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Test 1

Reading Passage 1

You are advised to spend about 20 minutes on Questions 1 -13 which are based on the reading passage 1 .

Wild Foods of Australia

Over 120 years ago, the English botanist J. D. Hooker, writing of Australian edible plants, suggested that many of them were 'eatable but not worth eating' . Nevertheless, the Australian flora. together with the fauna, supported the Aboriginal people well before the arrival of Europeans. The Aborigines were not farmers and were wholly dependent for life on the wild products around them. They learned to eat, often after treatment, a wide variety of plants.

The conquering Europeans displaced the Aborigines, killing many, driving others from their traditional tribal lands, and eventually settling many of the tribal remnants on government reserves, where flour and beef replaced nardoo and wallaby as staple foods. And so, gradually, the vast store of knowledge, accumulated over thousands of years, fell into disuse. Much was lost.

However, a few European men took an intelligent and even respectful interest in the people who were being displaced. Explorers, missionaries, botanists, naturalists and government officials observed, recorded and. fortunately in some cases, published. Today, we can draw on these publications to form the main basis of our knowledge of the edible, natural products of Australia. The picture is no doubt mostly incomplete. We can only speculate on the number of edible plants on which no observation was recorded.

Not all our information on the subject comes from the Aborigines. Times were hard in the early days of European settlement, and traditional foods were often in short supply or impossibly expensive for a pioneer trying to establish a farm in the bush. And so necessity led to experimentation, just as it must have done for the Aborigines, and experimentation led to some lucky results. So far as is known, the Aborigines made no use of Leptospermum or Dodonaea as food plants, yet the early settlers found that one could be used as a substitute for tea and the other for hops. These plants are not closely related to the species they replaced, so their use was not based on botanical observation. Probably some experiments had less happy endings; L. J. Webb has used the expression eat, die and learn in connection with the Aboriginal experimentation, but It was the successful attempts that became widely known. It is possible that the edibility of some native plants used by the Aborigines was discovered independently by the European settlers or their descendants.

Explorers making. long expeditions found it impossible to carry sufficient food for the whole journey and were forced to rely, in part, on food that they could find on the

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way. Still another source of information comes from the practice in other countries. There are many species from northern Australia which occur also in Southeast Asia I where they are used for food.

In general, those Aborigines living in the dry inland areas were largely dependent for their vegetable foods on seed such as those of grasses, acacias and eucalypts. They ground these seeds between flat stones to make a coarse flour. Tribes on the coast, and partlcularly those lnthe vicinity of coaslal rainforests, had a more varied vegetable diet with a higher proportion of fruits and tubers. Some of the coastal plants, even if they had grown inland, probably would have been unavailable as food since they required prolonged washing or soaking to render them non-poisonous; many of Ihe inland tribes could not obtain water in the quantities necessary for such treatment. There was also considerable variation in the edible plants available to Aborigines In different latitudes. In general, the people who lived in the moist tropical areas enjoyed a much greater variety, than those in the southern part of Australia.

With all the hundreds of plant species used for food by the Australian Aborigines, it is perhaps surprising that only one, the Queensland nut, has ent.ered into commercial cultivation as a food plant. The reason for this probably does not lie with an intrinsic lack of potential in Australian flora, but rather with Ihe lack of exploitation of this potential. I nE u rope and Asia, for example, the main food plants have had the benefit of many centuries of selection and hybridisation, which has led to the production of forms vastly superior to those in the wild. Before the Europeans came ,the Aborigines practised no agriculture and so there was no opportunity for such improvement; either deliberate or unconscious, in the qua.lity of the edible plants ..

Since 178 B j there has, of course, been opportunity for selection of Australian food plants which might have led to the production of varieties that were worth cultivating. But Australian plants have probably' missed the bus'. Food plants from other regions were already so far in advance after a long tradition of cultivation that it seemed hardly worth starting work on Australian species. Undoubtedly I the nalive raspberry. fo.rexample, could, with suitable selection and breeding programs, be made to yield a high-class fruit; but AUstralians already enjoy good raspberries from other areas of the world and unless some dedicated amateur plant breeder takes up the task, the Australian raspberries are likely to remain unimproved.

And so, today, as the choice of which food plants to cultivat.e in Australia has been largely decided, and as there is little chance of being lost for long periods in Ihe bush. Our Interest in the subject of Australian food plants tends to relate to natural history rather than to practical necessity,

Questions 1 -7

Do the following stafements reflect the claims of the writer in the reading passage? In boxes 1 - 7 write:

YES if the statement reflects the writer's claims

NO if the statement contradicts the writer

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Test 1

NOT GIVEN if there is no information about this in the passage

1. Most of the pre-European Aboriginal knowledge of wild foods has been recovered.

2. There were few food plants unknown to pre-European Aborigines.

3. Europeans learned all of what they knew of edible wild plants from Aborigines.

4. Dodonaea is an example of a plant used for food by both pre-European Aborigines and European settlers.

5. Some Australian food plants are botanically related to plants outside Australia.

6. Pre-European Aboriginal tribes closer to the coast had access to a greater variety of food plants than tribes further inland.

7. Some species of coastal food plants were also found inland.

Questions 8 -10

Choose the appropriate letters (A-D) and write them in boxes a -10 on your answer sheet.

a. Wallaby meat ...

CAJ was regularly eaten by Aborigines before European settlement. [B J was given by Aborigines in exchange for foods such as flour. [C 1 was a staple food on government reserves.

[ 0 J was produced on farms before European settlement.

9. Experimentation with wild plants ...

[A] depended largely on botanical observation.

[ B] was unavoidable for early settlers in all parts of Australia. [C] led Aborigines to adopt Leptospermum as a food plant.

[ 0] sometimes had unfortunate results for Aborigines.

1 o. Wild plant used by Aborigines .... [A] was limited to dry regions. [B] was restricted to seed.

[C] sometimes required the use of toolS.

[OJ was more prevalent in the southern part of Australia.

Questions 11 -13

Complete the partial summary below. Choose ONE or TWO words from the passage for each answer. Write your answers in boxes 11 -13 on your answer sheet.

Despite the large numbers of wild plants that could be used for food, only one, the. .. (11) ... is being grown as a cash crop. Other edible plants in Australia, however much potential they have for cultivation, had not gone through the lengthy process of. .. (12) ... that would allow their exploitation, because Aborigines were not farmers. Thus species such as the. .. (13) ... , which would be an agricultural success had it not had to compete with established European varieties at the time of European settlement, are of no commercial value.

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Reading Passage 2

You are advised to spend about 25 minutes on Questions 14 - 27 which refer to Reading Passage 2 below.

Paragraph 1. INCREASED TEMPERATURES The average air temperature at the surface of the earth has risen this century, as has the temperature of ocean surface waters. Because water expands as it heats, a warmer ocean means higher sea 'levels. We cannot say definitely that the lemperature rises are due to the greenhouse effect; the heating may be part of a: 'natural' variability over a long time-seals that we have not yet recognized in our short 100 years of recording. However, assuming the build up of greenhouse gases is responsible, and that the warming will contlnue, solentlsts-and inhabitants of low·lying coestal areas-would like to know the extent of tuture sea .Ievel rises.

Paragraph 2.

Calculating this is not easy. Models used for the purpose have treated the ocean as passive, stationary and cne-dlrnenslonal. Scientists have assumed that heat slrnply diffused into the sea from the atmosphere. Using basic physical laws, they then predict how much a known volume of water would expand for a given increase in ternperature. But the oceans are not one-dmenstonal, and recent work by oceanoqraphers, using a new model which takes into account a number of subtle facets of the sea-includinq vast and complex ocean currents-suqqests that the rise in sea level may be less than some earlier estimates had predicted ...

Paragraph 3.

An international forum on climate change, in 1986, produced figures for likely sea-level rises of 20 em and 1.4 m, corresponding to atmospheric temperature in~ creases of 1. 50 C and 4. 50 C respectively. Sam e scientists estimate that the ocean warming resulting from those temperature increases by the year 2050 would raise the sea level by between 10 cm and 40 cm .. This model only takes into account the ternperature effect on the oceans; it does not consider changes in sea level brought a~ bout by the melting of ice sheets and glaciers, and changes in ground water storage. When we add on estimates of these, we arrive at figures for total sea-level rises of 15 cm and 70 em respectively.

Paragraph 4.

It's not easy trying to model accurately ths' enormous complexities of the ever~ changing oceans, with their great volume, massive currents and sensitivity to the lnfl uence of land masses and the atmosphere. For example., consider how heat enters the ocean. Does it just 'diffuse' from the warmer air vertically into the water. and heat

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Test 1

only the surface layer of the sea? (Warm water is less dense than cold, so it would not spread downwards. ) Conventional models of sea-level rise have considered that this is the only method. but measurements have shown that the rate of heat transferred into the ocean by vertical diffusion is far lower in practice than the figures that many modelers have adopted.

Paragraph 5 _

Much of the early work, for simplicity, ignored the fact that water in the oceans moves in three dimensions. By movement, of course, scientists don't mean waves I which are too small individually to consider, but rather movement of vast volumes of water in hu ge currents. To understand the impo rtance of Ih is, we n ow need to consider another process-advection imagine smoke rising from a chimney. On a stili day It will slowly spread out in all directions by means of diffusion. With a strong directional wind. however, it will all shift downwind. This process Is advection-the transport of properties (notably heat and salinity in the ocean) by the movement of bodies of air or water, rather than by conduction or diffusion.

Paragraph 6 _

Massive ocean currents called gyres do the moving. These currents have far more capacity to store heat than does the atmosphere. Indeed, Just the top 3 m of the ocean contains more heat than the whole of the atmosphere . The origin of gyres lies in the fact that more heat from the Sun reaches the Equator than the Poles, and naturally heat tends to move from the former to the latter. Warm air rises at the Equator, and draws more air beneath it in the form of winds (the 'Trade Winds') that, together with other air movements, provide the main force driving the ocean currents.

Paragraph 7 ~

Water itself is heated at the. Equator and moves poleward. twisted by the Earth's rotation and affected by the positions of the continents. The resultant broadly circular movements between about 100and 40° North and South are clockwise in the Northern Hemisphere and anticlockwise in the Southern Hemisphere. They flow towards the east at mid latitudes in the equatorial region. They then flow towards the Poles, along the eastern sides of continents. as warm currents. When two different masses of water meet, one will move beneath the other, depending on their relative densities in the subduction process. The densities are determined by temperature and salinity. The convergence of water of different densities from the Equator and the Poles deep In the oceans causes continuous subduction. This means that water moves vertically as well as horizontally. Cold water from the Poles travels at depth-it is denser than warm water-until it emerges at the surface in another part of the world in the form of a cold current.

Paragraph 8. HOW THE GREEN HOUSE EFFECT WILL CHANGE OCEAN TEMPERATURES. Ocean currents I in three dimensions, form a giant' conveyor belt I , distributing heat from the thin surface layer into the interior of the oceans and around the globe. Water may take decades to circulate in these 3 - D gyres in the top kilometre of the ocean, and centuries in the deeper water, With the increased

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atmospheric temperatures due, to the greenhouse effect, the oceans' conveyor belt will carry more heat .into the interior. This subduction moves heat around far more effectively than simple diffusion. Because warm wa.ter expands more than cold when It is heated, scientists had presumed that the sea level would rise unevenly around the globe. It is now believed that these inequalities cannot persist, as winds will act to continuously spread out the water expansion. Of course, if g.lobal warming changes the strength and distribution of the winds, then this 'evening-out' process may not occur, and the sealevel could rise more in some areas than others.

Questions 14 -19

There are 8 paragraphs numbered 1 - 8 in Reading Passage 2. The first paragraph and the last paragraph have been given headings. From the list below numbered A-I, choose a suitable heading for the remaining 6 paragraphs. Write your answers A -/, in the spaces numbered 14 - 19 on the answer sheet.

There are more headings than paragraphs, so you will not use all the headings.

List of headings

A THE GYRE PRINCIPLE

'8 THE GREENHOUSE EFFECT 'G HOW OCEAN WATERS MOVE D STATISTICAL EVIDENCE

E THE ADVECTION PRINCIPLE

F DIFFUSION VERSUS ADVECTION

G FIGUR.ING THE SEA LEVEL CHANGES HESTIMATED FIGURES

I THE DIFFUSION MODEL

14. Paragraph 2

15. Paragraph 3

16. Paragraph 4

17. Paragraph 5

18. Paragraph 6 1. g. Paragraph 7

Questions 20 and Zl

Answer questions 20 and 21 by selecting the correct answer to complete eecn sentence according lathe information given in the reading passage. Write your answers A, e, CDr D in the spaces numbered 20 and21 on the answer sheet. '

20. Scientists do not know for sure why the air and surface of ocean temperatures are riSing because:

[AJ there is too much variability [ B J there is not enough variability

( C] they have not been recording these temperatu res for enough time

[ D] the changes have only been noticed for 1 00 years

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21. New research leads scientists to believe that:

[ A] the oceans are less complex [ B J the oceans are more com plex

[ CJ the oceans will rise more than expected

[ DJ the oceans will rise less than expected

Question 22

Look at the foJ/owing list of factors A-F and select THREE which are mentioned in the reading passage which may contribute to the rising ocean levels. Write the THREE corresponding letters A-F, in the space numbered22 on the answer sheet

List of factors

[A] thermal expansion [ B] melting ice

[ C] increased air temperature [ D J higher rainfall

[EJ changes in the water table [FJ increased ocean movement

Questions 23 - 27

Read each of the following steiemems, 23 - 27. According to the information in the reading passage, if the statement is true. write T, If it is false, wrIte F and if there is no Information about the statement in the reading passage, write Nt. Write your answers in the spaces numbered 23 - 27 on the answer sheet.

23. The surface layer of the oceans is warmed by the atmosphere.

24. Advection of water changes heat and salt levels.

25. A gyre holds less heat than there is in the atmosphere.

26. The process of subduction depends on the water density.

27. The sea level is expected to rise evenly over the Earth's surface.

Reading Passage 3

You are advised to spend about 20 minutes on Questions 28 - 40 which are based on Reading Passage 3 below.

Fermented Foods for Babies

Malnutrition during weaning aqe=-when breast milk is being replaced by semi.solld foods-Is highly prevent in children of poor households in many developing countries. While the etiology is complex and multifactorial, the immediate causes are recognized as feeding at less than adequate levels for child growth and development, and recurrent infections, including diarrhoea, resulting mainly from ingestion ot

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eonlam lnatsd foods. As a result, many young children, particularly between six months to two years of age, experience weight loss andirnpaired growth and development.

Studies by investigators in various countries have concentrated on traditional food preparation methods and have resulted in offering cheap and practical answers to these problems based on familiar, indigenous and culturally acceptable home processlng practices.

Two such answers have arisen. Firstly, cereal fermentation is used for reducing the risk of contamination under the existing inappropriate conditions for food preparalion and storage .in many households. Secondly, a tiny amount of sprouted grains flour is used in preparation of weaning foods as a mag.ic way to lessen the viscosity without decreasing energy density.

A method to eliminate pathog.enic bacteria and inhibit their growth during. storage of weaning preparaHons can benefit nutrition and health in young children consldsrably. Use of fermented foods for feeding children of weaning age appears to be an ef~ fective sojutlon. Fermented foods have lower levels of diarrhoea germ contamination. they are suitable for child feeding, and can be safely stored for much longer periods of time than fresh foods. The practice has been a traditional way of food preservation in many parts of the world. The antl-microblal properties of fermented foods and their relative higher safety=-docurnented since the early 1. 900' a-have been Indicated in a number of studies.

In Ghana, it Is common to ferment maize dough before cooking it as porridge. In Kenya. cereal-based porridge and milK are traditionally fermented, Preserving mil.K In the form of yoghurt has been known to many households living in hot climates.

What are the underlying mechanisms by which fermentation processes help to prevent or reduce contamination? A possible answer sU9g~ests that during the fermentatton process toads become more acid .. This explains why diarrhoea-causing bacterla. are not able to grow in fermented foods as rapidly as in unfermented ones. It is also hypothes.ized that some of the germs presentin the foods are killed or inhibited from growing through the actionot antl-rnicrobet substances produced during fermentation (Dialogue on Diarrhoea, 1990). The fermented foods can, therefore. be kept for a longer time compared to fresh ones. It has been shown that while contamination levels in cooked unfermented foods increase with storage time, fermented foods remain less contaminated.

Whatever the underlying mechanisms, the fact is that the exercise reduces contamination without adding to the household cost both In terms of time and money .. 118 preparation is easy. The cereal flour is mixed with water to form a dough which is left to be fermented; addition of yeast, or mixing with a small portion of previously fermented dough is sometimes needed. The dough can then be oooked into porridge for feeding to the Child.

Although beneficial, unfortunately the practice Is going out of fashion, partly because of current emphasis on the use of fresh foods, particularly for children .. For ex~ ample, a study on the use of fermented foods for young children in K snya ( Dialogue

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.i/:~iI Test 1 f.

on Diarrhoea, 1990) • demonstrated that while foods are still frequently fermented at home for child feeding, their use is becoming less popular, particularly in urban areas where commercial products are more available. Clearly they now need to be promoted.

Questions 28 -34

Below is a summary of some of the main points of Reading Passage 3, "Fermented Foods for Babies" .

