes 5#$k #s f#r #s '+=+++ ye#rs. rthermore= #st

nm5ers of &%JJJJJJJJJJJJJJJh#e 5een dis$oered 5ried in the L#ke 8i$tori#region= le#ding rese#r$hers to re$onsider their estim#tes of &2---------------------

5efore 0hite settlement. It #ppe#rs th#t there m#y h#e 5een %+ times #s m#ny

&&JJJJJJJJJJJJJJJ#s 0#s preiosly thoght.

If 0e go 5#$k f#r enogh= 0e $#n $onsider the /5origines #s the first migr#nts

5e$#se they 0old h#e 5een #5le to $ome &4.JJJJJJJJJJJJJJfrom P#p#

e0 ine# dring the l#st I$e /ge. 7ring this &'---------------------there 0#s a

l#nd &6JJJJJJJJJJJJJJJ5et0een /rnhem L#nd #nd P#p# e0 ine# 0hi$h

0old h#e f#$ilit#ted moement. The l#nd itself 0old h#e 5een more

&)..JJJJJJJJJJJJJJth#n no0#d#ys 0ith fresh-0#ter fish in the l#kes #nd plentyof eget#tion.

List of 0ords

period $iili@#tion h#5it#5le

popl#tion skeletons inh#5it#nts

link #r$h#eologi$#l #$ross

$entry e;plor#tion ot

settled implements



(uestions &=04$

The t#5le 5elo0 sets ot inform#tion from the p#ss#ge in three $#tegories! former 5eliefs #5ot /5origin#l /str#li#= re$ent $h#nges to these 5eliefs= #nd theeiden$e for these $h#nges. Sort the items of inform#tion 5elo0 the t#5le into their #ppropri#te $#tegories. ,rite the letters /-E ne;t to the nm5ers &"-42 on the#ns0er sheet.

T#5le

ormer 5eliefs (e$ent $h#nges Eiden$e for $h#nges

hm#n 5eings h#dinh#5ited /str#li# for less th#n %+=+++ ye#rs4+. JJJJJJ J -

&" R &*.

4%. 42.

Items of inform#tion

/ the popl#tion 0#s 5et0een 2'+=+++ #nd '++=+++

B gr#es 0ere dis$oered #t L#ke 8i$tori#

C the popl#tion $old h#e 5een #5ot &=+++=+++

7 tools from different $#mpsites 0ere r#dio-$#r5on d#ted

E /str#li#3s /5origin#l $iili@#tion goes 5#$k #5ot 4'=+++ ye#rs



(efle$tions on the (e#ding Test

%. 7id yo finish the test in 6+ mintes

G es G o

2. 7id yo look #t the :estions 5efore yo re#d the p#ss#ges

G es G o Loo at Hints for the eading Test on *age .

&. ,hen yo $oldn3t nderst#nd # se$tion or 0eren3t #5le to #ns0er #:estion did yo go on to the ne;t one

G es G o

Loo at Hints for the eading Test on *age .

4. 7id yo spend # lot of time trying to nderst#nd nkno0n 0ords

G es G o

7s a teacher ho# to *ractise strategies for understanding ideas #ithout

no#ing all the #ords.

'. 7id yo #ns0er the :estions #$$ording to the instr$tions

G es G o

o bac to the test and read the instructions carefully.

6. ,ere some kinds of :estions diffi$lt for yo

G es G o

If you can, as a teacher for *ractice materials #ith the difficult

inds of >uestions.

). ,ere some re#ding p#ss#ges diffi$lt for yo

G es G oPr#$tise reading different styles of #ritten English, for e+am*lene#s*a*er articles or re*orts. Try to develo* a #ider vocabulary.



#RITI% PRACTICE TESTS

There are 0 writing $ra'ti'e tests

Time allo#ed for each test% 3 minutes

Before o st#rt

There #re t0o t#sks for e#$h test.

or e#$h t#sk photo$opy # 0riting test #ns0er sheet on the ne;t(#ge-,rite yor #ns0ers on the #ns0er sheet.

o shold spend 2+ mintes on T#sk % #nd 4+ mintes on T#sk 2=

,hen yo h#e finished e#$h test= look #t the 9odel /ns0ers on

p#ges %&&-%&4 #nd #t the Self-(#ting ides on p#ges %&'-%&6.



#RITI% AS#ER SHEET

Photo$opy this p#ge to 0rite yor #ns0ers to e#$h ,riting t#sk yo pr#$tise.

~

, , ----

- - . - - , -

, -



,(ITI TEST %

,(ITI T/S1 %

o shold spend #5ot 2+ mintes on this t#sk.

-eloiu is a table #hich sho#s the causes of in<ury by age and their *ercentagecontribution to total deaths during a $ month *eriod in 7ustralia. Some of these

in<uries may be termed accidental and some may not.

escribe the information in the table.

,rite #t le#st %'+ 0ords.

In<ry $#se /ge $#tegory

+-%4 %'-&* 4+-64 6'N Tot#l

9otor ehi$le 4+ 4' 2* 2% &4

Poisonings % 4 2 2 2

#lls & 2 6 42 %%Cro0nings %* & 4 2 '

Sffo$#tion /sphy;i#tion %4 % & 2 2

Si$ide - 26 &% %) 2)

Homi$ide #nd iolen$e ' ' 4 % 4

/ll other $#ses %6 %2 2+ %& %4

,(ITI T/S1 2o shold spend #5ot 4+ mintes on this t#sk.

Prep#re # 0ritten #rgment for # 0ell-ed$#ted re#der on the follo0ing topi$!

Human beings do not need to eat meat in order to maintain good health becausethey can get all their food needs from meatless *roducts and meatless substitutes. 7 vegetarian diet is as healthy as a diet containing meat. 7rgue for or against theo*inion above.

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor #rgments 0ith e;#mples #nd rele#nt eiden$e.

o shold 0rite #t le#st 2'+ 0ords.



,(ITI TEST 2

,(ITI T/S1 %

o shold spend #5ot 2+ mintes on this t#sk

Tlie tra*h belo# sho#s different *o*ulation gro#th rates in some of the #orld's

ma<or cities. -et#een %*)' and the year $, some of these cities are sho#n toe+*erience changes in *o*ulation, both #ithin individual cities and incom*arison#ith other cities. Loo at the gra*h and re*ort on these differences.

,rite #t le#st %'+ 0ords

,(ITI T/S1 2


Present # 0ritten #rgment or $#se to #n ed$#ted non-spe$i#list #dien$e on thefollo0ing topi$

Tlie best #ay to reduce the number of traffic accidents is to mae all youngdriverscom*lete a safe driving education course before being licensed to drive.

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor

#rgments 0ith e;#mples #nd rele#nt eiden$e




,(ITI TEST &

,(ITI T/S1 %


Tlic diagram belo# sho#s a domestic 'com*osting' #aste dis*osal unit. escribe the construction of the unit and ho# it #ors.


,(ITI T/S1 2



8orests are the lungs of the earth. estruction of the #orld's forests amountstodeath of the #orld #e currently no#. To #hat e+tent do you agree ordisagree?

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor #rgment 0ith e;#mples #nd rele#nt eiden$e.




,(ITI TEST 4

,(ITI T/S1 %


Tlie follo#ing $ tables *resent information taen from a survey into ho#

7ustralians s*end their leisure time at home. -y selecting data from the tables,describe the trends as they are sho#n.


,(ITI T/S1 2



any lives are in danger #hen hastily erected buildings colla*se because safety standards have been sacrificed to ho*es of a >uic *rofit. To *revent disastersof this ind, governments should *lay a greater role in setting and enforcing safety standards for building construction.

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spportyor

#rgments 0ith e;#mples #nd rele#nt eiden$e.

o shold 0rite #t le#st 2'+ 0ords



,(ITI TEST '

,(ITI T/S1 %


The figure belo# com*ares the amount of #or time re>uired to buy certain *roducts. 2omment on these various *roducts and describe the differences for

the years 1=& and 11&.


,(ITI T/S1 2

AU shold spend #5ot 4+ mintes on this t#sk.

Prep#re # 0ritten #rgment for # 0ell-ed$#ted re#der on the follo0ing

topi$!

2hildren learn best by observing the behaviour of adults and co*ying it.to #hat e+tent do you agree or disagree #ith this statement?

o .shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spportyor #rgment 0ith e;#mples #nd rele#nt eiden$e.




,(ITI TEST 6

,(ITI T/S1 %


In all, the #orld s*ends an estimated M%'2' billion annually, on civilian s*acea**lications.

)rite a re*ort for a university lecturer describing the trends in the gra*h belo#and suggesting reasons for any ma<or differences in e+*enditure.


,(ITI T/S1 2



Goos are sometimes seen as necessary but *oor alternatives to a naturalenviron0ment. iscuss some of the arguments for andor against ee*ing animals in oos.

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor #rgment 0ith e;#mples #nd rele#nt eiden$e.




,(ITI TEST )

,(ITI T/S1l


Tlie gra*h belo# sho#s the rise in the number of one adult households in various Euro*ean countries bet#een 1= and 11.

)rite a re*ort for a university lecturer describing the information sho#n belo#.


The rise of the one person household

,(ITI T/S1 2


Present # 0ritten #rgment or $#se to #n ed$#ted non-spe$i#list #dien$e on thefollo0ing topi$!

Education is recognised as vital to the future of any society in today's #orld.Jovernments throughout the #orld should mae education com*ulsory for all children bet#een the ages of / and /.

To #hat e+tent do you agree #ith this statement?





,(ITI TEST "

,(ITI T/S1 %

o 5hold spend #5ot 2+ mintes on this= t#sk

Tlie / figures beloiv give information about ivomen #orldivide. @sing

information from the figures, #rite a re*ort #hich describes the status of #omen in the

#orld

today.

,rite #t le#st %'+0ords

Womenfacts & figures

,(ITI T/S1 2


Present # 0ritten #rgment or $#se to #n ed$#ted non-spe$i#list #dien$e on thefollo0ing topi$

Tourism is becoming increasingly im*ortant as a source of revenue to many

countries but its disadvantages should not be overlooed.

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor #rgments 0ith e;#mples #nd rele#nt eiden$e




,(ITI TEST *

,(ITI T/S1 %


Tlie table and the illustration belo# give some information on s*orts in<uries#hich lead to emergency hos*ital treatment. )rite a re*ort about the information

given.

,rite #t le#st %'+ 0ords

,(ITI T/S1 2


,i ite # 5#l#n$ed ess#y for #n ed$#ted non-spe$i#list #dien$e on the topi$

5elo0

Technology is maing communication easier in today's #orld, but at the e+*enseof *ersonal contact as main *eo*le choose to #or at home in front of acom*uter screen. )hat danger%, are therefor a society #hich de*ends oncom*uter screens rather than face0to0face contact for its main means ofcommunication ?

o shold se yor o0n ide#s= kno0ledge #nd e;perien$e #nd spport yor #rgments 0ith e;#mples #nd rele#nt eiden$e




(efle$tions on the ,riting Test

% ,ere yo ple#sed 0ith yor #ns0er to ,riting T#sk %

G es G o

2 ,ere yo ple#sed 0ith yor #ns0er to ,riting T#sk 2

G es G o

&. If yo #ns0ered 3o3 to either :estions % or , 0ere the follo0ing some

of yor pro5lems

I didn3t h#e enogh time.

G es G o

I h#d limited kno0ledge #5ot the topi$.

G es G o

I $oldn3t interpret the di#gr#m in T#sk %.

G es G o

I didn3t $he$k one Dor 5othF of the 0riting t#sks.

es G o

I 0#sn3t sre ho0 to #ns0er the :estion.

G es G o

/re there #ny other pro5lems not listed here ote them do0n.

4. If yo #ns0ered yes to #ny of the :estions in &= 0rite do0n # fe0 re#sons0hy yo think yo h#d pro5lems #nd dis$ss these 0ith # te#$her= if yo$#n.Think #5ot ho0 yo $old do 5etter 0hen yo t#ke the re#l test.

'. If possi5le= #sk # te#$her for help 0ith some #ddition#l IELTS 0riting pr#$ti$e.

Try to do some 0riting pr#$ti$e eery d#y.



9odel /ns0ers for ,riting T#sks

,(ITI T/S1 %

Test 6

In all, the #orld s*ends an estimated K@S$/ billion annually, on civilian s*ace a**lications.

)rite a re*ort for a university lecturer describing the trends in the gra*hbelo# and suggesting reasons for any ma<or differences in e+*enditure.

3/$$ording to the gr#ph= there is $onsider#5le #ri#tion in spending on $iili#nsp#$e progr#ms #rond the 0orld. /rgentin#= for e;#mple= spends irt#llynothing 0hile= #t the opposite end of the s$#le= the United St#tes spends M%'++m.The ne;t highest spenders2 #re r#n$e= Q#p#n #nd Chin# spending M%4++m= M%&++m#nd M%2++m respe$tiely 9iddle r#nge spenders in$lde erm#ny= It#ly= S0eden#nd (ssi#= spending in the M)++-M%+++m r#nge /mong the lo0est spenders #reIrel#nd= /str#li#= P#kist#n #nd Isr#el spending nder M%++m The rem#ining$ontries spend 5et0een M%++ #nd M&++m

Aer#ll= the trends in the t#5le sho0 the 0e#lthy= deeloped $ontries #s 5eingforemost in sp#$e #ppli$#tion spending= 0hile $ontries $l#ssed #s deeloping= or those 0ith ery sm#ll popl#tions= spend the le#st. There #re some e;$eptions= likeChin#= 0hi$h is deeloping f#st #nd h#s o5iosly m#de sp#$e te$hnology #

priority Ths the m#m re#sons for the differen$es m#y in$lde 0e#lth= si@e= politi$#l #nd e$onomi$ st#5ility #nd the $hosen priorities of e#$h $ontry D%'*0ordsF

otes3 irst p#r#gr#ph des$ri5es 3trends3 #s #sked 0ithot needing to gie det#ils of e#$h $ontry3sspending! Tlie 0ord 3spenders3 is # good $hoi$e to e;press me#ning $on$isely

ener#l Comments

Introd$tory senten$e does not #ste 0ords 5y repe#ting the :estion/ns0ers 5oth p#rts of the :estionInform#tion is de#rly presented #nd e#sy to follo08ntrmes #re #ttr#telF iiinstri#led #nd ni$ely #riedl.ood lol3reme oer#ll= inhesion #$hieed throgh 0ell $hosen $onne$ting e;pressions



T/S1 2

Test"

Present # 0ritten #rgment or $#se to #n ed$#ted non-spe$i#list #dien$e onthe follo0ing topi$!Tourism is becoming increasingly im*ortant as a source of revenue to manycountries but its disadvantages should not be overlooed.


#ster pl#nes #nd $he#per flights #re m#king it e#sier th#n eer 5efore for peopleto tr#el.% In most 3deeloped3 so$ieties= isiting e;oti$ pl#$es is # soght-#fter st#ts sym5ol. The torism indstries of 5oth deeloped #nd deeloping $ontriesh#e re$ognised this f#$t #nd #re le#rning to t#ke #d#nt#ge of it.2

'There #re= ho0eer= some pro5lems #sso$i#ted 0ith this ne0 indstry. irstly%=there is the in$re#sing $rime r#te. Some lo$#ls see torists #s e#sy prey 5e$#se= not

only #re they in nf#mili#r territory #nd therefore less #5le to t#ke $#re of themseles= 5t #lso they $#rry isi5le items of 0e#lth= s$h #s $#mer#s #nd

<e0ellery 0hi$h $#n 5e disposed of :i$kly for # profit.4

3/nother m#<or pro5lem is he#lth. ,ith gre#ter mo5ility $omes gre#ter d#nger of spre#ding $ont#gios dise#ses #rond the 0orld.4 Ane $#rrier retrning home$old e#sily st#rt #n epidemi$ 5efore their illness 0#s di#gnosed. 9oreoer theemergen$e of m#ny more dise#ses 0hi$h resist #nti5ioti$s is $#sing s$ientists to

5e in$re#singly $on$erned #5ot this isse.

'/lso to 5e $onsidered is the n#tr#l enironment= 0hi$h $#n 5e serioslythre#tened 5y too m#ny isitors. /str#li#3s re#t B#rrier (eef= for e;#mple= is ind#nger of 5eing destroyed 5y torists #nd there #re pl#ns to restri$t isitors to

some of the more deli$#te $or#l $#ys.

)

These #re <st three of the re#sons 0hy #ny $ontry shold 5e 0#ry of $ommittingitself to #n e;tensie torism deelopment progr#m." D2&2 0ordsF

otes% Introd$tion doesn3t repe#t :estion.2 T#$kles :estion.& Indi$#tes th#t # nm5er of points 0ill 5e dis$ssed in order.4 Cl#rifies pro5lemkeeps to the point.' e0 p#r#gr#ph for ne0 topi$.6 /ppropri#te se of $onne$tors.). ies e;#mples.Con$lsion ronds off 0ell 0ithot repe#ting :estion or 0#sting 0ords.



Self-(#ting ide for ,riting T#sks

T/S1l/ns0er the :estions listed nder /= B #nd C. If yo #ns0er 3yes3 to most:estions= pt # s$ore on e#$h line to0#rds HIH. If yo #ns0er 3no3 to most:estions= pt # s$ore on e#$h line to0#rds LA,. Qoin the s$ores together tom#ke# tri#ngle. If yor tri#ngle is ery sm#ll yo #re 0e#k in #t le#st one #re# of 0riting. If yor tri#ngle is ery 5ig then yor oer#ll r#ting shold 5e :ite good.

