~ CONTENTS

llhlishcu and distributed bl' the auonal Centre for English IIlgllage Teaching and Research acquaric University

«lney NSW 2109

INTRODUCTION

PAGE I

Test Description

Preparing for the IElTS Test and Tertiary Study

4

BN 0 85831-...731 4

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UNIT 1: READING

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Reading Test Description

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Macquarie University 1991

Reading Strategies

opyright

I rights reserved. No part of this publication may be reproduced or transmitted III any rm, or by an)' means, without the publishers permission.

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e National Centre for English Language Teaching and Resc.uvh (NCEUR) IS a unmonwcahh Government -Iundcd Key Cent re of Teaching and Research estahlrsilcd Macquarie University in 1988. The National Centre forms pan of the l.ingursucs .cipline within the School of English and Linguistics at Macquaric University

1989, the National Curriculum Resource Centre (NCRC) from Adelaide was 'orporarcd in NCELTR.

Further Study

47

onsorship for the National Centre comes from the Department of Immigration, Local vernmeru and Ethnic Affairs (DILGEA), the Department of Employment, Education .l Training (DEET) and the Adult Migrant English Program (AMEP) at national and

te levels, as well as from private clients and sponsors.

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Test-Taking Stralegies

51

peset in 12pt Berkeley by The Typographers, North Sydney NSW 2060 uued by Southwood Press Pty Ltd, lvIarrickvilie NSW 2204

rver design by Simon Leong Design

Materials for Further Study

51

authors lake no rcspotlSlhllll), for the factual J(('urJt}' or, or the views expressed in. rl';u.hnv, passages in rlus hook

PAGE PAC.
UNIT 2: WRITING 53 Pracusiug the skills required by the IEITS test II'
Writing Test Description 54 Materials for Further Study 12
General Training Module 54
Modules A, B, C 54 UNIT 4: SPEAKING 12
Sample Writing Tasks 55
Speaking Test Description 12
Writing Strategies 58
Genaal Training Module 12
Stage I: Analysing the task 58
Stage 2: Preparing a plan 64 Strategies for the IELTS Interview 12
Stage 3: Collecting relevant information 67 Predicting the topics 12
Stage 4: Writing up 74 Understanding the questions 12
Stage 5: Checking your writing 81 Asking lor clarification 12~
82 Responding .rppropnatcly 12'
Assessing Your Writing GII'lng an organised answer Il
Diagnostic Tests 92 AskIng questions correctly IJ
Playing a role 13,
Further Study 97 FIndIng the right words H.
Test-Taking Strategies 99 Assessing Your Speaking H
Materials for Further Study 99 Test- Taking Strategies H
UNIT 3: LISTENING 101 Prep,lrIng lor Ihl' Inll'IYIl'1V 14
102 1)11 Ihl' d,,) ,.1 the uucrvicw 14,
listening Test Description
Anticipating What You Will Hear 102 Materials for Further Study 14,
Anticipating IELTS listening situations Ill1
Listening for information Ill-! SAMPLE TEST 1: Module A H~
Listening Task Instructions lOS SAMPLE TEST 2: Module B It15
listening Strategies illi> SAMPLE TEST 3: Module C
17;l
Picture-based tasks 10(,
Form-filling tasks 108 SAMPLE TEST 4: General Training Module IlJ \
Information-matching tasks III
Open-question tasks 112 SAMPLE LISTENING TEST 2(15
Gap-filling tasks 113
Understanding Lectures and Talks 115 TRANSCRIPT 21
I ,'''''lIe :->Ilk ;\ - Unu J Llslenlllg 21
Test-Taking Strategies 117 1 ,",,'Il,' )Id,' fI- Sample l.istcning Test 22
Further Study lit!
ANSWER KEYS 22'jZ
Finding appropriate listening passages 118 ~ ACKNOWLEDGMENTS

~ INTRODUCTION

We would like 10 thank the lollowing people for their professional and personal suppon Ihroughoul Ihe wriung 01 this book:

The purpose of this book is 10 help you focus on the English-language skills 11m you need in the IELTS test and the ways in which you can develop these skills.

Susan Benson Jackie Bonham Liz Campbell Tan Tcong Eng Belly Garbuu

Stuart Holle Rohan Mead David Nunan Mavis O'Sullivan Martin Suornpul

The res: assesses your level of skill in reading, \\Tiling, speaking and listening in English.

We would also like 10 thank the students of the National Centre for English Languagc Teaching and Research, Macquarie University for their invaluable feedback. We arc particularly grateful to:

The lour sections arc adnunisrercd in the following order:

~ Reading 55 millules
~ Wriung ~5 millules
~ Lislcning 30 mi'lIllcs
~ Spcaklng ll-15mll1lllCS Yuflinaw.ui Away, Adiwar.

The tape accompanying t his book could nOI have been made without the generous assistance of our colleagucs:

Luh ,)f the scL"lI,)ns cont.nns a "aricl)" of t.isks designed 10 test your English-language pr,)IILicnL"Y· Ahhouch Ih,' r,lIlgc Pi" lasks will "'11)" Irom rest 10 ICSI, the slralegics presented III tlus hook arc 111I,'nlhl I" dcn'lop a lcvc] "I English i.lnguage proficienc), which will cn,lille' you III dc,1i \\"1111 ,I ""k rangc 01 dillcrcru !.15k I)"IXS.

Lynne Allen Anne Burns Maret' Dclolski l lclrn Fl'Ir;lra l.mda (,cnH

Mark Greg,)r),

Liz Parkinson Jenny Tindalc Diana Sllllmolls ~l,lrgarcl \\'hCIIOIl

:\11 ,',lndllLlIc5 ,iL, Ihe s.uuc IJSlCnlng and Spcaklng sCClions Ihcr« are, however, three dllkrenl Rcading!\\'rillIlg sections ,,11Ich appc.rr m three dilfcrcm IcSI papers which are called Modules A. Band C You 1111"1 ,h"Llsl' one o] these modules when reglslering 10 dLl Ihc I,'SI.

The authors gratefully acknowledge permission III publish an rxt r.nt lrom t hc Macquaric Uuiversuv Calendar 1991, Business Law and Economirs Tit,,), would al,,, like to thank the New Sourh Wales University Press lor permission ILl Include 1II,"en,r1 drawn from Tire Green/wIISt' E[jed: Lil'llIg ill II IVWIII AuslIlllia by A. l lcndcrson-Scllcrs and R. Blong.

Moe/uk A IS d"'lgncd 1,,1' ,'alllhd,lIe> \\'ho IIlICIllI III study SCience subjects II includes disciphnc arc,,, su.h .r-, l Lllllllliln LngIllCl'rlllg, Eicclncal Engineering and Nuclear I'h),'lc>

M(ldu/e B covcr-, hlc Sl'ICnlC sublcCIS and Includes such discipline areas as Ecology, l lum.m Gcnellcs and l\ic,hl'lne.

Keny O'Sul/ivan Michael Garbutt Macquarie University Sydney

December 1991

M(ldule C relates I" Ihe 'hurnaruucs' and other discipline areas such as Accountancy, Human Resources Dcvcloprueru, Management, Economics and Education

lhc Gcneral Trailling Module is designed for students who intend to enter non-tertiary or non-degree courses. The formal of this module is identical to Modules A, Band C, but the reading passages and wriung tasks do not reflect tertiary study requirements. General Traming Module candidates take the same Listening and Speaking sections as other candidates If you intend 10 lake the General Training Module, you should pay parucular attention 10 ihe General Training Module secuons on pages 8,47,54,98, 102 ami 193.

vml;" IELTS: STRATEGIES FOR STUDY ~A',~'~~~'

For a full classification of the disciplines included in Modules A, Band C, and for further information about the General Training Module, you should consult International English Language Testing System Specimen Materials Kit, The British Council, University of Cambridgc Local Examinations Syndicate, International Development Program of Australian Universities and Colleges, 1990.

Because such a wide variety of academic and professional fields are associated with each module, it is possible, for example, that a dentist and a landscape engineer would both do Module B, while an architect and a sociologist would both do Module C. As a result, the reading and writing tasks in each module do not require and do not test specialist knowledge. The background information you need to do the reading and writing tasks is given 10 you in the test passages.

Writing assignments

In tertiary study you may be required 10

• analyse the set question or task

• read recommended and other relevant texts

• make notes from your reading

• organise a writing plan

• write in your own words, showing that you have read widely

In the IELTS Writing section you need to- analyse the question or task, read passages in the Reading section, organise a writing plan, and then write a short text which uses your own words but which refers to the reading passages.

The IELTS test does not assess

• general knowledge

• technical knowledge

The scores you achieve in the test will provide a description of your English-language proficiency. These scores will enable the institutions where you have applied to study to decide whether your English-language proficiency will enable you to perform successfully in tertiary study.

Listening to lectures

In lerlimy study you need to be able to

• understand rapid speech

• understand a variety of accents

• identify the main points

• take notes

The IELTS test assesses

• your ability to read, write, listen and speak in the kinds of situations which arc commonly encountered when living and studying in English-speaking countries.

In the IELTS Listening section you may be required to listen to a radio news item, for example, in which you hear native speakers using a range of accents. You need to be able to understand the main points and write them down.

Your basic aim, therefore, should be 10 become familiar with these kinds of Situations and the language used in them.

Participating in tutorials and seminars In tertiary study you nad to be al)1e to

• read recommended texts

• prepare to discuss the texts

• understand questions asked by the teacher and other students

• ask questions

• contribute to the discussion

Studying in English-speaking countries may involve

• reading books and journals :

• writing assignments

• listening to lectures

• participating in tutorials and seminars

In the IELTS Speaking section you will have 10 understand and respond to questions asked by the interviewer and ask questions yourself.

Living in an English-speaking country may involve

• reading newspapers, notices, signs, instruction manuals, etc.

• writing to institutions and individuals

• listening to the radio, instructions, casual conversation, etc.

• speaking about yourself: your background, home country, study plans, etc.

These activities are relevant to all candidates, but are particularly important for General Training candidates, as they usually form the basis of reading passages and writing tasks in the General Training Module.

Reading books and journals

In tertiary study you need to be able to

• read a wide variety of recommended and other relevant books and journals

• find the information you require in texts, tables and diagrams

• critically evaluate what you read

In the IELTS Reading section you will have to read several passages which may be accompanied by tables and diagrams, understand the main points, locate specific information, and evaluate what you read.

r

Your research

The tertiary st udy tasks listed above may not necessarily reflect the specific tasks you will be required to do, as these vary according to institution and discipline. You should contact the tertiary institutions that you are planning to study at and ask about the tasks you will have 10 carry out in the first semester or term. The following questions are designed to focus your research.

• Is there a pre-reading list?

• Can the institution supply you with a list of assignments from the coming year or previous years? How long are the written assignments expected to be?

• How is assessment carried out? Are there written exams, oral exams, pracucals. continuous assessment or a combination of these methods?

Although biliugual dicuonaries can be useful, you should try to get used to using a lIlollolillgual ciictional)" as this will extend your vocabulary and reading skills. A selection of monolingual dictionaries is given on page 51.

Yl)U should use illternatiollal raciio guides to select appropriate programs, such as interviews. news bulletins, documentaries and current affairs programs. If you are unable to obtain these guides from the consulates and cultural centres of English-speaking countries, you can write to the stations themselves.

You should also contact cultural centreS of English-speaking countries, such as the British Council. These centres generally have extensive libraries, including books, newspapers, journals and video and audio tapes.

If possible, find a study partner. A regular arrangement to study with a partner can provide support, mouvauon and feedback.

• Will you be expected to give oral presentations? If so, can the institution supply examples of these tasks?

• How is formal teaching organised? Are there lectures? seminars? tutorials? laboratory work? field work? practical sessions?

Native speahcrs oj English are also a valuable resource for practising speaking and listening, for getting feedback about your reading, writing and speaking, and for learning more about English-speaking cultures. If you do not know any native speakers, you should contact an English-speaking cultural centre and ask them for suggestions. They may have clubs and activit)' groups which )'ou can join. You can also place an advertisement offering to teach your language in exchange for learning English.

This is a major research task which you need to begin before commencing tertiary study. In the IELTS test you arc not expected to know the answers to these questions, but .1 knowledge of academic requirements will help you to focus your program of study for both the test and ),our future studies.

, ~ If .......

This book is designed ill be used by all candidates for the I ELTS test. It is assumed that

Using this book

.',' .

you currently 11<1\'( at least .111 intermediate level of English-language proficiency

r .' c

Your study program

You need to collect as many resources as possible.

IELTS: SIr(IIt',~it's I'"~ SllId)' coru.uns [our unus: Reading, Wruing, Listening and Speaking. The stratq~le, presented in c.uh unu relate to and reinforce each other. The units can therefore he studied Ul an}' order.

You can use a cassette recorder to listen to pre-recorded materials, record radio and television programs, interview native speakers, and record your own speaking to analyse your performance.

SAMPLE TESTS

Newspapers and magaZines can help you to develop your grammar and vocabulary, to practise your reading strategies and to familiarise yourself with topics of general interest which may be relevant to the Reading, Writing and Speaking sections. A selection of useful newspapers and magazines is given on page 47.

As you work through this book and identify the language areas which you need 10 develop, you should build into your study program a selection of appropriate tasks from the wide range of English-language textbooks available. A list of relevant textbooks IS given on pages 51, 99,121 and 148.

lhcrr arc lour Sample Tests. corresponding 10 Modules A, Band C and the General II,l111l1lg Modulr , and Answer Keys, at the end of the book. These tests arc designed to IH,nllk rc.rli-t u IH'Il'tllT They should therefore be taken under test conditions, "lbl'lIl1lg tlil' time 111111t, lor each section and without the aid of a dictionary.

You can use a video recorder in a similar way. In particular, a video recorder can help you to practise for the IELTS Speaking section.

ANSWER KEYS

l.i-ks wluch have an answer key arc marked with an asterisk, e.g. TASK 27*' Some tasks m.iy 1i,1\'(' 111<)[e than nne answer. In these cases, the key provides some 'sample answers'. If your answer b 11l1t included among these sample answers, you should check with your reacher or J nJII\'C speaker of English.

For a full classification of the disciplines included in Modules A. Band C. and for further information about the General Training Module. you should consult International English Language Tcsting System S!,ecimen Materials Kit. The British Council. University of Cambridge Local Examinations Syndicate. International Development Program of Australian Universities and Colleges. 1990.

Because such a wide variety of academic and professional fields are associated with each module. it is possible. for example. that a dentist and a landscape engineer would both do Module B. while an architect and a SOciologist would both do Module C. As a result. the reading and writing tasks in each module do not require and do not test specialist knowledge. The background information you need to do the reading and writing tasks is given to you in the test passages.

Writing assignments

In tertiary study you may be required to

• analyse the set question or task

• read recommended and other relevant texts

• make notes from your reading

• organise a writing plan

• write in your own words. showing that you have read widely

In the lELTS Writing section you need to" analyse the question or task. read passages in the Reading section. organise a writing plan. and then write a short text which uses your own words but which refers to the reading passages.

The scores you achieve in the test will provide a description of your English-language proficiency. These scores will enable the institutions where you have applied to study to decide whether your English-language proficiency will enable you to perform successfully in tertiary study

Listening to lectures

In tertiary study you need to be able to

• understand rapid speech

• understand a vanety of accents

• identify the main points

• take notes

The IEL TS test does not assess

• general knowledge

• technical knowledge

The IELTS test assesses

• your ability to read. write, listen and speak in the kinds of situations which are commonly encountered when living and studying in English-speaking counrncs.

In the IELTS Listening section you may be required to listen to a radio news item. for example, in which you hear native speakers using a range of accents. You need to be able to understand the main points and write them down.

Studying in English-speaking countries may involve

• reading books and journals

• writing assignments

• listening to lectures

• participating in tutorials and seminars

Participating in tutorials and seminars In tertiary study you need to be able to

• read recommended texts

• prepare to diSCUSS the texts

• understand questions asked by the teacher and other students

• ask quesuons

• contribute to the discussion

Your basic aim. therefore, should be to become familiar with these kinds of situations and the language used in them.

Reading books andjoumals

In tertiary study you need to be able to

• read a wide variety of recommended and other relevant books and journals

• find the information you require in texts. tables and diagrams

• critically evaluate what you read

In the IELTS Reading section you will have to read several passages which mar be accompanied by tables and diagrams. understand the main points. locate specific information, and evaluate what you read.

In the IELTS Speaking section you will have to understand and respond to questions asked by the interviewer and ask questions yourself.

Living in an English-speaking country may involve

• reading newspapers, notices. signs, instruction manuals, etc.

• writing to institutions and individuals

• listening to the radio, instructions, casual conversation. etc.

• speaking about yourself: your background. home country. study plans. etc.

These activities are relevant to all candidates. but are particularly important for General Training candidates. as they usually form the basis of reading passages and writing tasks in the General Trainine Module ..

This book is designed to help you identify your language needs and to provide a framework for your study program. The material is suitable for both independent study and classroom use. No recommended number of hours of study is given for the four units, because individual learners will have different needs.

~ UNIT 1

Reading

The passages presented in the book reflect the diversity of subject matter used in the IELTS test. As in the test itself, the subject matter of a particular passage may be unfamiliar to you. It is the usc of appropriate strategies, not technical knowledge, that witt enable you to find the information you require in these passages.

This unit contains

General Training Module Modules A, B, C

Sample Reading Tasks

8 9 9

Overviewing a passage

Understanding the main points Understanding relationships in passages Interpreting diagrams, tables and graphs Understanding the organisation of a passage Checking references

Finding the information you need Evaluating information

Matching information Understanding unknown words

12 13 17 22 25 34 35 38 40 44

-: Further Study

Finding appropriate passages Developing a study program lixcrciscs with a study partner

47 48 48

Test-Taking Strategies

'I

I

'l couldn'l believe Illy eyes I\'/ICII / opellcc/ llie lesl paper and suw llial Iliac was a pLissagc a/)oul laser pliysics, wilh a really ((JllipliullCd diagram. / £1011'1 /IIIO\\' allylhing ahuuL laser physics. I'm a syslems

MODULES A, B, C

engineer!'

What arc the reading passages about;

rile subject ol the reading passages dil;t;nds~n the module which ~he candidate chooses on registering for the test (sec page I). Although the three modules are very similar in length, format and question type, the content of the passages is taken from the broad areas represented by each module.

'/ rail (lui oj limc ill Ihe l~cadillg section. The passages arc 100 long.' Thai IELTS candidate

The combined Reading!Writing sections of the IELTS test last a total of 100 minutes. In the Reading section, which lasts 55 minutes, candidates are required 10 read three or four passages and answer a total of about 35 questions. The passages, some of which may include diagrams, tables and pictures, range in length from approximately 300 to 1400 words in Modules A, Band C and from 20 to 1000 in the General Training Module. The test instructions indicate the amount of time you should spend answering each set of questions.

Because IELTS questions assess the kinds of reading skills required in tertiary study, a wide range of question types is possible. Although the precise format of the IELTS Reading section cannot he predicted, it is likely to contain:

,J, multiple-choice questions ,J, gap-filling exercises

,J, matching questions

,J, open questions

Examples of each type arc given on pages 9, 10 and II. This unit prcscills and pr.wuscs a range of reading strarcgics relevant to all possible qucsuon types.

As each module corresponds to a wide range of disciplines, it is unlikely that the subject matter will be drawn from your own field. For example, a computer programmer who chooses to take Module A may have to answer questions about passages which deal with solar-power generation and energy conservation. Many candidates, such as the German systems engineer quoted earlier, believe it is impossible 10 answer questions about passages which deal with unfamiliar subjects. Remember that the test assesses your ability 10 use the effective reading strategies needed for any academic reading. hen though the passages may deal with technical subjects which you are not familiar with, you do not need any specialist knowledge to answer the questions. The lest is not designed to assess your academic or professional knowledge l1f a particular subject.

SAMPLE READING TASKS

The fI\'C tasks presented below will familiarise you with the kinds of questions you may he required 10 answer 111 the Reading section of the IELTS rest. In order to answer Sample Reading Task, 1-"; you will need 10 re-read the Reading Test Description on pages 8 and 9.

SAMPLE READING TASK l ": an example of a gap-filling task

GENERAL TRAINING MODULE

The paragraph below summarises the section on this page called 'What are the reading passages about?'. Seven words or phrases have been left out. By referring to the section, find one or two words which fill the gaps. Write your answers in the column on the right. The first gap has been filled as an example.

All .gxi1mpk .. exhibit great similarity in length, format and question type but differ in their .L . Unfamiliarity with a J. may make candidates feel it is ..?. to answer the questions about the reading passages. It is important 10 note that the purpose of the test is not 10 .. ~ .. technical knowledge but your .. ? .. 10 use the .. 0 .. required for academic reading in general.

Passages in the General Training Module arc shorter and less linguislically complex than t!losc in Modules A, Band C. Examples of General Training passages arc presented in :San1p!c. Test 4 on page 193. Note that the passages are less academic in style and content and reneet the kinds of passage )'OU arc likely to read in everyday life in an Englishspeaking country. For example, passages could include:

• newspaper advertisements for accommodation

• cinema guides

• . college timetables

• information about opening a bank account

• regulations ~eg~rding driving licences

• opera,ting inst-~uClions for a compact disc player

',',.",

Most of the passages in this unit are more academic in style and content than the ones you will find in the General Training Module and are therefore more linguistically demanding. The tasks, however, are dcsign~~ to help you read more effectively and you should do

them all, paying particular altenli~i{to the stra'iegics which are practised. .