Read the summary and then select the best word or phrase from the box below to fill each gap, accordfng to the Information in the ReadIng Passage.

Write the corresponding letter ( A, B, ... N) in boxes 28 - 34 on your answer sheet. N. B. There are more words and phrases than you will need to fill the gaps. You may use a word or phrase more than once if you wish.

Summary: Fermented Foods for Babies

Example: During ... (Ex. ) ... , many infants in developing countries may obtain inadequate nutrition

Answer:M

Malnutrition and the resulting impaired growth and development in children of weaning age In developing countries results nol only from ... (28) ... but also from infections caused by ... (29) ... Studies have addressed the problem of inadequate intake by using sprouted grains in food preparation. Contamination has been tackled with ... (30) ... Both of these methods are, or were I used traditionally and are practical and inexpensive.

Fermented foods have higher ... (31 ) ...• and also have anti-microbial qualities. This means that contamination is decreased and that their ... (32) ... is increased. Fermentation occurs when ... (33) ... is left to stand. occasionally with simple additives. There is. however, a trend away from this ... (34) ... to commercial products.

[ A] po rridge

[ B] malnutrition [ C] fermentation

[ 0] new technology

[ E] contaminated food [ F) diarrhoeal germs

[ G] traditional food

[ H] storage life

[ I] sprouted grains

[ J ] inadequate food intake [K] acidity

[LJ unfermented food

[MJ weaning [N] dough

Question 35

Choose from the four options below the best answer to the following question. Write the appropriate letter( A, B, C, or D) in box 35 on your answer sheet.

35. Why is the fermentation of foods being investigated?

[A] It not only improves the nutritional value of food, but also Is a process which is cheap and easy.

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[B] It is a traditional method of food preparation which is becoming less popular. [ C] It both inhibits food contamination and enhances storability.

[ DJ It is done using maize flour which is used everywhere as food for infants between 6 months and 2 years of age.

Ouestions 36 - 40

The statements below relate to Reading Passage 3, "Fermented Foods for Babies " . Identify them by marking

J if the statement accurately reflects the information in the text X if the statement contradicts the information

? if there is no information about the statement in the text

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

Example: Anti microbial substances in fermented foods cause acidity. Answer:?

36. Fermented foods are free of contamination.

37. It can be beneficial to ferment breast milk before feeding to young children.

38. Cooked foods can be stored longer than fresh foods.

39. Cereals can be fermented by adding water and letting the dough stand.

40. Traditional fermented foods are being replaced by commercial products in some locations.

Test 1

Reading Passage 1

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1, Hgm ~~lf:!1iEl , m ~~ EI ffiJ ~®ifD;a cp ffiJ~miRJ 0 2 ... :eE lli~J&tR: 0

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2. ~:$z:;mm!i EI cp ~ffl 5 ~7.]\::f fQ) m m .. ffiIi~, QJ ffl~ esJw] <> iZ BTI, ?5~ ~ 'False c

~3ZF§Wl ~§m,pj
I
many/some/ several All
Sometimes usually/ always
unlikely( 1'A:qJlt) impossible( 7§~::fQJIfg)
feel/consider Prove
I Theory Hypothese 3. J]Rx~±:@~~.JiiU§~~~$~Q J2BTI" .~~.f! Not GivenQ

~3Z cp m ffl" aim (§ffiJ ) " , " purpose ( EI EfSJ)" ." promise (EI esJ)" ." swear ( a

if)" ;&"vow(aii)"~~<> fim§¢lffl~~mJ1Rlo [fJiJ1]

[ ~3Z] He vowed he would never come back.

[~3Z] fl!!aW®~2R=1'[Q]*"

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[ Rm§] He never came back. [~xJ 1tBifl~[QJ*o

[ftI¥~] ~XCPut1tll'&:~~7.f<l'[QP*, {8~IJ;~;'E~~, 1'!m3.§" t!lQJ~@ffi~J § 2. ffilJg § Q pft td{ ~~Jill/sJ Not Given 0

[{§IJ2]

[ J~J<:l His aim was to bring together, once every four years. athletes from all countries on the friendly fields of amateur sport.

[ ~ 3ZJ ttHffil § ffiJ;fE m ~:q=-1R, ~e ~ ffiJ~2W m~~?tHR1S eSJ illl*~nJJffiJ~tW

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[~§] Only amateur athletes are allowed to compete in the modern 01ym-

pies.

[ wxJ .R~1lli*~E1JD:l1BlftLftEImttm@®cp~~ 0

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4. -~~ffX1J5 L!R)Z: , 1'~g~ ffi!iEi2. ffil9ilJtq 0

JEt;Z~!#Ulft5~8SJOi-mll 0 PftliJ., 5'CiBl'lJ\~3Z~B5JP1~~~~~~BSl~® , ~~ jmffil9aJtqEEi~~~ffil·$~, ~1'~g~#§'§cBSJ9n1H*liM!CEf5-~o ~D~~ ElCP1St" tt!!E.R ~IE 75lBffil" 0 ro ~x:~cp ifl~, i1JtR ~§ 15 Not Given, =T~§g False 0

[ill]

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[,!!ffi§lJ Only amateur athletes are allowed to compete in the modern Olyrn-

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1. ~~:NOQ

~.Iill.T5i5=~mFo~-q): And so, gradually, the vast store of knowledge, accumulated over thousands of years, fell lnto disuse. Much was lost"

2. ~~:NOT GIVEN"

3.~~:NOQ

xg1illr5l§I!9m~-QJ: Not all our information on the subject comes from the Aborigines"

4.1§~;NOo

~@-:F~I!9~: So far as lsknown, the Aborigines made no use of Leptospermum or Dodoneee as food plants;

5.~~:YES<>

~ fill. T 5f5 fi W : There are many species from northern Australia which occur also in Southeast Asia, where they are used for food"

6. ~~:YESa

WJill-:F5f51\W"

7. ~~:NOT GIVEN.,

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III. 23

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(3) 9J~j~jt;Z WJ.lj \;f}ji;~ ,~~~ El C:P8SJ*tI_~!:§eJJ \f,if,:~;f§X1W?:,;xg Jill~J~::Z8SJ-l' m~D

( 4 )Pl] ~JZ1ffiY~~" ttm~ffiJ I j 11iJiiim" J2 1" ~~, ~~ El cP 8SJ ~ ti~!:§ it tIl B$J e Ij \~WJ!i*El.~~~ ,;MJill~UjBt~:~-t-W~Q

(5 ) ~il~JllmB;tt, ~DJfm ElB$JJllm)j;;m~YBSJJlliliB;g~-~ Q

JIt~~~t=JJIITIi~It48SJ" 5fS-Jfm8SJg~JllitE3Z~ ® I'lU 8B , ~=~ ffiJ~~JN?:H15-~

ro~~"2JO ,tE~~BSJ~~2I3U Q J2 i'~ro~ttl~WJTIDJ~{ll00fEt3~BSJIlI]!iL 3 .[}?]~~Y;f{l*X+ , fnl~IEfnl~~Q

mJfE~~B1, tt~QJ,l'Jnj~Q

(1 ) mJ~iill BSJ~~mm fii~x;j;§*~ QJ BSJ [~r~J Q

(2 ) ~ @Iim § tt~ff@ ~ , qJ~~fflJZ]t! \> X1 T XIE~ , qJ QJJ§JI~1i* $flM ~IE Nll~~" ~ Im-fIm El tttQfl§j ~ ,M~Y: 1~ tR tt~U~ Jill ~~ Q J2BTI qr ~~J~J$.L~ , 7f:&,~Jt 1tll~

Iflj Q J2t$IffQf l)j TI ~ B)jfij , IQ] Wmit!gt~~=j=m]2]Im ffil~ ~"

~@IlillEl, t:t~9ft, ~ml')2]Iflj~~B~, 1§x$/f::t:~o J2B)j", qJ~ffij1F~)1s, $fC ~F~~~@l'X18SJmrm ,~Fo7fjlJT ffilnLIm cp~{IiR l:BnL~ 0 Jm m , ~m l'mIm t:t~ff ~FIl* ,g9H}~1'~-~BSJ~~" ~~ m.¢~~ BSJE:~~J)J! fIDjj, ~ CP:llfff J Ti1Cmmi

ffiJ~ha"

1 , §~" g@xst~>Y." ffiJWl5[!J.[J must, always, all, will ffiJmUl!, -'J~_i9t§i~mIflj" m ItQ cp@~" ffi~~Y." BSJ tqI)[:9fJ can, may, sometimes, some, not always, - jffi.l: hJ IE m§~o lliiRU~i5t, ®L~tifi~Qf" §g~mJ, ~Qf~~;lEIEma~, r8Ji9'8~ffiBSJmm ~r Q lZ~mJ~B5J~ffilt41~5$, ~~ill:aJ3'8~)!U~~?f 90% !dJl:"

2. 9ll~-1'-nLIi.l!.g-~~~,k1S~~Jt1I:!jmItQcp~a~ "all of the above" .0 9ll~~ ]fjq:F~-1'-~"all of the above" ,'8;lEIEOOmIJijffiJQJ~~It4i~7::"

3. ro ~Jnjl'm]1j ~ llU *El5.O: , roR ffi ~-1'1RI , IE f1ii ~~Jill7:Ea CP;2 - 0

4. €HfM$[ ~ 8Sl~UlH~IEliIll~rm ffilQf ~I~ ilJV J \ , 1!2 QJ l)U'I= hJ IE lli~U~:SZ: ffilfiXlS Q

8,i5~:Ao

;f1Jill T ~ m: The conquer.ing Europeans displaced the Aborigines, killing many,

driving others from their traditional tribal lands, and eventually settling many of the tribal remnants on government reserves, where flour and beef replaced nardoo and wallaby as staple foods 0

9.~~:Do

;f1 m T m[Q@ : Probably some experiments had less happy endings; L. J. Webb has used the expression eat, die and learn in connection with the Aboriginal. experimentation. but it was the successful attempts that became widely known 0

E:Jii: D mIfljCP§~"ffiJ1~~" BSlWl5[ sometimes"

10. ~~:C"

24 .111

**~ www.TopSage.com

•

I

Test 1

~ JlliT~7\~ , itt· fER tt w XI!, qr ffl f.lJ:.[\;i)1i <> tt ~: C m rm cP B ~ " ;t{Hst ~).Y_ " ffi ~)[

sometimes"

~ §~-IJ \m)2:~ ,~~X:W;~)2:CP n l'~)ig±~P'JgtQ!18~~a~ , Rillfm219 mi~" ~~cp~ JL l't@J5*!~t~ t ~ >.R~~~~"

~~tfij~m~ ,~"ij~QJ JJhJimfitJ: ~xmii~;mm7.J W ~~~ o ~;Zmii~, m~ra ~ WJ3~X:, -lljIUID§~f§ffiJ~ §~ ~ e m:tH~~~~. ~~ra§* ElERx ¥ J1, 1'~~ ffiJ~~ ,-~~§2!m9'SJ~§$E!) <) ~llIsutqJ, AEH3·?:T~g(3t1ID)'gmi~. ra.e* § ~ X~~emW'fU ~.~§~;t8ffiJ~§?f 5 ~~Eo ~TtID7.JW~m~, ~®7:E~§~ *CP'@tl§I±l'2*§&t5ZBSJ~BLlt!~~, ro Complete the summary below of the flrst two paragraphs of the Read ing Passage" 1!2:A: fill ft ffiJ~!! ~ mli £ , .R ~ 1:± ftill § ~ >J( c:p ill 'l? ~~XSSJ-l'ftl~mm7.J~~ff!i~, fFf'~I:±:J'2*I3~xSSJ~B1l:~~Jg<>

~~~~~§ , ~~qJ J:} jgi'ijWl : ~3Z~iRJ , M§l'~rmcpmiq] o ~xJ§ji!iq], wm §~ >.I<cpm~ from IheAeading Passage B'9~f-Fo M~-t-mJmcpmiRI,mJWBSJ~§~1%~ ~~§~tsffiJ~§ e

1. ro~~§~*CP2f!f§J~t±:l~~esJl:±:J~, F.Hm~m~OO$·-i:~Ha, f{]~xBn9:l§ ~~-~~~E,ttlli~~~~CP~~~oro~~§.~cpB~mlli?~~~~, 91J 5f3 - ~ ~ ~ =W: , mu Jlt w QJ !}IJIl§:ts=f1m 0

2. tt~~1§ ~U fOffiltq] , ~U~:xcp :tsttJ2 ~tq] ffiJ~ miRI e ~ Jill iq] ffiJ W ,~HnF 0 (1 )~W1c

(2 ) ~tt~it j \2lJ~:fg §U ffiJiq] i9 threatenin 9 , ~ ID@~, JJR)[. qJ ffiJ iq] i9 threat, ~g

( 3 ) ],gnu ~ H:: ; -l'JE:l:iW],gnu . -l'JE~iWiB nu 0

( 4) [OJ ~ tq] ; ro ~f3 F.lU Ergiq] i9 th row away, ~x cP ffiJi,q),ig discard, e 11l ~ [DJ~ 1RJ 0 (5) [OJ).Y_*~; \2lJffill§~ A so B, ~X~ B because A, e{l"J~jqJx*~ 0

( 6 ) OO®ffilm8"~.ffi ; m~§~ A so B. ~x~ D because C,}§tcp A ;m C ~~ @

1: ( SllJiRJ~{t ~ [OJ).Y_ iq]) , B ffi D ft~ lillJ: ( ~1RI~ ~1t~[OJ ~ iq]) 0

3. fHlIl ~~jg m iRIpjf 7fffilQJ:Y ,~aq] ~ffiJ~Jiln[!lB)li • ifij :@IE&tl~~"

4. ~ tt~1.§)li: , pjf~ ~~l.l1J,\,t.OOruB1.§~.7ro:tE: 0

5. ~ E:fiJllooe;!J1 ,~UW:m!§ ffilJlroo~ fDfJR:$[ ffiJ'lllOO§; ~4 -~ 0

III. 25

:A:*~ www.TopSage.com

1 . ~ttl!!lm §~*tp£i§~f~~ffi~o 1~ §~>KMJ]RYJ51 iq]~ § c,~1RJB5J, ~~ ~lS[~* , W Use one or two words ~, 1S~!.~MUi}r;§~JZ 1'~* 0

2 . .R~~~xcpii~B5Jn 1'~, :r::~'grR~t2{il8SJ~J§i;ffiJliOO~a 5JjJ~xtJ virgin fibre., ts~1' QJ ~'g ~ fibre virgin 0 ~y JJ advances in the technology, ts ~ l' QJ'~ £ technology advances 0

3. YIT.y M~3Z~iq]E!9, ImU~.~lQI, mQJ~'g~ts~L l'91J tt~:±{g¥B5J~ sustainable ( QJ ~~ Er9) ~ biodegradable ( Qf ± ~.~ ~ ffiJ ) ~ contam i nants ( ~!I@ , 8¥ ~ ) ~ nostrHs ( __ jt) ~£-@iiffi§ B'9~~ 0

~ T })3ZLIm tp)2ttq]B'9 , Jillill! Q1.l' nB 0

1. ~tt~~m!i§~>.!(;~~~:¢:~ .. i1S;fj!~~mrm8SJ1~:m~EomIlfi§u~tt~~-® E!9 , ~rE~~>Rt§~ttZR~-® 0 mlli8SJ:sttl:cp, mIlfi f.lu:t:fID:51~lH~~tt:N~®o ~tt~~®E!9WJ:t-9IJT :

A. passengers

B. Moscow

C. fuel efficiency

D. availability of transport

E. vehicles per hour

F. Tokyo

H. single-occupant automobiles Lenergy policies

J ,economic development K. fuel consumption

L . decentralisation

M. frequency of use

G. passengers per hour N .. Third World cities

lZBiJ,tE~~m.tF3@£~*~ A"B,C"D ~Q

2. MmIlfiepJ,ftlQl, ro~8iJr~1'W, qJld)j~J~MmIlfiCPJ,ft~, 1'~~yo J2BiJ, ~~ gUtt~1B$o J:2.f¥1(R~)I£ M~?i 50% 7:Ifl ( twwm§~~~ D. s:± ~7J<!JL)0 plf ~,1lZf; ~FBiJrBJ1'~, i§mU1'~~:t:~:iZf$lm 0

11. -13 ~T.M~xm1RJ8SJ ,lim §~*[P2!!~~ tI:J tf8.j~BSJl:H&1 , fHm~'~~ ffiJ~-

'E2J k5 , ffi~3Z:e ~l:C§ 8SJ ~ - f] ;f§ ~ Jill , ~ tI:J '8 {£ER Y.: cp 8SJ CJ:j i2t , ~ {£ ER X B'SJ ~ ~ ~ .

mo

11. ~~:Queensland nut,

12. ~~; selection 0

13. ~~: native raspberry a

Reading Passage 2

, - . , .:'1 I

- • I I •• • I I I ~ • • • ;

y~tI3:5:r:~td~m, ~>R~amtd~-1'/J \~wm 0 JJ \:f,iji:~ ~D}'§~~it5ffiJm~A 26.1.

*%~ www.TopSage.com

•

,

Test 1

J'®:, CPIl1'J1!H~, ±:~ 0

::f~lt11J1~H:l:SWt5ffi]JJ \~~ ,J2**~tB-VJZ~u:nm 0 iiIl ~~ >KNJ2]JJJE9lJ~ (list of headings) CPmJ~D :(£fffi:r±@'$]J:tcfJ, mJlij@~ affft7c7c ~rx~cpm~@~§,~ m)z:~~Ii~.IH5,~IDlBSJ~§1~qr~~+1',:g~+=l'o t9~~~,~1~~=Fmm

~m~l§tcpffiJ-Wti3~mWti3gg H:l/J \~.I'i {If: hl@lJ::f, ~ 5KmfffT WmffiJ/J \·@!mln ffi~~~EBSJm~~~~ro~-m~~~tt~~o

1 . $t~~@lJ~pJt7fBSJmJllj}"i2]:rm9U~CP:tU~0

W1"~:rmm~F!~gffi-tR., tf!ffiit;lElJt, /Fqr~p;q1"W~8'.\)JJ l:t?filWIHE-1"mImo iZ;lE QSJi9/f fQJ W ~ffiJl: g ~ IE ~ /FfQJffiJ , 1* ~~~ @{Ill.] i9 =t:: fQJBSJ ffi~, ~~ ~"!i.5U ~ =t:: fQJ BSJ~go S1Il~mmBSJ± g*El!D.I , ~D~l6esJCPJI1\JGH~-~ ,J.illii<~'8{nEii9-W, ;lE)~~ tlli\~?t i9 ~J9:BSJ 0

~B'Y ,JZ~~§ffiJ~*CP~: You may use any heading more than once ( i1JlDJI,;.(@ ffi{:r@J J \~iillilEru - tJ(.) 0 )Z'QJt(§ m1~ i~~ , ill ffit;lE m , ~D ~lfill' EI BSJ ~ >1< rp ~ i2 'Q] 15 ~ ~{DJ esJ U§ , tE@~Uf! ill:t: Qf ~gW 1§E ffi jijj;tl( I,;.(_t 0 ~~m1"~~.~F!~m-~,M~~~Mfr®~~8~~ffi®5~;lE~~W~ @m~~ffiBSJ ,~~~:tU:t:, !~>e~~@BSJWm~mo rm.§ttii!i;a@W~BSJ~~,fM, QJI,;.( ::r:~lza21Jllj I D~C/)jr~ 0

2. 1'~7c~Ji]w! , ITTI~Jlc~::Z~ , ~-~15 , {I&-m~ 0

