extracted_text:
BblnO>KeHO

IELTS
2009-2010 Edition

New York
BblJIO>Kel-lO
IELTSÖ is a
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C) 2009 Kaplan, Inc.
Published by
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I
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CONTENTS
PART I:THE BASICS
Chapter 1: What Is The IELTS? .
Who administers the IELTS?. 3 Who takes the IELTS?.. 3
Language
Used on the IELTS .....
Differences
between the
General Training Reading
Test...........................
Academic Reading
Test................................... .
General Training Writing
Test.........
6 Academic Writing Test............... ...
How the IELTS Is Structured ..... ..... ..... ....... 8
Listening
Test ..... .. ,
Reading Test......... 12 Writing Test....... 16 Speaking
Test...................
How the IELTS Is Scored............. 19
Scoring
for the Listening and Reading Tests ..... ..... ..... .... ..... ..20 Scoring for Writing and
Speaking Tests....................................22 Test Results .
Registration............................                                                                                .
24
How
Do You Register? .24
Where Do You Take the IELTS?.24
When Do You Take the IELTS?.24 How Much Does It Cost? ......24 What to Expect on Test Day.......25
PART 2: STRATEGIES AND PRACTICE
Chapter
2: The Listening Module.............29
The Listening Module
Sections......................... .                                                             .29
Section I ..29
          Section 2 ....                                                                                30
         Section 3 ..... ..                                                                                ..
........30
Section 4 ...31
KAPLAN

Listening Module Question Types ...32
Completion ................33

Multiple Choice .......38
                   Short-answer
Questions................                                                                           .40
Labelling
a Diagram, Plan or .42
Matching............ . ... .................44
Listening
Module Strategies: All Sections . 45
Before
You Listen ...................................... 45 While You Listen ........................... ..46 After You Listen ..... ..... ..... .           .46 Number
Conventions.................... ...47
Listening Module
Strategies For Conversations, Lectures And Talks .
Interruptions .. 50
Self-Correction . . 50
Listening Module Practice Sections ...  52
Listening Practice
Section 1 ..... ..... . . . .53
                     Listening
Practice Section 2                                                                                .55
Listening
Practice Section 3
Listening Practice Section 4
...................
. 60
Answers and Explanations .....
..... ..... ........62
        Chapter 3: The Reading Module  . .67
Differences Between Academic and General Training
Reading Modules 67
Reading Module Question .68
                    Multiple-choice
Questions................................ .                                                       69
Short-answer 70
Sentence and Summary Completion .. .......
.... ..... 70 Note Completion ..... ..... ..... ..... ..... ......
Table
Flow-chart Completion ..... ..... .... 73
               Labelling a Diagram ..... .....
..... .... ..... .           74
Matching...................... ...... 76
                  True / False / Not Given Questions                                                                          .80
Yes / No / Not
Classification
. . .. . ...... . .... 82

        Reading Module Strategies
...........................            ...                                                   ..
83
Essential Reading Comprehension .. 83

General Strategies for the Reading
Module..................85
Specific Strategies for Reading Module Question
Types........... ..
Completion Tasks. .....
Multiple-choice Tasks .... ......... .... .... .... ..... .... ...
88
Matching Tasks..........88
Reading Module Practice Sections
..... .... .... ... ..
89 Academic Reading Passage I .... ....... 89
Academic
Reading Passage 2....94 Academic Reading Passage 3 ...99
General
Reading Passage 1 ................ 104 General Reading Passage
2...........
109 General Reading Passage 3.......... 1 16
Answers and Explanations ..... ..... ..... ..... .....
........
121
Chapter 4: The Writing Module . . . . . .. . . . . . . . . . . . . . . .
.. . .. 127
Academic Writing Module Tasks ..... ....... 128
Writing Task 1 ..... ..... . . . .
..
128
Writing Task. 135
General Training Writing Module Tasks ..... .....
..... ..... .... ..... ..
136
Writing Task 1 ..... ..... .....
.....
136
Writing Task. 137
Scoring............. 138
Essential Writing Skills ..... ...... 138
Writing Process...................... 138
Appropriate Style and Tone .....
.... ... . . ..
139 Proper Structure for Letters and Essays ..... ....... 141
General Strategies for the Writing Module ..... .....
..... .. .146
Specific
Strategies for Writing Module Tasks.......
148
Strategies for Writing Task 1 .....
..... ......
148 Strategies for Writing Task 2 .... ...... 148
Academic Writing Module Practice
Sections.... ....................... 153 Academic Writing Module
Practice Section I ..... . . . . . .. 1 54
Academic Writing Module Practice Section 2 ..... .....
..... ......
1 55
General Training Writing Module Practice
Sections..........
156
General Training Writing Module
Practice Section 1 ..... ...... 156
General Training Writing Module Practice Section 2 .... 1 57
KAPLAN
Model Answers.... .... ..... .....
.. ,.
158 Academic Writing Module Practice Section I. 159
Academic
Writing Module Practice Section 2 ..... ..... .... 161 General Training Writing
Module Practice Section 1 ................ 163 General Training Writing
Module Practice Section 2 ..... ..... ..... 165
Chapter 5: The Speaking Module .. . .
. . . . . . . . . . .. . .. . . . . . . . . . . . .. . .. ..
167

Parts of the Speaking Module. 168
Part.
169
Part 2—1ndividual Long Turn
..........................„............................. .. 170
Part 3—Two-way
Discussion............. .. ... ... .. 170 General Strategies for the
Speaking Module.
171
Specific Strategies for the
Speaking Module.................... .. 172
Part I ... 172
Part 2 ..... .... ..... 174
.
176
Speaking Module Practice
Sections.......................... . .. ... 180
Practice
Section I . . . . . . . .. . . ..
181 Practice Section 2 ..... .... 183 Practice Section 3 ..... .... 185
Model Answers for
Practice. 187
Practice
Section 1 Model Answers ..... ..... ..... ...... 187 Practice Section 2 Model
Answers ...................... . ... 190 Practice Section 3 Model
Answers ..... ..... ..... ....
193
PART 3: PRACTICE TESTS
Listening Answer
Sheet
Reading Answer Sheet.. . ...........................200
       Writing Answer
Sheet................ . .........201
      Academic Practice Test ..... ......
. ...
.... ..... ..... .... ..... .... 205
Academic Listening Module...... ..... ..... .. 205 Academic
Reading Module........... .....
Academic Writing Module.......... 226
Academic Speaking Module.................. 228
    Listening Answer Sheet ..... .....
..... ...... . . . .         .. ..230

Reading Answer .....
..... .... 231
Writing Answer Sheet...........................................................
232
General Training Practice Test
..... ... .
 .... ....................................236
General Training Listening Module................. . .
...
236
General Training Reading
Module...................................245
General Training Writing Module ..... ..... .....
.......
.... 261
General Training Speaking Module ..... ..... .....
..... ..
262
Answers and Explanations .....
..... ... ..... .
       ...264
Listening Module (Academic and
General Training).... .
                 ....   .. ..............264
Academic Reading
Module........................ . .. 266
Academic Writing Module .... .....
..... .....
269 General Training Reading Module....................... . . .... .... ..
........................271
General Training Writing Module
..... ..... ..... ..... ....
274 Speaking Module (Academic and General Training) ..... .... 276
PART 4: AUDIO TRANSCRIPTS
Audio CD
Transcripts ... 283
How to Use These Transcripts......... 283
Listening Practice
Section 1 .. ..... . . . ..... 284
            Listening
Practice Section 2.....   .. ... ..............286
Listening
Practice Section 3 ..... 288 Listening Practice Section 4 ...
291
Listening Test Transcripts ...... ..... ..... .... ..... .... ....
..... .... .... 293
Section 1 (Questions 1
— 10).............................293
Section 2 (Questions 11 — 20) .. 295 Section 3 (Questions 21 — 30)
...
296
Section 4 (Questions 31 — 40) . 298

BblnoxeH0
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THE BASICS

l:
IS
CHAPTER l : WHAT IS
THE IELTS?

IELTS stands for International
English Language Testing System. It is taken by people who are required to
certify their level of English proficiency for educational, vocational and
immigration purposes, and measures a person's ability to communicate in English
across four language skills— listening, reading, writing and speaking.
WHO ADMINISTERS THE IELTS?
IELTS is developed and delivered
through the partnership of the University of Cambridge ESOL
Examinations, British Council and
IDP Education Australia. It is currently administered at over 300 centres
operating in more than 100 countries. Centres supervise the local
administration of the test and recruit, train and monitor IELTS examiners.
IELTS sessions are administered
according to local needs. Most centres conduct a testing session at least once
a month. Test results are available within two weeks. You will receive only one
copy of your results, but additional copies of the Test Report Form may be sent
to organisations specified by you.
There are no restrictions on retaking
the test. However, if you want to retake the test immediately after receiving
your first results, you may need to wait, due to the time needed to complete
the registration process.
WHO TAKES THE IELTS?
The Academic IELTS is taken by people who wish to
enrol in undergraduate and postgraduate courses, and those who wish to
undertake work experience at a graduate and post-graduate level.
The General Training IELTS is taken by people who are
going to English-speaking countries to complete their secondary education or
undertake work experience or training programmes, or by people who are planning
to immigrate to Australia, Canada and New Zealand.

1 :
1
LANGUAGE USED ON THE IELTS
The IELTS test is
a British test created by UCLES (University of Cambridge Local Examination
Syndicate) in the UK. It is written in British English.
Since the IELTS is an international
test, the vocabulary and syntax used will be completely understandable to
anyone who has studied English in an English-speaking country. If you don't
recognize a word at first, you will be able to assess the meaning of the word
through its context in the sentence. In addition, you do not have to use
British English in the writing module. However, you must use just one form of
English consistently—that is, either British or American when writing the exam.
The
main differences between British and American English are in spelling and word
usage. Here are some examples:

Suffixes

American English

British
  English

-am (program)

-amme
  (programme)

-k
  (check, bank)

-que
  (cheque, banque)

-er (center, theater )

-re (centre, theatre)

-ize
  (apologize, organize)

-ise
  (apologise, organise)

-or
  (color, honor, flavor)

-our
  (colour, honour, flavour)

-og
  (dialog, catalog)

-ogue
  (dialogue, catalogue)

-yze
  (analyze, paralyze )

-yse
  (analyse, paralyse)

Double / Single Consonants

American
  English

British
  English

appall

appal

enroll

enrol

fulfill,
  fulfillment

fulfil,
  fulfilment

skillful

skilful

willful

wilful

jewelry

jewellery

counselor

counsellor

modeling

modelling

traveler

traveller

KAPLAN

I : IS

Word
    Usage

American English

British
    English

gasoline

petrol

major

subject

pants

trousers

mail
    a letter

post a letter

faculty

staff

trash

rubbish

vacation

holiday

store

restroom

100

flashlight

torch

l :
I
DIFFERENCES BETWEEN
THE ACADEMIC AND THE GENERAL TRAINING TESTS
All candidates take the same Listening and Speaking
tests. However, there is a choice between Academic and General Training in the
Reading and Writing tests.
GENERAL TRAINING READING
TEST
The
texts are based on the type of material you would be expected to encounter on a
daily basis in an English-speaking country. They come from newspapers, notices,
official documents, booklets, leaflets, timetables, advertisements, instruction
manuals and books, and test your ability to understand and use information.
The first section
contains texts relevant to basic linguistic survival in English with tasks that
mainly require ability to retrieve and provide general factual information. The
second section focuses on the training context—for example, the training
programme itself or students' welfare needs. The third section involves reading
a longer descriptive text with a more complex structure.
ACADEMIC READING TEST
There
are three reading passages with tasks. Texts are taken from books, magazines,
journals and newspapers, all written for a non-specialist audience. They may
contain visual materials such as diagrams, graphs or illustrations, and deal
with issues that are appropriate and accessible to candidates entering
undergraduate or postgraduate courses. At least one text contains a detailed
logical argument.
GENERAL TRAINING WRITING
TEST
The
first task requires you to write a letter of at least 150 words either asking
for information, or explaining a situation. For the second task, you need to
write a short essay of at least 250 words in response to a statement or
question on a given topic of general interest. You are expected to demonstrate
your ability to:
 discuss issues
•
provide
general factual information  describe a problem and present a
solution
•
present
and possibly justify an opinion, assessment or hypothesis  present
and possibly evaluate and challenge ideas, evidence and arguments

l :
IS
ACADEMIC
WRITING TEST
The first task requires you to
write a description of at least 150 words. This is based on material found in a
chart, table, graph or diagram, and demonstrates your ability to:

e present information
summarise the main features of the input
For the second task, you are required to write a short
essay of at least 250 words in response to an opinion or question. The issues
raised are suitable for and easily understood by candidates entering
undergraduate or postgraduate studies. You are expected to demonstrate your
ability to:
discuss abstract issues present a
solution to a problem
0 present and justify an opinion e
compare and contrast evidence, opinions and implications evaluate and challenge
ideas, evidence or an argument

1
HOW THE IELTS IS STRUCTURED
IELTS is divided in two parts: written and oral. The
written part consists of Listening, Reading and Writing testS and must be completed
on the same day. There is no break between the tests. The oral part of the test
may be taken within the period of seven days before or after the written part.

Listening Module
Task Flÿpes
 Note/summary/flow-chart/table completion
 Multiple choice
•   Short-answer questions  Sentence completion
 Labelling a
diagram
 Classification
•   Matching
Reading Module
Task Types
•   Multiple choice  Short-answer questions
 Sentence completion
•   Note/summary/flow„chart/table
completion
•   Labelling
a diagram
•   Choosing headings for
paragraphs/sections of a text
•   Locating infofimtion
•   Identification of information in
the text
 Identification of
writer's views/claims
 Classification
•   Matching
lists/phrases
•   Multiple matching
Writing Module
Task Tÿpes
 Academic Writing
•   Task
l, you are given visual information
(graph/table/chart/diagram)
 In
Task 2, you are presented with a point of view, an argument or a problem.
 General Training
•   In Task 1, you must write a letter
requesting information or explaining a situation.
•   In Task 2, you are presented with a
point of view, argument or problem.
Speaking Module
Task Types
•   Part 1: Introduction and Interview
 Part 2: Individual Long Turn
•   Part
3: TWo-way Discussion

KAPLAN
LISTENING
TEST
The
Listening test takes around 30 minutes. There are 40 questions and four
sections. During the test, you are given time to read the questions, write down
your answers and then check them. The audio for the Listening test is played
only once. You should write your answers on the question paper as you listen.
When the recording ends, ten minutes are allowed for you to transfer your
answers to an answer sheet.
Task Types
The first two sections are
concerned with social needs. There is a conversation between two speakers in
the first section. For example, it could be a conversation between two people
organising an event and discussing their options regarding venues and food
available. The second section contains a monologue, which could, for example,
be a speech about student services on a university campus or arrangements for
meals during an event.
The final two sections are
concerned with situations related more closely to educational or training
contexts. In the third section, there is a conversation among up to four
people. It could be a talk among three students discussing a research project.
The fourth section contains another monologue, which could be a lecture or talk
of general academic interest.
A
range of native-speaker English accents are used in the test. A variety of
questions are used, selected from the following types:
 Note/summary/flow-chart/table
completion  Multiple
choice
 Short-answer questions
 Sentence completion
 Labelling a
diagram
 Classification
 Matching

I
TASK TYPE l: OUTLINE COMPLETION
You have to fill in gaps in an
outline that covers part or all of the listening text. In order to complete the
task, you may have to choose your answers from a list on the question paper or
identify the missing words from the recording that fit into the outline. You
should not change the words from the recording in any way, and should keep to
the word limit stated in the instructions.
The
text could be a form, a set of notes, a table, a flow chart or a summary. The
answers will focus on the main ideas in the text. In all cases except the
summary, notation form can be used to complete the gaps, which means that
articles and auxiliary verbs may be omitted when they are not necessary for the
meaning. The summary consists of connected sentences and must therefore be
grammatically correct.
TASK TYPE 2: MULTIPLE CHOICE
Multiple choice items may include a question followed
by three possible answers. You have to choose the one correct answer: A, B or
C. They may require you to understand specific points or the main points of the
listening text.
The task may also involve sentence
completion. You will be given the first part of a sentence and will have to
choose the best way to complete it from the options given. Sometimes you are
given a longer list of possible answers, and told that you have to choose more
than one of them.
TASK TYPE 3: SHORT-ANSWER QUESTIONS
You have to write an answer to a question using
information from the recording. You should read the instructions carefully, as
they indicate the word limit given for each task. Sometimes you are given a
question that asks you to list two or three points.
TASK TYPE 4: SENTENCE COMPLETION
You need to read a set of sentences summarising key
information from the entire listening text or from one part of it. You have to
complete a gap in each sentence using information from the listening text. You
usually have to write no more than three words and/or a number. The words will
be taken directly from the listening text and written in the space on your
question paper, to be transferred later.
TASK TYPE 5: LABELLING A DIAGRAM, PLAN OR MAP
You have to complete labels on a visual such as a
diagram, set of pictures, plan of a building or a map of a part of a town. The
answers are usually selected from a list on the question paper.
KAPLAN
TASK TYPE 6: CLASSIFICATION
You have to match a numbered list
of items from the listening text to a set of criteria. This task type is
designed to test your ability to recognize relationships and connections
between facts in the listening text. It is therefore often used with texts
dealing with factual information. This task tests your ability to listen for
detail.
TASK TYPE 7: MATCHING
You have to match a numbered list
of items from the listening text to a set of items in a box. Many variations of
this task type are possible regarding the types of options to be matched.

1
READING TEST
The Reading test takes 60 minutes. There are 40
questions, based on three reading passages containing a total of 2,000 to 2,750
words. Texts and questions appear on a question paper that you can write on but
cannot remove from the examination room. All answers must be entered on an
answer sheet during the a-minute test. No extra time is allowed for
transferring answers.
Task Types
A variety of questions are used, chosen from the
following types:
•   Multiple choice
•   Short-answer questions
•   Sentence completion
•   Note/summary/flow-chart/table
completion
•   Labelling
a diagram
•   Choosing headings for
paragraphs/sections of a text
 Locating information
 Identification of information in
the text—True, False or Not Given / Identification of writer's
views/claims—yes, No or Not Given
•   Classification
•   Matching
lists/phrases
•   Multiple matching
TASK
TYPE I : MULTIPLE CHOICE
Multiple choice questions are used
to test a wide range of reading skills. Some of these questions, for example,
may require you to understand specific points or the main points of che text.
You are required to select the best answer from several options (for example,
A, B, C or D), and to write the letter of the answer you have chosen on the
answer sheet. The questions are given in the same order as the information in
the passage.
TASK TYPE 2: SHORT-ANSWER QUESTIONS
Short-answer questions require you to read the passage
for detail; these questions test your ability to find and understand precise,
usually factual, information. In general, these questions follow the order in
which the information is given in the passage.
You are required to write your
answers in words or numbers on the answer sheet. You should read the
instructions carefully, as they state the number of words and/or numbers that
you are required to write. Numbers can be given in figures or words. Hyphenated
words count as single words.

Contracted words will not be
tested. If you write more than the number of words asked for, you will lose the
mark even if your answer includes the correct word.
TASK TYPE 3: SENTENCE COMPLETION
There are two variations of this
task. The first requires you to complete the sentence in a given number of
words taken from the passage. The maximum number of words that can be used is
given in the instructions. Numbers can be written as figures or words. The words
should be taken directly from the passage, and written in the appropriate
spaces on the answer sheet. If you write more than the number of words asked
for, you will lose the mark even if your answer includes the correct word.
The second variation requires you to choose the best
option from a list. There will be more options to choose from than there are
questions. In this task, you should write the letter of your choice on the
answer sheet.
TASK
TYPE 4: NOTE/SUMMARY/FLOW-CHARTITABLE COMPLETION

This task type typically
relates to precise factual information, and is therefore often used with
descriptive passages. There are two variations of this task.-The first requires
you to select words and/or numbers from the passage. You are given a summary of
a section of the passage, and are required to complete it with information
taken from the passage. The summary will usually cover only one part of the
passage rather than the whole text. The.given information may be in the form of
a summary, a table with empty cells, several connected notes or a flow chart
with missing elements. The answers will also come from one passage section
rather than from the entire passage. The second variation requires you to
select answers from a list of answers, which often consist of a single word.
TASK
TYPE 5: LABELLING A DIAGRAM THAT HAS NUMBERED PARTS
This task type is often used with
texts describing processes or with descriptive texts. You are required to label
numbered parts of a diagram that relates to a description contained in the
passage. You will write the correct labels in the spaces on your answer sheet.
These labels may consist of up to three words, and be a combination of words,
and numbers taken directly from the passage. This will be clearly indicated in
the instructions. The answer will usually come from one passage section rather
than from the entire passage.
TASK
TYPE 6: CHOOSING HEADINGS FOR PARAGRAPHS OR SECTIONS OF A TEXT
This task type is used with
passages that contain paragraphs or sections with clearly defined themes. You
are given a list of headings that are usually identified with lower-case Roman
numerals (for example, i, ii, iii). Each heading will refer to the main idea of
a paragraph or section, and you must match the heading with alphabetically
marked paragraphs or sections of the text. You are
I
required to write the appropriate Roman numerals in
the spaces on your answer sheet. There will always be more headings than there
are paragraphs or sections, so that some headings will not be used. Some
paragraphs or sections may not be included in the task. One or more paragraphs or
sections may already be matched with a heading as an example.
TASK TYPE 7: LOCATING INFORMATION
This task type may test a wide
range of reading skills, from locating detail to recognising a summary or
definition. You are asked to find specific information (for example, reasons
for an event, descriptions, comparisons, summaries, or explanations) in the
numbered paragraphs of the passage, and to write the letters corresponding to
the correct paragraph in the spaces on your answer sheet. There may be more than
one piece of information that you need to find in a given paragraph. In such
cases, you will be told that you can use a letter more than once.
TASK TYPE 8: IDENTIFICATION OF WRITER'S VIEWS/CLAIMS OR
OF INFORMATION IN A TEXT
This task type has
two variations:

I
. Do the following statements agree with the views/claims of the writer? This
variation is designed to test your ability to recognise opinions or ideas and
is therefore usually used with discursive or argumentative texts. You are
required to write 'Yes', 'No' or 'Not Given' in the spaces on your answer
sheet.
2. Do the following statements
agree with the information in the text? This variation tests your ability to
identify specific points of information given in the text. Consequently, it is
often used with factual texts. You are asked to write 'True', 'False' or 'Not
Given' in the spaces on your answer sheet.
TASK TYPE 9: CLASSIFICATION
This task type is designed to test your ability to
recognise relationships and connections between facts in the passage, and is
most often used with texts dealing with factual information. You need to be
able to scan the passage to locate the required information, and to read for
detail.
You
are asked to classify events, characteristics or other pieces of information in
the passage into given categories. For example, you might be asked to classi9
developments in rocket technology according to the country where they took
place.
Categories
are identified by letters, and you are asked to write the correct letter in the
corresponding space on your answer sheet. There will normally be a larger
number of events or characteristics than there are groups into which to
classifr them, so a number of questions may be answered with the same letter.
TASK TYPE 10: MATCHING

This task type is designed to
test your ability to recognise opinions or theories. You are given a number of
options (for example, names of people) and are required to match them with a
theory, discovery or statement credited to them. You will write the letters of
the correct options in the boxes on your answer sheet. It is possible that some
options may never be used and that others may be used more than once. The
instructions will indicate whether an option may be used more than once.
TASK TYPE I l : MULTIPLE MATCHING
In this task type, you are given a
number of options, and you must match the options provided in the items to
extracts or to paragraphs or sections of the passage. The extracts, sections or
paragraphs are identified by letter. It is possible that some options may never
be used and that others may be used more than once. The instructions will
indicate whether an option may be used more than once. This task type is
designed to test your ability to skim and scan to identify specific
information.

I :
I
WRITING TEST
The Writing test takes 60 minutes. There are two tasks
to complete. You are advised to spend about 20 minutes on Task 1 and write at
least 150 words. Task 2 requires at least 250 words and should take
approximately 40 minutes.
You may write on the question
paper, but this may not be taken from the examination room and will not be seen
by the examiner. Answers must be given on the answer sheet and must be written
in full. Notes or bullet points are not acceptable as answers.
Task Types:
Academic Writing
In Task 1, you are asked to describe some given visual
information (graph/table/chart/diagram) in your own words. Depending on the
type of visual input and the specific task given, you are assessed on your
ability to organise, present and compare data; describe the stages of a process
or procedure; describe an object or event or sequence of events; or explain how
something works.

In Task 2, you are presented
with a point of view, an argument or a problem. You are assessed on your
ability to present the solution to a problem; present and justify an opinion;
compare and contrast evidence, opinions and implications; or evaluate and
challenge ideas, evidence or an argument.
The issues raised are suitable for
and understood by candidates entering undergraduate or postgraduate studies.
Task Types:
General Training Writing
In Task l , you are asked to respond to a given
problem with a letter requesting information or explaining a situation.
Depending on the specific task given, you are assessed on your ability to
engage in personal correspondence; elicit and provide general factual
information; express needs, wants, likes and dislikes; or express opinions,
views or complaints.
In Task 2, you are
presented with a point of view, argument or problem. You are assessed on your
ability to provide general factual information; outline a problem and present a
solution; present and justify an opinion, assessment or hypothesis; or present
and possibly evaluate and challenge ideas, evidence or an argument.
The topics are of general interest
and do not require any specialist knowledge on your part.
I :
SPEAKING TEST
The Speaking test
consists of a three-part oral interview between you and an examiner and takes
between 1 1 and 14 minutes. All speaking tests are recorded.
Part l : Introduction and Interview
The examiner introduces him/herself
and verifies your identity (you must have a valid ID or passport). The examiner
asks you questions from up to three familiar topics. The first topic, for
example, may be about your work or studies. The second could be about
activities that you like doing in your free time. The third topic could deal
with your views on public transport in the area where you live. This task lasts
roughly 4—5 minutes.
Part 2: Individual Long Turn

You are given a task card
with a topic and list of items that you must discuss during this task. There
will be one minute allotted for preparation and making notes; you then talk for
about two minutes. If you do not finish within two minutes, the examiner will
stop you. The examiner will ask one or two questions to round off the long
turn. This section takes roughly 3—4 minutes, including the one-minute
preparation time.
Part 3: Two-way Discussion
The examiner invites you to participate in discussion
based on questions linked to Part 2.
Speech Functions Often Used by Candidates
During the
speaking test, you will usually use the following speech functions:
 Analysing
 Comparing
 Contrasting
•   Conversation repair
•   Explaining
 Expressing a
preference
 Expressing
opinions
 Justifying
opinions
•   Narrating and paraphrasing
:
1
Providing non-personal information
•   Providing
personal information
Speculating
Suggesting
Summarising
Other speech functions may be used
during the test, but they are not obliged by the test structure.

HOW THE IELTS IS
SCORED
Correct answers in each of the IELTS
tests are translated into a score on the IELTS nine-band scale, Test takers get
separate band scores for each of the Reading, Writing, Listening and Speaking
tests to measure language proficiency.
Those scores are then averaged and
rounded; the test maker then uses a confidential conversion table in order to
produce a final Overall Band score. Scores can be reported in either whole or
half bands. Each band corresponds to a descriptive statement that provides a
summary of English competence.
The
statements provided below will give you a sense of what competence is required
for each band score. However, these are not the actual statements used by the
test maker. For the actual descriptive statements for each band, please visit
the official IELTS website, www.ielts.org.

Band
  9: Expert User
Has
  complete control of the language: correct and effortless usage with complete
  understanding.
Band 8:
  Very Good User
Has complete control of the language with few errors.
  Confusion may take place in new or atypical circumstances. Is able to
  formulate advanced, in-depth arguments.
Band 7:
  Good User
Has advanced control of the language, though with a
  few errors or confusion in some circumstances. Uses sophisticated words and
  complex syntax, and comprehends dense arguments.
Band 6: Competent User
Has
  capable control of the language despite some errors and confusion. Can employ
  and comprehend moderately advanced language, but mainly in routine and
  typical circumstances.
Band 5:
  Modest User
Has
  limited control of the language. Is able to use plain statements in routine
  and typical circumstances. Commits numerous errors, and occasionally has
  difficultly with the general meaning of conversations.
Band 4:
  Limited User
Has
  low-level proficiency restricted to routine and typical circumstances. Uses
  only the most simplistic of words and syntax, and occasionally has trouble
  following a relatively simple, common conversation.

Band 3: Extremely Limited User
Cannot follow a relatively simple,
common conversation, even with the most simplistic use of words and syntax.
Band
2: Intermittent User
Can
handle only plain words to express basic needs. Even the most simple phrases or
syntax usage are not well understood. Struggles significantly with spoken or
written English.
Band 1: Non User
Knows
a small number of random words. Has basically no understanding of English at
all.
Candidates who do not attempt to
answer any tasks score O for the test.

SCORING FOR THE LISTENING AND READING
TESTS
In
the IELTS Listening test, one mark is awarded for each correctly answered
question. To obtain a band score of 7, you will need to answer at least 30
questions out of 40 correctly.
In
the General or Academic Reading test, one mark is awarded for each correctly
answered question. To get a band score of 7, you will need to answer at least
30 questions correctly.
Reading and Listening Answer Sheet
Only the answers transferred to the
answer sheet are marked (see Figure 1 on page 21). The answers you write on the
question paper during the test are not considered.

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Figure 1.
Image Source: www.ielts.org
SCORING FOR
WRITING AND SPEAKING TESTS
Your writing and
speaking abilities will be assessed by various criteria.
Writing
There are two sets of criteria used
to assess your writing. However, there are some differences in how the General
Writing and the Academic Writing tasks are assessed.
e General Training Writing Task 1:
You are asked to write a letter with a clear purpose that contains all the
information specified in the task. Depending on the task, the letter will be
written in either a formal or an informal style.
 Academic
Writing Task l : You are asked to write a report based on a table, graph or
diagram. You need to report the data in the task accurately, and to identifr
and compare the key features.
 General
Training Writing and Academic Writing Task 2: You are given a prompt in the
form of a question or statement, and you are required to formulate and express
your point of view on a subject. You must support your ideas with relevant
examples from your own experience.
In addition to the above, both the
General Training Writing and Academic Writing tests are marked using the
following criteria:
 Coherence and cohesion: Your
response needs to be logically organised into paragraphs, and you need to
connect the ideas clearly. The paragraphs must have a central topic as well as
supporting statements and examples.
• Vocabulary: To obtain a high
score for this criterion, you must demonstrate a varied vocabulary. You need to
be able to use the words appropriately and spell them correctly.
 Grammatical range and accuracy: You
should use a variety of simple and complex grammatical structures accurately. You
will also be assessed on your ability to punctuate your writing appropriately.
KAPLAN
23
ts
Speaking
Your speaking
ability will be assessed by the following criteria:
Fluency and coherence: Your ability
to express ideas and opinions clearly and coherently, without long pauses and
hesitations.
Lexical
Resource: Your ability to use a wide range of vocabulary naturally.
e Grammatical range and accuracy:
Your ability to use a wide range of grammatical structures without making many
mistakes.
• Pronunciation:
Your ability to speak clearly and use pronunciation features naturally.
TEST RESULTS
You
can collect your results 13 days after the test. You can either collect your
certificate in person or authorise someone you know to do it for you. If requested,
the results can be sent to you by mail. Test results cannot be given over the
telephone, by fax or by email.

REGISTRATION
You
can register to take the IELTS Test at your local authorised IELTS Test Centre.
You can find information about IELTS Test Centres in your area, contact details
and available dates using the database on the official IELTS webpage at
www.ielts.org
How Do YOU REGISTER?
Once you have chosen and contacted
the IELTS Test Centre, you will receive the application form from the centre,
which you will need to fill in and send or take to the centre with the test
fee. You must attach two recent photos (no more than six months old).
You will be asked to write the
number of your passport or national identity card on the application form, and
attach a copy of the document. If you take the test outside your own country,
your passport is the only valid form of identification.
The application must be fully
completed to be processed. The centre will not process applications that are
not complete. Once your application is processed, the centre will inform you in
writing of the test venue, date and time when the test will take place.
WHERE Do You TAKE THE IELTS?

The IELTS Test Centre will
inform you of the test venue.
WHEN Do You TAKE THE IELTS?
There
are 30—32 IELTS sessions in a calendar year. You can choose to register for any
of the sessions 10—12 weeks in advance. It is recommended to register early to
make sure you get a place on the date of your choice. The dates are fixed and
cannot be changed. For a full list of the available dates at an IELTS test
centre near you, please visit www.ielts.org.
How MUCH DOES IT COST?
Test fees are set by IELTS Test
Centres and may range from US$ 160 to US$220. You should contact your local
centre for the exact fee.

KAPLAN
25
IS
WHAT TO EXPECT ON TEST DAY
On test day, you must arrive at the
test venue 15 minutes before the test and show your identification to the IELTS
Administrator. The identification you bring to the test must be the same as the
identification you used to fill in the application form.
You will need to bring your own
stationery (pencils, pens, a pencil sharpener and an eraser). You will not be
allowed to take any bags, books or electronic devices (mobile phones,
computers, recording devices, etc.).
The
IELTS Administrator will check your identification and will take you to the
examination room. You will be assigned a seat, which you will keep for the
Listening, Reading and Writing tests.
You will be given the answer sheets
to write your answers on. You may make notes on the question papers if you
want, but you will not be allowed to take these out of the room.
The
Speaking Test takes place at a different time and is usually on a different day.
The test is recorded.

BSU10èKQH0-rpynaoh
PART 2: STRATEGIES AND PRACTICE

CHAPTER 2: THE LISTENING MODULE

The
Listening module consists of four recorded sections, each containing 10
questions, and takes about 30 minutes to complete. As you will hear the
recording once only, success will depend on knowing what information to listen
for. You are not expected to have any specialist knowledge, but you should be
able to deal with a range of topics and a number of different voices and
accents. Occasionally, IELTS recordings feature non-native English accents such
as German or Spanish.
The
test measures how well you can manage the following skills:
1.
Listening
for specific information
2.
Listening for
main ideas, supporting information and details
3.
Understanding
the speaker's opinion
THE LISTENING MODULE SECTIONS
Each of the four sections in the
Listening module may have up to three different types of questions testing a
combination of skills.
Before
each section, you will hear a short introduction about the speaker(s) and the
situation. This introduction is not printed on the question paper. You are then
given time to look through the questions. There is also a break in the middle
of sections 1, 2 and 3, giving you time to look at the questions in the second
half.
Each section is heard once only and
the questions always follow the order of the information presented in the
recording. After each section, you are given 30 seconds to check your answers.
SECTION I
Section
I usually features a conversation concerning social needs, for example, an
interview at an accommodation agency, or a survey. Typical question types that
you may have to answer in this section are form completion, multiple choice and
short answer. The target listening skill in this section is that of listening
for specific information, for example, names, prices, measurements, etc.
KAPLAN
The
topic is usually social or general, and one speaker usually requires
information from the other. The following are examples of conversations you may
have to listen to in section I :
 Answering the questions of
customs/passport officials at the airport
    Asking
a passer-by for directions to the nearest bank, post office, etc.
 Checking into a student
residential college
    Making an appointment to meet a
friend
SECTION 2
Section 2 usually concerns social
and training needs. You will hear a monologue on a general, nonacademic
subject, for example, a short talk on how to use the local library facilities.
Typical tasks found in this section are usually note/table/flow chart/sentence
completion. The target listening skill is that of listening for main ideas and
supporting points. The following are examples of monologues you may have to
listen to in section 2:
 A library orientation talk
 A speech on healthy eating
• A talk about enrolment procedures
at a fitness centre
 A radio broadcast about
interesting places to visit in the area
SECTION 3
Section 3 is concerned with
educational or training contexts. You will hear a conversation among up to four
people, for example, a discussion between a tutor and a student, or several
students discussing an assignment. Some typical tasks that can be found in this
section are summary completion, diagram labelling, and matching. This section
may test a range of skills, such as listening for specific information, main
ideas and supporting points, and understanding a speaker's opinion. The
following are examples of conversations you may hear in section 3:
•  A conversation between a tutor and
a student about completing an entry form for an engineer competition
•  A group of students giving a
presentation on an academic topic • A job interview
 A discussion between a student and
a tutor on how to complete a project
KAPLAN
SECTION 4
Section 4, which is also concerned
with educational and training contexts, will feature a monologue, for example,
a lecture or talk of general, non-specialist academic interest. Some typical
question types found in this section are matching, classification and multiple
choice. As there is no break during this section, you must look through all the
questions in the time given at the beginning. It is also especially important
to listen for words signalling a change from one part of the lecture to
another. The following are examples of monologues you may hear in section 4:
 A lecture on the radio about a
health problem
 A
university lecture about eclipses
 A monologue on how to breed
animals e A lecture about Neolithic Britain

LISTENING MODULE QUESTION TYPES
The
question types in the Listening module consist of completion tasks; multiple
choice; short answer; labelling a diagram, plan or map; classification; and
matching.

Completion Tasks  form completion  note completion
 table completion
•   flow chart completion  summary completion  sentence completion
Multiple
Choice
 types
of multiple choice
•   question and answer
•   unfinished
Statement  answer choice variations
•   three
answer
•   four
answer
•   more than four answer
Short Answer
Questions
•   direct answer
Labelling a
diagram, plan, or map
•   label a diagram plan, or map with
words provided or from the audio
Classification
•   place
words or statements inco given categories
Matching  match items in two lists

KAPLAN
COMPLETION TASKS
Completion tasks
may include form completion, note completion, table completion, flow chart
completion and summary or sentence completion.
Form Completion
Form
completion tasks are usually found in section 1 . You need to fill in missing
information in the gaps. You have to listen for such specific information as
names, dates, places, times, prices, measurements, special features and
characteristics.
For questions involving things like
measurements or money, you should write the unit of measurement (for example,
cm, m, $) if this is not already given on the question paper. It is not
necessary to write the full form (for example, centimetres); the abbreviated
form or the symbol is fine. Such abbreviated forms (for example, 12m, $45, 23%)
count as one word.
EXAMPLE FORM COMPLETION

Questions I — 4
ComPlete the form below.
write NO MORE THAN TWO WORDS AND/ORA NUMBER for each
  question.