Write your answers here:

example: ~~4:4s: .

I - .

2 ..

3 .

4 .

5 ..

6 ..

• \Vuh answer key

SAMPLE READING TASK 2*: an example of a multiple-choice task

SAMPLE READING TASK 5· continued from page 10

13. 55 minutes

D. 35 minutes

minutes. In the Reading section, which lasts 55 minutes, candidates are required to read three or four passages and answer a total of about 35 questions. The passages, some of which may include diagrams, tables and pictures, vary in length from approximately 300 to 1400 words in Modules A, Band C and from 20 to 1000 in the General Training Module. The test instructions indicate the amount of time you should spend answering each set of questions.

I low long does the Reading section last] Write the appropriate letter in the space provided.

A. 100 minutes

C. 45 minutes

Your answer: .

.

Paragraph B

Because questions assess the kinds of language skills required in tertiary study, a wide range of question types is therefore possible. Although the precise format of the JELTS Reading section cannot be predicted, it is likely to contain ...

SAMPLE READING TASK 3*: an example of a multiple-choice task

What is the main point of the section entitled 'Modules A, B, C? Write the appropriate letter in the space provided.

A. It is not essential to choose the appropriate test module.

B. Many candidates arc very concerned if they arc unfamiliar with a subject of a reading lXlssage.

C. The test assesses reading ability, not technical knowledge.

D. The subject matter is relevant to a candidate's area of study.

Your answer:

Paragraph C

Remember that the test assesses your ability to use the effective reading strategies needed for any academic reading. Even though the passages may concern technical subjects which you are not familiar with, you do not need any specialist knowledge to answer the questions. The test is not designed to assess your academic or professional knowledge of a particular subject.

Your answer: .

~ READING STRATEGIES

The reading passage refers to two occupations. What are they? Write your answers in the space provided.

Tlie tlltO'- /Itludcd Ollt a pliotocopy and as/withe dass to '-fad through it '1lIidlly so wr (ollld dis(l15s if. Two milllltes later she as/II:d for {(III 1111 ('I il5. SOIlIC pcople had jillished ali(I I was still 011 the first para,gn'I,II. . Ilung Kong student 01 psychology at a British University

SAMPLE READING TASK 4*: an example of an open-question task

Your answers:

Tlus student had drllnuhy because he did not understand the purpose of the task and thvrrlorr did not use .ippropn.uc reading strategies.

J .

2 .

Bci,>rl' heglllnlllg III read an)' text - a book, a magazine or journal article, an IELTS I\ .. ,dlng pas"'ge - ynu should ask yourself three questions

Which of the follOWing paragraphs (A, B or C) corresponds to the heading 'Question Types'? Write your answer in the space provided.

Paragraph A

The combined Reading/Writing sections of the IELTS test lasts a total of 100

.oil \\"h<l' .1111 I readlllg about?

.oil \\ ·hv am I reading)

.oil II"", .uu I reading?

SAMPLE READING TASK 5*: an example of a matching task

(l~ EXAI\IPl.r.: Reading a novel

Wh<l'? Why? How?

A murder thriller. For pleasure.

l'roru the first word to the last word.

I:XAI\II'LL: Reading newspaper job advertisements \Vllal? Job vacanrrcs.

Why? Looking for <I job.

/low? By locating the Job advertisement section, looking through the section quickly to lind suitable jobs, and reading those advertisements more carefully to find specific information such as qualifications needed and salary.

TASKl

"J';.l .. ') .-;l~~\ Ji;;j/..")I:l\,'.~.

You have just bought a video cassette recorder and you want to know how it works, To do this, what do you read? How do you read?

Many siudcms arc only familiar with the 'from the first word to the last word' strategy. This is just one of a number of different reading strategies, The student of Psychology quoted on the previous page was trying to understand every word in the passage he was reading. Since his purpose was only to understand the main points, his strategy was inappropriate and he was unable to complete the task.

In the Reading section you need to use a variety of different strategies to answer the questions. These arc described in the section below,

OVERVIEWING A PASSAGE

Whatever your purpose for reading, you should always begin by getting a iotul picture or overview of the passage. The aim of overvicwing is to sec the 'forest' before you stan III look at the 'trees'.

How 10 overview

• read the title and headings to understand what the passage is about

• look at the titles of any diagrams, tables, graphs and illustrations

• don't read word by word at this stage and don't follow the text with your linger or a pen

• don't worry about words you do not understand

Whether you arc overvicwing a book, an article or a two-page IELlS reading passage, you should never take more than two minutes.

After ovcrvicwing, you should know the topic: what is the passage about ~ You should also know the writers purpose: is the writer, for example, describing a process. maklllg a comparison, giving recommendations?

1':\.\7>11'1.1:: The title of the passage you are going to read is 'Hope on the hori;:oll for CClllccr pCltiellts', What do you think it is about?

Simply Irom reading the title, it is possible to predict that the passage will:

• describe a nell' discovery (a drug? a surgical technique")

• describe where/how/when/by whom/the discovery was made

• discuss implications for cancer patients: benefits/risks of the discovery

.' -

w: .'_"~.4"'._

From the following titles/headings, what can you predict about the passages which follow them?

1. Science Student Numbers Rising 7. Abstract
2. The Overselling of Candidates 8. The Emergence of the Tiger
on Television Economies: the Pacific Century
3. Summar}' 9. Immigrants Positive for Economy
4. What Economics Is 10. War or Technology Giants
5. The Challenges of Studying 11. Using Your Compact Disc Player
Abroad 12. College Regulations
6. Study Abroad: a Manual for
Overseas Students .r,

Choose a magazine or book. By overviewing the cover pagcts), predict as much as you can about the contents. Check how accurate your predictions were by looking at the list of contents.

From the list of contents, select one article or chapter. Overview this in no more than two minutes. After you have finished, read all of the article or chapter to sec how accurate your predictions were.

---.-------------------------------------------------------------~

UNDERSTANDING THE MAIN POINTS

In c.uh [l.ll',lgraph 01 ,I passage there IS often a summary sentence which (01 '":

11l;1I1l Idea of t he paragraph The other sentences in the paragraph expand, illustrate.

I ,,-

and/or explain this main idea. ·1 he sunll11ary sentence is frequently, though nut always, the first or second scrucncc 01 the paragraph. If your purpose is to understand the main points of a passage you should locate and underline this sentence in each paragraph.

~ EXAMPLES:

a) It is difficult to nlake a distinction between food additives and food ingredients. Sugar, which is a natural product, is generally considered to be an ingredient whereas saccharin, an artificial sweetener, is usually termed an additive. One method of distinguishing between additives and ingredients is to classify them according to function. Additives are used in food production to enhance [lavour and colour, to prolong shelf life and to preserve or enhance nutritional value. These functions are non-essential and hence it is possible to classify the substances which perform them as additives rather than ingredients.

b) Improved sanitation is not the only factor which accounted for the decline in morbidity and mortality rates. In the period following the Second World War the use of the pesticide DDT had a profound effect on public health. DDT was used to control the pests which spread diseases such as sleeping sickness, malaria and typhus. Used throughout the developing world, over one billion people were liberated from the threat of these diseases. Following the wide-scale employment of DDT in Sri Lanka in 1947, the number of deaths resulting from the disease fell from over 10,000 a year to zero in the early '60s. Ten years later, as a result of a reduction in the DDT spraying campaign, over two million people were infected with malaria.

c) It is probable that the characteristics of the annual growth layers or rings formed by trees reflect the physical conditions which existed at the 11111': of their formation. As similar variations are found to occur in the annual growth layers of numerous trees in a given location it can be assumed that the common external factors which have caused these variations is related to chm.uc. As a result, the analysis of annual growth layers, a science knllwn as llcndwclimatology, provides a historical record of the climate.

d) After entering the body, the virus may lie dormant for up to six weeks. When it becomes activated, the body's immune system responds and rhc first symptoms may appear as a result. These usually consist of a rise in ternperature which may result in a fever and associated aching muscles and debilitation. Glands may become enlarged while the upper respiratory tract becomes inflamed. This constitutes the most dangerous phase for sufferers.

," TASK5*:·;·N'. ,').", .;>', .... '1 "~A~.;·k~:·~"'''.~'2:'-~\~;;~J~:'~':.~:1'~~i

In each paragraph, underline the sentence which gives the main idea.

I. Oceanographic surveys indicate that manganese nodules arc present In

cOlllinUt'tl 011 rJth!t' 15

Iarg, quant it ics on t he seabeds of every occ.m I'art iclcs of manganese precipitate lrom sc.t water and adhere ILl sand or rock fragments, growing around the nucleus tll [onn onion-shaped st ruct urcs up to 10 centimetres III lenglh. In shallow waters, nodules lIIay grL1W up to one millimetre per year whereas ill deeper waters thc'$;me growth may take a thousand years. '1 he IIIll,t conscrvauvc estimates suggest that half a million tons of mang.lne" is IOGlledin nodule Iorm on the lloor of the Pacific Ocean.

2. I he report rcvicwrcl three studies on the economic impact of immigration.

I: Iound th.u iuuuigrarion generally provides some economic benefits to he nation in thc lorm llf an increased labour pool and consumer market. ill conclusion, the report argued that, although the positive economic .lledS lila)' not l x: ·.Ignificant, unmigrauon did not have a detrimental effect ,·11 the eCl1nllllly.

I IIdCl.llic goitfe I,; 'llllllllllnly caused by an iodine-deficient diet. AS·J result "I iodine ddIL"IL'II'Y the Iunctioninj; of the thyroid gland is impaired. The gl'lllli lIIay thL·1I hL·,·llllle enlarged and produce a swelling in the neck. A ,n·ncly inhiluucl ihyro«! luncuon may lead to a lower mcr.rbolic rate, -uuucd gf,lwlh .unl the possible imlxli£!_lelll III mental racultic,.1 he disease t-, P,1rI icul.ul, couuuon ill mountainous regions of Wt:stCIII China and nonhcru Indi.1 wh.r« the 1"<,:;11 soil and water arc low in iodine

-j \\h.·11 I he slll,h I)' .pul.u ions \\LTC classificd according III .vorld Health I Ilg.lllb,IlI.111 ,Iii. 11.1 I'lf hypcru-nsiou, a smular 1l;IlILTn III rh.u described ah.,,·c L·mLTgnl I 1 .: luuu, hypertension was lII11ft: prevalent alllong urban popul.u ron» 1.11 11,·ill cthn«. gl .. lllpS and Sl".\C' than rural populations PolyIIl·,I.llI ,,"mak, h.u] IlIgl~'f pIC\'alclllTs oldvluuu- .uul borderline hypertL'lblOll rh.m l,llI"blall km.rlc il-;- thc rural .rrc.t-. AllllllIg urban males, hypntL'lblllll pl'·\,lkIlLl· w.r-. \·ny smul.u Illi h.u h ethnic grllups, whereas ,llIil'lIg rur.il llI,d,·, PIL"\,lkllll· "I lle-hllllL· hypL·II'·lIsilln in Polynesians was llilly .ihour h.ill rh.u III Lllll.bl.lIh

Overview the passage below and be prepared to discuss the main points.

TASK 6,

·,',Ie'/

Word-Association Tests

I Ill" B,I( Illillllllld

Nlllcll·l·llth-ct:ntlifY assocrauorust theories postulated rh.u ihc mind IllllLlllllh III tcrllb ol associunon, Illrmillg sets of concepts and t:xperiL"Il(C' .. \",,)Cl;1I1lllllStS argut:d that 1IIt:1l1al contents could be studied by

" 'I ~ , I, r I r:,

l10ling the links 01 similarity, contrast and proximity which exist in an individual's lhoughl and behaviour patterns. Pavlov's notion of conditioning is uscll based on the associationist theory that one stimulus becomes associated with another. If a bell is rung each time a dog is given food, the dog will become conditioned to salivate on hearing the bell ring, despite the absence of food.

Initially used to investigate the differences in cognitive styles, word-associ.uion tests became sensitive instruments for the detection of emotional concerns.

Methodology

In a word-association test, a subject is presented with a list of about 100 words as stimuli. Each word is read out by the tester and the subject is required to respond with the first word which comes into his or he; mind on hearing the stimulus word. The tester notes the subject'S response time for each of the words with the use of a chronometer.

Interpretatioll of Results

It is argued that if thc subject is emotionally indifferent to a stimulus word, the response time for the reaction word is vcry short. ll, on the other hand, the stimulus word is imbued with emotional signiiIGlI1ce lor the subject, the response time is likely to be significantly longer. In addition, reactions to significant words may also include hcsuauon. stuttering, involuntary movement or other symptoms of disturbance.

Jung, who used word-association tests in thc early part 01 his career, showed that lamily members, in particular mothers and daughters and husbands and wives, exhibited similar responses to the same stimulus words. He argued that this indicated a failure to achieve individuation and was symptomatic of the potentially negative dynamics that exist in family relationships.

A Case Study

In a test carried out by Donald D. Jaffe, a pioneer of word-association tests, a subject was observed to exhibit delay and disturbance in response to the words 'friend', 'bottle', 'window', and 'fight'. Jaffe suggested that the subject had been involved in a drunken fight with a friend in which a window had been broken. The subject admitted that such an experience had, indeed, taken place and that the friend had sued the subject lor

damages resulting from injuries he had received. .

UNDERSTANDING RELATIONSHIPS IN PASSAGES

Locaung the summary sentence of a paragraph provides one way of increasing reading cllecuvcncss. Other relationships also exist between words and phrases in a sentence, between the sentences in a paragraph and between whole paragraphs. Understanding and recognising these relationships helps you read even more effectively. Some of the most common types of relationship linking ideas in passages are:

a) addition: adding new information b 1 cause and effect

c) time

d) general and particular

e) contrast/comparison

In some cases the relationships arc indicated by 'linking words'. In other cases, the relationships arc not directly indicated and must be inferred. In the examples below, the linking words arc printed in bold t}"lx.

IGt' EXAI\IPLES:

a) Rcl.uionslups of Addition: adding new information Belll'ccn lI'(I"h ,,,. hrtlill" (lr \\"(l/tis

• Maize. millet, sorghum and cassava

• Solar as well as wind power

• Leukemia in addition to osteoporosis

• Besides nuclear fusion. nuclear lission also provides a source of energy.

• The l.utor most conunonly associated with dri\'lIlg accidents is excessive speed.

The second I1111St Clll11111011 factLlr b alcohol

• Young children 10\'l' plaYlIlg computer gaml's. The), arc also Iond Llf watching TV.

Belln'OI 1"11 d,~"l/'/"

• A tape recorder I, a useful tLlLlI lor the Iangu,!ge learner. The learner can record hcrscll 111,!kll)g short speeches whuh can I hen be used (by either the learner or another Ixr>t1n) tLl pinpoim areas III difficulty in pronunciation and grammar. The learner can also record native speakers and usc this data for language al1aIY"I,. ~lll11C useful exercises arc listed below.

• ... a tLlt,d ban 011 whale hunung IS, therefore, the only means by which the future ,'l the speclts can be safeguarded.

Another species which risks extinction is the Asian elephant. If hunting and po.ulurn; continue at the prtSelli rate ..

b\ Rcl.iuonslup, III Cause and Effect il,'III'eolll"'ld,

• Any kmd 01 constantly repeated movement of the limbs can cause the condition known as Repetitive Strain Injury or RSI.

• Overwork can lead to stress.

• Prolonged usc of the drug can result in loss of memory and confusion.

comprehensive planning laws control all urban development from the building of a new freeway to the erection of a garden hut. Regional and local governmerus strictly enforce these laws and this has resulted in relatively controlled development despite a booming industrial sector which has increased its share of the regions GDI' from 38 per ecru to 76 per cent in under 20 years.

The south presents a very different picture. Although many of the local and regional laws an: identical 10 those of the north the different economic conditions in the south have led 10 problematic planning outcomes. In a relatively non-industrialised region (industry accounts for only 12 per cent of the region's CDP) which suffers from high unemployment and net population loss due LO emigration, irresistible pressures have grown to industrialise. In many cases, this has resulted in the OOl.!ting of planning laws, often with the tacit consent of government. The problem is further complicated by dilliculues in enforcing the law where a desire exists to do so. Homes are frequently built without applications for planning permission. Were the government to enforce the law, this would result in the demolition of tens of thousands of illegally constructed dwellings, creating a political and social crisis that no government has yet been able to face.

TASK 7*

,

Study the following passages (A-H). What is the relationship between the sentences in each passage? Which words (if any) indicate the relationship?

A. Coal is transported from the mine to the power station by rail. After arrival it is stored in bunkers and then, when required. fed iruo large lurnacc-, where it is burnt.

B. During the 1950s the expanding industries of the north required large numbers of unskilled workers. As a result. many migrant workers arrived from the economically depressed southern provinces In search of work and improved living standards.

C. Draining of swamp land is an important factor in the fight against malaria, The drainage of the Pontine marshes in the 1930s Virtually eliminated the incidence of the disease.

D. Coal-fired power stations are relatively safe but emit large amounts of carbon dioxide and other polluting agents into the atmosphere. Nuclear-generated power, on the other hand, is clean but can, if things go wrong, lead to disastrous consequences.

E. The government's decision to close the unprofitable Liverpool car plant had two effects on the economy of the city. Firstly, 3000 people were made redundant, creating personal hardship and a severe strain on the social services. Secondly, many of the skilled workers left the area in search of work elsewhere, creating a serious shortage of skilled manpower.

co,lIinued O"1'4gc 21

E In the 19-+0s farmers were encouraged to use DDT and artificial fertiliser?

III eliminate pests, enhance soil fertility and hence increase 'crop yields. In the 1960s it became apparem that the use of chemicals in agriculture was causing serious damage LO soils, plant and human life and this led to the banning of DDT in many countries and the search for more environmentally friendly fertilisers.

C. One of the most serious side-effects of the introduction of irrigation to formerly arid areas is the spread of disease. Schistosomiasis, an emphysemalike disease carried by parasitic larvae in aquatic snails, is now common in newly irrigated areas throughout the developing world and is believed to affect more than 200 million people.

H. The majority of landslides in the coastal areas of California are attributed to the instability of the Tertiary and Mesozoic rocks which predominate in this area. In inland desert regions, on the other hand, the major cause of slides is the extreme diurnal temperature range which results in cracking and the [ormauon of talus at the base of rock faces.

Understanding the rclauonslups between sentences in a paragraph and between paragraphs makes YllU a more effective reader and facilitates note-taking. You may find it hclpful io nuke margin-notes as in the following example.

I.\;\~I I'LE:

The Accumulation of Cesium 127 in the Food Chain Chcmual subst.mces wluch arc not involved in the process of respiration .lIld arc not excreted may become highly concentrated as they pass through c.uh step ol thc Iood cham

II r.uho.uuvc m.ucrt.ils with long half-lives enter the food chain. the high conccrurauons wluch accumulate in successive steps may lead to serious health nsks. The radioactive isotope cesium 137, a product of nuclear [ission, has a half-life of 30 years. Once it enters the body contained within Iood , it becomes distributed throughout the body's cells, accumulating two- or threefold during each step in the food chain.

Evidence of this phenomenon was discovered by studies carried out in the Mackc nz ic Bay region of the Yukon in Canada where above-ground nuclear testing in the 1950s introduced large quantities of cesium 137 to the atmosphere. Rain caused the isotope LO fall LO earth, where it was collected by lichens growing in tundra areas. Tests on lichen samples showed evidence of 6 micromicrocuries of cesium per gram of tissue. The lichens form the principal diet of caribou, whose meat is the staple diet of the Inuit peoples who inhabit the region. The caribou were found to have accumulated around 14 micromicrocuries of cesium per gram of tissue.

CIlIJ..fe

""llll' non-huc.u texts serve only tll Illustrate the written text and no questions 'lk'c'dll',lIly relate ro them. You can USc the information they contain to help you understand the written text.

c., ? !(if Icut(if

( Ahhough only one su-p above the caribou In the food chain, the Inuit had wnl'Cntrated up II' 10 nucronucrocuries pn gram during the course of a ~ingle wuucr. tllnglludlllJllollow-up studies have revealed a predicted rise in the number of tumours reported among the Inuit.

•

Glossary:

food chain: the cycle in which one organism becomes the food source for another organism, which is itself consumed by another

the time required lor one half of a sample of unstable material to

If YllU arc required tl) refer to a non-linear text, you should read it in the same way as }"lll read any other text: overview it to understand the subject and check for the relationships between the points of information given,

• Remember that the information contained in a non-linear text can also be

•

half-life:

undergo chemical change

small plants which grow on the surface of rocks and trees den-like animals

expressed in words, In order to perform the IELTS tasks which include non-linear texts, it is uscful io mentally 'translate' the diagram, table or graph into words,

I h,' gr,lph c.ru h,' 'tr.m-l.ucd' as lollows:

I hl' 1','11\'" IlJHll-l)l) ,,11\ SlglldlGlnt changes III the rcl.uivc sizes of three major "IIII)I"IIIll'llt ,,'ctll!' III the lJ" c.onomy: ellgll1ecring, Service industries, and ,Igrl,uliurl' I h.n II,h ,I 1,IPId d,', 1111" III curploymcnt In agriculture, whereas "1111'1"1111"111 "I'i"" 11111111l" III ,,'I, I, L' u ul u st ric-, increased sharply, The , "gil "'ILlig :,l', I, II, "" I h,' ,'I her h.uul, cxpcricuccd a gradual but constant decline.

lichen: caribou:

IQf [XAl\II'I.E:
9
8
0'
0
0
0' 6
0
::.
'"
..
,._
.2
!
E
~ .