B

> H#e I 0ritten #$$r#tegr#mm#ti$#l senten$es

> Is my gr#mm#r #ried-> Is my spelling #$$r#te> Is my o$#5l#ry #ried

#nd #ppropri#te

/> H#e I done 0h#tthe:estion #sked me todo> Is my te;t $le#r> Is my inform#tion0ell

$> /re the senten$es inmyte;t 0ell $onne$ted> H#e I sed#ppropri#te$onne$tinge;press onsDe.g. Ho0eer= irstlyet$.F

E;#mples of self-r#ting

#er#ge/BC

#er#ge oer#llr#ting

high/Clo0B

#5oe #er#ge oer#llr#ting

lw !

highB#er#ge C

#er#ge oer#llr#ting



T/S1 27o the s#me self-r#ting e;er$ise for T#sk 2. ote th#t the r#ting :estions nder /= B #nd C #re differerent from those for T#sk %.

B

> H#e I presented some goodide#s #nd points of ie00hi$h #re rele#nt to the ess#yt#sk

> /re my points of ie0 $le#r> H#e % gien e;#mples to

spport my points

/

> Is my te;t$ommni$#tingits $ontent effe$tielyto there#der

> Is the inform#tion$le#r> Is the te;t 0ellorg#nised> H#e I sed p#r#gr#phseffe$tiely

C

>H#e I sed#$$r#te #nd#riedsenten$e

$onstr$tions= not <stsimple senten$es

>/re my senten$eslinked 5y#ppropri#te <oining0ordsDe.g. Conse:ently=/fter th#t= Ho0eerF

>H#e I sed # goodr#nge of #ppropri#teo$#5l#ry=spelt #$$r#tely

E;#mples of self-r#ting

#er#ge r#tingfor /BC

#er#ge oer#llr#ting

high/Clo0 B

#5oe #er#ge oer#ll

r#ting

lw !high B

#er#ge C

#er#ge oer#llr#ting

if you can, sho# your ans#ers to Tass and $ and your self0rating sheets to ateacher for comment. )or on your areas of #eaness.



SPE/1I TESTS

There are - re'orded s$eaking tests1

Before yo st#rt

Listen to e#$h ph#se in e#$h test #nd $#rry ot the t#sks on the

follo0ing p#ges.

Che$k the t#5le of Spe#king Test B#nd S$ores on p#ge %').

If yo $#n= pr#$ti$e Ph#se & interie0s 0ith # p#rtner sing the t#sk

$#rds on p#ge %'".

The IELTS spe#king test h#s ' Ph#ses.In Ph#se % the interie0er #nd the $#ndid#te greet e#$h other #nd m#ke srethey 5oth feel $omfort#5le. The interie0 0ill pro5#5ly 5e re$orded.In Ph#se 2 the interie0er 0ill #sk yo= the $#ndid#te= to t#lk #5ot yor f#mily or yor $ontry or something 0hi$h is f#mili#r to yo.In Ph#se &= yo mst #sk the :estions. The interie0er 0ill #sk yo to

pretend yo #re in # p#rti$l#r sit#tion 0here yo need to find someinform#tion. To get the inform#tion yo need= yo 0ill h#e to #sk theinterie0er $ert#in :estions= sing # $#rd to gide yo.Ph#se 4 is 0here yo 0ill 5e e;pe$ted to t#lk freely #nd in # more e;tended0#y #5ot yor ftre pl#ns. o 0ill h#e the opportnity to gie opinionsor to e#l#te spe$ifi$ sit#tions rel#ted to yor field of stdy or to yor

person#l interests.in#lly= in Ph#se '= the interie0er 0ill 5ring the interie0. to # $lose.



Re'orded S$eaking Test (

The first interie0 is 0ith 9#ri# 0ho is # stdent from 9#l#ysi#. She3s %" #ndis #5ot to enter #n /str#li#n niersity to stdy 9edi$ine. Here #re # fe0det#ils #5ot 9#ri#.

!ES"7L ET7ILS

#mily n#me- 9/H/9AA7

Ather n#me! 9/(/

#tion#lity- 9#l#ysi# irst l#ng#ge! 7L7A L7"J@7JE%

A$$p#tion! STU7ET

,ork e;perien$e

Ho0 did yo le#rn. English

,h#t #re yo person#l interests

,h#t #re yor ftre pl#ns

,hy #re yo t#king this test 3



%!R!

!hase %/iF -efore listening to Ph#se % of the interie0 look #t :estions %-) 5elo0. ess9#ri#3s responses to these ) :estions #nd 0rite yor gesses on # sep#r#tesheet.

(uestions 0B

% . Hello 9#ri#. Cold I h#e # look #t yor person#l det#ils

9y guess666666666666666666 aria's res*onse666666666666666666

2. (ight no0= #nd yo $ome from 9#l#ysi#

9y guess666666666666666666aria's res*onse666666666666666666

&. ,h#t p#rt do yo $ome from

y guess666666666666666666aria's res*onse666666666666666666

4. Is it ery snny

9y guess666666666666666666aria's res*onse666666666666666666

'. 7o yo m do yo h#e #ny 5rothers or sisters

y guess666666666666666666aria's res*onse666666666666666666 6. (ight #nd #re yo the eldest

y guess666666666666666666 aria's res*onse666666666666666666

). /nd #re some of them stdying in /str#li# #s 0ell

9y guess J 6 J J aria's res*onse66666666666666666

iiF Listen to Ph#se % #nd note do0n 9#ri#3s responses. Stop the t#pe #t the end of Ph#se %. /re yor responses simil#r to hers

In yor opinion= 0ere 9#ri#3s responses!

# looking 5 #5ot right $ too short

Cir$le either #= 5 or $.

It yo $ir$led #= 0hi$h responses $old 9#ri# h#e shortened

II yo orded $= 0h#t other things $old she h#e s#id

7is$ss yor opinions 0ith # p#rtner if yo $#n.



uIf yo $#n= 0ork 0ith # p#rtner. /sk #nd respond to simil#r :estions #5ot yor o0n $ontry #nd f#mily. If yo #re 0orking #lone= 0rite do0n yor :estions #ndre$ord yor responses on # $#ssette re$order.

Ph#se 2

/iF In Ph#se 2 9#ri# is dis$ssing her stdies. (e#d :estions "-22 :i$kly. ,hi$hof these topi$s is mentioned Ti$k DF the 5o; if the topi$ is mentioned. #=

#F medi$ine #s # field of stdy

5F hospit#ls

$F illness

dF dep#rtment stores

eF emergen$y

fF medi$ine #s # $#reer

iiF (e#d the :estions #g#in. Cir$le the :estions to 0hi$h it is not possi5le to

#ns0er

<st 3yes3 or 3no3.

Gestions "-22

". /nd er it s#ys here yo3re hoping to get into 9edi$ine #t niersity

*. Um tell me # little 5it #5ot 0h#t h#ppens 0hen yo3re ill in 9#l#ysi# ,h#t

h#ppens 0hen some5ody3s si$k #t home

%+. 7o yo h#e er gener#l pr#$titioners= do$tors 0ho $ome to isit homes

% % . /nd er 0h#t sort of m illnesses #re $ommon in 9#l#ysi#0h#t do

people

often $ompl#in #5ot5eing si$k= 5eing off 0ork

%2. /nd #re the $olds th#t yo get in 9#l#ysi# simil#r to the $olds yo get in

/str#li#

%&. Tell me # little 5it #5ot the ne#rest hospit#l to Ter#ng#nn.

%4. Is it # 5ig hospit#l

%'- ,h#t sort of dep#rtments does it h#e



%6. /nd or 0h#t do yo do in 9#l#ysi# 0hen yo 0#nt #n #m5l#n$e 7o yoh#e # spe$i#l nm5er you $#n ring

%). ,hen= 0hen did yo first st#rt to get interested in er 9edi$ine #s # field of

stdy

%". ,#s there someone in yor f#mily 0ho en$or#ged yo= or 0#s it <st yor

o0n ide#

%*. (ight er is she er inoled in 9edi$ine in some 0#y

2+. So 0h#t er 0h#t #ppe#led to yo #5ot 9edi$ine #s # $#reer

2%. l#mor

22. Bt it3s $ert#inly #n er #n o$$p#tion th#t3s 0ell respe$ted in 9#l#ysi#

iiF (e0ind the t#pe #nd listen to Ph#se 2 #g#in. Choose one or t0o:estions0hi$h= in yor opinion= 9#ri# responds to 0ell= #nd one or t0o :estions to0hi$h she responds not so 0ell.

,rite the :estion nm5ers do0n #nd gie re#sons for yor $hoi$es in the 5o; 5elo0.

Gestionnm5er

(esponded 0ell D,For not so 0ell D,F

(e#sons

Comp#re nm5ers #nd re#sons 0ith # p#rtner if yo $#n.

Using :estions "-%2 #s # gide= 0rite do0n ' :estions #5ot yor #re# of stdy.ind # p#rtner to #sk yo these :estions. If yo #re 0orking #lone= 0rite do0n

e#$h :estion #nd re$ord yor responses onto # $#ssette re$order.

iF Listen to Ph#se 2 of the interie0. /s yo listen= try to note do0n9#ri#3s



Ph#se &.

In the ne;t ph#se of the spe#king test= 9#ri# is going to #sk the :estions. Theinterie0er 0ill tell her #5ot # $ert#in sit#tion. 9#ri# needs to find ot someinform#tion #5ot it. She 0ill need to #sk #s m#ny :estions #s she $#n in order to get #s m$h inform#tion #s possi5le. The interie0er 0ill gie her # $#rd0hi$h e;pl#ins the sit#tion #nd 0hi$h h#s # fe0 sggestions for :estions onit. She m#y t#ke # fe0 moments to look #t the $#rd 5efore she st#rts #sking the

:estions.

/Before yo listen to the t#pe= first look #t 9#ri#3s $#rd #nd de$ide 0h#t :estionsyo 0old #sk in this sit#tion. ,rite # fe0 :estions do0n. Try not to se thee;#$t 0ords 0ritten on the $#rd.

9#ri#3s $#rd looks like this.

T#sk ,EE1E7 C/9P A( E, STU7ETS

There is # 0eekend $#mp 5eing org#nised for ne0 stdents.

ind ot!

\

> the prpose of the $#mp> 0here it is 5eing held> #rr#ngements for getting there #nd 5.i$k > the $ost

9y :estions!

>JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJ

/

/0

/



B(edd the interie0er3s responses to 9#ri#3s :estions= nm5ered 2&-&%. ,hi$h of yor o0n :estions 0old fit the interie0er3s responses

Intervie#er's res*onses $&0&

2&. es= 0ell 0e de$ided to er to h#e these $#mps some ye#rs #go 5e$#se 0ethink it3s # good 0#y for stdents to get to kno0 e#$h other in #n inform#l0#y 5efore their $orses st#rt so er it3s # sort of getting to kno0 yo type$#mp.

24. Er the $#mp is #t # 5e#$h #5ot '+ kilometres #0#y from the Uniersity. It3s

sort of soth of the Uniersity= #long the $o#st.

2'. e#h ye#h ne#r # se#side.

26. ,ell er there3ll 5e # 5s 0hi$h 0ill pi$k p er stdents from the Uniersity#nd retrn people to the s#me spot #t the end of the $#mp so there3s no

pro5lem 0ith tr#nsport.

2). e#h 0ell it3s # $omfort#5le 5s= # Uniersity 5s.

2". I think so.

2*. I3m #fr#id there is # $ost ye#h thogh it3s not too 5#d. It3s M6' for the 0holeer st#y #nd th#t in$ldes #ll me#ls #nd #ll tr#nsport so er it3s on # long0eekend rid#y till 9ond#y #nd er #ll me#ls #re in$lded so th#t3s th#t3sery $he#p.

&+. So #re yo interested in going

&%. % hope yo do.

cListen to Ph#se &. ,rite do0n 9#ri#3s :estions #nd $omp#re them 0ith the onesyo 0rote.

9#ri#3s :estions!>JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ J J

> JJJ JJJ JJJ

>

/

/

7o yo think #ny of her :estions #re poorly $onstr$ted or follo0 the 0ords onthe $#rd too $losely ,hi$h ones (e0rite the ones yo 0#nt to $h#nge.



Ph#se 4

In this ph#se 9#ri# is 5eing #sked frther :estions #5ot her $#reer pl#ns.

!Look #t :estions &2-4'. Ho0 #re these :estions different from those in Ph#se2Choose the e;pressions 0hi$h yo think 5est des$ri5e the differen$es.

> longer > more spe$i#lised

> more dem#nding > simpler

> more #ried > more interesting

> #sking for more opinions

7is$ss yor $hoi$es 0ith # p#rtner if yo $#n.

(uestions &$04/

A1. Let3s er let3s get 5#$k to thinking # little 5it #5ot er yor ftre er 0ekno0 th#t yo 0#nt to er to stdy 9edi$ine 5t er

&2. h#e yo #ny thoghts #5ot 0h#t sort of 9edi$ine yo3re going to

spe$i#lise in #t the end of yor stdies

&&. 7o yo #gree 0ith th#t

&4. ,h#t sort of pressre do yo im#gine er er it 0old inole

&'. e#h 0ell I 0#s going to s#y th#t er er in some 0#ys one $old #rge th#tm#y5e it3s er more sited to er # 0om#n th#n # m#n 9#ny 0omen #remid0ies in other $ontries.

&6. 7o yo h#e mid0ies in 9#l#ysi#

&). /nd #nd do they delier m#ny of the 5#5ies Ar is it m#inly do$tors in

hospit#ls

&". (ight. Is there #ny #ny re#son for th#t p#rti$l#rly

&*. So they don3t h#e # long tr#ining4+. So do yo #gree 0ith th#t ie0 7o yo think er do$tors do kno0 more

#5ot...

4%. It3s diffi$lt to gener#lise= isn3t it

42. So do yo think there3s # # 5ig need for er do$tors 0ho #re spe$i#lists in

inf#nt $#re or deliering 5#5ies in 9#l#ysi# Is is th#t # gro0ing #re# of

need

4&. Is there # f#st gro0ing popl#tion in 9#l#ysi#

44. So it $old 5e # ery import#nt #re# for yor $ontry if yo $hoose th#t

4'. ,ell= perh#ps #t the end of yor stdies yo3ll 5e more $onfident 5e$#se

yo3ll h#e le#rnt so m$h more Is th#t # possi5ility



BListen to Ph#se 4 of the interie0. Cir$le 3yes3 or3 no3 5elo0.

Comp#red to Ph#se 2!

does 9#ri# deelop her #ns0ers more

does she se # 0ider o$#5l#ry

does she e;press more opinions

#re her #ns0ers more interesting

is she spe#king more $onfidently

CLook 5#$k #t Gestion &2. Ho0 0old yo respond to it for yor field ofstdy,h#t other :estions $old 5e #sked #5ot yor $ontry in this se$tion Think #5ot yor $ontry #nd yor life in fie ye#rs3 time.,rite #5ot fie :estions on these topi$s. If yo $#n= pr#$tise 0ith #nother

stdent. H#e # $oners#tion #5ot e#$h other3s $ontry #nd field of stdy. If possi5le= re$ord yorseles.

Ph#se '

This is the fin#l ph#se of the interie0.

/

Belo0 #re the interie0er3s $on$lding rem#rks. ,h#t $old 9#ri# s#y here inresponse to the interie0er ,rite do0n some possi5le responses.

46. ,ell= er I3d like to th#nk yo 9#ri# for er t#king p#rt in the interie0 #ndI

0ish yo the 5est of l$k 0ith yor stdies.

4). It 0#s ni$e to t#lk to yo.

B

o0 listen to Ph#se '. /re 9#ri#3s responses friendly 7oes the interie0 end in#



/ssessing 9#ri#3s 5and S$ore

The #ssessment for the Spe#king tests is m#de on # s$#le from %-*.

The $#ndid#te The $#ndid#te

$#n3t s#y erym$h in English

ses English like# n#tie spe#ker

% 2 & 4 ' 6 ) " *

Using this s$#le= $ir$le # nm5er to sho0 0h#t yo think 9#ri#3s s$ore 0old 5e.

It yo $#n= find #nother stdent 0ho h#s done the s#me e;er$ise #nd $omp#reyor r#tings of 9#ri#3s interie0. 7is$ss yor re#sons for the s$ore yo g#e.

Interie0er3s $omments.

(e#d 0h#t the interie0er s#ys #5ot 9#ri#. ,ere yor impressions simil#r tothose of the interie0er

9#ri# 0old pro5#5ly <st g#in # in the spe#king test. She h#d no diffi$ltynderst#nding #ll sorts of :estions #nd in the fin#l st#ge she 0#s #5le to semore e;tensie o$#5l#ry #nd deelop some #re#s of :estioning re#son#5ly0ell. She 0#s gener#lly flent in her se of the l#ng#ge there 0ere no long

p#ses or l#5ored $onstr$tions of senten$es. In Ph#se & she 0#s #5le to$onerse more form#lly #nd #sk :estions 0ith re#son#5le e#se. 9#ri#3s0e#knesses 0ere $#sed prim#rily 5y her yoth #nd her l#$k of e;perien$e #ndkno0ledge. She 0#s n#5le to deelop some responses 5e$#se of l#$k of kno0ledge= for e;#mple= of the hospit#l system in 9#l#ysi#. Her pronn$i#tion0#s sometimes # little n$le#r p#rti$l#rly her stress p#tterns #nd she h#d one or t0o #re#s of gr#mm#ti$#l error 0hi$h #re typi$#l of the 9#l#ysi#n #riety of English. The interie0er #sked # lot of :estions to keep her $ontri5ting to the

$oners#tion= 5t n#tr#l shyness kept m#ny of her responses short. Theshortness of 9#ri#3s responses 0#s mirrored in the tenden$y of the interie0er to#sk short :estions.



(e$orded Spe#king Test 2

The se$ond interie0 is 0ith Pehr. Pehr is 2' ye#rs old #nd is from S0eden. He3s# m#rketing m#n#ger 0ho is in /str#li# for three months stdying English. Here#re some det#ils #5ot Pehr.