Sales Consultant:
CONTACT
    DETAILS
Contact person:
Work number:
Moving
    from:
Moving to:

PKT International
Country:
House/flat:
Street:

Removals
Andrew Smith
Bob
    Jones

35 Elm Street, Sydney
4656 5867 UK

3 .

KAPLAN
Note Completion
You complete notes by writing a specific
number of words in the gap. In some cases, you are allowed to write no more
than a certain number of words (and/or numbers), while in other cases they may
be required to write an exact number of words (and/or numbers).
You complete
the notes with the words you hear in the recording. Some of the information may
already be written in the note.
Notes might not follow standard
grammatical rules or layout. For example, there may be articles or auxiliary
verbs missing, or a note may be a list with bullet points. Missing numbers in a
note can be written in words or figures. SAMPLE INSTRUCTIONS

Questions 12 — 14
Complete the notes below.
Write TWO WORDS for each answer.

or

Questions 12 — 14
ComÞlete the notes below.
Write NO MORETHANTHREEWORDSAND/ORA
NUMBER for each answer.

EXAMPLE.' NOTE COMPLETION

Questions 12 — 14
ComÞlete the notes below.
Write NO MORE THAN THREE WORDS
  AND/ORA NUMBER for each answer.

Audience:
Duration:
Date:

Assessed
    presentations
. . ..... (no more than 30) plus tutor
    1 5 minutes
1 3 .
Review
    of film, including
a)
    background and director
b)
content 14
c)  evaluation

Table Completion
You complete a
table by writing words and/or numbers in the gaps provided. The number of words
and/or numbers required or allowed will be clearly indicated in the
instructions. The table will have several columns and each column will have a
heading. The information is usually in note form, so you do not generally need
to include words like articles or prepositions. Some of the information may
already be given to help you. You only have to fill in the gaps in the columns
and write the correct words and/or numbers on the answer sheet. Numbers can be
written in words or figures. You should use no more than the number of words
indicated in the instructions and make sure to spell them correctly.
EXAMPLE: TABLE COMPLETION

Questions I — 5
ComÞlete the table below.
write NO MORE THAN THREE WORDS ORA NUMBER for
    each answer.
KL School of English

Courses

Levels

Duration

Materials

Cost

Start date

Elementary

45 hours

8 weeks

a coursebook and a

$424

5 October

intermediate

PI, "2, P3

Intermediate

Upper
Intermediate

1.13

Advanced

Business English

50 hours

weeks

a coursebook and a set
      of

$540

7 October

Preparation for proficiency
      exams

I O weeks

$550

KAPLAN
Flow-chart Completion
Flow charts
are used in the listening module to summarise a process or a sequence of
events. As with all IELTS listening tasks, the information will always be given
in chronological or logical order. You are required to complete the chart by
writing words and/or numbers in the gaps. The number of words that you are
required or allowed to use will be clearly stated in the instructions.
Sometimes you are given a box of possible answers to choose from. If the items
in the box are labelled A, B, C, etc., you will only write the appropriate
letters in the spaces on their answer sheet. If no box with options is given,
you write the required/allowed number of words you hear. Flow chart completion
is similar to note completion in that it does not always follow standard
grammatical rules or layout, that is, articles and auxiliary verbs may be
omitted. You can write numbers in words or figures.
EXAMPLE.' FLOW-CHART COMPLETION

Questions
  15 — 17
Complete
  the chart below.
Write NO
  MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Recruitment Procedure at KL School
  of English

Candidate submits 15 .  with . . . . . . . .. . .

Candidate is informed of any
    16 .

.... ..... .. . . ... missing in
    his application.

Candidate
    is invited to an interview.

Candidate
    is in interviewed by 17 .           ... ... and senior
    teacher.

KAPLAN

Summaries and Sentences
You are asked
to complete sentences or a summary by writing words and/or numbers in gaps. The
gaps can occur anywhere in the sentence. In listening, there is very little
difference between sentence and summary completion. Sentences are joined
together to form a summary. Sentence structure and the articles and
prepositions in a summary or sentence are important and can be a useful guide
to the missing words.
The word needed
for the answer will always be in the recording. It should be written exactly as
it is heard, for example, without changing from plural to singular. The
completed sentences must be grammatically correct. If the word you choose is
not grammatically correct, you have chosen the wrong answer. For example:
 It is important to
eat a ...balance... diet.
In this
example, the candidate failed to hear '-ed' at the end of the word and wrote
'balance'. However, 'balance' is not the correct answer for two reasons: (1)
this is not what the speaker actually said, and (2) it does not fit into this
sentence grammatically. The correct answer is 'balanced'.
EXAMPLE' SENTENCE OR SUMMARY
COMPLETION

Questions 15 — 19
Complete the sentences below.
write NO
  MORE THAN THREE WORDS AND/ORA NUMBER for each answer.
15
  The audience for the event is expected to wear a . . . . . . . . . . .

16
  If you want to take children to the venue, you must . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . .
17
  The band will perform at . . . . . . . . . . . . . . . . . . . . . .
  .. o'clock. 18 To get a full programme of the event, you should . . .

MULTIPLE CHOICE
You must choose the
correct answer to a question from a list of answer choices.
Types of Multiple Choice Questions
There are two
sub-types of multiple choice questions, and both types can appear together in
the same set of questions.
QUESTION AND ANSWER

Where does Jenny decide to
  put her MP3 player?
A
  In the handbag
B
  In the box
C
  In storage with the furniture

UNFINISHED STATEMENT

The meeting was scheduled for
A
  2.30 p.m.
B
  3.30 p.m.
C
  4.30 p.m. D 7.30 p.m.

KAPLAN
39
Answer Choice Variations
There are
three different types of answer choice variations for a multiple choice
question.
As with all
multiple choice questions in the IELTS exam, you only need to write the letter
of your answer choice on the answer sheet.
THREE
ANSWER CHOICES: A, B AND C

Question 3
  1
Choose the
  correct letters,A, B or C.
According to the doctor, the
  main cause of back pain in women is
A
  pregnancy.
B
  osteoporosis.
C
  lack of exercise.

FOUR ANSWER CHOICES.' A, B, C AND D

Question 32
Choose the
  correct letter,A, B, C or D.
The noise levels at the site
  can reach
A 45 decibels. B 50 decibels.
C 65 decibels.

MORE
THAN FOUR ANSWER CHOICES

Question 1
  2
Choose TWO
  letters,A — E.
Which two groups of patients
  receive free medication?
A
  People over 16 years old
B
  Unemployed people
C
  Non-US residents
D
  People over 55 years old

KAPLAN
SHORT-ANSWER QUESTIONS
Short-answer
questions focus on understanding main ideas and factual information. You are
required to answer questions using words and/or numbers. The number of words
and/or numbers you are required or allowed to use will be clearly indicated in
the instructions. There are two variations of short-answer questions.
l . DIRECT ANSWER.' VARIATION I IS WHERE YOU ANSWER A
DIRECT QUESTION.

Question 16
What is the main cause of earthquakes?

2. LISTS: VARIATION 2 IS WHERE YOU MAKE A LIST OF UP TO
THREE THINGS.

Questions
  1 7— 19
Write NO MORETHAN ONE WORD for each
  answer. List THREE factors which affect the speed of biodegrading.
1 7
18
19

It is important
to read the instructions very carefully to know what is required for an answer
to score a point. Sometimes you are required to give two answers to score one
mark. That is, if you give only one answer or one of the two answers is wrong,
you will not get a point for the question attempted. In other cases, you will
get a point for each correct answer in the list.
In the example below, you will get
one mark for each correct answer.

Questions
  20 — 22
Write NO MORE THAN TWO WORDS for each answer.

Name THREE things that the students are required to submit
  with their application.
20
21
22

41
In
the example below, you will get only one mark for two correct answers.

Question 23
According to the lecture, which TWO animals depend on their
  acoustic sense to find prey?

EXAMPLE.' SHORT-ANSWER QUESTIONS

Questions 3 — 6
Write NO
  MORE THAN ONE WORD for each answer.
List FOUR factors that affect migration to cities.
3
4           5          6

KAPLAN
LABELLING A DIAGRAM, PLAN OR MAP
You are required
to label the parts on a diagram using words and/or numbers. The number of words
and/or numbers required or allowed is clearly indicated in the instructions.
The parts to be labelLed have an arrow and the question number beside them.
There may be a box of possible answers labelled A, B, C, etc., to choose from.
In this case, you are only required to write the correct letters in the
appropriate spaces on your answer sheet. If there is no box with options given,
write the words you hear in the recording.
EXAMPLE.' LABELING A DIAGRAM, PLAN OR MAP

Questions I I — {3
Label the plan below.
Choose THREE answers from the box
  and write the correct letters, A — E, next to Questions
1 1 - 13.

Stadium

School

Lab

A
      Swimming
      pool
B
      Showers
C
      Toilets
D
      Cafeteria
E
      Newstand

13

KAPLAN

CLASSIFICATION
You are
required to decide which category several words or statements belong to. The
categories are usually labelled A, B, C, etc. The words or statements are
usually labelled with the question numbers.
As with all
IELTS listening tasks, the questions usually follow the order in which you hear
the information. Based on what you hear, you must match the words or ideas in
the questions to one of the categories. Since there are more questions than
categories, you may choose the category letters more than once, as in the
example on the next page.
EXAMPLE CLASSIFICATION

Questions
  21 — 26
According to the speaker, in which situation are the
  following media most useful?
A
  Individual
  learners
B
  Seven or eight
  learners
C
  Whole group
Write
  the correct letter,A, B or C, next to Questions 2 1 — 26. You may choose any
  letter more than once.
21
  Computers              24           Flipcharts
22
  Videos 25           Audio CDs
23
  Books        26           Interactive
  whiteboards

MATCHING
You are required to match items in a list
(numbered l , 2, 3, etc.) to the correct word or phrase in a box (labelled A,
B, C, etc.). Some of the items in the box may have to be used more than once,
while other items might not have a match in the list. You must match the
correct option to each question based on what you hear. As in the example
below, you are only required to write the correct letter in the appropriate
spaces on your answer sheet.
You should be
aware that in matching tasks, the words and phrases in the box are usually all
mentioned, but not always in the order they are given in the text, and some of
them may never be used to answer any of the questions. The questions follow the
order in which the information is given in the listening text.
EXAMPLE.' MATCHING

Questions I — 4
What recommendations does the tutor give about the items on
  the reading list?

A
B c
D E

useful
    read introduction read conclusion essential unnecessary

Choose your
  answers from the box and write the correct letter,A — E, next to Questions I
  — 4.
Smith
2
  Brown
3
  Jackson
4
  Johnson

KAPLAN

LISTENING MODULE STRATEGIES: ALL SECTIONS
The strategies below refer to skills that are
important when you are listening during the IELTS test.

One of the major
challenges that you, as an IELTS candidate, have to face is doing several
things while listening. You must recognise more than just names, places and
times. You must also connect ideas, organise information, generalise and infer.
Here are 'active listening' strategies that you can
use for all Listening module question types.
BEFORE YOU LISTEN
•   Read the instructions to know how
many words you are allowed or required to write. The word limit includes all
words, including articles and prepositions. Do not go above the word limits or
your answer will be marked incorrect.
 Read
through the questions and notes on the question paper and decide what the topic
is. For example, to get the right information from a conversation or monologue,
it helps if you ask yourself the right questions before you begin listening,
such as:
•   Who
is talking?
•   What are they talking about?
 How do they feel about it?
•   Analyse the questions andprompts,
and decide what type ofinformation is required  This may include information such
as a price, name or time.
•   Consider the options in relation to
the question. In some cases, an option may be true, but does not answer the
question.
•   Eliminate options by putting a
cross beside them when you are sure they are wrong.
 Underline the key words in the
rubric, questions and options before you listen. Underlining or highlighting
the key words around each gap in completion tasks—or in questions in other
tasks—can help you listen more effectively.
For example, a speaker might use
vocabulary that helps you identify how the talk is organised. Say a professor
is giving a lecture on Newton's laws of physics. She might discuss each law
using 'first', 'next', 'then', 'finally', etc. as follows:
•   Body paragraph l : 'Isaac Newton
first thought that. . . . He tested this theory by.. .. His observations
showed.... '
•   Body paragraph 2: 'Next, Newton had
always believed.. .. He conducted an experiment that. . . . Then he saw how.
•   Body paragraph 3: 'Finally, Newton
theorized that. . . . However, when he learned that.
•   Mouth the options in the box
quietly to yourself that is, form the words with your mouth, but do not speak
them out loud. This may help you recognise them in the recording.
e Try to re-phrase the notes and
questions in your own words. This could help you identify the moment when the
speaker is about to give the correct answer.
 Try to re-phrase the possible
answers in your own words because the speakers might give the correct answer
using parallel expressions.
WHILE YOU LISTEN
 Listenfor any clue that the
speakers are about to answer the questions. They will probably use different
words from the question.

 Always choose only the required
number ofoptionsfor each question.
 Do not write more than the maximum
number ofwords you are askedfor. Write only the words that you hear, without
changing them.
 "you miss an answer, do not
worry—keep listening. Otherwise, you will miss the next question, too.
AFTER YOU LISTEN
 Make
sure you answer every question because you will not lose marks for wrong
answers.
 As you copy your answers, check
that the words you have written make sense in the context, are grammatically
correct and are correctly spelt.
• Do not copy anythingprinted on
the question paper when transferringyour answers to the answer sheet. You
should copy what you have written yourself.
NUMBER CONVENTIONS
When you listen for specific information, you are
listening for key, factual information. In many completion tasks in the IELTS
listening test, you have to listen for numbers. You should be familiar with the
following conventions:
Telephone Numbers
These are usually spoken as individual numbers. For
example, 273458 would be spoken as 'two seven three four five eight'. With
seven-digit numbers, speakers often divide them into one group of three and one
group of four, with a short pause between the groups. For example, 634-4398
would be spoken as 'six three four... four three nine eight'.
Sometimes a few numbers are grouped into a larger
number, especially when this involves consecutive zeros. For example, the
number 975600 would be spoken as 'nine seven five six hundred'.
Often,
'0' in telephone numbers is spoken as the letter 'o', as in 'go'. In British
and Australian English, sometimes the words 'double' and 'triple' are used. For
example, the phone number 334-6777 would be spoken as 'double three four ...
six triple seven'.

Decimal Numbers
Decimal numbers are introduced with the word 'point'
and then each decimal number is spoken individually. For example, the number
16.78 would be spoken as 'sixteen point seven eight'.
Prices
When
talking about prices, the word 'point' is not usually used. The decimal numbers
are usually combined and introduced with 'and'. For example, $15.75 would be
spoken as 'fifteen dollars and seventy-five cents'. Sometimes, the currency is
also left out. For example, $15.75 would be spoken as 'fifteen seventy-five'.
Fractions
With the exception of 'a half', 'a quarter', and 'a
third', fractions are expressed with 'th' at the end. For example, the fraction
7/8 would be spoken as 'seven-eighths' and 9/10 would be spoken as nine-tenths'.
Thousands
It is also possible to express thousands as the
equivalent number of hundreds. For example, I , 700 would be spoken as
'seventeen hundred'; 2,700 would be spoken as 'twenty-seven hundred'; and 1,123
would be spoken as 'eleven hundred and twenty-three'.
Dates
There
are several possible ways to write dates. In British English, the day comes
before the month, and periods are often used to separate elements. For example,
the date May 16, 1976 would be written 16.05.76 or 16.5.1976. In American
English, the month comes first, and slashes are often used to separate
elements. For example, May 16, 1976 would be written 05/16/76 or 5/16/1976.
For the IELTS listening test, you should adhere to the
following format:

5 July

5 July 2004 (when it is
necessary to include the year)

Anticipating means thinking about what might or will
come next. Anticipation makes listening easier. Knowing the topic helps you
predict and anticipate certain details. For example, a student who wants to
talk about his term paper might have problems with the topic, organisation, due
date, length, bibliography or a partner. Similarly, a professor who gives a
lecture on bees might discuss their appearance, abilities, evolution,
migration, reproduction, diet, reasons for studying them, and so on. Knowing the
possibilities makes it easier to hear what the speaker says.

  Strategy: 3: DO              record
everything in notes:
If you decide to take notes during the exam, you need
to make sure they are effective and efficient. That means you need to determine
the topic of the talk, study the questions, decide what type of information and
what types of words are missing. Based on your observations, focus on noting
down only those words. While making notes, less important words could either be
omitted or recorded using symbols and abbreviations.
For
example, say an essential topic of the talk is a project that started in 1996.
The key words to remember would be 'project', 'started' and '1996'. It is very
unlikely that in the IELTS exam you will be asked to complete a gap with
'started' or 'the'. Therefore, you could make the following notes: 'project:
-+1996'
When you are given 30 seconds at the end of each
section to check your answers, look at your notes and circle the parts that you
think answer the questions.

LISTENING
MODULE STRATEGIES FOR CONVERSATIONS, LECTURES AND TALKS
The following
strategies refer to strategies that are particularly important when you listen
to a conversation, lecture or talk during the IELTS listening examination.
Strategy t:
Create-one: column: fot•ach• speaker in •your: notestö; avoid confusion
When you read them:
Should you decide to make notes, it is important to
keep them organised. To do this, create one column for each speaker in the
conversation. Although names are useful, you will never be asked to name any of
the speakers. So depending on the type of conversation, identify each speaker
as Professor and Student, Man and Woman, or Student I and Student 2.
Strategy
2: Ben prepared for the unique: elements of spoken English
The speakers in the listening test will not sound as
if they are reading an essay. Instead, their speech will be natural and
resemble everyday spoken English, which can include interruptions and
selfcorrection.
INTERRUPTIONS
An
interruption occurs when a listener in a conversation or lecture says something
before the speaker has finished making a point or observation. A speaker could
be interrupted by a question or comment, and the speaker will have to resolve
the interruption before returning to the original topic. You will have to
remember what was said before the interruption to understand fully what is said
after. Some common vocabulary for interruptions includes:  'Excuse me, but...
 'I'm sorry, but. . . '
 'I don't want to be rude, but. . .
'
 'Hold on. . . '
 'Hang on.. .
 'Can I interrupt?'
 'Can I just say that. . . '

SELF-CORRECTION
Anyone, even a lecturer, can misspeak
(speak incorrectly), often by using the wrong word. When people misspeak, they
interrupt themselves and then restate their idea correctly. Self-correction
could involve some of the following key words or expressions:
 'Actually...
'

 'Hang on.
. .
 'Hold on.

'That's not
exactly right.'  'That's
not really true.
 'Let me rephrase that.'

'Let me start
again/start over.
Such mistakes are usually used in
the listening examination as distracters. That is, you hear the incorrect
information and think it is the correct answer. Once they note it down, they
start listening for the answer to the next question, thus losing a point. It is
important to be aware of this sort of distracter and be prepared to change your
answers accordingly.
Strategy 3: Be prepared to infer'

Even though it is possible, a
speaker will probably not state how his or her talk is organised directly.
Therefore, do not rely on an explicit, obvious statement such as 'Let's
organise our discussion by types of energy sources' or 'I want to begin with the
best solution and then continue to the least suitable.' You will probably have
to recognise how the passage is organised on your own.

LISTENING MODULE PRACTICE SECTIONS

In this section, you will
find four Listening module practice sections. You can write your answers and
make notes the pages in the book. Note that in the real test you will be given
time to transfer your answers from the question paper with the listening tasks
to a separate answer sheet.

I

Questions I — 5
Choose the correct letter, A, B, or C.
Which of
  the statements is true?
The
  candidate
A
  needs to take the IELTS General module.
B
  needs to take the IELTS Academic module.
C
  is not sure which module he needs to take.
2
  On which days would the candidate like to take the exam on?
A
  The same day B Different days
C Weekends
3
  The Listening, Reading and Writing Tests take place on
A
  Tuesdays.
B
  Thursdays. C
  Saturdays.
4
  What kind of ID can the candidate NOT use?
A
  A driving licence
B
  A library card C A passport
5
  The candidate will do the Listening, Reading and Writing tests
A
  without breaks.
B
  with one-hour breaks between the tests.
C
  with 1 5-minute breaks between the tests.

Questions 6 — 10
Complete the notes below. Write NO MORE THAN THREE WORDS
  for each answer.

IELTSTest
    Contact Information and Details
 Number of days to get
    results:               6
 Test fee:
 Send documents registered
    mail to:        Exams Administrator
47 Clover Place
8
New York

 Contact email:                                                  inquiry@examsmail.com
 Contact
    telephone number:                  10

2

Questions I — 2
Choose the correct letter, A, B, C or D.
What does Mark think about time management?
A
  It is a subject he would like to talk about.
B
  It is something he does not know much about.
C
  It is something he is not good at.
D
  It is a subject he does not like talking about.
2        What does Mark say
  about the presentation?
A
  He has planned the
  outline.
B
  He hasn't started
  planning it yet.
C
  He has thought about which ideas to include. D               He needs
  to change some parts of it.

Questions 3 — 10
 When is Mark giving the presentation?           3 . .
Complete the list. Write NO MORE THAN
  THREE WORDS for your answer,

Time Management Presentation
Introduction:
Start with a general statement Main
    part:
Common Problems:
things, for
    example, last minute holiday shopping
Relying too much on 5 .....
    ..... .. ..
Improving time management skills:
•  Make
    to-do lists
•  6 .
•  Break
    down projects into 7 .
•
    Setting 8 .
•  Dealing
    with 9 .
•
    Using the word 10 .

3

Questions I — 3
Choose THREE letters,A - E.
Which THREE of the following
  does Peter discuss?
A
  The effects of sleep deprivation on health
B
  The effects technology on sleeping patterns
C
  How to deal with sleep problems
D
  Comparing sleep patterns now with the past
E
  Sleep and long
  distance travel

Questions 4 — 5
Label the ports of the Pie chart.
Choose your answers from the box on the right

Questions 6 — 10
Complete
  the list of the recommendations.
Write NO
  MORETHAN ONE WORD for each answer.
To sleep better:

Do's

Don'ts

Find out how much sleep you need (on holiday or long
    weekends) Improve the quality of sleep:
Have a warm shower or
. before going to bed.
Do quiet activities such as
    reading or 7 .
e Have a warm drink o Consider taking up yoga or 8 .

Don't use technology late at night.
Don't
    eat late.
Avoid drinking 9 •  . and
    energy drinks.
Don't do intense 10 .

LISTENING PRACTICE SECTION 4

Questions I — 5
Listen to a lecture on successful language learning.
Write NO MORE THAN THREE WORDS for
  each answer.

Factors for Successful Language
    Learning

Exposure to target language
    determines I .

B          Motivation

motivation
Language is a tool to achieve practical goals, for
    example, getting a job or

Integrative
    motivation
Language is a tool for socialising and
    integrating, for example, or people who are married to speakers
    of another language.

According to research, integrative motivation
    produces
5 .

Questions 6 — 10
Write NO MORE THAN TWO WORDS for each answer.

C Personality
Good
    language learners are willing to take 6 . . . . . . . . . . . are
    not afraid of making mistakes and try to 7 . . with the language.

 D      Learning Systems
Efficient 8 . . . . . . . . . . ...................
•
    Systems for
    organising and learning vocabulary
•
    Ability to monitor one's own speech
•
    Ability to plan learning

Children learn faster than adults.
Adult learners can be successful if they
• are aware of how they learn are
    independent of 9 . . . . . . . . . . ..................
take 1 0 . for
    learning

ANSWERS AND EXPLANATIONS
The portions of the
audio that are applicable to each question are included here. The key words
needed to select the correct answer are highlighted in bold.
LISTENING PRACTICE SECTION I
...I'll have to
contact the university to find out just to make sure
Script — ...it would be
more convenient to do all the papers on the same day .

Script — ...Reading,VVriting
and Listening tests take place on Saturdays .
Script — ...We only
accept original passports and national IDs. . .
..l'm
afraid there aren't any breaks between the papers ..
...It takes 1 3 calendar days .
7       (200)           Script
— ...The examination fee is US$200.
8       (New Rochelle) Script —
9       (10806)      Script
...zip code is 10806 ...
10   (3259082)  Script ...phone us at
3259082 . . .
LISTENING PRACTICE SECTION 2

Script — ...I'm probably the
worst student when it comes to time management.
Script — ...l just don't know where
to start . . .
3 (Friday I Friday,
10.00 a.m.) Script — ...the presentation is scheduled for 10.00 a.m. this

4 (putting off)

Script — ...One of the common
  problems is putting things off.

5 (memory)

...relying too much on your memory
  . . .

6 (prioritise)

Script — ...Another way to deal with the problem is to
  prioritise .

7 (smaller parts/tasks)

...l should break
  big projects into small parts with a specific goal.

8 (deadlines)

              ...l
  think setting deadlines and sticking to them

9 (interruptions)

...blocking
  in time to handle unpredictable interruptions . . .

10 (no/No)

...Saying
  'No', which is one of the most useful words

in
English .
LISTENING PRACTICE SECTION 3
Answers
I — 3 con be in any order: B D A, A D B, etc.

Script — ...Many researchers link sleep deprivation
with electricity, television, and computers . . .

Script — ...Before electricity was invented . . . By 1975 . . and today .
Script
— ...a variety of physical and psychological problems . . .
Script — ...45% of all traffic accidents Script — . . 10% of domestic
accidents

6

(bath)

Script —
  ...have a warm shower or bath .

7

(filing)

Script — ...Doing some quiet activities such as reading or
  filing .

8

(meditation)

Script — ...Some
  people take up yoga or meditation to help them relax . . .

9

(Caffeine-rich drinks)

Script —
  ...Caffeine-rich drinks increase your heart rate .

10

(physical exercise)

Script
  — ...The same goes for vigorous physical exercise . . .

LISTENING PRACTICE SECTION 4

I (speed of learning)

                                                   ..lt's this factor which determines
  the speed of learning a language .

2 (Instrumental)

Script
  — ...Research into motivation has identified two main

types:
instrumental motivation and integrative motivation . . .
3
(passing an examination) Script — ...practical reasons, such as
getting a job or passing

4
(Immigrants)
5 ([much]
better results
6
(risks)
7
(experiment)
8 (revision
techniques)

9 (teacher)
10
(responsibility)
an examination . . .
Script — ...Immigrants or people who are married to
speakers of another language are motivated in this way.
Script — ...integrative motivation produces much better
results . . .
Script — ...willingness to experiment and take risks is essential.
Script — ...Good language learners will try to
experiment with different ways of learning . . .
Script — ...They develop their own learning
style and use a range of learning skills such as efficient revision techniques
. . .
Script — ...make decisions about their learning and are
independent of the teacher . . .
Script
— ...aware of how they learn, and who take responsibility for their learning .
. .

CHAPTER 3: THE READING MODULE

The Reading module is the second part of the IELTS
examination. It lasts 60 minutes and consists of 40 questions based on a
variety of task types. You need to read three or four passages—about
2,000-2,750 words in total. There are usually three passages in the Academic
Reading module, and three or four passages in the General Training Reading
module. You are not given extra time at the end of the reading test to transfer
your answers to the answer sheet. Answers need to be written on the answer
sheet in the 60 minutes given to complete the Reading module.
The IELTS Reading module tests a range of skills, such
as skimming and scanning, understanding main ideas, reading for detail and
understanding opinion and attitude.
DIFFERENCES BETWEEN ACADEMIC AND GENERAL TRAINING
READING MODULES

While
the task types of the Academic and General Training Reading modules are the
same, the types of reading passages differ. The Academic module will usually
contain at least one passage organised as a logical argument, while the
readings in the General Training module are likely to be more descriptive or
instructive. The organisation of non-argumentative texts may vary, but common
organisational themes are categories, chronological description and describing
a process.
The Academic Reading module involves
reading three passages, with one passage per section. Texts come from books,
magazines, newspapers and journals, and are non-specialist. At least one
passage contains a detailed argument. Although the texts are representative of
reading requirements for undergraduate and postgraduate students, they are not
discipline specific. The passages are usually presented in increasing order of
difficulty.
The General
Training Reading module involves reading three or four passages grouped into
three or four sections. Section 1 usually deals with social survival. It
consists of one or two texts that are short but contain a lot of
information—for example, public information leaflets. Section 2 focuses on
subjects related to general training, and usually consists of two texts which,
for example, give information about a university or college and services or
facilities provided. Sections 3 and 4 consist of one longer text each related
to general training, and involve general reading comprehension on almost any
subject.
Each section in the General Training Reading module
has 8—15 questions, and each section in the Academic Reading module has 13—15
questions.
READING MODULE QUESTION TYPES
The
question types in the Reading module comprise multiple-choice questions;
short-answer questions; sentence and summary completion; note completion; table
completion; flowchart completion; labelling a diagram; matching; true/false/not
given; yes/no/not given; and

classification.
Multiple Choice
e
single answer - choose one of up to four options
•  multiple answer - choose more than
one answer from a list of options
Short
Answer Questions  direct answer
 lists
Completion Tasks  note completion  table completion
•

flow chart completion  summary completion  sentence completion
Labelling a
diagram
•  Label a diagram with words from a
passage
Matching
 match items in two lists
 match text or visual information
to each other or other texts
True/False/Not
Given
•  compare statements to information
in the passage and decide if they agree, disagree, or the information is not
given
Yes/No/Not Given
•  compare statements to information
in the passage and decide if they agree, disagree, or the information is not
given
Classification
•  place
words or statements into given categories

MULTIPLE-CHOICE QUESTIONS
Multiple-choice questions
may focus on main ideas, details or the writer's opinion. There are
multiple-choice questions with a single answer and multiple-choice questions
with multiple answers.

In the single-answer type, you are asked to choose one answer from up to four
possible options; in the multiple-answer type, you are asked to choose more
than one answer from a longer list of possible options. In this case, your
answers do not have to be in alphabetical order. For example, D, A, C and A, C,
D are both considered the same.
Multiple-choice questions
always follow the order of the information in the passage, and may cover one
section of the passage, or the whole passage. The options, on the other hand,
do not necessarily follow the order of information in the passage. The
questions and options are usually paraphrased information from the passage.
EXAMPLE' MULTIPLE-CHOICE QUESTIONS

Questions 21 and 22
Choose the correct letters, A — D.
21
  According to the passage, cats are very good at
A
  hiding their tracks.
B
  hunting at night.
C
  spotting their prey at night.
D
  hunting in
  groups.
22
  According to the passage, which TWO of the following are typical of
  cat's hunting behaviour?
A
  They hunt in short bursts of intense exercise punctuating long
  periods of rest.
B
  They hunt using tactics similar to those of leopards and
  tigers.
C
  They like to share excess prey with others in their group.
D
  They like to present their prey to their owners or other cats.
  E            They mainly use ambush tactics while hunting.

SHORT-ANSWER QUESTIONS
In the IELTS Reading
module, short-answer questions usually focus on factual information. The
questions reflect the order of information in the text, but the answers may be
widely spaced in the text, so you need to use key words in the questions to
help you scan the text quickly. Your answers do not need to be complete
sentences and must not exceed the stated number of words. You do not usually
need to include words like articles or auxiliary verbs.
You should study the
questions and identify the relevant parts of the text, then scan each of these
parts for possible answers. You must not change the form of the words or use
different words—the answers must come directly from the passage.

Questions I — 3
ComÞlete
  the sentences below with words taken from the reading passage. Write NO MORE
  THAN THREE WORDS for each answer.
To make a .................................. , you
  should study your options well.
2
  You shouldn't
  choose a position simply because it has .................................. .
3
  You might want to do more studies to improve your

EXAMPLE: SHORT-ANSWER QUESTIONS

Questions
  13 and 14
Answer the following questions.
Write NO
  MORE THANTHREE WORDS AND/OR A NUMBER for each answer.
Write your
  answers in boxes 13 and 14 on your answer sheet
1 3 How long does the Marine
  Biology course last?
1 4 When does the postgraduate
  programme end?

SENTENCE AND SUMMARY COMPLETION
In sentence and summary completion tasks, the
questions reflect the order of information in the text. The sentences and the
summary will focus on key information from part or all of the passage. There
are two kinds of sentence and summary completion tasks. You may be asked to
complete a sentence or summary by taking words directly from the text or by
choosing from a list of options.
EXAMPLE.' SENTENCE AND SUMMARY COMPLETION
NOTE COMPLETION
Note completion tasks
usually focus on the main ideas of part or all of the text. They may include
headings, subheadings and numbers or bullet points. In note completion tasks,
you may have to complete gapped notes by using a bank of answers in a box.

The words provided in the box might not be the same as the words in the text.
You should look for parallel meanings in the text, for example, 'political
unrest' in the notes could be 'political events' in the text. Notes might not
follow standard grammatical rules or layout; there may be articles or auxiliary
verbs missing. Some of the information might already be written in the note.
EXAMPLE' NOTE COMPLETION

Questions 35 and 36
ComÞlete
  the missing information.
Use NO
  MORETHANTHREEWORDS for each answer.
The construction of the
  local City Hall 1836 Design for building chosen by 35 .
1838
  Work halted by political unrest in the country.
1839
  Work resumed.
1840
  Work stopped when 36 .
1841
  Work resumed.
1842
  Building
  completed.

TABLE COMPLETION

You are required to complete gaps in a table using the stated number of words
from the passage. Some of the information may already be provided to help you.
As with other completion tasks in the IELTS Reading module, the questions
reflect the order of information in the text.
In this task, you are often tested on your knowledge
of synonyms and paraphrases. For example, Question 12 below asks if experience
is 'necessary' for each of the jobs. In the text, it may say that experience is
'essential'.
EXAMPLE: TABLE COMPLETION

Questions
  12 and 13
ComÞlete
  the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
  answer.

Position

Salary

Experience necessary

Secretary

$500 per month

No

Teacher

$ 1 ,500 per month

12 . . . . . . . . . . ...................

Senior Teacher

$2,000 per month

Yes

Director of Studies

13 $ .

Yes

FLOW-CHART COMPLETION
Flow charts are used to summarise the
different steps in a series of events or a process. Although the information
will be given in chronological order in the flow chart, it might not follow the
order of the information in the text. You need to study the flow chart
carefully and use the keywords to identi9 the relevant part(s) of the text.
While reading the part(s) carefully, you should reconstruct the chronological
order in which the events happen and complete the flow chart.
EXAMPLE.' FLOW-CHART COMPLETION

Questions
  9 —l I
Complete the flow chart.
write NO MORE THAN THREE WORDS for
  each answer.

Candidates
    complete an application form and send it with 9 .

Candidates receive
    'Induction Pack' which contains:
A psychological evaluation form e
    Instructions on 10 .

Candidates
    receive full details of their placement.

LABELLING A DIAGRAM
Passages that
describe mechanical devices or processes may include a diagram-labelling task
(example provided on next page). A diagram-labelling task may relate to one
section of the text or to several paragraphs. This task requires you to read
the paragraphs carefully and study the diagram at the same time. Some labels
may already be provided to help you.
You should pay particular attention to locating
specific words that form part of the labels in the diagram and be careful to
copy the words you need accurately from the passage. It is helpful to keep in
mind that labels on the diagram are generally ordered in a clockwise direction,
which will not necessary reflect the order in which the information appears in
the text.

EXAMPLE.'
LABELLING A DIAGRAM

Questions 21 — 24
Label the diagram below.
Choose NO MORE THANTWOWORDS from the passage for each
  answer.
The Mouse
                                4
  way 24                                                                      21
from mouse mode to presenter mode
button
23
22
Micro receiver stores inside

KAPLAN
MATCHING
There is a wide variety of matching tasks used in the
IELTS Reading module. You may be asked to match pieces of textual or visual
information to each other or to sections of a text. In the Academic Training
module, these sections will be paragraphs from a single passage. In the General
Training module, you might have a selection of shorter texts rather than a
single passage. For example, you might be asked to match pictures or statements
to advertisements.
EXAMPLE I : MATCHING

Questions
  5 — 10
Look at
  statements 5 — 10 and advertisements A — C. Match each statement with the
  advertisement it applies to. Write the correct letter, A — C, next to each
  statement NB You may use any letter more than once.
5          The job is not for those interested in full-time positions.
  6      The job offers opportunities for professional development.
7
  The job requires communication skills.
8
  The position requires a previous psychological evaluation.
9
  The position requires experience in sales.
10
  The post is offered to skilled and experienced candidates only.

Position:
    Full-time EFL instructor
Requirements: A successful applicant
    will have a university degree in linguistics and not less than three years
    of experience in teaching English for Specific Purposes, Business and
    Correspondence, and Academic English.
Compensation:VVe offer a generous local
    salary and free accommodation, and will cover 50% of the cost of the DI-TC
    (Diploma in Language Teaching Course) for those who have worked with us for
    at least one year. Our experienced teacher trainer will provide you with
    professional guidance, support and advice.Those who are interested in the
    position should email their CVs to recruitment@xyzschool.com.

Position:
    Full-time primary school teachers wanted
We are the largest primary school in
    the area currently offering three positions to candidates with a university
    degree.All candidates will be interviewed for assessment purposes by our
    team of psychologists.
Compensation:\Ne offer a generous local salary and free
    accommodation, and will reimburse your travel expenses to and from the city
    at the end of the contract. Please send your CV and cover letter to
    recruitment@abcschool.com.

c
Position:
    Part-time sales representative
One of the
    largest language schools in the city is looking for an experienced
    part-time sales representative. An ideal candidate will be able to
    establish effective communication with our existing and potential clients,
    and promote our courses and services.
Compensation: The school will cover
    all the travel expenses incurred as well as the cost of food and
    accommodation.The successful candidate will receive a base salary of 1000
    Euros a month, plus generous sales commissions. Please send a detailed CV
    to recruitment@xyzchool.com

Questions that ask you to locate
information in paragraphs focus on details within a text and can include
opinions, discoveries, theories, and so on. These details may have to be
matched, for example, to the names of people in the text. The numbered items are
not necessarily in the order in which they appear in the text. Sometimes there
are more options than questions, and you must choose a different option for
each question. Sometimes there are more questions than options, and you will
see the instruction: 'NB You may use any letter more than once. ' The words in
the questions or in the box may be paraphrases of words in the passage.
KAPLAN
EXAMPLE 2: MATCHING

Questions
  I — 5
Reading Passage I has ten
  paragraphs, A — J.
Which
  paragraph contains the following information?
Write the correct letter, A — J, next to Questions I — 5.
The location of the first cinema
2 How cinema started to focus on stories
  3 The speed with which cinema has evolved 4 How cinema teaches us about other
  cultures
5          The
  attraction of actors in films

You may be asked to choose suitable headings for some
paragraphs or sections of the passage, which will be labelled alphabetically
(A, B, C, etc.). For each paragraph a different heading must be chosen (example
provided on next page). When matching paragraph headings, you need to choose
the heading that best summarises the main idea of the paragraph. When this task
is used, it is often the first task for a particular passage, and the headings
are given before the passage. There are always more headings than paragraphs.