.

.

.

.......

.,:- ....

... .. ..

..... .. ..........

...

.. . . . . .............

EMPLOYMENT IN

THE UNITED KINGDOM 1980-1990

TASKS

Choose another passage and analyse it as in the example above.

TASK 9

Choose a passage and cover it with a card or sheet of paper, Move the cover so that you can only read the first sentence. What do you think the next sentence is? Usc your knowledge of the relationships within passages to predict the content of the next sentence, Remove the card and sec how accurate your prediction was, You can also usc this technique to predict the next word or the next paragraph.

o

MO HI 82 83 84 85 86 87 88 89 90

..... Engmeerill9

- Service Industries

••• Agriculture

INTERPRETING DIAGRAMS, TABLES AND GRAPHS

Some reading passages may contain diagrams, tables and graphs. Because they do not gilT information line by line, they arc sometimes referred to as 'non-linear texts, Questions III the Reading section may require you to:

• match written inlormauon with a non-linear text (for an example, sec TAS" II on page 24),

• interpret the information contained in a non-linear text (for an example, see TASK 12 on page 25),

Many candidates become very concerned when laced with diagrams, tables and graphs, You should remember that:

Seh-er a diagram. table or graph and 'translate' it into words,

TASK 11*

Which of the following passages, A, B or C, contains the main points ill Table I below?

A. As a result 01 Increasing urbanisation and consequent lifestyle changes, a ,hift took piale in the mortality patterns of Dalwogcn Islanders during the period IY60-80. While malaria was eradicated by the introduction (If chemical pesticides, changes in the Islanders' diet and increases in the consumption of alcohol and tobacco brought about a sharp increase in the number of deaths resulting from tumours and enronary disease. Equally significant was the increase in the number of accident-related deaths.

II. Signilic;1I11 changes (It ,'''!T('(I in the mortality patterns of Dalwogcn Islanders ill the period IY()()-80. Most striking was the increase in the number of deaths resulting from suicide, murder, and accidental causes. Similarly significant were the increases in the number of tumour-related and coronary-related deaths, Both of these trends can be explained by the rapid urbanisation of Dalwogen in the period in question.

C. The increase in the incidence of coronary disease among Dalwogen Islanders noted in Table I can be directly attributed to dietary and lifestyle changes. An epidemiological study carried out between 1958 and 1981 showed that the per capita consumption of sugar had increased by 800 per ecru. In conjunction with the increasingly sedentary occupations in which the majority of Islanders were employed by the late I970s, the incidence of coronary disease in the Islands had reached similar levels to those recorded in developed countries.

Table 1
45 01960 .,980 ~
~ 4l
40 40
11 1I 1I
JS
10 10
30
0
0
? 25
8.
-520 20
~
15
~ ~
10
5ir r r r r- r
0
I M II M II M II M " M
Coronary disease Stomach and lung cancer Malaria .o\(:odcnt
bowel cancer \

TASK 12*

Decide whether, according to Table 1, the following statements a:e t~e or false, Write T for true, F for false, or N if no information is gtven In the Table, Write your answers in the spaces provided,

I. The largest Single cause of death in 1960 was coronary disease.

2. No malaria-related deaths among Dalwogen males were recorded in 1980.

3. Dalwogen Islanders had more accidents in 1980 compared with 1960.

4. In 1980 lung cancer caused the death of fewer Dalwogen males than did coronary disease.

5. The life expectancy of Dalwogen females increased between 1960 and

1980.

Your answers:

1. 2. 3.

4, 5.

UNDERSTANDING THE ORGANISATION OF A PASSAGE Knowing how inlormauon is organised helps you read more efficiently.

L\,\~IPII'

If you an: looking Ior a persons telephone number, the way that the telephone directory IS organised - In alphabetical order - and your knowledge of the alphabetical system enable }',m to lind what you are lookmg for rapidly and efficieruly

:1fASK 13*

The following is a list of the components of a textbook entitled 'SelfInstruction in Language Learning', Arrange them in the order that they are most likely to appear,

index

table of contents

hlhlwgraplly preface Introduction

Unit2 appendix

linn I

nlilclusion

q,r-

r

\\'llllill cadi or a 1,..\lh""k, rOl11p"IlCIlIS, similar patterns of organisauon can be lound. Ihl' purposl' or all uukx. lor l'.\al11ple, inllucnccs the organisation of the inlonn.uion it Uliliaills. Its alph;lhl'IJcal order enables the reader io locatc informal ion rapidly

f>.lll,1 people arc 1,1I111Ii,lr wuh IIldc.\illg pUrpllSl'S and organis.uion. Thl'Y may he less lamiliar with other ways 01 org;lIli,illg inlonn.uion which arc common in academic writing. Some of Ih.'Sl' may appear ill rhc liTIS Il'SI and you may he asked questions which assess your abilll)' 10 re,-oglllS<: them. '1 he 'oll,lwing purposes an: com ilion in academic writing:

• dcscrihinj; prorvsscs

• l'.\;llllining ;Ilh'alilagesldi,advantages, benefits/risks

• desniblng/prol'(l,ing solut ions 10 problems.

Thr rc arc convcuuoual ways 01 (lrganising information to achieve these purposes. Recognising these types or organisalion helps )'OU read more elTiril'nlly. TIll' foll'lwing p;lSsagl" describe solutions 10 problems. III lxul: C;be" Ih" problem is described b,'lorl' the solution

EXA1vIPI.E:

Extension of Rivcrflow Records in Thailand [extract] Administr.uors. hydrologisls and engineers require detailed records of pasl varialions in rivr rflow in order to develop projects such as bridge construction, hydroelectric Sial ions and flood-control systems. Until recently, ho\\T\'L'I', mos: counmcs drd not make accur.ucly gaugl'd rivcrllow records. Even where sud 1 records l'Xisl, they rarl'ly extend Ior mort: than about 1')0 years, too short a period to provid« enough d.ua lor an .uvur.uc dctcrrnin.uion of long-rcnn trend- and p.utcru-, III riwrllow lrcqurr« il's. :\llh(lugh ramlall d.u.i arc usually 1l1111 .. ' l'.'Il'II~II·l'. 11ll' g,llIl ill record lellglh usillg PIl'CIPII,lilllll d.n.i b gl'IIL'r;Jlly 01111';1 kw d",',ldl"

Basl'd on Ihe rC'llll'lb III Irce nng growlh, however, II h I'll"lhk il. Il'l,lihlrtl<'l rivcrflow d.u.i over periods ol several hundred vc.n's and, III l,hl'S \\ here 11\'l', "I

this age still survive, up III 2Ll(lO years. '

EXAMPLE:

Mine Subsidence in Nottingham

Subsidence ,I ill I us dfeclS on surface-level structures PllSl'S ,;nillll'; prllhkllh I"l the development and maintenance of buildillg stock in co.rl-nunuu; arr.i-, III t lu:

IlJ60s, rapid urb.m cxp.uision ill the city l1l' Non IIlghalil , suu.ucd ;11 11ll' (,('1111(' o] Britains East f>.lidbnds Coalfickl, led to the development 'If suburban IllHI'lng over the sill'S of relatively shallow abandoned mines or deeper all i\'l' nunc- III some cases suhsiclcncc clcvclupcd. resulting in structural lblllage rallgllig ln uu minor cracking to the collapse llf some dWl'lIings.

Nouingh.un County Council cngineers had two possible soluuous 10 lli,' pr"hl"11I Thc safest hili I1111S1 expensive solution involved the filling llf ;ihalld,llll'd 1111111' 'Iil', wuh grlluI, a cement-based material l'llnSbllllg ol ,I 1I11.\IUll· III ,,'llIl·lIl. ,I·.I! .111.1 \"IiCI which I ill'll provided irucmal SUpPllrt.

Thc second, cheaper method required t hc consrrucuon [lIbllk Iii,' 1I1111l'l ,Ii CllllcT<'Il' picr-, which supported the rock str.ua. This procedure \\;1> unsuu.iblc

III loh,', \\ IiLT,' 111111,', "'LTC lor.ucd h,'lll\\' the w.ucr table or where rock strata h.ul h,','11 'l'nllll,;ly \\ .. ·.Ikl'ncd. The decision tll adopt one solution rather than the other h.id III he taken on a case-by-case basis. III each case a decision was m.ulc hy evalu.uing the dl'grcc llf risk involved and the cost of implementation.

I n I L)b9. plans were announced to build a regional hospital on a site approxim.ucly 12 1lIl'1 res ahovr all abandoned mine working. Although surveys showed ih.u the rock sir.ua were intact and the mine working was above the water table, Council engineers opted lor the safer, but more expensive, solution.

The base arcu lli the hospital, WOLl square metres, was bored with a series of 250 drill holes, each lu ccnumctrcs ill diameter, which penetrated the mine cavity. The GI\'il)' was Iilled with grout above which a concrete pier eight metres in diameter was constructed. The drill holes were then filled with grout to form a solid column with a slab support

TASK 14*

The passage hcluw describes a number of problems associated with tree planting and the solutions to those problems. By referring to the passage, match the list of pllla~l's with the problems and solutions. Note that more options an' gi\('ll than arc needed to complete the task.

l'robkm I

'>llIUIlllllt" PI'Ohl.-111 I '>ldUIlllil 1,1 pr,,"I.-1lI 2

:\ ,I 11',lll<ll .111\, I ,I.II lilT

II h.uul 1'1.111111 .: h 1.,j"1l11 1111<'1I,I\l'

"II,' III Ii\ " I I ,,'" .lit·, \\ II iI "lil\ ,'111 \I 111.d 1'1.1111 III).: I" 11111'Illl"

I) ,III,dl IIII.,! .1.>'.' lill,", ph 1\ I,kd I ill' Itilldillf:

I ,llh",11' 111."11, II ... · gll,'I,1

I' llil'l 1\ IlIdlhlll," II" gll,lId IIhl, ~\)ll'II"

New Iec h noloqy in Tree Planting

III. ,:I.t,llt,'! ,kl"l, ,1.'11''11 ,d Iii,' nvvruu: ,m'a, "I "lulh·l'.hll'l'n Aust r.iha I"" "'.I 10' ,111111111,,'1 ,d d:lIIl,lglllg cuvnoumcnt.tl ellnb I he uumcdi.uc ,/I" I ,d lit,' Il'II\lI\,,j "I nllli ,ysll'l1b .md ovcrhc.nl shelter IS 10 expose the ,.IIt1, 101 \\111.1 ,11111111'11. rl',uh111g III ",ii l·r,N"ll. SUh'l'qlll'llll)" when trees 11\1 l,ql.~l·1 II._'lIhl\,,: ,1:r\llllld\\.lll'r..1 "'ll "lhll.lllbl'qtll'lll'l' llf dclorcsuu ron lS .1 II, II, til" '.' .'. 'd i. ",.,,1111'.,; III ,I /':ll';lIl'r Illlllkl1l'l' of Illll1lhl1g and

: Ii" , 1""h"'llb Pll'" ,I "'lIl'U~ thrc.u 1<1 ;Ignnilturl', thl' 1110,1 ,I:'t','11.1111 '·,,1"1 ,d I ill' 1'·).:1l"1~ l'l,ll1,lIlIY :\, .1 .ounrrnuc.rsurc, Ihl' I,,!, I.,! ,:,,\,'111111,'111 1.11111, iled ;III .unbiuous ,,'hl'llIl' III plant a hilliou Iii, - 1,\ illi' \1'.\1.'11\)\) l h, pl'lll"li. however, cncourucrcd a number III 11111 I.,! ,lrlli, 1111 I"'.

tA~K t ~ "",lInurd/mm rage 27

By using traditional manual planting techniques, the scheme would have required a massive number of workers (estimated at 50,000 over a 10-year period). This would have resulted in extremely high unit costs which were unrealistic for many of the small rural agencies who were providing half of the finance. in addition, the eucalyptus seedlings and young trees suffered a 20 per cent mortality rate as a result of disease, poor drainage and inadequate protection from wind, animals and birds.

Mechanical planters and tree guards provided two solutions which have Significantly improved the efficiency of the planting program. UTC Industries of Birchgrove developed a tractor-driven planter capable of planting both seeds and saplings. The planter, nicknamed the Green Goddess, can drill, plant and water 5000 seeds or 1000 saplings per hour. It is operated by one person, requires little maintenance and costs around $20,000.

The mortality rate of y,)ung trees has been drastically cut by a tree guard also developed by UTC industries. This simple device is composed of a sheet of PVC plastic costing only around 20 cents which is wrapped around the trunks of young trees. It provides support for the growing trunk and protection against sheep, cattle or other animals while special holes and channels in the plastic allow light and air to enter and concentrate water to the roots of the tree. in contrast to traditional stake and wire support and protection systems, the plastic guards arc much cheaper and can be installed on site more rapidly. Experiments have shown that mortality in young trees can be reduced by almost 90 per cent using this system.

The purpose of the following passage is to present the case for and againsl w oudchipping in British Columbia. The writer first presents the evidence which SlIPP"lb Ih" practice and then lists the evidence agalll~1 it. The final paragraph contains a vonvlusiun in which her own view is expressed.

~ EXAMPLE:

Woodchipping in Old-Growth Forests

In July 1990 the provincial government of British Columbia passed a law permitting woodchipping operations in the old-growth hardwood forests of the provinces north-west. Designed to boost the local economy and provide a cheap source of paper, the woodchipping operations created a storm of con: roversr

In a woodchip program most or all of the trees in a small, selected area or 'coupe' are felled in an operation known as clearcuuing. Larger trees, suitable for the production of sawn timber, are taken to sawmills, while smaller trees and branches are taken to chip mills to be made into chips for pulping. The total utilisation of timber from a given area provides a number of advantages. It significantly lowers unit costs, introduces a new product, woodchips, to the local

Finally, 111 response to the suggestion that a tourist boom would take place as a f '%" ,1((", "'.'",1/''''''<1.-( consequence of Infrastructure developments, conservationists claimed that the

. ) r visual impact 01 ck'lrculIlIlg was unlikely to attract holidayrnakers to the region.

1(11 (,1WiJ'(,J'

When the limber trucks moved 111 to start logging in the spring of 1991, they were met by groups of protesters opposed to the logging. Violent clashes developed between the loggers and protesters, necessitating the presence of large numbers of federal and provincial police. in an attempt to prevent funher conflict. the provincial goverruncnt placed a moratorium on logging until a commission of enquiry released its findings in the summer of 1991.

The situation III British Columbia presents a clear example of the tensions which develop when the economic interests of developers are diametrically opposed to those of conservationists. While short-term economic benefits provide a tempting solution to politicians faced with a slump in export earnings, there is no guarantee that the economic gains can provide a sustainable means of development. On the other hand, it is certain that a resource - virgin wilder-

ness - whose value cannot be calculated in merely monetary terms will be irreparably damaged.

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economy and utilises sawmill wastes, which were formerly burnt, as a funher source of woodchips.

The provincial forest services argued that c1earcutting facilitates forest regeneration in the same way that wildfires do. In contrast to wildfires, which' destroy everything in their path, clearcutung is also much less destructive of forest fauna.

The development of access roads and the increased financial resources generated as a result of woodchipping also permit the forest services to provide better management of their forests. Access roads which must be built to clearcuuing coupes also serve as firebreaks while increased funding enables the fire services to employ more personnel to detect forest fires. In addition, the industry provides employment for workers in the logging and processing industries and stimulates the growth of tourism by opening up previously inaccessible areas.

Opponents of the woodchipping operations argued that the nora and fauna of the forests would suffer irreparable damage as a result of the woodchipping itself and the construction of roads. They claimed that the clearcuuing would lead to soil erosion, increased salinity, siltation and the eutrophication of adjacent waterways. Unique species including the black-fringed owl, now found only in the area, risked extinction with a consequent loss of genetic diversity.

The Conservation Society of British Columbia further argued that the exploitation of the limited remaining virgin reserves for short-term benefits also represented poor economic judgment. Returns on the large capital investment required to build the new roads, construct a woodchip mill and purchase the heavy machinery required for klling were largely geared to an overseas market, as 85 per cent of woodchip products were bound for export. Fluctuations in the rate of overseas demand could not, therefore, guarantee long-term returns on investment. If, as a result of prevailing economic conditions beyond the industry's control. these sales were lost, this would result in wide-scale unemployment and large debts for the contractor ClllllpalliCS who had invested in plant and machinery.

TASK 15*

The passage below contains arguments for and against the use of wind power as a primary source "I' I.'nergy. Match the list of phrases A-II with these arguments and II,,' couclusion. Note that more option- are given than are needed to l·. 1111,1· II' "I.' task.

First argument 'lor' . Second argument '[or

Conclusion .

First argument 'against' .... Second argument 'against'

A. wind stations arc u"i.

II. need to increase dIlLl," IC), .u ill reliability or wind power r . infinitely renewable. uon-polluting source of energy

I) I 0 per cent of Los Rcmoss energy requirements are provided by wind pllWCI' 1:. wind power is hemming an increasingly important source or energy

I wind power is at present inefficient and unreliable

G. there an: 150 wind towers in the Los Rernos area

II. wind stations do not generate dangerous emissions

Harnessing the Winds

Wind-generated power, sometimes called aeolian power, offers 1ll'l!1y advantages [or an energy-hungry society becoming incn:asingly aware 01 the negative environmental impact of conventional t.'lectncit)'-'~'·IlLrating systems. In contrast to well or oil-fired power stations in whi, h the majoruy or California's electricity is produced, wind-powered st.ruons have a minimal impact on the environment. They produce neither carbon dioxide emissions which add to the Greenhouse EITed nor do they corn ributc t<l the phenomenon or acid rain which kills the Likes and forests where it ralls. Unlike nuclear plants, wind stat ions cannot become another Chcrnohyl or Three Mile Island.

Wind power, like solar, hydro-electric and tidal power, is an infinitely renewable, non-polluting source or energy and is becoming increaSingly important in satisrying the states energy needs. The swishing blades on the wind towers or the states largest wind suuion ncar l.os Rcmos already provide 10 per cent or the Lit ys energy requirement.

The major drawback of wind power, however, is the unprcdict.ihiluy or the. wind itself. No wind - no power. E\'Cn when the wind stations an: sited on the windiest hills there is no guarantee that the wind will blow 24 hours a day.

Until ways can be round to store generated power that can be used when

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the winds die down, wind pllwer will remain a supplementary source of the state's encrg)'. Present state-of-the-art wind towers still require a minimum windspced of around 25 kilometres per hour to generate commercially viable elecmcuy It is expected that improvements in the technology will lower this speed and increase the efficiency of production. At present, however, high installation and running costs and low efficiency mean that wind power is not economically competitive with conventional fossil or nuclear stations.

Environmcruulists are also concerned about the visual impact wind stations have on the landscape. In order to generate commercially, viable quantities of electricity it is necessary to install a large number of wind towers. In the Los Rcmos scheme there are 150 steel wind towers, each around 30 metres high, covering a total area of 80 hectares. They are silent and safe hut ugly, making the majestic Los Remos Range begin to look like Manhattan 111 miniature.

Harucssiru; t he wind does offer a clean, renewable source of energy, but until technology increases the efficiency and reliability of the system it will not be able to replace conventional fossil fuel or nuclear-powered stat inns. The most likely forecasts suggest the development of systems which nu cgr.u« the usc of both wind, solar, hydro-electric and convcnuon.rl l'I1ngy sources in such a way as to maximise the advantages of each source In the meantime, research must continue to improve the gcneratlng ellie-Icncy, storage capacity and reliability or environmentally Iricndly enngy sources such as wind power.

The purpose \lr the following passage is to describe a process. The writer describes ;ach u! the stuges involved in the process in the order in which they occur.

LXA~IPLE:

\

'.

\

Poultry Processing

lrorn the momcru a chick hatches from its shell to the time it becomes a 1'·I,k,lged chicken In the horne freezer, each stage or modern poultry production " P,II'I 01 .in intcgratcd, automated system.

.\ p.lll·nt llock Ill' chickens provides a hatchery with a continuous supply of I q!,,~' l )nL' week alter the hatching, the young chicks are transferred til cages iri hr.ulcr unus. Four chicks arc kept 111 each cage and a broiler unit may contain lip tll 5l111ll cages. The birds arc fed \HI grain which is mechanically distributed to their cages. In six to eight weeks, the chickens reach the required processing weight. At this stage, they are removed from their cages and attached by their ~cet to conveyor lines where they are electrically stunned before passing through

a cutter which severs their jugular veins.

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After hanging for a lew minutes to allow blood to drain away. the carcasses are passed through scalding baths heated to 50°C for approximately 30 seconds. This begins the process of feather removal. Emerging from the baths, the birds are then mechanically flailed to remove any remaining feathers. The carcasses are then conveyed to the evisceration area. Evisceration was formerly performed manually but is now carried out by pneumatically driven evisceration lines.-'

In the final stage the carcasses are cooled by being passed through iced water. The birds are then packed and stored in refrigerated deposits and arc ready for distribution to retailers. Up to 1000 birds an hour can be processed in this way, resulting in a dramatic increase in production efficiency and consequently lower prices for the consumer.

Glossary:

evisceration: the removal of intestines

TASK 16*

The passage below describes the stages involved in the separation of gas and oil. By referring to the passage, match the list of phrases A-F with stages 1-4.

Stage I .

Stage 2 .

Stage 3 .

Stage 4 .