~~~-~~m, •• E~.mo~~.gXffig1"~~r~~m~W~~~~1" W ~ BSJ IJ \*~~ 0 jP,\~nz ~ 1D],f$ ffi75 )l.iQH~Jt;J;: B5JemW 0

;,soW B3iE&)Zi:r:tff 0 E§ lsi ~ml8SJ ~ §)lQ@ 7\ T ~:z FR ~ ffil ~.§ e pJf 1),u2;oW1m, 1Zix ~mooW~~~,~'§ID~~~~m~Jllj~~~o~~~~-1"m~~~~m~:rm, lm~~"5 f~§B'Yn::jJ ,~<fri2l'~W!:§JjR)(esJgWmlEl~~ .~ ~~lOO'8 ;lE-1'=ff1tll1IIQ, J.ZB~~mJ fl¥l.~Wf~ 0

IEMffiD>tJE: 9G1'~~mrm , iffi~)Ic~3Z~ 0 .3Z~®B~ ~ .1'~- T:;E~x~ •. ~, ffiL~~-Wt(§ ,ffiR-~JiillQ ~jm&tx:ffi~-W81lf:i9{91J~ffit±l ,~~~, 5tl~lHg= ~ ,~;[j~Jmlffi9~:mcfJttli<f:{H58S1/J \~~l!io ~Fofij~~ ~,lq]oW!;l.b~, BUi~§'[;mu. }2 ,f$1(&, 1'{S(~m:~, iffi_§, )i~~~ 0

3. ~mm15!M, Jm~~m, rq]B~il~~~m~ffi±~i2J 0 ±~fj)@WqIE.fE :

(1) :Q[J~,E9:~BSJ~-i2Jcp§gl1tv~18, '8~~;lE±JiillQJ 0 @@lttu!i*18, ~.~~

roTBSlq]:it :

Althoug'h A, B. While A,B. Despite A, B.

CP)Z:~IE[UE:ffi$ A.~JE a, ~Ut~tG~roh?a B CPo J2'QJt5i~JEJE±Jiillfj),~)i N1l ttlliti , B F§:@:~±Jiilli2J 0

[ 191J] ~mil5ttsJ~-~hJ :

III'" 27

::A:%~ www.TopSage.com

However. despite the importance of Ihe recruitment decision and the range of sophisticated and more objective selection techniques available. including the use of psychometric tests, assessment centres etc. , many orgnizations are still prepared to make this decision on the basis of a single 30 to 45 minute unstructured interview.

( ~3t] ~~tBl&Wf A8'iJ~:@f~m~ffij§ ~1fl~m~ffiJm~~xru8SJ~~t5ZJ5 .s =§7$U1OJ~)l~~EF 30 ~J 45 ?1trPffiJ7G~13.~RtrsJiIDut*~tI:l)R~o

iZf1J~:iE~:E~"QJ 0 ~'i2tttQNI~, 1'5tH!lmo lillm,Q ~:E'qJfm±r many organisations are still prepared to make this decision on the basis of a single 30 to 45 minute unstructu red inle rview 0 IE ~ ~ ~ i9; The un structu red interview and its validity c

(2) 9JJ~~~!:fil;g-"QJ~!!ll'"QJtru. 'eF3JE~U1i'QJ 0 Doing something is not easy.

Doing something is complicated.

Doing something is difficult.

Doing something is complex.

It is not easy to do something.

It is complicated to do something. It is difficult to do something.

It is complex to do something.

IEtifijRLIDl jffj m ~; do something ~ how to do something ~ methods of doing

sornsthtnq,

(3) ro~~~e5J5!3-'Q)~IQJ~, 'i2*~~~:±Jim'QJ . $f3=-QJ~±~q] c (4) ~~~~B'SJ$f3-"QJ~~~Tf~~. t;~fE~±~'QJ 0

not only A. but also B.

not only ... but also ffiJ~~~" ~{)Z , ff[j.§" . m FFJ.*7J: J:Fo l' c not only 10 [§18SJfID jJ-~" ~.J:" . ~O_t-!§flffiJ± ~,but also FoiIDB'SJBB?:J~" Fol''' ,~O~ ~~i5tl'SJ± ~ 0 pJT ~,iX'q]\§~:@~±~~ ,~)l¥tlJtg~, 81=§:@~:±~'QI"

[ i91J ] ¥~t5ffiJ5J5-~7Y :

Diversity exists not only between cultures, but also within a single culture. [~)[J ~~*tt=1'{Xg?f::F1'[qJffiJ:>z:{t2f~, iID.§JaSgtt::FjqJ- :)[{t2CiJo ~-q]FI3,'VJ:J:FoTo not only Fo(§JffiOO7:}~u JJ:J:" ,&DJ:-~ffi±~lE:~~~g

ttT~ID.J~)[ {t2r~ ,but also FofIDB'SJBU7:};~" Jal''' . ~O~ ~~ffiJ;t '§';ij!: ~l$@g7f rfql- >z:: {t~ cP oIEfilti2LW!19 : Variation within cultures 0

~ iIfi : IE filtmlm cP 8SJ Variation ~B?-:)[::E~ 'QJ rp Diversity 9'SI jqJ >'( 1RI" iZ ill 15(, ~ , IE~~~m~~±Ilm'QJ ~a~ 0

(5 )m~~~CiJ*'QJ15~~~J:t-e5J'QJ:f, 'i2~JE~~±~~, '8F.!UflD891.1Bl'~-:?~

::Em;Jq]o

$t9lJ:fB'SJi:2J-:?, m~*mPDl'"QJ~o

A. For example, 8.

B. A .m:Em:!i-qj , B 1'~±~'QJ c

(6) ro~m~cp*i:2J15~~:rf'QJ~, 'e*JE~:±~q] 0

28 III

jc~~ www.TopSage.com

•

,

.

Test 1

A show that B

A showing that B A suggest that B

show, sug.gest ~"~B~" , "i)?,B~" ®J~U&l" #t ,5ffiJ~tg fA ~ B llr::~~i~BJ3B5J ~m ~, ~ii(~15B5J±§ 0

[ i9l1] *~15CjJ~-q/9 :

Despite the significant 'increase in the number af women with dependent chil.dren who are ln the paid workforce, Australian research studies over the last 15 years are consistent in showing that divisions of labour for family work are very rigid indeed (Watson 1991 ) .

[~~1 ~~~m~B5JS~.OOI~ffi~§~~B5J~H,M~15~.~~~B5J liH~-~B5J&BJ3 ,~&!I fl=893j~JjI~~_t~~~m~ @1'~ffiJ 0

jg~ttW~~, 1'~Wf@¥o 1illmF.lUiIDEBl±~~Im 3, JTITm,Q~~~f5BtJ 0 ~flJEB" CjJ ,~ show B5J~1I;Jt6t~: showing that, pkl2J, mFoEB~lBM -q]~~mB~ffiJxro~ , ~ti<W i5ffiJ±§ 0 IEMtl~~1ill~, divisions of labour for family work are very rigid indeed 8SJ ~~o ~CjJ, :*illRl.£E rigid, fr4:~ rp ffiJ~~.£E1Ql IE 1'~B'SJo IEnm:g~ 19: The unchanged role of the female parent,

@)±~ : IE flI-13i2t:Im CjJ ffiJ u nchanged ~~y±f@ 'QJ CjJ*m.~ rigid 8SJ!OJ ~ ~ 0

(7 ) 00 ~J.93;;qJiB:~ BJ3.mJ. 8GJ 3= ~t2J , t.mmtm ~ ~~.::f: W_, 1f: jg ~ W_8GJ 3= ~~ ~ J 0 :QlJ~~~=EW_~~Xi, qrt~lJt:!W ~8SJm-Q]~\t&~±:~i:'!J , 5l3-i2J ~±Bmi:1J BSJ~~ ~

50%0

4. ttmIJIj9~.t1<:C:PKX~~gmJj):j ,IEfL€EImIilHE::EJimf2jB'SJa'1~ 0

5. *W ffiJ~~ ntii:cEJO ,~~ 'effiJi:2tWiMmWi 9U ~ CjJ tU* a

JX1I'J7f§u rnWti1 , Bli'i&rmm~ R ~ m -"lR , t9lilt lEi5G , l' Q]"f!f§ ~ 1'" w_ ~ ffiJi J 4~1im ~-l'mUIio .P}fi;l., -W158SJt;~M!l1EFo, ~~'800~llfiN3itrm9U~cpt~ti ,~.ffG1&:~@ ffiJWJgi~_JZ'Lo ffO§7fm~ft!H~!!~8'9~~Blt, qJU1'~~mJlij, D~ B1[~0 {§_OO5R¥-W 15 B5J~~1':;t: Ofij~ , ro 5f3 __ ffi, qJ Il~ C , ill qJ ~~ l' lE C, iZ B)J ~ ~~"fr c Nd~lOO 91J & cP tUzs: c

1 . ro~~~1'mJ:cE ,'7t~~QJIlIHil'tlffiJmrm~Wmt±:!;

SlIJ ~-i' ft!5g S5J.~ ~::t:tifIl:cE , SlIJ ~ = ffi , QJ M~ ~ B w: D, lillWt:: {Il7t.~ m t±:! * , ~ :r±1im § B5J ~J2J • ~1l1' m 0 iiJ¥ \t&8SJt8'-&b~. l' ffii~ - ffi . SlIJ 5f3~ w_ , l1.n~M5tif1l:cE:fE D, ~~2 ,§f3 - ffiill~~ntii:cE~ a, t6119, R11'J7f§.uffiilit:t1. el'mJjJtmt~ .R~m- JR. ,ttllltt~ .~, 1'qJ~~i'W~ffiJJJ\~Il~-l'mllfj" 5!5=ffi, qr~glE B ~ D, {§_lmIlW~:cE5!51!!l ffi~ 0 , P}f~. 5!5 ....... ffimt~ B }' 0 ~DfsE, ~=WJOi§'j.g W~ffiJ Heading m~lE B ~ D, mJO.ffMtlfE5f3=W:B5J· Heading B)J, -t9~M Bfa D CPm~--r-o

2. IE M~~illllE±~i:1JB5J i3!:~ ,S§±~"Q1 ~!i3U -~B5JmUfj lillsl eTij\~ 0 IEM!f~~lill~:t~ i:1J B5JaR~ , p}f ldJ S§ ±: ~"QJ cp B'SJ. * @ lA1 ~!5U - ~ BSJ mllfi 1ill4' ~ IE il~~o

[0111] *ffiiOB5J5f5-Q]( :tfimi:1J) 't9:

III. 29

:A:*~ www.TopSage.com

Overall, female students outnumbered male students in the survey. -l'J!.IllJ'lJ: Female Students ,

~t] ffiJ~~~ : 7:E~~CP ,:9:.9 ± ffiJ~§ ~i1515 ~:± ffiJ~ § 0

k:l1iliLIllJ 7U~~U j;Q: 9:± ,J5jfQ.l. ,,£: /f~ 0 .!ill m 2K~ mJ~ , 1m ® 6tlffi t: ~ ±J!m 'Q) cP ffiJ ~ female students -~ -**, pJt I)) i:9.!ill ti< T1\~E::r:~IE ntGiJ.LIOO 0

IEntGm.J.lIii9: Gender 0

Gender ffiJ~JrK~A1:!5U" 1±±J!m QJ cP ft~~ :l2l"~ , qJ mJE &tl~~JTIZ~±J!mt] BSli!\[ ~o

[ {9.1J 2] ~mt5BSlm-'QJ (±ffm1:]]) 1.;);

While student visa holds took either 1 0 - 29 week or 40 week courses, most students on working holiday and tourist visas took courses of less than 10 weeks, or from 10 to 19 weeks in length.

§~~mB'SJm:rm1sJ: Vlsas ,

IEN{JmW1.;): Length of Oourses,

14. ~~:Go

;7lG~~=~B!1~-i:2J:Calculating this is not easy" ~Yi!HE::tt.J2l'~?Ft:~l~B9Q J2 QJi5~±f!!i'QJ 0 .t:§mWi-- ~ lill ,.!ill~~ lill GoG cp·esJ FIGURING ~E1J:giOJ,.t:§ csculating WlI~-3&o FIGURE BSJZ0·Wl~n!i~tt~~ tt$lt±:\ ,~ Calculating esJ~~t9;j;§: lDJo ~~%J!~~J1] H, H CPtQ~ FIGURES,ill~:gi',qj,~~i9'~_~~

1!5.15~:Ho

ill:~~ffi!ffiJ±J!m'QJo Jj~~m ,!JD~~~~~m .1t!!~--Q]~m~:EJtm'QJo~--Q]: An international forum on climate change. in 1986, produced fig.ures for likely sea-level rises of 20 cm and 1. 4 m, corresponding to atmospheric temperature increases of 1. .. 5°C and 4. SoC respectively,;t;tcp~*lliOJ figures, tiligJ~¢B'SJ~~o !:§nLIiIl-~ Jill ,!ill~)(iJ Jill H, ~Jm~ 1c5 ~Ul9~ ~ 0

16,.~~:lo

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llt~tQXIf ,ill:~BJ3illl.e9 ~J!m ~ ,.~~ Jlj ~ ~ W 0 ~~J:. ;;$:OOesJ :EJ!m-Q] hJ flJO -'~ : This process is advection-the transportof properties (notably heat and salinity in the o~ cean) by the movement of bodies of air or water, rather than by conduction or diffu~ sian , *H~ 1.;) advection 0

1B,g~:Ao

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30 ...

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Test 1

Massive ocean currents called gyres do the moving, *fltgisl gyresc 19. ~~:C~

)fl~BJ3sm®±~q)Q Jm~~~, 9JJ~~~~~Xit, ~~-~~f.U~±~~c ~-q):

Water itself is heated at the Equator and moves poleward, twisted by the Earth's rotation and affected by the positions of the continents, q:rx~r&t~:: 7l<1:E]ffiJfHHZ;tJOMt!OJ MtN~~, !:§ttl!E.Rtr'SJ§~t{3&, t=F~lliliitHllilltr'SJ~~fOJo

20.~~:C.)

xgJill5i3-@:CP8'g-q}.:f: We cannot say definitely that the temperature rises are due to the greenhouse effect; the heating may b~ part of a • natural' variability over a long time-scale that we have not yet recognized in our short 100 years of recording, CP>Z:

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xglill5l5=~cptTSJfiFo-~: But the oceans are not one-dimensional, and recent work by oceanographers, using a new model which takes into account a number of SUbtle facets of the sea-including vast and complex ocean currents-suggests that the rise in level may be less than some earlier estimates had predicted, JZ'QJtt~NI~ ,~l'B-9"U1[ tS''QJ 0 lf2-QJ and Fo im BSJ -QJ ~BSJ± T ~: work suggests thai the rise in level may be less than some earlier estimates had predicted, lffitl:JZl':±=f, -1':«f~tf:j, ~ ~ 0 ffitJe: '88'SJar~ c

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1l1fl~liE~-f!lJjwH1E 0 t::'~Et3:A:nt:?Jcp~2-~ DU~~fWSSJlt~~J!Q51 ifaSSJ 0 (~ 1'1lIJIJlij! 1 00 ~ H~~:g,A,j~~l~r§' 0 tt9D, RiI1SSJ/g~itaffi ~ ~:Ejrql"~IL Bm~~~[lffi ~)I;I~~Q (ldJl'lIDil~ 100 ~)

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22. t5~:B ,C,Ec

~ J.lli 5i5 m cp ffil 'QJ ::f: This model only takes into account the tem peratu re effect on the oceans; it does not consider changes in sea level brought about by the melting of ice sheets and glaciers, and changes In groundwater storage ,t:fJx~~~ .: )Z 1'~:m!