!ES"7L ET7ILS

#mily n#me

Ather n#me

#tion#lity irst l#ng#ge %

A$$p#tion

,ork e;perien$e

Ho0 did yo le#rn. English

,h#t #re yo person#l interests

,h#t #re yor ftre pl#ns

,hy #re yo t#king this test 3



!ehr

Phases ( and -

!In the first t0o ph#ses Pehr is 5eing #sked :estions. Before yo listen to theinterie0= re#d Pehr3s responses to the interie0er. Predi$t 0h#t the interie0er3s:estions 0ere #5ot= for responses %= 2= &=4= '=%+=%2=%'= #nd %) 5elo0. ,rite

yor predi$tions on # sep#r#te sheet.

Pehr _s

(esponses to Ph#ses % #nd 2 or predi$tions.

% .2.&.

4.

'.

6.

).

".

*.

I3m fine= th#nk yo. (uestion e#h. Th#t3s right. rom Erope=from S0eden. es.

,ell= I3e 5een stdy sin$e I0#s er %+ ye#rs old m#y5p=

p#rtly in the prim#ry #nd l#ter on in the se$ond#ry s$hool in (uestion $S0eden= yes.This is my first tri$k trip to

/str#li#. es= it is.,ell I h#en3t 5een in other

pl#$es in /str#li# 5t l#ter on Ithink I 0ill go to other $ities= (uestion &yes.,ell= I3m for the Christm#s l#ter on I3m inited to Bris5#ne. To the `old Co#st #s 0ell= so I think I

0ill pop p there for # 0hile.8ery hmid #nd ery 0#rm. es= (uestion 4th#t3s right yes.I think I $#n st#y inside #nd if I

go ot I h#e to go to the 5e#$h=inste#d I3ll t#ke # 5#th= t#ke #

s0im.es= I do. I think I 0old do th#t (uestion /l#ter on 0hen I $ome to Eropethis 0inter.



%+.

%%

%2.

%&.%4.

%'.

%6.

%).

%".

%*.

2+.

Some p#rti$l#rly... memor#5le (uestion o$$#sions e#h= l#st ye#r in f#$tI 0#s there <st 5efore the

Alympi$ #mes 0hen I 0#sisiting the 8#l daisere slops

8ery ni$e #re#. S$#ry slopes.Some0here it3s 5ilt ery steep.

,ell= they3re ery steep #nd i$y.Af $orse th#t3s e;$iting #s 0ell#t the s#me time.

o not re#lly. I <st hrt my trn (uestion $9thumb: some ye#rs #go. Th#t$#n $re#te # lot of pro5lems

5e$#se yo se yor h#nds #nd#rms # lot 0hen yo ski So

es. (ight.e#h. I3e seen # # # 0om#n on$efor # $ople of ye#rs #go 0ho

5roked her leg #nd yo $old see

her 5one sti$king ot from theflesh. It3s :ite ... yes ... it3s not sofnny.e#h. es yo h#e to 5e $#refl (uestion /#nd not do stpid things. es=th#t3s right.

Perh#ps in /str#li#. es th#t3sright. Bt I think it3s ery

import#nt to h#e something todo dring the smmer #ndsomething to do #t 0inter=dring the 0inter.es for 6 ye#rs I 0#s $ompeting (uestion B er 5efore #nd I3m lookingfor0#rd 5e$#se in # $ople of

d#ys I 0ill go do0n to 8i$tor

0ind srfing I hope.,ell= I 0#s= it 0#s # er the= in= in <st in S0eden #tion#l Le#ge=ho0 do yo pt it= in fn5o#rd#nd 0#eriding= yes.

o= % <st 0#s #er#ge person0ho <st loe it for fn.es. es. Espe$i#lly 0ith this0e#ther $oming no0 #nd dring

the smmer= I 0old like...looking for0#rd to th#t.



BListen to Ph#sesW % #nd 2 on the t#pe to see if yor :estions 0ere simil#r to the

interie0er3s :estions.

(e0ind the t#pe #nd listen #g#in to Ph#ses % #nd 2 #nd #ssess the responses Pehr gies to the interie0er= #$$ording to the $#tegories 5elo0. or e#$h of the three$#tegories= flen$y= gr#mm#r #nd o$#5l#ry= m#rk on the line to indi$#te yor #ssessment. Then= if yo 0old like to= re#d the tr#ns$ript on p#ge %)& to refle$tonyor #ssessment.

len$y

not ery

flent flent

% $ M & 4 - -'6 )"*

r#mm#r

lo0#$$r#$y

high#$$r#$y

%2&4'6- J)J"*

8o$#5l#ry

limited 0ide

#riety #riety

% 2 & 4' 6 )"*



Ph#se &.

In this ph#se= the $#ndid#te #sks the :estions. The interie0er 0ill tell yo #5ot# $ert#in sit#tion. The interie0er 0ill gie yo # $#rd 0hi$h e;pl#ins thesit#tion #nd h#s # fe0 ide#s for :estions on it. o need to find ot inform#tion#5ot it 5y #sking #s m#ny :estions #s yo $#n. T#ke # fe0 moments to look #tthe $#rd 5efore yo #sk the :estions. Try not to se the e;#$t 0ords on the $#rdfor eery :estion. The interie0er responds to yor :estions.

Pehr3s $#rd looks like this.

T#sk U(ITU(E EGUI(o #re ne0 #t the niersity #nd yo h#e fond some $he#p#$$ommod#tion= # one 5edroom fl#t. Unfortn#tely= the fl#t is nfrnished./sk the /$$ommod#tion Affi$er for #ssist#n$e 0ith finding ine;pensiefrnitre.> rent or 5y frnitremV ne0 or se$ond h#nd frnitre

> 0here to find items needed> 0here to sell 0hen stdies $ompleted> #di$e on most sefl items

/

>

>>

>

>

Think #5ot some :estions yo 0old #sk the interie0er. ,rite themdo0n.



Listen to Ph#se & of this interie0. /s yo listen= $ir$le #ny e;pressions in the 5o;0hi$h des$ri5e Pehr3s $oners#tion style #nd his m#nner. /dd sit#5le#d<e$ties

of yor o0n.

Comp#re the :estions Pehr #sks 0ith the ones yo 0rote. In 0h#t 0#ys #re theydifferent

CBelo0 #re the :estions th#t Pehr #sked. (e#d them throgh= #nd $omp#re them

0ith the prompts on the $#rd. Think #g#in #5ot 0h#t kinds of :estions he #sked#nd 0hether or not yo think he h#s #sked enogh.

%. ,ell= $#n yo help me ple#se

2. ,ell= it3s like th#t I h#e fond $he#p #$$ommod#tion here in or l#st d#y inthe ne0sp#per #nd er it3s # one 5edroom fl#t #nd 5t it3s nfrnished so I0#nt some #di$e ho0 I $old find some $he#p frnitre 5e$#se I3m #stdent #nd I h#en3t so m$h money #s yo.

&. ,ell I think it 0old 5e # ye#r= I think= s#y= yes.

4. So it3s not so 5ig differen$e 5et0een renting or 5ying from= if I3m here for #ye#r

'. A1. So it3s possi5le to... to sell them l#ter on to #nother stdent

6- re#t. ,here do yo think I $#n find some $he#p sed frnitre then for #stdent

). o. es. Prefer#5ly= yes.



". e#h. rom other stdents m#y5e

*. A1. Here. In /del#ide

%+. A1. ood. /nd rn= 0h#t do yo think Is there= is there #ny possi5ility tose desks here in er #t the niersity Ar do yo think I h#e to 5 # desk#s0ell

%%. If yo 0#nt to stdy= yes. 9#y5e.

%2. A1. A1. Th#nk yo ery m$h.

ote! (emem5er= eery $#ndid#te #ppro#$hes the s#me t#sk in # slightlydifferent 0#y. There is no one fi;ed list of :estions for this Ph#se &.



Ph#ses 4 and /

/In Dhe fin#lt0oti$k #ny

ph#ses of theinterie0=th#t Pehr dis$sses.

Pehr dis$ssesseer#l

topi$s.

Listen #nd

Holid#ys # Uniersity #

Stdies # Unemployment #

(e$ession # T#;#tion #

Tr#de # United #tions # e

B(e0ind the t#pe to the 5eginning of Ph#ses 4 #nd '. Listen for Pehr3s response tothe interie0er3s :estion #5ot t#;#tion in S0eden. ,hen t#lking #5ot t#;es=Pehr s#ys to the interie0er 3I don3t re#lly #gree 0ith yo #5ot th#t...3,h#t does the interie0er s#y th#t $#ses Pehr to s#y this

The transcri*t of !ehr's res*onses for !hases 4 and / is on the ne+t *age if you#ant to listen and read.

ote! It is import#nt to re$ognise th#t it is #ppropri#te #nd often refreshing toh#e IELTS $#ndid#tes e;press #ltern#tie ie0points. o #re 5eing tested onyor #5ility to e;press yor opinions yo #re not 5eing tested on the opinionsyo hold.

cListen #g#in to # l#ter se$tion in Ph#se 4. Pehr ses the 0ord 3e;pe$t#tions3 seer#ltimes. ,h#t do yo think he me#ns 7is$ss 0ith others or 0rite yor thoghtsdo0n.

/lthogh it is not e#sy to pinpoint e;#$tly 0h#t Pehr me#ns= he ses flent #nd$h#llenging English #nd the $oners#tion is m#int#ined. 7is$ss 0ith # p#rtner if

yo $#n= ho0 this might #ffe$t his fin#l r#ting.



Tr#ns$ript of Pehr3s responses to Ph#ses 4 #nd '

% es I3m #fter my high s$hool= se$ond#ry s$hool in S0eden= I 0ent to the niersity UniY ersily of Lnd It3s in the sothern p#rt of S0eden in # p#rt $#lled S$#ni#. Gite ne#r 7enm#rk #nd erm#ny #nd er I stdied m#<orly in Bsiness /dministr#tion= E$onomi$s#nd Commer$i#l L#0 #t niersity for for #nd # h#lf ye#r

2 e#h Th#t3s right Bt the= the re$ession l#tely= in Erope espe$i#lly h#d $re#ted # #$onditionthere the most of the moements #nd the interesting thing is sometimes in the p5li$ se$tor

& So therefore m#y5e there3ll 5e #nother possi5ilities there inste#d $#se it3s :ite do0ngomgor in the pri#te se$tor es4 es in f#$t 0hen yo he#r the 0ord S0eden yo sometimes $onne$t it 0ith lo0

nemployment figres 5t in f#$t tod#y 0e h#e h#d :ite high nemployment espe$i#lly#mong yong people #nd #$#demi$ people= yes

' e#h= th#t3s right6 es= 5t sin$e 2 or & ye#rs #go th#t h#d 5een $h#nged not only the in$ome t#;#tion= #lso

for e;#mple for t#;#tion on #l$ohol #nd things <st to moe the $ontry m$h more to0#rdsthe EC%= $os 0e h#e= h#d h#nd in= # EC enrolment for # $ople of ye#rs #go so 0e intendto

5e # p#rt of the EC in 3*'= yes). ener#lly ,ell #s most people #s yo s#id h#te the 0ord t#;. It3s not so fnny 0hen the

t#; 5ill $omes. Urn= 5t in f#$t I 0ill= I3m not re#lly er #gree 0ith yo #5ot th#t 5e$#se Ithink S0eden h#e lo0er t#;es no0 th#n /str#li#= in f#$t. Espe$i#lly 0hen yo if yoh#e in # higher leel of 0#ges.

". ,ell It3s not no= it3s not oer '+ per$ent. It h#d 5een "+ per$ent.* Gite often= :ite often it3s [iist &' or &+ ,hi$h I think is :ite #lright%+ ,ell A1 %% ,ell A1 It depends= if yo t#lk #5ot medi#n or #er#ge figres it3s 0orking pretty good%2 es % see in in some p#rts= there of $orse if yo look #t these tr#de #re#s #s the Erope#n

m#rket #nd re$ently 0e h#e he#rd #5ot the the er #greement in /meri$# #nd some people in /str#li# for e;#mple don3t nderst#nd th#t this 0ill m#ke it # little 5it h#rder for /str#li#n $omp#nies to e;port to these #re#s in /meri$# 5e$#se there 0old 5e # tr#de0#r

%&. Bt the import#nt thing is not only the f#$ts #l0#ys= sometimes is it the e;pe$t#tions. So= Isee some e;pe$t#tion in the 0orld tod#y= yes een if 0e h#e spe$i#lly in Erope 0e h#esome 0#rs there #s yo kno0= in the E#stern Erope #nd th#t3s #ffe$t the 0hole e$onomy

5t the e;pe$t#tion is m$h more import#nt th#n the effe$ts.%4. E;pe$t#tions.. if yo tod#y if yo h#e seen the st#tements #nd $omments in the

ne0sp#per #5ot this #greement in the in /meri$# yo see th#t most people #re :ite positie een if they kno0 th#t it 0ill in some $#ses hit /str#li# in # 5#d 0#y.

%' /T/

es (ight /nd= 5t the the dyn#mi$ effe$ts #re= #re fore$#st or e;pe$ted to 5emoreimport#nt th#n these sm#ller effe$ts on spe$i#l 5sinesses in /str#li# #nd throghot the0orld So

%6 (ight long term g#ms #nd 0ith it 5ig 5ig $ommnities= like= or 5ig #re#s 0ith free tr#de=0ill $re#te high $ompetition= #nd then more moement of people #nd 5etter #llo$#tion of resor$es

%) ,e 0old hope so esI1 o3e hit the re$ession Ane of the first $ontries 0ho hit the re$ession #nd th#t h#e

5een ith s # long time St$ked 5e$#se yo h#e h#d other yor 5siness p#rtners h#e hitthere$ession l#ter on So yo h#e h#d 5een hit # little 5it h#rder th#n 0e h#e h#d Th#t3s right

I%3 flnkF on

%3 CErope#n Commnity Do0 Erope#n UnionF>3 /T/orth /meri$#n ree Tr#de /greement



/ssessing Pehr3s B#nd S$ore

Using the s#me s$#le D%-*F #s yo did for r#ting 9#ri#3s interie0 p#ge %46= r#tePehr3s spe#king perform#n$e 5y $ir$ling # nm5er in the 5o; 5elo0.

The $#ndid#te The $#ndid#te

$#n3t s#y ery

m$h in English

ses English like

# n#tie spe#ker

%2&4'- -6 )"*

o0 if yo $#n= find #nother stdent 0ho h#s listened to Pehr3s interie0 #nd$omp#re yor r#tings <st #s yo did for 9#ri#3s interie0= #nd dis$ss yor re#sons.

o m#y no0 like to re#d the interie0er3s $omments on Pehr3s perform#n$e#nd$he$k the s$ore she g#e him in the #ns0er key. 7id the interie0er gie Pehrthe

s#me s$ore th#t yo did

Interie0er3s $omments.

The interie0er g#e Pehr # s$ore of It 0#s # liely dis$ssion #nd the $ommni$#tion 0#s good. Pehr g#e :i$k responses to the :estions #nd 0#s strong on :estion form#tion. Inst#n$es ofseof form#l #nd inform#l l#ng#ge 0ere #ppropri#te. Pehr3s gr#mm#r 0#sre#son#5le= #lthogh he h#d minor in#$$r#$ies. Pehr3s o$#5l#ry 0#s #lmostn#tie-like in terms of #riety. Cle#rly there 0#s # strggle 0ith some responses#sPehr3s #rgment 0#s not #l0#ys perfe$tly deeloped nor e;pressed logi$#lly.



,h#t do the Spe#king B#nd S$ores me#n

o h#Y e noYY h#d the $h#n$e to listen to t0o pr#$ti$e interie0s #nd re#d the$omments 0hi$h the interie0ers m#de on the t0o $#ndid#tes Think #5ot 0h#tkind of spe#king #5ilities <stify # r#ting of 6 or #5oe

Look #t # t#5le of Spe#king Test B#nd S$oresW 5elo0 ,rite in some other e;pressions 0hi$h might seflly des$ri5e #nd distingish e#$h leel on the

5#nds$#le

S$ore 7es$ription

* Like # n#tie spe#ker= JJJJJJJJJJJJJJ!JJJJJJJJJJJJJJJJJJJJJJJJJJ

" 8ery flent= $#n se form#l #nd inform#l l#ng#ge= JJJJJJJJJJJJJJJJJ

) Gite flent= 0ide o$#5l#ry= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

6 orms :estions 0ell= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

' Some diffi$lty #sking :estions= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

4 Pronn$i#tion diffi$lties= limited o$#5l#ry= JJJJJJJJJJJJJJJJJJJJJ & Hesit#nt= in$omplete senten$es=JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

2 E;tremely limited o$#5l#ry= no senten$e str$tre= JJJJJJJJJJJJbJJ

% ot re#lly #5le to $ommni$#te in English #t #ll= JJJJJJJJJJJJJJJJJJJ

Comp#re yor des$riptions Y ith # p#rtner if yo $#n

W Unfortn#tely= 0e #re n#5le to gie yo the offi$i#l des$riptions of the B#ndS$ores 5e$#se they #re $onfidenti#l

ind # p#rtner to pr#$tise # $omplete interie0 0ith There #re some more Ph#se&t#sk $#rds on the ne;t p#ge o might like to re$ord yor pr#$ti$e interie0s soth#t yo $#n listen to them #g#in #nd gie yorself # r#ting

EQA AU(SEL%



PH/SE & T/S1 C/(7S

ind # p#rtner #nd pr#$tise Ph#se & of the Spe#king Test sing #ny of the t#sk

$#rds 5elo0.