A. injection of fresh water

B. removal of water and gas

C. reduction of pressure in separator vessel

D. an outlet channel is placed at the bottom of the vessel

E. separation of oil, gas and water

F. separation takes place near the wellhead

The Separation of Gas and Oil during Drilling Operations

After oil-bearing strata have been penetrated by drill holes, oil comes to the surface by means of natural drive, for example under pressure of dissolved gas. If gas and water are present, the separation of these substances must occur before refining can take place. The separation procedure is carried out in a pressurised separator vessel, generally located near the wellhead.

continued on page JJ

lASK lb' (,)nllllu(J from page 32

The separation process involves a gradual reduction of pressure in the separator vessel from the elevated pressure at which the OiVg2S mixture emerges from the inlet pipe to normal atmospheric pressure.

During this stage the water, oil and gas mixture forms three layers. The heavier water sinks to the bottom, leaving the oil above it, while theigas rises to the surface of the oil. The gas is then removed from thetessel through an outlet channel located at the top of the separator vessel. It is then either released into the atmosphere or, if present in sufficient quantities, may be recovered for commercial use. Water is removed in the same way by an outlet channel placed at the bottom of the vessel.

After the removal of the water, it is necessary to test for the presence of remaining salt. In order to remove the salt, fresh water is injected into the tank which dissolves the salt and allows the entire solution to be . removed, thus eliminating problems during the refining process.

TASK 17*

The paragraphs below are not in their original sequence. Using your, knowledge of the relationships between paragraphs, place them in the order that you think they should occur.

,\ In response to the shopkeepers' concerns, the Siena Chamber of Commerce organised a protest demonstration. The local newspaper (panowned by a large department store in the centre of the city) carried editorials denouncing the decision while a petition was drawn up seeking a reversal of the council's decision. Candidates standing for the elections to the city council which were to be held in December 1985 campaigned on a Single issue: to revoke or maintain Regulation 375.

1\ Not everyone was so happy, hpwever. Shopkeepers were convinced that their trade would suffer. Fewer people would come into the centre, they believed, if they had to rely on public transport. They argued that deliveries would be more difficult and that the city would lose its character and become a museum without a heart.

C The new by-law was greeted enthusiastically by a number of interest groups. Environmentalists, worried about the polluting effects 'of cars; lovers of the cuys medieval and Renaissance architecture, appalled by the constant damage done to the priceless monuments of the centre; and ordinary people, tired of the noise and danger caused by cars and motorbikes dashing through the narrow lanes, all rejoiced.

continued on page 34

D A ,urn:y earned out in 19tH showed that traders' earnings in the historic centre 01 Siena h,IJ increased by 15 per cent in real terms since the new law had come into force. The local paper, which had been so hostile to Regulation 375, now proudly boasts that the centre of Siena has the safest, cleanest and quietest streets in Italy. Why, they asked in a recent editorial, don't the backward citizens of Rome and Florence pass the same enlightened laws?

l The elections were won by the Social Democrats, a party which had run its election campaign largely on the issue of the maintenance of the new bylaw. The law stayed in force and the reign of the motor car and motor-bike was not to return to the city centre.

F In January 1985, when the Siena city council passed Regulation 375, a bylaw which banned the use of private motor vehicles from the historic centre of this beautiful Tuscan city, public opinion was extremely divided.

CHECKING REFERENCES

In order to read efficiently you need to be able to understand the way in which words can refer to other words in a passage.

U% 1:),,\,,11'11::

(iITlg~~~ schemes and livestock manageillent projects lrcqucm ly <"lHlLnlr .uul Qillh ~~n pr!lOted as rh solution to the problems 01 I,'cal l'UlI1<IIlIIC,. Ibf!r co-occurrenc is logical, as i the case of the wet nee conr 01 ;\51;1, where the relationship bet -een these types of projects j,; well estahblted III scnu-urid regions, however, their co-existence presents planners with n\.'\I' l'h;llIl'ngl:'

In the preceding passage, all of the underlined words refer to 'Irng,lll,lIl 'lltelllt" .uu! livestock management projects', Understanding such references is csscnu.il lor the comprehension of passages.

TASK 18*

In the passage below a number or words have been underlined, Draw an arrow to the word or words they refer to, The first one has been done for you as an example.

Taking notes in university lectures requires specific These include identifying main points, understanding tasks and deci lIlg relevance .ind relationships. If the notes are to be useful ~ should he clear .1I1d concise \\'hl'll you read them again several months later you haw to he able to make' >rlbl' •• 1 them. Some students try to write down everything in a lecture. -!b!? IS not ;1 u-ctu] technique: Jl shows that~ have failed to understand the purposes 01 a lecture.

--

TASK 19

Choose another passage, Underline words which refer to other words or phrases and then draw arrows to the words and phrases to which they refer.

FINDING THE INFORMATION YOU NEED

In a wide range 01 study tasks and IELTs tasks yo;l"nccd to locate and extract specific information. When this is your objective, you should use the following strategies, which will help you to locate inlormation efficiently and rapidly.

• locus on your objective, ignoring irrelevant information

• look in likely places. Knowing the organisation ol the text will help to decide which paris 01 the text arc more likely

• run )'<)llr eyes nrpidly over the text, looking for words and phrases associated wul. i hc target information

• usc prim style to help you. Names, numbers, italics, bold prim, and upper-case kttl'l, st.ind out Irorn the rest of the passage

Rl'llll'mhrr ih.u the inlorm.uion )'OU need to locate may he expressed in different forms.

I \ \ \11'1 I

II 1,'11 ,II'l' ,1llsll'Crtng the qucsuon 'l Iow IS iron ore l'xtral·tl'll [rom the groUlllP', vou -h.iuld ,c,II'<'h the I'ass;!gl' not "nil' lor 'cxtr.urcd fr<1111 th .. groulld', but also 1,>1 ,)I1)1I1I11b ,ulh ,I, Il'II1<1\· .. d. 'dl,~', '1'.\11,1<1(.'11'. Il·III,'I,d. '1IIilllllg'

1-: pm,., he low,

, (ollowing questions:

\\·It,1l b thl' m.rxunum number of students who can enrol III BliSI. 210 in

TASK 20*

underline the information which answers the

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.\Il' there ,IllY It1\)·II'I·1'I unus III Husincss Law?

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.j "I','l l.iI.-",t I, 'II III \\ lu. h Ullirse.s leads io recognition by the professional

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TASK 20' ((llllillu",/ /"'''' 1',,);<,35

6. How many students lake units in Business Law as a step towards becoming professional lawyers?

7. How llJany credit points are given for the Basic Business Law course?

Business Law

Units offered by the Business Law discipline have two major aims:

Studies in Law

The discipline offers a major sequence in law for candidates not seeking to become lawyers. The curriculum is designed to develop an awareness of the nature and role of law in society through a basic understanding of: legal institutions; fundamental legal concepts; philosophical, social, political and economic issues raised by a system of law; the process of change in law and the overall relevance of law to decisions made in both the public and private sectors. Legal obligations arise in every facet of human life, whether on a purely individual basis, or as a consequence of association with other members of society in industrial, commercial or interpersonal relationships. The units in law provide the foundation for becoming a more informed and effective member of society, and for a variety of careers in industry, commerce, government and education. This major sequence of units is particularly useful for students to combine with specialised study in another field within the school, such as economics or, outside the school, in an area such as education. politics, history, sociology, philosophy or even those physical sciences which are becoming more business management oriented, There arc no IOO-level units in Business LIW, so auauuncnt of a double major with Business Law is relatively easy.

In 1990 admission to BUSL 210, and hence to the full sequence of Business Law units, will be restricted to a quota of 80 students selected on the basis of previous academic performance. These students must satisfy the prerequisite of having gained 18 credit points and be concurrently enrolled in BUSL 212 and BUSL 213.

Business Law

The great majority of students taking units in the Business Law discipline do so as part of their education towards a professional career. A specialisation in BUSL 300, BUSL 301 and BUSL 320 leads to recognition by the professional accounting bodies when taken as pan of the professional accounting sequence. These qualifying units cover basic legal concepts and techniques; commercial, business and company law, and revenue law. Students who wish to take this sequence commence their study with BUSL 350.

Subjects on offer by the discipline in 1990 will include:

continued on rage 37

200 ieI'd

1 BUSL 210 Foundation in Legal Studies

BUSL 213 The Legal System

BUSL 212 The Civil Justice System BUSL 250 Basic Business Law

300 IeI'd

3 credit points 3 credit points 3 credit points 3 credit points

r BUSL 300 Law of Business"

3 credit points 3 credit points 3 credit points

BUSL 301 Law of Associations

BUSL 302 The Criminal Justice System BUSL 320 Revenue Law

3 credit points

All of these subjects can be taken as pan of the Studies-in-Law sequence.

TASK 21*

In the passage below, underline the information which answers the following questions:

The passage mdic.ucs four problems associated with relative scarcity What

an: they? \

2. lndicaic fJ\'C employment sectors for which an Economics degree may be

relevant

3 Wh.u other subjects may he studied in conjuncuon wit h Economics? -1. Is Il necessary to enrol In ECON20 I in order to enrol in ECON351? 5. What rcstru.uons arc placed on entry to 100-level Economics units?

Economics

Econolllics IS a SOCial SCience which studies how societies deal with problems rcsulung from relative scarcity, i.e. problems of allocation, distrihut ron, stubiluy and growlh. It involves the analysis of production, dist ribuuon and use of goods and services in all types of societies. It is concerned with how economic systems are organised and with how decisions arc made by individuals, business firms and governments. Because of the broad scope of the subject matter embraced by modern crononucs, a uruvcrsuy education in this area may lead to a wide variety of careers III industry, commerce, banking, education and government service.

A student who completes a substantial and coherent study of Economics chooses from a wide variety of programs within the discipline, the choice dependmg to a large extent on the students interests and goals] Some

continued on page 38

r 1

i

students may choose to follow a highly specialised program concentrating on a p.irucular area. such as Econometrics. whereas others may prefer to acquire a hroadly based Economics hackground. In some cases students may wish to combine a major in Economics with specialised study in another held within the school. such as accounting, finance or statistics, or in some other area such as politics. geography, law or sociology

Although ECON303, [CON333, ECON339, ECON342, ECON349, [CON 350, ECON351, ECON352, ECON353, ECON355, ECON356, ECON158, ECON360 and ECON365 are designated as 300-level units, students need not have completed ECON201 Macro-economic Analysis before enrolling in these units. Consequently, students may be able to include these at an earlier stage in their programs if they so desire.

Entry il110 IOO-level Economics

For students entering Macquar ie University in 1990 or subsequent years, entry into the I DO-level Economics core units ECON II 0 and [CON II I will be subject to quota restrictions. Entry III these units will be guaranteed only to students who have entered Macquaric under the "'Khl'''lr 01 Arts (Economics) quota or under the Bachelor 01 Economics quota or III students whose entry qualifications were above those required Ior crury under these quotas

All students permitted to enrol in ECON 110 or ECON III will. subject tll prerequisite and co-requisite requirements. be allowed entry io any subsequent [CON unit. Students whose course III study h'15 s.iushcd ,III requirements lor the award of the BEc degree may. II they wish. gr'ldu'lle ;b Bachelors of Economics.

EVALUATING INFORMATION

In tertiary study. tasks may require you to do more than slillply undn,l"nd the m.un pomts and find specific information. You will also be expected tll crilically evaluate the information Y"U read by distinguishing between facts and opinions. In the IEIT'; tcsl, your ability ttl do this may he tested by asking you to determine a wrucrs point "I '·It·"· or to compare two or more statements and decide whether thcy have the s.unc mc.uuru;

E:\;\~II'IE:

By referring to the passage below, decide which of the followlllg statements " correct.

A. The writer encourages students to bring their children III New Zealand

B. The writer discourages students Irom bringing their cluklrcn tll New Zl',d,lIld

C. The writer neither encourages nor discourages students [rom bringing their children to New Zealand.

Advice for Overseas Students

. ,I .

II yllli arc planning to bnng your children with you while you arc studying in

New Zealand yllU should consider the following points.

It is essential to make appropriate visa arrangements for your childlrcn) before leaving for Ne~' ZfaIand. Children arriving on tourist visas cannot remain in the country for more than three months.

,

f-ull-time study is extremely demanding. requiring a commitment of perhaps 50 or more hours per week. Naturally. you will need to consider the impact of this on your children. The university 'provides free child-care on weekdays but the number of places available is very limited. Extra facilities are available off campus on a fee-paying basis and you should expect to pay around $30 a day. If you wish to apply for university child-care you must contact the Student Centre at least two months before your arrival date.

Deciding whether to bring your children or not can be difficult. Although it can create considerable financial and practical problems, you should consider the stresses caused by separation.

ln ordcr to answer this question you need to find evidence for each statement.

Stalement A:

The word ·cl1,-,)(u·agl·· docs not appear in the text. This suggests that there is no evidence

;I

to SUpPllil the st.ucmcnt. However, you should also make sure that the same idea is not

expressed III other ways. In this case, other words and phrases which give the idea of '<·l1l(lU/d.~l·· uuludc ·"·l(llllllll"ll"·. 'you ,h,)uld·. 'you l1eed '0'. 'it's a ,t;ood idea 10'. None of these examples occurs In rclauon to the idea <11 'l"'il1,~il1~ ,hiltl/el1 wilh YOU'. Therefore. there IS no cvulcucc III the text to SUPPll("t A .

.... 'd'(IIII·111 B.

The word . .lI.\( ,'I" d,~(' dlll's 11Ill appear III t he text. There arc also Ill) words or phrases which express the s.unr Idea. TherL'ill("e. there is no evidence in the text to support B.

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ThL' lollowinj; two passages provide similar information about killing seals. but have very dillcrcnt .. pouus III view

1""\(I~l':I 'Every )'ear thousands of bab)' seals are brutally and needlessly

,l.lllghtL'l"eti to sausly the demands of lashion.' .

1\1""~,·1l ·ThL' .innu.rl harvest III immature seals supplies the fur industry with ,I hlghl)' valuable raw material.'

I he dillcrcnt pouus III view arc reflected in the language chosen by each writer. This is illustrated in the Iollowing table. which compares words and phrases from the two passages as evidence of the writers' points of view.

E'\:\~l I'LE:

Alter re'allillg a passage which contains rhe following information: 'The film's prlllagllllisls live in Paris, J small town in Texas.', you are asked 10 decide whether, acnnding III the passage, the following statements arc true or false, or whether

't '

no relevant mlormauon is given. • •

I I, Paris IS the capital of France,

2, Paris is a small Texan town.

3, Paris, Texas, is a bcaurilul town.

Remember that you yc not asked whether the information is true or false in absolute terms or whether you agree or disagree, In this example, Statement I is false; Statement 2 is true, and there is no relevant information given regarding Statement 3,

How docs the choice of language by the writers of Passages A and B reflect their respective points of view?

EXAMPLE:

Passage A Viewpoint: against Evidence:

Passage B Viewpoint: for Evidence:

Decide whether, according to the passage 'Advice for Overseas Sludents"on page 39, the following statement is true, false or unsupported by evidence in the passage:

'[lnnging children with you causes considerable financial and practical difficulties.'

thousands of 1----1~

baby seals ----~ immature seals

brutally -----~ -

needlessly ,---~

slaughtered ---_~ harvest

to satisfy the supplies a highly valuable

demands.. .. raw material

fashion ... ~ fur industry

TASK 22*

By referring to the reading passage 'Advice For Overseas Students' on page 39, answer the following question,

The writer believes that deciding to bring children with you:

A, is an easy decision

B. has a negative effect on your study

C. needs careful thought

D, has a negative impact on your children

III order III answer lhlS quesllOn you need 10:

lind mlorm.uion whuh corresponds III the statement:

• bnllgll1g cluklrcn wuh you causes considerable [inancral and practical difficulties, = 'II Gill crc.uc constdcrahlc financial and practical problems.' (paragraph 4)

Check how l'lllsely each P,1I'l p[ each st.ucment corresponds:

• hl'lnglllg cluldrcn wu h you = 'II'

• consulcr.iblc finanCial and practical dilliculncs = 'considcrahle financial and pracuc.il problems

• CltbeS '# 'can crc.uc (Nlllc' '# mc.ms 'IS not equal Ill'

TASK 23

Read the passage 'Woodchipping in Old-Growth Forests' on page 28 and 'Poultry Processing' on page 31. Decide whether the writers of these passages are in favour of, opposed to, or neutral about, the processes they describe, Provide evidence to justify your decision,

I h,' vcrb-, ',Ilbe' and 'crc.uc' arc synonymous. However, 'creates' means thai bringing l luhln-n wuh Y"U al\\'a)'s leads III problems, whereas 'can create' means bringing children \\11 h you may lead III problems, bUI is not certain 10, This makes the two statements 'dilkll'nl III mr.mim; and therefore the correct answer is 'False',

\\'henllllilpanng l\\'ll sets of inlormauon, check whether:

• I he len,es of I he st.ucmcrns correspond

• I Ill' vcrb-, are qualified by an auxiliary such as 'can', 'must', 'should', 'might', etc.

• rhc lalb arc quahhcd by circumstances such as lime, location. and manner

• llie nouns rclcr III ex,IClly the same things

• the same illeanlng is expressed with different words,

MATCHING INFORMATION

IELTS tasks may also require you to compare two sets of information and decide whether they have the same meaning,

I.X'\~II'I.r:

no passages and 2 btl ow contain the same information? \\"hat, " any, are the . """'renlTs)

Passage J

I-fll'l students In the faculty of Science are required to write a IS,OOO-word rhcsr-. within two years of the commencement of their study The thesis should coru nbutc to the body of scientific knowledge and demonstrate an ability to undertake scicnulic research. In 1990 a total of six scholarships were made available to students enrolled in the Faculty of Science.

Passage 2

S(lellLT students may be required to write a IS,OOO-word dissertation by the end of their third year of study. The dissertation must contribute to the body of scunul«. knowledge and demonstrate the students' ability to undertake research. In ILJLJO a total of SIX scholarships will be made available to students enrolled in the lacult y of Science.

The two pass~lges do not contain the same information. The differences arc listed below. tellse:

'were made' ~ 'will be made'

(1Ilxiliwics:

'arc required' ~ 'may be required'

cirCIIIl1S1ancn:

'within two years of the commencement of their study' ~ 'by the end of their third year of study'

h:Jl'ft·iJ(C:

'most studcrus In scicucc faculties' ~ 'science students'

TASK 24*

Decide whether the passage 'Advice for Overseas Students' on page 39 supports, rejects, or provides no information about the following statement:

Full-time students may have to study for more than 50 hours a week.

TASK 25*

Decide whether the following passage 'The Role Of Pilot Error In Airline Crashes' supports, rejects, or provides no information about the following statements, If the statement is supported, tick box A. If

the statement is rejected, tick box B. If the statement is neither supported nor rejected, tick box C.

I, The majority of major air!~n'e crashes in the period 1980-90 were aunbjuable to pilot error,

2. Five crashes in 1989 ~vere caused by pilots ignoring ground-based electronic warning systems.

3. All airlines will be required to install electronic warning units,

+. The take-off phase of flight accounts for 4 per cent of i1ying time.

5. Some pilots do not lower the plane's wheels before landing.

6. Many pilots were unable to make rapid and accurate decisions during emergencies.

IIA' r B Dc
[]A I IB Dc
[]A [ I B []c
I JA []B Dc
IIA [] B [Jc
IIA [ I B Dc 7. Once the plane has reached its cruising altitude, the risk of a crash before compleuoncof the flight is

greater than the risk during the take-off and ascent I I A [I B [] C phases

H. The approach and landing phases take longer than

the ascent phase. i I A : B II C

The Role of Pilot Error in Airline Crashes

Research curried out hy f\kDnnnell Douglas, the US aircraft manufacturer, has lounc] that .ilmos: 7) per cent of the W50 major airline crashes in the period IlJH\)·l)O were caused by pilor error. In IY89 alone five crashes resulted [rom llil' I1lglil LTl'\\' IgnllrJng on-hoard electronic systems which warn that a crash h 11I1I11lIll'11I Thl' BlIl'lng'repon recommended that those airlines which did not Pll,Sl',S the $ 3t),OOO electronic warning units should install them 1IIIIlIl'dl,lIl'ly and adequately train pilots It) use them.

:\lllhlllgh Ihl' 1111,li approach and landing phases of flights accounts for only -+ per ccnt III IIYlIlgtlllle, -+0 per cent of the crashes studied occurred during I he,,' I'h;b"'. The report recommended that safety procedures and pilot t r.unuu; ,h"lild he unproved to eliminate common pilot errors which resulted In ([;bill's

continued on page H

The report cued two examples of pilot error during landing. One of the most common causes of landing crashes is pilot failure 10 ensure that the planes wheels are lowered before landing. In addition, it was reported that during emergencies some pilots found it difficult to make a rapid and accurate decision to abort or continue the landing.

AVERAGE AEROPLANE CRASH/FLIGHT TIME RATIOS

PHASES

"Of lOlA!. fltGttT I, ..

91

""Of IOIAL 21

C"SHIS

19

14

22

24

4. The law permits private landlords to tenants who fail to pay their

rent [or more than three months.

.... _- _ .. , .. --" ._._

TASKi6*_ ..

Gues~ the .meanjng_of the unknown words. You may understand the meanmg ~vuh~ut knowing the exact English word. In this case describe

the meanmg with words you know. .

I.

The project team decided 10 the conventional methods because

the}" proved to be both 100 expensive and inaccurate.

2. Excessive consumption of alcohol can lead to disease of the

3. Holding your breath or drinking a glass of water are common 'cures

for _

You can also look for d~fLI1Hions. The unknown word may be defined in the text:

lI§' EXAI\IPLE:

In spite of intensive research it is still not known why the h

. . I .: h . ' --- ,t estrange

manuna II II a beak like a duck, dies after short periods of captivity.