R~.],~~~BSJ~~®EOO,~~s.~~m~~~~~~.~~~~OO,~~@ "'f7J<GiiffiJ~1{; e

c ~ the temperature effect on the oceans ®2l~, 8 ~ changes in sea level brought about by the melting of ice sheets and glaciers ffi r.&~ • E ~ changes in groundwater storage BSJa!2:!§ D

23. ~~:Nlo

1§j ffi IQ) ~ M)[ ~ BSl ~ - ~ : The average air temperatu rs at the su rtacs of the earth

has risen this century. as has the temperature of ocean su rface waters, !#UmT Jtt. ~ isJ T, ~fij..t~mi~Wlil¥], ~'QJesJ~J~ c ~~mt¥Jj~'QJ~, CP:ZJli~~.: r& 1't!:t~8~UR, 1m :e1(~~B5J~~SSJ1JZRJ~~.tJt j .~7J<~imB5Jl1ffi~t!;-f-Fc Jtcp as ~"ttJ-;t$" 9SJ~ ~,1:F1::~m~~o

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Test 1

24. ~~:TQ

3H~llRlh! advection,.xgm~Y~Ew_cp8Sl-QJ:r: This process is acveetlon=the fransport of properties (notably heat and salinity in the ocean) by the movement of bodies of air or water, rather than by conduction or diffusion" ;a cp transport of properties (notably heat and salinity in the ocean) §'D~l!ill§cp8Slxg1ill:~

25. tS.~:Fo

* m iqj 19 gyre,:xi" Jill: ~ X~7\ ~ cp.ffi].q)::f : These currents have far more capacity to store heat than does the atm osphere ,liRx~ far more,:fim:§ ~ less than, ~ § E§ liR>z: :§lmffiJSL

26. ~~:T"

* tl1.Rl 't9 subduction, .xg Jill:~Y5i3 tW cP B'9QJ -:r : The convergence of water of different densities from the Equator and the Poles deep in the oceans causes continuous subduction"

27. ~~:Fo

*iI~~ unevenly ,.xg~>Z:5!5) \f;QCPffi!QJ3=-: scientists had presumed that the sea level would rise unevenly around the globe, ~ §7E evenly,:1E:J.2.J(_ 1ij ,m§!:§~x:§lm;f§&" J2~>Z:~1~Xi, q:Lt~~, ffij_§)zt7bWSJp:g¥~~H~~ill¥D @~~..tIY§tt1"m, ~~~{I1J5Jf m~OOJ5)ti, BS~~~tt~JAgu7:h~ ElB'9~~ 0 ilfiro ~~~ ~Jlc~lmx~ , ~{[R!liH El, JIlU t~rnXlio

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Reading Passage 3

28. g:~:Jo

29. ~~:Eo

28 ffi 29 X11ill:.::F~x5!5-WCP:

Wh ile the etiology, is complex and multifactorial, - the .imme~iate causes are racogn ized as feeding at less than adequate levels for child growth and development, and recurrent infections, including diarrhoea, resulting mainly from ingestion of contaminated foods.

30. t5=~.: CO ~1ill:T~X~ ~cp:

Firstly, cereal fermentation is used for reducing the risk of contamination under the existing inappropriate conditions for food preparation and storage in many households.

31. ~~:Ko

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~J.illr~x~7\~C:P :

A possible answer suggests that during the fermentation process foods become more acid.

32. ~~:Ho

yj!llr ~X~7\P~C:P:

The fermented foods can. therefore. be kept for a longer time compared to fresh ones.

33.~~:Nc

.'tt!TIFf~x~tmc:p :

The cereal flour is mixed with water to form a dough which is left to be fermented.

34.~~:Go

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" I ',"I ."

' ,

im §~*11:l\i5?,t±:l-~3Z~·tc~ §' , ~D~~3Z~tGCP!l1\~J~O 1 , ilill§U~iffi-mEiffi-85J1B:LCt:I:lij1D

2, ~l!FFcpm~ the aim of the writer ( l'F'§~3Z~BSJ §BSJ)" the tiUe( 3Z~BSJ,t7fiIim)" the main theme(3Z.B9::E..~)~~o

[£in

In 'Parenting and Responsibility' , the writer's main aim is to. .. [A] argue that a division of labour in parenting is equitable.

[ B ] argue for increased participation in parenting by working men and women,

[ C J discuss thediHerences in the contributions of men and women to the job of

parenting.

[ 0] describe the composition of modern families.

3. Jmmtl:Hm7:E3Z~BSIimFo-mJIo

4. w:FoffiR:;E3Z:t\§limo

=1'g;~X± \§~~3Z~esJ5I3-mJIj1S~~Fo-lfm , $fr1W:7GliUlfflx~esJ;!§t @~ §Fo , Mlm::Ex::E \§~" XZW, mm1'm~~X~ , §OQI mm1W:t±:l* 0 -j\R ::E3Z~ \§ limJaS~ lt~iSj~®o

'§~:C~

qr ~ T:E m:ffi 36 - 40 JH!l2.Fo ,~~J1t~ , ~~~:~.HtBUf{jAEJ1t~esJ §~ 0

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Test 1

36.~~:Xo

):[$cp~m reduce, =Slim §cpffiJ free ~~f§& 0

37. ~~:?D

3B.~~:,?<>

Cooked food f{] fresh food ?fX:~qJmmt~~Ei.Q

39 .. ~~:..; c

40.~~:..; 0

il~ : :¢:j1!E!.! 5.R i3 ..; / X /7 D

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Test 2

-

._------------------------------_.

-

IELlS Reading Answer Sileel-SAMPLE

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36.11

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Test 2 1

Reading Passage 1

You are advised to spend about 20 minutes on Questions 1 -15 which are based on Reading Passage 1 , " The Nature of Disputes. "

Questions 1 - 5

Reading Passage 1." The Nature of Disputes" has 6 sections.

Choose the most suitable heading for each section from the list of headings( i-xii) below. Write the appropriate numbers( i-xii) in boxes 1 -5 on your answer sheet. N. B. There are more headings than sections so you will not use al/ of them.

List of Headings

The cost of adjudication

ii Handling rightsbased disputes

iii Punishing acts of aggression

iv The role of dependence in disputes

v The role of arbitrators

vi Methods of settling conflicting interests

vii Ensuring choice for consumers

viii Fulfilling employee's needs

ix The use of negotiation for different dispute types

x Advantages of negotiation over mediation

xi The role of power in settling di.sagreements

>eii Dlsaqreemsnt of interests

1. Section A

2. Section B

Answer

Example

Section C

ix

3. Section 0

4. Section E

5. Section F

The Nature of Disputes

To resolve a dispute means to turn opposing positions Into a single outcome. The two parties may choose to focus their attention on one or more of three basic factors. 1'hey may seek to (1 ) reconcile their interests. ( 2 ) determine w he is right, and/or ( 3 ) determine who is more powerful.

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Section A

Interests are needs, desires, concerns, fears - the things one cares about or wants. They provide the foundation for a person's or an organization's position in a dispute. In a dispute, not only do th e interests of on e party not coincide with those of the other party, but they are in conflict. For example, the director of sales for an eM lectronics company gets' into a dispute with the director of manufacturing over the number of TV models to produce .. The director of sales wants to produce more models because her interest is in selling TV sets; more models mean more choice for consumers and hence increased sales. The director of manufacturing, however, wants to produce fewer models. His interest is in decreasing manufacturing costs and more models mean higher costs.

Section B

Reconciling such interests Is not easy. It involves probing for deeply rooted concerns, devising creative solutions, and making tradeoffs and compromises where interests are opposed. The most common procedure for doing this is negotiation, the act of communication intended to reach agreement. Another interestsbased procedure is mediation, in which a third party assists the disputants, the two sides in the dispute, in reaching agreement.

Section C

By no means do aU negotiations (or mediations) focus on reconciling interests. Some negotiations focus on determining who is right, such as when two lawyers argue aM bout whose case has the greater merit. Other negotiations foous on determining who is more powerful , such as when quarrelling neighbours or nations exchange threats and counter threats. Often negotiations involve a mix of all threesome attempts to satisfy interests, some discussion of rights ,and some references to relative power.

Section D

It is often complicated to attempt to determine who is fight in a dispute. Although it is usually straightforward where rights are formalised in law, other rights take the form of unwritten but socially accepted standards of behaviour, such as reciprocity, precedent, equality, and seniority.

There are often different-and sometimes contradictory standards that apply to rights. Reaching agreement on rights, where the outcome will determine who gets wha.t, can often be so difficult- that the parties frequently turn to a third party to determine who is right. The most typical. rights procedure is adjudication, in which disputants

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Test 2

present evidence and arguments to a neutral third party who has the power to make a decision that must be followed by both disputants. (I n rnedlation , by contrast, the third party does not have the power to decide the dispute. ) Public adjudication is provided by courts and administrative agencies. Private adjudication is provided by arbitrators.

Section E

A third way to resolve a dispute is on the basis of power. We define power, somewhat narrowly, as the abUlty to pressure someone to do something he would not otherwise do. Exercising power typically means imposing costs on the other side or threatening to do so. The exercise of power takes two common forms: acts of aggression, such as physical attack, and withholding the benefits that derive from a relationship, as when employees stop working in a strike.

Section F

In relationships of mutual dependence. such as between labour and management or within an organisation or a family, the question of who Is more powerful turns on who is less dependent on the other. If a company needs the employees' work more than employees need the company's pay, the company is more dependent and hence less powerful. How dependent one is turns on how satisfactory the alternatives are for satisfying one's interests. The better the alternative. the less dependent one is. If it is easier for the company to replace striking employees than it is for striking employees to find new jobs, the company is less dependent and thereby more powerful. Determining who is the more powerful party without a decisive and potentially destructive power contest is difficult because power is ultimately a matter of perceptions.

Glossary

Disputant: one of the parties in a dispute

Questions 6 -11

Below are summaries of specific disputes. Classify their resolutions as based on:

A reconciliation of interests B determination of rights

C determination of who is morl! powerful

Write the appropriate letters( A, B or C) in boxes 6 -11 on your answer sheet.

Example

A group of employees threaten to go on strike unless their manager gives them a

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pay rise. The manager eventually agrees on the rise

Answer C

6. A mother disapproves of her son's flanceeand threatens to disown her son if he marries her. The marriage goes ahead, but after some years the mother accepts it because she wants to reestablish a good relationship with her son ..

7. A large company decides to buy a new computer system .. The accounting department wants System X. The marketing department insists on System Y. A settlement is reached after a series of meetings between the disputants.

a.lsland 9 is claimed by both Country A and Country B. The decision 10 determine whose land it is given to the United Nations, which concludes that Country A may have Island C because of stronger social and historical ties.

9. A married couple can afford only one car. The wile wants a simple transportation vehicle. The husband wants a sports car to impress hi'S friends. A mutual friend helps them reach agreement.

1 O. A divorcing couple d.lsagreelng about who will get custody of their chUdren go to a court of law. The court determines the mother should have custody.

11. An employer refuses to pay an employee because of poor Job performance. The employee promises to improve his work.

Questions 12 -15

Complete the sentences below with words taken from Reading Passage Use NO MORE THAN THREE WORDS for each answer.

Write your answers in boxes 12 - 15 on your answer sheet.

12. Two common procedures used in the resolution of interest based disputes are ... AND ...

13. When rights are .. .. ,com ing to a resol ution is a relatively si m pie process.

14. Determining who is right becomes more complicated when behavioural issues such as ... and .... must be taken into oonsideration.

15. Arbitrators and adjudicators m ust receive .... and .... from the disputing parties before they can help resolve the dispute.

Reading Passage 2

You are advised to spend about 20 minutes on Questions 16 - 27 which are based on Reading Passage 2 below.

Automobiles vs. Public Transport

Public transport plays a central role in any efficient urban transport system. In developing countriea, where at least 1 6 cities are expected to have more than 12 million

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Test 2

people each by the end of this decade, failing to give priority to public transport would be disastrous.

The term" public transport" covers many different types of vehicles, but most commonly refers to buses and trains. Rail services faU into four major categories: rapid rail ( also called the underground, tube, metro, or subway) ,which operates on exclusive rights of way in tunnels or on elevated tracks; trams, which move with other traffic on regular streets; light rail, which is a quieter, more modern version of trams that can run either on exclusive rights of way or with other traffic; and suburban or regional trains, which connect a city with surrounding areas.

The recent trend in many cities Is toward I.ight rail over" heavy" rapidrall systems. Whereas metros require exclusive rights of way, which often means building costly elevated or underground lines and stations, light rail can be built on regular city streets. The concept of public transport also includes organized car pools, in which several people share the cost of riding together in the same private automobile. For U. S. commuters in areas with inadequate bus and train services, this is the only" public" transport option. But even where other systems are comprehensive, there is vast potential for car pooling; recent research shows that in cities the world over, private cars during commuting hours on average carry just 1 . 2 -1.3 persons per vehicle. Public transport modes vary in fuel use and emissions and in the space they require, but if carrying reasonable numbers of passengers, they all perform better than singleoccupant private cars on each of these counts.

Although energy requirements vary according to the size and design of the vehicle and how many people are on board, buses and trains require far less fuel per passenger for each kilometre of travel. In the United States, for example, a light rail vehicle needs an estimated 640 BTUs of energy per passenger per kilometre; a city bus would use some 690 STUs per passengerkilometre and a car pool with four occupants 1 ,140 STUs. A singleoccupant automobile, by contrast, burns nearly 4,580 BTUs per passengerkilometre.

The pollution savings from public transport are even more dramatic. Since both rapid and light rail have electric engines, pollution is measured not from the motor exhaust, but from the power plant generating electricity, which is usually located outside the city, where air quality problems are less serious. For typical U. S. commuter routes, rapid rail emits 30 grams of nitrogen oxides for every 100 kilometres each rail passenger travels, compared with 43 grams for lig ht rai I, 95 grams for tran sit buses. and 128 grams for singleoccupant automobiles. Public transport's potential for reducing hydrocarbon and carbon monoxide emissions is even greater.

Although diesel buses. especially in developing eoutries, can be heavy polluters, existing technologies, such as filters, can control their exhaust. Buses can also run on less polluting fuels such as propane ( used in parts of Europe) and natural gas( used in Brazil and China). Test buses in the Netherlands that run on natural gas are estimated to emit 90 percent less nitrog.en oxide and 25 percent less carbon monoxide than diesel engines do.

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In addition to reducing fuel consumption and pollution, public transport saves valuable cIty space, Buses and trains carry more people in each vehicle and, if they operate on their own rights of way, can safely run at much higher speeds. In other words, they not only take up less space but also occupy it for a shorter time. Thus, comparing ideal conditions for each mode in one lane of traffic, an underground metro can carry 70, 000 passeng.ers past a certain point In one hour, light rail can carry up to 35 ,000 people, and a bus, just over 30,000. By contrast, a lane of private cars wilh four occupants each can move only about 8,.000 people an hour ,and without such carpooling the figure is, of course, far lower.

The availability and use of public transport vary widely in cities around the globe. Since variations in distances and city densities affect the total kilometres of travel, the annual number of trips each person takes by public transport provides a better standard for comparing its importance in various cities. The range of frequency of public transport. use Is shown in Table 1.

Urban public transport has long been a government priority in Western Europe ... All major cities there have high car ownership ,but weUdeveloped bus and rail systems are available, and overall public transport typically accounts for between 20 and 30 percent of passengerkllometres. In recent years, several ,large cities have stepped up their commitment to pubnc transportation, combining further investments with cornplementary policies to restrict auto use.

Public transport also plays an important role in urban areas of the Third World.. In many cities in Asia, Latin America, and Africa, buses make 50 - 80 percent of all motorised trips. Buses are sometimes hopelessly overcrowded; it is not uncom man to see several riders cling.ing to the outside. Yet most Third World cities have lower public transport use per person than those in Western Europe, reflecting the inability of smaH bus fleets to keep up with population growth.

Among the world's major cities, those in Australia and the United States make the least use of alternatives to the private car, Indeed ,. less than 5 percent of U. S. trips are by public transport, 'but in some cities such as New York City and Chicago., where service is providedelctensively, it is used heavi.ly ... lndsad, nearly one quarter of the entire oountry's public transport trips are In New York City.