T#sk SPA(TS P(I?EThe interie0er h#s <st 0on # sports pri@e. o 0old like to kno0 #5ot

the pri@e. /sk #s m#ny :estions #s possi5le to find ot the det#ils.

sport> kind of pri@e> tr#ining pr#$ti$e> feelings #5ot 0inning> pl#ns for the ftre

T#sk IGUI(I /BAUT / CHE/P HALI7/o #re # ne0 stdent #nd yo #re ery interested in seeing some p#rts of the

$ontry. /sk the Stdent Tr#el Affi$er #5ot some $he#p holid#ys. o 0oldlike to go #0#y for one or t0o 0eeks

pl#$es to go$osttype of tr#nsport#$$ommod#tion 5ro$hresinform#tion le#flets

T#sk STU7I /T THE UI8E(SIT

o 0old like to enrol in The Uniersity #s #n ndergr#d#te stdent.

T#lk to the Stdent /dmission Affi$er to find ot the $orse det#ils.

> pre-re:isites> length of stdy> hors per 0eek of stdy> $ommen$ement d#te> $ost per ye#r



T(/SC(IPTIASLISTEI TEST % 0h#teer #le yo h#e rem#ining onSe$tion % the $#rd It3s <st the s#me #sB#r5#r# 9m /$$ording to the sign= the photo$opying #5ot %+ $ents # p#ge

$ompter room is #rond here /nd yo #lso h#e to spply yor o0nsome0here It s#ys room B%++ This is B disk of $orse%+' Ah there it is= do0n #t the end of the B 7o I h#e to 0orry #5ot irses on the

$orridor Compter room B%++ E#sy to disk )

find / o 7on3t 0orry #5ot th#t There3s #n#tom#ti$ s$#nner in e#$h $ompter to

B E;$se me /re yo in $h#rge here) m#ke sre stdents3 disks h#en3t got/ssist#nt es Sort of irses H#e yo got yor stdent $#rdB Then perh#ps yo $#n help me I need to 0ith yo)

se # $ompter to type #n #ssignment B. 9m es I think so Qst # moment Ah=,h#t do I h#e to do) here it is

/ ,ell= #re yo # stdent) / A1I <st need to t#ke do0n yorB es I #m irst ye#r stdent nm5er for the re$ords Let3s see/ A1 H#e yo sed # $ompter 5efore) Th#t3s nm5er *'%+2*)' A 1 o0 yoB es I3e done # f#ir 5it of 0ord $#n go #he#d #nd 5ook yorself in Eery

pro$essing time yo 5ook # $ompter yo 0rite

/ Th#t3s good Th#t3ll s#e yo # lot of yor n#me #nd yor stdent nm5er intime ,ell= there3re 4+ $ompters in this the time slot #longside the nm5er of thesite #nd they3re #ll ##il#5le for stdent $ompter yo3re going to sese St#ff #re not spposed to se the B Th#nks I3ll m#ke # 5ooking right no0$ompters in this room The $ompters / A1 Ah= #nd one more thing o e#ting#re in $onst#nt dem#nd so yo3ll need to or drinking in here The $ompters #re on

5ook 0ell in #d#n$e A 1 no0= here3s # # diettimet#5le #nd 5ooking sheet It3s in th#t B Ah right3

5ook 0hi$h is kept <st inside the doorhere o $#n resere # $ompter for 2 Se$tion 2hors #t # time If no-one else h#s (i$#rdo Here 0e #re Bro$hres for % d#yresered it #fter th#t yo $#n $ontine e;$rsions Let3s h#e # look

p#st yor 5ooked time 5t yo $#n 5e B#r5#r# 9m / ner5o#t trip Th#t looks

sre th#t 0on3t h#ppen ery often /nd interestingthe $ompter room is open from " ++m ( e#h It does ,here does it go) /nd ho0the morning to %+ ++ #t night 9ond#ys to do 0e gel to the rier ) rid#ys #nd on 0eekends #nd p5li$ B It s#ys to go 5y 5s to the rier 9m Theholid#ys from * ++ to S ++ 5s trip t#kes #5ot #n hor Th#t $osts

B 9m ,h#t do % do if something goes M' per person e#$h 0#y Then the 5o#t0rong 0ith the $ompter ) goes #long the rier for 4 hors /nd 0e

/ There3s s#lly someone here #t le#st $#n get # me#l on the 5o#t Th#t sondsfrom * ++ in the morning most d#ys in good$#se something goes 0rong So yo %% ( Ho0 m$h does it $ost) n#ilF onlX h#e # pro5lem if yo3re here B ,ell= the 5o#t trip $osts M2+ #nd the me#l

5efore * is e;tr# if 0e 0#nt it % sppose 0e $oldt#ke or o0n food to s#e some of the

U ,ell th#t .ill seems to 5e str#ightfor0#rd e;pense Then the 5s pi$ks s p #t theenogh ,h#t #5ot printing) C#n I do other end of the 5o#t trip #nd 5rings sth#t here loo) 5#$k It sonds gre#t= 5t it3s # 5it

/ Sre $#n There #re 4 printers They3redo0n #t the end there o h#e to p#y

e;pensie M&+ e#$h #ltogether= #ndth#t3s not $onting the food #nd drinks

for i#$h sheet of p#per yo se%K ,in re do I get the p#per from)

/ o $#n se yor resor$e $#rd for th#t

( es It 0old 5e rel#;ing 5t it is # 5ite;pensie #nd 0e 0oldn3t get m$he;er$ise sitting on # 5s #nd # 5o#t=

% %% sho0 yo Look oer here 0old 0eo insert the resor$e $#rd into the B o o3re right ,h#t #5ot horsending

printer like this #nd yo $#n se or $y$ling C#n yo ride # horse



( ot ery 0ell I3e only ridden # horse 5efore d#rk #s there #ren3t #ny lights ont0i$e in my life #nd th#t 0#s # long time them It gets d#rk 5y 6 ++ pm so yo h#Y e#go Ho0 m$h do$s it $ost3 to h#e them 5#$k 5y ' &+

a Let me se$ Horse riding3s # 5it e;pensie B Th#t3s A1 Is there #ny0here yo $#ntoo M&+ for 2 hors Th#t s to hire the re$ommend #s # good pl#$e to $y$le to3horse #nd #ll the e:ipment yo need= / o $#n either go to0#rds the hills or toin$lding # riding helmet /nd 0e3d the 5e#$h if yo3re energeti$ If yo3re noth#e to get to the st#5les It looks like it3s so energeti$= there3s # $y$ling tr#$k #long# long 0#y from here ,e3d pro5#5ly the rier / lot of people t#ke th#th#e to go Dhere 5y 5s /nd th#t 0old ( ,ell I think this shold 5e # good 0#y to

5e #n e;tr# $ost spend the d#y ,e3ll hire 2 5ikes then Er= 0h#t #5ot $y$ling3 Th#t sholdn3t 5e Here3s M)+ ,e 0on3t need the p#nniers

too e;pensie Here 0e #re= er= mont#in ,e3ll t#ke or 5#$k p#$ks 5ikes for hire M&+ # d#y Bt M2+ of th#t is / H#e yo got #ny identifi$#tion3 /# deposit #nd yo gel it 5#$k 0hen yo stdent $#rd or # drier3s li$en$e 0ill doretrn the 5ike I 0onder ho0 f#r #0#y B the $y$le hire pl#$e is ( es I think so

B I3ll #sk the #ssist#nt E;$se me C#n yo / /nd $#n yo fill in this form 0ith yortell s 0here the $y$le hire pl#$e is= n#mes #nd #ddresses #nd # $ont#$t

ple#se) Is it f#r from here3 phone nm5er ple#se3 /nd 5oth sign if/ o It3s not f#r #t #ll I3ll sho0 yo o yo don3t mind Th#nks Here3s yor

go ot there to (ierside 7rie #nd trn re$eipt Th#t3s for 2 lots of M%' pls 2left do0n to0#rds the (#il0#y St#tion deposits of M2+ e#$h o3ll get yorBefore yo get to the (#il0#y St#tion= deposits 5#$k 0hen yo retrn the 5ikesyo3ll see # sm#ll $#r p#rk There3s # little of $orse By ' &+ #t the l#test don3t

p#th 0hi$h goes do0n this side of the $#r forget p#rk o #ll the 0#y do0n to the end #nd B ,e 0on3t Th#nks See yo l#terthe 5i$y$le hire pl#$e is on the left It3s the ( Byeonly pl#$e there so yo $#n3t miss it It3s$le#rly m#rked 0ith signs #nd only ' Se$tion &.mintes3 0#lk from here Se$ret#ry ood morning Strings #nd Br#ss

B Th#t3s terrifi$ Th#nks ,ell= 0h#t do yo Importsthink ) Cy$ling looks the 5est= doesn3t it3 B#r5#r# ood morning 9y mime isTh#t shold giYe s enogh e;er$ise /nd B#r5#r# S#n$he I3m # stdent #t the

0e $#n t#ke or o0n ln$h #nd h#e # Uniersity I3m doing # %3osl r#d#te pi$ni$ o0 #ll 0e h#e to do is to de$ide 7iplom# in Bsiness /dministr#tion #nd0hi$h dire$tion to $y$le in I need to do & 0 eeks3 0ork e;perien$e

( re#t Let3s go ,e $#n t#lk #5ot th#t 9y le$trer= 9s #rro0 re$ommended0hile 0e3re 0#lking to the hire pl#$e th#t I $ont#$t yor $omp#ny to see if I

$old do my 0ork e;perien$e there %B % lello ,e3d like to rent 2 5i$y$les for the 0onder if I $old spe#k to the personnel

d#y ,e s#0 this 5ro$hre in the m#n#ger ple#se I think his n#me is 9rniersity re$re#tion offi$e It s#ys th#t Le0isyo rent ot 5ikes for M%+ # d#y pls S es Th#t3s right= 5t nfortn#tely 9rdeposit Is th#t right) Le0is is ot of the offi$e #t the moment

/ I3m #fr#id the r#te h#s gone p Th#t3s #n o $#n m#ke #n #ppointment throghold 5ro$hre It3s M%' # d#y no0 Bt still me if yo like thogh

M2+ for the deposit /nd if yo 0#nt to B es ple#se I3d like to $ome for #nhire # set of p#nniers to $#rry yor things. interie0 #s soon #s possi5le I3m free #llth#t3s #n e;tr# M' Bt the 5ikes #re #ll d#y Domorro0 or the ne;t d#ygood They3re $he$ked regl#rly #nd 0ell S Qst # moment ple#se ,h#t #5ot * ++m#int#ined /nd there3s # helmet #nd # tomorro03 Ar #ny time 5et0een * ++ #ndrep#ir kit 0ith e#$h one o h#e to %% &+ if yo prefer30e#r # helmet 5y l#0 B o * ++ 0old 5e fine th#nks I $#n se

( Th#t3s right ItX there #ny limit to ho0 f#r the rest of the d#y to stdy then0e $#n tr#el) S * ++ in the morning then ood-5ye

/ o The only limit is yor o0n energy B es Th#nk yo ood-5yeBt the 5ikes do h#e to 5e retrned



% ood morning 9y n#me is B#r5#r# 9r L Th#t3s right o s#y yo3ll 5eS#ihe@ #nd I3Y e got #n #ppointment #t * #5le to st#rt in three 0eeks 9m Th#t3so3$lo$k 0ith 9r Le0is the %'th isn3t it3 es I3ll h#e to dis$ss

5 Ah Yes Yo phoned Festerd#F= didn t this #ppli$#tion 0ith the 7ire$tor ofFo) 9r Le0is is 0#iting for yo o $orse /nd I3m sre yo3d like to kno0$#n go str#ight throgh to his offi$e #s soon #s possi5le if yo3e 5een

% Th#nk Xo #$$eptedB es ple#se Be$#se if I3m not #$$epted I3ll

B ood morning I3m B#r5#r# S#n$he@ h#e to #pply some0here else9 Le0 is ood morning Come in #nd t#ke 9r L I shold 5e #5le to let yo kno0

a se#t o0= X h#t $#n % do for yo3 5y the end of the 0eek Qst gie yorB I3m # stdent #t the niersity I3m doing phone nm5er #nd #ddress to the

a Bsiness /dministr#tion $orse # se$ret#ry 5efore yo go ,ell= th#nks forPost r#d#te 7iplom#= #nd I need to do $oming in 9s S#n$he@ ,e3ll 5e in to$h& 0eeks3 0ork e;perien$e #s p#rt of my 0ith yo 5y the end of the 0eek ood-$orse 9y le$trer= 9s #rro0 5yesggested I $ont#$t yo #s yo3e B ood-5ye 9r Le0is Th#nk yo for#llo0ed stdents 5efore to do 0ork seeing mee;perien$e in yor $omp#ny She thoghtyo might #$$ept me I3e got # letter of S Ho0 0#s the interie03referen$e here from 9s #rro0 if F o B I hope it 0#s #lright It seemed to go 0ellneed it 5t it3s h#rd to tell 9r L h#s #sked me

9 L Th#nks I %% need th#t es Er= this to le#e my n#me #nd #ddress so th#t he$omp#ny seems to h#Y e # good $#n $ont#$t merel#tionship 0ith the niersity ,e3e S es Af $orse or n#me is S#n$he@h#d :ite # lot of stdents here oY er the Th#t3s S-/--C-H-E-? isn3t it3

p#st fe0 ye#rs It seems to 0ork 0ell ,e B es Th#t3s right /nd first n#me B#r5#r#s#lly t#ke stdents 0ho #re in the er 9s 9y #ddress is %)# Qohn Street=se$ond h#lf of their $orse ,h#t st#ge orestille#re yo #t) S Qo#n Street3

li I3m #lmost #t the h#lt #y m#rk I Y e got B o Qohn Street Th#t3s right /nd the PostThen % %% 5e re#dy to st#rt 5efore the t\-Ad$ is 7UQ7 Ynd yo QI need my pnon$

5eginning of the se$ond semester Bt I S &223thoght I3d get this org#nised 5efore the B o &&2+')" es Th#t3s it Bt I3m s#llF

e;#ms st#rt #t the Uniersity in the mornings9 L Th#t s# $rF responsi5le 0#< of 5 % %% m#ke # not of th#t too C#ll in the

thinking lis# good ide# to get in e#rlF #fternoon ood ,e3ll 5e in to$h thenI3m sre there s # lot of stdents 0ho II 5e See yo l#terlooking tor pl#$ements in 0ork B Th#nks ery m$h ood5ye

B % $old st#rt in & 0eeks3 time if yo like Se$tion 49 L 7o F o nderst#nd 0h#t 3s Interie0er ,ell no0 0e $ome to the most

inoled in this type of ork e;perien$e) interesting p#rt of the rese#r$h C#n yoB % think so 9s #rro0 e;pl#ined the tell s e;#$tly 0ho is most in d#nger #nd

pro$edres thoroghKF to #ll the perh#ps 0hy3stdents I h#e to 0ork regl#r hors= (ese#r$her ,ell= #$$ording to the l#test#$$ording to $omp#ny poli$y #nd 0hile findings= it #ppe#rs th#t p#ssengers #re #tI3m here I II h#e the opportnity to gre#ter risk of in<ry th#n driers in ro#d

e;perien$e different se$tions of the #$$idents= 0ith the re#r left se#t 5eing the$omp#iiF /t the end of the & 0eeks I most d#ngeros pl#$e in a $#r The $l#imh#e to 0rite # $omprehensie report on is 5#sed on rese#r$h into #$$ident0h#t I3e le#rnt #s #n #ssignment for 9s sit#tions inoling more th#n %" +++#rro0 #nd % h#e to gie the 7ire$tor of i$tims 0hi$h fond the drier3s se#tthe $omp#ny # $opy of it #s 0ell /nd I 0#s the s#fest pl#$e to 5e in $r#shesnderst#nd yo send # report #5ot my inoling one or more ehi$les ork to 9s #rro0 #nd th#t 0ill #lso 5e I Th#t3s :ite srprising# p#rt of my #ssessment ( es The $on$lsion 0#s th#t= $ontr#ry to



p5li$ per$eption= se#ting positions #ndehi$le types h#d # gre#ter effe$t on theseerity of in<ries th#n speed #nd

people3s #ges These findings h#eo5ios impli$#tions for ftre ehi$le

their o0n $h#n$es of sri#l #ndtherefore in#dertently de$re#se thesri#l $h#n$es of their p#ssengersI ,ell= th#nks ery m$h for sh#ring thoseery interesting findings

design #nd ro#d s#fety $#mp#igns ,hilethe 0e#ring of se#t 5elts #nd speeding Th#t is the end of Listening Test %.h#e 5een t#rgeted in ed$#tion$#mp#igns= other f#$tors #lso need to 5e LISTEI TEST 2$onsidered or e;#mple= ehi$le Se$tion %.m#nf#$trers shold 5e t#king # $loser /le; Hi= Qohn I h#en3t seen yo for #look #t proiding more prote$tion for long time ,h#t h#e yo 5een p to3 p#ssengers In this inestig#tion= therese#r$hers sed e$onometri$ models to

Qohn ood d#y /le; Stdying Seemsth#t niersity life is m$h more time

identify the pro5#5ilities of re$eiingdifferent leels of in<ry #nd ho0 these

$onsming th#n I origin#lly thoght/ es= I #gree I3m re#lly ple#sed th#t I

$h#nged 0ith #ri#tions in the #ttri5tes finished my stdies /ll I need no0 is a of ro#d sers The #ttri5tes in$lded se; good <o5#nd #ge= #nd 0here rele#nt= 5lood#l$ohol re#dings of the i$tims= the type=m#ke #nd #ge of the ehi$le #nd then#tre of the $ollisions The rese#r$h #lso

o N e#h= the employment sit#tion is not toogood I hope it improes 5y ne;t ye#r 0hen I3ll 5e looking for # <o5

fond th#t fem#les 0ere slightly more #t

risk of sst#ining serios in<ries th#nm#les= #nd light tr$ks 0ere mored#ngeros th#n #ny other type of motor