The unknown word is defined as a 'strange mammal with a beak like a duck'.

UNDERSTANDING UNKNOWN WORDS

If it is essential to know the meaning of an unfamiliar word in order to complete the task, you should first check whether the ~ord is defined in a glossary at the end 01 the

passage.

. or shLlrt-slghtcJness as it is more commonly known, .

IS a small tunnel used for accessmg underground cavities.

, also known as the Quctelet index, is defined as weight divided b

heigh: squared y

You may not understand all the words in the reading passages. Faced with an unknown word. some readers panic and believe that they will not be able to answer the qucsuons. Remember, however, that you often do not need to understand every word to carry out

the required tasks.

.--,,·~-~~.-~ .. ~::.~~,,~~,,--~~~~-:~, __ ._J~tL:~ __ pl;;.'L~~':_.i~ .. ;~

Find the meaning of the unknown words.

I.

2. :\

It is also possible to gue~s the meaning from the context. One way of guessing is to lise your knowledge of the possible relationships between words, phrases, sentences and paragraphs. The word you do not understand may relate to other words in the passage which you do understand.

l@f' EXAMPLE:

Smoking is the major cause of ---- .

-l ThL' uibc-pcoplc

. or hereditary chief, acted as a legislator among the Trcng

l.lppIl'ltL' IIll"IIlIIl~S may aplKar in the same text If )'OU kno .

I • • .' • • . w one meanmg, you can

" nuumcs gll'" the other lOU need ro look out for phrases like 'in contrast' 'on the

lIthL'1 h.uul '

(l i1~ 1.'\:\~II'LL

The unknown word is an effect of smoking. Your knowledge of the world tells you that the effects of smoking include lung cancer, bronchitis. emphysema and heart dl>ca,c. The unknown word may be one of these.

schools. as opposed to government-funded schools, are not required l< 1 subnut annual stalflng plans.

TI k

IC un .nown word probably refers to non-government-funded schools or private schools.

TASK 28*

Guess the meaning of the unknown word:

I. Northern Australia is subject to two kinds of natural disaster: in the wet season, the heavy rains cause flooding, whereas in the dry season farmers face the problems associated with ---'

2. ' in contrast to the clergy, may bring a wider experience of life to

a religious community.

3. Research carried out at Anchorage University suggests that live

longer than women who remain single.

4. Three national newspapers are published with a total daily circulation of five million. They freely debate all the major issues of the day. In contrast, before the change of government, the press was subject to strict ----- ..

You can also use your knowledge and personal experience to suggest possible answcrs from the context.

i@f' t:XAMPLE:

In Western Europe the motor engine has now almost completely - --horse and the ox as a means of transport or source of power.

The unknown word probably refers to the idea of 'taken the place of'.

TASK 29*

Guess the meaning of the unknown words:

1. A recent survey of fatal car accidents in Venezuela showed that the main three

causes in order of importance were , -~. -. , ,\I1d

2. Any of the five permanent members of the UN Security Council has the

power to a decision made by the other four.

3. Over the past 20 years, digital watches and clocks have bccomc as famili.lr

as the more traditional timepieces.

4. , commonly carried by dogs and foxes, was formerly bt.ll to humans

who were bitten by these animals.

Deciding if the unknown word is an adjective, a noun, a verb or an adverb can help y"U guess its meaning.

lGf' EXAMPLE:

The results of the research were extremely -----

lhc unknown \I ord IS probably an adjective. This limits the range of possible meanings: 1ll1l\ (.111 you dcscnbc the results of research? Other parts of the text will help to limit the rangc even further.

TASK 30*

Guess the meaning of the unknown words,

1. The results of the research were so that the two researchers have

been dismissed from their positions in the Institute.

2. The primary -.--- of government subsidies are firms which specialise in hi-tech products.

.3. NCI'er __ ~_ the wires if they are connected to the mains. Always make

sure ynu arc wearing rubber-soled shoes.

4. The car

on the wet road and crashed into an oncoming truck.

If It appears unportant to understand a particular word, do not rely on your vocabulary knllwledgc alone: always make a guess.

the

~ FURTHER STUDY

• 1.·,..;\.. .... :.fJ_' ,

The key tll dCI'l'Illplllg a lurthcr stud)' program is III find appropriate passages and to carry out "pccillc tasks on them.

FINDING APPROPRIATE PASSAGES General Training Module

l;cllcral Truuung Modulc p.lssages reflect the many different kinds or texts you need to read when !iI'lllg III an English-speaking country. In order to find appropriate passagcs to pr.ILtl,'L' rL"ll!illg, you should Iry to expand the list of examples giwn on page 8 and, if p""I.>k, oht.un Cllples 01 these types of passage from newspapers, magazines and msuucuon manuals.

Modules A, 8, C

Bllll'" th.u introduce the reader 1O new topics, such as high-school and undergraduate ll',\th,l,lKs, arc usclul sources of practice passages. In addition, English-language newspdpL'r, .1I1d m.lg.l:incs that cover technological developments and world issues can be used .. 1 hcsc include The hlllltlmist, The Guardian Wcd:ly, The Far Eastern EWliomic Review, .uul ),I<'IIII/lt Amail!lIl. 111 preparation for tertiary study, you should also contact thc mstuuuon where you plan 1O study and ask if pre-reading and course-reading lists are available.

DEVELOPING A STUDY PROGRAM Exercises for Independent study

Your study pr"gram should include regular practice of the reading tasks descrIhed in this unit. Each time Yl)U read, focus on at least two of the tasks front the list below, As you become more proficient, increase the number' of tasks you carry out on one passage Make sure your program includes the full range of tasks,

L\:\MPLl:

C1IECKLIST

Autom.u ic teller machines (ATt-ls) are used by credit unions, banks, and huildinj; SOCieties to [aciluatc banking transactions, They can be used to withdraw cash, to deposit cash and cheques, and to obtain an account balance, In order to access an ATM, clients require a PIN (Personal Identification Number), A recent US sun"Cy showed that around 50 per cent of ATM cardholders carry their PIN numbers with the card, This is in breach of the conditions of usage and makes the user liable for unauthorised use of the card,

ovcrvicwing a passage

understanding the main points understanding relationships in passages interpreting diagrams, tables and graphs understanding the organisation of a passage checking references

understanding the writer's viewpoint matching information understanding unknown words

Sample'lllestioIlS:

\\'hat docs PIN stand for?

Which instuuuons use automatic teller machines? Which practice violates ATM usage conditions?

According to the passage, is it possible to purchase goods through an ATM?

Exercise 1

Choose a reading passage, Write a series of statements based on information in the p~lSsage, including some statements that do not contain the same information as the n:admg passage, (You will find it useful 10 refer to the Example below) Ask your partner t o read the passage and decide whether the statements you have wnu cn cor respoud It I statements ill the passage,

Excnisc J

Ask a study-partner tn select a passage, make a photocopy and delete every sixth word, (You 1111ght decide ttl delete only C\'Cr)' tenth word or, to make the task more difficult, every third word.l Your task IS to gucss the missing \~ords, Check the original passage to sec how .ucur.uc you were.

Exercises with a study partner

~ 1:\:\1>1 I'Ll::

Sample statemellts:

The Senegalese economy has improved due to external aid More than 50 per cent of Senegal's cultivated land IS used for groundnut production,

The lack of adequate irrigation means that the gwund!lul crop is dependent on rainfall.

Crops in Senegal arc vulnerable to vanauons 111 r.unl.rll

II~I I

111'1

III,' l'tI"tI,~" "'k, It',l /Ir ,\"111 'III,/r i',lItll('l:

, Iii,' It'llt'l'I r"II"\I'cd three stuchcs 011 the CL'lII\lIIllIC cllccis of Immigration and' louu.] 11i,11 111I111Igr~Hlllil gcnl'l,dl), providr-, ClIIIl,lIlliC benefits to the nation hy 11I,rLhlll~ lilt' 'I:C ol thr l.ihour market ,IIHI, rc.uuu; a I.ngrr pool of consumers,' I h\\\l'I,'I, rh,: ,I:,' ol thc-,: hClll'flls b rrl.urvrlv 'l11;dl ln conclusion, the report! ,11~11,'d 11i,1I allh,'u~h Ihl' Ihl'lll\'l' elllll"llIl, dkl'tS 111;1)' not he signdkant, 11111111,>:1.111'111 did Ihll h.ivc d,'llIl11l'llI,d "Iit', I, "II the CCOIWm)',

lilt" I'd"d.~(· .\(1/1 ,t'c

Iii,' lep,11'I ll'lll'\\nl three siudrcs the economic effects of immigrauon __ lound 11i.1I unnugr.uion gcnerally provides bcncfus to the nation b)'

, _ Ihe ":,, pi the labour and creating a larger pool _ consumers,

I 1,1\\ <'I cr. the SI:C tIl' __ benefits is rcl.uivcly small. In , the report ,11.>:lIl'd Ih,1I ai!h,'ugh __ positive economic effects may not _ Significant,

11I1I11Igr.illlln did not h.ivc cflcus on the economy.

~ EXAMPLE:

Since the mid-1970s, despite receiving external ~1Il1. the l'UlIl,IIll), pi Sel1L'g~d has been in decline, Almost 5l) per cent of export earnlllgs arc d,'lwnl 1111111 the pn" ducuon of ground nuts, which account Ior half the culuv.ucd land, A, a result ,)1 the absence of adequate irrigation, the gwundnut crop IS highly vulnerable 10 seasonal changes in rainfall. The 1983 drought reduced producuon hy over 71) per cent, with a devastating impact on the nauuus economy

1''''1'''' -i

.v-l, ,I '1IId, 1',ll1lll'l tll ,h'''I~e ,I short p~bSJge (no more than 'iO words),

Iii,' '111,h p.u uur

•

11I11Ilh"hl',ICir III lire words in the passage and retains this cop)':

m.ikc-, a "'L'llnd cop)" agall1 numbering each of the words, This time the letters should be deleted and replaced with dashes, The study partner gives you this copy,

Exercise 2

Choose a reading passage, Write questions about the pas><lgc that re'llllll' )tllll' ~llId) partner to locate specific information,

•

I

i I

lIE EXAt>tI'LE:

Tht: pass<liic sekClf<l by your srudy parena:

. Word Processors

A word processor has three main components: a screen or visual display unit,. a

I _. it and a keyboard sometimes known as a data input unu.

centra processing Ll Fl l , • • . . f ".

Word proccssors can be used to create, edit, store and retrieve In orrnauon 1I1 J

tenth of the time a manual system would require.

The (OI'Y retained by your study partncr:

Word Processors

4 5 0 7 9 III 11 12

1 a screen or visual display

A word processor has three main components:

13 14 15 10 17 IS 19 20 21 22 2l 14

unit, a central processing unit, and a keyboard sometimes known as a

32 33 34 35 36 37

used to create, edit, store and

25 20 27 28 29 3l) 31

data input unit. Word processors can be

)8 lY -o 41 42 41 44 45 40 47 48 49 ')0

h f th lime a manual system would require.

retrieve infomJation in a tent 0 e

The copy your study partner gives to you:

vVord Processors

10 11 12
- -- 22 21 24
18 19 III 21
13 14 15 16 17
-- ~----
-~ 12 Jl H 35 30 J7
2') 20 27 21l N io Jl
-~-- '5~l
44 45 40 47 48 49
3S 39 40 41 42 43
------ -- -- --

-----

Your task is to guess the missing words. For example, if you guess ':II,lll'" your. pa.rt~er will tell you each of the numbers where the word appears, 1I1 this case 18 ami 37. l ill

. d h t ke another guess continuing until you haw compktnl

them 1I1 on your copy an t en a, . . .

all the gaps. To make this task even more challenging, ask your partner to remove the

title from the passage as well.

Exercise 5

I E· 4 to increase your reading speed. Follow the same procedure

You can a so use xercise .

. as above but, before beginning to guess, ask your partner to show you t.he o~lglll"1

f f· seconds The more you read (and rememberl). the easier II \\111 be III 1111

passage or rve .

in all the missing words.

To help you understand more clearly which strategies you are using, )'ou can also do these exercises in your first language.

r

... Organise your time. The test paper gives you recommendations about the amount of time you should spend on each pan of the Reading section. Even if you have not completed a task in the recommended time, go on to the next task. Many candidates achieve low scores in the Reading section because they do not follow this advice. Use the Sample Tests in this book to practise this skill.

... Remember that questions may appear both before and after the reading passage to which they refer.

.Jl Read the questions carefully. Under the pressure of time and stress, some candidates begin tasks before they have properly understood what they need to do.

... Try to answer all questions. There are no penalties for wrong answers.

There are many textbooks available which are designed to help you to develop your reading strategies. You may find the following selection useful.

Abdulaziz, II.T. et al. 1989. Acadcmi( Challcnges in Reading. Englewood Cliffs, Nj:

Prentice Hall Regents.

Dobbs, C. 1989. Rt'lldi Ilgj; >I " Rt'lISOIl. Englewood Cliffs, NJ: Prentice Hall Regents. Garman, M. and A. Hughes. 1983. English Cloze Exerciscs. Oxford: Basil Blackwell. (This book practises gap-filling exercises.)

Haarman, L. 1988. Rt'utiillii Shills.for thc Social Scicnccs. Oxford: Oxford University Press. Nolan-Woods, E. ct al. 1986. Pcnguill Adl'llllccd Rc(((ling illills. Hammondsworth, Middlesex: Penguin.

Swan, M. 1976. Ulldastwllllng Idt'as: Adl'anced Rcatiing Skills. Cambridge:

Cambridge University Press.

Walter, C. 1982. Autht'nlil R,·ading. Cambridge: Cambridge University Press.

MONOLINGUAL DICTIONARIES

I )\/,,,,I.-ldl(lIll('(/ LcuI'llas Dldionwy of Cllr/"fnt Eng/is/!. Oxford: Oxford University Press. iL)H9 +rh cd.

1.,'n,~"lllil Adll',' Study DidlllllalY vJ English. Harlow: Longman. 1983 . Ct,llilis C"hllid En,~llsh LlIIglILlge DidionQ/Y. London: Collins. 1987. L"Il,~IlILIiI Dldll>lllllY of COll(('lJll'vrary English. Harlow: Longman. 1990.

;\1LI(llll(IIIC CtllltlSt' DldiollalY. Sydney, Macquarie Library. 1988.

~ UNIT 2

Writing

This unit contains

Writing Test Description General Training Module Modules A, B, C

Sample Writing Tasks

Writing Strategies

'v ' ,

,

Stage 1: Analysing the task Stage 2: Preparing a plan

Stage 3: Collecting relevant information Stage 4: Writing up

Stage 5: Checking your writing

Assessing Your Writing

. \ I

Diagnostic Tests

. . t ~

i I

~.further Study. .. . .. _,

54 54 55

,

..:' _ ,-.

... '.', ," .... ,., ;".- ~ •. \."~ ~

Test-Taking Strategies

".' \

Materials forFurtherStudy :

,.:' :,: .' >.

. -; J1

.~~.~' .. ,.'j.~

58 64 67 74 81

'/ had lO wrile WI essay aboul lhe advalilages alld dis'IC/vallwges of IIl1dear-pOWff generalioll, The quesuou said "write all essay for a Ullil'('I sil)' [ca(her", / had [WO maill problems - I lI'aslI'[ slIrc wha[ "gCIICICllioll" IIlfWH alld / was also worried by [he words "u universily Icat her", I've II[,Vcr even wrill(1I a university essay ill m)' OWII

SAMPLE WRITING TASK 1

You should spend no more th~n 15 minutes on this task,

- -- - -'.---

As society becomes more aware of the direct and indirect environmental costs of refuse disposal, the recycling of urban refuse has been perceived as an increasingly desirable and viable alternative, The diagram below shows how raw urban refuse can be recycled,

Task: As a course assignment you are asked to write a description of how urban refuse is sorted for recycling, Using the information in the diagram, write a description of this process and the equipment needed for carrying it out,

You may use your own knowledge and experience in addition to the information in the diagram,

lallguagc,'

Chinese lELlS (.mOic.t.lle

~ WRITING TEST ,DESCR!P"P'>.N,. '. __ .~.,,,_.,,_"._,.c_<_,_,_

In .ill modulcs there art: two tasks in the \Vriting section,

Make sure your description is:

I, relevant to the question, and 2, well organised,

You should write at least 100 words,

TASK

Tlt-.IE

REQUIRED LENGTII

Wnting 'j"lSk I:

15 minutes

1 00 words mmiruum (Modules A, B, C)

80 words minimum (Gcucral Training l'.lnduk)

Writing Task 2:

30 minutes

150 words minimum (Modules A,B,C)

120 words minimum (General Training Module)

I I

REFUSE SORTING

GENERAL TRAINING MODULE

In the General Training Mndule, wnun]; tasks tend to he I'r'ldll',ll r.uhvr than ,Il:adelllll You may be required, f~)[ example, to write a letter of l'onlplalllt, a lcu cr ,,'cklllg information, a statement of your stud), plans or a simple dcscripuon llf .m a'peLt of lrlc in your country. EX;lI11pIeS of Ceneral Training writlllg tasks arc glH'1l on p'lge l)8 .uul III Sample Test 4 on page 193, General Training Module candidates should pay p'lrticuiar attention to the following s~cti~n~ in this unit: 'Analysing the task' lp;lge 58); 'Prepanng a plan' (page (4); 'Collecting rele~'a;;i'infonllation' (page 6/); 'Writing up' ,p'lge 7-j), 'Checking your writing' (page 81); 'DIagnostic Tests' lpage 'H) and 'Test-TakIng

Strategies' lpage 98),

+

St1REOOfD suu CANS GLASS. FOOD, ALUMINIUM,

PAPER ANO IRON NON FERROUS WOOD.

AND PlASTIC U£T.ALS RUBBER.

+ + + lTIC

LJLJLJLJ

COMPACTQA COlLECTOR COLLECIon COllECTOR

MODULES A, B, C

You are required to write about subjects which relate to the discipline areas cOlltained III the module you have registered for, As in the Reading sect ion , y,nl d'l not 1'l'lIUlll' specialised technical knowledge to carry out the tasks. The Idl,l\\'lllg s.unplc \\TlIlllg tasks arc designedto familiarise you with the kinds of ta~ks you Ill.ly he [<,qUill'" I\l perform in the lELTS Writing section,

SAMPLE WRITING TASK 2

You should spend no more than 30 minutes on this task,

Scientists generally agree that the world is facing, the prospect of substantial global warming unless countermeasures are taken immediately.

SAMPLE WRITING TASK 2 ""lII1IlH'dJIOnl 1''');''»

\"'ldd e11l11<:ly ,',cape seven: Ihl'llhng and damage to their infrastructure. Although

llllbllkl.lbl<: debate surrounds the Jccurac)' of Professor w,," di h

v ~ vngs pre rcuons, t ose

who share his pessimistic scenario insist that governments must respond to this

challenge by In\'eslIng In coastal defence. '

Task: As a university assignment, write a report on the likely effects of global warming on the capital city of your country, Include what you consider to be the priority recommendations to counter these effects,

In your answer you should refer to information given in Reading Passages I and 2,

[yen inland areas will not be able to avoid the consequences of global warming, Changes In thl\Fllnfall ~~~ arc likely to result in. unprecedented flooding and de .. crulicanon. both of which will impact ori'agnculrure throughout the world,

I~' a recent interview, Professor Wong_ illustrated these points with dramatic effect. Chinchilla itself, a medium-sized provincial city at the centre of one of the country's major nce-growlng areas, would, he claimed, be profoundly affected. Although, gl\'Cn us clcv.uion and inland location, the City would not suffer from coastal nllll(iIng, the possible re. duction in rainfall would jeopardise the regions ec

-I' lull I onomy. l. unc I a l cpcnds on us twice-yearly crops and on the employment provided by

the recent establishment of a car-assembly plant and other engineering enterprises. Wong csum.ucs t hat a 1°C rise in temperature would result in a 10 per c~m,J~9uclion u: the average annual rainfall. The reduced now of the Alaia River, the principal source III supplcmcruary irngauon Ior the paddy fields in Chinchilla County, would threaten the vrabrluy of ncc-gwwlIlg In the area. In addition, the decrease in the cupacuy III the Har.ikoo Lake, whose waters supply the driving force of the turbines

In the lIpper liar.ikoo Hydro-clccuic Station would cut the revi , I ..

, glOns e ecmcuy-

generallng l',II'''l'lly hy up to 11) per CCIll This would have obvious effects on the r"gl< in S IIldlbl 1'1.11 h'N' and employment levels

Make sure your description is:

I, relevant to the question, and 2. well organised,

You should write at least 150 words.

When you carry out this writing task, you will have already read Reading Passages I and 2 in the Reading section. During the IELTS test you will need to locate these passages by looking back to the Reading section. To make it easier for you to sec the relationship between Writ ing section questions and Reading section passages, we have placed reading

passages directly below questions.

In Sample Question 2, Reading Passage I is reproduced in full, while Reading Passagc 2 is only given in summary form.