* STUs: British Thermal Unl.ts(a measure of energy consumed)

Table 1. Dependence on public transport in selected cities ,1989

Ci.ty Population Mode Trips *'
Tokyo 11.6 m bus, tram, metro, rail 650
Buenos Aires 9.0 m bus, metro 248
Beijing 8. 7 m bus, metro 107
Seoul 8. 7 rn bus, metro 457
Moscow B.O m bus, tram, metro 713
Chicago 6.B m bus, metro, rail 101
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Test 2

Berlin 3.1 m
Toronto 2.8 m
Melbourne 2. 7 m
Abidjan 1.8 m
Dallas 1.4 m bus. tram. metro, rail 356

bus, tram, metro 200

bus, tram, rail 95

bus, boat 132

bus 22

* trips per person per year

Questions 16 - 20

Below is a summary of some of the main points of' Automobiles vs Public Transport'. Read the summary and select a word or phrase from the box below to fill each gap according to the information in the Reading Passage.

Write the corresponding Jetter( A, B, ... N) in boxes 16 - 20 on your answer sheet. N. B. There are more words and phrases than you will need to fill the gaps. You may use a word or phrase more than once if you wish.

Key Points: Automobiles vs. Public Transport

The obvious advantages of public transport include lowering ... (16) ... and reducing exhaust emissions. Another important benefit is the amount of space that is taken up. This is measured by determining the number of ... (17) ... that pass a particular point under ideal conditions. As would be expected, public transport vehicles perform very well under these criteria. However, the success of public transport depends more importantly on its ... (18) ... A 1989 survey revealed that. .. ( 19) ... was the city in which Ihegreatest number of trips per person were made on an annual basis. Interestingly, there is no clear correlation between acceptance of public transport and the degree of ... (20) ... of a country or city.

A. passengers

B. Moscow

C. fuel efficiency

O. availability of transport

E. vehicles per hour

F. Tokyo

G. passengers per hour

H. singleoccupant automobiles

I. energy policies

J. economic development

K. fuel consumption

L. decentralisation

M. frequency of use

N. Third World Cities

Questions 21 -25

Answer the following questions using NO MORE THAN THREE WORDS and according to the information in Reading Passage 2. Write your answers in boxes 21 - 25 on your answer sheet.

21. What is one factor that makes light rail preferable to rapid rail?

22. What is one way in which rapid rail outperforms light rail?

23. Where is pollution from rail transport measured?

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24. What is the average number of peopJe you would expect to find in automobiles during commuting hours?

25. What proportion of passenger kilometres is undertaken by private automobile in Western Europe?

Questions 26 - 27

The table be/ow ranks different forms of trenspott according to their fuel efficiency and the amount of pollution they produce. One ranking has been given in each case. Complete the sequence of numbers( 1 ,2,3,4) for each column and write the two sequences of numbers( from top to bottom) in boxes 26 and 27 on your answer sheet.

Transport type Fuel nitrogen
Efficiency oxides
Ranking emissions
(26) (27)
citybuses
light rail
single occupant car 4
rapid rail nlaa
carpooling nlaa 1 Ranked from 1 ( = highest fuel efficiency) down to 4 2 Ranked from 1 ( = lowest nitrogen oxides) down to 4 nlaa Information not availble from the passage.

Reading Passage 3

You are advised to spend about 20 minutes on Questions 28 - 39 which are based on Reading Passage 3 be/ow.

Pupil Size And Communication

It has already been well established that changes in pupil size are clearly associated with changes In attitude. I n a typical example, when v iewi ng photographs of food. hungry subjects experience a much greater increase in pupil diameter than do sated subjects (see figure 1 ). However it now appears that enlarged or constricted pupils can also affect the response of the person who observed them.

Studies of the pupil as an indicator of attitude point to the possibility that one person uses another person's pupil size as a source of information about that person's feelings or attitudes. In one experiment two photographs of an attractive young woman were shown to a group of men. The photographs were identical except that in one the

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Test 2

woman's pupils had been retouched to make them larger and in the other they had been retouched to make them smaller. None of the men reported noticing the difference in pupil size, but when they were asked to describe the woman, they said that the women in the picture with the large pupils was" soft" , .. more feminine" or "pretty". The same woman in the picture with the small pupils was described as being "hard" , "selfish" or "cold". There could be little doubt that the large pupils made the woman more attractive to the men.

It seems that what is appealing about large pupils in a woman is that they are an indicator of interest, which can be interpreted as sexual interest. However, when men view a picture of a woman with large pupils. their own pupils dilate. In other words, seeing large pupils gives rise to larger pupils. Interestingly, men and women showed almost no increase in pupil size when viewing photographs of members of the same sex with dilated pupils.

That the dilation response Is in fact learned rather than innate is supported by experiments with children. In one experiment. subjects aged 6 to 22 were shown drawings of female faces that had different sized pupils, and asked to choose the one which was" happier". The results showed that, up to the age of 14, a person does not necessarily perceive larger pupils as being happier than smaller pupils( see figure 2) . Of particular interest was another finding by McLean: blue-eyed subjects were more likely to judge large pupils as being happy and than brown-eyed subjects. This finding was confirmed when another group of subjects were asked to fill in the pupils on drawings of happy faces and angry ones: the blue-eyed subjects drew larger" happy" pupils and smaller" angry" pupils than the brown-eyed subjects ( see figure 3) . Blue-eyed people have also been found to have a stronger pupil response than brown-eyed people when they view a picture that causes pupil dilation or constriction. To be more precise, with respect to the total range of response from the smallest pupil size to the largest. the range is greater for blue-eyed people than it is for brown-eyed people.

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FIGURE 1

DIFFENCES IN PUPIL RESPONSE of hungry Rl1hj~hl :Ann of I!UlI.te<1 !'IUhjoN".tR to (;"nIOIIT fl,lirl~ o( varioua food!! are shown, 11,c eubjec18 fillit viewed a. s1i de of II food and the change in pupil size was measured

KEY

_ Hungry Subjects

~SatedSubj"",ts

! .3 t--------~

e !:1 +,21-------

~

Q

COLD SPAGHEM ROAST ROAST STEAK & curs BEEF TURKEY PO'l'ATOES

FlGURE2 too

Age dilIerenres in percei ving II face with large

pupils as being happier than II face with small go

pupils



p ~ ~
~ ~ :f ~
- ~ ~ /: :
~ ~ ~ ~ ~
~ ~ j ; %
- ~ ~ ~
~ ;/ ~ % ;; ~ ~
~ ~ ;;: ~ ~ ~ ~.
v. ~ /: )( /: V 80

70

KEY

_large pupil. perceived "happler"

30

20

10

o

6

8

\0 12 14 16 18 20 22

AGE

FIGURE 3

BLUE-EYED SUBJECTS drew larger pupils on a "ketch of a happy face and smaller pupils on 8 scowling face chan brown-eyed sub] ects, In addition when vieuing a picture that normally causes dilation

Or constriction, blue-eyed people "how a greater change 5 r--==-..::....-------___;:='-------,

in pupil size. ~ 4

II:

'-' 0 L__----;;~~---="_;;

KEY

_ Brownayed subjects

W%?l Blue. eyed subjects

EYED EYED

SUBJECIS SUBJECTS

EYED EYED

SUBJECTS SUBJECTS

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Test 2

Questions 28 -34

Based on the information in Reading Passage 3 , " Pupil Size and Communication" , indicate the relationship between each of the two measures listed below in terms of:

PC if there is a positive correlation

UN if there is little or no correlation

NI it there is no information

Write your answers( PC, UN, NI) in boxes 28 -34 on your answer sheet.

Measure 1 Measure 2

Changes in pupil size Changes in attitude

Example

Answer

PC

Measure 1

28. Images of food

29. Pupil dilation in picture of woman

30. Pupil dilation in picture of woman

31 . Small pupil size in picture of woman

32. Small pupil size in picture of woman

33. Subjects under 14 years of age

Measure 2

Pupil dilation in hungry subjects Pupil dilation in male subject

Pupil dilation in female subject Negative response in male subject Negative response in female subject Positive response to large pupils

34. Darkness of eye colour in photograph Subject's estimate of "happiness"

Questions 35 -39

Write a word or short phrase of NOT MORE THAN THREE WORDS to answer the following questions, according to the information in Reading Passage 3 ..

Write your answers in boxes 35 - 39 on your answer sheet.

Example What can change in pupil size indicate?

Answer Changes in attitude

35. According to the data .• what kind of food do hungry people respond to most readily?

36. According to the data, what kinds offood do people who are not hungry find particularly unattractive?

37. What interpretation is g.iven for men's attraction to women with large pupils?

38., W hat reason is suggested for children under 14 not reacting to pupil size in othe r pecptej

39. How ·did blueeyed subjects compare with browneyed subjects in terms of range of response?

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Test 2,

Reading Passage 1

1. §~:xlio

Section A, ji~:EW:. ,ffl:rgcp~-'QJ~ for example 'Q)~ , 'E: F.lU[§jffiJ'QJ-:t-~:Elf!li'QJ , lli~ ~ Lt:W:Er5J§f3 ''QJ:

In a dispute, not only do the interests of one party not coincide with those of the other

party, but they are in conflict

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2..~~:vio

Section B, 2lS:ffl:® Er5J:±.!im 'QJ ~ ~ ffl:® esJ 5f3 - 'QJ :. Reconciling such interests is not easy.

cpy~y : 1§e;t1Jbit-.¥R~~@~8~J 0

::;f5;:ffl:ffiJ Heading .'i.E vi Methods of settling conflicting interests ( Iiblc;CP~;t1JfiiIesJJ5m) 0 3.~~:iio

Section D, Lt:WiBffil:t=Jfm-QJ ~~miBffiJ~-"@ :

It is often complicated to aHempt to determine who is right in a dispute.

cp y ~3Z: : m~lRJEitt7£)lP ~ !f!:@IEml85JJm m ~ ~~ffiJ 0

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4. 2f~:xio

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5. ~~:ivo

Section F, ill:~BJ3IDl.tG:±~-QJ ,iWi~Ji~:i:m 0 ffitt2""F, ~mOCl:±~-QJ 79ii<WtGm-

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Test.2

'QJ:

In relationships of mutual. dependence, such as between labour and management or within an organisation or a tarnlly, the question of who is more poweriul turns on who is less dependent on the other.

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The international community has begun to demand ....

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Test 2

[ @lJ]

[1JR3Z:J In addition to basic residence fees,. most universities make minor additional charges for items such as registration fees, damage deposits, and power charges.

[ Hill § ] As well as the basic college residence fees, additional charges are usually made, but are described as ...

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13 . ~~ .fnrmallzsd in law c

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15. t5~ .: evidence, arguments 0

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Reading Passage 2

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17. 3~:Go

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18. ~Ne:Mo

JEXXJtffillCPftXEEffiJo X1IillLIRx5f3+~cp : Since variations in distances and city densines affect the total kilometres of travel, the annual number of trips each person takes by public transport provides a better standard for comparing its importance in various citles. The range of frequency of public transport use is shown in Table 1 0 CPX~J~ ~;0~~.W.ffimH~1'~~OOYm5~g~~~,.~.A~m~n~.~m ff JR~~jFt; J {f§. yffffi rp ttW e ElSlm ~'11: ElSl ~tB-f}j\-)i 0 i}~ 3.tD «2ffl ttiJ~ ~ W~ 1 PJT7.J\o PJTl}J., ~~~ Mo

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Test 2 ....

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Wha.t gtq]' calcium deposit
Who :81R)( A~~IlI) Australian taxpayer
How many ~iRl 6 m58-~~m18~+o
What proportion IlZlRl ( ttf9lJ) 20% -30% tit&~~mj8~~"
What is the cost J&iRl( ~·ffi) $25 million
fllJiRJ evacuate the build-
What do
ing
What happen ]\fi8'Slq]~ The licence may be
cancelled.
How itWJ~]g by bike 1. pjf~ffiJt§~~~::r:fflA:~, ~~giRlIl*51,~"

-q]i5B9~--r-~~~~A~ , ftll'J~~~A:ffiI±taIH~lRI~~]g, aB7f ~~ 3=-, BIT QJ/fffiA:'$)Q 1e~~CPBSJ~~:giRJ ,tIOAgfDtt!lg~~;A::l$ 0 \9~P.lJ: Australian taxpay-

2. ~A:ru7J-9SJ~~*El~)[~iAl, tliE[}-g{l:tJ~~§j 2A!~~" ~m~~~.*~~~~~,~§~~~~&.~n~~cR~ID~-m~~~ B 2AMt5~" pJf[JJ_. ?£~mCP , 9f]l1ftaIffi~1~~~iWi~ § 2tm~~ , Jill§ $t~;j\~El2 it mt5~B9mm"m~~2.t5~9SJ~~:

[ 01IJ

[~:2::] it your iron produces dropletsot water instead of giving off steam, your

temperature control Is set toolow,

[ m!i §] What should you do if yo ur iron starts to drip water?

~~El~~.: JJR3Zi$t,: OO~fm9SJ~~myJ§71<~~4' ~JR CI:I ~R. im9SJ:m!f!i!fEl\9:m~ iS11~ <> m1i§ 1"6_]: 00 ~iHmffiJ ~3+ ff!Jlj~ 71< • fmill ti<@ {t ~? t5 ~Jill~~ ft iij)ljjl MffiJJlj~, f6~:2::~5ll~;t§ lillffil ~ ~ • m~ ~ 2 ~:±l *" fi!6!1sJ ~ ~ ~1a15 you r temperature control is set too low, Ot hJ: set temperature high/higher 0 iEOO ffiJ :§~ t9 QT /'sI : increase the temperature ~ turn up temperature,

3. ~I:~ llll(~® ,titB-~IlQJ}n 18t5l~ , l~t~a~m~m~ 0

~ El fOJ : H ow many IHow much/What proportion Bil • :g~ -ff@:.iE~~ ,iZ Bil$:t6~ ~lqHrri8'~~, ~;f$iif~~ill, ~ffim~f.U~lt)(o

4 .. ~~)Zfj ~~~ffiJ ,-m~~flm~~~!IlU~t¥o

~Elf5J: How many/How much/What proportion/What is the cost BTI ,~~-l!lIt1' :g; ~Jft~[~tQ: cp I:tHffiBSlti ~ , ffij ~ iliJ:&1W ~B9Q!l!IlU @~ • 3m m ~~D)f9V.)1i"

54 ~ III

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Test 2

[ j~J

[~xJ AU major cities there have high car ownership. but weH developed bus and rail systems are available , and overall public transport typically accounts for between 20 and 30 percent of passenger kilometres,.

[ itm § ] What proportion of passen ger kilometres is undertaken by private auto-

mobile in Western Europe?

~~l:}:iU~: 1~~jqI~~~ 20%. -30% 0 ~Y.:~: l}~~ill8 .20%-30% c Im§ iq]: ~l\AIJ I n.'$ tiff r5 00 ItI9lJ c §~JillJ9: 70% - 80%

5., ~~)ZIj bt~·ffiBSJ • 7f~~f3U-~~=ij~ffififs. ff~3!Fo Qf~i'f~~m 0 [ -9iJ]

[~.x] There may have been some consolation in the fact that the bid came in $1 million below the revised budget and $ 5 million below the original budget of $ 29 million formulated in mid - , 991 .

[ lim § ] What was the cost of the revised bud get for the Sydney bid? ~~NJtiW: ~:t!i5tt~~Im 4 , 73;~f8j f$EQ[Q!l!Um~ • Jlt~Jillt?&~ siSlEQImi §!:P@ ~D~?'p;8'SJc i5!:lffltt®~FoB'SJff!l~1> 1 million. ttmfnB'SJ:Y1ll~1> 5 million, I&:flleSLf1l1¥t ~ 29 m ill ion, PH ~ • ~ a2:Fo t(g Wl ~ ( revised budget) Jill 'J9 $ 25 million 0 tt ~ ~ 25 million }g -l'lRI-i't9l'~1>o 25, $ 25 ,25 million ;~B.~Fs.~ffiJEi~o

6 .. tt~J~~Fo ,~!DJFo~- ~ ~~ • ~~ftm:JI;:B'ilc&~c ~3ZCP~ffi~tlTiRJf@;aR§u~llit!:B9i5m:1'F1~ Jt 0 eoJlI:t, X1~~tl~~~jf@ El, tt~a ~IO ,~fOJlO~-,.~-QJ, ~~ift~~1fTWlo -~.RfOJFo~-·, lmq]~Dq], 7fffi~~:t: )i];u

[ 19IJ]

[~)(] Your iron is designed to function using tap water. However, it will last longer lf you use distilled water.

[ ~ § ] What sort of water are you advised to use?

~.~ •• :~§~:.~W~ffi~~~~*?~~~~M~x~m--QJ~~~~ ~:. tap water( §*7J<) ,{§J~xCP~_t~~-1'"~1JTlRI However. IE liMEi~hl : distilled water ( ~-ri7J<) 0

7., j;§JE~J&!lG!ffilJB'iJJ5$o

:A~~ji3jEi~~+~~~%~, tt~Jl§~Fo. ~~g~mM"J +~~*, ~m~~~

-@Wj 0 ~~[ijii OOU ~ : ~~ f?<! Q,\iRI. *1~ f~iffj iRJ 0 ftRJI( *~ : (1 ) ~iRI, alan/the;

(2 )~UWl , ~UiRJFI3*~ffij ZWiD.], ~'iiWJWl , *~~HiRI ;

( 3 ) ID@lRI~ f.J1RI , m ffi* ~tffl:giRJ . ~ i?:g~ , *¥-iHfg~iRIm: f.JWl;

( 4 ) !;[] ~~ LI»~ ,~ A of S [&79 SA.: 12 §2 A fI] B ~~:g 1Rl ,ro type of fabric, qJ C& 19 fabric type • ~~-1'"+ 0

:A~tt~, ?f*~~*8'9+B'iJB1~ ,==F~n~:;t:}jj~ 0 1f~lE+~~ *~iW~T" , m@q]~~~~~-@g)(!:p~iRJ~o~~*M:;t:}jj~.~~mm~o~ro~mEi. 19 : Australian taxpayer, ro *~ m taxpayer • ~7f.tt~ c

[~J] ,

[ J~JZ] the amount of steam being given off depending upon t.he type of fabric

10 55

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being ironed.