EXAMPLE 3: MATCHING

Questions 14 — 20
Reading
  Passage 2 has seven Paragraphs, A — G.
Choose the most suitable heading for each paragraÞh
  from the list ofheadings below.
Write the correct number, i — xi, next to Questions 14 —
  20.

List
    of headings
A lively social life ii      A low-fat diet iii             Drinking
    coffee iv                Getting moving
Lack of bright light vi             Low self-esteem vii            Self-indulgence
Substance abuse ix The wrong genes x
    Too much sun xi Violence on TV

14 Paragraph A 15 Paragraph B 16 Paragraph C
17
  Paragraph D
18
  Paragraph E 19      Paragraph
  F
20          Paragraph G

TRUE / FALSE / NOT GIVEN QUESTIONS
These
questions focus on factual information. They ask you to read statements and
compare them to the information given in the passage. You need to decide
whether the statement agrees with or contradicts the information in the
passage, or whether there is no information about the statement. The questions
follow the order of information in the passage. The answers follow this order,
but they may be grouped together in one part of the passage or spread across
the passage.
If the statement relates to information given in the
passage, but the passage does not actually agree or disagree with the
statement, you need to select 'Not Given'. If you cannot find the relevant part
of the passage, it probably means that the statement is Not Given. If you
cannot find the answer to one question, you should leave it and come back to it
later. You should remember that you must base their answer on what is in the
passage, not on your own knowledge or what you think is likely to be true.
EXAMPLE:TRUE
/ FALSE / NOT GIVEN QUESTIONS

Questions 10 — 13
Do the following
  statements agree with the information given in the Passage? Next to Questions
  10— 13 write
            TRUE                       if the
  statement agrees with the information
            FALSE                                  if
  the statement contradicts the information
            NOT GIVEN                        ifthere
  is no information on this
10     Wolves in the National Park are a protected
  species.
Some people have exaggerated the danger
  of wolves to man.
12
  Some
  scientists claim that certain animals are more intelligent than humans.
13
  The fear of
  people may be passed down in the genes of certain animals.

YES / No / NOT GIVEN
You need to decide
whether the statement agrees with or contradicts the writer's views or claims,
or whether there is no information relating to the statement in the passage.
This task is different from True / False / Not given, which tests your
understanding of factual information. However, the approach to the two question
types is the same. Many passages include the writer's opinion (views or claims)
on a topic as well as providing factual information.
Once you have
located the relevant section, you should read it more carefully to decide if
the writer agrees, disagrees or does not state an opinion. If you cannot find
an answer in the passage, it is possible that the text has no information about
this question, and therefore the answer to this question is 'Not Given'. If all
parts of the statement agree with the writer's opinion in the text, you should
choose 'Yes'. If all or some parts of the statement contradict the writer's
opinion, you should answer 'No'.
EXAMPEYES / No / NOT GIVEN

Questions 15 — 20
Do the following statements agree with the views ofthe
  writer in the passage? Next to Questions
15 — 20 write
              YES                                 if
  the statement agrees with the views of the writer
              NO                                       if
  the statement contradicts the view of the writer
               NOT GIVEN                         if it is
  impossible to say what the writer thinks about this
15
  An increase in the rate of animal extinctions is likely to have
  negative ecological consequences.
16
  More animal species are disappearing than are coming into existence.
1 7    Most animal
  extinctions are due to natural causes.
18
  Most efforts to contain animal extinctions have so far been failures.
19
  Most animal conservation projects are too expensive.
20
  Working on the programme was a generally positive experience.

KAPLAN
CLASSIFICATION
In classification tasks,
you will see a list of categories and a number of statements. You need to match
the statements with the correct categories according to the passage. The
statements will be paraphrased—they will have the same meaning as the information
in the text, but they may be worded differently. The categories, usually three
or more, are all of the same type, for example, periods of time, countries or
opinions. The categories will be listed in a logical order, for example,
alphabetically. They might not match the order in which they appear in the
text. Sometimes the number of categories is the same as the number of
statements, but not always. You should skim the passage to decide which section
of the passage each category refers to and then scan the sections of the
passages you identified to find the ideas that have the same meaning.
EXAMPLE.' CLASSIFICATION

Questions 7— I I
Which countries do the following statements refer to?
Choose your answers from the box
  and write the correct letters next to Questions 7 — I I

AU
CA
NZ
UK

Australia
Canada
New Zealand
United Kingdom

7
  Some universities are famous for courses in economics.
8
  Learner autonomy is a priority.
9
  Institutions
  offer generous discounts to foreign students.
It is not a very expensive place to live in.
Institutions offer an enormous
  variety of courses and programmes.

READING MODULE STRATEGIES
To achieve the best results in the
Reading module, you should use a combination of strategies simultaneously.
Below are several strategies and tips that will help you with this part of the
IELTS exam.
ESSENTIAL READING COMPREHENSION SKILLS
The following reading comprehension
tactics are always effective and important to use during the Academic or
General Training Reading Modules of the IELTS.
Skimming and Scanning
We use skimming and scanning skills
on a regular basis in everyday life. Skimming (reading for general ideas) might
be used to decide if a long article will be useful for a research project, or
for quickly gathering key information from a report in preparation for a
meeting. Scanning (reading for specific information) might be used to find a
departure time on a bus timetable or to find out when a movie is playing from a
schedule.
Both skimming and scanning involve
reading a text quickly, so they are important skills to use on the IELTS exam.
However, as you can see, they are used for different goals. Skimming should be
used during the IELTS when you need to quickly read for just the main idea of a
text, without thinking about specific details. It involves selective reading of
the most important parts of the text to find out how the text is organised and
get the general idea of what the text is about. Scanning should be used when
you need to read to find specific pieces of information such as names, dates and
facts.
                                                           KAPLAN

Identifying Main Ideas and Details
Texts are divided
into paragraphs to make them easier to read. A text is usually organised in the
following way:
 Introduction: theme, statement and
objective
• Paragraph 2: topic, supporting point or details

 Paragraph 3: topic, supporting
point or details
 Conclusion: summary and
restatement of main idea
In the introduction, the writer usually outlines what
he or she is going to write about and the main issues to be raised. Each
paragraph usually deals with one key issue, which is stated in a topic sentence
and possibly summarised in the last sentence of the paragraph. Supporting
details are used to develop and explain the main idea of the paragraph.
EXAMPLE
OF PARAGRAPH ORGANISATION

[Introduction]
Article  are the
  connections between psychological and physical well-being?
[Paragraph]
Topic and main idea: Regular exercise makes people
  happier.
Detail: endorphins
Extract:
[Introduction]
Open almost any newspaper or magazine these days and we find doctors and
  scientists telling us that being healthy directly affects our psychological
  well-being. But exactly what do the experts say about what makes us feel
  good?
[Paragraph]

Regular exercise is obviously a good way to
  keep healthy and fit, but scientists now think that exercise improves our
  psychological health by releasing chemicals called 'endorphins' into the
  brain. Endorphins have been shown to elevate feelings of happiness and
  well-being. Some scientists claim that exercise can be as useful a
  treatmentfor depression as psychotherapy, and that by lifting our mood, it
  can help us feel more positive about ourselves and our lives. According to
  some doctors, something as seemingly simple as a daily ten-minute walk can
  greatly improve our quality of life.

Understanding Opinion
An
opinion is a personal belief which may or may not be true. It is different from
a fact, which is a statement known to be true or based on generally accepted
evidence. In texts, opinions are usually introduced by phrases such as:  Professor Jones argues that . . .
 Several
experts claim that . . .
 Some people say that . . .
 It is a commonly held belief that
. . .
e In Harriet's view, .
 Many scientists suspect that .
Facts, on the other hand, might be introduced by
phrases such as:
 According to the latest statistics, ...
 Scientists
have discovered . . .
 Research findings confirm that . .
.
 As has been frequently
demonstrated, .
When answering questions related to the writer's
opinion, you should be careful not to allow your own opinions to interfere with
your choice of answer. You should remember that you are looking for the
writer's idea, not your own.
GENERAL STRATEGIES FOR THE READING MODULE
The following
strategies are always effective. It is important to use them for all Reading
module question types.

You
are allowed to make notes on IELTS question booklets, and IELTS examiners will
never look at these notes. During the examination, you can make notes,
underline, or draw arrows and symbols on the reading question booklet to help
yourself understand the text better and find answers faster. This might help
you avoid having to read the same portions of the text again to refresh your
memory.
Strategy 2: Try to predict:what you. areoingto read about,
Before
you read a text in the IELTS Reading module, try to guess what the topics of
that passage will be. One way to do this is to use the information in the
title, any subheadings and the introduction.
Strategy. 3: Build a mental map of the passage as
.you. are skimming it.
Reading a text for the first time can be
disorientating—you may find it difficult to find your way around. A useful
technique to help you 'navigate' a text is to build a mental map. Identify the
topic or purpose of each paragraph in the passage. Make notes (a couple of
words) about the main idea or purpose of paragraphs and sections next to them
to help you. Knowing what the paragraphs are about will help you find answers
faster.
Strategy 4: Identify: the type of text you are-
reading.

For example, identi9 whether
it is about a problem and a solution, or a chronological account of something,
or whether it discusses positive and negative points regarding a certain topic,
and so on. This can be done by quickly skimming the text and looking at the
title, introduction and paragraph openings. These will give you the clues
needed to identify the main ideas, topics and organisation of the text.
Strategy 5: Study the- keywords.
To locate the parts of the text where the answers
might be, carefully study the keywords in the questions and then scan the text
for these or synonymous and parallel expressions. Using your mental map of the
text should help you do this.
Strategy: 6: Skin-I x actively;
When you skim a text, try not to worry about words you
do not understand. Instead, try to get an overall impression of the text,
making sure you read the first sentence of each paragraph. These will give you
an overview of the text. Remember that sometimes two different task types may
focus on the same part of the text. However, you will not be tested on exactly
the same information.

Strategy 7: Make
intelligent guesses.
To read effectively, you need to
make intelligent guesses about the meaning of words you do not know, if they
seem important in the context. Try to work out the meaning from the surrounding
words and sentences, and think of other words that might fit the context.
Strategy 8: DOnt lose track: oftime:
You must enter your answers on the separate answer
sheet during the 60 minutes allowed for the module. You can either write your
answers directly on the answer sheet as you go through the test or transfer
them later, making sure you leave at least 10 minutes for this.

If you cannot figure out an
answer, go on to the next question. Some questions in the reading test might be
easier than other questions, so it is a good idea to save as much time as
possible by dealing quickly with the easier questions. Before you move on to
other questions, do not forget to mark the difficult one with some sort of
symbol, like a question mark, so that you can easily find it later, if you
still have time for this.
SPECIFIC STRATEGIES
FOR READING MODULE QUESTION TYPES
The following
strategies refer to skills that are always important to use for certain Reading
module question types.
COMPLETION
TASKS
• You should only include the words
essential to answering the question correctly. Correct answers can contain
fewer than the maximum number of words stated in the instructions.
In completion tasks with words
taken directly from the text, you should try to predict the type of answer you
are looking for. Next, skim the section you have identified and look for
synonyms and paraphrases. Think about both the meaning and the grammar and
remember to use the exact word(s) from the passage; in this type of task, you
must not change the form of the words you add in any way.
In completion tasks with options given in a box, you
should read the options carefully. It is likely that more than one option could
complete the sentence, as options will often have the same grammatical
structure. You should therefore focus more on the meaning of the sentence than
on grammar. You need to consider all the options in the box. When you have
finished, you need to check that you have not used the same option twice.
MULTIPLE-CHOICE TASKS
First try to eliminate the options that seem logically
wrong. Eliminate options by putting a cross beside them when you are sure they
are wrong. Remember, in some cases an option may be true, but does not answer
the question.
• Check that the answer you choose
is not only correct according to the passage, but also gives an appropriate
reason or explanation to answer the question or complete the sentence. When you
think you have found the correct answer to a multiple-choice question, remember
to check that the three other options are definitely wrong.
MATCHING TASKS
When matching pictures to sections
of text, try to think of different words to describe what is in each picture
and look for keywords in the texts. Match the ones you are sure about first and
the more difficult ones second. When matching statements, try to identi61
keywords in the statements and look for synonyms or paraphrases of these
keywords in the text(s).
You should skim the passage to
build a 'mental map' of the text by noting the main idea of each paragraph. It
is good idea to match as many headings as you can without reading the passage
again, and cross off the headings you have used, including the example.
• Beside each paragraph you should
write the number of all the options that might be suitable. Then make sure each
possible option fits the meaning of the whole paragraph and does not simply use
some of the same words.
f,

READING MODULE PRACTICE SECTIONS
In this section, you will find full-length practice
sections for the Academic and General Training Reading modules. You can write
your answers and make notes the on pages in the book.

ACADEMIC
READING PASSAGE I
You should spend about 20 minutes on Questions 1 15,
which are based on Reading Passage I below.

A
B
C
D
E

A Global Warning
The
  Stern Review Report on The Economics ofClimate Change, published in 2006, the
  same year as Al Gore's highly-acclaimed film and book, An Inconvenient Truth,
  made it clear that governments need to take the issue of global warming very
  seriously indeed. The Stern Review examined the issue of climate change from
  an economic perspective, looking at what it would cost the government to take
  appropriate action, and what it would cost if appropriate action were not
  taken. The report also highlighted a number of catastrophes that would occur
  if urgent measures were not taken to stop the carbon dioxide production that
  is heating up the planet. The report indicates that in the last 200 years,
  average temperatures on the planet have increased by less than one degree
  Celsius; however, if we do not control the rising carbon dioxide levels over
  the next 100 years, a rise of up to five degrees Celsius can be expected.
  This will have an enormous impact on global economic growth and will cause
  many potentially disastrous changes, including the following:
Melting glaciers—Beginning in the Andes, and then
  extending to the huge glaciers of the
Himalayas,
  the ice will begin to disappear, threatening the water supply of billions of
  people. Sea levels will also rise, flooding huge areas of the world,
  including cities such as London and Tokyo.
Melting ice sheets—Not only will glaciers melt, but
  as the planet warms up, the huge
Antarctic Ice Sheets and the floating sea ice of the
  Arctic will begin to melt, again resulting in catastrophic rises in sea
  levels. It is estimated that Arctic summers will be ice-free within 10 years,
  and the landscapes of the Antarctic will change beyond recognition by 2050.
  The vast ice plains of Greenland are also under threat.
The acidity resulting from the huge amounts of C02
  that the oceans will absorb will lead to the extinction of hundreds of
  species as marine ecosystems are destroyed; this will also threaten the
  fishing industry as thousands of millions of fish die off. This in turn will
  destroy the livelihood of thousands of fishing communities that depend on
  already overfished coastal areas.
Accompanying the floods will be an
  increasing occurrence of droughts, with a decrease of up to 30% in water
  availability in Africa, and similar decreases in Australia. This will, of
  course, result in crop failure and malnutrition the world over. It will also
  lead to an increase in disease, particularly in tropical regions. Large
  cities in dry regions will find it increasingly difficult to provide enough
  water for their populations.

F
G
H
J

Hurricanes, cyclones and tidal
  waves—Both Al Gore's book and the Stern Review indicate that if global
  temperatures continue to rise, we can expect a greater number of extreme
  weather phenomena, of an increased severity. Hurricane Katrina, which
  devastated the United States in 2005, is cited as just one example of the
  kind of environmental and economic havoc that will result from unchecked
  global warming. Typhoons, which often cause extensive flooding, are becoming
  more frequent and devastating in South East Asia.
Up to 50% of animal and plant
  species on the planet, beginning with those living in fragile environments
  such as coral reefs, tropical rainforest and alpine tundra, will become
  extinct. Climate change will eventually affect every ecosystem on the planet
  as temperatures increase, rainforest is destroyed and sea levels rise,
  leading to flooding and drought. The impact on ecosystems will be so dramatic
  that they will never recover from the damage caused by rising temperatures.
Does all this sound too depressing
  even to contemplate? Well, don't despair: if you are optimistic by nature,
  there are two approaches to tackling the problem of global warming you could
  take.
The first approach is
  to begin to act locally to do your bit to reduce C02 emissions and minimise
  pollution, at the same time hoping that governments will listen to the
  recommendations of the Stern Review, which, while recognising the seriousness
  of the threat, clearly indicates that if action is taken now, the right
  balance between economic growth and environmental conservation may be
  achieved. The Report is significant, both in its scope and its depth, and it
  does offer a positive outcome that allows economic growth to continue—so
  perhaps this will convince governments to take the action necessary to save
  the planet from environmental and economic disaster.
The
  second approach you could take, if you wish to remain optimistic, is to
  disregard the warnings ofAl Gore, the Stern Review team and other like-minded
  harbingers of doom, and instead opt for the much more positive and less
  dramatic stance taken by a very different group of scientists and economists.
  With its nominal leader the Danish economist, Bjorn Lomborg, the Omgivelse
  group believes that many of the predictions of the environmentalists are
  hugely exaggerated. Like Stern, Lomborg takes a pragmatic economic approach
  to the environmental situation and argues for investment in environmental
  research and development, rather than 'quick-fix' measures that would not, he
  claims, solve the problem. With significantly less investment than that
  recommended in the Kyoto Accord or by the Stern Review Report, Lomborg
  believes the planet can be saved.

Questions
  I — 3
Complete the summary below.
Choose NO
  MORE THAN THREE WORDS from the passage for each answer.
The Stern Review Report emphasised the ...
  ... to assess seriously the problem of global warming from ...2... point of
  view. It also focused on a number of environmental ...3... that would happen
  if governments do not act to prevent climate change.

Questions 4 —12

Reading Passage I has ten paragraphs, A — J.
Choose the most suitable heading, i
  — xiii, for each paragraph from the list ofthe headings below.
Write the correct numbers, i — xiii, next to Questions 4 —
  12.

ii iii iv v
vi vii

List of headings
Long-term Solutions
A BalancingAct ix
    Killing Wildlife x
      Extreme Weather                  xi
       Water
    Crisis                            xii
        Endangering Sea Life               xiii
Sinking Cities

Intensive Farming
    Trouble at the Poles
Alarming Studies
Two Outlooks
Arctic Wildlife
Burning Coal

4
  Paragraph A
5
  Paragraph B
6
  Paragraph C
7
  Paragraph D
8
  Paragraph E
9
  Paragraph F
10
  Paragraph G
 Example                     Paragraph
  H Answer . xi
Paragraph I
                     12       Paragraph
  J

Questions 13 — 15
Complete each of the
  following statements, I — 3, with the best ending, A — H, from the list of
  endings below.
Write the
  correct letters, A — H, next to Questions 13 —15.
Example Answer Lomborg believes
  that we can .....E......
The Stern Review points out that it is not too late
  .........„..
2
  More optimistic commentators like Bjorn Lomborg believe that
  politicians and scientists need .............
3
  Bjorn Lomborg argues that short-term measures will not help .

A
B C
D
E
F
G
H

List of endings to sign
    international environmental treaties.
to strike the balance between economy and environment. to
    take personal responsibility for reducing C02 emissions. to stop
    exaggerating the issue. save the planet.
to find a solution to the
    problem. the issue of global warming. the problem of water pollution.

ACADEMIC READING PASSAGE 2
You should spend about 20 minutes on Questions 1 — 15,
which are based on Reading Passage 2 below.

Cure-all Pills: Myth or Reality?
Browse
the shelves of any health food shop or pharmacy and you'll find dozens of
dietary supplements—vitamins, antioxidants, minerals—along with a seemingly
endless range of homeopathic remedies. There is always something new, some
'miracle ingredient' offering the promise of a longer, healthier, happier life.
There are extracts of every kind of fruit and vegetable you can imagine—tomato,
celery, carrot, papaya and cranberry—along with green tea potion, red wine
extract and vitamins A—K in every colour and form. And all of these supplements
claim to assist us in the constant battle against ageing, cancer,
cardio-vascular disease, and a cornucopia of other afflictions. However, recent
research may show it is all too good to be true.
So
how real are these claims? Vitamin tablets have been around forever, but
antioxidants are the latest miracle cure; the question is, do they work? If the
hype is true, then what antioxidants do is work to neutralise the free radicals
in our bodies and later excrete them. Free radicals are atoms or molecules that
have at least one unpaired electron and are therefore unstable and highly
reactive. In animal tissue they are believed to accelerate the progression of
cardio-vascular and age-related diseases, such as dementia and cancer.
Antioxidants in fresh fruit and vegetables have been shown to combine with free
radicals and neutralise them, preventing the oxidation which may lead to
disease.
'An
apple a day keeps the doctor away'—if eaten alongside four other portions of
fresh fruit and vegetables! It is clear that those who eat more fruit and
vegetables—and the recommended daily intake is at least five portions—are less
prone to disease and live longer, healthier lives. Over the last 20—30 years,
scientists have worked to isolate the active ingredients in fruit and
vegetables— believed to be the antioxidants—and have conducted controlled tests
of antioxidants, which revealed that they do indeed appear to have the ability
to halt some of the chemical processes that cause disease. Thus the
multimillion dollar industry of bottled antioxidants to supplement the diets of
the busy and the stressed was born.
Antioxidants
were first cast into doubt during a major clinical trial in the US, in which a
very common antioxidant, beta-carotene, also known as pro-vitamin A (found in
yellow and green vegetables, milk and fish), was being tested for its efficacy
against lung cancer in high-risk subjects. To the surprise and concern of the
scientists conducting the experiment, those individuals taking the
supplement—intended to reduce the risk of cancer—were at a significantly higher
risk of developing lung cancer. This startling discovery led to the abandonment
of the trials mid-way through the experimental process.

Since
this experiment in the mid-90s, other studies have similarly indicated that
antioxidants and vitamin supplements are of dubious health value at best, and
may possibly be harmful. It seems that even common vitamin supplements such as
vitamin C may, in large doses, actually exacerbate the risk ofcardio-vascular
disease or cancer.
As
a result of these recent alarming studies, the US Food and Drug Administration
(FDA) and its European equivalent, the European Medicine Agency (EMEA), have
taken the decision to prohibit the production and sale of a number of the
higher-dose supplements currently on the market.
Another
aspect of the increasingly complex picture to take into account is that recent
research findings have also called into question some previously held beliefs
concerning free radicals. It is possible, some scientists believe, that free
radicals actually play a role in preventing disease. Professor Jennifer Horton
at the University ofWest Wyoming is one of a number of scientists who has found
that in small amounts, the free radicals may help stimulate the antioxidant
systems in our bodies. It is also becoming apparent that free radicals may play
a fundamental role in the fight against disease; recent research in the UK
suggests that they kill offharmful bacteria and even cancerous cells.
Clearly,
then, the use of bottled supplements with your diet is a practice to approach
warily; and it is essential to keep abreast of new developments in research.
Ironically, those health-conscious individuals who already eat large quantities
of fresh fruit and vegetables, whose diet does not include junk food and who
get plenty of regular exercise and have less need for dietary supplements tend
to be the ones who are most likely to use them.

KAPLAN

Questions I — 4
Choose the correct letters, A — D.
When introducing his
  discussion on antioxidant diet supplements, the writer notes that
A
  most supplements sold in pharmacies or health food shops have at least
  some proven health benefits.
B
  very few diet
  supplements are regulated by government health agencies.
C
  there is evidence that some dietary supplements can be bad for your
  health.
D
  only a few products offer real protection against ageing, heart
  disease and cancer.
2
  In the fourth paragraph, the writer's main point is that
A
  very high doses
  of antioxidant supplements can harm the liver.
B
  US doctors prescribe pro-vitamin A to patients..
C
  the clinical trials did not produce any conclusive results.
D
  antioxidant supplements can increase the risk of some cancers.
3
  According to the writer,
A
  recent studies have confirmed the benefits of antioxidants.
B
  vitamin C
  supplements help to decrease the risk of heart disease.
C
  the European
  Union endorses some higher-dose vitamin supplements.
D
  some
  governments have banned a number of higher-dose vitamin supplements.
4
  The writer suggests that
A
  it is better to
  take vitamin supplements than not to take them.
B
  it is important to be well-informed about vitamin supplements
  before taking them.
C
  people who
  exercise regularly should supplement their diets with vitamins. D vitamins
  and antioxidants are less effective when consumed as food.

Questions 5 — 10
Do the following statements agree with the information in
  Reading Passage 2?
Next to Questions 5 — 10, write
TRUE if the
  statement is true according to the Passage FALSE if the statement is false
  according to the passage NOT GIVEN ifthe information is not given in the
  passage
5
  Vitamin supplements bought from health food shops can differ from
  those available at pharmacies.
6
  Antioxidants eliminate free radicals from the body.
7
  After the release of Professor Horton's study, the number of people
  taking vitamin supplements declined.
8
  The findings of studies into the effect of pro-vitamin A resulted in
  some US drug companies going on trial.
9
  The FDA and the EMEA
  have jointly funded research into the safety of certain higher-dose vitamin
  supplements.
10
  Recent research suggests that small amounts of free radicals can help
  prevent disease.

KAPLAN

Questions I l — 15
ComPlete the sentences below with words taken from Reading
  Passage 2.
Use NO MORE THAN THREE WORDS
  for each answer.
Professor Jennifer Horton says that small amounts of I I             may be beneficial for our bodies.
2
  Some studies have
  indicated that vitamin supplements can be
12 . . .
  . . . . . . . . . . . . . . . . . . . . ..
3
  Free radicals may have an important function in 13 .
4
  . . . . . . . . . . . . . . . ...people tend to be the ones who use
  bottled supplements.
5
  You should 15 .       . the use of
  bottled vitamin supplements with caution.

ACADEMIC READING PASSAGE 3
You should spend about 20 minutes on Questions 1 — 15,
which are based on Reading Passage 3 below.

Water and Chips Break New
Ground
Computers
have been shrinking ever since their conception almost two centuries ago, and
the trend is set to continue with the latest developments in microchip
manufacturing.
The earliest prototype of
a mechanical computer was called the Difference Engine, and was invented by an
eccentric Victorian called Charles Babbage. It weighed over 15 tons and had
26,000 parts. Colossus, the first electronic computer, did not appear until the
end ofWWII, and with its 1 , 500 vacuum tubes was even more complex and much heavier
than its mechanical predecessor.
It
was only when the silicon-based microchip was invented in the early 1950s that
computers started to become more compact. The first microchip computers were
very complex and had more than 100,000 transistors, or electronic switches;
however, they were still rather bulky and measured several metres across.
Nowadays microchips are measured in nanometres (nm)—that is, in billionths of a
metre—and the search for even smaller microchips continues as scientists work
on new methods of microchip production.
Today,
most microchips are shaped by a process called lithographic etching, which uses
ultraviolet (UV) light. A beam of UV light with a wavelength of only 193 nm is
projected through a lens on to an etching mask, a micro device with slits, or
long narrow cuts. When the UV light hits the surface of silicon chips, it
removes microscopic layers of silicon to create patterns for the microchip's
circuits. Microchips with features as small as 65 nm can be created with this wavelength.
However,
lithographic etching is unable to make chips much smaller than 65 nm due to the
fundamental properties of light. If the slit in the mask were made narrower,
the air and nitrogen used in the space between the lens and the etching mask
would diffuse the light, causing a blurred image. This means that 193-nm UV
light cannot be used to produce microchips with features smaller than 65 nm.
Manufacturers know that they need to go even smaller for the technological
demands of this century, and they are looking for new methods of making
microchips.
One approach to solving
the problem is to use microscopic mirrors to focus X-rays rather than
ultraviolet light. X-rays with a wavelength of less than 25 nm can be created,
allowing engineers to make components smaller than 15 nm. The process is known
as X-ray lithography etching. However, this technology is extremely expensive,
so manufacturers are continuing to search for a cheaper alternative.

I OO

A
technology called immersion lithography might be the solution. Although liquids
are not commonly associated with computers, a tiny drop of water may be all it
takes to make microprocessors smaller and more powerful. Intel and IBM, who
made the first microprocessors, have recently developed a unique method of
microchip production, which uses water droplets to enable manufacturers to
shrink the chips—and at a reasonable price! The new microchip is produced by
using a drop of water to narrow the gap between the light source and the
etching mask, and shorten the wavelength of the UV light to less than 34 nm.
This process can be used to manufacture microchips as small as 45 nm, or
possibly even smaller.
Initially, engineers
feared that air bubbles and other contaminants in water drops would distort the
light and ruin the microchip etching process, and the first experiments proved
these fears to be well-founded. The problem was overcome by using high-purity
water, free of air and other substances. Scientists are also experimenting with
liquids other than water—denser liquids such as hydrofluoric acid—which may
allow the wavelength to be shrunk still further, thus producing even smaller
chips.
IBM have already
successfully implemented immersion lithography on some of their production
lines and created a fully-functioning microprocessor. IBM also claim that they
are able to produce microchips with very few defects.
Although immersion
lithography is very new, it is highly promising as it will make the production
of 45 nm and 32 nm chips commercially viable. It is a significant milestone in
chip manufacturing and will help to bring the costs of the chip down without
fundamentally changing the microchip production processes.
In the near future, the
ground-breaking technology of immersion lithography will enable computer
manufacturers to make powerful microchips that will be used in electronic
devices smaller than a coin. This will open up new opportunities in the
ever-shrinking world of digital technology.

KAPLAN

Questions I — 5
Do the following statements agree with the information
  given in the reading Passage?
Next to Questions 1-5, write
             TRUE                               if
  the statement is true according to the Passage
             FALSE                              if
  the statement is false according to the passage
               NOT GIVEN                         if the
  information is not given in the Passage
The first
  electronic computer weighed more than the first mechanical prototype.
2
  Computers started to shrink with the invention of the
  microchip.
3
  In early 1950s engineers used ultraviolet rays to build the
  first microchip.
4
  X-ray
  lithography is an inexpensive alternative technology to lithographic etching.
5
  Immersion lithography has enabled microchip manufacturers to
  produce higher quality computer chips.

KAPLAN

Questions 6 — 9
Label the diagram
  below.
Choose
  NO MORE THANTWO WORDS from the passage for each answer. Inmersion Lithography
  Etching

KAPLAN

Questions 10 — 15
Complete the table below.
Choose NO MORE THAN THREE WORDS
  from the passage. for each answer.

èondensefighé

Lithography

Ultraviolet

193 nm

air or

Immersion
Lithography

10 . . . . . .

14

Lithography

12 . . . . . . . . . . . . . . . . . . . . .

1 5 .

GENERAL
READING PASSAGE I
You should spend about 20 minutes on Questions I — 15,
which are based on Reading Passage I below.

A
B
C
D

The
  Dream Hotel
I don't want to get your hopes up, but I
  think I may have discovered the perfect hotel!
Naturally,
  it's in one of the world's most amazing cities—Barcelona, home to
  Gaudí, Picasso, Miró and a football club with worshippers from
  London to Beijing. The Gracia, which opened last year in a building designed
  by Antoni Gaudí in 1870, was spectacularly renovated by the young
  architectural team Alonso i Pujol. Situated on the aptly-named Passeig de
  Gracia (gracia means grace or gracious), you couldn't ask for a better
  location—all the shopping, tapas, architectural wonders and haute cuisine you
  could ask for within a stone's throw of the Gracia's beautifully renovated
  modernist lobby. The rooms have been designed with typical Barcelona flair,
  the service is impeccable, and the food is, quite simply, divine.
The Güell Bar is
  the place to meet for a drink and tapas in Barcelona. You may find it just a
  little too popular if your tastes run to a quiet drink in a peaceful little
  corner. The Güell is not quiet• —it's buzzing, it's elegant, it's
  sophisticated and it's beautifully designed and furnished. But there are no
  quiet corners! There is a terrace from which to view the sunset over the city
  as you sip your cocktails, and a team of bar-staffwho can make you the best
  version of any drink you've ever tried. And all against the backdrop of
  Gaud's twisting, flowing columns and doorways.
After
  a big day out—shopping, beach, drinks on the seafront, dinner in the hotel
  restaurant— you'll be grateful for the luxury on offer in your room or suite.
  Each room has all the sophistication you would expect, with elegance almost
  breathtaking in its simplicity—soft whites and neutral tones, bathrooms with
  hot tub and personal sauna, king-sized beds—while offering all the modern
  comforts and technologies you could possibly wish for. And room service runs
  not only to champagne and sushi; you can also request a Thai or Shiatsu
  massage in your room, a beauty treatment or translation services.
Spain
  is home to 30 of the world's top 50 chefs—and at The Gracia this is brought
  home with every mouthful. There are two restaurants: The Atrium, where
  breakfast and lunch are served, and Gracia, open for lunch and dinner. Both
  are beautiful places to eat. The Atrium is an airconditioned tropical
  paradise, with lush ferns, orchids and waterfalls providing the backdrop to a
  wonderful breakfast. You can select the buffet—a rich offering of fruit
  platters, freshlybaked pastries, cold meats and cheeses—or the à la
  carte breakfast, should you fancy Eggs Benedict, sushi or a banana lassi.
  Gracia provides a totally different dining context—European sophistication in
  an atmosphere of understated luxury. And the food . . . I can still taste the
  foam of wild mushrooms, cava and herbs, or the mille-feuille of gambas,
  lemon-grass and coriander. And all accompanied by the world-renowned wines
  and cavas of the region.

E
F
G

I can't finish without making further mention of the
  amazing staff of this hotel. They were flawless—multi-lingual, attentive (but
  never intrusive), with a solution to every problem I could come up with!
  There was always someone to open a door, serve a drink, answer a phone or
  help with an enquiry—but afterwards, you couldn 't actually remember the
  encounter, it was so unobtrusive.
Not as much as you might think—for
  a hotel of this quality and location. A double will set you back 230€—280€,
  with all taxes and charges included. But if you can afford a bit more, go for
  one of the four penthouse suites—the height of luxury, very spacious and with
  incredible views of the city. At 400€ the experience does not come cheap, but
  it's well worth it.
Get online and check out Gracia's website on
  www.gracia.com; you can book through the website too. Or call (34) 93 467
  5896.

Questions
  I — 6
Reading Passage I has seven
  paragraphs, A — G.
Choose the most suitable heading, i — ix, for each
  paragraÞh from the list ofheadings below.
Write the correct numbers, i — ix, next to Questions I — 6.

ii iii iv
V

List of
The Location
How to Book
Sightseeing
What It'll Cost You
The Interior

headings
vi            Getting There vii           Wining
    and Dining viii            And Finally ... ix         Drinks

Paragraph A
2
  Paragraph B
Example                  Paragraph
  C Answer
3
  Paragraph D
4
  Paragraph E
5
  Paragraph F
6
  Paragraph G

KAPLAN

Questions
  7 — 12
Do the following statements agree
  with the information given in the reading passage? Next to Questions 7 — 1 2,
  write
TRUE ifthe statement is true according to the Passage FALSE ifthe
  statement is false according to the Passage NOT GIVEN if the information is
  not given in the Passage
7
  The Güell bar is located in a quiet place.
8
  Guests can order champagne to be brought to their room.
9
  The Atrium and Gracia restaurants are very similar.

 1 0         The hotel staff are fluent in several
  languages.
 I l       You
  must use a credit card to book a room at the hotel.
 12      You
  can reserve a room online.

Questions 13 — 15
Using NO MORE THAN THREE WORDS, answer the following
  questions.
 1 3    When was the hotel
  building designed?
 14      Where can you watch
  the sunset?
 1 5    How
  much does a night in a penthouse suite cost?

GENERAL READING PASSAGE 2

You should spend about 20
minutes on Questions 1 — 16, which are based on Reading Passage 2 below.

Digital
    Photography Courses

The Department of Media Design offers
  digital photography courses to all first-year students. The courses are
  offered at two levels.
Digital Photography
  Level I is a 20-hour course aimed at students with little or no experience of
  digital photography, and is designed to teach the essentials of digital
  photography to people at beginner level. Course participants will learn about
  digital camera settings and modes, image file types and sizes, and image
  manipulating software.
Digital Photography Level 2 is a 30-hour course
  aimed at people with some experience and knowledge of the subject.
  Participants who wish to enrol on the course should be familiar with digital
  camera settings and modes and Adobe Photoshop© software. The course covers
  advanced camera settings which include exposure, flash compensation and
  shutter speeds. Participants will also learn advanced image processing
  techniques and principles of photo composition and photo image printing. At
  the end of the course, participants are expected to submit a project
  portfolio.
Qualified trainers,
  graduates of the Media Studies Department who are all experienced
  professional photographers working full-time in the media industry, will be
  delivering the course to four groups of maximum 10 participants each.
How to enrol
You can leave the application form at the main desk
  at Lincoln Library or fill it in online at www.
digiphoto.uk.edu/application.Tuition
  is free and applications are open to all first-year students; second- and
  third-year students enrolled in Marketing or Web Design courses can also
  apply. To qualifr for a place, you must attach a photocopy of your student ID
  card to the application.

Participants
are expected to use their own digital cameras, but each participant will have
access to a university computer. The courses run every month three times a week
for four weeks, starting the second week of Semester One. The classes are held
in the Lincoln Library Learning Centre.

University
students who successfully complete the course can earn five credits towards
their degree if the course is part of their degree programme. Students who take
the course outside the required degree programme can take a final test and will
be awarded a certificate. Participants wishing to take the test will be charged
£10 for the certificate at the beginning of the course.
For
more information, please visit www.digiphoto.uk.edu/courses or call the Lincoln
Library Main Desk 3498876 Ext. 401.

I l l

Questions I — 3
Choose the correct letter, A — D, from the options below.
The course is aimed at
A
  only Media
  Design students.
B
  all second-year students.
C
  all first-year students.
D
  only second- and third-year students.
2
  Students who wish to enrol in the Level 2 course need to
A
  have their own
  computer.
B
  have some knowledge of
  digital cameras.
C
  know the principles of photo composition. D               show a
  project portfolio.
3
  All course trainers
A
  teach Media Studies at
  the university.
B
  studied at the university.
C
  have taught the
  courses before. D work full-time at the university.