Reading Passage I: Effects Of Global Warming

Although I he term 'gllll"ll warming' has become Incll"blngly 1.1111l1Iar tll the general public, a recent survey carried out hy the Chinchill.' In,tllutc I,H' Ell\'lrllnmelllal ~tudl'" clearly demonstratcs that the full Implications olrhc urm art' far IrlH11 lIllLkrstolld As long as public awareness rern.uns so low, the polIlIcalllllllllcnllim reqUired tll deal with rue pntenllally devastating cnnsequencc, arc unlIkel)' tll nlllll' about

In nHlllutilllg lus nucrvirw, Prolcssor Wnng left his audience in no doubt about the urgency III the problem 'lInless \\'C pl.m Ior the future - and I believe that grassroots

cdurauon 1I1l1,1 h I I I I I

l" nl Il.l 1'.111 II I 1.1l prllCCSS - we will not sec the necessary

Illllhdb;lIl<ln "I Ior.c-. ,II lor.il. Il'glllll.II, nauon.il. .uul imcrnauonal level that are C"l'ntl.d III I.lle thl' i"ue- rh,' b'lIl' III till: 2 hi century.'

RE.-\DIN(; 1':\,>,>:\[,1: 21slIllllll.lry)

Rcadlllg 1'.I"agl' 2 1'1'I1\'ldl" ,111 account of the predicted effects 01 global warming on 1"Il',IYlllg isl.md nanons In the Paufic Ocean. Statistical data are presented which detail .uuurp.ucd "hange> In sea level and prevailing wind and rainfall patterns. A graph shows rhc prcdrcu-d ,hange, "I' 1°C, I 'jOe, and 2°C rises in average temperature.

Over 80 per cent of the people uucrviewcd in the ClllnL"illlla SUI'\Ty were unable III indicate any of the effects of a worldwide rise in tcmperature Even more disrurbing was the very small proportion of responde illS (7,4 per cent) who felt that their lives would be directly affected by global warming during the next 20 years.

This indifference is in stark contrast to the concerns voiced by the team of pr'" fessionals who conducted the Survey, Team Leader Professor Ernest Wong stared that we should all expect to experience significant lifestyle changes as a result or rhc effects of global warming. In detailing the likely effects, Professor Wong emph'lS,sed that the climatic changes caused by a rise in global lemperature of only 1°C would

result in enormous changes.

SAMPLE WRITING TASK 3

You should spend no more than 30 minutes on this task.

Increasingly large numbers of students are seeking to pursue their higher education in other countries. Clearly, the benefits are perceived to outweigh the

inevuable difficulties involved, ,~~ t'

Primary among these changes would be the rise in sea level as a result of the melting of the polar icecaps, The consequent 30 centimetre rise in sea levels would have catastrophic consequences for low-lying coastal areas, The very exrstcncc ol countncs such as Bangladesh would be threatened in this scenario. Indeed, few coastal cities

continued on page 58

ttt-

\,

SAMPLE WRITING TASK 3 continutdfrom pagt 57

• \\'h.1I IS the l{lIt'sCioll?

• \\'11ll IS the (llI(/it'lIcc?

• Whal an: the task n'(lllil"CIllCIICS?

What is the questiotl?

The task description may be quite long The " I f' I

" ' , ,cntlca Irst step, t ierefore, is to locate the

question Itself. This IS usually printed in bold type,

Task: As a course assignment you are asked to write a brief paper discussing the advantages and disadvantages of studying abroad.

Use information from the reading passages. and your own knowledge and

experience.

Make sure your description:

1. is relevant to the question;

2. is well organised;

3. clearly expresses your point of view.

You should write at least 150 words.

Locate the questions in Sample Writing Tasks 1-4 on pages 55 and 56.

You will need to locate relevant reading passages in the Reading section of the test paper, Again, we have placed these passages (in summary form) directly below the task.

HaV.ing located the question, you must then identify its topic and purpose,

Iopic = what the question is about

Purpose = the information you need to give about the topic

READING PASSAGE I (summary)

The passage describes the results of a research study carried out at a British university, examining the attitudes and experiences of students from 15 foreign countries. including the United States, the People's Republic of China, and Nigeria, The passage lists student perceptions of the benefits and difficulties associated with their study in Britain.

~ EXAMPLES:

topic --_

-- __ ' __ ' __ ~-. purpose

HolY (lrc (ltamOl~ produced?

WIllI (I~~ia~;ll~ produc~~

-_-_.. . -_ purpose

Note that both quesuons have the same topic but diff

. erent purposes,

topic

READING PASSAGE 2 (summary)

The passage examines various data, in the form of tables, rebllng I,) the outcomes of study in the United States by a sample group of 100 tertiary students lmm Thalbnd It presents figures for successful completion of degree and subsequent employment.

In the followlIlg examples. the rop«, of each question has been circled.

~ I:X:\1\11'1[5:

~ ~_WRIT~NG STRATEGIES

Each time you carry out an IELTS writing task you should follow a five-stage pnlct:llul'c

.A Stage 1: Analysing the task
.A Stage 2: Preparing a plan
.A Stage 3: Collecting relevant inJonnation
.A Stage 4: Writing up
.A Stage 5: Checking your writing
STAGE 1: ANALYSING THE TASK Po not start writing Immediately. It is essential that you take at least tWO minutes III make sure that you fully understand what is required by the task, To do this you must

20 .. ~)' ~11" 'How far docs a knowledge of stati.stieS con. tribute to success In past yc.n"., u. " ,I " ,.~.', tertiary study" require an answer expressed In terms of .dcgree:' lor example, 1 he did

of Melanesians has changed to a great extent/vcry significantly/ mInimally/not at

aIVctc.',

Questions requiring an answer expressed in terms of degree can be asked in many different ways: in all of the following examples, both the topic and the purpose are very similar.

EXA t-.II'LES:

I, To what extent is a knowledge of statistics indispensable for study in tertiary

inst itutions?

2, How far does a knowledge of statistics contribute to success in tertiary study?

3, To what degree is a knowledge of statistics useful in tertiary study?

4, 'A knowledge of statistics is indispensable for study in tertiary institutions:

Discuss,

5, What level of statistical knowledge is necessary for tertiary study?

These questions cannot be answered with 'yes' or 'no', In order to answer them, it is useful to 'translate' them into questions which (an be given a 'yes' or 'no' answer. ThIS will help in the next stage of writing: preparing a plan,

EXAMPLES:

To what degree is a knowledge of statisticS useful in tertiary study' ; Is a

knowledge of statistics useful in tertiary study?

To what extent has the diet of t-.lclanesians dunged over the P;bt 20 ye;u,' ; I LIs the diet of Melanesians changed over the IXlSt 2l) years:

To what extent is environmental damage irreverSible' ; Is environmental d.llll.lge

irreversibld

How necessary.is media censorship in .1 modern ""'Iety: ; Is 1l1l'l1"1 ,en,'II',llIp

necessary in a modern society?

"

. TASK 5*

•.• 1 ' ;' " ,,"

Translate the following questions into 'yes/no' questions.

I, To what extent has the tr.tditional male role changed in the p.bt 20 ye.lrs' 2, To what degree are coronary diseases pre\'l:nt,lbld

3, To what extent is diet a contributory factor m st"ll1;tch ami bowel tumours? ,4, How acceptable are the risks involved in genetic ~ngln«rtn~'

5, To what extent will migration from the dcvcl,'ptn~ world t" the dn"'h,p"" world become a social and political issue 111 the 21 st lTntury'

6, To what extent should the decision to suspend a hk ,UPP,lI't ,y,telll re,t

with a doctor?

r

l hrrc " I),' Ilglll or wron~ answer to this type of question. During Stage 3 ('Collecting !e"'vant inlorrn.u ion'), you will examine the evidence for 'yes' and the evidence for 'no' .uu! draw all appropriate conclusion.

Translating Instructions Into questions

Some I ELlS writing tasks may contain instruction words, rather than questions. Examples of instruction words include 'describe', 'discuss', 'evaluate', 'analyse', 'consider', 'lIIal:e rcwIIIIIlClldations', 'explain', 'write a report'. This method of task presentation is

pan icularly common in tertiary study. .

lkiF EXAI>IPLES:

Describe the stages by which crude oil is refined into petroleum.

Write a report for your sponsoring agency describing the English-language skills overseas students require. Make any recommendations you feel are necessary.

Allalyse the effect of wage increases on inflation. '

lhis mrrhod "I' presenting tasks is simply another way of asking a question, You need to H.llbLtte· the instrucuons into questions,

If§ L\.\[\11'11:5:

Dt's, "I>e the stages by which crude oil is refined into petroleum. = What are the ,1.lges mvolvcd 111 the refIning of crude oil into petroleum?

lssay·writmg skills are essential in tertiary education. Discuss. = Is a knowledge "I e,say wnung necessary for students in tertiary education?

A 11.11\'''' the effect of wage increases on inflation. ; How do wage increases Clllllnhute to inflation?

TASK 6*

Translate the following instructions into questions . 'Nuclear deterrence has saved the world from war: Discuss,

2 "Ihe dominance of black people in US sport is due to sociological rather than physiolllgiLal factors: Discuss,

Desnibl' the W'I}'S in which relative costs have created terraced farming in [apan and extensive farming in Canada.

-I l.xpl.un why climatic conditions resist prediction,

Who is the audiellce?

'I he \Vllllll~ scruon assesses your ability to carry out academic writing, The audience, therefore, will generally be a university teacher. You may also be required to write a brief

","ll,II,I',IICS who 1.111 III idcnlily Ihl' 1"l'll' lkarl), will wruc Irn'I"',lnl Intiary sludcnls ,

m.ucnal and score hadly

II }'llU arc not sure of the meaning of the topic words in the IELl'S test. yllU shoul~ re-relad

, I 1"" . ,I" II' ius or cX'1Il1Il\c' of the worus.

the pa"a~es, These passages may ~I\'C uc unuons, cxp .111,1 l -, , ,

TASK 2*

Cirl'ie thc topic words in the following qucstions, The first one has been done [or you as an example,

U,AMPLE:

Whal are the argumcnls used io Juslify or oppose th lropical loggin~ induslry? )

I, \Vh,1I an: the lactors which an: related to academic success in high-sdHlnl sl udcms ~

What kind of lislening challenges do overseas Sludrnls lace In Inllar), 2,

educalion) What recolllmcndatilHls would you ollcr?

>, Do the advantages derived from the usc o! chl'nllG,1 prcscrvuuvr» III Illl,,1 proll'sslIlg outweigh the disach'aniages)

nIl the bcnclu» (If slud), ahroad jusuly the ddlicu!tll") vvh.u alklll' \\l,uld Ylluol1cr III ,1 prospccuvc sludrlll~

I I I I ,11ll1 '<'lbllllll'","1 "I hcr.un hl'

,), SIHlllid rhc laws wlurh prllli 111 Ill' "Ie

i

applied 10 rohacco?

---------------- --

11,1' I 'Illdy !Ill' pllll""" III l laviru; tdcnulicd the topic, you must abo ensure I ];1I y"U l c.u : Ill" , I I '

I Ill' question. hy asking vourscl!: '\\'hal dIll'S this qUl'Slilln IHlllln' nil' h' "<", ,l"IIllI" .1I" who fail 10 i(\cnlily the purpllsl' l'k'lriy wtll write urclcv.uu 1l1.lIl'II,1I .uu] '(llil h.u] \

I I ' . rh '\ 1,'qUII" \1'11 I,' ",,,,'

NOll' rh.u , alihough ihc fnllll"'lIlg qUl'SllllilS 1.1\'( I ll'SOlllll 1<'I"l, l" " " "I

dillcrcnt answers, In each question the \('llids Indll'alllig I'UIP"C h.« l hI III 1I1ll1, 111111'

I, \Vhal ,liT the S\ages lIll'oh'ed in thr I'nlduclilln ,,1 l hn'sc)

I I I 1 I )\) \'l' .11 ,,~

2, In what wavs has Ihe pmduclilln III ,'hl'e~l' ,'''"n;n ""'('1 I ll' p,'

1, Iinw is hygiene ensured in Ihe produrtion III ,'Ill'e,,')

4, Ito\\' dllcs the producuon of chel'se C<lI11nhuIl' III I Ill' lol"'l'lIhl'U'l' 1'lk,I'

S, Wh'lt role docs cbccsc production phi)' inlhe rur,i1,'cllnlllllll',,,1 L.bll'llltlll"I"'~

Idenlifying topic and purpose will help you 111 prep,lnllg .m l''''I)' pl.rn \sel' p'I~l' hi)

TASK 3*

Underline the words which indicate the purpose or the rollowing questions, The first two have been done for you as examples,

/Viat ON tie J'taF lirv-p/!..elil{ tie I"eftirlirj pi Cl"ude pillirtp let!"oleur?

~ a t.rpw!d~ pi WJ'11? Wl"itlirj I{UWJ'(/I<llpl" J'tudel{t.r lir te,.tlOJ.! ducatr;'l{?

I-h,\\' do \\'age increases contribute 10 inflation? H,l\\ is crude oil relined into p~troP

), Whdl are. the benefits and risks associated with lropicallogging?

4, Whal are the factors which are related to anxiety in high-school students? 5, Wh.u kind Ill' lislening challenges do overseas students face in tertiary CdUC,llILlIl) \\'hal recommendations would you offer?

6 Do the advantages derived from the usc of chemical additives in food pr(lCes5l11g llulwcigh the disadvantages?

TASK 4*

In the following qucs i ions , circle the topic words and underline the words which indicate the purpose, The first two have been done for you as examples,

o @e belfetfr't.r 4 dual alffll) I~ tie rliltficul'tiw? /Vi,at(a"'-ice )wIJu!rI,pu 4fer- ~ectiv-e J'tue/el{t?)

Should th,' laws which prohibit thl? sale and consumption of heroin be applied to tobacco?

2 In YOllr Opinion should govcmmcnt inurvcnc in t hc righls of the individual With regard ro family planning)

\Vh,1I are thE' e-rrecI, or 111l' unrcsuurcd use of .privaic cars in urban areas? \Vhal reconuuendauons would Y"U make 10 improve the current situation?

-I To what ",ll'IlI h,IS Ihe divt 01 tLleI.lIll'SI;lnS changed over the past 20 years? \lVhat e~d5 has 111I~ had 041 Ih(,lr p.uicrns of mortality?

'; In \vhat ClrCIIIIl$l,IIlCes call ("'1111,11 punishment he jusnlicd?

Understanding 'to what extent' questions

.so II ll' qussncn-, su.h :'IS 'How b hyglL'nl' ensured in the production ul cheese?' and 'Wh.u WCIC Ihe l""I~l" "I Ihl' Creal Depression?'. can be answered with a series of facls, Other quvsuons, such as "lo wh.u extern has the diet of Melanesians changed over the

t' "

In thi~ example the ,key ideas arc stages i.n a process. In other essay plans they migh~ be

plllhIcms. adv aruagcs and disadvantages benefits and risks N t th b r I

. II" ,I'" ' . a e at, erore you rave

U' LLlLl _) our informauon. you do not know how many stages, problems, advantages, etc.

}llli will Iuul. It IS useful. therefore, to keep your plan open. As a general rule, you should expect ,tl~ lind at, least two or three. stages, problems, advantages, etc. To remind yourself that there m,l) hl more. use a question mark in your plan, as In the example above,

N. pte ih.u all pl.m- must include an introduction and ,1 conclusion.

I The writing of

Illll'lll ucuoru- and conclusions is discussed Il1 Stage 4.

I

I I

report for an ,lgcncy such as.a sponsoring authority or a uruversity adnllnistratlon The writing tasks tcil you the audience you are writing Ior. (See Sample Writing Tasks on

pages ')') tIl ,)H)

J'Ciljl- 2:

J'Ciljl- 3: .rtilje ? COIfC!a..rIM:

In Modules A, 1.1 and C. it is unlikely that your audience would be a friend, rcluuvc or private individual. As a result, your writing style should be appropriate to a [ormal audience. Y(lU should not refer directly to your audience as you would in a lcuer, e.g 'Dear Sir'; 'To Whom it May Concern'; 'To the X Sponsoring Agency', etc.

What are the task requirements?

These reflect academic writing requiremel1ls, You must

• answer the question set by following the task instructions exactly

• produce the required minimum number of words (1001150)

• use the information sources indicated in the task: passages in the Reading section;

diagrams or notes in the Writing section;

your own knowledge and experience.

Do not go on to Stage 2 until you have thoroughly analysed the question.

v:w EXAMPLE:

\\'h.ll arc thl' .llkllll.lges .uul lhsalh-anlagcs of banning the usc of private motor vcht ,1'In III y t'1'11l1l"~ l es

STAGE 2: PREPARING A PLAN

Pl.AN

Whcn vuu have analysed the task (by understanding the topic and purpose ulthc qucsuon. the intended audience, and the task requirem.:nts), YLlU arc ready to prepare ,I plan. In ,1 IS-minute task this should take about two uunutcs and In a )l)-minute ia-k

about four or five nunutcs.

8al(I(firj tlte Me 0/ /Nirate lI((}tOI' trelt;c!e.f fir Cft;y centres lirCl'oda.ctIOI(:

The analysis which YllU have made of the qucsuons tllplt' and purpLlsc Iorm» the framework of your plan.

How to write a plan:

I. Write the topic at the top of the plan. This will help 111 [ll(US yllur pl.uuun];

2, Write the word 'introduction',

3, Usc your analysis of the purpose to pnll'lde the key Idea, that lI,til 1.11111 th,' h,I'h "I

your answer.

4, Write the word 'conclusion'.

alv-alfCiljc 1: adt.'aI(Cajc 2: ait'JI(Cajc 3: ai.'MCaje ?

EXAMPLE:

dtsait'al((ajC 1: dtsaj,.,uCLljc 2: j,sai.'al(( iljc 3: dtsaL'al((aje ?

What arc the stages involved in the refining o[ crude oil uuo pctl'llkllln~ PLAN

I:

I;, I:'

'i \

.rtiljl-1:

, \i

report lor an agency such asa sponsunng aurhoruy or a uruvcrsuy adlllll1islralion The writing tasks lcll you the audience you arc writing for. (See Sample Wruinj; Tasks on

pages 55 III 5H.)

In Modules A, Band C, il is unlikely th.u your audience would he a friend, rclauvc or privutc individual. As a result, your writing style should be approprialc 10 a Iormal audience. You should not refer directly III your audience as you would in a lcuer, e.g. 'Dear Sir'; 'To Whom it May Concern'; 'To the X Sponsoring Agency', etc.

S'tilje 2: dOle 3:

J'tilje? GMGi'aJ'IQI(:

-~-~~

In this example the key ideas arc stages in a process In tl I h -.-

, I I' ' I" " ' '. ,0 ier essay pans t ey might be

pill ) C ms. ac \ ,111 I ,1gC S and disadvaruaecs benefits and isk N h bef

. ,.,.' , t> ' ns s. ote tat, e ore you have

tl1lklled )llllr information, you do not know how many stages, problems, advantages, etc. )llU \\ 1IIIIIld, It IS useful, therefore. to keep your plan open, As a general rule, you should expect ,ll: lind ai, least two or lhn:e, stages, problems. advantages, etc. To remind yourself th.u there 1ll,1} Ix more, usc a qucsuon mark in your plan. as in the example above.

Note t h.u all plan, IlIUSI include an iruroduction and a conclusion, The writing of uuroducuons .uid Clll1L'luSlllilS is discussed 111 Stage 4,

What arc the task n:qllin:ments?

These reflect academic wruing requirements, You mUSI

• answer the question set by following the task instruclions exactly

• produce the required minimum number of words (100/\ 50)

• usc the information sources indicated in the task: passages in the Reading section;

diagrams or noll'S in the Writing section;

your own knowledge and experience.

IrE EXAMPLE:

Do not go on 10 Stage 2 until you have thoroughly analysed the question

vv'h.u arc I he 'Ilh-anlagl'~ and lhsalh-anlages of banning the use of private motor vchl ,I" III en y l'Cnlrl"~ c es

STAGE 2: PREPARING A PLAN

PLAN

When you have analysed the task (by underslanding the topic and purpllse 01 the question, the intended audience. and rhc task requin:menls). yllU arc ready 10 prepare a plan. In a 15-minule tusk this should lake about two minutes and In a ll)-llllnule l;bk

about lour or five minutes.

8atr/flirj de ase of I'l'Iirate lI(otOI' lfeh,lcfeJ' lir City cestre« ,~t"(Jluct/M:

The analysis which you have made 01 the qucsuons Il1PI(, and purpllsc [o nus t hc framework of your plan,

How III write a plan:

I, Write the topic .u ihc lllp of the plan, This will help III ltlc'lb y"ltr pl.uuung

2, Write the word 'introduction',

3, Usc your analysis of the purpose III provide the key Idl'a, th.u wrll 1"1111 lilt' h.l,b "I

your answer.

4, Write the word 'conclusion',

alu-adajc !: ar/t'alfta;e 2:

I <1JI'JI((ajc J:

ar/t'Mtilje?

EXAMPLE:

r!t:raj,'alf( Iljc !: r!t:raj",ut<ljc 2: r!t:raj,'Qlftajc J: dsa.4.alftajc .?