[~EI] What factor makes you decide on the quantity of steam to use? :g~:&fIW~:OO~~~¥~~mu, 5J~~i9 .ths type of fabric m the type of fabric being ironed" lro1f ,~~~mUI9 NO MORE THAN THREE WORDS ,~~Jill$t:ti~mt ~ the,.~~~?:HRj9\Hl,g being ironed,.IEIiF!l~~hJ type of fabric"

21 . *~: less cosily ~

~§CPfm*BiRl~" light rail preferable to rapid rail' • 9stJill~X513 mtlSJ5IS-Q): The recent trend in many cities is toward light rail over" heavy" rapldrall systems" ~ m ~pijQJl5, -(§4'tffffif,cg~~ D xcP~, metros ( ~D" heavy" rapldrall) ~*~1§iE¥~H~iei eSJ ( costly) i-tlLtQl:itlrl'ffiJ~f(gffi*Jlti, ITO light rail !IlU1'wg~, PlTt;..(, ~~i9 less costly" 22. ~~: less pollution mcarring more passengers sY; more passengers 0

~ § [qj. : rapidrail. lBmlight rail 89 75 rnJ" "Elf M~3Z 56 t ~ m tIJ ~~ less pollution, ill QJ M56:t1~~t±l~~ carrying more passengers ~ more passengers"

23. ~~ : power planl c

~§CPB'sJ*g_iRl~"pollutlon" ,[email protected]§tWfm~-"QJ: The pollution savings from public transport are even more dramaticemW~_ "QJCP~ pollution is measured not from the motor exhaust, but from the power plant generating e.lectricity, ~~~ : )5~ l' ~M~ ~ cP jOO~ Ii . rm ~MF~ E§ 1] ffiJa E£l.' ;m~ if" ~~Jill hJ power pi ant"

24. ~~:Jli;ix;g[g~fiFo-"QJ·J5o

~ § 11SJ: tiJ: l'MB!.t r~ ( comm uting hours), IJ 171.$ C1JAffiJ:xJZ ~ t&§" Jill x:t Jill ¥U J]R;ZB'S) ~[g~,tS~?fi$(mffiJmlO-"QJ,1. 2 -1. 3"

25. §~:70% -80"/0 <>

Wl§[PffiJ*lIiRl~"Westem Europe" ,~JITl~YM~~ -.~6iSl~-q]: Urban public transport has long been a government priority in Western Europe, r>il~i$(miCi , tt~lJm cP ffiJ"QJ::T-: overall public transport typically accounts for between 20 and 30 percent of passengerkilometres, E:~~ym8SJ~1};!=t;3:cJ.iIl c5 20% - 30% ,lim.§ flSJ e!J~lllAJJ \7'1. *plT2Jffilt:U9IJ ,~~i5J 70% - 80% c

lfID ElqJ JE.-"1'~ ~ ~ -1'?R m, J§t CP=j§j- Itt res J1a , Wi:j '=IJ ~;jO , ~ >R. ~ 1i:X ~ ~:£ 0 -1I&if!~RLrmqr t~m~ c

W4~flmSi!'3U~~, plT~~gIimJ \ n .a -I!lam tt~§~ c ~·ffiJ ~ fi1t§~ ,~ffiJ!l CPT~XCPBSJ-l'~~ c

pJTtaBSl~~-l!ft7:)-iSJ91rf Jl,~:

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Test 2

~~ cp ~~:2: cP ffiJ- tI:b~1!{: :&1l5_2 ~tITt I~ f[] ilil &A m ,·!8IJJ-@ 8 9ilJ~ ~ , ~ >Ri¥4 ll~ffio~tITtill~~R~llcpffi-®m~mo~~ttaR~:&~~,~~$:&~~ffi amo

1. ~g;~e~*jjitft:tf~, ~~~fh:tr~hJ~m· ?f~YCPMI3U!£HFo~ttfh:tI~, 5.l~ft:t

I~ l3uFoffiq]:f 0

2. HljI~~~9U~~JIJ1ij~~ffio

3. B:~flill§~*CP~e~¥~~muo

1\ ~~liJ1i § 13:~~ ~ ~* ,lZ!ht @WUp;gJEo ,g:as:~mu ~ : ~'\i~ 111\~ , :ti~ ~ffijiP.J 0

f&JR7i~;

( i ) ~~ ,81 an/the;

(2) ~HiP.J, ~UiRJm*~tffi~iP.J., {~~EJJiP.J, ~~~UiP.J;

(3) mt§iP.JfP::7.}tq], m FIHRI.~tffi:glRl ,~~glRl ,~~ffi!@1Rl~j1iR 0 4. ~.:t: guiJ esr~~~)Bt')z:~ iP.J , ffiJ§~~Y CP~~ffi Jl -tiP.] 0

1 . fT ~ ~ 5.ltt~ ffiJ jE~1$®~ ~JaHEffiJillEm:jg~1rr 0

2. l';H&+I9~~. ?f~xCPM l3u!£UfO~tt~+ 1 tt~~+ F.!uFoBSl'QJ:f 0

3. tt~~BYt~~Forni~~~$lli o-

4. ttJi~:zc:p 89~ ~~Byj:;iE Ql.~y:: 89m:rt tl:HJXlffi), ffiFf ~~ tIT i8lX + 0

Y~®~-m&~Y-~m~,mmyerom~~~m:7.J®W~o~§~mm~ 8\J~ ~ • iBl±l-@§3i!f8\J=8fmn ttl Ifg . ~ *~g ~ 89 fill 1tF-:89=8 m b1J:b rm Q pJi:'~ 125 ~ ~ mllcpTI*3ZCP~--t~~o

1 . ~~f~~ ,~lffit~~ ~ 0 ~~~~1Rl~nTI, ~~~ hJ~YCP~~ffiJJ11'iR1 0 2. ttmi~ §~*CP j~H§~+~~jtm"

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1 . ~~t~xtE ,~~4~rm~ 0 ~~~~~~@. ts~·~ i9~xcp~~ttJJ1 ~~o 2. ff~~§~*CP~effi~~~itU 0

II'" 57

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~~cpmm'~)(~q]~¥UffiJ-1l:tJ~f!lJ, ~J1a~mCPOO:j~JR~~, J!m~:B~*~o M.~mmm.cp~~)(CPOO-~W~o

~tr{~XEE ,~~{I!H~ ~" ~~~JJR~~Jill, ~~§ /9~)(cjJ~~OO[L 1'~"

i±~Wi §~ sa< ~OO ~ :ti3EITffiJ ~~lliffijl'~~A2iiOO~~" 26.~~:213:>

m15~ § qJ BSl:*m iRl Fuel Efficiency. ~ Iill¥lJ~3Z5l37\ ~ 0

27 .. ~:3.24 ..

m~.Ilill§[PesJ*g~ emissions I ~Jill¥lJ~)(513tW~5!5} \~o eO~;mJilll'~J~3Z8'Sl~~ • mm~tt~~ .lli~~~"

Reading Passage 3

ffl TIF/NG ~-~~l~o al'~§~ two measures ,m~~)(~U!ttT'E:lll00*~o PC .the two measures ~iElmBSlR*~o

UN : the two measures 1e:~~~ 11* )£:~*~ 0 NI : ~)(iQJH~~:f§Jill~ ~o

28.~~tPCo ~1ill~3Z~-m :

I n a typical example • when viewing photographs of food. hunglY subjects experience

8. much greater increase in pupil, diameter than do sated subjects (see figure 1 ) ..

29. ~~:PCo

.tt lillf5tiZm ~ :.

However. when men view a picture of a woman with .large pupils, their own pupils di~

late. In oihsr words, seeing, large pupils gives rise to larger pupils.

dilate ~trA, ~~!fBSJ~~, ~~1"1A tqlZl'Wl, M l'-'Q)CPt:9~g~~jllWtl:HR<> 30.~~:UNo

x:tJTIl~)(~ - m:

lnterestlnqly , men and women showed almost no increase in pupil size when viewing photographs of members of the same sex with dilated pupils.

58 III

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Test 2

31.~~;PG"

~ J.ill~XJf5_~ :

The same woman in the picture with the small pupils was described as being" hard" , "selfish" or "cold" .

32.~~:Nlo

)l~ : 1'~±xru3~jliW" ~Xcp~ j : ~),)mttA. ?f~!QJ~f.$t.CQmAIli 3t~h ffiJ B~ ~ , §J 2m3t:A)J\F1~E:~~'1.JD( ~m~ 30 Hm) 0 ~lf.illiSt.ffiJ~. ~,~hCPJJ\B'SJ&~. ~XCP2B:f=J ~ ;&tZJ5tmffiJ· ~f@ 0

33.~~:UN"

xgJN~.X~[9W :

The results showed that, up to the age of 14, a person does not necessarily perceive larger pupils as being happier than small er pupils (see fi gure 2 ) .

34.6~:Nlo

tt~ : ~X m ffiJ~ ~~~~ ( lItt ~ ~ ~ h B'SJ A ) B'SJ mHL ffiJ llfli § • ~ EI i5t ffiJ ~ ~ h rp ffiJ Hi JL ffiJ:@j§ 0

, .... - .

,- _ ,:·/1 .~~~ :~. ,~ r~>t ~.~.~:,~~ . 'I

35. ~~ : Steak&potatoes 0 ~~*§ FIGURE 1 c

36. 2i~: S teakspctatoes 0 §~*§l FIGURE 1 0

37. B=~: sexual interest" xgJillJJRx~ - W;

It seems that what is appealing about large pupils in a woman is that they are an indicator of interest, which can be interpreted as sexual interest.

38. §~: Learned 0

xgJill~X:~[Q@ :

That the dilation response is in fact learned rather than innate is supported by experiments with children.

39. §~! stronger ~ greater <j

xg JillJJR)zJl~Fo - ffi"

tt~:ro~x~C:P~§§~~8'SH!I; ~~~ §8SJ~~*H3J2@.~ 0

In .. 59

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Test 3

-

... ---------------------------------------------------------------- ...

-

IELTS Reading Answer Sheet-SAMPLE

•

Module taken:

•

Academic =

General Trnining =

•
_ 2
•
'_
• 3
,_
• 4
_
• 5
.1'6
-
• 7
'_
• 8
-
9
'_
• 10
• 11
'--
• 12
-- :
• 13
--
• 14 ,
-- 15 !
•
• 16
-
• 17
_
• 18
--
• 19
-
• 20
• 2f
,_
• 22
:-
• 23
-
• 24
-
• 25
• 16
• 27
• 28
• i 19
• 30
60 ."111 = 4=
= 5=
6
~ ~
7
= =
8
= =
I)
= =
10
= = II

= =

21

= =

15

= =

23

,t:::::::;1' ,t:=)

26

= =

V"",;on number:

Please en fer the II umber in the h(:.~e. and shade the, nu mber in the grid

34,

=34=

35

=35=

36

=36=

37

=37=

=38=

39

40

=40=

I' '" Reading Total

Band Score 1

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Test 3

Reading Passage 1

You are advised to spend about 20 minutes on Questions 1 -12 which are based on Rea.ding Passage 1 below.

Fanwall Noise Barrier

Noise generated by traffic on arterial roads and freeways is an increasing problem in Australia and there is growing concern among highways authorities in Australia about the limitations of some types of noise barriers which have been installed in this country.

The Roads and Traffic Authority ( RTA) in Sydney faced a problem when it decided to proceed with the link between Concord Road at Rhodes and the F4 Freeway at Homebush( Country Road 5030) as the new arterial would deliver heavy traffic right past the backyards of suburban homes. This was because the RTA had purchased and removed a number of houses to allow the new corridor to be built, exposing to road traffic noises houses which were once located in a quiet back street.

Initially, the RT A had proposed to erect a new timber fence, replacing the existing suburban .fences, to act as a no-ise barrier. Timber noise barriers were used quite extensively on the recently constructed F3 Freeway link from Pearce's Corner to Berowra. However, RTA engineers have become more acutely aware of noise and the problems which arise if ineffective noise barriers are installed. They also appreciate the benefits of early consultations with the affected residents and local councils. Residents of the area were fully briefed on the appearances, the performance and the benefits of various types of noise barriers. The majority opted for the Fanwall barrier, which also provides security advantages to the householders.

The Fanwall barrier to be installed at Rhodes is the first to be erected in Australia. Fanwal1 barriers have been used in the United States and have been very effective at noise attenuation with up to 10 dBA reduction in noise level reached at L. A. International Airport. Similar success has been achieved in various highway projects right across the USA.

In the USA, concrete has proved to be the most popular material for constructing noise barrier walls. As is happening in Australia, early barrier designs opted for low timber barriers selected largely on the basis of cost. However, low barriers are not effective and high timber barriers have become much more expensive. Add to this the poor durability of timber fences and the combination of initial capital cost, maintenance costs and replacement cost quickly makes timber barriers very expensive. The advantages of concrete include low capital cost and durability. Furthermore, concrete barriers can be engineered for a variety of site condition and architectural finishes can be applied to enhance aesthetics. Careful landscaping provides the final

III. 61

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touch ..

FanwaH is a two-component, modular, free-standing pre-cast concrete noise barrier which can be cheaply and quickly erected ona variety of foundation conditions. The wall is engineered to be stable under design wind load conditions while maintaining relatively low bearing press u res on the foundation soils. The refore, like the timber barriers, the Fanwall barrier can be built without expensive concrete footings or piles, speeding the construction time up and reducing costs, Furthermore, Fanwallis maintenancefree and it is not susceptible to damage by fire and vandalism.

Because the Fanwall barriers are engineered into a modular form, construction is easily staged. At Rhodes, the Fanwall noise barrier will be built in three stages commencing in mid August. Staging will enable further consultation with local residents and allow access to be maintained across the site via local roads .. However, most importantly, the greater proportion of the barrier will be in place prior to the road corridor being constructed, reducing the effect of construction noise.

Figure1 .. How Noise Barriers Work

No Barrier

In the Middle

/

~. w{________I___I:c%D=D____....!_· CJ

Close to Receiver

Close 10 Source

I (A) The is a direct line of sight between the noise source and the receiver. What can be seen can be heard.

I (B) Line of sight has been broken, creating I!Il i nserti on loss of n oi se ene rgy .

I ( C) and I (D) Placement of barrier for best results.

002

Questions 1 - 5

In paragraphs 2 to 4 of Reading Passage 1, "Fanwall Noise Barrier" ,the writer describes a planning process, problems and issues Which arise, and the steps taken to deal with them.

From the list of situations and possible actions be/owe A-I) ,select the steps taken to.

62 ,,11-

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Test 3

.'f:~I'.

fl.

deal with the problems and issues, as outlined in the reading passage. Write the appropriate letter( A-I) in boxes 1 to 5 on your answer sheet.

NB: There are more situations and possible actions than questions. You may use a situation or possible action more than once if you wish.

Answer

Example Problem 1 1 . Cause of problem 1

2. Proposed solution to problem 1

3. Objection-potential problem 2

4. Procedure

5. Solution to problem 1

C

Situations and Possible Actions

A RT A purchase of houses

B Concern about the effectiveness of some noise barriers C Suburban houses to be exposed to heavy traffic noise D Erect a Fanwall noise barrier

E Construction of a new freeway link

F Concern about purchase of houses by the RTA G Consult with local residents

H Erect a large timber noise barrier Change the route of the new freeway

Questions 6 -Il

The author mentions a number of features of noise barriers. Some are listed below. Identify them by writing

A if the feature applies to low timber barriers B if it applies to high timber barriers

C if it applies to concrete barriers.

Note, for some questions you will need to write more than one letter. Write your answers in boxes 6 to 11 on your answer sheet.

Answer

Example They need to be replaced regularly A, B

6. They are more popular in the USA

7. They are susceptible to damage by fire and vandalism

8. They are not always effective noise barriers

9. They are much more expensive to build

10. They do not require expensive foundations

11. They are more expensive to maintain

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63

Question 12

Choose from the four options below the best description for Figure 1 in the reading passage. Write the appropriate fetter. (A t B Ie, or 0) in box 12 on your answer sheet.

A Selection of barrier location B Noise-path principles

C Barrier specifications

D Attenuation of traffic noise

Reading Passage 2

You are advised to spend about 20 minutes on Questions 13 - 27 which are based on Reading Passage 2, "Parenting and Responsibility " .

Questions 13 - 17

Reading Passage 2, "Parenting and Responsibility" , has six sections.

Choose the most suitable heading for each section from the list of headings ( ixi) below. Write the appropriate numbers( ixi) in boxes 13 -17 on your answer sheet.