/ /ny0#y= let3s not get serios o3re

pro5#5ly looking for0#rd to e;perien$ing# 5it of $ity life o3e spent most of thisye#r liing in the $ontry

ehi$le /s I s#id= the s#fest se#ting position 0#s the drier3s se#t #nd the left

Q e#h= liing so f#r from the $ity m#kes itdiffi$lt to $ome here #s m$h #s I3d like

re#r se#t 0#s the most d#ngeros Still I gess # for #nd # h#lf hor rondI I3ll h#e to remem5er th#t trip is not too 5#d Th#t3s t0o hors to

I Cold yo gie some ide# of leel of risk in terms of different #$$ident $onditions3

get here #nd t0o #nd # h#lf to get 5#$k / ,hy does it t#ke so long to get 5#$k3Q Ah Be$#se the tr#in from the $ity is #

( A1 ,ell= <st #s #n e;#mple of 0h#t$old h#ppen I3ll gie yo some st#tisti$s/ typi$#l i$tim o$$pying the left re#r

m#il tr#in It stops #t # fe0 $ontry to0ns#long the 0#y Bt I3m here no0 ,h#tsh#ll 0e do3 ,e3e got the 0hole d#y

se#t in # %+ ye#r old $#r inoled in #he#d on $ollision #t 42 kmh 0old h#e

9y tr#m 5#$k home doesn3t le#e ntil%+ &+ tonight

# %+-2+ $h#n$e of re:iring tre#tment #t

the s$ene= # 6+-)+ pro5#5ility of

/ ,ell= I thoght yo might en<oy h#ing #

drie #rond the $ity= follo0ed 5y ln$hre:iring hospit#l tre#tment #nd # 2+ #t A$e#n Be#$h #nd then 0e $old go to$h#n$e of 5eing killed ,e $#n $omp#rethis 0ith #n #lmost @ero pro5#5ility of #

#n e#rly eening moie ,h#t do yothink3

&& ye#r old m#le drier 5eing killed in Q I3e 5een to A$e#n Be#$h # fe0 times 5tthe s#me #$$ident= # )+ pro5#5ility of I 0oldn3t mind going #g#in o lornore:iring tre#tment #t the s$ene #nd # to think of it= I3e he#rd th#t one of the&+ $h#n$e of needing hospit#ltre#tment It #lso #ppe#rs th#t the effe$ts

#y3s l#test s5m#rines is Y isilmg 7oepH#r5or #nd the p5li$ #re #llo0ed on

on in<ry pro5#5ilities of # l#rge in$re#se 5o#rd 5et0een %+ ++ #nd 4 ++ tod#y % lo0in speed #re srprisingly sm#ll ,henehi$lfe speed is in$re#sed from 42 to %++kmh= the pro5#5ility of # person

#5ot going there #nd then h#ing lin.li#fter3 There3s # $he#p se#food $#fe dose

5y ,e $old still h#e time to see #re:iring ro#dside tre#tment is 6+= th#t moie tooof re:iring hospit#lis#tion is 4+ #ndth#t of 5eing killed is \ero It3s possi5le

/ Sonds gre#t Let3s go 9y i.ir s p#rked#rond the $orner

th#t these findings m#y 5e # refle$tion of ehi$le design= or it m#y 5e possi5le th#tdriers t#ke defensie #$tion to in$re#se

Q ,h#t sort of $#r do yo dnYe these d.i<s3/ (emem5er the #n I 5oght l#st Fe#r3 %got rid of it l#st month I3e no0 got #



to door sed#n It3s nothing spe$i#l 5t it / ept#kes me 0here I 0#nt to go By the 0#y= /s Post$ode) 0h#t do yo 0#nt to see tonight) / "'*+

Q I don3t kno0 ,h#t3s on) /s /nd 0h#t3s yor telephone nm5er #t/ Um There #re # fe0 good sho0s on It home)

depends 0h#t yo3re interested in ,h#t / I don3t h#e # phone #t home 5t yo $#ndo yo feel like 0#t$hing= s$ien$e fi$tion. #l0#ys le#e # mess#ge 0ith my ne;thorror= dr#m# $omedy= #dentre= door neigh5orm#rti#l #rts) There3s # lot to $hoose from /s /nd 0h#t3s their nm5er )

Q I don3t mind s$ien$e fi$tion I3m not keen / *2%%+6)on m#rti#l #rts I :ite like $omedy #nd /s ood I think 0e3e got enogh det#ilsdr#m# 5t #dentre3s my f#orite o0= the $#mer# 0ill 5e re#dy Thrsd#y9oies 0ith # hero 5#ttling #g#inst the %st of e5r#ryodds= they3re #l0#ys gre#t Horror ) I3e / Sorry Look I $#n3t pi$k it p ntil thenot seen m#ny l#tely= #p#rt from th#t follo0ing Tesd#y Tesd#y the 6thl#test 7r#$l# moie= 0hi$h I mst s#y /s Ah= ok#y= th#t 0ill 5e fine ,e3ll see yo0#s # 5it dis#ppointing Bt I s#lly Tesd#yfind them e;$iting

/ ,ell there3s # ne0 #dentre moie on Se$tion 2tonight #t the m Cir$le Cinem# C#n3t /ngel# ,o0= it3s re#lly $ro0ded% remem5er the n#me 5t it3s set in the L#m e#h There $ert#inly #re # lot/m#@on <ngle ,old th#t do) of stdents here tod#y Ho0 m#ny do

Q e#h= 0hy not yo think #re here) / Before 0e go= 0old yo mind if 0e / Ah= I $oldn3t re#lly gess 5t I sppose

stopped off #t the P#nor#m# $#mer# store it $old 5e $lose to fifty or si;tyin Long Street) L I hope 0e3re not #ll looking for the s#me

Q o 0orries 5ooks/ ,ith # 5it of l$k= 5eing the first d#y of

/ E;$se me I think there3s something the 5ook s#le= 0e shold 5e #5le to find0rong 0ith my $#mer#3s film 0inding #t le#st some of the 5ooks on my listme$h#nism I $#n3t seem to pt the film L e#h There #re mont#ins of 5ooks toon #ny more look throgh

/ssist#nt Let3s t#ke # look then 9m / Ah= I don3t think it 0ill 5e #ll th#te#h= I think 0e3ll need to m#ke some diffi$lt ,ith the t0o of s here= 0e

#d<stments Um= it looks like 0e3ll need st#nd # good $h#n$eto repl#$e the 0inding me$h#nism Bt L ,ell= here goesI3m #fr#id 0e 0on3t 5e #5le to do the <o5 / re#t% ess 0h#t I3e <st fond) str#ight #0#y ,old yo 5e #5le to le#e L ,h#t) it here for # 0eek ) ,e3re ery 5sy #t the / )ine Science It3s 5y Bookm#n3 It3s :itemoment 5t I3m sre 0e $old rep#ir it in $he#p $onsidering it3s # thi$k 5ook #nd inthe ne;t fe0 d#ys Is th#t s#tisf#$tory) f#ir $ondition too Pity it3s the %*"& #nd

/ Ah Ak#y= I gess Bt I 0#s hoping to not the %**& edition Bt :ite good forget it done on the spot M4%'

/ ,ell 0e norm#lly $old m#n#ge th#t 5t L ot # 5#d st#rt= eh) /nd 0e3e only <st% II need to order the repl#$ement p#rt #rriedfrom or $#mer# spplier in e0to0n / Some of the 5ooks here #re # little on the% m sorry Th#t s the 5est I $#n do e;pensie side= #ren3t they)

/ /ll right then Th#t3ll 5e ok#y 7o yo L es= 5t these se$ond h#nd te;ts #reneed #ny det#ils) m$h $he#per th#n 5ying them 5r#nd

/ e.ih [sl .% fe0 ,h#t s yor n#me) ne0 Hey Look 0h#t I3e got here./ /le; Ursim Ursini3s my f#mily n#me Jra*egro#ing Is it on yor list) It3s %**&/ Ho0 do yo spell th#t) / #5los% This is one of the m#m 5ooks/ U-(-S-I--I /le; in the $orse #nd #pp#rently= it3s sed in/ /nd #ddress) se$ond ye#r #s 0ell /nd it3s not re#lly/ 6' B#ron 1o#d Ho0ell e;pensie #t M&+ There3s no #thor/ 6* B#ron (o#d H thogh Um It3s edited inste#d By/ o o It3s 6' 9#$Le#n The $ondition is :ite good/ Ah= sorry 6' B#ron (o#d Ho0ell too Considering it3s # $l#ssi$ 5ook in the



0ine indstry= it3s pretty good #le I m 5egin the p#per re$y$ling pro$ess3gl#d I 5roght my 5#i kp.i$k #long % TL ,ell er= there3s # goernment $olle$tionthink it3s going to 5e ery sefl 0ith #ll seri$e th#t #rr#nges for sed offi$ethese 5ooks 0e3re finding p#per to 5e $olle$ted from #rios

L Ah look Here3s #nother one on yor list= lo$#tions #nd then it t#kes this p#per to #)ine aing It3s 5y someone $#lled re$y$ling pl#nt to 5e re$y$led into p#perBro0n prod$ts like m= 0r#pping p#per #nd

/ Let me see Um es it3s on my list Ho0 enelopes= er p#per 5#gs things like th#tm$h is it) Ti 9m (ight

L It3s the forth edition #nd I $#n3t re#d the Te /nd it3s $#lled P#per S#er Er= #nd they pri$e The ink3s smdged M&+ % think o= sell l#rge $#rd5o#rd 5o;es to people #ndit3s M%& offi$es for pl#$ing sed offi$e p#per

/ The forth edition #nd it3s imm#$l#te inside,h#t # 5#rg#in% This one norm#lly sells Ti Ah= I think I3e seen some of thosefor M4' in the niersity 5ook shop Te 9m They3re :ite good

L ,e #re doing 0ell3 Ti It sonds like # good ide# Ho0 m$h #re/ es I3m so ple#sed yo3re helping me the 5o;es3

L#m Te Ah it3s not too 5#d They only $ost M'L 9y ple#sre ,h#t #re friends for3 ed e#$h /nd they3re :ite strong #nd

)ines of the )orld Is th#t on yor list3 they3re re#son#5ly l#rge In f#$t= they $#n/5ie3s the #thor hold p to 2+ kilogr#ms of offi$e p#per

/ ,h#t pri$e h#s it got on it3 e#$hL M2' Ti 9m= th#t3s :ite # 5it isn3t it3 So for/ 9m= it3s the l#test edition= the se$ond e;#mple in Stdent (e$ords= ho0 m#ny

Bt doesn3t it look dll3 8ery te$hni$#l 5o;es 0old yo need there30ith only # fe0 illstr#tions I3m not too Te Um= in Stdent (e$ords 0e3e got "e;$ited #5ot it Still= it looks m f#ir 5o;es$ondition I sppose I shold 5y it Ti 9m /nd ho0 often do the 5o;es get fll)

Te ,ell= they fill p #5ot eery $ople ofSe$tion & months or so /nd 0h#t 0e do is= 0eTin# I3m spe#king this morning to pl#$e 4 5o;es in #rios lo$#tions #nd

Terry reening= City Uniersity3s 0hen they3re fll= 0e immedi#telyEnironment #nd (esor$es offi$er ood e;$h#nge them 0ith #nother 4morning Terry repl#$ement 5o;es

Terry Hi Tin# Ti Ah (ight Trn #5otTi I nderst#nd th#t or niersity h#s Te e#h= so in f#$t= 0e don t h#e

re$ently 5egn # progr#m for re$y$ling oerflo0ing 5o;es Um= 0e <st fill them p#per C#n yo tell s something #5ot p #s 0e go #long 0hile 0e3re 0#itingit3 for P#per S#er to pi$k p or fll 5o;es

Te Uh= ye#h Tin# ,ell the niersity h#s Ti Ah= I see Th#t sonds good /nd do yo 5een re$y$ling offi$e gr#de p#per for think people tend to se the reerse side#5ot three months no0 /nd in f#$t= it3s of p#per #s 0ell3tot#lly olnt#ry #nd 0e find th#t most Te 9m= in theory= 0e3d like to think sost#ff #gree th#t there3s # lot of need for it Ti e#h#nd m f#$t= m#ny people een do some Te Bt= #dmittedly yes= th#t3s # slightre$y$ling in their o0n home pro5lem ,e en$or#ge people to do DIns

Ti 9m= I3m sre 5y h#ing 4 sep#r#te $#tegories

Te es= so 0e thoght it3d 5e # good ide# to Ti /nd er= 0h#t #re those3introd$e it here #t the niersity Um= Te Er first= there is rese p#per p#per lltiniti#lly 0e 5eg#n in the niersity is photo$opied on one srf#$e only /ndStdent (e$ords offi$e 0here 0e fond se$ondly= 0e h#e re$y$le p#per p#perthere 0#s # lot of offi$e p#per 0#ste th#t h#s no nsed sides #t #ll= then

Ti I $#n im#gine there3s s$r#p p#per Af $orse th#t3sTe 9m /nd it 0#s srprising re#lly The p#per th#t3s ripped or in sm#ll pie$es= or

0#ste $#me l#rgely from $ompter print for some re#son it3s <st not sefl /ndot p#per #nd photo$opies #nd een old l#stly= there3s $olored p#pere;#min#tion p#pers This in$ldes non-0hite enelopes #nd

Ti Ah (ight /nd ho0 did yo $ome to m#nill# folders



n It s sep.ir.ik3. isn t it) #dien$e ot there= this is the mostT$ Th#t one s sL3p#r.ile Fe#h /nd so to popl#r le$tre 0e h#e h#d #ll ye#r % So

#ns0er For :estion= 0e en$or#ge st#ff r#ther th#n t#ke p #ny more of yorto dip into the rese p#per 5o;= the one- time= I3d like to introd$e 7r ,right #ndsided p#per= #nd try #nd se sheets of the topi$ 3The Commer$i#lis#tion of

p#per tor things like 0riting memos= #nd S$ien$e #nd Te$hnology 3 7r ,rightso forth ,h#t3s left oer from th#t= 0e 7r ,right Th#nk yo S$ien$e #ndsend to the niersity li5r#ry to 5e sed te$hnology #nd the role of

5y stdents for note p#per or in $ommer$i#lis#tion in th#t #re#= it3s #n0hi$heer 0#y they 0ish interesting :estion It3s #n isse 0hi$h is

Ti Th#t3s good There #re plenty of 0#ys going to 5e in$re#singly import#nt= 0orldthen for people to se p#per on t0o sides 0ide#nd rese p#per 7o yo eer find Let me <st 5egin 5y giing yo #n#nything ndesir#5le in the 5o;es3 oerie0 of the rel#tionship 5et0een

Te A$$#sion#lly s$ien$e #nd te$hnology #nd rese#r$hTi or e;#mple) deelopment #nd inno#tion These #reTe ,ell= there h#e 5een things like pl#sti$ terms 0hi$h people often se #s if they

ln$h 0r#p= 5#n#n# peels #nd tisses #nd me#n the s#me thing Essenti#lly= s$ien$ein f#$t= on$e I een he#rd th#t someone is th#t 0hi$h is done to gener#te ne0fond # gold 0#t$h% 5#si$ kno0ledge= kno0ledge m #re#s

Ti Ah= th#t3s not so 5#d Th#t3s good ood 0here no5ody h#s preiosly rese#r$hedl$k ener#lly= th#t3s done in the niersities

Te 9m #nd the goernment fnded rese#r$hTi ,#s the o0ner eer fond) $entres= of one sort or #nother The l#rgerTe She 0#s #$t#lly It didn3t t#ke her long intern#tion#l $omp#nies #lso do some of

to noti$e her 0#t$h 0#s missing th#t= their o0n rese#r$h I me#nTi Af $orse Bt oer#ll= 0old yo s#y Te$hnology is re#lly to do 0ith the

th#t p#per re$y$ling s$heme is 0orking #ppli$#tion of s$ien$e It trns s$ientifi$0ell3 dis$oeries into # sefl prod$t= or #

To 7efinitely% es= % re#lly think it3s # gre#t sefl seri$e If I m#y $omp#re s$ien$eide# /nd in f#$t= It3s # good 0#y of #nd te$hnology= I $old s#y th#t s$ien$es#ing or resor$es= yo kno0= s#ing proides the fnd#ment#l kno0ledgetrees 5eing $hopped do0 n th#t e;pl#ins # phenomenon= 0here#s

Ti es of $orse 8ery import#nt te$hnology t#kes th#t nderst#nding #nd

Te The less p#per= the fe0er trees 0e need tr#nsforms it into # sefl thing It3s ery/nd er= there seems to 5e # trend no0 m$h like # pendlm #nd # $lo$k Theto0#rds re$y$ling p#per pendlm is the p#rt of # $lo$k 0hose

Ti es= yes I think so moement= 5#$k #nd forth= m#kes # $lo$kTe e#h= yo $#n 5y enelopes= greeting 0ork The $lo$k is the sefl prod$t th#t

$#rds #nd m#ny other p#per prod$ts h#s # fn$tion of telling the timem#de from re$y$led p#per /nd= I think Therefore= s$ien$e $#n 5e $omp#red tothe gre#t thing is th#t eY eryone feels th#t s0inging motion 0ithin the $lo$kthey3re doing something good 0hen they #nd te$hnology is the tot#l o5<e$t the

5y prod$ts from re$y$led p#per $lo$k Th#t3s the sort of differen$e yo3ren Af $orse I think so es I think most looking #t

people do sh.ire th#t ie0 ,ell th#nk (ese#r$h= deelopment #nd inno#tionF $m Terry for yor time this morning #re #ligned= in th#t rese#r$h is $losely

Th#t 0#s ery interesting= ery rel#ted to 5#si$ s$ien$es 7eelopment isinform#tie /nd let s hope th#t people in the pro$ess of t#king the 5#si$ s$ientifi$the ni ersity $#n $#rry on re$y$ling ide# or item #nd rnning it throgh to

p#per the deelopment of prod$ts #ndPe Th#nk yo seri$es Inno#tion is re#lly #5ot

ptting th#t prod$t #nd seri$e into theSe ion 4 m#rket pl#$e So inno#tion is #5ot the8i$e Ch#n$ellor I3d like to 0el$ome 7r $re#tion of # ne0 set of ide#s #nd