Questions 4 — 8
Do the following statements agree with the information
  given in the reading passage? Next to Questions 4 — 8, write
TRUE         if the statement is
  true according to the passage FALSE           if the statement is false
  according to the passage NOT GIVEN              if the information is not
  given in the Passage
4
  You can fill in the
  application electronically.
5
  Applicants must buy a course book.
6
  Digital cameras and computers will be provided by the university.
7
  The courses run only in Semester One.
8
  Every student who successfully completes the course can earn credits
  towards his/her degree.

Questions 9 — 16
Read the information below and answer Questions 9 —
  16.

Blogs:
  Web Publishing for Everyone
A       Since
  its conception in the early 1970s, the Internet has grown in popularity and
  is nowadays taken for granted by many of its users. Many sceptics and
  optimists who saw the dotcom boom of the late 1990s turn sour wrote off the
  Internet as just another tech fad. The investment banks may have turned their
  backs on the huge constellations of optical fibre cables, computers and
  servers that make up the Net as the tech investment boom subsided, but the
  Internet is now reaching more kinds of people in more kinds of places as
  consumer demand for Internet connections continues to grow. The Internet has
  dramatically changed the way people interact with each other and communicate
  electronically.
B
  Communication is what the Internet is best at and
  the main reason that it is so widely used by millions of people. Email is
  still the main activity for which people use the Internet, but the Internet
  is evolving at a breathtaking pace, has changed the way we interact
  digitally, and has made terms such as 'wiki', 'podcast', and 'online
  shopping' household words. Words like 'messaging', 'googling 'and 'youtubing'
  describe what many of us do every day. Blogging is just one of the buzz words,
  but is still new to many who use the Internet just to email friends and
  relatives. What, then is a blog, and what is blogging?
C
  The Internet has made information on any conceivable
  subject available with just a mouse click, but it is blogging that has enabled
  millions of individuals to share information freely. In one form or another,
  technologies that enable one-to-one communication have been around for a
  while. Blogging has given the individual a one-to-many technological platform
  which can be used to share ideas online with the world daily by 'logging'
  them on the Web. Web logging or 'blogging' exploded in popularity in 2003
  when over 1,000 blogs were being created every day. A weblog, or blog for
  short, is basically a journal that is published on the Web.
D       The
  number of blogs has increased dramatically over the last few years, and there
  are now an estimated 4.6 million blogs on the ten biggest Web publishing
  sites. Enthusiastic social and political commentators have been sharing ideas
  and leaving comments on one another's blogs for years; these are now part of
  a growing 'blogosphere'. Some of the best-known blogs such as 'The Daily
  Dish' and 'Exactly 2'$ Worth' get around 35,000 hits a day.
E
  People from all walks of life write and comment on
  blogs. Recent surveys have shown that blogs are most popular with teenagers,
  with about half of all blogs published and maintained by under- 1 8s. Some
  early research suggested that women blog more often than men. However,
  surveys on some of the most popular blog sites such as 'E Blogger' show that
  both sexes sign up for blogging accounts in approximately equal numbers.

F
G
H

Blogs are a
  great place to find personal reviews of websites and read independent
  commentaries on daily news. Unlike newspapers, they offer a more personal
  perspective and blog visitors can interact by responding to one another's
  comments and adding them to blog message boards. Blogs are aimed at much
  smaller audiences than newspapers. Similar-minded people are often the most
  active contributors who discuss and exchange ideas on special interest blogs.
Blogs can take many different
  forms. Some weblogs are personal diaries, many have links and quotes from
  other websites, and some are used as a platform to express opinions about
  world affairs, a hobby or a specialist interest. There are travel blogs,
  project and educational blogs, and legal blogs—which are often called
  'blawgs'. Some forms of blogging have evolved into vlogs where users post
  short videos, or photoblogs with lots of images.
You
  do not need to be tech-savvy or rich to start publishing on the Web. Setting
  up a blog is as easy as signing up for an email account. If you think you
  have something interesting to share with the world of like-minded web
  readers, all you need is a computer connected to the Internet, an email
  address and 10-15 minutes of your time. However, what many bloggers find
  difficult is to build up an audience for their blogs and to find the time,
  patience and creativity to update the blog and maintain the interest of their
  blog readers. You can use a search engine to look up blogs on the topics that
  interest you to see how they work and leave a comment or two.
Internet technologies like blogs
  and wikis may or may not turn out to have long- lasting importance, but blog
  popularity does not show signs of abating. Blogging has shifted the balance
  of power in web publishing and given Internet users a tool to voice their
  opinions, putting them on both the receiving and the giving end of
  information flow.

Questions 9 — 16
The reading passage has nine
  paragraÞhs, A — l.
Choose the most suitable heading, i — ix, for each
  paragraph from the list of the headings below.
Write the correct numbers, i — ix, next to Questions 9 —
  16.

ii iii iv
V vi

List of headings
 AVoice
    for Everyone                 vii
 The
    Power of the Net               viii
 New Tools New W/ords      ix
 Why
    Read Blogs                         x
 Blogging
    Explained                     xi
Where to Start

Blog
    Popularity Bloggers
Online Banking
Types of Blog
Technical Challenge

                     9          Paragraph
  A
                     1 0       Paragraph
  B
Paragraph C
12 Paragraph D 1 3 Paragraph E
                      14       Paragraph
  F
 Example                   Paragraph
  G Answer         x
                     1 5       Paragraph
  H
                      16       Paragraph
  I

GENERAL READING PASSAGE 3

You should spend about 20
minutes on Questions I — 15, which are based on Reading Passage 3 below.

Speaking
  in Many Tongues
Sandra Fisher, 53, speaks 42
  languages. As well as her native English and German, she picked up the
  Italian and Greek spoken by immigrants in her home town ofArmidale in New
  South Wales, Australia; she also quickly learnt the Aboriginal language
  spoken by the Coorie children at her primary school. When asked how she does
  it, she really can't explain. 'I just listen for a few minutes, and then I
  start to speak, and somehow, I just start to see the patterns in my head, I
  can understand and speak without studying or even thinking very much.'
Basia
  Dombrowski, 19, is another 'language-learning phenomenon'. Born in a small
  town in Poland, she is unable to say what her mother tongue is: 'I'm told
  that my first words came from four different languages,' she says, 'the
  native dialects of my grandmother who raised me, and of the servant who
  helped care for me, the Polish my mother spoke and the Yiddish of my father.
  At first I spoke isolated words from each language, but by 18 months, I was
  speaking in whole sentences in all four languages, but never mixing them.' As
  an adult, Basia speaks about 30 languages fluently and is always keen to
  learn more. 'I guess you could say it's my hobby,' she says in perfect
  English. 'I don't use the languages I learn in my work as a painter, but I do
  love to speak to people.'
How do people learn languages? Is
  it an innate human ability, such as the ability to speak and reason, or is it
  something that we learn 'from scratch'—a system that we learn, fitting the
  elements of language into it as we learn them, taking into account the
  environment in which we find ourselves?
Advocates of the former point of view note that all
  humans are able to learn their native language in the first four or five
  years of life, whatever the language, and despite the complexity of the
  linguistic systems that they need to master. This is because, according to
  the most famous proponent of this theory, Noam Chomsky, we are all born with
  a 'language acquisition device' in our brains. What he is saying, effectively,
  is that language-learning knowledge is 'built in', and that we are
  hard-wired, as it were, to learn a language from birth.
Cognitive linguists like Elizabeth
  Bates claim that most important is our interaction with other humans and the
  social environment, and it is this that helps us learn a language.
Still other researchers, like
  biolinguists Lenneberg and Piatelli, suggest that we may have a special
  language-learning gene or genes—and that these genes will determine whether
  we are poor, average or excellent learners of a foreign language.

Whatever
the explanation, one thing we can be sure of is that there are some outstanding
language learners who seem to pick up foreign languages with astonishing
ease—and these individuals are of special interest to linguists researching how
we learn languages.
One such extraordinary
language learner who put his remarkable language-learning skills to use in his
work was Ken Hale, late Professor of Linguistics at the Massachusetts Institute
ofTechnology. Like Fisher and Dombrowski, he discovered his language learning
ability early—as a child he picked up the languages of his classmates and other
people around him. Unlike Fisher and Dombrowski, however, he went on to study
languages—and the people who speak them—first as a university student and then
as a professor. He dedicated his life and research to the pursuit of a greater
understanding of how languages are learnt and to the goal of keeping alive some
of the world's disappearing languages, many of them languages of oral tradition
with no written form.
Much
of his research into language learning has taken the form of observing
exceptional learners, exploring how they manage to [earn not only their native
languages, but up to 50 additional languages. In his own study of this area,
Professor Hale examined the languages he knew, looking for shared
characteristics that might lead to the discovery of laws applicable to all
languages.

Professor
Hale's real passion, however, was the investigation and preservation of
languages in danger of dying out. He travelled far and wide to learn these
languages, to find a written form of preserving them, where necessary, and
also, at times, to teach them—he taught an Aboriginal language in Australia and
a Native American one in the US. He travelled frequently to South America to
contribute to the preservation of indigenous languages by learning them and
helping encourage indigenous people to see the importance of learning them and
of passing them on. He is often quoted in relation to his belief in the
importance of this preservation of native languages; he once stated that 'when
you lose a language, a large part of the culture goes too, because much of that
culture is encoded in the language.
Hale's
work with indigenous people and languages in danger of extinction was also of
value in his investigation of the laws governing language learning and his
contribution towards a 'universal grammar'. Up to now, however, there has been
no proof of such a concept, despite the investigations not only of linguists,
but also of neuroscientists and psychiatrists. Work to isolate the part of the
brain that deals with language learning has only been partially successful—the
left inferior parietal cortex is apparently key to the process, but just how it
works is still not understood. And whether the capacity to learn a Language is
innate and hereditary remains open to question.

Questions
  I — 5
Match each idea about language
  learning, I — 5, with the correct Person, A — E, from the box below.
Who believes that language learning involves:
              recognising language patterns when listening?
2
  learning
  languages as a baby?
3
  an innate
  ability to learn languages?
4
  interacting with others?
5
  observing
  talented language learners?

A
B
C

Ken Hale
Noam Chomsky
Elizabeth Bates

D
E

Basia
    Dombrowski Sandra Fisher

Questions 6 — 10
Complete the summary below.
Choose the answers from the box and
  write them in the spaces provided.

extensively universal

disappear
    ability

preserve

Ken Hale discovered his 6 .  .
  to learn languages early and made learning languages his profession,
  dedicating his life to understanding how languages are learnt. The focus of
  Professor Hale's research was on finding 7 . . . . . . . . . . . . . .
  principles applying to all languages.
Professor Hale had a passionate interest in the languages which are
  becoming extinct, and he travelled 8 ..... ..... ... ..... .... .. to learn
  the languages and to help                                                                                them.
  Hale believed when languages are lost, cultures
I O ..... .... .... ..... .... .. ,
  too.

Questions
  I I — 15
Do the following statements agree with the information given in the
  reading Passage? Next to Questions I I — 1 5, write
TRUE if the statement is
  true according to the passage FALSE ifthe statement is false according to the
  passage
               NOT GIVEN                         ifthe
  information is not given in the Passage
I l According to Chomsky, all humans have an innate ability
  to learn languages.
12
  Cognitive linguists
  argue that the ability to learn languages is genetically determined.
13
  Linguists research how people learn languages only by observing
  children.
14
  Professor Hale taught indigenous languages in South America.
15
  Scientists study people with speech difficulties to understand how the
  human brain processes language.

ANSWERS AND EXPLANATIONS
Academic Reading Passage I
I (need)                                             Text—
. . .made it clear that governments need to take the issue of global warming
very seriously indeed. Paragraph A.
2  (an economic)           Text—
...examined the issue of climate change from an economic perspective. Paragraph
A.
3

(disasterslcatastrophes)              Text
—The report also highlighted a number of catastrophes that would occur...
Paragraph A.
 Text — ...the right balance between
economic growth and environmental conservation may be achieved. Paragraph l.
Text — ... the Omgivelse group believes that many of the predictions of
the environmentalists are hugely exaggerated. Paragraph J.
Text — than 'quick-fix' measures that would not, he
claims, solve the problem. Paragraph J.
Academic Reading Passage 2

5
(False)
6
(True)
7
(Not Given)
8
(Not Given)
9
(Not Given)
10
(True)
I I (free radicals)
12 (harmful)
1 3
(fighting/preventing disease) ' 4 (health conscious)
15 (approach)
Text —To the surprise and concern of the scientists
conducting the experiment, those individuals taking the supplement—intended to
reduce the risk of cancer—were at a significantly higher risk of developing
lung cancer. Paragraph 4.

Text —This startling discovery led to the abandonment of the trials mid-way
through the experimental process. Paragraph 4.
Text— ... the European Medicine Agency (EMEA), have
taken the decision to prohibit the production and sale of a number of the
higher-dose supplements... Paragraph 6.
Text- . ..it is essential to keep abreast of new developments in
research. Paragraph 8.
Text — Browse the shelves of any health
food shop or pharmacy and you'll find dozens of dietary supplements. .. They
are not mentioned as differing. Paragraph l .
Text — . . . what antioxidants do is work to
neutralise the free radicals in our bodies and later excrete them. Paragraph 2.
Text — . . .free radicals actually play a role in preventing disease.
Paragraph 7.
Text — .the free radicals may help stimulate the
antioxidant systems in our bodies. Paragraph 7.
.. antioxidants and vitamin
supplements are of dubious health value at best, and may possibly be harmful.
Paragraph 5.
Text — ...that free radicals may play a fundamental role in the fight
against disease. Paragraph 7.
Text — Ironically, those health-conscious individuals who already eat
large quantities of fresh fruit and vegetables... Paragraph 8.
Text — Clearly, then, the use of bottled supplements
with your diet is a practice to approach warily. Paragraph 8.

Academic Reading Passage 3

 (True)
2
(True)
3
(Not Given)
4
(False)
5
(True)
6
(ultraviolet/UV)
7
(water drop)
8 (etching mask)
9 (silicon [micro]chip)
1 0
I I (less
than 34) 12 (less than 25) 13 (nitrogen)
14 (water [drops]) 15 ([microscopic] mirrors)
Text — Colossus, the first electronic
computer ... was even more complex and much heavier than its mechanical
predecessor. Paragraph 2.
Text — It was only when the silicon-based microchip was
invented in the early 1 950s that computers started to become more compact.
Paragraph 3.
Text — However, this technology is
extremely expensive, so manufacturers are continuing to search for a cheaper
alternative. Paragraph 6.
Text- ...they are able to produce microchips with very few defects.
Paragraph 9. Paragraphs 5 and 7.
Paragraph
7.
Paragraph
4.
Paragraph
4.
Paragraph
7.
Paragraph
7.
Paragraph
6.
Paragraph
4.
Paragraph
7.
Paragraph
6.

General Training Reading Passage I

7     (False)         Text
—The Güell is not quiet — it's buzzing, . there are no quiet
corners! Paragraph B.
8

(True) Text —And room
service runs not only to champagne and sushi... Paragraph C.
9     (False) Text — Gracia provides a
totally different dining context...Paragraph D.
10 (True) Text — they were
flawless — multi-lingual... Paragraph E.
I l (Not Given)
12
(True) Text — Get online and check out Gracia's website on
www.gracia.com; you can book through the website too. Paragraph G.
13
(Lin] 1870)     Text —
...in a building designed by Antoni
Gaudí in 1870...Paragraph A
14
([Güell bar] Text
—There is a terrace from which to view terrace I from the terrace) the
sunset... Paragraph B.
15
(400€) Text — ...go for one of the four penthouse suites...At 400€...
Paragraph F.
General Training Reading Passage 2

Text— . . .offers digital photography courses to all
first-year students. Paragraph l .
Text — . . .course aimed at people with some
experience and knowledge of the subject. Paragraph 3.
Text — Qualified trainers, graduates from
the Media Studies Department... Paragraph 4.
4   (True) Text— ...or fill it in
online... Paragraph 5.
5   (Not Given)
6   (False)
Text — Participants are expected to use their own digital cameras, but each
participant will have access to a university computer. Paragraph 6.
7   (False)
Text —The courses run every month three times a week... Paragraph 6.
8
(False)             Text — ... earn five credits towards their
degree if the course is part of their degree programme. Paragraph 7.

12 (vii)

KAPLAN
General Reading Passage 3 Answers

Text —'l just listen for a few minutes,
and then I start to speak, and somehow, I just start to see the patterns in my
head. .. ' Paragraph I .
Text —'I'm told that my first words came
from four different languages. .. ' Paragraph 2.
Text — ... language-learning knowledge is 'built in',
and that we are hard-wired ... to learn a language from birth. Paragraph 4.
Text . ...that most important is our interaction with
other humans and the social environment... Paragraph 5.
Text — Much of his research into language learning has
taken the form of observing exceptional learners... Paragraph 9.
6   (ability)            Text— ...he
discovered his language-learning ability early. Paragraph 8.
7   (universal)
Text- ...looking for shared characteristics that might lead to the discovery of
laws applicable to all languages. Paragraph 9.
8   (extensively) Text — He travelled far
and wide to learn these languages. Paragraph I O.
9   (preserve)    Text
— He travelled far and wide to learn these languages, to find a written form of
preserving them... Paragraph 10.
I O (disappear) Text — ...he once
stated that 'when you lose a language, a large part of the culture goes too,
because much of that culture is encoded in the language'. Paragraph 10.
I I (True) Text- . . .we are all born
with a 'language acquisition device' in our brains... Paragraph 4.
12  (Not Given)
13  (False) Text —... the social environment, and it is this that
helps us to learn a language. Paragraph 5.
14  (False) Text — he taught an
Aboriginal language in Australia, and a native American one in the US. He
traveled frequently to South America to contribute to the preservation of
indigenous languages by learning them. Paragraph 10.
15  (Not Given)

CHAPTER 4: THE WRITING
MODULE

The Academic
Writing and the General Training Writing modules both consist of two tasks that
do not require you to have specialised or technical knowledge. The Writing test
is designed to assess whether you possess the following skills:
 ability to describe diagrams, tables
and lists  ability to develop an argument
supported by evidence  ability to communicate ideas clearly
 range and accuracy of English
vocabulary and sentence structures
You will be given two answer
sheets—one for Task 1 and one for Task 2. Answers must be written in full, not
in note form. Currently, you can choose whether to write your answers in pen or
pencil. You should therefore take a pen, pencil and eraser with you into the
exam.
Task 1 carries one-third of the marks. You have to
write at least 150 words for Task I and are recommended to spend 20 minutes on
it.
Task
2 carries two-thirds of the marks. You have to write at least 250 words for
Task 2 and are recommended to spend 40 minutes on it. You will lose marks if
you write fewer than the required number of words.
The overall result is translated into a score on the
IELTS nine-band scale. It is important to follow these guidelines because in
both tests. Writing Task 2 carries more marks than Task 1, and you will need to
spend the appropriate time on each task to get good marks.
Academic
Writing                                                                  General
Training Writing
 Task 1, you must write a report on
visual
In Task 1, you must write a letter information (graph/table/chart/diagram)           requesting
information or explaining a
situation.  In Task 2, you are presented with
a point of view, an argument or a problem.         In Task 2, you are presented with
a point of view, argument or problem.
ACADEMIC WRITING
MODULE TASKS
In the Academic Writing module, the tasks encompass
the kind of writing that is common in undergraduate and graduate academic
settings.
         Writing
Task 1                                                                     Writing
Task 2

descriptive
report based on visual data, or a       essay based on details of an opinion,
an process or object        argument or a problem
WRITING TASK I
You are given a
visual input (a chart, graph, table or diagram) and have to transfer the visual
information into text using your own words.
For example, you
may have to consider a set of statistics presented in a graph or chart, and
then summarise it by selecting and reporting the main features. Alternatively,
you may have to study a diagram of a device and explain how it works, or you
may have to look at a flow chart and describe the main stages in a process.
The target skills
in this task are:
•
presenting, describing, interpreting, and comparing data describing a process
or how something works using appropriate and accurate language
Writing Task I Question Type: Short
Descriptive Reports
In Academic Task 1 of the Writing module, you are
expected to write a short descriptive report based on visual information or
data. This visual information is most commonly presented as line and bar
graphs, pie charts or tables.

You might be asked to
describe two graphs or charts. If this is the case, you need to compare and
contrast the information and make connections between the two.
PIE CHARTS
Pie charts are
circular charts divided into sectors or 'pie slices', usually illustrating
percentages. The size of each pie slice shows the relative quantity of the data
it represents. Together, the slices create a full circle. They are commonly
used in the business world and the mass media, and are less common in
scientific or technical publications.
EXAMPLE.'
WRITING TASK l : PIE CHART

You should spend about 20 minutes on this task.
The chart shows the number of visitors
  to a local cinema according to age in 2000.
Summarise the information by
  selecting and reporting the main features, and make comparisons where
  relevant
Write at
  least 1 50 words.
Visitors
  to the local cinema according to age
Aged 10-15
Aged 55 and older
Aged
  31-45

LINE GRAPHS
Line graphs can be used to show how something changes
over time. They have an x-axis

(horizontal) and a y-axis
(vertical). Usually the x-axis shows the time period and the y-axis shows what
is being measured. Line graphs can be used to show trends.
EXAMPLE:
WRITING TASK I : LINE GRAPHS

You
  should spend about 20 minutes on this task.
The graph below
  shows the number of people coming to and leaving one European country between
  1998 and 2008.
Summarise
  the information by selecting and reporting the main features, and make
  comparisons where relevant.
Write
  at least 150 words.

Migration to and

BAR GRAPHS

Bar graphs, also known as bar charts, are similar to line graphs in that they
have two axes and are useful for showing how something has changed over a given
period of time, especially when there are significant changes. Bar graphs
consist of rectangular bars, which can be orientated horizontally or
vertically, with the lengths proportional to the data values that they
represent. They are typically used for comparing two or more values.
EXAMPLE.' WRITING TASK I : BAR GRAPHS

You should spend about 20
  minutes on this task.
The
  chart below shows the types offilm preferred by different age groups at one
  cinema.
Summarise
  the information by selecting and reporting the main features, and make
  comparisons where relevant
Write at least 1 50 words.

Viewers' preferences by age
Animation
Horror and
Thrillers
Documentaries
Romantic
Action

TABLES

Tables contain words and
numbers, displayed in columns or boxes to illustrate a set of facts and the
relationships among them.
EXAMPLE
WRITING TASK l : TABLES

You should spend about 20 minutes on this task.
The table below shows the number of
  language learners who used different modes of learning English between the
  years 2000 and 2008.
Summarise the information by
  selecting and reporting the main features, and make comparisons where
  relevant.
Write at least 1 50 words.

Modes of learning

Years

2000

2004

2008

School

4,000

3,550

2,567

Online

2,534

5,067

Self-study

2,067

I ,523

I ,034

Private
    Classes

2,526

2,344

I ,456

Writing Task I Question
Type: Describing a Process or an Object

Although interpreting and
presenting data is the most common task type for Task 1 of the Writing module,
two other tasks are possible. In one, you are given a diagram and asked to
describe a process or to explain how something works. In the other, you have to
describe an object or a series of events.
You might be required to describe an object and how it
works or describe and compare two or more objects. This type of task is less
common.
EXAMPLE
WRITING TASK l: DESCRIBE A PROCESS

You
  should spend about 20 minutes on this task.
The diagram below shows the life cycle
  of plastic used to produce bottles.
Summarise the information by
  selecting and reporting the main features, and make comparisons where
  relevant
Write
  at least 1 50 words.

Life
    Cycle of Plastic
Cereal
Recycled

E)ØMPLE.• WRITING TASK l
: DESCRIBE AN OBJECT OR EVENT

You should spend about 20 minutes on this task.
The
  diagram below shows the structure of a basic rocket engine.
Summarise the information by selecting and reÞorting the main
  features, and make comparisons where relevant.
Write at
  least 150 words.

Combustion Process in Rocket
    Engines

WRITING TASK 2
You are given brief
details of an opinion, an argument or a problem, and have to produce an
extended piece of discursive writing in response.
For example, you may have
to consider an opinion or weigh the pros and cons of an argument before
presenting your own view on the matter. You may also have to discuss various
aspects of a problem and then outline your ideas for solving it.

The target skills are:
 arguing, defending or refuting a point of
view using supporting evidence  identi9ing the causes of or suggesting a
solution to a problem  comparing and contrasting opinions  evaluating
the effects of a course of action
EXAMPLE.' WRITING TASK 2

You should spend about 40
  minutes on this task.
Write about the following
  topic.
In some
  countries, young people often decide to work or travel for a time before they
  start their university studies. Discuss the advantages and disadvantages of
  doing this.
Give reasons for your answer and include any relevant
  examples from your own knowledge or experience.
Write at
  least 250 words.

GENERAL
TRAINING WRITING MODULE TASKS
The writing tasks in the General Training module focus
on practical business writing issues.

writing Task 1

writing Task 2

o
  Letter:

e
  Essay:

 You must write a letter requesting •
You must produce an piece of discursive information or explaining a situation.  writing
based on details of an opinion, an argument or a problem
WRITING TASK I

In this task, a prompt poses
a problem or describes a situation that requires a written response in letter
format. For example, you may be required to write a letter to an imaginary
person such as a friend or a teacher, or it may be a formal letter to a
stranger or an official. You are required to use informal, semi-formal or
formal writing styles. The style you choose will depend on your relationship to
the target reader. Bullet points in the task instructions outline what should
be included in the letter.
The task requires
you to:
e
respond appropriately to a task  show
familiarity with letter-writing styles,  include the information
highlighted in the bullet points  use appropriate and accurate
language
EXAMPLE'
WRITING TASK I

You
  should spend about 20 minutes on this task.
You ore planning to spend a
  two-week holiday in an English-speaking country where you have o friend. You
  need some advice about travelling there. Write a fetter to your friend. In
  your letter:
•   explain
  why you have decided to visit the country and give some details ofyour trip
•   ask
  about the places you should visit
•   ask
  ifyou can stay at your friend's place for a few days
Write at least 1 50 words.

WRITING
TASK 2
Writing Task 2 is always a discursive essay question
that requires you to write about a contemporary social issue, You are given a
point of view, an argument or a problem, and are asked for your opinion. The
following are some of the typical tasks that you might be required to do:
 Discuss
advantages and disadvantages of something.
0 Outline the reasons for a problem
and suggest solutions.
 Express
views on an issue.
 State whether you agree or
disagree with a view.
e
Take a side in an argument over an issue.

You are required to write an
essay which answers all the points in the rubric. The content of the essay must
be relevant to the question. The ideas expressed in the essay should be
logically organised and supported. Different parts of the essay should be
logically and grammatically connected; the essay must be coherent and cohesive.
The target skills
are:
 Expressing
and justifying a point of view on the topic
 Comparing and contrasting opinions
based on personal experience
 Evaluating a situation or
development
 Discussing
the causes of a problem and suggesting possible solutions
EXAMPLE.'
WRITING TASK 2

You should spend about 40 minutes on this task.
Write about the
  following topic:
Some countries invest a lot of
  money in space research. While some people believe that this money could be
  better used to solve other problems on Earth, (for example, environmental
  problems), others argue that space research brings many benefits for life on
  Earth.
Discuss both of these views and give
  your own opinion.
Give reasons for your
  answer and include any relevant examPles from your own knowledge and
  experience.
Write at least 250 words.

SCORING
Academic and General Training scripts are assessed
according to the following criteria:
 Task
fulfilment: You must follow the instructions and give a clear, accurate and
relevant description of the information given in the Task rubric. You must
cover all the key points for the task.
 Coherence
and cohesion: Your writing needs to be logically organised into paragraphs.
Sentences should be logically linked using appropriate conjunctions (and, but,
although, that, etc.).
 Vocabulary and grammar: You should
use a variety of appropriate vocabulary and sentence structures accurately.
Your spelling and punctuation need to be relatively accurate.
ESSENTIAL WRITING
SKILLS
In order to write effectively and score well on the
Writing module, it is essential to have in-depth knowledge of effective
preparation and planning; appropriate style and tone; and the proper structure
and format for each type of writing task.

WRITING PROCESS
It is helpful to
prepare for the writing tasks using the following procedure:
Stage I
—Preparation
Step I : Read the
task carefully.
Make sure you understand what you are required to
write about, and identify the appropriate style and tone for your essay.
Step 2: Brainstorm
and note down your ideas.
This
should be done on your question paper (but not on the answer sheet) because no
one will look at it after the test. Do not write complete sentences. At this
point, your notes do not need to follow any logical order. Just write down
anything you think is relevant to the task you are given. Step 3: Plan your
essay.
Select, prioritise and group your ideas according to
the genre and the suggested layout for your essay.
This stage should not take more than 5 minutes in Task
1 and 10 minutes in Task 2.
Stage 2—Drafting
Step 4:Write your
essay following your plan on the answer sheet.
You should use a
pencil for this because it will be easier for you to make changes and
corrections•to your essay later. Make sure that everything you write is
legible.
This stage should not take more than 10 minutes in
Task 1 and 20 minutes in Task 2, provided the previous stage has been
productive.
Stage 3—Reviewing
Step 5: Review and
improve your essay.
Check it for grammar and spelling mistakes. You
probably will not be able to correct all the mistakes you have made. Focus on
locating and correcting your typical mistakes. For this you need to keep a list
of such mistakes in mind and use it when you finish writing to check your
essay.
This stage should not take more than 5 minutes in Task
1 and 10 minutes in Task 2.
Suggested
Checklist for Reviewing

Have you ...
 answered
all aspects of the task?
 chosen the appropriate style and
tone?
 included an introduction and a
conclusion?
 made your paragraphing clear and
logical?
 made sure all your supporting
points are relevant?
 checked
your spelling and grammar?
 written at least 150 words for
Task 1 and 250 words for Task 2?
APPROPRIATE
STYLE AND TONE
For both parts of the Writing module, the language you
use must be consistently appropriate in style and tone.
•   General Training Writing Task I
should be written in the style appropriate to the task: if it is a letter to a
friend, it should be written in a friendly, informal style; if it is a letter
to a company or institution, it should be written in a formal style.
•   General Training Writing Task 2
should be written in a semi-formal or formal style.
 Both
Academic WritingTasQs I and 2 should be written in a formal and impersonal
The following are
the basic features of formal style:
 All verbs forms must be written in
full: do not write contractions such as can't, don't, etc.
 Do
not use abbreviations such as info for information or ads for advertisements.
 Avoid using the active voice and
the first person singular; in a formal letter you should write: 'A copy of the
receipt will forwarded to you as soon as possible' instead of 'I will send you
a copy of the receipt asap.'
 Avoid
using informal intensifiers such as really, so, absolutely; use extremely,
highly, entirely, fully instead.
e
Avoid using phrasal verbs which tend to be used in informal writing and
conversation; for example, use seek ajob instead of lookfor a job; most phrasal
verbs are idiomatic in nature, that is, their meaning cannot usually be
inferred from their individual parts.
 Avoid
using informal discourse markers and link words such as besides or by the way
and use incidentally instead.
 Do not use set phrases and idioms,
for example, 'I am not going to pay you a penny' instead of'Your fee will not
be paid.'
 Avoid
ellipsis (leaving out words), for example, leaving out the subject I in 'Hope
to hear from you soon.

A
more academic style will contain all of the features for formal style listed
above. In addition, you should do the following:
 Employ more tentative rather than
assertive language by:
•   using
possibly and probably in front of verbs and noun phrases: 'This is possibly
caused by...' or 'This is probably the most important factor.
e
using
the modal verbs may and might: 'This may be the most important factor.'
•   using appears to and seems to:
'This appears to be the most important factor.
•   avoiding
always and every, and replacing them with often and many/much.
 Use
formal vocabulary, for example, discuss rather than talk about.
 Use
more formal grammar, for example by:
•   using
There as a subject: 'There is a serious risk of...'
'
using It as a subject: 'It is very difficult to...' e Use an impersonal style
by avoiding the use of personal pronouns, for example by:
•   using
One as a subject: 'One may ask whether...' (One is a formal version of You)
•   using
the passive voice: 'Many things can be done to...' to avoid using land we
 Avoid using rhetorical questions:
'Smoking is dangerous, But is banning it such a good idea after all?
 Avoid
the overuse or misuse of certain logical connectors, especially besides,
furthermore and moreover. Besides is informal, and bothfurthermore and moreover
mean that the following information is more important than the information
before. Use In addition or Also instead.
PROPER STRUCTURE FOR LETTERS AND ESSAYS
The following are
outlines and examples of the proper structure for letters and essays that
should be used for the IELTS writing tasks.
Letters
Four basic elements that
are found in both formal and informal letters: a salutation, an introduction,
the body text, and a conclusion with signature.

Let's use a sample Writing Task to illustrate proper letter structure.

You have decided to apply for a job as a Spanish instructor that was
  advertised in the April edition of the magazine Teaching Professional. This
  od was posted by MrJohn Sullivan, director of the Spanish department at The
  Language Institute of Great Britain in London, England. In your letter to Mr
  Sullivan:
explain why you are writing describe your qualifications
  and experience
• explain how they can contact you
Write at
  least 1 50 words.

SALUTATION
The salutation is also
known as the greeting. Begin your letter with Dear followed by the name of the
person to whom you are writing. For formal and semi-formal letters, the
person's name is followed by a colon. For informal letters, a comma should be
used. You do not need to include an address if none was given in the task
prompt.
In your letter for the
sample task, you are writing to someone you do not know about a possible
employment opportunity. Therefore, it is a formal letter; you would have
DearlWr. Sullivan: at the top of the answer sheet.
INTRODUCTION
In the introduction, you
should explain in one or two sentences why you are writing to that person.
In your letter for the
sample task, you would explain to Mr. Sullivan that you are interested in the
Spanish instructor position.
BODY
The
body of the letter is where you will outline the information that you need to
communicate, as indicated in the instructions given to you in the prompt. It is
important to be concise, but also to include all the necessary information that
you have been asked to provide. Your use of advanced and varied vocabulary, as
well as a sophisticated and assertive tone, will also illustrate your strong
English writing abilities.
In formal and semi-formal letters, you should use a
formal conclusion, such as:
0 Thank you for your time and assistance. I look
forward to hearing from you soon.
 Thank you for your help and
consideration. I will call you next week to follow up.

In your letter for the sample
task, you would use the body of the letter to describe your qualifications,
experience and qualities or competencies relevant to the job, and how you can
be contacted, as well as to express gratitude and appreciation to Mr. Sullivan.
CLOSING AND SIGNATURE
The content of the closing will depend on whether the
letter is formal or informal. For formal and semi-formal letters in which the
name of the addressee is known, the word Sincerely followed by a comma should
be used. When the name of the addressee is not known, the phrase
Yoursfaithfully should be used. For informal letters, other closing words or
phrases such as Regards or All the best can be used. They should also be
followed by a comma. Leave some space for your signature, and then write your
name in print underneath it
Since the letter
for the sample task is a formal letter, you would use the Sincerely, closing.

SAMPLE
LETTER
Here is a sample letter for the
Writing Task:

Dear Mr Sullivan:
I am writing to apply for the post of teacher of Spanish, which I saw
    advertised in the April edition of the magazine, Teaching Professional.
    Please find enclosed my cv.
I feel I
    have many of the important qualifications needed for this job. I have
    Bachelor's degrees in Spanish and Linguistics, and have worked extensively
    with young adults, teaching Spanish both in Liverpool, England and
    Bogotá, Colombia.
My studies at the University of
    Miami included psychology, linguistics and education, which have given me
    an in-depth understanding of the behaviour of young adults, as well as the
    cognitive and psychological factors that affect their learning. The
    children in my care respect my leadership abilities and I establish
    excellent working relationships with them and their parents.
In addition, I have considerable experience in organising
    educational and cultural events, in particular theatrical performances and
    art displays. I have travelled widely and enjoy meeting new people.
Should you be interested in my qualifications and
    experience as a teacher, please do not hesitate to contact me at 735-0552.
I look forward to hearing from you.
Sincerely,
Isabella Moreno

Essays
Three basic elements are
found in essays: an introduction, the body text, and a conclusion.
Let's
use a sample Writing Task to illustrate proper essay structure.

The Internet has dramatically changed the way we access information.
  Some people think that there is a lot ofharmful content with very little
  regulation online, and argue that strict policies are needed to regulate the
  Internet Others oppose this view and think that the Internet should not be
  regulated.
Discuss
  both ofthese views and give your own opinion.
Give reasons for your answer and include any relevant
  examples from your own knowledge and experience.
Write at
  least 250 words.

INTRODUCTION
In the introduction, you
should include a general or neutral statement about the topic. Avoid using the
exact words from the task rubric. Try to paraphrase the statements given in the
task. You can include your own opinion if the approach you choose is thesis-led
(see explanation on page 1 51).
BODY
The main body of your essay should have at least two
paragraphs which discuss both views. Each paragraph should have a topic
sentence and supporting evidence. You should use specific ideas or examples to
support the views from the task rubric. Sentences must be logically connected
and punctuated. This will help the reader follow your ideas easily.
CONCLUSION
In the last paragraph,
you should summarise the main points discussed in the body of your essay and
include statements offering a solution, prediction, result or recommendation.
You do not need co add new arguments or information, but you can include your
point of view in the conclusion.

SAMPLE ESSAY
Here is a sample essay for the Writing Task.

Since the Internet became known to
the general public in the early 1990s, it has revolutionised the way we access
information. Today, even a basic personal computer connected to the Internet
and equipped with a browser can be a powerful tool for extracting information
from a huge pool of data. There is a genuine concern that information in this
data pool is useless, and some can be even harmful. The advocates of this view
argue that the Internet should be regulated. Others, however, disagree, and
believe that the Internet should not and cannot be regulated.
On the one hand, those in favour of
regulating the Internet have valid reasons to be concerned about the safety and
the quality of information found on the Web. The Internet does contain websites
that incite hatred, racism and religious intolerance. Children surfing the Web
may access sites which sell inappropriate or adult content. Also, Internet
fraud has increased over the years. Some use these facts to urge governments to
adopt strict policies, and in some cases even laws, aimed at banning offensive
content from being published online.
On the other hand, there are many
people who would argue that the Internet is simply a technology platform, and
it should be left to the user to decide what information she accesses online,
The Internet is a democratic tool which enables everyone to share any kind of
information. Therefore, Internet users, especially parents and children, need
to be educated about the potential dangers of some information accessible via the
Web, and how to protect themselves from corning in contact with offensive
online content. Indeed, a quick search will show links to content filters and
anti-virus programs which can be downloaded and installed for free, and will
make surfing online much safer.
In conclusion, although the dangers
online are real, there is no need for the Internet to be regulated by
introducing strict policies. I believe the decision to restrict access to
harmful online content should be left to individuals.