N. B. There are more headings than sections so you will not use all of them.

List of Headings

, The presumptions of policy makers

Ii Need for more equitable parenting policies

Iii The impact of dual employment

Iv Comparison of employed and non-employed mothers

V The benefits of balanced responsibility

vi The unchanged role of the female parent

vii The effect of stress on the female parent viii Disadvantages of parental equality

ix The experts' view of the male parent's role

x Commitment of mothers to their paid jobs

xi Origins of anxiety in working mothers

Answer

Example Section A

13. Section B

14. Section C

15. Section D

16. Section E

17. Section F

ii

64 "III

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Test 3

Parenting and Responsibility

Section A

There are still significant gaps between women and men in terms of their involvement in family life, the tasks they perform and the responsibilities they take. Yet, at least in developed Western countries, both women and men express a desire for greater equality In family .life.. It is evident that in terms of attitudes and beliefs, the problem cannot simply be thought of in terms of women wanting men to share more equally and men being reluctant to do so. The challenge now is to develop policies and practices based on a presumption of shared responsibility between men and women, and a presumption that there are potential benefits for men and women, as well as for families and the community, if there is greater gender equality in the responsibilities and pleasures of family life. These are becoming key concerns of researchers. policy makers. community workers and, more importantly. family members themselves.

Section B

Despite the significant increase in the number of women with dependent children who are in the paid workforce, Australian research studies over the fast 15 years are consistent in showing that divisions of labour for family work are very rigid indeed ( Watson 1991 ) . In terms of time, women perform approximately 90 per cent of child care tasks and 70 per cent of all family work, and only 14 per cent of fathers are highly participant in terms of time spent on family work ( Russell 1983). Demo and Acock ( 1993), in a recent US study, also found that women continue to perform a constant and major proportion of household labour] 68 per cent to 95 per cent) across all family types ( first marriage, divorced, step-family or never married), regardless of whether they are employed or non-employed in paid work.

Section C

Divisions of labour for family work are particularly problematic in families in which both parents are employed outside the home (dual-worker families). Employed mothers adjust their jobs and personal lives to accommodate family commitments more than employed fathers do. Mothers are less likely to work overtime and are more likely to take time off work to attend to children's needs ( VandenHeuvel 1993 ) . Mothers spend less time on personal leisure activities than their partners, a factor that often leads to resentment( Demo and Acock 1993),

III 65

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Section D

The parental role is central to the stress-related anxiety reported by employed mothers, and a major contributor to such stress is their taking a greater role in child care (VandenHeuvel 1993) . Edgar and Glezer ( 1992) found that close to 90 per cent of both husbands and wives agreed that the man should share equally in child care yet 55 per cent of husbands and wives claimed that the men actually did this. (These claims are despite the findings mentioned earlier that point to a much lower participation rate by fathers. ) A mother's wanting her partner to do more housework and child care is a better predictor of poor family adjustment than is actual time spent by fathers in these tasks ( Demo and Acock 1993) . It is th is desire, together with its lack of fulfillment in most families, that bring about stress in the female parent.

Section E

Family therapists and social work researchers are increasingly defining family problems in terms of a lack of involvement and support from fathers and are concerned with difficulties involved in having fathers take responsibility for the solution of family and child behaviour problems (Edgar and Glezer 1986) . Yet, a father accepting responsibilty for behaviour problems is linked with positive outcomes.

Section F

Research studies lend strong support to the argument that there are benefits for families considering a change to a fairer or more equitable dlvislon of the pleasures and pains of family life. Greater equality in the performance of family work is associated with lower levels of family stress and higher self-esteem, better health. and higher marital satisfaction for mothers. There is also higher marital satisfaction for fathers, especially when they take more responsibility for the needs of their children-fathers are happier when they are more involved ( Russell 1984) .

Questions 18 - 26

Below is a list of research findings mentioned in Reading Passage 2. Indicate which researcher( s) are responsible for each research finding:

DA Demo and Acock

EG Edgar and Glezer

R Russell

VH VandenHeuvel

W Watson

Write the appropriate letters( DA, EG. A. VH, or W) in boxes 18 - 26 on your answer sheet.

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Test 3

Research Findings

Example Fathers spend more time than mothers on personal leisure activities. Answer DA

18. The number of hours a father spends doing child care is not the best indicator of how well the family is adjusted.

19. The vast majority of fathers do not take part to any great extent in family work.

20. Women do the majority of housework whether they are married or not.

21.-With regard to the issue of equal responsibility for child care I there is a discrepancy between the wishes and the claims of parent couples.

22. Both mothers and fathers are happier wherelhe father assumes some responsibility for issues relating to the behaviour of the children.

23. Researchers now link family problems to fathers' lack of involvement in rearing children.

24. In terms of dealing with family issues I employed fathers make fewer sacrifices in their jobs than do working women.

25. Anxiety results from the mother being the primary care giver.

26. There has been little recent change in the housework and child care roles of mothers and fathers.

Question 27

Write the appropriate letter( A. B, C, or D) in box 27 on your answer sheet. 27. In 'Parenting and Responsibility' • the writer's main aim is to ...

A argue that a division of labour in parenting is equitable.

B argue for increased particlpation in parenting by working men and women

C discuss the differences in the contributions of men and women to the Job of parenting

D describe the composition of modern families.

Reading Passage 3

You should spend about 20 minutes on Questions 28 - 40 whfch are based on Reading Passage 3 below.

Micro - Enterprise Credit for Street Youth

I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.

Doreen Soko

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We've had -business experience. Now I'm confident to expand what we've been do;ng. I've learnt cash management,and the way of keeping money so we save for reinvestment. Now business is a part of our lives. As well, we didn't know each other before-now we've made new friends.

Fan Kaoma

Participants in the Youth Skills Enterprise Initiative Program, Zambia

Introduction

Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.

Over the past nine years, Street Kids International (S. K. I. ) has been working with partner organizations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S. K. I. and our partners have learned.

Background

Typically, children do not end up on the streets due to a slnqle cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection. to exploitative employment. urban crime, and abuse.

Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars. and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.

Street Business Partnerships

S. K. I. has worked with partner organizations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.

• The S. K. I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and

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Test 3

messages, and which they were required to pay for gradually from their wages. A similar program was taken upin Bangalore, India.

• Another successful project, The Shoe Shine Collective, was a partnership program with the Y. W. C. A. in the Dominican Republic. In this project, participants were lent money to purchase shoe. shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.

• The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y. W. C. A. Street youths are supported to start their own small business through business training, life skills training and access to credit.

Lessons learned

The following lessons have emerged from the programs that S. K. I. and partner organiz.ations have created.

• Being an entrepreneur is not for everyone, not for every street child. Ideally, potential participants will have been involved in the organization's programs for at least six months, and trust and relationship-building will have already been established,

• The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures. they are more likely to abide by and enforce them .

• It is critical for all loans to be linked to training programs that include the development of basic business and life skills.

• There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.

• Small loans are provided initially lor purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S. K. l. programs have generally ranged from US $ 30 - $ 100.

• All S. K. I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest ( lower than bank rates) .

Conclusion

There s a need to recognize the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial. dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in

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association with other types of support that help participants develop critical life skills as well as productive businesses.

Question 28 -31

Choose the correct letter, A, B. Cor D.

Write your answers in boxes 28 - 31 on your answer sheet. 28. The quotations in the box at the beginning of the article ...

A exemplify the effects of S. K. I. B explain why S. K. I. was set up.

C outline the problems of street children

D highlight the benefits to society of S. K. I.

29. The main purpose of S. K. I. is to ...

A draw the attention of governments to the problem of street children. B provide schools and social support for street children.

C encourage the public to give money to street children.

D give business training and loans to street children.

30. Which of the following is mentioned by the writer as a reason why children end up living on the streets?

A unemployment B war

C poverty o crime

31. In order to become more independent, street children may ...

A reject paid employment.

B leave their families.

C set up their own businesses. D employ other children.

Questions 32 - 35

Complete the table below.

Choose NO MORE THAN THREE WORDS from Reading Passage 3 for each answer.

Write your answers in boxes 32 - 35 on your answer sheet.

Country Organizations Involved Type of Project Support Provided
32 ..... , ..... S. K. I. courier service provision of
and ... 33 ..............
loans
Dominican S. K. I.
34 ........... storage facilities
Republic Y.W.C.A.
savings plans 70

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Test 3

Country Organizations Involved Type of Project Support Provided
S. K. I. business training
Zambia The Red Cross setting up small 35 ... training
Y.W.C.A. businesses access to credit Questions 36 -39

Do the fonowing statements agree with the claims of the writer In Reading Passage 3? In boxes36 - 39 on your answer sheet write

YES if the statement agrees with the claims of the writer

NO

NOT GIVEN

if the statement contradicts the claims of the writer

if is impossible to say what the writer thinks about this

36. Any street child can set up their own small business if given enough support.

37. In some cases, the families of street children may need financial support from S. K.I.

38. Only one fixed loan should be given to each child.

39. The children have to pay back slightly more money than they borrowed.

Question 40

Choose the correct letter, A, B, Cor O.

Write your answer in box 40 on your answer sheet.

The writers conclude that money should only be lent to street children ... A as part ot a wider program of ald.

B for programs that are not too ambitious.

C wilen programs are supported by local businesses. o if the projects planned are realistic and useful.

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Test 3

Reading Passage 1

~fljm~~o ff~:~§~>RCP8g~}gt±l~~7:E~X:ffiJ2 -4,Efta 1. ~~:Eo

~IillI5t9:~=m :

The Roads and Traffic Authortty] RTA) in Sydney faced a problem when it decided to

proceed with the link between Concord Road at Rhodes and the F4 Freeway at Homebush( Country Road 5030) as the new arterial would deliver heavy traffic right past the backyards of suburban homes.

2.~~:Hp

~1ill~9JI3 m :

Initially, the RT A had proposed to erect anew ti mber fence, replaci ng the existin 9 suburban fences, to act as a noise barrier.

3.~~:Bo

XjmmR3Z~ - w.:

However, RTA engineers have become more acutely aware of noise and the problems which arise if ineffective noise barriers are installed.

4-~~:Go

~1ill~9:513 ~:

They also appreciate the benefits of early consultations with the affected residents and local councils.

5.1§~:Do

~Iill~)z5f3[9m :

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Test 3

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sheet.

se if it is Scaled Composites

R if it is Renault

GM if it is General Motors

F if it is Fiat

B if it is Boeing

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Test 3

3. ~~)!l~-fi~U~m, ffij§B11~tt,!R~5t!, qr~m~Q

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~mT~x;gIiJ~ :

Fanwall barriers have been used in the United States and have been very effective at noise attenuation with up to 10 dBA reduction in noise level reached at L. A. lnternational Airport. Similar success has been achieved in various highway projects right across the USA.

7. ~~:A,BG

8. ~~:Ao

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10. ~~:A.B.C.

11. ~~:A.B_

~qJ ,:$:~89=.~m§ 7" 1 0, 11 ~fillr~xOO~~=~~89fiFop;Ej'Ql~ 0

Therefore, like the timber barriers. the Fanwall barrier can be built without expensive concrete footings or piles, speeding the construction time up and reducing costs. Furthermore, Fanwall is maintenance free and it is not susceptible to damage by fire and vandalism.

;g 8 ffi 9 iljsJ'JllEF~~~J\W::

However, low barriers are not effective and high timber barriers have become much more expensive.

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Reading Passage 2

~ l~

, ',", ' I'

1 • .! I

I .' I 1 ',_

.

13. :f§~:vio

Section B.±~'qj~~~taffiJm-f!l·:

Despite the signif!cantincrease in the number of women with dependent children who are in the paid workforce, Australian research studies over the last 15 years are consistent in showing that divisions of labour for family work are very rigid indeed( WalM son 1991).

cfJ)Z ~ 3Z : :$?J\ ~53Z:r-®9.:rQ:~7JDI {'FB'SlJ:lr!§.!in: ~ B~J_.t7t , .m -Z$ , 5 if: ~A ;fIJ.ill£ B'Sll!ff:¥l - ~~W3, ~~I{'Fttsl~WJ7.} I~~_t~~FmlQl:iE~~ffiJ 0

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14' ~''i5' ...

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Section C, ill.~~.!ill.EB~fWq) ,~~~~;Emo ~~J=,~~-q]~mm15~m--q]:

Divisions of labour for family work are particularly problematic in families in which both parents are employed outside the home( dualworker families) .

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15.~~:xi"

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The parental role is central to the stressrelaled anxiety reported by employed mothers ,and a major contributor to such stress is their taking a greater role in child care ( VandenHeuve11993) Q

CP:$(WJZ.: I{'I=al~fH{Jffi1.J ~ *B'iJ~~, iZf¢J ffiJJB9::E ~~ ~~!@{llfr~fjjij~3 75 iIDifB¥!l~:*:ffi}i'Fm 0

lItJ1!,i~lXli~W:mCPti*esJo m~.mf:t!I~~El'SJl5, 4~~~i*l2L vii The ·effect of stress on the female parent( e~ffi1.JBSJ~Oij)o rm~IJ"Ji..t:;fmut.BSJ~ffi1.JBSJ~lt5l, IE~~~ 79: xi Origins of anxiety in working mothers ( I f'F~ijH\~.tm: BSJI5!!3D 0

16. i§~:ixo

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Family therapists and social work researchers are increasingly defining family problems in terms of alack of involvement and support from fathers and are concerned with difficulties involved In having fathers take responsibUity for the solution of family

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Test 3

and child behaviour probJems( Edgar and Glezer 1986) .

cpy:~)(: ~1I!~~ffifi=a I fF{jff~~l.A » ~Jg rq]ffifi!§~~)NR e9~ ~~*, ffij§ @ fi*tttt2~n~m.~ffi~~~~~~.~n

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Research studies lend strong support to the argument that there are benefits for families considering a change to a fairer or more equitable division of the pleasures and pains of family lifea

cpY~Y:m~m~~*ffi~8~~~~~~ffiJ~n=a~~o

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Test 3

18. ~~:DAo

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80 ·111

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Test 3

27. ~~:C

Readi ng Passag 3

28.1§~:Ao

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29. ~~:Do

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X1lillliR;X:ffi] Background em7.JffiJ5l3-~:

Typically. children do not end up on the streets due to a single cause. but to a combination of factors: a dearth of adequately funded schools. the demand for income at home. family breakdown and violence.

~>z:CPffiJ the demand for income at home X1lillT~IIficpBSJ poverty, 31. t5~:C"

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Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.

32. ~~ : Sudan I ndla 0

33. ~~ : bicycles 0

34. ~~: Shoe Shine Oollectlve ,

35. ~~: life skiUsc

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36.~~:NO,

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Being an entrepreneur is not for everyone, not for every street child.

37. ~~ : NOT GIVEN '"

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However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.

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82 I.

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Test 4

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Test 4

-

................... ---------------------------------------------- .....

-

IElTS Reading Answer Sheet·SAMPLE

•

Verni,," number:

PI"""" enter tbe number in the boxes and shade the n umber in the' grid

Module taken:

•

Academic =

.J 1 X 31
.t::::) ~
I, 2 32
= =
3 33
= =
= 4 = ,34
= 5 = 35
c::::l 6 36
= •
_ 2
•
_
• 3
- .
•• 4
i- S
•
• 6
-
• 7
_
• 8
-
• 9
-
• 10
• 11
_
• 12
_ 13 i
•
-
• 14
_
• 15
• 16
-
• 17
-
• 18
._
• 19
,_
• 20
• 21
-
• 22 :
-
• 23
-
• 24
-
• 2.5
• 26
• .27
• 28
• 2,}
• 30 =32= =33=

=34=

=35=

=36=

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9
= =
10
.= =
=11=
12
= c:::::::::I
13
= =
14
r:::i =
15
= =
= 16=
17
= =
18
= = 39

=39=

40

=40=1

B and Score I

I Reading Total

=19=

=20=

21

= =

2A

= =

25

= =

27

= =

28

= =

=29=

.1. 83

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Reading Passage 1

You should spend about 20 minutes on Questions 1 -11 which are based on Reading Passage 1.

The spectacufer Eruption of Mount St. Helens

A The eruption in May 1980 of Mount st. Helens, Washington State l astounded the world with its violence. A gigantic explosion tore much of the volcano's summit to fragments; the energy released was equal to that of 500 of the nuclear bombs that destroyed Hiroshima in 1945.

B The event occurred along the boundary of two of the moving plates that make up the Earth's crust. They meet at the junction of the North American continent and the Pacific Ocean. One edge of the continental North American plate over-rides the oceanic Juan de Fuca micro-plate, producing the volcanic Cascade range that includes Mounts Baker, Raini.er and Hood, and Lassen Peak as well as Mount St. Helens.

C Until Mount St. Helens began to stir, only Mount Baker and Lassen Peak had shown signs of life during the 20th century. According to geological evidence found by the United States Geological Survey, there had been two major eruptions of Mount st. Helens in the recent (geologically speaking) past: around 1900 B. C. , and about A. D. 1500. Since the arrival of Europeans in the region. it had experienced a single period of spasmodic activity I between 1831 and 1857. Then, for more than a cenlyry, Mount SI. Helens lay dormant.

D By 1979, the Geological Survey alerted by signs of renewed activity I had been monitoring the volcano for 18 months. It warned the local population against being deceived by the mountain's outward calm, and forecast that an eruption would take place before the end of the century. The inhabitants of the area did not have to wait that long. On March 27,1980, a few clouds of smoke formed above the summit, and slight tremors were felt. On the 28th, larger and darker clouds consisting of gas and ashes, emerged and climbed as high as 20, 000 feet. In April a slight lull ensued, but the volcanologists remained pesSimistic. Then, in early May, the northern flank of the mountain bulged, and the summit rose by 500 feet.