,right to or series of le$tres on prod$ts #nd # ne0 set of 0#ys of3E;$ellen$e in S$ien$e3 #nd I mst s#y= deliering them

<dging 5y the nm5ers of yo in the o0 in terms of $ommer$i#lis#tion of



te$hnology= the most import#nt thing # $omp#ny h#s to $ommer$i#lise 5t $#n tno0#d#ys is the diffi$lty th#t $ontries do it #lone It h#s to get help Sometimes=h#e 0ith fnding Th#t is= getting this help m#y $ome from # sm#llerenogh money 0ith 0hi$h to deelop $omp#ny= or= 0h#t3s h#ppening mores$ientifi$ ide#s into sefl prod$ts #nd often these d#ys= $omp#nies trn toseri$es It3s ery e;pensie or eery niersities #nd #sk them for #ssist#n$edoll#r yo spend on 5#si$ rese#r$h= it 0ith the deelopment of ne0$osts # $omp#ny M%+ in deelopment #nd te$hnologies o find th#t3s # 0orld#nother M%+ in m#rketing 0ide moement It h#ppens in eery9#ny $omp#nies tod#y <st $#nnot #fford $ontry th#t h#s # re#son#5le nm5er ofth#t The other thing of $orse= is for high te$h firms It h#ppens in Erope= theeery profit#5le rese#r$h ide#= there3s #n United St#tes= /si#= /str#li#= 0hereer#er#ge of nine ide#s th#t $ome to It3s import#nt th#t goernmentsnothing So= only one ot of ten is t#ken nderst#nd the need to $ontinoslyto the fin#l prod$tion st#ge I3ll stop here rese#r$h #nd deelop= #nd goernmentsfor #ny :estions shold 5e #0#re of this need for domesti$

Terry Ah e;$se me Er= I3d like to kno0 $omp#nies to 0ork $losely 0ith firms0h#t h#ppens to #ll of those so-$#lled oerse#s The re#lity is on #n3ns$$essfl3 ide#s3 intern#tion#l s$#le= if # $omp#ny 0#nts to

7r , es it3s # $ontining pro5lem 5e p#rt of #n intern#tion#l moement=9ost of them #re= of $orse= lost foreer goernments need to en$or#ge #nd/ fe0 m#y eent#lly re#$h the f#$ilit#te the inter#$tion of the domesti$

prod$tion st#ge throgh the persistent firm 0ith its oerse#s $onterp#rts Thisefforts of interested indiid#ls 5t this doesn3t #l0#ys h#ppen 5e$#se of there:ires # gre#t de#l of time #nd fin#n$e hge $osts inoled in doing soon the p#rt of the inentor= or o0ner of Ho0eer= it3s #n e;$iting period= # ery.the ide# 9ost people= ho0eer= <st don3t ery e;$iting period for s$ien$e #ndh#e enogh resor$es to inest in # te$hnology

prod$t th#t $#nnot g#r#ntee # o0= retrning to my point #5ot the profit#5le retrn on their inestment need for frther rese#r$h #nd o more :estions) A1 o0= retrning deelopment it seems to me th#t tod#yto my l#st point #5ot $omp#nies #ndrese#r$h ide#s 9#ny ide#s look Th#t is the end of Listening Test 20onderfl on p#per 5t they #re often

impossi5le to tilise in #n ine;pensie LISTEI TEST &enogh m#nner= or= h#ing done so= the Se$tion %

prod$t doesn3t re#lly 0ork= or it3sn#$$ept#5le for #rios re#sons So

5efore too long= the te$hnology 5e$omesotmoded= it 5e$omes old te$hnology like re$ord pl#yers or e;#mple= yo

/d#m Perh#ps 0e $#n 5egin no0 Ho0m#ny stdents do yo l#ter for here3Qlie There3s pro5#5ly #5ot %++-%'+thogh they don3t #ll se the $offee shopeery d#y

don3t see $omp#nies tod#y inestingmoney in= re$ord pl#yers do yo3 ,hy

/ /nd= er= 0h#t hors #re yo open * ++to ' ++ 3

5other3 I im#gine th#t in the not too Q Er= #5ot * &+ to 4 ++dist#nt ftre= yong people 0on3t een

kno0 0h#t # rfnrrl t$

/t present= there seems to 5e # moement / I see 7o yo 0ork on yor o0n here oilthe time3in the $ommer$i#lis#tion of rese#r$h #nddeelopment to0#rds the need for

Q 9ostly ,hen I3m 5sy I sometimes h#Ye# 5it of e;tr# help

$omp#nies= l#rge #nd sm#ll= tos5$ontr#$t Th#t is= $omp#nies p#y other spe$i#lised indiid#ls or org#nis#tions

/ 9m /nd m= do yo h#e # $onst#ntstre#m of stdents #ll d#y or <st #t

to do rese#r$h on their 5eh#lf It3s 5e$oming the pr#$ti$#l soltion It3s onlythe ery l#rge $omp#nies 0ho still ret#intheir o0n rese#r$h #nd deelopmentnits

Q o % m#inly h#e stdents $oming #5ot%+&+= %% ++ to #5ot %% %+ it $.m getre#lly $ro0ded then= more so th#n for ln$h #nd then #g#in #t %2 &+ on #nd

So o$$#sion#lly= there3s # sit#tion 0hereoffish to #5ot 2 ++ Then #t & o3$lo$k there3re # fe0 #nd then yo get others.



S There #re lots of things #hich don3t get #llo0ed to 5ring in deli$#$ies from homene#rly so m$h #ttention Sometimes it3s for friends #nd rel#tis es here I3mI7 do 0ith rel#tionships in the defending someone #t the moment 0ho$ommnity #s 0hen 5ills= #ren3t p#id or h#s e;#$tly th#t pro5lem$ontr#$ted V ork isn3t $ompleted= or / Ah) ,h#t h#ppened) neigh5ors dis#gree /t other times it3s to S It3s #n interesting $#se H#e Xo got timedo 0ith people not nderst#nding the for # $p of $offee) I3ll tell yo #5ot it ifl#0 #nd their responsi5ilities #nd this is yo like

pro5#5ly 0here oerse#s stdents h#e / Th#t3d 5e gre#t% the most diffi$lty Ane interestinge;#mple is $stoms l#0s something Se$tion &0hi$h eery ne0 #rri#l h#s to $ome p Se It 0#s # 5oy from 8ietn#m#g#inst $oming to stdy here #nd he 0#s $#ght

/ ,h#t is it th#t oerse#s stdents find 5ringing in some pro$essed pork #ndmost diffi$lt to nderst#nd #5ot some 8ietn#mese s0eets for his rel#ties/str#li#n $stoms regl#tions) /d#m 7oesn3t e;#$tly sond $rimin#l%

S % think it3s # sho$k to m#ny people S o= 0ell= he 0#s going to 5e st#ying 0ith#rriing here for the first time to find ot them #nd no do5t the f#mily 0#nted toho0 m#ny things #re prohi5ited sho0 their gr#titde #nd #ppre$i#tion soeeryd#y food items= for e;#mple I they de$ided to send something fromme#n= 0hen I3e 5een tr#elling oerse#s= home th#t might not 5e ##il#5le oerI3e 5een :ite #m#@ed #t the l#$k of here$on$ern in some $ontries #5ot food / Af $orse% % $#n im#gine doing the s#me

5eing 5roght in from other p#rts of the myself0orld 0ithot #ny $he$k S es= 5t the le#flet #tt#$hed to the

/ o me#n= people #rriing into other $stoms de$l#r#tion s#ys ery $le#rly in$ontries don3t h#e to de$l#re #ny red letters th#t no food of #ny kind m#yfoodstffs #t #ll) 5e 5roght into /str#li# #nd eery

S In some $ontries there #re lots of p#ssenger $oming in mst sign #0#rnings #5ot drgs #nd fire#rms #nd de$l#r#tion to s#y th#t they3re notthere #re s#lly limits on #l$ohol #nd $#rrying #ny food 0ith themto5#$$o #nd perh#ps perfme= 5t food3s / Th#t3s right= I $#n remem5er doing it= toonot mentioned So this $h#p is re#lly in tro5le= is he)

/ es= I sppose I neer thoght #5ot it till S He $ert#inly is% /fter he d told the

I $#me here o $#n t#ke #nything yo $stoms offi$er th#t he 0#sn t t#rryinglike into Engl#nd= #s f#r #s food is #ny food= the goods 0ere fond in his$on$erned th#t is lgg#ge

S o see= here= yo $#n3t een drie from / Ah= so they se#r$hed him% one st#te to #nother 0ith # fe0 #pples S They did /nd of $orse ne looked re#lly#nd or#nges for the <orney o h#e to gilty= 5eing $#ght 0 ith th#t food in hisle#e #ll frit in # spe$i#l deposit 5o; #t sit$#sethe 5order It3s the s#me 0hen yo3re / He mst3e 5een sho$ked to re#li@e th#tflying There #re signs to remind yo not the $stoms offi$er thoght he h#dto 5ring #ny frit into some st#tes= 5roken the l#0 #nd he 0#s 5eing $h#rgedthogh they don3t s#lly se#r$h yor 0ith # $rimin#l offen$e% % me#n= most 5#gs= nless there3s # frit fly epidemi$ or people nderst#nd #5ot drgs #ndsomething 0e#pons #nd s$h o5iosly prohi5ited

/ Hm ,ith those kinds of regl#tions items 5t I sppose they don t see food in 5et0een st#tes= it3s no 0onder th#t :ite the s#me 0#ythey3re so stri$t #5ot 0h#t yo $#n 5ring S The thing is= 0e #re #n isl#nd #nd 0e doin from oerse#s Af $orse= f#rmers h#e $rops #nd liesto$k to prote$t The0old 5e 0iped ot if some pest 0ere #er#ge person doesn t nderst#nd ho0introd$ed 0hi$h destroyed their 0hole d#ngeros some imported foodstfts t#n$rop It3s e#sy to nderst#nd 0hy yo 5eshold t#ke steps to preent th#t / Then it sonds like yo re in for # logh

S /nd 0ith food 5eing s$h #n import#nt time defending this $h#p 7m= 0h#t re p#rt of m#ny $ltres it $#n 5e diffi$lt yo going to s#y) for some people to re#li@e they3re not S o3re right There #re pro5lems



H$nY eY er. there #re # $ople of things th#t $ities #re pretty s#fe $omp#red 0ith thX#mid 5e sed in his f#or Ane is his $onterp#rts in other p#rts of the 0orld]eY el of English #nd the other is the it is still import#nt to 5e #0#re of the:estion of 0 ho p#$ked his $#se for him s#fety pre$#tions /str#li#ns 0old

/ I3m srprised to he#r th#t l#$k of English neer think of omitting If yo #re sed$old 5e # defen$e I #l0#ys thoght th#t # less r5#ni@ed lifestyle= there m#y 5enot kno0ing the l#ng#ge of the $ontry some things th#t #re t#ken for gr#ntedm#de no differen$e in $onsidering here= 5t 0hi$h might neer h#e0hether # person h#d 5roken the l#0 or o$$rred to yo.not or e;#mple= lo$king p #n essenti#l

S Af $orse th#t3s tre= 5t in this $#se 0e p#rt of d#ily life3 If yo lie in # H#ll ol0ill 5e trying to $onin$e the m#gistr#te (esiden$e= this 0ill not 5e s$h #th#t this stdent3s in#5ility to nderst#nd pro5lem o h#e only to ensre th#tspoken English 0#s the re#son 0hy he yor room is lo$ked 0hen yo le#e $oldn3t #ns0er the $stoms offi$er3s #nd th#t yo h#e the key on yo If=:estions #nd 0e hope th#t he3ll #$$ept ho0eer= yo sh#re # hose or fl#t= th$ithis defen$e it3s essenti#l to $he$k #ll the doors #nd

/ Bt if he 0ere going to stdy #t 0indo0s 5efore yo go ot for the d#FUniersity here= 0oldn3t his English St#tisti$s sho0 th#t most 5rgl#riesh#e to 5e pretty good3 h#ppen dring d#ylight hors= 0hen th

S /pp#rently his 0ritten English 0#sn3t o$$piers #re ot Een if yo think yoitoo 5#d= 5t like most ne0 #rm #ls= he hose or fl#t is se$rely 5olted #nd$oldn3t nderst#nd the /str#li#n 5#rred= don3t le#e # lot of money msid^#$$ent The s#fest pl#$e for yor $#sh is the 5#n

/ I see= #nd 0h#t #5ot the other point T#ke ot only enogh for yor immedi.i#5ot p#$king his lgg#ge himself needs #nd in th#t 0#y yo 0ill #oid

S ,ell= of $orse= it3s h#rder to m#ke dis#stersomeone responsi5le for the $ontents of rthermore= don3t florish l#rge 0#dstheir lgg#ge if they didn3t do their o0n notes in p5li$ to impress yor friends

p#$king #nd there #re # nm5er of not eeryone 0#t$hing m#y 5e # friendre#sons 0 hy this stdent m#y not h#e #nd 0hile 0e3re on the s5<e$t= keep

p#$ked for himself #l#5les-p#ssport= <e0ellery nder lo$ i/ Ah3 ,h#t #re they3 #nd key Better to 5e s#fe th#n sorry% S irst of #ll= he told s he didn3t get his 7ring the d#y= #t s$hool or $ollege=

is# ntil #fter the $orse h#d st#rted neer le#e yor h#nd5#g or 0#lletThis me#nt he h#d to get his 5#gs p#$ked n#ttended= on # desk or in the li5r#ry iin # hrry #nd his mother helped him $l#ssroom= s#y 9ost instittions 0illShe 0#s most likely responsi5le for 0#rn yo #5ot this #nd #lthogh yo ptting in the food items #nd in the rsh m#y think yor fello0 stdents #re erYshe m#y not h#e een got rond to honest people= there #re #l0#ystelling him The food m#y h#e 5een indiid#ls yo don3t kno0 #5ot indestined for rel#ties in /str#li# 5t p5li$ pl#$es 0ho m#y not 5e #5le tosome of it m#y #lso h#e 5een intended resist tempt#tion Like0ise= #l0#ys lo$kfor her son (emem5er= he 0#s le#ing yor $#r or 5i$y$le #nd neer le#e #nyhome for the first time= tr#elling to # #l#5les 0here they $#n 5e seen 5ystr#nge $ontry #nd his mother pro5#5ly p#ssers-5yim#gined him feeling homesi$k #nd /nother import#nt #re# 0here #di$e is

0#nted to proide some $omfort often needed h#s to do 0ith going ot/ /nd she 0#s pro5#5ly 0orried #5ot #lone #t night Een in # $omp#r#tiely

0 h#t on e#rth he 0old get to e#t in # s#fe $ity like /del#ide= there #re pl#$esforeign $ontry3 0here lo$#ls do not go n#$$omp#nied .%

S % Y.i$tly% /nd this is the eiden$e I m night They do not go into open p#rkl#msing to 5ild p some sort of defen$e #re#s= for e;#mple= 0here lighting is

/ ood l$k % Let me kno0 0h#t h#ppens% minim#l #nd sh#do0s deep or do theYS A1I 0ill go do0n n#rro0 streets or d#rk #lleys

The most import#nt rle here is to seSe$tion 4 $ommonsense 7on3t go #ny0here th#tLe$trer /lthogh most /str#li#n $old le#d yo into d#nger 1eep to 0id.