GENERAL STRATEGIES FOR THE WRITING MODULE
In this section you will find strategies that you can
apply to both tasks in the Academic and General Training tests.
Strategy Carefully: plan• what you will:JWtite;.
Before you begin writing, you should spend a few
minutes analysing and interpreting the factual information. You should look for
any interesting features, especially surprising or contrasting information.
For
graphs, charts or tables, you should write a brief introduction in your own
words using information from the question and the headings or text. For
example, include an overview statement about what the data shows. After that,
you should focus on key trends, main features and details. Every main feature
should be supported by figures from the data. The report should finish with a
short summary.

When describing a process,
you should study the diagram and make sure you understand how the process
works. You need to look for a point where you can begin your description and
decide whether the process has an end or whether it is a cycle. You should
start with an introductory sentence that summarises the whole process. You
should divide your description into paragraphs, especially if there are
distinct stages in the process. You can use the notes on the diagram, but
should try to paraphrase them in your own words, where possible. You should use
sequence expressions such as first, afterwards, finally, etc., to link the
stages.
Stratew 2: Dog not volunteer?inforrnation yout:were•
not: asked' forl
You
are required to report information. Do not speculate or offer an opinion that
is outside the given data. Also, you do not need to describe every single
change shown in the data, but describe the overall trends. General observations
must be supported with specific examples from the data.
StrategYl 3: Use varied - vocabulary, and'
syntax.
You
should use a variety of language to describe trends—for example, verbs with
adverbs and nouns with adjectives. The examiner will want to see whether you
can deal with the task with flexibility and precision. Showing your ability to
use a wide range of vocabulary accurately and appropriately will help you get a
higher score for your writing.
For example, say you are analysing
the information provided in a chart that shows profits increasing by 50 per
cent over two years, a growth that surpassed what the company was expecting.
You could use the following adjectives to describe the information:
Net profits grew exponentially from
2006 to 2008.
From 2006 to 2008, there was a
significant increase in net profits. A drastic increase in net profits took
place from 2006 to 2008.
      StrategyA: Do not copy:the                   the exam
question'

Ifyou do, these
words will be deducted from the total number ofwords and will not be assessed.

SPECIFIC STRATEGIES FOR WRITING MODULE TASKS
STRATEGIES
FOR WRITING TASK I Academic Test
 Rather than trying to give reasons
for the elements shown in the diagram or describing every detail, concentrate
only on significant features.
 Your description should start with
a brief overview of the object(s) and its purpose.
 Then
focus on how the object works or significant similarities and differences
between the objects.
 Vary
your language where possible, and use a range of vocabulary and structures.
 Your description should end with a
summarising statement.
General Training
Test
 Read the question carefully to
make sure that you fully understood the function of the letter—the reason for
writing it.

0 Underline the key words to
help you decide on the appropriate style and tone of the letter.  Study the bullet points given in
the instructions and plan what to say about each point.
 Write the letter in full
sentences; bullet points and notes are not acceptable in a letter.
STRATEGIES FOR
WRITING TASK 2
To answer the question(s) in Task 2
of both the Academic and General Training tests, you need to decide on how to
approach the task. There are two options to choose from: an argument-led
approach and a thesis-led approach.
For example,
compare the following two rubrics:
• Nowadays we are producing more and more garbage. Why
do you think this is happening? What can governments do to help reduce the
amount of garbage produced? (two questions)
 Nowadays we are producing more and
more garbage. What can governments do to help reduce the amount of garbage
produced? (one question)
In the first task you are required to give several
reasons for 'producing more and more garbage' and to give several solutions,
linking these to the reasons you have mentioned before. Therefore, you will
probably use the argument-led approach.
In the second task
you are asked only one question. The thesis-led approach would be the most
suitable for this task.
Argument-Led Approach
The argument-led approach is useful
when discussing different views, comparing advantages and disadvantages, or
analysing problems and suggesting solutions. You must show that you can
summarise and evaluate the argument logically, supporting both opinions with
clear supporting evidence.
Step I : Underline key words in the exam question.
This will help you focus your answer on the key
points, then brainstorm ideas for both sides of the argument, that is, both for
and against the issue.
Here is a sample task rubric with the words
underlined:

Celebrities
such as actors, athletes and musicians earn Jorge_$ßlgr.ies
compared to other professjongls. Some people consider this unfair,
while others think that celebrities deserve to be paid a lot for the
work they do.

Discuss
both points of view and give your_opjnjon on the subject.

Step 2: Show clear links between the main argument and
the supporting arguments.
In your introduction, re-word the question showing the
topic clearly and state the opinion(s) that you will go on to discuss.
Here's a sample introduction statement:

Famous
movies stars, popular musicians and athletes often get paid a lot more than
other professionals. While this may not seem fair to many, it is a matter of
debate with several strong arguments for and against celebrities earning a lot
more than people in other professions.

Remember that each paragraph should have one main
argument—start a new paragraph when you start a new main idea. Develop
contrasting views, problems and solutions, advantages and disadvantages. Make
sure you justify each point with clear supporting material. Do not forget to
provide a logical argument wherever you refute the opposing opinion.
Here is a sample
of two body paragraphs.

On the one hand, celebrities
who work in multi-billion-dollar industries such as cinema or sport help to
generate a lot ofjobs. For example, such events as rock concerts create
employment opportunities for people working in catering, logistics and
publishing. Some of the money famous people receive is put to a good cause. is
not uncommon for celebrities to give generous donations to charity
organisatíons and to participate in charity fund-raising events.

On the other hand, those who think that paying huge amounts to celebrities is
unfair may argue that famous people do not have much to offer except their
image. Their success and popularity do not result from many years of academic
study or experience, but are created by the media and celebrity-crazed culture.

Step 3: Provide a strong conclusion.
Conclude your essay by summarising the main points and
stating your own personal view.
Here is a sample conclusion:

In conclusion, it is debatable whether many celebrities'
large salaries arejustified, and both critics and advocates seem to have plenty
of arguments in support of their views. I personally think that famous people's
salaries should be proportional to the amount of money their talent helps to
generate.

Thesis-Led Approach
The thesis-led approach is more effective when you are
asked only one question or when you have a very clear opinion on the subject.
Step I : Underline key words in the exam question.
This will help you focus your answer on the key
points, then brainstorm ideas for both sides of the argument, that is, both for
and against the issue.
Step 2: Show clear links between the main argument and
the supporting arguments.
State your opinion clearly in the introduction and use
the subsequent paragraphs to justifr and support your point of view. Your
introduction should consist of the following elements:

 the opinion or problem you are
asked to discuss e your thesis
Here is a sample introduction statement:

Athletes, actors, and
musicians all over the world earn large sums of money, while professionals in
other very important areas receive only a fraction of such incomes. Some people
believe this is not fair, while others argue that it is quite logical and
acceptable. It is my belief that most professionals in sports and the
entertainment industry receive salaries that reflect the value of their work,
and it is therefore justifiable.

Body paragraphs should contain a main or topic
statement with supporting points. The topic statement is usually, but not
always, in the first sentence of the paragraph.
Here is a sample body paragraph. The number 1
indicates a main idea and/or topic, while the number 2 indicates supporting
points:

Some
people think these celebrities should earn more because they pay more in taxesl
and their work helps generate morejobsl for other people. That
is why entertainment is often called an industry. It involves thousands of
people working on 2 organisíng concerts, producing audio and
video recordings, and doing other related work.

Step 3: Provide a strong conclusion.

The objective of the
conclusion is usually to (re)state your final opinion. Your conclusion must logically
follow the arguments you have presented in the body paragraphs. It should not
contain any points or explanations, or add any new information. It should never
lead to another discussion.
Here is a sample conclusion:

On balance, having considered the points employed by
both sides of the argument, t feel that the income that these stars receive is
proportional to the economic benefits they create.

WRITING MODULE PRACTICE SECTIONS

In this section, you will
find full-length practice sections for the Academic and General Training
Writing modules. Write your answers on a separate piece of paper. You can make
notes on the pages in the book.

54
ACADEMIC
WRITING MODULE PRACTICE SECTION I

Task
I

You
  should spend about 20 minutes on this task.
The
  chart below shows the estimated literacy rates by region and gender for
  1999—2004.
Summarise the information by
  selecting and rePorting the main features, and make comparisons where
  relevant.
Write
  at least 1 50 words.

Total

Male

Female

World

82.2

87.2

77.3

Africa

62.5

71.6

53.9

Americas

93.6

94.1

93.2

Asia

79.3

85.9

72.5

Europe

98.8

99.2

98.5

Oceania

93.4

94.2

92.7

Task 2

You
  should spend about 40 minutes on this task.
Write about the
  following topic:
For a long time there has been concern about the
  quality of the food we eat because of additives and contaminants. Recently,
  genetically modified food is becoming more common and is causing concern. Is
  this concern justified or not?
Give reasons for your
  answer and include any relevant examples from your own knowledge and
  experience.
Write
  at least 250 words.

ACADEMIC WRITING MODULE PRACTICE
SECTION 2

You should spend about 40
  minutes on this task.
Write about the following
  topic:
Some people think that the government should provide unemployed people
  with a free mobile phone and free access to the Internet to help them find
  jobs.
To what extent you agree or
  disagree with this oÞinion? Give reasons for your answer and include
  any relevant examples from your own knowledge and experience.
Write at least 250 words.

Task I

You should spend about 20 minutes on this task.
The chart below shows the results of a survey into the causes ofpoor
  school attendance in the UK in 2007.
Summarise
  the information by selecting and reporting the main features, and make
  comparisons where relevant
Write at least 1 50 words.

Causes of Poor Attendance in UK
    Schools in 2007
Upbringing
Both parents working
Lack of school discipline
Peer group pressure
Bullying

Task 2

GENERAL
TRAINING WRITING MODULE PRACTICE SECTION I

Task
I

You
  should spend about 20 minutes on this task.
You
  have a friend who lives in a city abroad. You have decided that you would
  like to apply to do a course at one of the colleges in this city. Write a
  letter to your friend. In your letter:
•   explain
  what you would like to do
•   explain
  what kind of work or studies you have been doing for the past few years
•   ask
  for assistance in contacting an aÞÞropriate institution
Write at least 1 50 words.

Task 2

You
  should spend about 40 minutes on this task.
Write
  about the following topic:
Some people think that recent
  innovations in technology have made life more comfortable and helped us to be
  more efficient by saving us time, while others argue that technology has made
  us less efficient.
Discuss both these views and give your
  own opinion.
Give reasons for your answer and include any
  relevant examples from your own knowledge and experience.
Write at least 250 words.

GENERAL TRAINING WRITING MODULE
PRACTICE SECTION 2
Task I

You should spend about 20
  minutes on this task.
The Local Council in the area where you live has decided to demolish an
  old historical building to build a shopping centre. Write a letter to the
  head of the Council. In your letter:
•  explain why it is important to
  preserve the old building
' suggest how the building can be used to benefit the local
  community
•  suggest another place for the
  shoÞÞing centre
Write at least 150 words.

Task 2

You should spend about 40
  minutes on this task.
Write about the following
  topic:
In some countries, people spend a lot of money on their
  pets. They buy special food for their cats or dogs, buy them toys and often
  pay high fees for medical treatment.
Some
  people think this is a waste of money.
What are the advantages and disadvantages of having a pet? Do people
  spend too much money on pets?
Give
  reasons for your answer and include any relevant examPIes from your own
  knowledge and experience.
Write at least 250 words.

MODEL
ANSWERS
Before you look at
the model answers below, look at your answers and use the check lists for Task
I and Task 2 below to analyse your responses to the tasks in the Practice
Section.
Task I Check List
 Have you followed the instructions
exactly?
e Have you covered
all aspects of the task and included all the key elements required?
 Are
the tone and the style (formal, informal) appropriate and consistent?
 Is
your writing well-organised into paragraphs?
•   Does each paragraph have a clear
central idea?
•   Is
there a clear introduction or overview?  Have
you used a variety of vocabulary?
 Are
your sentences well structured?

 Are
your sentences well linked? Have you used grammatical and logical connectors?
0 Is your handwriting legible?
Task 2 Check List
 Have
you discussed the ideas from the task rubric?
 Are
the arguments developed and supported with relevant examples?
•  Have
you expressed your point of view?
•  Have
you logically organised your ideas into paragraphs using connectors?
 Does
your essay have a clear introduction and conclusion?
 Have you used a variety of
vocabulary and sentence structures?
 Have
you punctuated the sentences accurately?
 Are
some of the sentences too long or too short?
 Is
your writing reasonably accurate?
 Have
you used word order, verb tenses, prepositions and articles accurately?  Is
your handwriting legible?
ACADEMIC WRITING MODULE PRACTICE
SECTION I
Task I

The graph describes estimated
literacy rates for men and women in 2000-2004 in five regions: Africa, the
Americas, Asia, Europe and Oceania. It also shows average world literacy rates
for both genders for the same years.
According to the graph, Europe
has the highest literacy rates, reaching almost 99 per cent. There is virtually
no difference in literacy rates for European men and women.

In Oceania and the Americas, the figures for both men and women are almost the
same. In both regions over 93 per cent of the population is literate,
In both Asia and Africa, there are considerable differences in
literacy rates between men and women. In Asia, only 72.5 per cent of women are
literate, whereas the figure for Asian men is 1 3 per cent higher. In Africa,
the gap is nearly double, with 559 of all African women being literate and 71.6
of the African men being able to read and write.
Overall, around 82 per cent of
the world population is literate. In Europe, Oceania and the Americas the
literacy rates are the highest, with over 90 per cent of the population able to
read and write. Asia and Africa have lower literacy rates than the other
regions in the graph.
(207 words)

Many people today are concerned about the
  quality of the food they eat. This concern has lead to an increasing number
  of organic products appearing on supermarket shelves. Many people refuse to
  buy products that contain artificial colourings or preservatives, or foods
  that come from genetically modified crops, fearing that these foods are
  unhealthy and can cause cancer and other diseases. Some advocates of
  genetically modified (GM) food consider such attitudes unjustífied. I
  am one of them, and in this essay I will try to Justify why Chink concerns
  about GM foods have little merit.
First of all, GM foods have been around
  for almost 20 years. Contrary to the claims of those opposed to GM foods,
  there have not been any registered cases of such foods causing cancer or any
  other diseases. In fact, research into GM foods has been unable to confirm
  any harmful effects on human health whatsoever.
Secondly not everyone
  can afford organic foods. Climate change and rising fuel costs have lead to
  global increases in the price of food, and as a result, many poor people are
  spending more money on feeding themselves. Many can barely afford to buy
  food. GM plants are generally more resistant to droughts, floods and pests,
  and have higher yields per hectare, which leads to more affordable food
  prices.
The world population keeps growing and is expected to reach eight
  billion by 201 5. People in fast-developing countries such as India and China
  are consuming more energy and food. The only practical solution to the
  ever-increasing demand for food is to grow more GM crops. Unless scientists
  and governments come up with a better solution, GM foods are here to stay.
To
  conclude, people are free to eat the food of their choice, be it organic or
  not. However, I think that many people overlook the major benefits of GM
  foods, and instead choose to focus on the unproven negative effects of such
  foods.
(324 words)

ACADEMIC WRITING MODULE PRACTICE
SECTION 2
Task I

According
to a recent survey in the UK, people attribute poor attendance in schools to a
number of causes. The respondents were asked to choose from five causes:
upbringing, both parents working, lack of school discipline, peer group
pressure, and bullying.

First, the way a child is brought up was considered by about 40 per cent of
respondents to be a cause of poor attendance. Among the five causes suggested
in the survey, this was the opinion most commonly held, whereas only 25 per
cent of those asked thought having both parents working might lead to children
missing school.
Second, about 1 5 per cent of
people surveyed thought lack of school discipline might also be a contributing
factor. The same number of people thought that peer group pressure was a cause
of poor attendance,
Bullying was not widely seen
to be an important cause, with only five per cent of respondents considering it
a cause of poor school attendance.
According to the data shown,
it appears that poor attendance in schools in the UK is not seen as being
attributable to only one category of causes.
(186 words)

Digital
technology has changed the way people access information. Sínce their
introduction in the 80s, technologies such as rnobíle phones and the
Internet have become cheap and commonplace. Some people see this as a window of
opportunity to deal effectively with such problems as unemployment. They argue
that the government should make mobile phones and the Internet available free
of charge to anyone looking for a job. I disagree with this point of view for
several reasons.
In
the first place, one of the most common reasons whyjobless people cannot find
employment is that the skills they have are not needed or out of date. Instead
of investing public funds in an expensive infrastructure or distributing mobile
phones for free to those out of work, the government should organise training
prograrnrnes that people who are out of work could sign up for in order to
learn new skills.

Another argument against the idea is the way the use of the Internet and
mobiles phones would be controlled. It would be technically very challenging to
control how these technologies are used. Instead, public money could be used to
províde subsidised bus or subway tickets for the unemployed who, for
example, need to travel for a job interview.
Moreover, it would be prohibitively
expensive to maintain such a system and ensure that it worked properly. The
government could invest public funds into training courses for the staff
working in job centres to make them more efficient at helping the unemployed to
find jobs.
To
sum up, I am convinced that public money should not be wasted on expensive
technology, and can be better used to deal with the problem of unemployment by
giving the unemployed free and better-quality training.
(288
words)

GENERAL TRAINING WRITING MODULE PRACTICE SECTION I
Task I

Dear John,
Sorry I haven't written to you for so
  long. I have been very busy over the last year and I never seem to get a
  minute to myself.
I'd like to study
  electrical engineering in Australia and I hope you can give me some advice. I
  think I would prefer Melbourne because I know you and a few people from my
  visit there last year.
This year I'm doing maths and
  physics at school and I hope to do well in my exams. However, I really don't
  know which university to apply to, so could you send me some information
  about different colleges? Also, can you find out what qualifications I need,
  please? For instance, as an overseas student, do I have to take an English
  test?
I hope you don't
  mind doing this for me. It's much better to get this information from someone
  who lives in the country, so I hope to hear from you soon.
Many thanks,
  Andrew
(163 words)

1 64

Technology has existed as long as mankind has,
but the pace of technological innovation has never been as fast as it is
nowadays. New gadgets which promise to make life easier and more comfortable
are launched on a daily basis. We are coaxed into buying electronic devices by
high-tech companies which promise that their technologies can help us become
more efficient.
On
the one hand, it is true that technology makes life more comfortable. It is
hard to imagine life without such appliances as the vacuum cleaner or the
washing machine. The invention of the microchip has enabled engineers to shrink
electronic devices to the sizes which make them practical to use. Huge
computers which used to take up an entire room in 1 950s have evolved into tiny
pocket-size devices which are infinitely more complex than their early
prototypes. Communication technologies such as the Internet enable us to be
connected 24 hours a day, seven days a week.
On
the other hand, technology is a major cause of stress for those who rely
heavily on it. The more complex technological inventions become, the more prone
they are to malfunctioning. For example, a broken hard drive can cause a
disruption to a project or can bring it to a complete halt for days or even
weeks.
As technologies become more sophisticated,
people need to spend more time learning how to use them. Quite often by the
time technology users have figured out how to use an invention, a new
technology comes along to replace the old one, and the cycle begins again.
In conclusion, technological inventions do make
life more comfortable. However, I do not believe they make us more effective or
efficient unless we learn how to use them properly, which is rarely the case.
(295
words)

GENERAL TRAINING WRITING MODULE PRACTICE SECTION 2
Task I

Dear Sir or Madam:
I am writing to express my dissatisfaction with the Local Council's
  decision to demolish the old City Hall building in the Lake Gardens area
  where I have lived for five years.
Although the building is in a
  very poor condition, I do not think it is beyond repair, I believe that the
  old City Hall can be restored and put to good use for the local community.
It can be used to house a library or a
  community centre for the people living in the area. I am convinced that you
  would have no shortage of people who would gladly volunteer to organise a
  fund-raising campaign for the cause.
I understand that the
  proposed shopping centre is going to bring business and jobs to the area, but
  I do not think this should be done at the expense of losing one of the oldest
  and most interesting historical landmarks in Lake Gardens. I wonder if the
  Council has considered the abandoned brick factory on the corner of the Maple
  Street and Hillside Lane as a possible site for the construction project.
I hope the Lake Gardens
  Local Council reconsiders the decision to demolish the old City Hall and
  finds a different site for building the shopping centre.
Yours faithfully, John Smith
(21 5 words)

Many
people keep a dog or cat or some other kind of pet in their homes. Although
there is some expense involved in terms of good food and medical treatment,
there are stifl many benefits to keeping a pet.
First
of all, pets are good companions. This is especially important for people who
live alone and for older people who do not go out much, Some pets can also help
to protect the house from burglars. Second, dogs and cats like to play and can
give hours of fun to children and adults. Children can also learn to be
responsible when taking care of an animal, and it also helps them to be more
mature and reliable. Finally, the actual expense of feeding pets is not that
high as they can eat the leftovers from family meals.

Some people claim that keeping pets is not hygienic, I do not think this is
necessarily true. Responsible pet owners keep their pets clean and healthy so
they do not smell bad. People also say that certain pets, such as large dogs,
can be dangerous. Indeed there have been cases of dogs attacking and seriously
injuring children. However, these attacks are rare, and are often the result of
irresponsible owners who either do not train their dogs properly or actually
train them to be aggressive, So, the issue of pets being unclean or dangerous
is in fact often created by the owners, not the pets themselves.
To
sum up, there are more benefits than drawbacks to keeping a pet, especially for
elderly people and children. In most cases, therefore, the cost is justified,
(2
70 words)

CHAPTER 5: THE SPEAKING MODULE

The IELTS Speaking module assesses the communicative
and linguistic skills necessary for effective oral communication between
non-native and other speakers of English in educational, training and social
contexts. Candidates are assessed individually by one trained examiner.
The activities in each part are designed to collect
samples of your speaking performance. Your speaking skill is assessed with a
set of Speaking Test Descriptors spanning nine bands, from the Non-User of the
language at Band 1 to the Expert User at Band 9. Both Academic and General
Training candidates follow the same format for all parts of the speaking test.
You are assessed
according to the following criteria:
Fluency and Coherence  ability to express ideas clearly
and coherently without long hesitations
Lexical Resources e range of
vocabulary used e appropriate use of vocabulary
Grammatical
Range and Accuracy  range
of structures used  number
of errors
Pronunciation e whether it is easy
to understand what you are saying
• ability to use features of
English pronunciation (intonation, stress and connected speech) naturally  accents are not taken into
consideration
PARTS OF THE SPEAKING MODULE
The test takes between 11 and 14 minutes and consists
of three parts. The examiner is responsible for the timing in all parts of the
test.
In Parts I and 2, the examiner
follows a script with instructions and questions. During Part 3 of the speaking
test, the examiner will paraphrase question prompts to match them to your
proficiency level. Each test is recorded for security and monitoring purposes.
Part 1: Introduction and Interview
 Lasts 4—5 minutes
 Examiner asks questions based on
topic frames.
 Topics
are general, such as your home, family, job or interests.
Part 2: Individual
Inng Turn
 Lasts
3—4 minutes
• You are given a topic card and 1
minute to prepare notes.  You
speak a monologue based on the topic card.
Part 3: Thro-way
Discussion
 Lasts
4—5 minutes
 Examiner asks you questions based
on the topic from Part 2.
 You
may be asked up to seven questions, which the examiner adapts to your
proficiency level.

PART
I—INTRODUCTION
The examiner introduces himself or
herself, and then asks questions about familiar topics, such as your home,
family, job and interests. This part lasts 4—5 minutes.
The examiner will ask you questions
about yourself based on different topics, usually three questions on each
topic. Each set of questions on a specific topic is called a 'Topic Frame'.
The first topic is often about
where you live, your work or your studies. The two other topics will be
randomly selected from a list of eight topics available to the examiner.
Although topics may be similar from one test version to another, the questions
included in the Topic Frames will be different.
EXAMPLE
OF TOPIC FRAME I

Examiner:

Let's talk about your home (in your country).
e What type of house or
  flat do you live in? What do you like about living there?
e What types of accommodation
  are typical in your country?
What type of accommodation would
  you like to live in the future?

EXAMPLE
OF TOPIC FRAME 2 OR 3:

Examiner:

Now let's
  talk about animals.
Are
  there many different kinds of animals in your country?
•
  How do people in your country generally treat animals?
•
  Do you think people should do more to protect animals?
[Why/VVhy
  not?]
•
  Do animals mean
  anything special in your culture?

When the examiner has finished
asking questions about the first topic, he or she will move on to another
general topic by saying: 'Now let's talk about . . . ' or 'Let's talk about . .
. '. Some topics might be relatively sensitive and personal in their nature, so
the examiner might say something like

Examiner:

Now let's talk about family.Are you
  happy to do that?

KAPLAN

PART 2—1NDlVlDUAL LONG TURN
You will be required to speak for one to two minutes.
The examiner gives you a card that contains a topic and some bullet point
prompts. Before speaking, you will have one minute to prepare and make notes on
a sheet of paper. When you are finished speaking, the examiner will ask one or
two questions to wrap up the long turn. This part lasts 3—4 minutes.
You will not be allowed to bring any pens, pencils or
paper into the examination room—these will be provided by the examiner. The
notes are not marked and will be destroyed after the test. You cannot take them
out of the room. While you are making notes, the examiner will not talk to you.
Part 2 will begin when the examiner says something
like this: 'Now, I'm going to give you a topic and I'd like you to talk about
it for one to two minutes. Before you talk, you'll have one minute to think
about what you are going to say. You can make some notes if you wish. Do you
understand?'
EXAMPLE.'
TASK CARD

Describe a
  piece of furniture you have in your home.
You
  should say:
•
What kind it is
  and what you use it for
•
What materials
  it is made of
• How this piece of furniture was
  chosen for your home
Also explain how you feel about
  this piece of furniture.

PART 3—TWO-WAY DISCUSSION
In Part 3 of the Speaking Test, the examiner will ask
you to discuss some abstract, non-personal questions that he or she raises.
Depending on your level of English and performance, you might be asked up to
seven questions on a variety of themes related to the topic of furniture, for
example, buying furniture, furniture style and design, and so on. You are not
required or expected to ask the examiner any questions. This part lasts 4—5
minutes.
EXAMPLE
Two-my Discussi0N QUESTIONS

Examiner:

We've been talking about a piece of
  furniture you have in your home and I'd like to discuss with you one or two
  more general questions related to this. Let's consider first of all buying
  furniture.VVho usually makes decisions about what furniture to buy in your
  culture?

Examiner:

Could you compare the
  criteria that people use when choosing furniture for their homes and for
  their offices?
Can you describe some recent changes in
  the design of furniture in your country?
In what ways does the design of a
  place or furniture affect how people

EXAMPLE
MORE Two-my CONVERSATION QUESTIONS WITH RESPONSES

Examiner:
Candidate:

Do you think living in a big city is better than living in
  a small town?
I don't think
  living in a large city has more advantages than living in a small town.
  Living in a small town is, in my opinion, much less dangerous than living in
  a big city.Also, I am convinced that it is much healthier and less stressful.
  Some of my family members, for example, live in a small town. For some
  reason, they seem to me much happier and more energetic than my brothers and
  l, who live in the capital.

Examiner:
Candidate:

Why do some people think it is good idea
  to make it compulsory to study a foreign language at school?
It's probably because many parents realise
  that their children are not mature enough to understand the value and
  advantages of being able to communicate in a foreign language. Other people
  might consider it a good way to exercise their children's minds.

GENERAL STRATEGIES FOR THE SPEAKING MODULE
Strategy l: Don't memorise long answers.
Anything you say that the examiner thinks has been
memorised will not be assessed.
Strategy 2: Use your; imagination in
Remember
that the examiner is testing your ability to speak English, not your views or
general knowledge.
KAPLAN
Strategy3 Use varied. and advañcéd
VOcåbulary;.
You must show that you have enough vocabulary to
discuss non-personal topics. The examiner will be checking to see if you can
use complex sentences. You will get credit for your attempts, even if you make
mistakes.
Strategy4: YOU. cari stall, but not:fOr •long;
If you cannot
think of an answer to an examiner's question right away, you can say some
'filler' phrases to acknowledge the question and to show the examiner that are
thinking about your answer. However, avoid waiting too long before you speak.
This will cause the examiner to give you lower marks for fluency.
Here are some
phrases you can use to fill in the spaces when you need more time:
That's a good question!
•
OK, well, let me see.
I've
never thought of this before . . .
Hmm, let me think . . .
Strategy 5: Make your voice:heard.
You should speak
loudly enough for the examiner to hear you and for the tape-recorder to capture
what you are saying. Also, make sure to pronounce your words as clearly and
correctly as possible.
SPECIFIC
STRATEGIES FOR THE SPEAKING MODULE
In this part of the test, the
examiner will ask you some questions about yourself. You should not feel
nervous or threatened in any way. The examiner is there to help you speak, and
if you misunderstand a question or cannot answer, he or she will repeat or
change the question.
Strategy: l:Ask to clarify questions you do not
understand.
It is OK to ask questions if you do not understand
what the examiner has asked you. This will not lower your score.
Strategy 2: Give direct answers to the examiner's
questions,
Answer each question you are asked. Try to give
examples, reasons and your opinions where appropriate. Your answers do not need
to be very long or sophisticated.
Strategy 3: Try to sound natural.
Try not to be nervous. Speak to the examiner as if you
were speaking to someone you have just been introduced to.

1 74
PART 2
You will have one minute to prepare
and make notes. It is important to make useful notes to guide you during your
turn. Do not try to write out your whole speech. Write down your ideas and some
key points. The three bullet points on your task card will help you do this.
Strategy: Il: Read; theTåšlQCätderefullYJ
You
don't want to misread or misunderstand the topic or bullet points. If you rush
this step, you might makes notes and prepare a speech that doesn't cover the
topic at all. Then you'll have to talk without any preparation.

Strategy: 2: Make brief notes
about each point ortthe: card.
During the minute you are given to
prepare for this turn, decide how you will introduce and link your ideas. Keep
your answer relevant to the instructions on the card and try to address each
point in turn. Remember to include some examples to support what you say.
Do not try to write these as full
sentences because there will not be enough time for this. Write key words only,
starting each point on a new line for clarity. You should include key words and
expressions and prompt words to help you remember your ideas.
Strategy, 3: Keep:to .thetifiW litfflit.
You
are expected to speak for a maximum of two minutes, but you will not be timed.
One to two minutes can seem like a long time, so you do need to have an idea
before taking the test of how much you can say in two minutes. That way you can
make sure to cover all the points on the Task Card without going under or over.
The best way to prepare for this is to practise
writing down notes and crafting speeches that last roughly one to two minutes.
Use the points on the card to help you organise what you are going to say.
EXAMPLE:TASK CARD, NOTES,
SPEECH, AND WRAP-UP QUESTIONS

Describe a piece of furniture you have in your home.
You should say:
What kind it is and
  what you use it for
•
  What materials it is made of
•
  How this piece of furniture was chosen for your home
  Also explain how you feel about this piece of furniture.

Notes  writing desk—bedroom
•   antique,
expensive
•

oak
•   got it from grandparents—don't know
much about it
•   took good care, doesn't look shabby
•   used
it for school
•   love
it—will give to my children or collector of antiques
Speech
I would like to talk about my writing desk. This desk
is in my bedroom. It is an antique and is probably very expensive. It is quite
large and I think it is made of oak. I received it as a present from my
grandparents when they moved into my parents' house. I do not know much about
how long my grandparents had it or where it came from. It's quite old, but I
have taken really good care of it, so it doesn't really look shabby. It's got
three drawers. Some parts of it are decorated with some fancy carvings. Anyway,
I really love this desk because I spent lots of time studying and working at it
when I was at school. I still find it very useful and will probably give it to
my children when they start school. If they don't want it, I'll sell it to a
collector of antiques.
Wrap-up Questions
After you have completed this task, you will be asked
a couple of rounding-off questions, which require very simple answers.

Examiner:
Candidate:

Do any of your friends have a piece of furniture like this?
Yes, some
  of them do.

Examiner:
Candidate:

Where would you go to buy a piece of furniture like this?
At an antique shop.

PART 3
In this part, the examiner wants to hear you discuss
some general but more abstract topics that are related to Part 2.
During this part of the Speaking module, you will be
expected to show your ability to:
• fully answer the examiner's
specific questions on a specific topic  introduce and connect your ideas  express and justifr your opinions
on a range of topics
The examiner can only assess what you say, not what
you are thinking, so it is important to give a full and relevant answer,
linking your ideas smoothly. This skill is known asfluency.

Strategy I : Speak at length, but stay on topic.
In the Speaking test, you should try to give a 'full'
or extended answer. The examiner cannot give you high marks if your responses
are always very short. However, make sure that the information you provide is
relevant to the question and that you have kept to the original topic of the
question.
EMMPLE.•
RESPONSES TO A PART 3 QUESTION

Examiner:
Candidate I: Candidate
  2: computer.
Candidate
  3:

Do you
  take photographs?
Yes, I do.
Yes, I like
  photography. I especially enjoy taking photographs using my digital
  camera.There's so much I can do with those photos on my
Yes, I like
  photography. I also like drawing and painting. I started painting when I was
  12 years old.

Candidate
1 has given a short, limited answer that will not receive high marks. Candidate
3 has added information that is not relevant to the topic. The best answer is
from Candidate 2, who has given an extended answer that is relevant to the
question and conversation topic.
If you give a short reply, the examiner will ask more
questions to help you develop your answer. He or she may stress some words to
help you. However, you will get much better marks if the examiner does not need
to help you with providing appropriate answers.
Strategy. 2: Learn key phrases for introducing and
linking ideas.
To
make your speech easier to understand and follow, use a variety of expressions
and words that help introduce and link your ideas. Here are some helpful
phrases.
•
Presenting your
point of view:
•
I think that .
. .
•
I don't think
that . . .
•
Personally,
•
I
believe . .

•
As far as I understand/know, . . .
•  I
am convinced that . . .
•  In
my opinion, . . .
•  I personally think . . .
•
I guess . . .
•
I suppose .

 Adding new ideas or statements
•
Also, .
•  And .
 Explaining reasons and consequences
•  It's probably because . . .
•
That's why . . .
•
One of the
reasons for this could be .
•  What
this means is that . . .
•
Speculating  might may  could  perhaps
•  It's not likely that . , .
 It's very unlikely that . . .
•
Moving to the
next point
•
Anyway, .
•
So, to move on, .
•
Giving examples
•
For example, .
•
For instance, .
KAPLAN
Strategy 3: Express and justify your
opinions correctly and with confidence
In this part of the Speaking
module, you will need to communicate your opinions while also demonstrating
your control of grammatical structures and depth of vocabulary. Use modal verbs
to give possible reasons or describe likely advantages/disadvantages.

Examiner:
Candidate:

Why do you think some people
  tike giving presents more than receiving?
Well, it might be because they are
  generous.Another reason could be they feel good about themselves when they
  give someone a present.

When you give an opinion, support it by giving a
reason for it or by offering a second point of view.

Examiner:
Candidate:

Do you agree that public transport should be free?
I totally agree.We all pay taxes and I
  think some of the money governments collect from tax-payers should be
  invested in building an efficient public transport system. This could also
  encourage people to use public transport instead of driving private cars. But
  I think it might be difficult and very expensive to put this idea into
  practice, and I suppose many people would disagree that making public
  transport free is a good idea.

SPEAKING MODULE PRACTICE SECTIONS
In this section, you will find three full-length
practice sections for the Speaking Module. The best way to use the practice
sections is to practise speaking with a friend who speaks good English and who
can use the questions to interview you.
It is a good idea
to record the practice interviews and listen to them. This can help you build
up your confidence. You can also read out the questions and record them using a
cassette or digital recorder. Then you can play back the recording, pause it after
each question and practise answering the questions this way.

KAPLAN

I
Part I (4—5 minutes)
In this part, the examiner will ask you 2—3 general
questions about yourself:
e Where do you live?
 Do you work or study?
 Where do you work? / Where do you
study?
 What
do you like doing in your free time? Do you have any hobbies?  Do
you cook? How often do you cook?
Part 2 (34 minutes)

The examiner will give you a
topic card, a pencil and some paper. You will be given one minute to prepare
what you are going to say. You can make notes if you wish to plan your answer.
Then the examiner will ask you to speak about the topic for one to two minutes.

Describe a city or a town you have enjoyed visiting.
You
  should say:
•
  when you
  visited the town or the city
•
  what you did there
  how long you stayed there and explain why you enjoyed the visit.

After your talk, the examiner will ask you one or two
brief questions about the topic.
 Would
you like to visit the place again?
 Has anyone you know visited the
city/town?

Travel and Tourism
•
Do people
  travel more nowadays than they used to in the past?
• What
  can one learn from travelling to other countries?
Do you think people will travel more, or less, in the
  future?
•
Tourism, economy and environment

Tourism, Economy and Environment
What positive
  or negative effects does tourism have on a local economy?
What effects does travel have on the environment? What can
  countries do to promote tourism?

2
Part I (4—5 minutes)
In this part, the examiner will ask
you 2—3 general questions about yourself:

e Do you live in a house or a
  flat?
•
How long have you lived there?
•
Do you like shopping? What kinds of things do you like buying?
•
Do you like listening to  do you listen to
  music?

Part 2 (3—4 minutes)

The examiner will give you a
topic card, a pencil and some paper. You will be given one minute to prepare
what you are going to say. You can make notes if you wish to plan your answer.
Then the examiner will ask you to speak about the topic for one to two minutes.

Describe a film you saw and really
  liked.
You
  should say:
• the name of the film e when and where you saw it what the film was
  about and explain why you liked the film.

After your talk, the examiner will ask you one or two
brief questions about the topic.

Have you recommended this film
to anyone?VVhy /VVhy not? Would you like to see the film again?

Cinema and Entertainment
•
What kinds of films are popular in your country?
Why do some people prefer going to the cinema to watching
  films at home?
•
Do you think people will continue going to the cinema in the
  future?