What are the stages involved in the refining 01 crude llli 111111 Jll'lnlklllll~ PLAN

_.--,--- .-------- ---- -.-.-~. ---

da;e1:

','

Reading Passage I: I.anguage Skills for Tertiary Study

l hc .Inillbllilln of cllccuvc bIWll.H'C and study skill " , '

I " c» S is a process which c '

I lrllugllllul undcrgradu.uc life and is I' -lf r dame onunues education I sc a un amcrual component or a universuy

l Jndngr'ldll,lIe sludy in ,1 lerli,ny inslIlulion requires the rapid maslery III ,I numbc: lll,kllb

SAMPLE WRITING TASK

Perhaps most chalknging is the set 01 skills reqUired III produu:.!! wriuen assl)!.nllll'nl. the nlllsi UlIllnlllll m(:,1115 by which sllllknl karnin)!, is assessed, This demands a crilical cvalualilln(11 a pOlenlially large amllulllOI required reading, The prllduclilln'lf a cllherenl text which responds adequalely III lhe assigned task ,1I1d which adheres 10 the requl1'l'll academic convenlillllS, l)Lllh in terms llr slyle and presenlali(1I1, is a ~bunling tusk for boil. nalive-speakers and non-nalive-speaker sludenls,

The rcading required 10 perrorm wrlling tasks requires a SCI or effeclive slralegies wuh which many sludellis may be unlamiliar. The texts lhemselvcs may vary greatly In bOlh conlenl and style from discipline 10 discipline bUI all require the same crilical

analysis or conceptually sophisticated material.

You should spend no more than 30 ' h'"

mmutes on t IS question,

Task: Write a report f ,

1 ' or your sponsoring agency describing theEnglish-

anguage skills overseas students require, Make any recommend ti

YOll feel are necessary, a Ions

You should refer to Reading Passage 1.

llslllg yllur plan .IS a gUide, locate relevant inforrnauon Irorn the readin J d

('llilT II III the pl.in hrlov,. g passage an

Sinlllarly, the experience or speaking in seminars and tUlllrials will alnlllsi cert.lIllly he a new experience [or most undergraduales, Agaill, sludents are expecled tll dllll',lIly cvaluate issues and to conmburc to the discussioll or all.llysl" 1\lrtlClI);lllllll 111 the,e discussillilS oltcn [orms part of ,I student'S course assc,;smelll and tlll"e wh» lad Il)

express themselvcs may F,<111l lower grade"

rX:\~1 Pl.E:

PLAN

Cl(jiJsi-ia1fuClje .rftff.r ooerseas .rt(l.IeI(;re~(l.I'r-e lirtt<(Jdu.cC/~lf:

Mally stlldl'IlIS [iud rhc CXI1l'I'Il'IICe 01 altl'1Il11l1)'. ulliver,IIY Il'lturl'~ III ill' .. ",nl"'III)'. .uul IrtI,lr,lIll1g experlellce TIll' lecturer ,prak~ lor l)IIl' III t wo hllur, , pl'lh.'I" illu-. trallll)'. i hc 1.lIk wu h slides, \\'llIlng lip 11II1'"1l'1I11 II11l1rnl,IIIlln llll the hbl'killl;lId, dlstrihutlllg readlllg lllalerl.ll .11Il1 gl\'lllg out a"I)'.IIIII<'1I1> I hl' IIlI\'Ill' k,llIll'lhll'nl'r sees the other students [rallll,all), ~rll~hl~l~ and \\ll\llkl' wh.u III wruc ...,h,l"ld )llil write dOwlll'verythill)'.? Is il Ill'l'e,sary tl' dll ,I nHlr,,' III ,hllilhalld? \\'11.11 lit' ylHI dll II you dllll't ulldersland a new Ilk'l~ \\'hal dll Y"U dll II )lHI l,1I11 ""l'll 1llllkr,I,llld lit,' words? 110w is it Pl1SSIbie Il1 Cllllcentrate lor such .1 Il)lI)'. 111l1l'? "lTY olrcn the ,;ludelll leaves the lecture with notes which do not capture the mal II p"lnls .md which benlllll'

hard even lor the studenl huuscll io ullderstand,

sid?!: I<lrttlirj as'S'tjlflK( If(J'

S'it!! 2: Naltirj/crtttcal'tj CiJat{,atlirj S'id'! J: 1i'S'(Clflirj to i'ectll.l'e.S'/tailirj If(Jte.J'

Most inslitutions provide courses which assist new students to de\'ei<lp ihc skdls lltl'y need to be elTectivc listeners and nllte-lakcrs, If these arc unav,libhk lhnr arc mallY useful study-skills guides which enable learners III practise lhese skills indepelldl'lltiy III all cases it is imporwnt to tackle the problem before embarking (\11 Yllur studlcs II you leave it until after your course begins, you lIIay find ih.u yllU arc IIlH ahle III sludy

and 10 learn how to study at the same time,

t, db c(JlI.I'S'e be/(Jt<e S'tar-tlirj

2, attelfl falfj{J.Clj£ cfaS'S'e.S' 111.1'1-", c(JlI.I'S'e 3, /tirl deult tar-tlfel'

It is illlportant to acknowledge that most students have difficulty ill acqlllrlllg lhl' language skills required in tertiary study. One way o! llvcrCllming these dtlhlUltll" I, 10 attend the language and study-skills classes which most insuiuuou> plllvidc throughout the academic year, Another basic strategy is to lind a sludy partllel wul: whom it is possible 10 identify difficulties, exchange ulcas and pwvldc 'Upplll't

I I

I '

. din' assage you must express this in your own

When you usc inlorillation lrom the rca g p.' C ; 19 other pe,)pk's

. , , d f r word from the reading passage. OP} II . . ,

wllrds. Dll not lOP> wor 0 . 'f I your own is known as 'plaglansm.

'. I ' . 1 them as I t iey were

word, and Idea, .uu prcscnur g. I' student Iailini to receive a mark.

. ELfS h may resu t In a ~ , 0

In ternary institutions and III I ,t IS

To usc inlorm~llion from a passage:

I. Underline the part you want to refer to

EXAt-.II'LE:

.' -id .ourses which assist newglld~!1t~ !l1_dt;~elllP th~

Most instltlglQl1~ pr~I_~_f_-~----~-~~ -

;blii~ th_e-;.r)~9_lQ~i!kctiv~ listcner?_and note-takers.

k hat you have underlincd

2. Make brief notes without 100 mg at w .1

t' ...... "0' J' eoarse« 1f't:rtMI~alroU-tai;l(j J'tttr/

MOJ' II(J'vMJ,vl /( ~ v I' if'

3. Check by re-reading that the information is correct

b d he notes you haw made.

4. Write your own sentences ase on t , " '

Tfr,eN are- COarJ'M I~ f'tstMlirj Md I(oter-taiil(j J'tttr at Mod //(S'CitatIOl(J'

. d t state the sources of your information. In the

d re alwavs require 0 " , I

In tcrtiury stu Y you a I d .... ". Providcc] t ic

. r io may come [rom the rca mg P,I»,lgo.

I[LTS test most of y~r In orrnauc n .' .. ' . . . ,,,, t state the sourccs cvery

. --.:-~ ~_., :a-'~~our own words, It IS not necessary 0 , .

informallon is expresS!: m} 'I ' -ar 'ness of the convenllon.

. , nvhowc -cr decidc to do this to s lOW your ,1\\, c

ume. You may, O\\C\ , .

d ,I' uoting Sllurccs III

, , ... " d 'ar'uc' are Cl)mmonly usc \\ icn q l .

The verbs slate, dalll1, an Sf..··. '\ more [ormal equlvaknt 01

It nural way II quoting. It I' , l

inform:llion. 'State' is t ie mos ne ' , , III'IV 'I,'ree c.u. 'Tht' writer

, , . .. slies that not cveryone 'I' o ' n

'say'. The use of the verb (llll1l unp ies u« ,., ., r )111 Harvard'. The verb '<lIglit'S'

. o.{ ., ,., ... l\(Is more status than ,I l lSI II . I, ,

d,III11S that all x)()I(' 'SI'l . f ,. I " 'Tht' til tl,-Ie (lIgll,', thdt th,

. . -d to describe an idea which a writer puts orw ,11'( , C 'b'

IS usc . . ~ , I 'r are minilllal·.

rishs to health from the hole III thl ozunc <lyl

.· - ~·2'".i":H~fIl~t;§;~;~t~iiHi'~~1E~

',...:c,,~ _,- .~.,.' .' • - b ue in your own words the

Using strategies 1-4 described a ove , re;r guage Skills for Tertiary following information from the passage _~n

Study'. Try to write at least two different versrons . . .

to tackle the problem bclllre ,lIIb,nklllg on ~"UI 'In all cases it is important

studies.'

r

I

You arc required to write a report to your sponsoring agency describing the accommodation problems faced by foreign students in Britain. In your answer you decide to use the recommendation contained in paragraph one of the reading passage below. Rewrite this recommendation in your own words.

\ c-~,.,

. <c-. - , ... ~

Student Accommodation (extract)

Most large tertiary institutions in the UK provide on-campus accommodation, usually in the form of single or double rooms. Each room is equipped with a bed, a wardrobe, a writing desk and a chair, Rooms generally do not include private bathrooms and toilets as these facilities are usually shared. Charges (which may also include canteen meals) arc generally subsidised and represent a significantly cheaper option to renting a room or Oat in the private sector. As a result of its convenience and cheapness, this type or accommodation represents a popular option for students, Although the situation varies from insutui ion to institution, on-campus accommodation is generally limited, with demand far exceeding supply. Students wishing to obtain a room in a college (II' umvcrsuy should apply as early as possible in the year before taking up their studies abroad.

As an alternative to on-campus accommodation, the UK rental sector offers a Wide variety of opuons. These include houses, flats, bcdsiucrs and hostel aCl'Llmlllodatlon. Newspapers carry regular advertisements lllft:ring these types ol accommodauon as well as ollers to share accommodation with other tenants. In most lilies and large towns, however, rents are generally high and also require the payment in advance of a substantial deposu. Students wlshlllg to rent a room in a shared Ilat should expect to pay the equivalent of US$Hll pt:r week. You should also bear in mind that rental accommodation may he unlurmshcd and will require a considerable initial outlay of money ttl lurnish.

Using Information In diagrams

SOllie wnung tasks may require you to draw information from diagrams, tables or lists wluch appear in the Writing secuon.

EXAtlll'l.E:

Task: As a class assignment you have been asked to write about the usc of

diskettes. Write three or four short paragraphs setting out the procedures

for copying from hard disk to diskette.

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

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

Instructions for Copying from Hard Disk to Diskelle I. Place diskelle in disk drive A

2 Make sure disk drive door is shut

1. Key in 'Esc T S'

4. 'Iype in 'A: file name'

5. Press 'Enter' key

6. Remember to remove diskelle.

In this type of task the relevant inf,)rmation is provided and Yl)Ur answer must include all of this information. You may use extra information based on your own knowledge

and expcriem:c but this is not required.

- 1(0, reasa« 1: Irl'C!l2J<a,5!e I(1/f(Ojc 1((1, reaso« 2: dalfjCI' t(l cC(lS'y-stetrr 1((1, reasa« ?

Note that inf,)nnati(ln in diagrams, tables and lists is often presented without articles. When you write up this informatilH1 you must indude the missing articles.

Using the plan as a guide, the candidate d .

on her own knowledge 'and . ccided to add more information based

expenence:

- «a, rcasa« 1: 1;'!'C!l2J<a,5!e I(1/f(lJje

If 0, !'CaS'(/!( 2: dalfjel' to eC(lS'joftetrr e a /1l(tl2J<ct: ..

«o reasa J. j.. / ' ." . IC trrwlfj

, ' 1(. I'eJ'Oa.l'CeJ' owtci trrlJ..rt kaffe frirrt'ts

cMcilJ.S'liJl(: l(eelS'I(I(Ii trrMiljCtrrCtrt atrl frirrt'ts

In addmc rnl - --~.---------

. "ormatl(ln to your I111n' h ld. . -- _--

_ __' _ _' _, ) ll~ ~_Q1! J1Q\ dcscri b ., .

IG>( 1\.\\11'11: L)'Q~p~rsonal expenences.

B)' referring to the diagram below wruc ad' .' .

procedures. You ma)' use your own k '1 d cscnpllon of airline emergency

. ' nOI\ e ge andexperience.

AIRLINE SAFETY INSTRUCTlO~~-

(@f EXAMPl.E:

!'bce diskette in disk drive A = The diskette shnuld he pbced in disk drive A

U~lng your own knowledge and experience

If you are ahle to lise your own klll)lvlcdge ;1I1d experlClIl'l' In a wrillll!', i.rsk. you sh,)uld

make sure that this information is relevant and int~!',ratL'd into the phln.

(@f EXAMPLE:

Task To what extent is the commercial exploitation of virgin wilderness

justHied by the need to obtain primary resourcL's?

In answering this question, a candidate prLlduced ihc 1"lll)Wlllg pl.m. draWing

material from the reading passages.

(jo/f(/f((!'l'"eia! (!,x,!l'oitatiM 4/1'il'"j'I;' wtfl(!'l'"I(e.fs/ 1(U4 to obtaI;' I'"e.fotifee.f

,irtt<prlu.d/(II(:

ju.S'trfted: - jMI t<eaS'(II( 1: ff"{llt,de.r C.dU(S'IV-t Ctrrffoytrrttrt

jMI t<eaS'iJI( 2: rirCIJtrrC {PI' fuPt< l(at/(II(s

jM, t<eaS'(II(?

I ~

'I I,.

I'

i - - I

(ollLinuL'd (111 P"hl 7.3

----.---.-~---.--.---- .. ~ _--- ---- .

Before take-off

read safet}' card in scat pocket

check I f

neat IOn 0 emergency exits

check location of life jackets

During thc flight

keep scat belts fastened at all times do not leave hand luggage in aisles

In emergencies

If aircraft decompresses

extinguish cigarettes

place Ol';ygen mask over mouth and nose

In the event of an emergency landing remove shoes

place head on knees place hands over head await instructions

In answering t h is task you might choose to draw on your own knowledge and experience. You might, for example, write:

, Passengers should rfad the mlrrgency instructions so that they are fully rrepared in the event

(if WI emagt'ncy.'

You must not include personal information, as the following writer has done:

'Passengers should rCLlei the emergency instructions. I have noticed, however; that most people do lI"t do it. I remclllver once when I was flyi ng from ... '

STAGE 4: WRITING UP

In tertiary writing. all essays should begin with an opening paragraph (an introduction), which may include a:

• setting (background information)

• statement of purpose

• definition of key terms

• summary of main points

EXAIIII'LE:

tt.. ~ Since World War II popular American sports such as Baseball, Basketball

se 1'1 and Ficld and Track have seen the qualitative and quantitative domi-

/ I. nan!"£' !J_~(Afro-American) athletes. The purpose of this essay is to

aeOIIrt'tt'OI( _ f--/ar/(I.fe

examine the relative importance of the sociological and physiological

factors which have contributed to this phenomenon. It will be argued

that, despite some tentative evidence of physiologu al differences, the .fUlKtrfar' factors which determine black pre-eminence In sport .uc primarily (--4 trfallrJl

socioklgical. b(lllrt.Jo

Introduction to 30 unJcrgradu~lt~ Sl)(lllil1gy cssa)' r

.. ~!!.J!J:I~_WIiting tasks should also begin with an introduction. Because these Writing tasks are relatively short, in most cases it is only necessary III write a one- or tWOsentence summary of the main points contained in your plan. This is your Il1trllductllln

Ief' EX:\l\II'LES:

There appear to be both sociological and physiological factors which ;1Cl:OUnt

~r·the dominance of black athletes in some American sports.

To copy from hard disk to diskette. the following procedure should be used. There are four stages involved in the refining of crude oil into pctrokulll Although air-conditioning has clearly established benefits, it also introduces an element of risk.

, ... 1 ... , , ,

r

i

TASK 10

Write introductions for the following questions.

I. wri~1 a report to your sponsoring agency describing the accommodation pro ems faced by foreign students in Britain. Make an}' necessary recommendations.

2. HOdW far does a knowledge of statistics contribute to success in tertiary stu y?

3. Write a report for your sponsoring 'agency describing the English-langua e skills overseas students require. Make any recommendations you feel a~e necessary.

4. Should the same laws which prohibit the sale and consumption of h .

be applied to tobacco? erom

Writing up the main points

Each of the main . . h I

.. I f II . points 111 t c p all should form the basis for a paragraph as in the

ex.llnp e 0 oWing. '

PLAN

Elfjlti!t-!cIl(!"C1je .fit/k l'ef"li--ed b! (J~eNe~.f~~:'~I(-;;--

lirtf'"(l/acCIOIf:

.fitl'! 1: «II"/('irj aJ'.ftjlftrfelf(,j'

d;!! 2: na,j,irj/cI'I(;catrJj e"a/~atlirj d,f!J: Sfbeai,irj lir .fctrfllrar.f/Cut(ll't'a!.r d,f!1: ftj'CClflirj C(I fectareJ'/tailirj If(l(U

I'CC(ltrftrfClfdat,OIf.f:

r rk cours» i,ioN s(artlirj

2. <It(t'lfd t~".fullje ct~J'J'u darlirj c(larJ'e J. j~ird du~ tar (lfel'

~', ,. • ,:1 _ ,,' ", '1 r

flltll/lIU('(I/WIII J11lgt' 75

illY tertfar-/J ccltU'seJ'I'C1«iN st"ic"tJ' to «'l'Ite C&I1J<{t a,,! cNtlcaftj. T/r"i liwohes "ot {}I(I? a COtrrIlfM! 0/ th:C 1a","ClfC J'jJ-tCIlf, b«t also a" «,,!eNCa"drirj 0/ tie CMII'CI(CiMS 0/ acadetrric Wl'ltlirj.

Slrategies for wriling paragraphs:

I. Begin each paragraph with a summary sentence - a sentence which contains the main point of the paragraph.

2. Continue the paragraph by giving more information about the main point. This might involve: giving an explanation; an example; a reason; additional detail.

~ 1\"1\11'11':

ill'tlI'! __..---1 All tertiary courses require students to write clearly and critically. This

Ctl(et involves not only a command of the language system but also an understanding of the conventions of academic writing. <f---- __ aJdrtiol(af letail

TASK 11*

Using the plan on page 75, write the paragraph about 'reading/critically evaluating'. You should refer to reading passage 1 on page 68.

TASK 12*

Read the following question and then, using the plan below, write a summary sentence for each of the main points contained in it.

Task: How Jar should society's economic needs Jonll IIle basis oj ulliversity curriculum?

PLAN

Socletj ~ &/7I(oHflc lieerk/t/(l(llrer-J'/'tj Cw<-r-iCU.!a.Hf I~Ct«Jludi{}l(:

.fio«fI for-trr tic ba.f,i

Ft reaso« 1: tr-a/~ /lo«1fj /eo;& for- ttrrjli'o/ltrrMt reaso« 2: it~ I(atlbl(afecol(0trry tir-o"!/r, r-e.scl1J<d

1(0, reaso« 1: .focict"ff /r,a,r iHr/or-tal(t I(tII(-ecMOHrIC I(uck - trrcclrC/~C, law, etc. reasa« 2: clucatlbl( s/r,oa!! tead /r,ow to t/r,lirf

reaso« J: I(uck 0/ CHr/i'offtrrMt cMstMt{t dalfj'irj

cMclaslbl(: Edrlcati{}l( S/r,OIl!! serve. siJciet"ff. Eetll(OHrIC I(ccck Ihr;Or-tMt, bat "ot Cke

OI(I? IHr/Or-CMt I(ec/. .

TASK 13*

By u.sing the plan below and by drawing relevant information from the reading passage on page 71, write the first three paragraphs of your answer to the following question.

Task:

Wri.te a report to your sponsorillg agency describing the accommodallOlI problems [aced by Joreign students in Britain. Make an

necessary recommendations. . y

PLAN

I1cCOHfHfoc!atl/Jl( lor- /;r-etjl( Stu.ciel(ts>

f"·ob/~trr 1- /fitrICeJ"I(-C<1Hr/'IlS aCCotrrllfodatiM f"oMIIf 2: Lji NI(Cs

f"ob&trr 3:/"'o;cr-t,y o/CCI( 114111'1(,j-/u! 1'C("IIfIlfC I(/aCIQI(S:

!. 'PIty <'ilI'& /<'1' OI(-(<ltrr/,tiJ' <l('cII"'IIf(!,/aCilll( )/../. I·f

~ 011( <l.'lJ<P''1 to Jltill'C I<...tll

, .

( .11(t'/UJ'/(}I(,'

Linking Ideas

Y<1l1 need Il1 make sure that your reader can follow your ideas. In order to do this each se _ renee should folio\\' logicall.)' [rom the previous sentence and each par- 'h' Id I n

I L agrapn s ou re ate

oglcall), to the one before II. You can make sure your reader understands the relationshi

between the sentences and paragraphs In your CS5<l)' by using 'marker' words and phrases. p

!lll1rht'ls "r 11111C Rd(/lI(lIiShl/'S

lir-:

Nl·.\I. I hen

At this point . Afl cr .\ .

I' 111 a II)' ..

In the first stage/phase ... In the second stage/phase. In the final stage/phase ...

Thl'''' .uc .ll'l'l"lll'n;tlL' lor describing a procedure where each step follo\vs th .

lIlIL' e previous

.\lll1 h", "I ,\111111 I'<IIII!\ 1'1',11).

~l·'(llldl)'.

I1l11d I)' ..

A not her :\ . FunherIlll1re.

In addu ion .

Moreover, .

One reason/advantage, ... Another reason/advantage ... A [urther reason/advantage ... The final reason/advantage ...

H'I.

tftY__ .

. ...-

11

Thcs« arc appwpriate lor listing things such as reasons, advantages and disadvantages, risks .md benefits.