0ell-lit streets 0here there #re plenty of people /nd find ot 0hi$h #re#s of to0n

SPE/1I TEST %STE8E /7 9/(I/

#re no-go #re#s #nd #oid them Ph#se %,hereer yo go= don3t t#ke more money S Hello 9#ri#th#n yo need #nd keep it s#fe 7on3t go Hello Steeot #t night 0ith people yo don3t kno0#nd 0hen yo do go ot= go to pl#$es

S Er Cold I h#e # look #t yor person#ldet#ils)

th#t #re $onsidered A1 #nd kno0 the 9 e#h Sre

n#mes of those 0hi$h #re $onsidered / Th#nks (ight o0 #nd yo $ome from3rogh 3 9#l#ysi#) Until yo get to kno0 yor ne0 $ity 0ell=it is 5est not to go ot #lone #t night/rr#nge to go 0ilh friends to $on$erts=

9S9

e#h Th#t3s right,hi$h p#rt do yo $ome from)

Um E#st Co#st I3m from E#st Co#stdis$os= films= sporting eents= #ndrest#r#nts #nd go home together If

possi5le= sh#re # t#;i eer #$$ept # liftfrom # str#nger or someone yo h#e

S9

0hi$h is Terr#ng#n Isl#nd e#h It3s inthe E#st Co#st of Peninsl#r 9#l#ysi#(ight 8ery ni$e Is it ery snny)

e#h It3s ery snny It3s hot #nd il3sonly <st met /nd do not inite str#ngersto yor home #nd do not go to theirs

5right= $le#r Sometimes it r#ins= getflooded e#h

#lone It3s :ite $ommon to feel lonely=#nd so it3s # good ide# to gie yorself

S Uhh 7o yo er do yo h#e #ny 5rothers or sisters)

time to m#ke friends throgh the #riosotings org#ni@ed for oerse#s stdents#t yor $ollege or niersity #ndgr#d#lly= yo 0ill 5e$ome more

9S9

Er yes I h#e ho0 m#ny) Let methink I got er ' sisters #nd & 5rothersie) /nd #re yo the eldest3Er no I3m the &rd

independent #nd le#rn to find yor 0#y S The third) #rond more $onfidently 3Look 5efore 9 e#hyo le#p3 is # good s#ying to remem5er S /nd #re some of them stdying inhere% /str#li# #s 0ell) This m#y sond like # long list of don3ts 9 o I3m I3m the first $ome here from

5t 0e 0#nt yor st#y here to 5e tro5le-free #nd 0e #re sre th#t if yo o5sere # S

my si5lings I3m the pioneer thenPioneer 8ery good

fe0 pre$#tions it 0ill 5e% ,ell it only 9 e#hrem#ins for me to s#y T#ke $#re% En<oyyorseles #nd m#ke the most of yor Ph#se time here%3 o0= if there #re #ny S /nd er it s#Xs here th#t yo3re hoping to:estions= I3ll= er get into 9edi$ine #t niersity)

9 esTh#t is the end of Listening Test & S A1 Um tell me Q little hit #5ot 0h#t

h#ppens 0hen yo3re ill in 9#l#ysi#) 9 ,hen I3m ill) S ,h#t h#ppens 0hen somi35od3s si$k #t

home39 ,hen some5ody si$k Y$=ih Um li <st

th#t m 0hen # person is Y cry si$k 0os#lly send this person to the hospit#l

S 9m9 /nd if they3re not re#lly serms then Y mi

<st yo kno0 st#y #t home llnXY $#nre$oer #fter th#t s#lly they l#n

re$oer 5t if the si$kness $ontine tin n0e send this person to the hospit#l

S (ight 7o yo h#e er gener#l pr#$titioners= do$tors Y ho $ onW .md Y isithomes3

9 Er o % don t think so o oS o /nd 0h#t sort of m illnesses =m er

$ommon in 9#l#ysi# 0h#t do people



often $ompl#in #5ot er 5eing si$k= 5eing S The gl#mor3off 0ork or3 9 e#h= ye#h= ye#h Be$#se people #re so

9 o0#d#ys I think $ommon dise#ses I me#n 0hen yo tell people yo$ommon si$kness do yo me#n mm #re kno0 th#t yo #re do$tor they sort olfeer= $old= sometimes $#n$er ye#h yo kno0 respe$t I3m not looking for/ppendi; th#t #$t#lly= #$t#lly I 0#nt to sere

S /nd #re the $olds th#t yo get in poor people ye#h9#l#ysi# simil#r to the $olds yo get in S Bt it3s $ert#inly #n er #n o$$p#tion/str#li#3 th#t3s 0ell respe$ted in 9#l#ysi#3

9 /h I $#nnot I don3t kno0 the differen$e 9 e#h ,ell respe$ted e#h e#h3$os I h#en3t got the $ommon $old 5tI think it3s the s#me thing e#h Ph#se &

S Um Tell me # little 5it #5ot the ne#rest S A1= 0ell er in the ne;t st#ge of thehospit#l to Terr#ng#n3 interie0 9#ri# er I 0#nt yo to #sk me

9 The ne#rest hospit#l3 /h I don3t kno0 some :estionsthe e;#$t dist#n$e 5t it t#kes #5ot let 9 A1me see %' mintes to get to the hospit#l S So er er the ide# is for yo to find otTh#t3s the ener#l Hospit#l e#h some things #5ot # 0eekend $#mp th#t

S Uhh Is th#t is it # 5ig hospit#l3 5eing org#nised for ne0 stdents So9 e#h It3s # 5ig hospit#l e#h h#e # little look #t th#t role pl#y $#rdS ,h#t sort of dep#rtments does it h#e3 #nd find ot some inform#tion from me

7o yo kno03 #5ot the $#mp I= I kno0 one or t0o9 Er it3s ery r#re for me to go hospit#l things #5ot it So 0hen yo3re re#dy

Y ery r#re for me sometimes I3m not <st #sk me some :estionssre I think Children3s 7ep#rtment 9 /lrightrn 0h#t else3 I think it3s the s#me like !ause ISsecondi, 0e h#e in /str#li# 9 /h Stee 9#y I kno0 the prpose of the

S (ight $#mp39 e#h TB T5er$losis ye#h I m not S es=0ell 0e de$ided to er to h#e these

sre $#mps some ye#rs #go 5e$#se 0e thinkS Uhh /nd er #nd er 0h#t do yo do in it3s # good 0#y for stdents to get to

9#l#ysi# hen yo 0#nt #n #m5l#n$e3 kno0 e#$h other in #n inform#l 0#y7o Fo h#e # spe$i#l nm5er Fo $#n 5efore their $orses st#rt so er it3s # sortring3 of getting to kno0 yo type $#mp

9 e#h % think so e#h 5e$#se er I 9 (ight So 0here is 5eing held held3neYor $#lle3d #n #m5l#n$e 5efore so % S Er the $#mp is #t # 5e#$h #5ot '+think Fe#h YYet#llthisp#rti$l#r kilometres #0#y from the Uniersity it3snm5er to get # #m5l#n$e it ill it3s sort of soth of the Uniersity= #long$ome it is ill $ome to or hose s#lly I the $o#stthink 8#h 9 /h I see So 0e re goin to $#mp #t the

S Uhh ,hen 0hen did Fo first st#rt to 5e#$h e#r the se#side3get interested in in er 9edi$ine #s # field S e#h ye#h ne#r the se#sideof stdy3 9 So Ho0 #5ot the #rr#ngements for

9 In 9#ine 2 9#tri$l#tion 2 getting there #nd 5#$k3s ,#s tin re someone in Fo f#mily 0hoer S ,ell er there3ll 5e # 5s 0hi$h 0ill pi$k

en$or#ged Fo or Y#s it <st yor o0n p er stdents from the Uniersity #ndkli #3 retrn er people to the s#me spot #t the

9 II s niF elder sister #$t#lly e#h She end of the $#mp so there3s no pro5leme i1$ir#gid me # lot to prse in 0ith tr#nsport9edim% 9 (ight So 0e3re going there 5y 5s3

s 1ight i r is she er mo1ed in 9edi$ine in S e#h it3s # 0ell # $omfort#5le 5s thesome #Y 3 Uniersity 5s

9 She s not She s le#$hing e#h 9 /h I think it3s en<oy#5leS So h#t er 0 h#t #ppe#led to yo #5ot er S % think so

9edi$ me3 #s # t #reer 3 9 Er m#y I kno0 the $ost3 7o 0e h#e to9 % think m#F 5e the ye#h it3s not re#lly p#y # lot for it3

0ise to #ns0er this 5t m#y5e 5e$#se of S Er I3m #fr#id there is # $ost yes 5t it3sthe gl#mor I think not too 5#d It3s M6' for the 0hole er st#y



#nd th#t in$ldes= nil me#ls #nd #ll 5#5ies) Ar is it m#inly do$tors in hospit#ls) tr#nsport so $r it3s # long 0eekend rid#y 9 I think er no0#d#ys people prefer to gotill 9ond#y #nd #ll me#ls #re in$lded so to the hospit#l so the do$tor delier theth#t3s ery $he#p 5#5y s#lly

9 Ah e#h I think it3s re#son#5le S (ight Is there #ny #ny re#son for th#tS So #re yo interested in going) p#rti$l#rly) 9 e#h I think so 9 Um I don3t kno0 I3m not sre #5ot itS I hope yo do 9#y5e m#y5e 5e$#se some p#rents9 e#h some some mothers think th#t it3s s#fer

e#hPh#se 4 S (ightS A1 Let3s $r let3s get 5#$k to thinking # 9 Th#t do$tors kno0 more #5ot deliering

little 5it #5ot $r yor ftre Er 0e kno0 5#5y 5e$#se er the mid0ife er they3reth#t yo 0#nt to er to stdy 9edi$ine 5t not ery ed$#ted it3s <st th#t theyer h#e yo #ny thoghts #5ot 0h#t sort g#in e;perien$e e#hof 9edi$ine yo3re going to spe$i#li@e m S I see So they don3t h#e # long tr#ining) #t the end of yor stdies) 9 Ah ye#h e#h e#h

9 Um Let me think I h#en3t de$ided yet S So do yo #gree 0ith th#t ie0) 7o yoe#h Bt I h#e something in my mind I think er do$tors do kno0 more #5ot ) think % 0#nt to $ontine for 9 o o I3m not #gree 0ith th#t ye#h er Igyn#e$ologist ye#h think mid0ies #re sometimes #re 5etter

S (ight th#n do$tors e#h9 5t some friends ye#h my friends S It3s diffi$lt to gener#li@e= isn3t it)

sometimes ye#h my friend told me 9 e#hth#t it3s :ite diffi$lt for 0omen S So do yo think there3s # # 5ig need for er

5e$#se yn#e$ology3s o5stetri$i#n= is it do$tors 0ho #re spe$i#lists in inf#nt $#resee I3m not ery sre 5t ye#h So or deliering 5#5ies in er 9#l#ysi#) Ism 5e$#se it3s :ite pressre for th#t # gro0ing #re# of need) 0om#n #nd stressfl I think 5e$#se 9 e#h It3s # gro0ing #re# e#hsometimes 0om#n is not ery good in S Is is there # # f#st gro0ing popl#tion inh#ndling pressre sit#tion ye#h I 9#l#ysi# do yo kno0) think I 9 Um o me#n m gro0th of popl#tion)

S Ah right 7o yo #gree 0ith th#t) S e#h9 e#h Er m my $#se % think I #gree 9 e#h,eh#Y$ ye#h Gite f#st The

5e$#se ye#h my friends some of gro0th of popl#tion right ye#h The r#tethem #re $ool enogh to h#ndle the of 0h#t yo $#ll th#t the r#te of 5irth) sit#tion 5t I don3t think I $#n do it S The 5irth r#te

S ,h#t sort of pressre do yo im#gine er 9 e#h the 5irth rrte is going p e#her it 0old inole) S /h# So it $old 5e # Y try import#nt #re#

9 Be$#se I don3t kno0 m$h #5ot this for yor $ontry if yo $hoose th#t3field #$t#lly Um 0ell % kno0 3$os I 9 es es es o0#d#ys es0#t$hed # moie #5ot this o5stetri$i#n S ,ell= perh#ps #t the end of yor stdies#nd she this person this do$tor #nd yo3ll 5e more $onfident 5et#se Xo IIshe3s she3s going to delier # 5#5y So it3s h#e le#rnt so mih more3 Is th#t:ite stressfl I $#n see the sit#tion possi5le do yo think ) so p#thi$ er p#ni$ so sometimes I 9 e#h I hope so % hope to g.n nX#think th#t % $#nnot h#ndle it so 5t I $onfident Th#t3s 0hF I$omeln.

0ish % $#n 3$os it3s # 0om#n3s <o5 %think to to delier # 5#5y e#h Ph#se '

S ,ell I 0#s going to s#y th#t er er in some S ,ell I3d like to th#nk yo 9#ri# for i r0#ys one $old #rge th#t m#y5e it3s er t#king p#rt er %.% the inters le0 #nd ishmore sited to er # 0om#n th#n # m#n) yo the 5est of link 0ith Xor stdies

9 e#h 9ore sited to # 0om#n ye#h 9 Th#nk yo SteYe Th#nk F on Yrry nn hS 9#ny mid0ies #re #re 0omen in # lot e#h

of $ontries 7o yo h#e mid0ies in in S A1 It 0#s niio to t#lk to ,HI 9#l#ysi#) 9 It 0#s nii.e to t#lk to yo too

9 e#h ,e h#e # lot of mid0ies e#h Th#t3s the end of ph#se ' #nd the end of theS /nd #nd do they delier m#ny of the interie0.



SPE/1I TEST 2,/7/ /7 PEH(

f#$t % 0#s there <st 5efore the Alympi$#mes 0hen % 0#s isiting the 8#l d3Isere

Ph#ses % #nd 2 slopes 8ery ni$e #re# S$#ry slopes

,

Hi= P$hr Hem #re Fo) Some0here it3s 5ilt ery steep

P I3m fine= th#nk yo , ,hy #re they s$#ry)

ood 7m I see from yor C8 th#t yo3refrom S0 eden)

P ,ell= they3re ery steep #nd i$y Af $orseth#t3s e;$iting #s 0ell #t the s#me lime.

P e#h Th#t3s right rom Erope from , /nd er this is # pro5#5ly not # ery

S0eden es good er :estion 5t h#e yo h#d #ny

,

9m /nd er I gess yo3e 5een stdyingEnglish for # 0 hile no03

P m #$$idents 0hile yo3e 5een skiing)

o not re#lly I <st hrt my trn 9thumb:

P es 7o yo me#n here in /str#li# or

5efore)

some ye#rs #go Th#t $#n $re#te # lot of

pro5lems 5e$#se yo se yor h#nds

,

Ho0 long h#e yo 5een stdyingEnglish= #ll told)

, #nd #rms # lot 0hen yo ski So(ight Ah yes yes Um I think er people

P ,ell= I3e 5een stdy sin$e I 0#s er %+ye#rs old m#y5e= p#rtly in the prim#ry#nd l#ter on in se$ond#ry s$hool inS0eden= yes

0ho #re noi$es 0ho 5egin to le#rn toski sometimes they er d#m#ge their legs#nd yo see people $oming 5#$k fromholid#ys 0ith their legs in pl#ster

9m Uh 9m Uh /nd m is this yor P es (ight

first er trip #5ro#d) , H#e yo eer e;perien$ed em h#e yo

P This is mF first trip trip to /str#li# es= 5een #ny 0here 0here this h#s h#ppened

it is P e#h I3e seen # # # 0om#n on$e= for #

,

9m 9m /nd 0here else h#e yo $ople of ye#rs #go 0ho 5roked her leg

tr#elled) #nd yo $old see her 5one sti$king ot

P ,ell % h#en t 5een in other pl#$es in from the flesh It3s :ite

/str#li# 5t l#ter on I think I 0ill go to 0 Ah goodness

other $ities Fes P es It3s not so fnny

,

,here do yo think yo might go in , es Th#t3s :ite gresome isn3t it

/str#li#) P es it is

P ,ell % m for Christm#s l#ter on I3m 0 So it3s :ite d#ngeros

mY ited to Bris5#ne to the old Co#st #s P e#h es yo h# e to 5e $#refl #nd don I

0ell so % think % 0 ill pop p there for # do stpid things es= th#t3s right



hile 0 9m /nd m 0indsrfing no0 0e3re

,

9 D XtY3TlXPHD` t Iff looking #t er # different er $lim#te here

fn /lthogh % don t kno0 0hether .in.n % 0e Ane s # 0inter sport #nd the

7e$em5er s a YerF good time of the e#r other s ,old yo go 0indsrfing in

in terms of the 0e#ther % think it s =% er it s Ihe 0 inter ) Perh#ps in /str#li#)

YerF hmid then P Perh#ps in /str#li# es th#t s right Bi %

P 8erF hmid #nd erX 0#rm RUXs lh.it-= think it3s ery import#nt to h#e

right Xes something to do dring the smmer #nd

,

7o Fo think yo $old tope 0ith th#t) something to do #t 0inter dring the

P I think % $#n st#y inside #nd if % go ot go 0inter

ot % h. e to go to the 5e#$h inste#d % II 0 /nd m yor m interest in

l.iki # 5#th t#ke # s0 im 0indsrfing H#e yo 5een inoled in

,

Af i orse % h#t s the 5est 0 #y to get $ool 0indsrfing for # long time)

isn % il Um /lso here on F or C8 F o Y e P es for 6 ye#rs I 0#s $ompeting er 5efore

nnliomd th#i o re pretty m$h #n #nd % m looking for0#rd 5e$#se in #

otdoors tF pe o like do0nhill skiinglor mst.iit

$ople of d#ys % 0ill go do0n to 8i$tor H#r5or frther do0n for some 0ind

P 8s I do % think % 0ill do th#t l#ter on srfing I hope

0hen % ioni$ lo Lrpi this 0inter 0 Ah (ight So er yo s#id yo 0ere

,

C .m F o U %% me something #5ot ersome

$ompeting In 0h#t $onte;t3

of the h the e;perien$es yo3e h#d P ,ell I 0#s it 0#s # er the in in <st in

Yhile so h#8e 5een er skiing) S0eden #tion#l Le#ge in fn5o#rd #mi

P Some p#rti$l#rlF 0#eriding

,

\e#h 9emor#5le o$$#sions 0 /nd did yo h#e er m#ny m good

P memor#5le o$$#sions) e#h= l#st year in reslts)



%3 o I <st 0#s #n #er#ge person 0ho <st P So it3s possi5le to to sell them l#terloe it for fn #nother stdent

) So this is something th#t yo pro5#5ly , es es es o $#n0old en<oy doing in /str#li# too I P re#t ,here do yo think I $#nim#gine3 some $he#p sed frnitre then for

P es es Espe$i#lly 0ith this 0e#ther stdent3$oming no0 #nd dring the smmer= I , So yo 0#nt sed frnitre did yo0old like looking for0#rd to th#t P o es Prefer#5ly= yes

, e#h It $#n get :ite 0#rm , A1 So se$ond h#nd frnitreP e#h P e#h rom other stdents m#y5e3

, es /nd I #lso $#n re$ommend #Ph#se& 0#rehose th#t de#ls 0ith se$ond, Ak#y I 0old like to $h#nge the m frnitre of good :#lity

$oners#tion # little 5it no0 #nd m I P Here In /del#ide30old like yo= in this p#rt to #sk me , es Ar stdents often go there to:estions /nd I3m going to gie yo # se$ond h#nd frnitre

pie$e of p#per 0ith some inform#tion on P A1 ood Um #nd m= 0h#t doit #nd I 0old like yo to t#ke some time think3 Is there is there #nyto re#d it #nd then 0hen yo3e finished se desks here in er #t thelet me kno0 #nd 0e3ll st#rt this se$tion of do yo think I h#e to 5y # deskthe interie0 , I think most stdents find it3s ery !ause seconds to h#e # desk #t home