The Cinema Industry
•
Why do you think some countries organise film festivals?
•
Which films are more popular in your country: locally made or
  foreign films?
Are
  foreign films in your country usually dubbed, or shown in the original
  language?
•
Do you think
  governments should support national fitm industries?

KAPLAN 3
Part I (4—5 minutes)
In this part, the examiner will ask you 2—3 general
questions about yourself:

• Do you live in a city or a
town?
Is it a good place to live for young
people?
•
Do you like watching television? What kinds ofTV programmes did
you like to watch when you were a child?
•
Do you play any
sports? Which one(s)?

Part 2 (3—4 minutes)

The examiner will give you a
card topic, a pencil and some paper. You will be given one minute to prepare
what you are going to say. You can make notes if you wish to plan your answer.
Then the examiner will ask you to speak about the topic for one to two minutes.

Describe a skill (for example,
  driving, speed reading) you have learned successfully.
You
  should say:
e what skill you have learned why you learned it e who helped you learn
  it and explain what helped you to become good at the skill.

After your talk, the examiner will ask you one or two
brief questions about the topic.

•
Do you know anyone else who is good at this skill?
• Could you teach this skill to anyone else?

Skills and Everyday Life
•
Can you compare the skills that are important nowadays with the
  skills that were important 20 or 30 years ago?
•
What skills are valued most in your country?
•
What kind of skills might be important in the future?

Skills and Training
What qualities does a good trainer need to have?
•Why do many companies invest a lot of money in
  training?
•Do you think schools and
  universities prepare young people well for future employment?

MODEL ANSWERS FOR PRACTICE
SECTIONS
PRACTICE
SECTION I MODEL ANSWERS

Examiner:
Candidate:
  Examiner:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Hello, my name is . . . . Can you tell me your name,
  please?
My
  name is .
Can you show me your I.D., please? Thank you.
First, I'd like to ask
  you a few general questions about yourself. Where do you
I live in a small town called X,
  to the north-west of this city, about a 20-minute drive from here.
Do you
  work or study? Where do you work? / Where do you study?
I'm
  studying medicine at the moment, at X university. It's a six-year degree
  course, and I'm in my third year at the moment.
What do you like doing in your free time? Do you
  have any hobbies?
I don't have much free time these
  days. It's a busy time of the year, but when I do get a free minute to
  myself, I like to pick up a book or a magazine.
Do you
  cook? How often do you cook?
Hmm . . . I may be able to fry an
  egg if I'm starving, but no, I don't cook much.
I usually go out to restaurants and
  pubs or get a take-away. Thank you!

2

Examiner:          Now in
this part, you need to talk about a topic for one minute. You can take a minute
to make some notes before you speak. Here is a pencil and some paper for you,
and the topic card. I would like you to talk about a city or a town you have
enjoyed visiting.
(Candidate makes notes)

Examiner:
Candidate:
Examiner:
Candidate:

Now, you have one minute to talk about the topic. I
  will tell you when to stop. The city I enjoyed visiting is X. I've been there
  several times. I have a very close friend who lives there, you see, so I try
  to visit the city every year or so. I was last there in December. There's a
  lot to do there, lots of museums and the old town, which is a great place if
  you like that kind of architecture. The night life is really good, too; there
  are all sorts of music venues, like little jazz bars, all over the city. This
  time I stayed at my friend's flat for five days. I only spent two days with
  my friend—he had to go away on business the day after I arrived, so I was
  left to explore the city on my own. The weather was not that great, but that
  didn't stop me from going out and enjoying myself. I went out every night and
  met lots o. . . interesting people, and even made a couple of new friends. I
  don't speak the local language, but people are so friendly and easy- going
  there. When I got lost downtown, a nice young couple helped me find my way
  back to the flat.
Thank
  you. Would you like to visit the place again? Definitely! I'm going there
  again this August.

Part 3

Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Now in this part, I would like to
  ask you a few more general questions about the topic you've talked about. Do
  people travel more nowadays than they used to in the past?
I
  think so. Travel has become much cheaper and faster than it used to be, say,
  20 years ago. Nowadays you can get really cheap tickets from one of those
  budget airlines and in a few hours be in a different country or even on a
  different continent. In the past, it might have taken days or even months to
  travel the same distance. The tourism industry is huge and there is hardly
  any place left on the planet which you can't get to. Even in this city, which
  is not a typical tourist destination, you can see lots of tourists,
  especially in summer.
What can one learn from
  travelling to other countries?
Well, lots of things, really. Different cultures,
  customs and traditions for example. Many people travel abroad to learn a
  foreign language, which can be much more exciting than learning from books.
  Those who enjoy visiting museums and galleries can learn a lot about the
  history and art of the country they are visiting. I personally like to visit
  parks and green places, and especially places like botanical gardens and zoos,
  to learn a bit about plant and animal
What positive or negative effects does tourism have
  on a local economy?
I
  think generally tourism is very beneficial for local economies as it creates
  many jobs for local people. Tourists travel with cash which they are ready to
  spend wherever they travel. There are some negative effects, though. For
  example, travelling thousands of miles in an airplane to get to a place where
  you want to spend only a few days is not exactly good for the environment.
  Also large numbers of visitors can have a huge impact on the local
  environment, especially in places like national parks. It's true that
  sustainable tourism is growing, but it is doing so at such a fast pace that
  it will stop becoming sustainable.
Thank
  you. That's the end of the test.

PRACTICE SECTION 2 MODEL ANSWERS

Examiner:
Candidate:
Examiner:
  Examiner:
Candidate: Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:

Hello,
  my name is . . . . Can you tell me your name, please?
My
  name is . . . .
Can you
  show me your I.D., please? Thank you.
First,
  I'd like to ask you a few general questions about yourself. Do you live in a
  house or a flat?
I live in a small rented flat.
How long have you lived there?
Not long.
  I moved in there two months ago.
Can you briefly describe the flat?
Well,
  it's a small, two-bedroom place, but it's got a nice view of the mountains,
  and it has a small terrace, which I think is the best thing about it. I'm
  sharing it with my brother at the moment, but he's planning to find a place
  of his own next year. The rent is a bit high, but it's not far from where I
  work, so I don't spend hours commuting every day.
Now
  let's talk about shopping. Do you like shopping?
I do, but only for certain things, like clothes or
  gadgets or books. Most things, except food, I buy online nowadays, from the
  comfort of my home. I hate food shopping, though. I find it really boring
  having to buy the same things every time I go to the supermarket.
Now
  let's move on to talk about music. Do you listen to music? What kind of music
  do you listen to?
I listen to music every day. I've
  got a large collection of old LPs I got from my dad. That's really how I
  first got interested in music. I listen to all sorts of

music.
My MP3 player is full ofjazz, rock, folk and other sorts of music, but I also
like to listen to classical music. I go out to listen to live music whenever I
can. In fact, I prefer listening to live rather than recorded music. It's a
totally different experience to listen and watch someone play.
Part 2

Examiner: Now in this part,
you should talk about a topic for one minute. You can take a minute to make
some notes before you speak. Here is a pencil and some paper for you, and the
topic card. I would like you to describe a film you saw and really liked.
(Candidate makes notes)

Examiner:
Candidate:
Examiner;
Candidate:

Now, you have one minute to talk
  about the topic. I will tell you when to stop. I have lots of favourite films
  I like, but I think the best film of all time is X. A friend of mine
  recommended it to me last year. In fact we watched it together at her place,
  which was great as I don't like going to the cinema much. It was a film about
  a boy who was growing up in a small town, about his friends, dreams and
  problems. I liked it because the plot was quite simple, but it was very
  interesting. His best friend was a bird—I think it was a hawk or something
  like that. He found the bird dying in an old barn and nursed it back to
  health. He got very emotionally attached to the bird, but had to let it go
  once it recovered. I really liked the photography. There wasn't much dialogue
  in the film, but it was never boring. It's not really the kind of film I
  would have picked up in a store, and I would never have watched it if my
  friend hadn't recommended it to me.
Would you like to see the film again?
I
  have it on DVD and actually have seen it a couple of times since then. It
  really is one of those films worth watching more than once.

Part 3

Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Now in this part I would like you to ask a few more
  general questions about the topic you've talked about. What kinds of films
  are popular in your country? Well, I guess like anywhere else, Hollywood
  blockbusters are what most people see. Independent films are also popular,
  but not as popular as Hollywood movies. There are very few films made
  locally, so national films are not that big in this country.
Why do you think some
  people prefer going to the cinema to watching films at home?
I personally like watching films
  at home. I can't stand it when someone next to me is making a noise eating
  popcorn, or when a phone goes off in the audience. People who choose to go
  out and see a movie in a cinema just want a different kind of experience. For
  them going to see a movie is an event, a change from home. Some people say
  that the quality of image and sound is much better in the cinema than at
  home, but I think it matters less now than it used to as many home
  entertainment systems nowadays can produce just as good a picture and sound.
Do you
  think people will continue going to the cinema in the future?
Hmm... it's hard to
  tell, but I think they will. As I said, for many cinema goers going to movies
  is a social event. They won't want to give it up and stay in to watch a
  movie. But you never know—technology might be developed which will make it
  possible to bring a true cinema experience to people's homes. Thank you.
  That's the end of the test.

PRACTICE SECTION 3 MODEL
ANSWERS

Examiner:
Candidate: Examiner:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:

Hello,
  my name is . . .. Can you tell me your name, please?
My
  name is .
Can
  you show me your I.D., please? Thank you.
First,
  I'd like to ask you a few general questions about yourself. Do you live in a
  city, a town or in the country?
I
  live in a small village not far from this city, about a 30-minute drive from
  here.
Is it a
  good place to live for young people?
I don't think so. There aren't
  many places to go out to, just one bar and a pier which has got some shops
  and a cinema. There isn't much night life there. Most young people move to
  the city once they finish school. I liked growing up there, though, and I
  went back when I finished my university degree. It's a great place for
  families with kids, but not if you're young and like going out often.
Now, let's talk about television. Do you like
  watching television?
I
  don't watch TV that much, really. I prefer to pick up a book. I do watch DVDs
  every now and then, though.
What
  kind ofTV programmes did you like to watch when you were a child?
I liked
  programmes about nature—animals and plants, that sort of thing. I still do,
  but I don't watch them as often as I would like to. They're very informative,
  especially for kids.
Now, let's talk about sports. Do you play any
  sports? Which ones?
No, I don't. I'm terrible at
  sports. I've always been bad at sports; I guess it's got something to do with
  my poor eyesight. I'm simply hopeless at any kind of ball sport. It doesn't
  bother me much, though. I like watching sports, especially winter sports.

Examiner:
Candidate:
Examiner:
Candidate;

Now, you have one
  minute to talk about the topic. I will tell you when to stop. I'll talk about
  driving, which I think is the most important skill I've learnt. I've been
  driving for about ten years now, and I learnt how to drive when I was 16. As
  I've told you, I lived and grew up in a small village not far from here, and
  you need a car to go anywhere, so it was essential to drive if you didn't
  want to feel isolated. My father taught me how to drive, but I didn't get a
  driving license until I was 20. I also failed my first driving test, and had
  to do a course with a driving instructor to learn how to drive properly in
  the city. I've had a car for over six years and I drive every day, but I
  think it was the formal course and the driving test I had to do that helped
  me become a good driver.
Could you teach this skill to anyone else?
I
  actually have. I've taught my sister to drive.

1
94
Examiner:
Now in this part, you should talk about a topic for one minute. You can take a
minute to make some notes before you speak. Here is a pencil and some paper for
you, and the topic card. I would like you to describe a skill, for example,
driving, speed reading, or any other skill you have learned successfully.
(Candidate makes notes)

Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Now in this part, I would like to ask you a few more
  general questions about the topic you've talked about. What qualities does a
  good trainer need to have? Hmm... let me think. . . . Well, I suppose one of
  the most important qualities is to be able to explain and to be patient if
  one doesn't get it the first or even the tenth time. Another important
  characteristic is to like helping people learn. These are the most important
  qualities, in my opinion.
Why do
  you think many companies invest a lot of money in training?
Well, I
  think those companies that want to stay competitive need to invest in
  training their staff. Businesses are changing so fast nowadays that it's
  essential to provide employees with the training necessary for them to do
  their jobs efficiently. Another reason might be that people like to feel
  valued, and giving them training is one way for a company to show that. The
  company I work for invests a lot in training, and I see it as one of the
  major benefits I receive, as it will help me become more employable in the
  future should I choose to change
Do you think schools and
  universities prepare young people well for future employment?
I don't think so. In most schools
  and universities, the students' heads are crammed with useless information
  which helps them pass a test or an exam. I believe people start learning when
  they leave school and start working. I'm not saying theoretical knowledge
  isn't important—I'm just saying that a lot of what kids are taught at school
  won't be very useful for them in the future. There are vocational schools and
  colleges, however, where young people learn skills for a specific job, for
  example, welding or carpentry. These do prepare young people for future
  employment, in my opinion. Thank you. That's the end of the test.

PART 3:
PRACTICE TESTS

Please
note that the Listening and Speaking modules are the same for both the Academic
and General Training Practice Tests. Please use tracks 5 — 8 on the CD for the
Listening module, as indicated on the tests.

KAPLAN
LISTENING
KAPLAN
PENCEL must be used to complete this sheet
Centre number:
Please write your name be'ow,
then write your six digit Candidate
number in the boxes and shade the number in the grid on the right in PENCIL.
Test date
(shade ONE box for the day, ONE box for the month and ONE box for the year):
                                       or 02 03 04                   06
07 0ß Q9 10 I l 12 13 1.4 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
3 1
                           Month: 01
02 03 04 05 06 07 08 09                   12                                                        Year:
01 02 03 04 05 06 07 08 09

Checker's        Marker's         Band                Listening
Initials                     Initia*s            Score

READING

KAPLAN
            Are you:         Female?             Male?
Your
  first language code:
Module taken (shade ONE box):                 Academic               General
  Training

Checker's
Initials

Marker's
Initials

Score

Reading Tota$

WRITING

                WRITING ANSWER
  SHEET
Candidate Name:                      Candidate
  Number: ......
Centre Name: .. .                        Date: ....
  .. ...

TASK I

                                                                                EXAMINER
  2 NUMBER:  .
CANDIDATE NUMBER: .                    EXAMINER I
  NUMBER:

. 2 KAPLAN

UNDERtENGTH

NO OF
WORDS

PENALTY

OFF-TORC

MEMORIZED

ILLEGIBLE

EXAMINER I TASK I

KAPLAN

- 3 TASK 2
KAPLAN

- 4 .
KAPLAN

ACADEMICnACTlCETEST
ACADEMIC LISTENING MODULE
30 minutes + transfer time

TIME Approx.

AND/ORA
Polish
10%

on CD
NUMBER
discount.

Section I                                     Questions
  I — 10
Questions I — 4
Complete the notes below. Write NO MORE THAN THREE WORDS
  for each answer.
Write your answers in boxes 1-4 on
  your answer sheet.

NOTES ON COURSES AVAILABLE
Example:                                                                                Answer:
Number of language courses
    per week         10
Languages
•
    Modern European Languages: French, Spanish, German, Dutch,
Ancient Languages: Latin and I .
•
    Asian
    Languages: Hindi and 2 .
Cost
    £25.00 per person per term
Notes: Bulk booking
    (more than two courses for 3 . . terms) To reserve a place in a language
    class, telephone Mary Jones on extension
4 .

Questions
  5 — 10
Complete the table and information below. Write NO
  MORE THAN THREE WORDS AND/ORA NUMBER for each answer.
Write
  your answers in boxes 5-10 on your answer sheet.
Monthly
  Computer Courses

Date

Subject

Places available

Cost per person

I st February

5 .

24

£40.00

March

Excel

6 . .. . .. . .. . .
    ........ only

£45.00

Outlook

19

Word

£55.00

To
  book a place on a computer course, call Mrs Jones before 10 .

KAPLAN

Track 6
 Section 2                               Questions
  I — 20                             on CD
Questions I I — 17
Complete this summary of the welcoming speech. Write
  NO MORE THAN THREE WORDS ORA NUMBER for each answer.
Write your answers in boxes I I -17
  on your answer sheet.

Dear Joe,
You missed the Welcome meeting.We were greeted by
    the Principal of Donleavy l l . . who explained how the University
    has 12 .. .... . campuses.
He told us where all the
    important buildings on this campus are and also explained which subjects
    are studied on the other two.The principal's
1 3 .  . is on our campus.
We must carry our 14 .... ... . to get into the campus.The
    University shop sells 15 . and  . and is next to the cafeteria.
You need to use your 16 .    when you buy things in both of
    them.There will be a lot of building work because they are building a  during this term.
Regards,
Rebecca

Questions 18 — 20
Complete
  the labels on the buildings on the map. Write NO MORE THAN THREE WORDS ORA
  NUMBER for each answer.
Write your answers in boxes 18-20
  on your answer sheet.

RiBIötkž

CáfèŒèi\idî,

Uii_iVêfšityž

Biå&30

KAPLAN

 Section 3                Questions
  2 1 — 30
Choose the
  correct letter A, B or C.
Write your answers in boxes 2 1 -30 on your answer sheet.
21
  Bill was ill.What was wrong?
A
  A cold
B
  A food allergy
C
  A severe pain in his
  head
22
  Bill and Sarah
A
  live near each other.
B
  have never worked on a project together. C have plans for later that
  evening.
23
  Bill and Sarah have to
A
  research and write a survey questionnaire.
B
  ask shopkeepers questions.
C
  submit their project via the Internet.
24
  What does Sarah want Bill to do?
A
  Visit the library
B
  Write a list of questions
C
  Use a computer
25
  Which of the following items will be included in Bill and Sarah's
  research?
A
  Deodorants and cosmetics
B
  Electrical goods
C
  Food and clothing
26
  With what aspect of the project does Bill express concern?
A
  Meeting the project's timeline B Invading people's privacy
C Finding enough reference material
27
  What does Bill plan to do for the rest of the day?
A
  Review the previous week's classes.
B
  Prepare notes for his next meeting with Sarah. C              Find
  people to participate in the research.

28
29
30

What does Sarah do for Bill?
A
  Helps him catch up on the notes
B
  Gives him a copy of her notes
C
  Promises to help him study
What does Sarah have to do at the library?
A
  Research
B
  Meet Bill
C
  Collect some
  books
Where do Bill and Sarah agree to meet the next day?
A
  In the library
B
  In class
C
  In the laboratory

 Section 4                Questions 3 1 — 40
Questions 31 — 32
Choose the correct letter A, B
  or C.
Write your answers in boxes 3 1-32 on your answer sheet.
31
  Who is giving this
  talk?
A
  An artist
B
  An art critic
C
  A curator
32
  Why did the speaker choose to speak about Joan Miró?
A
  Because a new work by Miró was recently added to the gallery.
B
  Because he thought Miró would appeal to people with different
  tastes. C Because he felt everyone would be familiar with Joan Miró's
  art.

Questions 33 — 35
Which three features below are mentioned by the speaker as
  characteristic ofJoan Miró's art? Choose THREE letters, A-G.
Write your answers in boxes 33-35 on your answer sheet.
A
  Themes from Spanish history
B
  The use of primary colors
C
  Influence of surrealism
D
  Complex geometric forms
E
  Large paintings
F
  Equal number of
  sculptures and paintings
G
  Birds and trees

KAPLAN

Questions 36 — 40
Complete this table with information from the listening. Write ONE OR
  TWO WORDS OR A NUMBER in the box.
Write your answers in boxes 36-40 on your answer sheet.
THREE OF MIRÓ'S GREAT WORKS

TITLE

DATE

LOCATION

DETAILS

"Woman and
36 ..

1 982

A 37 In
Barcelona.

Tall sculpture, covered in
38 — .

"Woman'

39 . .

National Gallery of
Art,VVashington

Large canvas, bright colours

"Seated Woman Il"

1939

Guggenheim
Museum, New York

Painted when
    Miró was influenced by the 40 ................
in Spain.

ACADEMIC READING MODULE

READING PASSAGE I
You should
  spend about 20 minutes on Questions I — 1 3, which are based on Reading
  Passage I below.
Gender selection—the choosing of a baby's
  gender prior to birth—occurs in many parts of the world. In China and India,
  for example, a baby's gender is considered to be of vital importance to the
  family, and male babies are often preferred over females for cultural
  reasons. In western countries as well, there are many reasons why a family
  might want to choose a baby's sex. Often parents wish to have a mix of both
  boys and girls in the family. There are also health reasons for gender
  selection: many diseases affect children of only one sex and a family that is
  susceptible to these diseases may wish to choose a baby's gender to avoid
  having an affected child.
This demand for gender choice for parents
  has led scientists worldwide to investigate gender selection prior to
  conception. Conventional wisdom states that the father's sperm is the main
  determinant of the child's gender, but recent research has begun to reveal a
  number of other possible determining factors.
Elissa Cameron's
  2007 research at the African University of Pretoria investigated the effects
  of diet on sex ratios at birth. In one experiment, she changed the blood
  sugar level of female mice prior to conception by putting a chemical in the
  animals' water. Mice that received the additive saw their blood sugar levels
  fall from 6.47 to 5.24 millimols/litre.A separate control group of mice
  received pure water, without the additive.After a few days, the two groups of
  mice were allowed to mate. In the control group, 41% of the mice were born
  female, as compared to 47% in the group that received the additive—a
  disparity that Dr Cameron ascribed to the differences in the mothers' blood
  sugar levels.
Interestingly, the idea that blood sugar
  levels affect a baby's sex follows traditional wisdom. It has long been
  believed that mothers should eat more red meat and salty foods—which raise
  blood sugar for a long period—if they want to have a boy; they are advised to
  eat chocolates and sweets—which raise blood sugar levels for a short time
  only—if they want a girl.
Another researcher in this
  field, Fiona Matthews of the University of Exeter, England, has come up with
  further evidence in support of the effect of diet on the sex of the unborn
  child. Her study followed 740 pregnant women who kept detailed records of
  their diets before conception. Her study found that mothers who consumed
  high-energy foods prior to conception were slightly more likely to have
  boys.The food with the greatest effect seemed to be breakfast cereals, which
  tend to be high in energy and often high in sodium content as well. Among
  women eating cereals on a daily basis, 59% had boys, compared with 43% of
  women who ate less than one bowl of breakfast cereal per week.These results
  are said to echo those seen in other animals, for example horses and cows,
  which statistically bear more males when well-fed.

KAPLAN

The eating habits
  of women in rich western countries could explain the slight fall in male
  births that has been reported over the past several years. In the UK, male
  births are falling by I per I ,000 births per year.This could be ascribed to
  the decline in the number of adults and adolescent girls eating breakfast on
  a regular basis. In addition, the popularity of low-calorie diets for females
  of child-bearing age could also be a factor contributing to the reduction in
  male births.
The recent decline in
  male births in western countries appears to make sense if one looks at it
  from an evolutionary standpoint. Historically, more boys tend to be born in
  times of food plenty, while females tend to be born in times of scarcity. One
  explanation is that when food is scarce, it is better for the survival of the
  species for female children to be born—as one male can father offspring by
  many females. Lower-calorie diets among western women could be biologically
  echoing the effects of scarcity—hence, the decline in male births.
So what can we conclude from this complicated picture? If
  you would like to have a son, it might be a good idea to eat a breakfast that
  includes cereal. On the other hand, if you would prefer to give birth to a
  daughter, then cut out breakfast and continue a weight reduction diet at
  least until after conception.
Questions I — 8
Do the following statements agree with the information
  given in Reading Passage I ?
In boxes I -8 on your answer sheet,
  write
              TRUE                                  if
  the statement agrees with the information
              FALSE                                 if
  the statement contradicts the information
               NOT GIVEN                      if
  there is no information on this
Mothers in
  India eat cereals for breakfast so that they will have male babies. 2          New
  drugs have been developed that allow parents to choose the sex of their
3
  People used to think that the father was responsible for the
  sex of the baby.
4
  Elissa Cameron used both humans and mice in her research.
5
  The majority of research on gender selection is happening in
  Europe.
6
  People in the United Kingdom often do not eat breakfast.
7
  Some people think that drinking tea has an effect on the sex of
  a baby.
8
  High-calorie diets have been shown to increase the likelihood
  of female births.

Questions 9 — 13
Complete each sentence with the correct ending, A-K, below.
Write the correct letter, A-K, in boxes 9-13 on your
  answer sheet.
9
  Elissa Cameron
10
  In western countries, gender selection
Fiona
  Matthews
12
  Evolution seems to support
13
  Eating
  breakfast cereal on a daily basis

A
    artificially
    decreased the blood sugar levels of mice.
B
    is often based on cultural preferences.
C
    asked
    patients to write down everything that they ate and when they ate it.
D
    the influence of food scarcity upon sex ratios at birth.
E
    that adding
    sodium to food affects the sex of a baby.

F
    is an
    American scientist.
G
    sometimes occurs for health reasons.
H  an equal balance between male and
    female children.
conducted
    research on horses and cows.
J
    is more common in the UK than in other western countries.
K
    seems to increase the likelihood of male births.

Question 14
Choose the
  correct letter, A, B, C, D or E.
Write your answer in box 14 on your answer sheet.
Which of the following is the most suitable title for
  Reading Passage I ?
A Eating Cereal is Good
  for Pregnant Women B Research Says Mice Make Better Mothers c Diet May
  Influence the Sex ofYour Baby
D
  Asian Research Influences Western Medicine
E
  Gender Selection Research Sparks Scientific Debate

READING
  PASSAGE 2
You should spend about 20
  minutes on Questions 1 5 — 27, which ore based on Reading Passage 2 below.
The Disease Multiple Sclerosis
A
  Multiple Sclerosis (MS) is a disease in which the patient's immune
  system attacks the central nervous system.This can lead to numerous physical
  and mental symptoms, as the disease affects the transmission of electrical
  signals between the body and the brain. However, the human body, being a
  flexible, adaptable system, can compensate for some level of damage, so a
  person with MS can look and feel fine even though the disease is present.
B
  MS patients can have one of two main varieties of the disease: the
  relapsing form and the primary progressive form. In the relapsing form, the
  disease progresses in a series of jumps; at times it is in remission, which
  means that a person's normal functions return for a period of time before the
  system goes into relapse and the disease again becomes more active.This is
  the most common form of MS; 80-90% of people have this form of the disease
  when they are first diagnosed.The relapse—remission cycle can continue for
  many years. Eventually, however, loss of physical and cognitive functions
  starts to take place and the remissions become less frequent.
C
  In the primary progressive form of MS, there are no remissions and a
  continual but steady loss of physical and cognitive functions takes
  place.This condition affects about IO- 1 5% of sufferers at diagnosis.
D
  The expected course of
  the disease, or prognosis, depends on many variables: the subtype of the
  disease, the patient's individual characteristics and the initial symptoms.
  Life expectancy of patients, however, is often nearly the same as that of an
  unaffected person—provided that a reasonable standard of care is received. In
  some cases a nearnormal life span is possible.
E
  The cause of the disease is unclear; it seems that some people have a
  genetic susceptibility, which is triggered by some unknown environmental
  factor. Onset of the disease usually occurs in young adults between the ages
  of 20 and 40. It is more common in women than men; however, it has also been
  diagnosed in young children and in elderly people.
F
  Hereditary factors have been seen to have some relevance. Studies of
  identical twins have shown that if one twin has the disease, then it is
  likely that the other twin will develop it. In addition, it is important to
  realise that close relatives of patients have a higher chance of developing
  the disease than people without a relative who has MS.

G
H
J

Where people
  live can be seen to have a clear effect, as MS does not occur as frequently
  in every country. It commonly affects Caucasian people, particularly in North
  America, Europe and Australia. It has been recognised that MS is more common
  the further the country is away from the equator, and the incidence of MS is
  generally much higher in northern countries with temperate climates than in
  warmer southern countries.
Three things, which do not normally occur in healthy
  people, happen to people who have MS. First, tiny patches of inflammation
  occur in the brain or spinal chord. Second, the protective coating around the
  axons, or nerve fibres, in the body starts to deteriorate. Third, the axons
  themselves become damaged or destroyed.This can lead to a wide range of
  symptoms in the patient, depending on where the affected axons are located.
A common symptom of MS is blurred
  vision, caused by inflammation of the optic nerve. Another sign is loss of
  muscle tone in arms and legs; this is when control of muscle movement, or
  strength in the arms or legs, can be lost. Sense of touch can be lost, so
  that the body is unable to feel heat or cold, or the sufferer experiences
  temperature inappropriately, that is, feeling heat when it is cold and vice
  versa. Balance can also be affected; some people may eventually have to
  resort to a wheel-chair, either on a permanent or temporary basis. The course
  of the disease varies from person to person.
A diagnosis of
  MS is often confirmed by the use of a Magnetic Resonance Imaging (MRI) scan,
  which can show defects in the brain and spinal chord. Once diagnosed, MS is a
  lifelong disease; no cure exists, although a number of medical treatments
  have been shown to reduce relapses and slow the progression of the disease.
  It is important that patients with the disease are diagnosed early, so that
  treatment, which can slow the disease, can be started early.

Questions 15 — 19
Reading passage 2
has 10 paragraphs lobelled A-J.
Which paragraph
contains the following information?
Write the correct
letters, A-J, in boxes 15-19 on your answer sheet. NB You may use any letter
more than once.

The main types of the disease
Loss of the sense of feeling
The progress of the
disease
Treatments for the disease
The effects of geography

Questions 20 — 27
ComPlete the table below.
Choose NO MORE THAN THREE WORDS from the Passage for each
  answer.
Write your answers in boxes 20-27 on
  your answer sheet.

Main 19pes of 20

21
    ..
80-90% of sufferers

Primary
    Progressive Form
 22 ........... . . . ..        of
    patients

Causes are unclear

23
    ..
24
    .. ..... .....
    ...... people are more often affected than other races. There is a higher
    incidence where the weather is
25
    . ........ . . . . .
    .. . . . . .

Hereditary
If one 26 ...... is affected the other is likely
    to develop MS.

Three effects of MS

Inflammation in the brain and/or
    27 ........

Coating of nerve fibres damaged

Axons themselves damaged.

READING PASSAGE 3
You should spend about 20 minutes on
    Questions 27 — 40, which are based on Reading Passage 3 below.
Surge Protection
With more and more devices connecting
    to the world's electrical networks, protecting electrical systems and
    devices from power surges—also known as distribution overcurrent—has become
    more important than ever.VVithout adequate overcurrent protection, interruptions
    to electrical service can have catastrophic effects on individuals, cities
    and entire nations.
In a normal
    electrical system, customers are supplied with a steady electrical
    current—a predetermined voltage necessary to safely operate all electrical
    equipment connected to that system.This steady electrical supply is subject
    to minimal variations—variations that are imperceptible to the consumer and
    do not normally harm electrical devices.An overload current is any surge
    that exceeds the variances of this normal operating current.The higher the
    overcurrent, the more potential it has to damage electrical devices. One of
    the most important principles of overcurrent protection, therefore, is that
    the higher the magnitude of the overload current, the faster the
    overcurrent must be interrupted.
How do
    overcurrents occur? Most overcurrents are temporary and harmless, caused
    when motors start up or transformers are energised. Such things as
    defective motors, overloaded equipment or too many loads on one circuit,
    however, can cause harmful, sustained overcurrents, which must be shut off
    quickly to avoid damaging the entire distribution system. An inadequately
    protected system can cause damage ranging from electrical shocks to people
    coming in contact with electrical equipment, to fires caused by the thermal
    ignition of electrical materials on the overloaded circuit.
Electrical storms
    and lightning are among the biggest causes of major distribution
    overcurrent worldwide. In the United States alone, 67 people are killed
    every year by these types of storms (including those killed by falling
    trees and power lines—not only surges).The intense current of a lightning
    discharge creates a fleeting, but very strong, magnetic field.A single
    lightning strike can produce up to a billion volts of electricity. If
    lightning strikes a house, it can easily destroy all the electrical
    equipment inside, and damage the distribution system to which that house is
    connected.
To protect people and devices
    adequately, overcurrent protection needs to be sensitive, selective, fast
    and reliable. In the interest of conservation, most power systems generate
    different loads at different times of the day; overcurrent protection must
    therefore be sensitive enough to operate under conditions of both minimum
    and maximum power generation. It also needs to be selective so that it can
    differentiate between conditions that require immediate action and those
    where limited action is required; in other words, it should shut down the
    minimum number of devices to avoid disrupting the rest of the electrical
    system. Overcurrent protection also needs to be fast; it should be able to
    quickly disconnect undamaged equipment from the area of overcurrent and
    thus prevent the spread of the fault. Of course, the most basic requirement
    of protective equipment is that it is reliable, performing correctly
    wherever and whenever it is needed.

When an overcurrent occurs at a major electricity supply
  point such as a power station, the resulting surge, if it is not checked, can
  damage the entire distribution system. Like a flooding river—which breaks its
  banks and floods smaller rivers, which in turn flood streets and houses—the
  extra voltage courses through the network of wires and devices that comprise
  the distribution system, until it discharges its excessive energy into the
  earth.This is why each piece of equipment within the electricity manufacturing
  and distribution system must be protected by a grounding or earthing
  mechanism—the grounding mechanism allows the excess electricity to be
  discharged into the earth directly, instead of passing it further down the
  distribution system.
Within the distribution system, surge protection is provided by
  overcurrent relays. Relays are simply switches that open and close under the
  control of another electrical circuit; an overcurrent relay is a specific
  type of relay that operates only when the voltage on a power line exceeds a
  predetermined level. If the source of an overcurrent is nearby, the
  overcurrent relay shuts off instantaneously. One danger, however, is that
  when one electrical circuit shuts down, the electricity may be rerouted
  through adjacent circuits, causing them to become overloaded.At its most
  extreme, this can lead to the 'blackout' of an entire electrical network. To
  protect against this, overcurrent relays have a time-delay response; when the
  source of an overcurrent is far away, the overcurrent relays delay slightly
  before shutting down—thereby allowing some of the current through to the next
  circuit, so that no single circuit becomes overloaded.An additional benefit
  of this system is that when power surges do occur, engineers are able to use
  these time delay sequences to calculate the source of the fault.
Fuses and circuit
  breakers are the normal overcurrent protection devices found in private
  homes. Both devices operate similarly: they allow the passage of normal
  currents, but quickly 'trip', or interrupt, when too much current flows
  through. Fuses and circuit breakers are normally located in the home's
  electrical switch box—which takes the main power coming into the house and
  distributes it to various parts of the home. Beyond this level of home
  protection, it is also advisable to purchase additional 'tripping' devices
  for sensitive electrical devices such as computers, telephones and
  modems.\Nhile many electrical devices are equipped with internal surge
  protection, the value of these devices usually warrants additional protection
  such as may be gained from purchasing an additional protective device.
The modern
  world could not exist without reliable electricity generation and
  distribution. While overcurrents cannot be entirely avoided, it is possible
  to mitigate their effects by providing adequate protection at every level of
  the electrical system, from the main power generation stations to the
  individual home devices we all rely upon in our daily lives.

Questions 28 — 33
Choose the
  correct letter, A, B, C or D.
Write your answers in boxes
  28-33 on your answer sheet.
28
  In a normal electrical system,
A
  voltage
  differences are usually quite small.
B
  overcurrent protection is mainly provided by circuit breakers
  and fuses.
C
  different amounts of electricity are generated at different
  times of day. D some circuits constantly experience a certain level of
  overcurrent.
29
  The writer suggests that most overcurrents.
A
  are harmless
  and temporary.
B
  affect all levels of the distribution system.
C
  are triggered by electrical storms.
D
  can be
  instantaneously controlled by relays.
30
  What does the writer state is the most basic requirement of
  overcurrent protection equipment?
A
  Speed
B
  Selectivity
C
  Sensitivity
D
  Reliability
31
  The writer suggests that most household electrical devices
A
  are adequately protected by the home's electrical switch box.
B
  should be protected from overcurrent by additional devices.
C
  produce strong magnetic fields that can sometimes cause surges.
  D are designed to shut off after a short time delay.
32
  In which of the following circumstances might the shut-down of
  an overcurrent relay be delayed?
A
  If the source of an overcurrent is nearby
B
  If an overcurrent is caused by an electrical storm
C
  If an entire electrical network experiences 'blackout'
D
  If the source of an overcurrent is far away

33

What is an essential safety
  requirement for every device in an electrical system?
A
  A grounding mechanism
B
  The ability to shut down quickly
C
  Sensitivity to variances in the electrical system
D
  Internal surge protection

Questions 34 — 40
Do the following statements
  agree with the information given in Reading Passage 3?
In boxes 34-40 on your answer
  sheet, write
              TRUE                                      if
  the statement agrees with the information
              FALSE                                     if
  the statement contradicts the information
              NOT GIVEN                           if
  there is no information on this
34
  Effective overcurrent protection systems shut down as few
  devices as possible.
35
  Electricians must use special tools to fit fuses.
36
  The most common cause of overcurrents is the presence of too
  many loads on one circuit.
37
  Overcurrents course through the entire distribution system
  unless they are discharged into the earth.
38
  Over one hundred people are killed by electrical storms
  worldwide each year.
39
  The effects of overcurrents are magnified when electricity
  comes in contact with water.
40
  All variations
  in electrical voltage are potentially damaging, and must be prevented.

WRITING
ACADEMIC
WRITING MODULE

WRITING
  TASK I
You
  should spend about 20 minutes on this task.
The
  table below shows the number of Internet users in nine countries in June
  2007. It also shows the percentage of the population who use the Internet in
  these countries, and the percentage of world users that this represents.
Summarise
  the information by selecting the main features, and making comparisons
  between countries.
Write
  at least 150 words.

Country

Internet
    users, latest data

Penetration
(0/0
    Population)

% ofWorld
Users

United States

69.7%

China

0

42,000,000

3.7%

3.6%

United Kingdom

62.3%

3.2%

France

32,925,953

2.8%

Indonesia

8.9%

I .70/0

Spain

43.9%

0

Australia

Philippines

WRITING

WRITING TASK 2
You
  should spend about 40 minutes on this task.
Write
  about the following topic.
Compare
  the advantages and disadvantages of three of the following as places where
  advertisers might place advertisements for cars.
Explain which you
  think would be the most effective. Cinema
 Radio
 Billboards
Television
 Newspapers
Magazines
Give
  reasons for your answer and include ony relevant examples from your own
  experience.
Write
  at least 250 words.