E Steps were taken to evacuate the population. Most - campers, hikers, timber - cutters -left the slopes of the mountain. Eighty-four-year-old Harry Truman, a holiday lodge owner who had lived there for more than 50 years, refused to be evacuated. in spite of official and private urging. Many mem~ers of the public, including an entire class of school children, wrote to him, begging him to leave. He never did.

84".11

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Test4 ,.

F On May 18, at8. 3.2. in the morning, Mount St. Helens blew its top, literally.

Suddenly, it was 1 ,300 feet shorter than it had been before its growth had begun. Over half a cl!bic mile of rock had disintegrated. At the same moment, an earthquake with an intensity of 5 on the Richter scale was recorded. It triggered an avalanche of snow and ice, mixed with hot rock - the entire north face of the mountain had fallen away. A wave of scorching volcanic gas and rock fragments shot horizontally from the volcano's riven flank, at an inescapable 200 miles per hour. As the sliding ice and snow melted, it touched off devastating torrents of mud and debris. which destroyed all' life in their path. Pulverized rock climbed as a dust cloud into the atmosphere. Finally, viscous lava, accompanied by burning clouds of ash and gas, welled out of the volcano's new crater, and from lesser vents and cracks in its lIanks.

G Afterwards, scientists were able to analyse the seq uenceof events. First. magma - molten rock - at tempe ratu res above 20000 F, had surged into the volcano from the !Earth's mantle. The build-up was accompanied by an accumulation of gas, which increased as the mass of magma grew. It was the pressure inside the mountain that made it swell. Next, the rise in gas pressure caused a violent decompression, which ejected the shattered summit like a cork from a shaken . soda bottle. With the summit gone, the molten rock within was released in a Jet of gas and fragmented rnaqrna, and lava welled from the crater ..

H The effects of the Mount St. Helens eruption were catastrophic. Almost all the trees of 1he surrounding forest. mainly Douglas firs, were flattened. and thei r branches and bark ripped off by the shock wave of the explosion. Ash and mud spread over nearly 200 square miles of country. All the towns and settlements ln the area were smothered in an even coating of ash. Volcanic ash silted up the Columbia River 35 miles away, reducing the depth of its navigable channel from 40 feet to 14 feet. and trapping sea ~going ships. The debris that accumulated at the foot of the volcano reached a depth, in places, of 200 feet.

The eruption of Mount 81. Helens was one 01 the most closely observed and analysed in history .. Because geologists had been expecUng the event, they were able to amass vast amounts of technical data when it happened. Study of atmospher.ic particles formed as a result of the explosion showed that droplets of sulphuric acid, acting as a screen between the Sun and the Earth's surface, caused a distinct drop in temperature. There is no doubt that the activity of Mount St. Helens and other volcanoes since 1980 has influenced our climate. Even so , it has been calculated that the quantity ot dust ejected by Mount S1. Helens - a quarter of a cubic mile - was negligible in comparison with that thrown out by earlier eruptions, such that of Mount Katmai in Alaska In 191.2 (three cubic miles). The volcano is still active. Lava domes have formed inside the new crater ,and have periodically burst. The threat of Mount St. Helens lives on.

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Questions 1 - 2

Reading Passage 1 has 9 paragraphs labelled A-I.

Answer questions 1 and 2 by writing the appropriate letters A-I in boxes 1 and 2 on your answer sheet.

Answer

Example

Which paragraph compares the eruption to the energy released by nuclear bombs?

A

1. Which paragraph describes the evacuation of the mountain?

2. Which paragraph describes the moment of the explosion of Mount St. Helens?

Questions 3 - 4

3. What are the date of the TWO major eruptions of Mount St. Helens before 1980?

Write TWO dates in box 3 on your answer sheet.

4. How do scientists know that the volcano exploded around the two dates above?

Using NO MORE THAN THREE WORDS. write your answer in box 4 on your answer sheet.

Questions 5 - 8

Complete the summary of events below leading up to the eruption of Mount St. Helens. Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers In boxes 5 - 8 on your answer sheet.

In 1979 the Geological Survey warned ... (5). .. to expect a violent eruption before the end of the century. The forecast was soon proved accurate. At the end of March there were tremors and clouds formed above the mountain. This was followed by a lull, but in early May the mountain rose by ... (6). .. . People were .,. (7) ... from around the mountain. Finally, on May 18th at ... (8) ...• Mount St. Helens exploded.

Questions 9 -10

Complete the table below giving evidence for the power of the Mount St. Helens eruption.

Write your answers in boxes 9 and 10 on your answer sheet.

Item Equivalent to
Example Answer
The energy released by the explosion of 500 nuclear bombs
Mount SI. Helens
The area of land covered in mud or ash ... (9) ...
The quantity of dust ejected ... (10) ... 86 III

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I

Test 4

Question 11

Choose the appropriate letter A-O and write it in box 11 on your answer sheet.

11. According to the text the eruption of Mount St. Helens and other volcanoes has influenced our climate by .. ,

A increasing the amount of rainfall. S heating the atmosphere.

C coaling the air temperature. D causing atmospheric storms.

Reading Passage 2

You should spend about 20 minutes on Questions 12 -25 which are based on Reading Passage 2 .

Questions 2 - 16

Reading Passage 2 has seven paragraphs A-G.

Choose the most suitable headings for paragraphs B-E and G from the list of headings below.

Write the appropriate numbers (i-x) in boxes 12 -16 on your answer sheet. NB There are more headings than paragraphs so you will not use aff of them.

You may use any of the headings more than once.

List of Headings

The effect of changing demographics on organizations

ii Future changes in the European workforce

iii The unstructured interview and its validity.

iv The person-skills match approach to selection

v The implications of a poor person-envlronment fit

vi Some poor selection decisions

vii The validity of selection procedures

viii The person-environment fit

ix Past and future demographic changes in Europe

x Adequate and Inadequate explanations of organizational failure

I Example Paragraph A

Answer (x)

12. Paragraph B

13. Paragraph C

14. Paragraph D

15. Paragraph E

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IExample Paragrapll F

Answer (ix)

16. P aragrapll G

People and Organizaions: the Selection issue

A In 1991 , according to the Department of Trade and Industry. a record 48 ,000 British companies went out of business. When businesses fail, the post-mortem analysis is traditionally undertaken by accountants and market strategists. Unarguably organizations do fail because of undercapitalisation. poor financial management, adverse market conditions etc. Yet, conversely. organizations with sound financial backing, good product ideas and market acumen often underperform and fail to meet shareholders' expectations. The complexity, degree and sustainment of organizational performance requires an explanation which goes beyond the balance sheet and the "paper conversion" of financial inputs into profit making outputs. A more complete explanation of "what went wrong" necessarily must consider the essence of what an organization actually is and that one of the financial inputs, the most important and often the most expensive. is people.

B An organization is only as good as the people it employs, SeleCting Ihe right person for the job involves more than identifying the essential or desirable range of skills. educational and professional qualifications necessary to perform the job and then recruiting the candidate who is most likely to possess these skills or at least is perceived to have the ability and predisposition to acquire them. This is a purely person/skills match approach to selection.

C Work invariably takes place in the presence and/or under the direction of others, in a particular organizational setting. The indiVidual has to "fit" in with the work environment, with other employees, with the organizational climate style of work, organization and culture of the organization. Different organizations have different cultures (Cartwright & Cooper, 1991 ; 1992). Working as an engineer at British Aerospace will not necessarily be a similar experience to working in the same capacity at GEC or Plessey.

D Poor selection decisions are expensive. For example, the costs of training a policeman are about £ 2.0,000 (approx. US $ 30 ,000 ). Th e costs of employing an unsuitable technician on an oil rig or in a nuclear plant could, in an emergency, result in millions of pounds of damage or loss of life. The disharmony of a poor person-environment fit (PE-fit) is likely to result in low job satisfaction, lack of organizational commitment and employee stress, which affect organizational outcomes i. e. productivity, high labour turnover and absenteeism, and individual outcomes i. e. physical, psychological and mental well-being.

E However. despite the importance of the recruilment decision and the range of sophisticated and more objective selection techniques available, including the use of psychometric tests. assessment centres etc.. many organizations are still

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Test 4

prepared to make this decision on the basis of a singl:e 30 to 45 minute unstruetured interview.' Indeed, research has dem onstrated that a selection decision is often made withi n the first four minutes of the intervi.ew. In the remai n ing tim e , the interviewer then attends exclusively to information that reinforces the initial "accept" or "rej ect" decisl on.R esearch into the validity of selection melhods has consistently demonstrated that the unstructured interview, where the interviewer asks any questions he or she likes, is a poor predictor of future job performance and fares little better than more controversial methods like graphology and astrology .. In times of high unemployment, recruitment becomes a "buyer's market" and this was the case in Britain during the 1980s.

F The future, we are told, is likely to be different. Detailed surveys of social and economic trends in the European Community show that Europe's population is falling and getting older. The birth rate in the Community is now only three-quarters of the level needed to ensure replacement of the existing population. By the year 2020, it is predicted that more than one in four Europeans will be aged 60 or more and barely one in five will be under 20. In a five-year period between 1983 and 1988 the Community's female workforce grew by almost six million. As a resuit, 51 % of all women aged 14 to 64 are now economically active in the labour market compared with 78% of men.

G The changing demographics will not only affect selection ratios. They will also make it increasinqly important for organizations wishing to maintain their competitive edge to be more responsive and accommodating to the changing needs of their workforce if they are to retain and develop their human resources. More flexible working hours, the opportunity to work from home or job share, the provlsian of childcare facilities etc. , will playa major role in attracting and retaining staff in the future.

Questions 17 - 22

Do the following statements agree with the views of the writer in Reading Passage 2 ? In boxes 17 - 22 on your answer sheet write

YES if the statement agrees with the writer

NO if the statement does not agree with the writer

NOT GIVEN

if there is no information about this in the passage

17.. Organizations should recognize that their employees are a significant part of their financial assets.

18. Open-structured 45 min ute interviews are the best method to identify suitable ernployees.

19. The rise in the female workforce in the European Community is a positive trend.

20. Graphology is a good predictor of future job performance.

21. In the future, the number of people in employable age groups will decline.

22. In 2020, the percentage of the population under 20 will be smaller than now.

III. 89

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Question 23 -25

Complete the notes below with words taken from Reading Passage 2. Use NO MORE THAN ONE or TWO WORDS for each answer.

Write your answers in boxes 23 - 25 on your answer sheet.

I Poor person-environment fit I
~
7. Low job satisfaction
B. Lack of organizational commitment
9. Employee stress
~ <,
I ... 23 ... I I ... 24 ... I
~ ~
8.. low production rates 8.. Poor health
b. high rates of staff'chenge b. poor psychological health
C. ... (25) c. poor mental health Reading Passage 3

You should spend about 20 minutes on Questions 26 - 38 which are based on Reading Passage 3 .

"The Rollfilm Revolution"

The introduction of the dry plate process brought with it many advantages. Not only was it much more convenient, so that the photographer no longer needed to prepare his material in advance, but its much greater sensitivity made possible a new generation of cameras. Instantaneous exposures had been possible before, but only with some difficulty and with special equipment and conditions. Now. exposures short enough to permit the camera to be held in the hand were easily achieved. As well as fitting shutters and viewfinders to their conventional stand cameras, manufacturers began to construct smaller cameras intended specifically for hand use.

One of the first designs to be published was Thomas Bolas' 5 1 Detective' camera of 1881. Externally a plain box, quite unlike the folding bellows camera typical of the period, It could be used unobtrusively. The name caught on, and for the next decade or so almost all hand cameras were called I Detectives'. Many of the new designs In the 18805 were for magazine cameras, in which a number of dry plates could be preloaded and changed one after another following exposure. Although much more

90 II

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Test 4

convenient than stand cameras, still used by most serious workers, magazine plate cameras were heavy, and required access to a darkroom for loading and processing the plates. This was all changed by a young American bank clerk turned photographic manufacturer, George Eastman, from Rochester, New York.

Eastman had begun to manufacture gelatine dry plates in 1880, being one of the first to do $0 in America. He soon looked for ways of simplifying photography, believing that many people were put off by the complication and messiness. His first step was to develop, with the camera manufacturer William H. Walker, a holder for a long roll of paper negative 'film'. This could be fitted to a standard plate camera and up to forty-eight exposures made before reloading. The combined weight of the paper roll and the holder was far less than the same number of glass plates in their light-tight wooden holders. Although roll-holders had been made as early as the 1850s, none had been very successful because of the limitations of the photographic materials then available. Eastman's rollable paper film was sensitive and gave negatives of good quality; the Eastman - Walker roll-holder was a great success.

The next step was to combine the roll-holder with a small hand camera: Eastman's first design was patented with an employers. F. M. Cossitt, in 1886. It was not a success. Only fifty Eastman detective cameras were made, and they were sold as a lot to a dealer in 1887; the cost was too high and the design too complicated. Eastman set about developing a new model, which was launched in June 1888. It was a small box, containing a roll of Paper-based stripping film sufficient for 100 circular exposures 6 em in diameter. Its operation was simple: set the shutter by pulling a wire string j aim the camera using the V line impression in the camera top; press the release button to 'activate the exposure, and turn a special key to wind on the film. A hundred exposures had to be made, so it was important to record each picture in the memorandum book provided, since there was no exposure counter. Eastman gave his camera the invented name' Kodak' - which was easily pronounceable in most languages, and had two Ks which Eastman felt was a firm, uncompromising kind of letter.

The importance of Eastman's new roll-film camera was not that it was the first. There had been several earlier cameras, notably the Stirn I America' , first demonstrated in the spring of 1887 and on sale from early 1888, This also used a roll of negative paper, and had such refinements as a reflecting viewfinder and an ingenious exposure marker. The real, significance of the first Kodak camera was that it was backed up by a developinq and printing service. Hitherto, virtually all photographers developed and printed their own pictures. This required the facilities of a darkroom and the time and inclination to handle the necessary chemicals, make the prints and so on. Eastman recognized that not everyone had the resources or the desire to do this. When a customer had made a hundred exposures in the Kodak camera, he sent it to Eastman's factory in Rochester (or later in Harrow in England) where the film was unloaded, processed and printed, the camera reloaded and returned to the owner. "You Press the Button, We Do the Rest" ran Eastman's classic marketing slogan; photography

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had been brought to everyone. Everyone, that is who could afford $ 25 or five guineas for the camera and $10 or two guineas for the developing and printing. A guinea ( $ 5) was a week's wages for many at the time, so this simple camera cost the equivalent of hundreds of doUars today.

In 1889 an improved model with a new shutter design was introduced, and it was called the No.2 Kodak camera. The paper-based stripping film was com.plicated to rnanlpulate, since the processed negative image had to be stripped from the paper base for printing. At the end of 1889 Eastman launched a new roll film on a celluloid base. Clear, tough, transparent and flexible, the new film not only made the roll - film camera tully pracncat, but provided the raw material for the introduction of cinematography a few years later. Other, larger models were introduced, including several folding versions, one of which took pictures 21. 6 cm x 16. 5 cm in size. Other manufacturers in America and Europe introduced cameras to take the Kodak roilfilms, and other firms began to offer developing and printing services for the benefit of the new breed of photographers.

By September 1889 t over 5 ,000 Kodak cameras had been sold in the USA, and the company was daily printing 6 -7,000 negatives. Holidays and special events created enormous surges in demand for processing: 900 Kodak users returned their cameras for processing and reloading in the week after the New York centennial celebration.

Questions 26 - 29

Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 26 - 29 on your answer sheet write

YES if the statement agrees with the writer

NO

NOT GIVEN

if the statement does not agree with the writer

if there is no information about this in the passage

26. Before the dry plate process short exposures could only be achieved with cameras held in the hand.

27. Stirn's 'America' camera lacked Kodak's developing service.

28. The first Kodak film cost the equivalent of a week's wages to develop.

29. Some of Eastman's 1891 range of cameras could be loaded in daylight.

Questions 30 - 34

Complete the diagram be/ow. Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 30 -34 on your answer sheet.

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Test 4

;/ Speciul ~ey

• Pu rpose: tu ... (30) ...

V Line Impressi on Purpose: 10 ai m the camera

D~3'

Purposeue ... (34) ...

... {31) .••

Pnrposeno ... (32) ...

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Questions 35 - 38

Complete the table below. Choose NO MORE THAN THREE WORDS from the passa.ge for each answer. Write your answers in boxes 35 - 38 on your answer sheet.

Year Developments Name of person /people
1880 Manufacture of gelatine dry plates ... (35) ...
1881 Release of I Detective' camera Thomas Bolas
(36) The roll-holder combined with
.. . ... (37) ... Eastman and F. M. Cossitt
.. .
Introduction of model with
1889 Eastman
.. . (38) ... .. 93

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Test 4

Reading Passage 1

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3. ~~ :1900 8. C. ,A. D. 15000

4. ~~ : geological evidence 0 lltM~B'iJ~~X11ill~)( C W:

According to geological evidence found by the United States Geological Survey, there had been two major eruptions of Mount St. Helens in the recent (geologically speaking) past: around 1900 B. C. , and about A.D. 1 500 .

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