, o0 in this p#rt of the interie0 I 0old P If yo 0#nt to stdy= yes 9#y5elike yo to #sk me #s m#ny :estions #s , es I think if yo 0#nt to stdy it3syo possi5ly $#n rel#ted to these topi$s pro5#5ly ery good#nd I 0old like yo to #sk me different P A1 A1 Th#nk yo ery m$htypes of :estions o0 I 0old like yoto im#gine th#t yo3re ne0 #t the Ph#ses 4 #nd Sniersity #nd yo h#e <st fond some , /ll right re#t Th#nk yo o0$he#p #$$ommod#tion o0= I3m the retrn to 0h#t 0e 0ere#$$ommod#tion offi$er e#rlier on #nd I #sked F o # little

P /t the niersity) yor 5#$kgrond 5t prim#rily %, Th#t3s right /nd I $#n #ssist yo 0ith #5ot sport I 0old like to #sk yo

getting some ine;pensie frnitre So if yor ed$#tion#l 5#$kgrond #nd

yo 0old like to #sk me some :estions p#rti$l#rly= yor stdies C#n yorel#ted to th#t topi$3 something #5ot yor niersity

P ,ell= $#n yo help me ple#se3 P es I3m #fter my high s$hool=, Sre s$hool in S0eden= I 0ent to theP ,ell= it3s like th#t I h#e fond $he#p niersity Uniersity of L^m

#$$ommod#tion here in the l#st d#y in the sothern p#rt of S0eden in a p#rtne0sp#per #nd er it3s # one 5edroom fl#t S$#ni# Gite ne#r 7enm#rk #nd#nd 5t it s nfrnished so I 0#nt some erm#ny#di$e ho0 I $old find some $he#p , Ah rightfrnitre 5e$#se I3m # stdent #nd I P #nd er I stdied m#<orly Bsinessdon3t h#e so m$h money #s yo /dministr#tion= E$onomi$s #nd

, A1 ,ell yes A1 Um yo $#n either rent Commer$i#l L#0 #t niersity foryor frnitre it depends on Ho0 ye#r

long #re yo st#ying here3 , Ah right So m pri#te 5siness IP ,ell I think it 0old 5e # ye#r= I think= sppose is the #re# th#t yo 0old

s#y= yes most interested in3, / ye#r ,ell yo $#n either rent some P e#h Th#t3s right Bt= the the

pie$es of frnitre or perh#ps 5etter still. l#tely= in Erope espe$i#lly h#eyo $#n 5y frnitre # $ondition there the most of the

P So it3s not so 5ig differen$e 5eteen moements #nd the interestingrenting or 5ying from if I3m here for # sometimes in the p5li$ se$torye#r , Ah right

, 9m I think the long term rent#l of P So therefore m#y5e there %% 5efrnitre $old 5e :ite $ostly possi5ilities there inste#d $#se it3s



do ngoing or in the pri#te se$tor es. , 9m 9m e#h Bt <st going 5#$k to0 So does th#t me#n th#t rn 0h#t yo3e <st s#id #5ot the

nemployment is er high in S0eden #t the re$ession there seems to 5e :ite # fe0moment3 $ontries m the 0orld #t the moment

p es in f#$t hen yo he#r the 0ord Q#p#n for inst#n$e= th#t #re e;perien$ing .%S0eden yo sometimes $onne$t it 0ith 5it of # do0ntrn in the e$onomy 7o yolo0 nemployment figres 5t in f#$t foresee #ny improement in ter.ms of thetod#y 0e h#e h#d :ite high re$ession throgh ot the glo5e3 7o donemployment espe$i#lly #mong yong yo see th#t3

people #nd #$#demi$ people yes P es I see in in some p#rts= there of $orse0 I see So the re$ession h#s hit the er if yo look #t these tr#de #re#s #s the

ordin#ry S0ede f#irly h#rshly3 Erope#n m#rket p e#h= th#t3s right , (ight0 9m Um Ane thing #5ot S0eden th#t P #nd re$ently 0e h#e he#rd #5ot the

I3e #l0#ys 0ell m 5elieed is th#t there R the the er= #greement in /meri$#is # p#rti$l#rly high t#;#tion r#te Is th#t , (ighttre) p #nd some people m /str#li# for

p es= 5t sin$e 2 or & ye#rs #go th#t h#d e;#mple don3t nderst#nd th#t this 0old 5een $h#nged not only the in$ome m#de it # little 5it h#rder for /str#li#nt#;#tion= #lso for e;#mple for t#;#tion on $omp#nies to e;port to these #re#s m#l$ohol /meri$# 5e$#se there 0ill 5e # tr#de 0#r

0 (ight 0 es p #nd <st to moe the $ontry m$h p Bt the import#nt thing is not only the

more to0#rds the EC 3 3$os 0e #re h#d in f#$ts #l0#ys= sometimes it3s theEC pl#n enrolment for # $ople of ye#rs e;pe$t#tions So= I see some e;pe$t#tion in#go the 0orld tod#y= yes een if 0e h#e

0 (ight espe$i#lly in Erope 0e h#e some 0#rs p so 0e intend to 5e # p#rt of the EC in there #s yo kno0 in the E#stern Erope

*'= yes #nd th#t3s #ffe$t the 0hole e$onomy 5t (ight I don I kno0 if yo re #0#re 5t in the e;pe$t#tion is m$h more import#nt

/str#li# people #re $onst#ntly th#n the effe$ts$ompl#ining #5ot or high t#;#tion r#te I 0 e#h I3m not :ite $le#r 0h#t yo me#ndon3t think it s :ite #s high #s S0eden3s 5y e;pe$t#tions C#n yo3,h#t do people think #5ot t#;#tion in p E;pe$t#tions if yo tod#y if yo h#e

S0eden3 seen the st#tements #nd $omments in the p ener#lly ,ell #s most people #s yo s#id ne0sp#per #5ot this #greement in the

h#te the ord t#; It s not so fnny 0hen , esthe t#; 5ill $omes Um= 5t in f#$t % 0ill p in /meri$# yo see th#t most people #r$-I3m not re#lly er #gree 0ith yo #5ot th#t :ite positie een if they kno0 th#t it

5e$#se % think S0eden h#e the lo0er 0ill in some $#ses hit /str#li# in # 5#dt#;es mm th#n /str#li# in f#$t 0#yEspe$i#lly Y hen yo if yo h#e= #= in # 0 This is m /T/ K higher leel of 0#ges p /T/ es (ight /nd Bt the the

0 Ah right ,h#t is the r#te in S0eden3 dyn#mi$ effe$ts #re #re fore$#st or p ,ell It s not no it3s not oer '+ It h#d e;pe$ted to 5e more import#nt th#n these

5een =Q sm#ller effe$ts on spe$i#l 5sinesses in0 "+3 /str#li# #nd throghot the 0orld So

p Gite often :ite often it3s <st &' or &+ right,hi$h % Ihink is :ite #lright 0 So There3ll 5e long term g#ms

0 (ight 9m I3m not re#lly #0#re of ho0 p (ight long term g#ins #nd 0ith it 5ig 5igm$h it is in /str#li# 5t % thoght it 0#s $ommnities= like= or 5ig #re#s 0ith freesomething like &* or 4+ tr#de= 0ill $re#te # high $ompetition= #nd

p ,ell ok#y then more moement of people #nd 5etter % think so % m not re#lly sre I3m not #n #llo$#tion of resor$es

e$onomist 0 (ight ,ell th#t sonds #s if m there p ,ell ok#y It depends if yo t#lk #5ot $old 5e some improement there

medi#n or #er#ge figres it3s 0orking p ,e 0old hope so es pretty good 0 I think /str#li#ns #re 0#iting for #n



improement in or e$onomy #s 0ell.

P. oae hit the re$ession. Ane of the first$ontries 0ho hit the re$ession #nd th#t h#e

5een 0ith s # long time. St$ked 5e$#se yoh#e h#d other yor 5siness

p# mers h#e hit the re$ession l#ter on. So

yl h#e h#d 5een hi. # little 5it h#rder

tn#n 0e h#e h#d. Th#t3s right.

, es Th#i3s # sh#me isn3t =t. Ah 0ell 0ehope= I hope 0e $#n #ll $ome ot of thiss#fely #nd er 0e #ll do 0ell in the end.Ak#y. Th#nk yo ery m$h. It 0#s ni$e

t#lking to yo.

P. Th#nk yo.

,. ood

Th#i3s the end of Ph#ses 4 #nd ' #nd the end

of the interie0.i EC Erope#n Commnity Dno0 the

Erope#n UnionF

/T/ orth /meri$#n ree Tr#de

/greement.



/S,E( 1E

LISTEI TESTS

W or some :estions #ltern#tie #ns0ers #re possi5le This is sho0n 5y

If yo h#e more th#n 2' #ns0ers $orre$t on e#$h test= yo pro5#5ly $old#$hiee# s$ore of 6 + on the IELTS test

I 4+ % 2 hors % B

2 stdentDsF 2 B 2 /& 2 hors & DdeepF h#r5or & 74 "-%+= *-' 4 7 4 C' resor$e $#rd ' #dentre[[horror ' A3(iord#n6 s$#nner 6 horror<<#dentre 6 &+) *'%+2*)' ) U(SI% ) 9#rry#tille" n#me DI7Fnm5er " 6' B#ron (o#d " 96)*+4&* e#ting drinking * "'*+ * Bet0een " 4+ #nd * %+%+ / %+ *2%%+6) %+ '+4%% /C %% DThrsFe5l[[l2 %% Tr#nsport #thority%2 B %2 DTesF e5 6[[62 %2 Li5r#ry 5ooks notes%& 7 %& %*"& %& rights%4 C %4 M4%' %4 $stoms

%' C%6 )+ %' r#pe ro0ing%6 M&+ %' food%6 to5#$$o[[#l$ohol[[fire#rms[[%) T %) 4th drgs[[perfme%" %" M%& %) to5#$$o[[#l$ohol[[fire#rms[[%* %* l#test[[2nd drgs[[perfme2+ 2+ f#ir %" frit2% 2% B %* $#r[[ro#d[ pl#ne[[#ir22 T 22 $ompter p#per 2+ pl#ne[[#ir Z$#r[[ro#d2& r photo$opy p#perold 2% signs24 C e;#m p#pers D#ny 2F 22 $rops2' DB#r5#r#F S/CHE? 2& 0r#pping p#per 2& D8ietn#meseF s0eets[[ pork26 9s enelopesp#per 5#gs 24 D$stomsF de$l#r#tion2) %)# Qohn DStreetF D#ny 2F 2' no

2" '+&' 24 B 26 spoken English[[/str#h#n2* &&2+')" 2' resed #$$ent&+ #fternoon[[pm 26 re$y$led 2) no&% C 2) ripped 2" his mother&2 7C 2" sm#ll pie$es 2* DgieF help DhimF[[proide&& Se#t 5elts[[Speed&4 Speed[[Se#t 5elts&' light tr$kDsF

2* $olored .&+ m#nill# foldels&% trend

$omfort&+ to lo$k p [lo$k the doors 0indo0sF lo$k eerything

&6 2+DF &2 7 &% money[[#l#5les%) 42DkphF && C &2 lots of money&" +DF &4 7 && h#nd5#g[0#llet&*.%++ DkphF &' DeryF e;pensie &4 nlo$ked4+ B 7 &6 o5solete &' 0ide[[0ell-ht[[5sy streets

&) 0ithin $omp#nies &6 yo kno0[[0ho #re kno0n

&" sm#ller $omp#nies to yoniersities &) 0ith friends

&* B &" # str#nger 3s$#r[Z# $#r 0ith #4+ / str#nger



(E/7I TESTS

W or some :estions #ltern#tie #ns0ers #re possi5le This is sho0n 5y

% 2 &

% % % E2 2 I 2 H

& T & & 4 I 4 8 4 7/ 8 ' P ' yin y#ng 5lood

5re#th3 B 6 P 6 physi$#l ment#l) B ) ) #ge pregn#n$ys B[[/ " 8 " intrinsi$ n#tre* * $ognitie * physi$#l effe$ts%+ %+ pshing %+ toni$%% in %% skills %% in$re#se 5lood olme

[[%2 i %2 #$hieing DpromoteF he#lth #nd%& i; %& s$$ess energy

%4 %% %4 go#ls %2 #ntitoni$%' %' C %& sor food[[r#0 food[[

$old%6 H %6 I food%) I %) B %4 0ind illness[[

rhem#tism[[%" E %" / #rthritis%* / %* I %' to;i$2+ C 2+ T %6 $onlsions[skin2% C 2% irrit#tion<<infe$tion22 7 22 %) m#gi$2& B C E Din #nyorderF

2& %" 2"*[<X2++ Dnot 2++F

24 I 24 %* ''++-6'++ miles2' T 2' 7 2+ '+++ miles[["+++ km26 26 B 2% 2 + 9#$h2) T 2) 22 2 4 9#$h2" 2" T 2& *+m2* B 2* I 24 C&+ E &+ 2' H&% &% E 26 r&2 &2 B 2) B&& $le#ner indstri#l && / 2" )

prod$tion &4 H 2* pri#$y o0nership&4 e$onomi$ prosperity &' 7 &+ isol#tion&' enironment#l effe$ts &6 &% sh#ring $ommnity

#$$ess&6 4 &) leel D#ny 2F&) ) &" plley &2 Dl#$kF pri#$y&" % &* di#meter && C&* " 4+ inside &4 74+ 6 4% grip &'

42 skill &6 hoseholdW /ns0ers to :estions2*-&2

4& 0eight &) d0elling

$#n 5e in #ny order &" ho55ies&* msi$4+ residents

W /ns0ers to :estions 2-%-2)$#n 5e in #ny order

If yo h#e more th#n 2' #ns0ers $orre$t on e#$h test= yo pro5#5ly $old#$hiee # s$ore of 6=+ on the IELTS test.



(E/7I TESTS

Tor some :estions #ltern#tie #ns0ers #re possi5le This is sho0n

5y

4 ' 6

% Snd#y % l#ng#ge % $ommmty[[so$iety

2 2 hostDsF 2 spport& IE & $lim#te & homelike4 r 4 #ngish 4 ' IE ' ' T6 %%% 6 6 ) ) IE ) IE" n " " * n%+ i

* IE%+ T

* en$eph#litis[[#$$idents%+ #$$idents[[en$eph#htis

%% I %% DgiftF giing %% %2 i %2 pigs %2 i%& i %& $olors %& %%%4 i %4 5l#$k %4 %' B %' :#lity %' Dm#nyF e;perts%6 E %6 0e#kness %6 pollt#nts%) %) shell %) 5#tteries%" E %" sh#ttering %" ''%* / %* hm#n %* %*&)2+ 2+ e#rth:#ke 2+ es2% C 2% #rtifi$i#l 2% o22 7 22 0#ter 22 o2& E 2& C 2& ot ien24 9 24 / 24 ot ien2' P 2' 7 2' $ommni$#tion26 I 26 n 26 telephone2) C 2) ; 2) $iilised2" / 2" i 2" 0e#ther[[$lim#te2* C 2* ;n 2* oem5er&+ 7 &+ ;i &+ 7&% / &% i &% B&2 C &2 n &2 />n i && && C&4 C= &4 &' $ity

e;p#nsionK]&4 C

&' / 5ilding ro#ds[Zs#limtyZ[

&' E

&6 0orld #lk#linity D#ny 2F &6 /&) ir#lDsF &6 B &) 7

&" r#in[lr#mf#ll &) 7 &" hmor&* iro0n of thornsst#rfish

&" I &* /omine

4+ r#ngoiDsF &* / 4+ interie04+ 7

If yo h#e more th#n 2' #ns0ers $orre$t on e#$h test= yo pro5#5ly $old

#$hiee # s$ore of 6.+ on the IELTS test.



(E/7I TESTS

% or some :estions #ltern#tie #ns0ers #re possi5le This is sho0n

5y <

) " *

% thin topper 0ires % , % so$i#l

2 reli#5le[[highly#$$essi5le

2 C 2 demogr#phi$

& 4Dine;pensieF8T

& , & m#n[[0om#n liing#lone

E:ipmentl [ in$re#sed 4 , 4 0ill look #5ro#d 5#nd0idth][#fford#5le$ost

' B ' C

D#ny 2F 6 enironment#l imp#$t 6 C' 6 T

) sperfi$i#l greening" rese#r$h[[design[[m#ten#ls[[

) E" E

) T te$hnology * /[[B= Ih * e$o design[[life-$y$le %+

* #n#lysisyenironment#l %% %+ T design %2 %% P %+ enironment#l design %& %2 P %% DtheF enironment#l %4 %& P impli$#tions Dof #

prod$tF%' T

%4 %2 B %6 T%' n %& / %) %6 i %4 7 %" T%) %% %' C %* H%" i %6 7 2+ C%* i %) C 2% E2+ 7L %" B 22 7

2% AC %* 2& B22 7L 2+ 24 2& AC 2% 2' P24 7I 22 26 Q#smino.2' 7l 2& 2) /SIT26 B9 24 2" #r$h#eologi$#l2) B9 2' C 2* $iili@#tion2" thre#t to demo$r#$y 26 7 &+ implements2* more th#n one <o5 2) C &% skeletons&+ deperson#lised s$reen 2" B &2 popl#tion&% 2* && inh#5it#nts&2 7 &+ / &4 #$ross&& B &% C &' period

&4 H &2 B &6 link&' C && B &) h#5it#5le&6 &4 &" h&) &' &* 7&" &6 4+ /&* &) 4% C

&" 42 B&* 4+ 4%

If yo h#e more th#n 2' #ns0ers $orre$t on e#$h test= yo pro5#5ly $old#$hiee # s$ore of 6 + on the IELTS test



SPE/1I TESTS

% 2Ph#se 2/ i. #= 5= $= e= f Ph#ses 4 ' /. stdiesPh#se 2/ *= %%= %&= %'= re$ession

%)= %"=2+ tr#deniersitynemploymet#;#tion

9#ri#3s pro5#5ly lo0 6.+ Pehr3s s$ore. #5ot ).+



SAU(CES

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