SPEAKING
ACADEMIC SPEAKING MODULE
(10-15 minutes)

PART ONE
Introduction
  to interview, 4-5 minutes
The examiner Wilf begin by introducing him/herselfand
  checking your identity.
S/he will then ask you some questions about yourself;
  based on everyday topics.
•
  Let's talk about the place where you live now.
•    Describe
  the place where you live now. Were you born there?
•
  Do you live on your own or with your family?
Has the
  place changed much over the time you have lived there? (How?)
PART TWO
Individual
  long turn, 3-4 minutes
Candidates' task card
INSTRUCTIONS
Please read the topic below
  carefully. You will be asked to talk about it for I to 2 minutes.
You will have one minute to think about what you're going
  to soy.
You can make some notes to help you
  ifyou wish.

Describe a musical event you enjoyed attending.
You should say:
• what the event you attended was e where it took place
    who was with you and explain why you enjoyed attending the event.

The examiner may then ask you a couple of brief questions to show that
  this part of the test is over.

KAPLAN
SPEAKING

Further questions:
Do you play music yourself?
• What instruments can you play?
What kind of music do you most enjoy? What do you like
  about it?
PART THREE
Two-way discussion, 4-5 minutes
In Part Three the examiner will ask you further questions related to the
  topic in Port Two. Let's consider listening to music ...
e How expensive is it to attend a concert in your
  country?
o
  Is it better to listen to live music, or to listen to music on the television
  or radio?VVhy is this better?
e Do you think there is too much music available now?
  Why/VVhy not?
Finally
  let's talk about famous musicians. . .
e Why do you think people are so interested in the personal lives of
  musicians? Is that interest stronger now than in the past?
e What are some of the things that
  can affect the image and popularity of musicians?

      LISTENING                 SHEET

KAPLAN
PENCIL must be
  used to complete this sheet
Centre number:
Please
  write your name below,
then write
  your six digit Candidate number in the boxes and shade the number in the grid
  on the right in PENCIL.
date
  (shade ONE box for the day. ONE box for the month and ONE box for the year):
                    01 02 03 04 OS 06 07 08 09 10                            12
  13 14 15 16 17 18 19 20 2! 22 23 24 25 26 27 28 29 30 3 1
Month: 01 02 03 04 05 06 07 08 09 10 i l 12                                                                     Year:
  01 02 03 04 OS 06 07 08 09
Checkerk                                                                Marker's                                                            Band                                                            Listening
          Initials                                                            Initia*s                                                             Score                                                              Total

READING                   SHEET

KAPLAN
            Are you:             Female?
Your first language
Module taken (shade ONE box):
Checker's
Initials

Male?
code:
Marker½ initials

Academic

3 4
General
  Training
Band
Score

9
Reading
Total

      WRITING                 SHEET

KAPLAN
WRITING ANSWER SHEET
Candidate Name: .......... .. .... ....... .. ..... ... ...
   .                    Candidate Number:
Centre Name: ....... .....
  ............. .. ...... .......... . .                      Date: —

EXAMINER
  2 NUMBER: ........... ........................ .
CANDIDATE NUMBER:
  .....................................                             EXAMINER I
  NUMBER:

- 2 KAPLAN

EXAMINER'S USE ONLY

UNDERLENGTH

NO OF
WORDS

PENALTr

OFF„TOPiC

MEMOR'ZED

*LLECISLE

cc

GRA

EXAMINER I TASK I

cc

GRA

UNDERLENGTH

NO OF
WORDS

PENALTY

OFF-TORC

MEMORIZED

EXAMINER 2 TASK I

               TASK 2                                                                                "AP'AN

                             - 4 .

EXAMINER'S
    USE ONLY

TIME Approx. 30 minutes + transfer time

Track 5
Section I                                  Questions
  I — 10                           on CD
Questions I — 4
Complete the notes below.Write NO MORETHANTHREEWORDSAND/ORA NUMBER for
  each answer.
Write your answers in boxes I -4 on
  your answer sheet

NOTES ON COURSES AVAILABLE
Example:                                                                                Answer:
Number of language courses
    per week        10
Languages
•
    Modern European Languages: French, Spanish, German, Dutch,
    Polish
•
    Ancient
    Languages: Latin and
•
    Asian
    Languages: Hindi and 2 ..... ..... ....
Cost
    £25.00 per person per term
Notes: Bulk booking (more than
    two courses for 3 ...... . terms) 10% discount.
To
    reserve a place in a language class, telephone Mary Jones on extension

Questions 5 — 1 0
Complete the table and
  information below. Write NO MORE THAN THREE WORDS AND/ORA NUMBER for each
  answer.
Write your answers in boxes 5- I O
  on your answer sheet.
Monthly Computer Courses

Date

Subject

Places available

Cost per person

I st February

5 . . . . . . . . . . . ........

24

£40.00

March

Excel

 only

£45.00

Outlook

1 9

Word

£55.00

 To book a place on a computer
  course, call Mrs Jones before 10 .. . . . . . .. . ....

 Section 2                              Questions
  I I — 20
Questions I I — 1 7
ComPlete this summary of the welcoming
  speech. Write NO MORE THAN THREE WORDS ORA NUMBER for each answer.
Write your answers in boxes I I-1 7
  on your answer sheet.

Dear Joe,
You
    missed the Welcome meeting.We were greeted by the Principal of Donleavy
.. who explained how the
    University has 12 . . campuses. He told us where all the important buildings
    on this campus are and also explained which subjects are studied on the
    other two. The principal's
1 3 . . is on our campus.
We must carry our 14 .  . to get into the campus.The
    University shop sells 15  . and . . and is next to the cafeteria.
You need to use your 16 . .. when you buy things in both of
    them. There will be a lot of building work because they are building a
    17... ... . during this term.
Regards, Rebecca

Questions 18 — 20
Complete the labels on the buildings on the
  map.Write NO MORE THAN THREE WORDS ORA NUMBER for each answer.
aahguagéSþäí?é
OGate„-

 Section 3                 Questions
  21 — 30
Choose the correct letter, A, B or C.
21
  Bill was ill.What was wrong?
A
  A cold
B
  A food allergy
C
  A severe pain
  in his head
22
  Bill and Sarah
A
  live near each
  other.
B
  have never worked on a project together, C have plans for later
  that evening.
23
  Bill and Sarah have to
A
  research and write a survey questionnaire.
B
  ask shopkeepers questions.
C
  submit their project via the Internet.
24
  What does Sarah want Bill to do?
A
  Visit the library
B
  Write a list of questions
C
  Use a computer
25
  Which of the following items will be included in Bill and Sarah's
  research?
A
  Deodorants and cosmetics
B
  Electrical goods
C
  Food and clothing
26
  With what aspect of the project does Bill express concern?
A
  Meeting the
  project's timeline B Invading people's privacy
C Finding
  enough reference material
27
  What does Bill plan to do for the rest of the day?
A
  Review the previous week's classes.
B
  Prepare notes for his next meeting with Sarah. C              Find
  people to participate in the research.

28
29
30

What does Sarah do for Bill?
A
  Helps him catch up on the notes
B
  Gives him a copy of her notes
C
  Promises to help him study
What does Sarah have to do at the library?
A
  Research
B
  Meet Bill
C
  Collect some books
Where do Bill and Sarah agree to meet the next day?
A
  In the library
B
  In class
C
  In the laboratory

 Section 4                 Questions 3 1 — 40
Questions 31 — 32
Choose the correct letter A,
  B or C.
31
  Who is giving this
  talk?
A
  An artist
B
  An art critic
C
  A curator
32
  Why did the speaker choose to speak about Joan Miró?
A
  Because a new work by Miró was recently added to the
  gallery.
B
  Because he thought Miró would appeal to people with
  different tastes. C Because he felt everyone would be familiar with Joan
  Miró's art.

Questions 33 - 35
Which three features below
  are mentioned by the speaker as characteristic ofJoan Miró's art? Choose
  THREE letters, A-G.
A
  Themes from Spanish history
B
  The use of primary colors
C
  Influence of surrealism
D
  Complex geometric forms
E
  Large paintings
F
  Equal number of sculptures and paintings
G
  Birds and trees

Questions 36 — 40
Complete this table with information from the listening. Write ONE OR
  TWO WORDS OR A NUMBER in the box.
Write your answers in boxes 3640 on your answer sheet
THREE OF MIRÓ'S GREAT WORKS

TITLE

DATE

LOCATION

DETAILS

"Woman and
36 .............. '

1982

   A 37       . .... ..... in
Barcelona.

Tall sculpture, covered in
  38 ... .... ....    . .

"Woman"

39 ..

... ....

National Gallery of Art, Washington

Large canvas, bright colours

"Seated Woman Il"

1939

Guggenheim
Museum, New York

Painted when Miró was influenced by the 40 ............... ..
    in Spain.

GENERAL TRAINING READING MODULE
TIME One hour

SECTION I
You should spend about 20 minutes on
  Questions I — 14.
Read the
  text below and answer Questions I — 7.

First Floor

Second
    Floor

Emergency Services
Reception
Treatment Rooms
Waiting Room

1
    0 1
l i t-1 13

Opthalmology
Reception
Dr Ana Boto
Dr Jina Williams
Dr Geoff Foreman
Dr Susan Widden
Waiting Room

200
20
    1
202
203
204
205

Internal Medicine
Reception
Waiting Room
Dr Ben Keran
Dr Janet Goldsmith
Dr Christopher Sherin
Dr Rashmi Pandi
Dr Mabel Chew Dr Donald Tuffy

1
    14
1
    15
1
    16
1
    17
1
    18
120
1 2 1

Tropical Diseases
Reception
Waiting
    Room
Quarantine
DrViet Nguyen
Dr Pongsambulnar Cutler
Dr Luisa Doyle
Dr Lea Kynaston

21
    1
212
213
214
215
216
217

General Practice
Reception
Dr Mary Garcia
Dr Helena Ho
Dr Jackie Jimenez
Dr Tania Cherrin
Dr Toshio Nishima
Dr Ross Smith Waiting Room

122
123
124
125
126
127
128
129

Heart Disease Unit
Reception
Dr David Parker
Dr Neil Kennedy
Dr Julian Crosby
Dr Alison Cussons
Dr Fiona Darby
Waiting Room

22 1
222
223
224
225
226
227

Services
Toilets
Cafeteria
Banking
    and Telephoning Service
Children's Play Room
Florist and Gift Shop

130
    and 1 3 1
132
133
1
    34
140

Surgical Unit
Reception
Surgeries
Recovery Room
Waiting Room

230
231-238
239
240

Notices

When you arrive at the hospital,
    please go to Reception in the relevant specialty area and register with the
    receptionist.You will then be shown to the waiting room where you will be
    asked to wait until your name is called. The waiting time varies according
    to the number of patients, and we ask for your patience and understanding.
    The reception staff will be able to give you information regarding how many
    people are ahead of you, but will not be able to give you an exact time for
    seeing the doctor.
If you have ten or more people
    ahead of you, you may wish to leave the waiting room and relax in other
    areas of the hospital (cafeteria, gardens or children's playroom). In this
    case, ask the receptionist for a pager; you will be paged when there are
    fewer people ahead of you. Please come straight back to the reception area
    when paged.
While in the waiting room, please
    switch off your mobile phone; keep noise to a minimum; refrain from eating
    and drinking (except water from the coolers provided); do not smoke; ensure
    that children are kept close at all times (you may wish to take them to the
    playroom).
Any discourteous or aggressive
    treatment of hospital staff or other patients will be dealt with
    immediately.

Questions I — 6
Read the questions below and write the appropriate room number in boxes
  1-6 on your answer sheet
Which room will you go to when you
  want a cup of coffee?
2
  are waiting to
  see Dr Kynaston?
3
  need treatment in an emergency?
4
  want to see a doctor about your heart condition?
5
  have bored, noisy children with you?
6
  have an appointment with a General Practitioner?

Question 7
Which of these things can
  you do in the waiting room? Write the words in box 7 on your answer sheet.
Page a doctor
Drink
  coffee
Eat
  snacks
Drink
  water
Use your phone

Questions 8-14
Read the accommodation information on this page. Select the
  best accommodation for each student on the list below and write the correct
  letter, A-H, in boxes 8-14 on your answer sheet
There are more offers of accommodation than there are
  students.)
Student Accommodation

A

4 students living in 5-bedroom house, looking for one
    more student to share. We are all serious, hard-working students who don't
    have much time for fun.We usually work in our rooms or in the library, but
    we have dinner together most nights. Share cooking and cleaning work.

E

Rex Student Hostel—rooms available for students. Dinner
    provided on request, also kitchen and dining room where students can
    prepare own meals.
Option of own or shared room.
Non-smoking. Quiet, hardworking atmosphere.Weekly
    cleaning service provided.

B

Homestay—family with two children want student to live with them,
    share family meals, etc. Own room and access to family areas of house.
    International student preferred, so that children can learn about another
    culture.

F

3-bedroom house, one bedroom available.Three students in
    20s share large comfortable living space, meals and housework.Want someone
    sociable who likes sharing meals, watching TV, listening to music, etc.

C

St Michael
    's College has vacancies for about 20 students.All-male college. All meals
    provided. Cleaning service included. First-year students share room, all
    others, own room.

G

Two-bedroom flat with one large double bedroom available.
    Owners are Mike and Sue—student and dentist— looking for single or couple
    to share. $ 1 50 a week. Non-smokers.

D

Single female looking for female
    flatmate.Vegetarian, relaxed approach. Share cooking and cleaning.

H

Small one-bedroom flat available for rent, $300 a week.
    Suit single or couple, no kids or pets.Access to communal garden and
    washing area.

8
9
10
I l
12
13
14

Jenny,
  non-smoker, vegetarian. Looking to share a flat with just one other. Likes
  jazz and blues, walking and going to the beach.
Paul, 22-year-old
  engineering student, likes parties. Doesn't know how to cook and clean and
  doesn't want to learn! Only studies at exam time. Works in a gym parttime.
Ella, 20 years old, international student.
  Doesn't know anyone yet, would like to meet people.Wants accommodation where
  she can cook for herself. Has never shared housing with anyone except her
  parents.
Henry, 40-year-old mature student.
  Studying medicine, so has to study most of the time. Works part-time from
  home (on computer, consulting) and likes cooking in his free time. Budget: $
  1 00 a week. Smoker.
Cherie, 18, international
  student, first time away from home. Missing her family especially younger
  brothers and sisters. Doesn 't know how to cook or clean, etc. Will go back
  to China for the holidays.
Robert, 23, Master's student. Sociable,
  has shared flats before, likes cooking. Goes out a lot.\Nhen home, likes to
  play video games and watch TV—and study.
Sally and Paul, young married couple from
  country town. Want own flat or share with another couple. Both study hard
  (vet science) and like to relax at home when not working—reading, dinner
  parties and music. Budget: $200 PW.

SECTION 2
You should spend about 20
  minutes on Questions 15 — 27.
Questions 15 — 2 1
Look at the information in the Service
  Guide for the University of Northwestern Australia below, and answer the
  questions using NO MORE THAN THREE WORDS. Write the answers in boxes 15-21 on
  your answer sheet
University of Northwestern
  Australia

SERVICE
    GUIDE
Here you
    will find a list of the full range of services offered to students at
    Northwestern. For further information, see our website at
    www.northwestern.co.edu.au
Health
    Services
Located on the Hartley
    campus there is a clinic available to all students. It is open only during
    term time (during holiday periods you must go to Casualty in town).To use
    the service, please ensure that you have both your student card and your
    Medicare card with you at all times. On presentation of these cards, treatment
    is free.There is a doctor and a nurse in attendance from 7 a.m. to 9 p.m.
    on weekdays, and from 7 a.m. to 12.30
p.m. on Saturdays.At all other times, please use
    the town hospital.
Transport
At first,
    Northwestern may feel a little isolated—especially if you are used to
    living in the centre of town.The site was chosen for its natural beauty and
    the peacefulness of the area is one of our most important assets. However,
    if you wish to enjoy the attractions of the local towns, don't despair—the
    public bus service is frequent and reliable, and additional university
    shuttle buses are available at peak times.To go to Thurile, catch the 45
    bus from outside the Hartley main gates. It runs every 30 minutes on
    weekdays. If you wish to go to Gundini, catch the 67 bus from the Little
    campus—the stop is just near the football field. Both towns also have
    mini-cab services that offer competitive rates—so don't worry if you miss
    the buses once in a while!
Student
    Centre
The student centre is the "heart" of the
    university. Located on the Hartley campus, it comprises three buildings,
    and it is here that you will find a great variety of student services and
    leisure facilities.There is a career and job advisory service, where you
    can obtain advice regarding your chosen degree field; this service will
    also help you to find a part-time job.

The two restaurants and three
    cafés in the student centre, as well as a reading room and games
    room, make it a comfortable home-from-home between classes. For those who
    wish to combine leisure with work, there is a computer centre for student
    use; additional computers are available in the library.And finally, the
    student centre is where the Students' Union have their offices and
    information boards.All students automatically become members of the Union
    when they pay their fees, so it's worth paying a visit to the union to find
    out more about what it can offer you.
International
    Student Office
Not to be confused with the student
    centre, this is where international students can go for information and
    advice regarding their academic or residential status.There is a team of
    academic experts here who can help with solutions to such problems as
    difficulties with English, or essay writing; they can also offer advice
    about future courses of study. There is also a lawyer available three days
    a week to help with visa and immigration solutions.
Shopping
    Information
Every item basic to a student's needs
    can be found here at the shops on the Hartley campus.There is a
    stationer's, which sells computer software as well as the usual pens,
    notebooks, etc.; and there is also a mini-market where you will find a wide
    range of food and drink, as well as cleaning products and basic medical
    supplies.
For other consumer needs, you may need to
    go into the nearest towns.Thurile has the biggest range of shops, most of
    them located on the main street.There you will find a supermarket, a
    boutique, an Asian food store and several good, reasonably-priced
    restaurants. Gundini, too, has a small supermarket, as well as a book store
    bookshop and video store. On Saturday mornings there is a wonderful
    farmers' market in Gundini, where you can find all sorts of fresh produce
    from the local farms and gardens.

15
  Where should a student go to look for a part-time job opening?
16
  Which bus would a student who wants to go to the bookshop take?
17
  On which day can locally-grown vegetables be purchased?
18
  Where should a student
  go for help renewing a visa?
 1 9   Where can a student
  who gets sick on a Sunday go for medical help?
20
  There is a computer room in the student centre. Where else can
  students find a computer to use?
21
  If you wish to talk to a representative of the Students' Union, to
  which area should you go?

Questions 22-2 7
Read the course information for veterinary science
  below and complete the summary on page 2 10. Use NO MORE THAN THREE WORDS for
  each answer.
Course
  information and entry requirements for studying veterinary science at
  Northwestern Australia University

Course duration

5 years full-time

Units

96

Campus

Hartley

Course code

VTRIOI

Minimum education requirements, pre-requisites

Western Australia Year 12 or
    equivalent, English, mathematics, chemistry, physics.
International students must
    also meet
English language requirements (see
International student website) and may be required to complete a
    foundation year at this or a related university.

Visa requirements

To be eligible for an Australian student visa, you must
    enrol in this programme full-time on campus at NWAU.A student visa requires
    a minimum attendance rate of 80%.

Fees

Enrolment
    fee of $220 (non-refundable).
Total course cost $37,800.

Closing date

Applications must be lodged
    through the
Western Australian Tertiary
    Admissions
Centre. In order to commence study in
    Semester l, 2009, the closing date for admission is September 30, 2008.

Enquiries

For further information, please call the admissions office at (61) 8
    96873954, or see our website www.nwau.edu.au/int/ enquiry.

Questions 22-27
Summary
If you wish to study veterinary science at Northwestern Australian
  University, you need to have completed schooling until Western Australia year
  12 22 .  You must have evidence of English
  language level proficiency (as outlined on the course website), and your
  school education must have included the following 23 . .................. :
  English, maths, chemistry and physics.An Australian student visa is essential
  for this course of study—co be 24 . .. for a student visa you must enrol
  full-time for five years.
You must attend 25 . .80% of
  classes on a student visa.
The course
  costs $37,800, including a non-refundable admission fee of $220.
You must apply to the Western Australian Tertiary
  Admissions Centre
 26 .                 September
  30 if you wish to begin studying in Semester I ,
If you require 27 . . . . . . ,
  you can call or see the university website.

SECTION 3
You should spend about 20 minutes on Questions 28 —
  40, which are based on Reading Passage 3 below.
Food for Thought
A
  Have you ever eaten a food that might kill you? That's what
  thousands of Japanese and Koreans do every year when they sit down to a
  delicious meal of fugu fish.
B
  Fugu is known in English as puffer fish and there are over 120
  species of puffers in the World's oceans.They are relatively small, generally
  grey—sometimes with spots—and they have spikes, that pop up when they sense
  danger.Through these spikes they can inject a deadly venom into their
  attackers—and it is this venom which makes the fugu such a potentially
  dangerous dish.
C       The
  venom is called tetrodotoxin and is mainly concentrated in the internal
  organs of the fish, though it is also found in the ovaries and the skin.
  Ingesting this poison causes damage to the nervous system, leading to
  symptoms ranging from numbness of the mouth to total paralysis."The
  first sensation is numbness of the tongue and lips," says DrYuko Honda,
  a biologist at the Kansai Marine Institute."This is soon followed by
  headache and dizziness, and often nausea and fatigue.The next symptom—and the
  most serious—is difficulty breathing, leading to paralysis."
D
  It is in Japan that fugu fish is most prized. Japanese law
  decrees that it must be prepared by a specially licensed fugu chef, who is
  legally bound to taste every dish before it is served. The chef is also
  required to dispose of the poisonous waste in a locked box. However, fugu is
  not as rare a dish as some people might think—in Tokyo alone it is served in
  some 3,000 restaurants; and it is also available at many supermarkets, sold
  in special trays with a security seal guaranteeing its safety.
E
  Fugu is usually eaten as sashimi, very thinly sliced and
  accompanied by rice and sake. It can also be eaten in nabe or hotpots—a kind
  offish-soup—and even battered and fried. "Fugu is a fish with quite a
  delicate flavour," says Hiroshi Takamura, fugu chef at the popular
  Kintatsu restaurant in Tokyo,"so it's perfect for making sushi, which
  allows the flavour to be savoured. It needs to be cut very thinly, because it
  has quite firm flesh—I like to cut it so thin that the light shines right
  through it, though there are some chefs who cut it thicker." Asked about
  the dangers of eating fugu,Takamura becomes quite serious. "Obviously
  fugu must be prepared by a chef who knows how to do it," he says.
  "If the chef is licensed and careful, then there is no danger at
  all." And the poisonings we hear of sometimes? "That's when people
  buy the fish and try to prepare it themselves. Sometimes people are even sold
  fugu disguised as salmon or trout, which is a very dangerous practice."

F
While the poison of fugu is known to be extremely toxic, there
are still those who wish to try it.And why do people want to try such a
dangerous toxin? Japanese food writer Naotaro Kageyama explains that it is
"Because of the sensation they get on their lips and tongue from the
poison. It's a kind of tingling numbness that is really quite strange... not
unpleasant at all.This is one of the aspects of fugu that is most attractive to
the true connoisseur."
G
While there are those who wish to try the poison, every year
there are many people sickened or killed by the poison accidentally. Kazuko
Nishimura is one such victim."Yes, I tried fugu just once. I didn't really
want to, but my uncle had caught the fish and prepared it as a special treat,
so we all sat down to a meal.At first, it was just my mouth, but then my head
started to ache and then I couldn't breathe.They took me to hospital where I
was in intensive care for a few days and they treated me for the poisoning,
helping my body to breathe while I was paralysed." "Kazuko was very
lucky to survive," says Doctor Harumi Matsui at the Kansai University
hospital. "Fewer than 50% of victims of fugu poisoning survive, and it is
not a very pleasant death. But Kazuko's family brought her to the hospital
immediately and we were able to keep her breathing while the poison wore
off." Luckily no one else who shared the meal was affected—a single fugu
has enough poison to kill up to 30 people, so the situation could have been
much worse. It seems that Kazuko was the only one to eat a portion that
contained the poison.
H
If, after reading all this, you still wish to try fugu, you may
have to travel a long way: Japan, Hong Kong, Korea, and the US are the only
places that allow licensed chefs to prepare the dish. Fugu is completely
illegal in Europe, and the rest ofAsia and America. But if you can't travel
that far to try it, you're in good company—the Emperor of Japan is not allowed
to eat it either, forbidden by Royal decree.

Questions 28 — 32
Look at the following descriptions (Questions 28 — 32) and
  the list of people below.
Match each
  description with the correct person, A, B, C, D or E.
Write the correct letter, A, B, C, D or E in boxes 28-32 on
  your answer sheet
28           fugu
  chef at Kintatsu 29           victim of fugu poisoning
30
  biologist who studies fugu
31
  doctor who treated fugu victims
32
  food writer

List of People
A Yuko Honda B Hiroshi Takamura c Naotaro Kageyama D
    Kazuko Nishimura
      E           Harumi
    Matsui

KAPLAN

Questions 33 — 36
Do
  the following statements agree with the information in Reading Passage 3? In
  boxes 33-36 on your answer sheet, write
             TRUE                             if
  the statement agrees with the information
            FALSE                            if
  the statement contradicts the information
            NOT GIVEN                   if
  there is no information on this
33
  A fugu chef
  must taste each dish before serving it to his customers.
34
  More than 30
  people die each year from fugu poisoning.
35
  Fugu is
  popular because it has such a strong flavour.
36
  The venom of
  the fugu is mainly concentrated in its skin.

Questions
  37 - 38
Use the
  information given in the passage to answer Questions 37-38 below. Write the
  answers in boxes 37-38 on your answer sheet. Use ONLY ONE WORD for each
  space.
37
  What are the two types of places you can obtain fugu in Japan?
Restaurants and ....
38
  In which four places are chefs licensed to prepare fugu?
Japan
Hong Kong

US

KAPLAN

Questions 39 — 40
From the
  list of headings I •7 below, choose the most suitable heading for paragraph E
  and for paragraph G. Write the appropriate number in boxes 39-40 on your
  answer sheet
InnocentVictims of the Fugu
2
  Physical
  Reactions
3
  Medical
  Treatment
4
  Dishonest
  Fishermen 5      ManyVVays to Eat Fugu
6
  Fugu Chefs Are Well-trained
7
  A Dangerous Practice

                                                                                GENERAL
               WRITING
GENERAL
TRAINING WRITING MODULE

WRITING TASK I
You should spend about 20 minutes on this task.
Last
  Tuesday you flew from New York to Paris. When you arrived home, you
  discovered that you had left your cabin bag on the plane.
Write a
  letter to the airline. In your letter, you should explain:
where and when you lost your bag
  • what your bag looks like o what its contents were
Write at least 150 words.
You do NOT need to write any address. Begin your
  letter as follows:
Dear Sir
  or Madam:
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some
  people are concerned that children spend too much time on computers—playing
  games, chatting and watching videos. But all this time is actually good
  preparation for children, who will have to spend many hours working on
  computers throughout their education and their working lives.
To what extent do you agree or disagree with this
  statement?
Give reasons for your
  answer and include any relevant examples from your own knowledge and
  experience.
Write at least 250
  words.

SPEAKING

GENERAL
TRAINING SPEAKING MODULE
TIME
10-15 minutes

PART ONE
Introduction to
  interview, 4-5 minutes
The
  examiner will begin by introducing him/herselfand checking your identity.
S/he will then ask you some questions about
  yourself, based on everyday topics.
•     Let's talk about the place where
  you live now.
Describe the place where you live now.
•     Were you born there?
•     Do you live on your own or with
  your family?
•     Has the place changed much over
  the time you have lived there? (How?)
PART TWO
Individual long turn, 3-4 minutes
Candidates' task card
INSTRUCTIONS
Please
  read the topic below carefully. You will be asked to talk about it for I to 2
  minutes.
You
  will have one minute to think about what you're going to soy.
You
  can make some notes to help you ifyou wish.

Describe a musical event you enjoyed
    attending.
You should say:
what the event you attended was
• where it took place
    who was with you and explain why you enjoyed attending the event.

The examiner may then ask you a
  couple of brief questions to show that this port of the test is over.

                                                                                GENERAL
                   SPEAKING

Further questions:
• Do you play music yourself?
e What instruments can you play?
What kind of music do you most do you like about
  it?
PART THREE
 discussion, 4-5 minutes
In Part Three the
  examiner will ask you further questions related to the topic in Part
  Two.Let's consider listening to music .
How
  expensive is it to attend a concert in your country?
o
  Is it better to listen to live music, or to listen to music on
  the television or is this better?
Do you
  think there is too much music available now? Why/VVhy not?
Finally let's talk about famous musicians...
Why do you think people are so interested in the personal
  lives of musicians?
o
  Is that interest stronger now than in the past?
What are some of the things that can affect the image and
  popularity of musicians?

ANSWERS AND EXPLANATIONS LISTENING MODULE (ACADEMIC AND GENERAL TRAINING)

Section I I (Greek) 2 (Bengali)
4
  (6994)
5
  (Databases)
7    (£60.00)
8    (June)

Section 2
(University)
13
  (office)
14
  (ID passes)
15
  (books and stationery)
16
  (ID passes)
17
  ([memorial] fountain)
18
  (Physics)
19
  (Shop)
20    (Biology)

Script — Latin and Greek
Script — the Asian languages of Hindi and Bengali
Script — for two terms
Script — sorry—6994
Script — February is going to be databases
Script — four slots left
Script — It is £60.00 for the month
Script — No, on the third of June we start a Word course
Script — 16
  vacancies
Script — Please call her before 6 p.m.
Script — the principal of Donleavy University
Script — which is one of the three campuses belonging
  to this University.
Script —This campus . . . is where I have my office
Script — shown your ID passes to enter the site
Script —You can purchase
  all the required books and any stationery
Script — you will still
  need to use them again to buy anything
Script —
  a memorial fountain is being installed
Script — the
  office and administration block, is located between the Languages Centre,
  block 38, and the Physics School, block 30
. it is between the Chemistry block . .
  . and the university shop, block 33
Script —The
  Biology block is block number 29, and you'll find block 29 between the
  Chemistry block and the Languages Centre

Section 3
22 (A)
24
  (C)
25
  (A) 26 (B)
27
  (B)
28
  (A)
29
  (C)
30
  (C)
Section 4
32   (B)
33   (B)
35
  (G)
36
  (bird) 37
  (park)
38 (mosaic) 39 (1976)
40 (civil war)

Script — he
  diagnosed me with a migraine
Script — because we live near each other
Script — prepare a survey
Script — would you be willing to look up
  some references online?
Script — deodorants, cosmetics, soap
Script — people
  might think those things are a bit private
Script — I've made you a copy of my
  notes already, to save you time. Here you are!
Script — I'll catch up on the notes from last week
Script — I have to go to the library
  to collect some books
Script — Do you mean in the lab?
Script — Being the curator
Script — an artist who has wide appeal
Script — Bright primary colours
Script —
  large canvases
Script — His paintings
  depicted birds, trees, flowers...
Script — Woman and Bird
Script — 't is on
  display in a park in Barcelona, often known as the Joan Miró Park
Script — this sculpture is
  covered in mosaic
Script —
  painted in 1976
Script — at a time when Miró was
  greatly influenced by events of the civil war in Spain.

ACADEMIC READING MODULE

Reading
  Passage
I (Not Given)
2   (Not Given)
3   (True)
4   (False)
5   (False)
6   (True)
7   (Not Given)
8
  (False)

There is no information about the breakfasts eaten
  by mothers in India.
There is no mention of new
  drugs in this article.
Text — Conventional
  wisdom states that the father's sperm is the main determinant of the child's
  gender. Paragraph 2.
Text — She changed the blood sugar level of female mice Paragraph 3.
Text —Although there was one study at the University of
  Exeter, England, Elissa Cameron's 2007 research was carried out at the
  African University of Pretoria. Paragraph 3.
Text —This could be ascribed to the
  decline in the number of adults and adolescent girls eating breakfast on a
  regular basis. Paragraph 6.
There is nothing about tea in the article.
Text — High calorie
  diets have been shown to increase the likelihood of male births. Paragraph 7.
Text — She put an additive in the water to decrease
  the blood sugar levels. Paragraph 3.
Text —There are also health reasons... Paragraph I .
Text — Her study followed 740 pregnant
  women who kept detailed records of their diets before conception. Paragraph
  5.
Text —
  See the penultimate paragraph:This appears to make sense... from an
  evolutionary standpoint. Paragraph 7.
Text — Declining breakfast-eating habits could be biologically echoing
  the effects of scarcity, hence the decline in male births. Paragraph 6.
Text — If you would like to have a son, it might be a good
  idea to eat a breakfast that includes breakfast cereal. On the other hand, if
  you would prefer to give birth to a daughter, then cut out breakfast and
  continue a weight reduction diet at least until after conception. Paragraph
  8.

Reading
  Passage 2
20 (Multiple Sclerosis)
  21 (Relapse form)
22   (10-15%)
23   (Where people live)
24   (White/Caucasian)
25   (Colder)
26   (twin)
27
  (spinal chord)

Text — MS
  patients can have one of two main varieties of the disease. Paragraph B.
Text — Sense of touch can be lost. Paragraph l.
Text — First, tiny patches of
  inflammation occur in the brain or spinal chord. Second, the protective
  coating around the axons, or nerve fibres, in the body starts to
  deteriorate.Third, the axons themselves become damaged or destroyed.
  Paragraph H.
Text— . .
  .no cure exists, although a number of medical treatments have been shown to
  reduce relapses and to slow the progression of the disease. Paragraph J.
Text —VVhere people
  live can be seen to have a clear effect. Paragraph G.
Text —
  Multiple Sclerosis (MS) is a disease. Paragraph A.
Text — the relapsing form and the primary progressive form. Paragraph
  B.
Text
  —This condition affects about IO- 1 5% of sufferers at diagnosis. Paragraph
  C.
Text —Where people live can be seen to have a clear
  effect. Paragraph G.
Text — It commonly affects Caucasian people. Paragraph G.
Text — ...and the incidence of MS is
  generally much higher in northern countries with temperate climates.
  Paragraph G.
Text — . . .if one twin has the disease, then it is likely
  that the other twin will develop it. Paragraph F.
Text — First, tiny patches of
  inflammation occur in the brain or spinal chord. Paragraph H.

Reading
  Passage 3
28
  (A)
29
  (A)
30
  (D)
32
  (D)
33
  (A)
34
  (True)
35
  (Not Given)
36
  (False)
37
  (True)
38
  (False)
39
  (Not Given)
40
  (False)

Text —This
  steady electrical supply is subject to minimal variations. Paragraph I .
Text — Most overcurrents are temporary and
  harmless. Paragraph 3.
Text —The most basic requirement of
  protective equipment is that it is reliable . Paragraph 5.
Text- ...•It is also advisable to
  purchase additional 'tripping' devices for sensitive electrical devices...
  Paragraph 8.
Text- . .
  .when the source of an overcurrent is far away, the overcurrent relays delay
  slightly before shutting down... Paragraph 7.
Text — . ..Each piece of equipment...must be protected by a grounding or
  earthing mechanism... Paragraph 6.
Text — ...it should shut down the minimum number of
  devices. Paragraph 5.
Text — No information is given about electricians.
Text — Electrical storms and lightning are among the
  biggest causes of major distribution overcurrent worldwide. Paragraph 4.
Text- . ..the grounding mechanism allows
  the excess electricity to be discharged into the earth. Paragraph 6.
Text — 67 people are killed every year by these types of storms.
  Paragraph 4.
No
  information is given about this.
Text — .. .variations ... are
  imperceptible to the consumer and do not normally harm electrical devices.
  Paragraph 2.

ACADEMIC WRITING MODULE

TASK
This table describes global Internet use based on statistics from nine
  different countries in 2007. It includes three current parameters. The first
  is the number of Internet users for each country. The second is the
  percentage this comprises of the country's population. The third is the
  percentage of each country's Internet users in the world.
According to this
  table, the United States has the highest number of Internet users in the
  world, making up 1 60/0 of the world's users. However, Australia
  has the highest percentage of users in its population, with 71 90/0
  of Australians online. Another country that has a high percentage of users is
  the United Kingdom, with 62.3% of its population using the Internet.
Although only 1 2.3% of China's population are Internet users, they make
  up 13.8% of world Internet users. Both Australia and the United Kingdom have
  a high percentage of Internet users. However, their mark on the world numbers
  is very small, under 55%. India, with 3.6% of the world's users is third in line
  after the US and China.
In conclusion, from the table it is clear that although Internet usage
  is prevalent worldwide, the percentage of users is low and hasn't even
  reached a quarter of the world's population.
(205 words)

TASK 2
In our world of media, advertisers
are constantly searching for new and better ways to expose consumers to their
products. The car industry has huge advertising budgets and tries to combine a
variety of advertising venues in order to expose the highest number of
consumers to their messages. The most popular car advertising is on television,
billboards and in newspapers.
The advantage of advertising in
newspapers is that car advertisers generally have an idea of the paper's
readers and might have access to reader profiles. This could help them decide
on the type of advertising to publish and help them create a highly focused
campaign. However, newspapers also have a great disadvantage, with their
short-term life span. Most expensive newspaper advertising usually ends up in
the rubbish bin.

Billboards provide an effective
place for car advertisers, especially along busy motorways, where drivers have
a chance to daydream about the cars they wish they could afford. Strategically
placed billboards can accomplish a high degree of exposure for car advertisers,
Unfortunately, they don't leave a great deal of room for powerful messages.
They can be passed up with a blink of the eye or a hoot from the driver behind
you.
Television,
unlike billboards and newspapers, enables advertisers to create more powerful
and long-lasting messages. Car advertisers can highlight the most impressive
features of their cars and target their potential markets at the same tirne.
This dynamic medium offers minutes of air time during all hours of the day and
night. Using the right market research, car advertisers can target viewers and
strategically place their short film clips exactly at the tirne they know it
will be most highly viewed by the right people. Yet, there are no guarantees.
The greatest disadvantage for car advertisers is the fact that viewers tend to
skip over commercials, opting to change channels when advertisements are aired.
In conclusion, car advertisers face
real challenges when it comes to creating effective advertising campaigns that
provide thern with maximum exposure. In my opinion, television offers them the
best way to meet these challenges. After all, television reaches the masses
worldwide,
(352 words)

GENERAL TRAINING READING MODULE

Section l
  , Questions I — 14
4
  (221)
5
  (133)
7 (Drink
  water)
14 (G)

This is the cafeteria.
This is the
  waiting room for the Tropical Diseases Unit, where Dr Kynaston works.
This is the reception
  room of the Emergency Services Department.
This is the reception room of the Heart Disease Unit.
This is the Children's Playroom.
This is the reception room of the General Practice Unit; the text says
  to report to the reception area.
Water is provided in
  coolers.The rules ask visitors not to eat or drink (except the water
  provided) and not to use their phones.
is the best answer
  because D is looking for a female flatmate and 8 only wants to share with one
  other person. Both are vegetarians.
is the best answer because in the College,
  9 will not have to cook or clean, and will have the company of other
  students.
is the best answer, as in the Hostel, 10
  will be meeting other students but not flat-sharing, which she has no
  experience of and may find difficult.
is the best answer because I I needs
  accommodation where he can work hard; he can't afford the other two options
  where this would be possible (G and H).
is the best answer because 12 will be
  living with a family which will help her, as she is missing her own; and
  because she does not know how to cook or clean.
is the best answer because 13 has
  experienced flatsharing and is sociable (the only other possibility is G—but
  that is needed for question 14).
is the best answer because the only other flat which meets
  their requirements is too expensive.

Section
  2, Questions 15 — 27
15
  (Student Centre)
16
  (67)
1 7
  (Saturday)
18
  (International Student
  Office)
19
  (Town
  Hospital/Casualty)
20    (The library/Library/ In the
  library)
21    (The Student Centre/
Student
  Centre)
22
  (or equivalent)
23
  (subjects)
24    (eligible) 25 (a minimum of)
26   (before)
27
  (further
  information)

The section of the text states that 'this service will also help you
  find a part-time job.'
The section entitled ShoPÞing
  Information tells us that 'Gundini has a bookshop', and the section entitled
  Transport says to catch the 67 bus to Gundini.
The section entitled Shopping Information
  states that 'on Saturday mornings there is a wonderful farmers' market in
  Gundini....'
This section of the text states that
  'There is also a lawyer available to help with visa and immigration
  solutions.'
The section entitled Health
  Services states that University Health Services are available only on
  weekdays and Saturday mornings; 'At all other times, please use the town
  hospital.' This paragraph also states that 'during holiday periods you musc
  go to Casualty in town', so this is another possible answer.
In the second paragraph of the section entitled Student Centre, the
  text states that 'additional computers are available in the library'.
In the last two sentences of this section
  of the text, the Union is mentioned.
From the beginning of the section entitled
Minimum education requirements/pre-requisites.
The information is contained in the section entitled
  Minimum education requirements/prerequisites (the word itself is not used).
From the section entitled Viso
  requirements. From the section entitled Visa requirements.
From the
  section entitled Closing date.
From the section entitled Enquiries.

Section
  3, Questions 28 — 40
28
  (B)
29
  (D)
30   (A)
32   (C)
33   (True)
34   (Not Given)
35   (False)
36   (False)
37   (Supermarkets)
38
  (Korea)

from Paragraph E, lines 3 and 4.
from Paragraph G, lines 2-14.
from
  Paragraph C, lines 4-7.
from Paragraph G, line 8.
from
  Paragraph F, lines 2 and 3.
from Paragraph D, line 2.
No information is given about the number of
  deaths each year. In Paragraph G, the text states that one fish 'has enough
  poison to kill 30 people', to describe the potential strength of the poison.
Paragraph
  E, line 3 states that fugu has a delicate flavour.
Paragraph C, lines I and
  2 state that the venom is 'mainly concentrated in the internal organs of the
  fish'.
from Paragraph D, line 5.
from Paragraph H, line 2.
is the best answer for Paragraph
  E.VVhile this paragraph also discusses different ways to eat fugu, the main
  topic is chefs and their training.
is the best answer for Paragraph G.The
  main topic of the paragraph is Kazuo Nishimura, an innocent victim. Although
  her symptoms are discussed, this is only a minor part of the paragraph.

GENERAL TRAINING WRITING MODULE

TASK I
Dear Sir
  or Madam,
I would like to report lost property. It seems that I left my red cabin
  bag on one of your flights. Last Tuesday, January 1 5th, I flew from New York
  to Paris on BA246 and took my red cabin bag with me. I put it in the overhead
  bin. Unfortunately, after the long flight, I must have forgotten it on the
  plane.
It's a red cabin bag on wheels, It has two
  outside pockets and is locked with a small lock. I had all of my school work
  and books in it. I also had a new sweater in it. I had just received it as a
  gift from my cousin in New York.
As you can imagine, these items are very important to me. Please let me
  know if you have my cabin bag and how I can get it back. Write to me at rny
  return address or ernaíl: justinem@newcom.net
I'm looking forward to your reply.
Many thanks, Justine Manfiefd
(164 words)

TASK 2
The world is online. Everyone is using computers for
  business and pleasure. There is growing concern about the effects this has on
  children. They spend many hours on the computer playing games, chatting and
  watching videos. Valuable childhood hours are spent sitting indoors opposite
  a computer screen instead of playing outdoors and running free.
Many people argue that the time children
  spend online is actually very good for them. They say that children have to
  prepare themselves for their higher education and working lives. Therefore,
  the time they spend is actually helping them gain the computer skills they
  need in order to become productive adults.
In my opinion, there are advantages and disadvantages to children
  spending a lot of time using computers. It is clear that children need
  computer skills to further their education. However, there is a difference
  between time spent playing computer games and chatting and the time spent
  working on school projects or doing online research. It is important to recognize
  that the online world is huge and offers limitless opportunities that are
  both useful and harmful,
Parents play a very
  important role in supervising the online activities of their children. It is
  their job to check the sites they are visiting and the games they are
  playing. It is also their duby to limit the number of hours that children
  spend in front of the computer.
There are so many wonderful activities for children that
  don't involve the computer. Parents have to make sure that their children
  have a variety of interests outside the computer world.
In conclusion, it is clear that children today must be
  computer literate in order to succeed in life. But we have to remember that
  children should also experience many otherJoys of life that make childhood so
  special. It's possible to balance this out and make sure that children gain
  important computer skills and still enjoy the pleasures of childhood.
(320 words)

SPEAKING MODULE (ACADEMIC AND GENERAL
TRAINING)

Part I
Examiner:
Candidate:
Examiner:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Hello , my name is . . . . Can you tell me your name,
  please?
My name is
  . . . .
Can you show me your I.D., please? Thank you.
First, I'd like to ask you a few general questions about
  yourself. Where do you live?
I live in Charlestown. It is a small city southeast
  from here, about a 30-minute drive away.
Were you born there?
No. I was born in Nagpur,a large city in India. It is
  in the western part of the country, near Mumbai.
Do you live on your own or with your family?
I live with two
  roommates.They are friends of mine from college. I have a sister who lives in
  Sydney, but the rest of my family still lives in Nagpur.
How often to you get to see your family?
Not very often. My parents visited me last
  year and I was in Australia two years ago on a student exchange, so I was
  lucky enough to see my sister as well.
What are you studying?
I started out studying to be a dentist
  and just hated it. I did it so that my parents would be happy. But then went
  for my true love, MUSIC!
Oh, how
  long have you been studying music?
I've been studying Hindu
  and Thai music for the last year and hope to graduate in two years time.
Sounds great. Gook luck to you and thank you!

Part 2
Examiner:                 Now
  in this part, you need to talk about a topic for one minute. You can take a
  minute to make some notes before you speak. Here is a pencil and some paper
  for you, and the topic card. I would like you to talk about a musical event
  you have enjoyed attending.
(Candidate
  makes notes)
Examiner:                 Now,
  you have one minute to talk about the topic. I will tell you when to stop.
Candidate: A musical event I enjoyed
  attending was an opera. It was a presentation of La Boheme that took place at
  the Sydney Opera House.There were many reasons I enjoyed the event. First of
  all, I went there when I was doing my student exchange project and got a
  chance to see my sister Jane and meet some of her friends.We went with her
  friends Edward and Asha. Jane has been friends with them since she arrived in
  Sydney and started studying in college. It was great fun going to a new place
  with people I felt comfortable with. So it started off as a very pleasant
  experience.
The second reason I enjoyed it was that they knew so much about
  the opera house building.They couldn't stop talking about the famous Danish
  architect, Jorn Utzon, who built the building. I must admit it was all new to
  me.
The other reason I enjoyed the event is
  not only because of the music, but because of the building itself. It's
  located in a beautiful place, standing in harmony with the harbor. It has
  those unbelievable round roofs that look like waves.The best part of the
  building is the acoustics. It's unbelievable.You know I'm a musician and
  acoustics are very important to me.
I shouldn't forget the
  opera itself. I enjoyed it so much. I'm ashamed to say that it was the first
  time I had ever been to an opera. It was a very special moment for me to
  watch an opera on the stage for the first time. I have a feeling it's not
  going to be my last one.
Examiner:                    Do you play music yourself?
Candidate:             Guitar
  and some other unusual instruments.
Examiner:              What
  kind of music do you most enjoy? What do you like about it?
Candidate: I actually like oriental and
  rock music as well.. . My favorite bands are U2 and Coldplay. I like the
  guitar and the drums very much. I wish I could sing, too, but I don't have a
  very good singing voice!

KAPLAN

Part 3
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:
Candidate:
Examiner:

Now in this part, I would like to ask you a few more general questions
  about the topic you've talked about. Since you're studying Hindu music, can
  you tell me a bit more about it? What is special about it?
Oh, there are different kinds of Hindu music and they are
  very different from each other. For example there is folk and popular music
  and there is also classical music called Carnatic.
What is Carnatic music?
Oh, it's old Hindu music. It's more of a
  religious kind of music that most Indians like to listen to in the southern
  part of India. You know that India has different languages, and cultures, but
  this music is loved by all Indians. It is part of our history. It's very
  melodic and is based on singing more than on instruments.
So what is
  so special about Hindu Music?
Well, I think the first special thing
  about it is the musical instruments we play.There is the sitar, which
  everybody has heard about but there is another very popular instrument called
  sarod.
What is that?
Like the sitar, it's
  made of wood but it's covered with goat skin and has a very soft sound.You
  can even use it as a drum.
Let's talk about
  modern music.VVhat is happening in the world of rock and heavy metal?

Candidate:
Examiner:
Candidate:
Examiner:

There used
  to be very little rock music in India, but it has been developing. It
  actually started in the 70s when The Beatles visited India. Since there are
  lots of Indian rock bands and some of them have become famous all over the
  world.As of now, rock music in India is quietly growing day by day and
  getting a lot of support from the world. I think that what really helped was
  MTV which started in the early 1990s.This is when Indians began hear
  different kinds of rock and metal music. This music is popular in the big
  cities like Delhi and Mumbai.
And what are your plans after you graduate from college?
My dream is to finish studying here and then move back home and start
  my own band.
I wish you
  lots of luck.Thank you! That is the end of the test.

KAPLAN

AUDIO TRANSCRIPTS

AUDIO CD TRANSCRIPTS
In this section you will find the
transcripts for the practice sections and the practice tests in the book.
How TO USE THESE TRANSCRIPTS
For Studying in
General
It is recommended that you look at
the transcripts after you do the listening exercises and fill in the answers in
the book. Once you have checked your answers, you can listen to the exercise or
section of the practice test again and try to answer the questions you have
missed or did not understand. If you still cannot answer all the questions,
look at the transcript in the section that corresponds to the listening section
you are working on and read it to find the answer.
It is a good idea to look up the
words you do not know in the dictionary to check their meaning and then listen
to the recording again.
The words in bold in the answer key
are the words that are important for understanding what the speaker says. They
are almost always emphasised. You should listen for the words that the speaker
pronounces with more emphasis. It is a good idea to underline these when
listening to the recordings again.
You should also pay
attention to the way the speakers connect the words they say. You can link the
words in the sentences you do not understand well in the transcript to focus on
pronunciation features. You can highlight the sentence stress and links in the
sentence like this:

For When You Do
Not / Cannot Use the CD
If you do not have the CD or cannot
use it, you can use the transcripts to practise your reading. Here are some
suggestions:
 If you have a friend or friends
who can read English, ask them to read the transcripts aloud for you while you
do the practice section or practice test.
e Record yourself or friends
reading the transcripts.
 You can read them and answer the
questions in the book.
KAPLAN
I
I
You will hear a conversation between an IELTS
candidate and an IELTS administrator. Look at the questions I — 5.

(30-sec. pause)
  Narrator:
Candidate:
Administrator: Candidate:
Administrator:
Candidate:
Administrator:
Candidate:
Administrator:
Candidate:
Administrator: Candidate:
Administrator: Candidate:
Administrator:

Listen
  to the first part of the conversation and answer questions I 5.
Good afternoon. I'm applying for a Master's
  programme at the University of Exeter in the UK. I'm planning to register for
  the IELTS exam at your centre next month. I have some questions I'd like to
  ask you before I register, if that's OK.
Certainly.
  Would you be taking the Academic Module?
I think so, but I'll have to contact the university
  just to make sure.
You'll
  probably need the Academic, because most universities don't accept the
  General Training ... And anyway, the procedures to register for the exam are
  the same for both the General and the Academic modules.
Good. My first question is
  whether I sit all parts of the exam on the same day. I don't live here, you
  see, and for me it would be more convenient to do all the papers on the same
  day.
Hmm. Unfortunately, the Speaking part is scheduled
  for Thursdays, and Reading, Writing and Listening tests take place on
  Saturdays. We can't change the days, I'm afraid.
Hmm.
  That's a pity. Well, never mind. What sort of documents do I need to bring in
  order to register?
You'll have to fill in the IELTS application form
  and bring an ID, a copy of your ID and two passport-size photos on a white
  background.
Will any
  ID do?
We only accept original passports and national IDs.
That's good to know. Did you say
  that Reading, Writing and Listening are scheduled for Saturdays?
That's
  right.
Will I get a break in
  between the papers?
I'm afraid there aren't any
  breaks between the papers. Each paper takes an hour to complete, so it's
  three hours straight through. You'll first do Listening, and then Reading
  followed by the Writing test. This is a standard requirement from Cambridge.

Narrator:
  (30-sec. pause)

Now
  look at the questions 6 — 10.

Narrator:

As the conversation continues,
  complete questions 6 — 10.

Candidate:

OK,
  and how soon after the test can I pick up my results?

Administrator:

It takes 13 calendar
  days for the results to be processed.

Candidate:

Can
  you let me know how much it is and the form of payment?

Administrator:

The
  examination fee is US$200. You can pay by credit or debit card; we also
  accept cheques. We only accept cash as a form of payment in exceptional
  circumstances.

Candidate:

And
  one last question. Can I mail you the application documents?

Administrator:

Certainly.
  You can send all the documents by registered mail to our address: 47 Clover
  Place, New Rochelle, New York.

Candidate:

Could you spell 'New
  Rochelle' for me, please?

Administrator:

Certainly.
  N-E-W-R-O-C-H-E-L„L-E.

Candidate:

Could I have the zip
  code as well?

Administrator:

Sure, our zip code is
  10806.

Candidate:

Thanks.

Administrator:

You
  can also e-mail us at inquiry@examsmail.com or phone us at 325-9082.

Candidate:

I
  think that's all. Thank you very much for the information. Bye.

Administrator:

You're welcome.
  Good-bye.

KAPLAN
2
2
You are going to listen to two students talking about
a presentation on time management. Look at the questions I and 2.

(30 sec. pause)
Narrator:
Lucy:
  Mark;
Lucy:
Mark:
Lucy:
Mark:
Narrator;
(30-sec. pause)
Narrator:
Lucy:
Mark:
  Lucy:
Mark; Lucy:
Mark:
Lucy:

Now
  listen to the first part of the conversation and answer questions 1 and 2.
Hi,
  Mark. What're you doing?
Hi, Lucy. Well, I'm preparing
  this seminar on time management. I'm supposed to do a presentation on the
  topic next week. Ironic, isn't it? I'm probably the worst student when it
  comes to time management.
I
  don't think you're that bad compared to some other people I know. Do you need
  some help with it?
Yeah, I
  just don't know where to start, to be honest.
When are you doing the presentation?
I'm
  supposed to hand in the draft on Wednesday at 1 1.00 a.m. The presentation is
  scheduled for 10.00 a.m. this Friday.
Now look
  at the questions 3 — 10.
As the
  conversation continues, complete questions 3 — 10.
That's not too bad. This gives
  you the whole weekend to prepare. Let's brainstorm some ideas, shall we? Do
  you want to get pen and paper to jot down some thoughts? I think you should
  start with a broad, general statement, for example: 'I read somewhere that
  organising time is a skill like learning to drive or tying your shoelaces.'
  Then you could move onto discussing the common problems people have with
  managing time.
That's
  not a bad idea. One of the common problems is putting things off.
Yeah, you could also
  mention some common signs of this symptom, such as last-minute holiday
  shopping, putting off visits to the doctor's or the dentist's. Another
  problem is relying too much on your memory and not writing things down.
Do you
  mean not keeping a diary or a planner to plan the tasks?
That's right. For example, writing down what I need
  to do in a diary or a planner helps me remember what I need to do and makes
  me more focused on the tasks for the day.
Good idea. That reminds me of
  something I've being meaning to do for a while now. Anyway, I should also
  include some advice on how to deal with the problem, shouldn't I?
Sure.
  You can talk about some ways of stopping procrastination.

Mark:              I guess making a
'to do' list can help one focus on what needs to be done.
Lucy:                Definitely.
Another way to deal with the problem is to prioritise and do the hardest job
first, the one which requires the most effort and concentration. Also, my tutor
recommended that I should break big projects into small parts with a specific
goal. Having an action plan has worked for me. I usually make a list of small
tasks I need to do to achieve a goal. Sometimes I just don't feel like getting
down to work because a task seems too overwhelming for me to even think about.
This technique helps me reduce psychological pressure if I think of a project
as a set of easily achievable tasks, don't you think?
Mark:                 I know what
you mean. I often feel like that myself with the statistics project I've been
doing this term. I'm well behind and the deadline is next week.
Lucy:                 I think
setting deadlines and sticking to them can help one to achieve goals. You can
discuss this aspect in your presentation, too.
Mark: A good point. Setting
deadlines can also help one become more realistic about the time it takes to do
tasks.
Lucy:                Another point
you could include is how to deal with interruptions.
Mark:                OK. I guess
blocking in time to handle unpredictable interruptions can help one stay
focused.
Lucy:                       Not
just that. Some interruptions such as phone calls can be easily avoided by
using an answering machine, for example. Saying 'No', which is one of the most
useful words in English, is also very effective. It can be tough sometimes, but
you've got to learn to say it nicely but firmly. I think you've got enough
ideas here to start with.
Mark:                 Definitely.
Thanks a lot for your help. I just need to type the ideas up and I think I'm
all set. Do you think you can lend me your laptop for a couple of hours?
Lucy:                Mmm... I'm
afraid I can't. I've got to finish my own project.
Mark:              Never mind, I'll
use one at the library. You certainly know how to say 'No'!
Lucy:                Learnt it the
hard way. Got to go now. Good luck with the presentation.
Mark:                Cheers. See
you later.
3
3
You are going to listen to a radio programme on sleep
deprivation. Look at the questions I — 5.

(30-sec. pause)
Narrator:
Presenter:
Peter:

Now
  listen to the first part of the programme and answer questions 1 5.
With
  us in the studio today are Dr. Peter Collins, a senior lecturer in the
  Department of Psychology at the University of Chicago, and Helen Gardner, the
  author of the book Deep Sleep. They've come to our studio to discuss the
  effects of sleep deprivation and also give some tips to the sleep-deprived on
  how to deal with the problem. Welcome to the studio, Helen and Peter.
Now
  Peter, what are the reasons for sleep deprivation, and how can it affect our
  lives?
Well,
  the research into sleep deprivation started in the late 50s and has been

going on ever since. Many researchers link sleep
deprivation with electricity, television and computers, which have enabled
humans to work 24/7. Before electricity was invented, people's body clocks were
synchronised with the sun's schedule, and the average time they spent sleeping
was eight to nine hours a night. By 1975, that average was down to seven hours,
and today one-third of us sleep less than six hours a day.
This leads to a condition called 'chronic sleep
deprivation', which basically means going for extended periods of time with
less sleep than your body needs. Chronic sleep deprivation can cause a variety
of physical and psychological problems. At its most basic level, loss of sleep
can make us more irritable and less efficient, and can affect long-term memory
and concentration, which can result in more accidents.
According to the latest research
into sleep deprivation, sleep deprivation is the main reason for three per cent
of plane crashes, ten per cent of domestic accidents, 20 per cent of accidents
at work, and 45 per cent of all traffic accidents.
Research into the physical effects of chronic sleep
deprivation suggests more serious and significant long-term complications.
Research from my university—the University of
Chicago—has shown that sleep deprivation interferes with how the human body
regulates insulin and sugar metabolism, which can increase the risk of
diabetes.
People who are
sleep-deprived have weakened immune systems and are more prone to viruses and
other kinds of infections.
People who don't get enough sleep
have cognitive problems or difficulties processing and assimilating new
information. Lack of sleep affects long-term memory, and slows down such
abilities as judgment and reaction times. Some researchers link sleep
deprivation with obesity, indicating that sleep disorders and eating disorders
are often linked.

Narrator:
  (30-sec. pause)

Now
  look at the questions 6 — 10.

Narrator:

As the programme continues,
  answer questions 6 — 10.

Presenter:

Helen, you've done a fair amount
  of research for your recent book on helping people deal with sleeping
  problems. Could you give our listeners some tips on managing their sleep?

Helen:

Well,
  if you spend several hours a night tossing and turning in bed trying to

fall asleep, you first have to find out how much sleep
you need. To do so, you'll need to try and sleep six to nine hours a night. Set
aside three days for the experiment. It's best to do it on a long weekend or a
holiday to ensure it doesn't get interrupted.
During the experiment, you should go to bed at the
same time every night and give yourself six, seven, eight or nine hours of
sleep. Then monitor the way you feel throughout the day to find out how many
hours of sleep you need in order to feel your best.
Once you find out how much sleep you need, you can
work on improving the quality of your sleep.
The main secret
here is to allow yourself one or two hours to relax before going to bed.
You may want to try and have a warm shower or bath
before going to bed. Doing some quiet activities such as reading or filing can
help some people relax. A warm drink in bed helps to induce sleepiness. Some
people take up yoga or meditation to help them relax at night.
Different techniques will work for different people,
so it's best to experiment and find the one that suits you best.
You should
definitely avoid using technology before going to bed. Activities such as
playing video games, watching TV and others which require you to use your
attention can stop you from falling asleep.
Avoid eating
before going to bed. A late dinner can disrupt your sleep. Not only is going to
bed with a heawr stomach bad for digestion and can make you overweight, but it
can also keep you awake for hours.
Caffeine-rich
drinks can increase your heart rate, which can stop you from falling asleep.
Energy drinks also have the same effect on your body. You should avoid drinking
these at night.
The same goes for
vigorous physical exercise such as weight-lifting or working out on a
treadmill.
In many cases you
can re-set your body clock and make it tick for you by changing your lifestyle.
If your sleep
deprivation is severe, it's always best to seek professional advice and get an
appointment with your doctor, who might prescribe you sleeping

Presenter;                 Thank
you, Helen. We'll be back after the break and we'll be answering questions
we've received from our listeners...

LISTENING
PRACTICE SECTION 4

Narrator:

Listening Practice
  Section 4

Narrator:
(30-sec. pause)

You are
  going to listen to a lecture on language learning. Look at the questions
1 - 10.

Narrator:

Now
  listen to the lecture and answer questions I — 10

Lecturer:

This is the first in our series
  of lectures on language learning. The topic I'd like

to deal with today
is: What makes a successful language learner?
There's been a lot of research into what makes some
people learn a language faster than others. In this lecture, I'll summarise the
main findings of the research into the subject.
There
are many factors that influence how quickly one learns a foreign language, of
which exposure to the target language seems to be one of the most important
factors to consider. It's this factor which determines the speed of learning a
language, especially among those people who learn a foreign language outside
the classroom. There are more people who did not learn a second or a third
language in the classroom, and I think that understanding how learners
successfully learn languages without the help of a teacher can provide us with
the key to how to become a successful language learner.
Let's look then at the
characteristics of a successful language learner. Motivation seems to be one of
the key factors. Research into motivation has identified two main types:
instrumental motivation and integrative motivation.
Instrumental motivation is the kind
of motivation that encourages people to learn a language for practical reasons
such as getting a job or passing an examination. Learners with this kind of
motivation intend to use the target language as a tool or instrument to help
them achieve a goal.
Integrative motivation is what
encourages learners to learn a language in order to communicate and socialise
with others who speak the language. The primary aim for learners with
integrative motivation is to use the language to integrate and identify with
the community that uses the language. Immigrants or people who are married to
speakers of another language are motivated in this way. Although most people
have mixed motivation, research into language learning and acquisition suggests
that integrative motivation produces much better results, and is an important
characteristic of successful language learners. Personality is another
important factor in language learning. One does not need to be an extrovert to
learn a foreign language, but willingness to experiment and take risks is
essential. Introverted or anxious learners who are afraid of making mistakes
find it harder to learn a language. Good language learners will try to
experiment with different ways of learning vocabulary or grammar until they
find the way that suits them best.
KAPLAN
Language is a
complex system. Successful language learners often design complex learning
systems to master a language. They think about how they learn, and organise
their learning accordingly. They develop their own learning style and use a
range of learning skills such as efficient revision techniques, systems for
learning and organising vocabulary, the ability to monitor their own speech and
the ability to plan their learning.
Finally, age is
another major factor to be borne in mind. Children seem to be in the best
position to learn a foreign language rapidly and with the best results. Older
learners can also be very successful and become proficient at using a language.
Adult learners who make decisions about their learning and are independent of
the teacher, who are analytical and aware of how they learn, and who take
responsibility for their learning, stand a very good chance of learning a
foreign language successfully.

LISTENING TEST TRANSCRIPTS
SECTION I
(QUESTIONS I - 1 0)

Receptionist: Caller:
Receptionist:
  Caller:
Receptionist:
  Caller;
Receptionist: Caller:
Receptionist:
Caller:
Receptionist: Caller:
Receptionist:
Receptionist:
  Caller:
Receptionist:
Caller:
Receptionist:
  Caller:
Receptionist:
Caller:

Good
  morning, Clevedon College, can I help you?
Yes,
  please. I'd like some information about evening courses this term...
OK...which
  Which subjects are you interested in?
 subjects, actually,
  Languages and Computer Skills.
OK. What
  languages are you interested in?
Actually,
  I'm not sure. I have to fulfil a language requirement for school, but I
  haven't really decided what language to study. Um...how many language courses
  do you run each week?
We have
  two every night, from Monday to Friday.
I'm sorry, but would you mind going through the
  schedule for me? Um... which languages on which days...?
Not at all. Monday to Wednesday are Modern European
  Languages: French, Spanish, German, Dutch and Polish. Thursday night we offer
  ancient languages, Latin and Ancient Greek. And on Friday we finish off with
  the Asian languages of Hindi and Bengali.
Monday to Wednesday, Modern
  European; Thursday, Ancient Languages, and Friday, Asian...Can you spell
  Bengali please?
Yes,
  it's B-E-N-G-A-L-I.
Great.
  And, how much do the courses cost?
Each course costs £25.00 per person per term,
  but if you want to do TWO language courses, there's a 10% discount, but only
  if you book for two terms.
So the
  10% discount is if I take two courses, for two terms, is that right?
Right.
Would it be possible for me to book my classes right
  now?
No, sorry, the
  computer's down. What I suggest you do is call extension 9694 ...no,
  sorry...6994, after 6.00 p.m. and ask for Mrs Johnson. I'm sorry, I didn't
  get that. Did you say 6994...after 6.00 p.m.?
Yes,
  6994...please ask for Mrs Johnson.
Thanks.
  OK, can we now look at the Computer Skills Courses?
Yes,
  of course. Computer classes always start in the first week of the month, and
  the way it works is, we offer one computer class for the entire month. So you
  might spend one month on databases...another month on Excel, and so on.
  Classes meet once a week, on Tuesday afternoons. The next class starts
  February 1st.
OK,
  so for the upcoming month...February...?

Receptionist:
Caller:
Receptionist; Caller:
Receptionist;
Caller:
Receptionist:
Caller:
Receptionist: Caller:
Receptionist:

February is going to be Databases.
  There are 24 places still free on that course and it costs £40.00 per
  person.
February...databases...24 openings.. £40.00
  ...OK...
Excel
  starts in March and that's nearly full — only four slots left. It's
  £45.00.
OK,
  Excel...March...only four slots left...got it.
April is Outlook. That is never
  as popular since it costs so much more, but you get a free CD. It is
  £60.00 for the month, and there are 19 places left.
OK,
  April...Outlook...£60.00...Is that it?
No,
  on the third ofJune we start a Word course. We have 16 vacancies for that at
  the moment. It's also expensive at £55.00.
Third ofJune...Word... 16
  vacancies...£55.00...Now, do I call the same number to book a place in
  one of these classes?
No, you have to call
  Mary Jones, I think. Yes, Mary Jones...extension 9623.
Sorry, could you repeat that number?
Yes...extension
  9623. Please call her before 6.00 p.m. OK. Many thanks for all your help.

SECTION 2
(QUESTIONS I I — 20)
Good afternoon, ladies and
gentlemen. I'm Dr. Donovan, the Principal of Donleavy University, and I would
like to welcome you to the Dingle Wood Campus, which is one of the three
campuses belonging to this University. This campus, Dingle Wood, is where I
have my office, and it's also the location of the Languages and Science Campus,
so some of you will be studying here. Dingle Wood is the most northerly campus.
The Business Studies Blocks are in the Churchdown Campus in the centre of town,
and the southern or Trailway campus, where History and Architecture are
situated, is to the south of the town. Those of you who are enrolled in any of
those courses will be taken to your respective buildings at the end of this
meeting. Those of you studying in on the Dingle Wood campus...you will have a
tour later, too.
This building we are assembled in
is the office or administration block—block 39—and is where the weekly meetings
are held. You are welcome to attend these meetings as are all the University
staff. You may want to, as many university issues are discussed at these weekly
meetings. The meetings take place at 1.30 every Tuesday, so please stop by.
Tivo other important buildings are also located on this campus, the cafeteria
and the on-site shop. You can purchase all the required books and any
stationery you need for your courses at this shop. Please bear in mind that,
even though you have shown your ID passes to enter the site, you still need to
use them again to buy anything in the shop or cafeteria ...This is for security
reasons.
[Speakerpauses
briefly]
Now if I could draw your attention
to the back page of your Joining Instructions booklet, you will see a small map
of this campus—Dingle Wood. The block we are in now, the office and
administration block, is located between the Languages Centre, block 38, and
the Physics School, block 30, that's three-oh. These are both on the right of
the plan. The cafeteria, which is open from 7.00 a.m. to 9.30 p.m., is on the
left of the plan. It is between the Chemistry block, number 35, and the university shop, block 33.
At the university shop you can get all you will need in terms of course
materials.
The
Biology block is block number 29, and you'll find the Biology block between the
Chemistry block and the Languages Centre. Be careful with the numbers, as they
are not always logical.
As you will see, there are gardens
on the right hand side of the gate. These are being extended over the next two
months and a memorial fountain is being installed in the middle of the campus.
This means that the campus will be very noisy during normal working hours;
however, the campus will look much nicer when it is all finished.
Right, so that's it for your
initial campus orientation. At this point, could the language students all
follow me, please, and the rest of you—please assemble under the banners which
show your main topic of study and you will be directed to the other campuses.
KAPLAN
SECTION 3 (QUESTIONS 21 - 30)
Sarah:                         Hi
Bill. How are you?
Bill;                              I'm
OK now, Sarah, but I was so ill last week.
Sarah:               Oh dear, what
was the problem? Did you eat that dodgy fish in the canteen?
Bill; No. At first I thought it was
a cold, but then my head started hurting and my eyes started to go blurry...
Sarah;                I'm so
sorry...that sounds serious...
Bill:                   It's OK,
actually. I went to the doctor and he diagnosed me with a migraine. He gave me
some medicine, and I'm starting to feel much better.
Sarah:                      I'm
glad to hear that. Well, I'm also glad you're in today because we have to work
on a new project together.
Bill:                             Oh,
are we in the same section?
Sarah:                      No,
it's just us—no one else. Mr Donaldson put us down as B team because we live
near each other.
Bill:                   That could
be fun! What do we have to do?
Sarah:                      Well,
the project is partly Internet research, then checking reference books for
information to prepare a survey, which we have to use with people we know.
Great, what's the topic?

Sarah;                It's to
do with shopping over the last 10 years. We have to find out how customers have
changed their behaviour.
Bill;                   OK...so,
what's the first step?
Sarah:                      I
think the first thing to do is to check the list of references he gave me. But
my computer is in for repair, so...ifl check in the reference library, would you
be willing to look up some references online? Once we're done with the
reference checks, we can write the questions together.
Bill:                   That's
fine, I'll do the Internet research. So...what sort of shopping are we looking
at? Only food, or goods, or clothes shopping...?
Sarah:
We have to find people who are willing to tell us about personal things like
deodorants, cosmetics, soap or vitamin creams. The other groups are doing food,
electrical goods and clothes.
Bill:              That won't be so
easy, Sarah; people might think those things are a bit private.
Sarah: Yes, I thought about that.
I'll ask the women and you can ask the men. That should work OK.
Well, if you think
so...Give me the list of references then.
Sarah:                Sorry, I left
them in my other bag at Joseph's house. I'll get them for you tomorrow.
OK. Well, then, this afternoon I think I'll catch up
on the notes from last week. Can you help me or are you busy?
Sarah:              I've made you a
copy of my notes already, to save you time. Here you are!
Bill:                   Wow,
thanks, Sarah, that's so thoughtful! Well, since there's nothing for us to do
right now, shall we go for lunch...?

Sarah:

Actually,
  I'll have to catch you later, I have to go to a meeting this afternoon. Can I
  phone you tonight to arrange when to meet?

Bill:

No,
  sorry, I have a date. Can we meet in the laboratory for the first class
  tomorrow?

Sarah:

I'm
  not sure because I have to go to the library to collect some books...What
  about meeting there at lunchtime?

Bill:

Do you mean in the lab?

Sarah:

Yes.

Bill:

OK, see you at in the laboratory
  tomorrow at noon, then. Sounds like we have a lot of work to do.

SECTION 4
(QUESTIONS 3 1 - 40)
Good evening, everybody, and welcome to the first in
this year's series of public lectures offered by the Art Gallery. As chief
curator of the gallery, I was given the honour of presenting the first
lecture—and, let me tell you, I had a difficult time deciding what to talk
about tonight.
Being the curator, I naturally know just about
everything that's in this gallery, but I wanted to choose an artist who has a
wide appeal—that seems only fair, yes? But I didn't want to talk about someone
so well-known that anything I said would be familiar. I wanted someone
modern—my personal preference is for modern art—but again, I wanted to choose
someone who had the potential to appeal to all art lovers, whether they're
attracted to traditional forms, Impressionism, Surrealism, or what have you.
So, having spent
the last five years as a visiting professor in Barcelona, it's not surprising
that I finally chose to talk about one of the greatest Catalan artists—one
whose work is likely to be familiar to many of you: Joan Miró.
Look at this...and this...and this. Ring any bells?!
Miró's most famous—and most widelyreproduced—works tend to be like this.
Bright primary colours, with lots of asymmetrical forms. He painted on large
canvases—larger than himself, quite often—and his paintings depicted birds,
trees, flowers and other features of the natural world. But Miró
produced a great variety of work, and it's about some of his lesser-known
paintings that I would like to speak this evening. Miró was born in
Barcelona in 1893, the son of a goldsmith. He began to show talent very early,
and in 1926, went to Paris where he was drawn to the Surrealists of
Montparnasse. He did not define himself as a Surrealist, however; he preferred
to stay free to experiment with other artistic styles as he wished. Miró
had an intense dislike of much of the painting and many of the painters he
knew. He wished to do something totally different, to express his contempt for
bourgeois art—and yet, ironically, Miró's success has made his works
much in demand among art collectors of the world.
But
we can't really talk about the artist without looking at his art, and that's
what I'd like to do now—to take a look at just a few of Miró's works and
think about what it is that makes them special—special to me, and to a great
number of people who flock every day to the Miró Foundation in
Barcelona.
Let's start with this, one of Miró's best-known
and brightest works— Woman and Bird, a sculpture created in 1982. It is on
display in a park in Barcelona, often known as the Joan Miró Park. A
huge sculpture, towering up into the sky, it reflects Miró's eternal
interest in these themes, as well as his more technical interest in materials;
this sculpture is covered in mosaic, which gives it a naïve and cheerful
appearance. It is interesting that this sculpture was completed in 1982, just a
year before Miró's death. I think it shows that, towards the end, he was
feeling as playful as a young man, and I think he wanted to share this
playfulness in a park, on such a big, very public scale.
And now, another representation of a woman, this time,
just called Woman. This was painted in 1976—a late work for Miró—and is
a work we often see reproduced, or on sale as postcards or posters in gallery
shops around the world. So why is it so popular? I think the use of colour has
something to do with it; people respond to these rounded shapes filled with
primary colours, especially on a large canvas like this. Also the fact that,
while it is rather surreal, it is still possible to recognise the form of a
woman, and to see it as a sympathetic representation. It's a bold, bright
painting, and I think that it awakens a reaction in many of us.

And finally, something quite
different—though still a woman. A harsh, even violent work that was completed
in 1939, at a time when Miró was greatly influenced by events of the
civil war in Spain. It's titled Seated Woman 11, but it can be hard to find the
woman here, as she's been transformed into rather a horrendous creature. So is
that how Miró viewed women—as grotesque? Not at all. This picture can
also be seen as strong, with a huge base and solid shoulders to support those
who depend on her. In this painting, her arms and neck seem to grow as
vegetation out of her shoulders—representing woman as a fertile ground, perhaps.
We also see here the fish and birds, the moon and stars so typical of
Miró's work—making her a creature of nature and of the heavens as well.
And that's all we have time for
this evening, I'm afraid. I hope that you've enjoyed this brief look at Miró's
work, and that you will enjoy the other lectures that follow this one. Thank
you and good night.
KAPLAN

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title: подготовка TOEFL IELTS