Expressing your point of view

In some \\Tlllng tusks you may be instructed to express your point of view clearly To meet this rcqurremcur. you should:

• decide what your opiuion/viewpoint is

• provide relevant evidence from the reading passages

• clearly indicate your viewpoint, particularly in the conclusion,

"""dlt'l> 1'/ C(IlISt' "lid tj{t'll th a rcsuh , . , Cunsequently, . Therefore, . ,

Duc ro ... Because or . ,

M"rlIO S (if COlllwsl ulitl COlllpllllSPIi

Silllilarly, ' ' Un coni rast,

In the same way, .. , 6nll~tTlcr hand '"

You will find it useful 10 refer to the section 'Understanding Relationships in Passages' on page 17,

(@f' EXAr>II'LE:

Task: To what extent should smoking be restricted in public places? In writing the essay, make sure that:

J, your point of view is clearly expressed, and

2, your argument is supported by relevant evidence from the reading passages,

Sample conclusions:

)l1-\'it;w ul ihesc reasons, smoking is unacceptable in public places and must be banned.

.Grvcn _t_hejlnp9I!~~t.' of personal liberty, smoking should not be banned in public places.

There is,(n -Shl~~ I~l) alternative h~t to ban smoking in all public places,

In conclusion, smoking should he allowed in outdoor areas, but banned in enclosed public spaCL'S such as restaurants and cinemas.

Writing a conclusion

Essays should not finish abruptly with the last main point. The final paragraph should' provide a conclusion, The conclusion should give a sense of unity to your essay by making a general statement about the topic. In the IELTS, a short conclusion - perhaps only one or two sentences - is appropriate,

EXAMPLES:

___------_

(_In co_n_clL~~yi, although there is some evidence for the role of physiology in

determining the dominance llf black athletes in some American sports, SOCIOlogical factors appear more inllucnnal.

/A(thi~:poln( the procedure lor llIpying from h.ud disk to diskette IS complete. ,Having completed thIS fourth Sl'lgC, the final product - refined petroleum - h'IS been obtained.

\l'('(lvidcd the above n-commendutions are adopted, atr-condiuonmg in 11llspll,tis is both safe and beneficial.

In expn:sslng your pouu llf view, do not lise phrases such as_]_J.blllh' or '[ hdi"\'f', as

these arc not convcnuonally used III acadcmu writ inj; --------

Writing-up 'procedures'

In the IELTS, the informauon which I'OU need In order to describe a procedure may be gI\'L'n III the [orrn of a table. dugr.un, or lIst

In onler to wrue up thIS kind oluilortu.ruon. you should first underline the verbs.

During the night

keep scat bchs lastcncd at all times do not !c,I~'~ hand luggage in aisles

TASK 14

I \ \\11'1 I

Write a conclusion ror the following questions:

J, Write a report to your sponoring agency describing the accomrnodat ion problems faced by foreign students in Britain, Make any necessary recommendations,

2, How far does a knowledge of statistics contribute to success in tertiary study? 3, Write a report for yl1ur sponsoring agency describing the English-language skills overseas students require, Make any recommendations YOl\ feci arc necessary.

4, Should the same laws which prohibit the sale and consumption of heroin be applied to tobacco}

Before take-orr

AIRLINE SAFETY INSTRUCTIONS In emergencies

If aircraft decolllpresses

le.ILI ,.llet)' card in scat pocket

. hcck locauon 'If emergency cxus LheLk locauon of ltle Jackets

extingUISh cigarettes

pl;lCi: oxygen mask over mouth and nose

III tIle event of an elllergency landing remove shoes

place head on knees , [lLl~t: hands over head a\_":;tit instructions

After underlining the verbs, you should then find subjects for them. Note that several nltcrnauvc subjects may be possible. In the first example below, the verb 'read' could have three altcrnauvc subjects: 'the safety card', 'you' or 'passengers'.

1)\'\'11'11.'>:

Vnbs read check check

keep (fastened) (norllcavc extinguish place

remove

place

place

await

Possihle Subjects

the safety card/you/passengers

location of emergency exits/you/passengers location of life jacket/you/passengers

scat helts/you/passengers

hand luggage/you/passengers cigarettes/you/passengers

oxygen mask/you/passengers shoes/you/passengers

head/you/passengers hands/you/passengers instructions/you/passengers

The subject you choose will determine whether you usc the active or passive form of the verb,

EXAMPLES:

Passengers should read the safety card.

You should check the location of ellle~gellcy exits. Scat belts should be kept fastened at all times.

TASK 15*

Choose subjects for the verbs in the Airline Safety Instructions on page 79 and write complete sentences,

When writing up a procedure, you should remember to use appropriate markers In order to link the stages of the procedure. Compare the sample answer below wuh the It"t of Airline Safety instructions on page 79,

Sample answer:

It is essential that passengers follow a number of regulations before and during I1lght and in the event of emergencies,

Before take-off, passengers should read the safety card in the scat pocket ThL'Y should also check the location of the emergency exits and the hfc jackets

During the flight, seat belts should be kept fastened at all times when p'ISSL'ngl'r, .rrr seated, Hand luggage must not be left in the aisles.

IhL' 1,,1lllml1g regulations .ipply 111 the case l1f emergencies. If the aircraft decompresses, llg'II·L'ltes should be cxunguishcd immediately and oxygen masks should be placed Over rhc mouth and nose, In the event of an emergency landing, passengers should place their heads on their knees and their hands over their heads. They should then await instructions.

Failure lL1 observe these instructions places all passengers at risk.

TASK 16*

Using the diagram on page 55, describe the procedure and equipment used to sort refuse for recycling, Write at least 100 words.

Points to remember in writing up

I. Coruracuons such as 'Illustn't', 'call't', 'it'll', and 'havcn't' are inappropriate in academic writing. In the IELrS test }'<1U should use uncoruractcd forms ('mus: nor', 'cannol', etc.).

2. IELlS writing tasks require ),011 to write complete sentences and paragraphs. You must not write a list <11 numbered pouus. as in the following example:

8efo,..e talerol!/a.r.re-rp.r .rioa!I:

a, nal tie .rafe-c, eat'l

l eket tie Iocat'PI( 01 tie Mer-Ie-I(C! u'/C.r a. eket tie Iocat'PI( 01 tie tie j'adeC.r

II your handwrlllng " 1.1I~l'. )'<>11 111.IY luul thn,' b 111l! Cl1llllgh 'I',I,L' to wrur the 1111111111Ul11 number "I \\<lrd, l'ra. u« wru un; i hc rcqurrcd number of words 111 th,' ~p,llL' provided 111 the ~,lIl1l'k k,b. r"lIlcmhnlllg IP bl'glll c.u.h paragraph 011 a nc«: hill'

-I I :-',1 11 II lin, 111,IY Ulll'llb(I"l"ly he inllucnccd h)' the prcscruauon of the .... -ruing. Just ,h I.-dlll"I, .uul 1111"" 111t"11 all' when thl')' ,ISSl',S academic wnung. 'VI/rite as nearly ,111.1 ,1.-,111)' .t-, 1'11"lhlc

STAGE 5: CHECKING YOUR WRITING

\I.I~.,· '1l1,' \"11 ,h," I.; ),"1II '1'<,llllIg and grammar fo.lbtakcs can often be corrected by 'i",,1 h . lu, ~"II~ t11"'Il~h .ilu-r )"'11 h,IH' 11I1I,hl'd \\TlIlllg If you au: uidoubrabout the 'I'llllll~ ,,1,1 \\"Id ,II Ih,' ,1"lIr.I,), III your gramm.ir. try to choose a synonym or ):I,III1I1I,i1I1.d '1111,1111<' wlu. h Y"U know IS C<IITeCI The Diagnostic Tests on pages 92 to <1/ wr]] help )'OU 10 ulcnuly weaknesses )'uu ma), have in grammar and spelling. You shuuld pa), particular attention to those areas when checking your writing.

~ ASSESSING YOUR WRITING

Your writing paper is sent to professional markers. Their objective is to assess whether you have fulfilled the requirements of the task. More specifically. they will consider the following five quest inns about your writing:

... Does the essay have an organised structure?

... Is the writing relevant to the task? Does the essay directly respond to the task? ... Is the vocabulary appropriate?

... Do grammatical ami spelling mistakes occur often and make the essay difficult to read?

... Does the essay demonstrate the writers ability to construct co~~ sel1t~nces?

---.__------- ----~-.-----

The following section examines each of these questions in turn and contains a series of

tasks designed to assist you in evaluating your own writing.

Q: Does the essay have an organised structure?

The following task places you in the position of an IELTS examiner. evaluating the organisation of candidates' essays.

TASK 17*

Read the following question. the accompanying Reading Passage and the two answers below (Versions I and 2). Assess how effectively each version is organised. You will find it helpful to re-read pages H to 81 before making your assessment.

Your sponsoring agency requires you to describe the admissions pWCfdure 10 Australian tertialY institutions Jor overseas ((Illdiclalf:s.

You should refer to the notes below. Make sure your description is:

I. relevant to the question and

2. well organised.

You should write at least 100 words.

READING PASSAGE

Admissions Procedure to Australian Tertiary Institutions for Overseas Candidates

• Obtain and return application form.

Include statements of academic and language qualifications.

r

I

Successful candidates receive an acceptance advice form.

ON ACCEPTANCE: pay half-year fees.

apply for visa at local consulate: show acceptance advice [orm have mrdical examination

pay overseas health-cover and visa [ees travel to study destination.

enrol.

VERSION 1

O"cNeaJ' eatrdielateJ' wlto WISlt to be adll(itted to a.r lfuJ'tl'afJal( tel'tla,./llirJ'tt'tuti{}l( rcr«l;'c two dOCUHrCl(tJ': at( accc/tatrce a"nee fOl'1fr fNII( tke lirJ'titutiOI( al(d a .. Isa fl'oll( a.r lfuJ'tl'afJal( c{}l(J'«lar offee.

It, Ol'del' til dO tklS, a eatrdtilate 1fr«J't frJ't okalir, ftlout a.rd ntUl'I( at( o//iJcatlol( forlfr to tie lirJ'ttt«tiM ",ieN ic or S'ic "!ISkU to J'tu~. llls fOl'1I( J'kou!'cllirci'a.de acaiell(lc C.lalfrliratlOI( atrd Elfjitj·le-l'alfjaa;e teJ't N.fal't.r.

S'ucceJ's/uf "-!/iJ"cal(w I'CUI"e atr acce/tal(ce adt.ICe fol'11r. 01( aeee;tlirj tke offe,., tke ca.rdtilate IKUJ't /tlj fcu for tke frS't kaff-Jlear Md tiel( o///f fol' aNsa froll( aI( lfaS'trafJal( cMJ'alar iJffcc.

~irah!, after /as'S'tirj a medteaf (.lqlfrfiratIOI(, /tljlirJ Nsa al(d a .. el'J'eaS'-J'tudel(t kcattk-ciI,>er fec.J: tie CMdriiaCe IKtlj cicl( t,.a .. ef tiJ lfaS'CI'afJa.

Ifc tils /iJl;'C, t,te cal(dtiiaCe ,taJ' CiJlfr/t~tcj a!I'" tie rerulredriJeedUl'eJ' Md IKtlj ticl( CI(Ni.

VERSION 2

tfoa ia,>c to ft! out M o//iJ"eatlol( fONtr. fIoa J'koufd lirei'a.de acade.trle al(d l'alfj«a;eCeJ't reJ'altJ'. If JliJa are J'aeee,fS'fa!/liJa Ncel"e M acce;tMce adt.ICe /01'11(. If ~u leCIde. Cil acce;t tie offcl' /loa /tlj kaff-~ feu. fIou J'kou!d w/f !Ol' a Nj>a. t/ou S'Itoald taie tke aeee;tal(ce adt.ICe fiJI'/K to a CMJ'u!ar offee, al(d ka .. e a Medtea! e);alfrliratifll(. If JliJU /as'S', /loa /tlj il..e!'J'ea.r-J'Cudel(t keal'tle-coO'CI' Md "/j>a feeJ'. tfou oa« tl'a .. e! to /IOUI' J'tu~ deJ'tliratlol( «I(d Cl(I'(J/

I P I,

Q: Is the writing relevant to the task? Does the essay directly respond to the task? Everything you write must be directly related to the question you are answering.

U_~J 1 \,\~ll'll:

Versions I and 2 below were written by history students in the United Kingdom. They both answer the following question:

1I0w did Indonesia gain its independence?

VERSION 1

/l(dol(Mia CI((/lIJ'cd a 1~1fj dl'"Jj~ l1jaf~S't ft.f cof'Miaf'MaS'teN,

Iv'ati(/l(af'id ,r0o/"" t(!it/Ch had hejM to fOI'M eat'~ f~ tk 20ti cel(tllJ'j'J O/IoS'ed D«tch col'Mfal'l'al'e bat taere «I(ab~ to ohtaf~ a l(ejotfatedf~rIe,oel(rlel(ce,

{h.c l,etllJ'l( of the Datch aftel' tk rlefe,at of tie occO/jlirj Ua,oQl(ue t(!a.f Met t(!ith a I(Civi;f .rtl'c')ftitcl(ed I'lAfoft,.e of tie /l(dMUiQl( l(atiOI(a/fit.f, t(!io al(ffatel'af'~ rleda,'cd the f~rIe,oCl(rlel(ce of the l(atiM,

IIftel' a pel'ce ioar, f~ t(!hich the Datd t(!en a.f.fi.rted hI the 8l'iti,rh" tAe /1('!.11(,~J'I(J.I(.f Offel'je.! NCtOl'ioa.f, TAe DatcA t(!itAdl'et(! MI/l(dol(Ula t(!QS' faf'~ ,~a\.,/,,~I(iel(t.

VERSION 2

/l(iOl(J'ill, ,.,kle Ii Ij' Che f'at'je .. d at'chtiei'a;o I~ tAe t(!01'f'!, jQ/~d It.f l~rIe,oel(rlel(ce fmr the Datclt I~ 1iJ./5,

eo/~l(iaf' cx,of'oitatitJl(, I"Aich 1,0.1 faded fol' AMrlrelS' of ~"" ~ft tAe I(atio,;- t(!ltA l(afl(CI'Oa.f ,o"Ohf'ellfJ', TAe pi<.re rlecale afte,. l~rIe,oel(rlel(cc «as cAat'adel'iJ'ci bl attM,ot.f to esto.b!t:d S'aitab~ .ftf'ada,.u to ,o,.Otnatc tAe I(ati()l( t(!/th o.lefaate A(la.f'irj, edaco.t/(}I(,MI ellf,of'o,IlfMt.

Like Version 1, Version 2 contains well-organised, accurate and interesting information. In contrast to Version 1, most of the information is not relevant to the question asked. The purpose of the question is to describe how Indonesian independence was gained Therefore, the reference to 'the largesl archipelago' in the [irst sentence is completely irrelevant. Equally irrelevant is the sentence: 'The firsl decade after independence was characterised .by attempts to establish suilable structures to provide the nalion with adequate housing. education. and employment.'

There is no limit to the kind of information you can include, provided that it is directly connected to the question. You should ask yourself before you write each sentence 'How does this relate to the question?'

TASK 18*

The four paragraphs below appear in an answer to the following question:

W/lat are the [actors which contr-ibute to air pollution? What recommendations woul,I you make to improve the current situation?

Which of the four paragraphs is/are irrelevant? Why?

A. The usc of unleaded petrol, more efficient engines and modern exhaustfiltering devices can significantly reduce the emission of pollutants into the atmosphere.

B. In addition, funds must be allocated to develop sewage-treatment stations while the legislation prohibiting the unauthorised dumping of toxic wastes into the sea must be more adequately enforced.

C. Organic household refuse should be separated, prior to disposal, from nonorganic matter. The householder should son the non-organic waste. placing paper, plastics and glass into separate containers for future recycling.

0. The Greenhouse Effect can only be effectively reversed by a massive ·~ecrease in the emission of carbon dioxide into the atmosphere. This can lamely be achieved by a reduction in the burning of fossil fuels and an end to I~rge-scale deforestation.

TASK 19*

Versions 1 and 2 below arc extracts from answers to the following question: lIow ejJcctive arc cOlllputcrs in teaching children to write?

Assess the two versions for relevance.

VERSION I

Il,}ri-;l'lICc,s'J'lirj !aclo.jc~· ,,,uJi~ t::aNel's to cre-ate teds, sat'? ull'dl'/we C;'IIf, I~J'crt or rIe&Cc I'(o.C.-r;;;/ Titc/I of tel( coee t(!IC/r, asefa! I'U(lIIJ'CU sad as

"I' j.. . J I

"i'( It-CMC~.:rJ; I1lctIMLl/'IC~' Mil tltuallJ'/

Ocitc,/CL'li J'v/Cu;ar( ,j' alj,,, a,'a:taJ!~ to tead baSIC t(!f'lClirj sit"!1.r .fack a.f SCl(Corcc tlI(I !tlJ<ajl'a;1t /<'I'I'(aCIOI(. II .rCa~ COf'l'icd oat at tie ({I(IV-CNI-c, of ?iut/;, /<'"1(1 C,tat l~al'l(crs t~al'I(Cd baSIC S'.lt'tt «or e falcit, t(!ACI( as'lirj JcftcatcdJ·,ttu,at'c.

conlinucd on page 86

- ,._---

TASK l~' ",nllntled from Pl,!:r 1i5

(I( ariri/t/M, tlte- cOIK;utel' CM a!.ro create srl'earklueC,r Mri IKIlj lirC!a.r!e a jQ/Ke.f ;aciaje, eltt!r!J.el( are tl-el'/ IMri o/;I'a./lirj jQ/Ke.f, (rftace !I(tl-ar!el's IS ;el'It'Y's

tlte IKOst IQ/KOUS ex-Q/K;!e.)

VERSION 2

CIt/!r!J.el( jel(el'a!t, e'!l'o/ ;!Iljlirj cOIK;utel' jQ/Ke.f suci as rftace (I(v--ariel's but o/tel( "slrit- !eat'l(lirj 1t0«l to «INte-, 'P1'a."irj' «Ilti «IOl'r!-rOCe.fSlirj IMct/MS sud as CI'-eatlirj, lirSe-I'tlirj, r!e!etlirj, satl-lirj Mri ,.et,.IWlirj te.r,C,r CM IKot/v--ate IOu'!?

!e-QI'l(el'J' to «INte,

Oer!lcateri so/t«lat'e- Ii a!.ro av--aliaJ!e to teaci basIc sel(tel(ce Ql(ri ;at'ajl'-'Y'i COI(stl'uct/OI(, (I( a stu,? cat'Nui out at tie tll(l"v--e,.sl"tj 0/ f/at!e/ (su Re{l"irj PassQje 1) It «las 10Mri tiat «INtlirj stll!.r a/ere: !eat'l(eri IKOl'e- fUleft, «Iie~ !eat'l(eN useri rier!tc a te4 so/t«lat'e,

TASK 20*

Decide which of the versions below fails to answer the following question, Give reasons for your answer.

Explain how you would detennine whether psychological chelnlcteristics are inherited or acquired,

VERSION 1

There are two experimental techniques which have been used to determine whether psychological characteristics are inherited or acqUIred.

The first technique involves laboratory experimentation on animals. One example is the removal of a sample of blood from a female rat, or similar animal, which has recently given birth. The blood is then injected into a virgin female rat. The virgin rat is then monitored to see whether she exhibits maternal behaviour. For obvious reasons, -this technique cannot be applied to human beings. In addition, the findings may not pertain to human beings.

Other techniques are therefore necessary.

An experimental technique which satisfies both moral and interpretative criteria was developed for human beings by the University of Minnesota in the mid-1970s, This technique involves the study of identical twins. Because they carry the same genetic information, they provide ideal subjects for observation in cases where they have been separated at birth and raised independently. By observing the psychological characteristics exhibited by a sufficiently large

(onlinued on 1'''&< 87

r

I

I

I

sam pic of adult identical twins separated at birth it : th ibl f

. ..,1' '. ' , IS en POSSI e to ind

lllll ~ dccv« III t hci r psychological characteristics. These correlations can

IPI'\'.IICle\'ldence to dcternune the inherited or acquired nature of psycho- 11gll.1 L iaractensucs.

This lauer technique has emerged as the major and most effective techni

for deciding the heritability/acquisirion debate in humans, que

VERSION 2 -

Experiments have proved fairly conclusive I that man ' h '

icnsucs arc inherited, and not acquired thro~gh enviro~!;~~alo::c~~;:, charac-

Hcruabiluy has been shown to be the dominant factor in I' I

Maternal behaviour can be induced' .. r . ower mamma s. with bl d f . , III vlrgm female rats If they are injected

, .. 00 . rom rats which have recently given birth. The heritabilit / acqursuion Issue IS, however, not so easily solved' b - Y III human beings. ' as 11 may not e applicable

Obscrvauon o! adult Idclllicalt\\.'IIlS seems to provide conclusive , . I h

nlln)' I) -}'I J , .. I .1 . e evu ence t at

• S L III Ilgl('1 t uiructcnsucs are indeed inherited rather th . d

J I, I -. I . I I . ' , e an acquire

l en 1(,1 ac U t twins who have been separated at birth and raised inde d .

have been observed III exhibit the same psychological characteristic;)C;Uce;t~

alcoholism, despite different environmental influences. This st 0 I " h

such charactcrisucs arc inherited. Environment does ho;e~~: :~1feslts t at unpon.uu pan I,n the 11111.11allon llf personality Not all the lIT- .' If PI ahy aln

1)'11\'111 _ I " 1 I J l spllng 0 a co 0 IC

• 5 iccornc ,1 co 111 fl'" nor, conversely do all alcoh 111' ·s h: , ,I' I I'

, " l l ave a (0 10 IC parents.

N."\'LTthekss, rcsc.irch 1Ilt,IIcates that the major factor in til' d I f

"1 I I I ' .' c eve opmcnt 0

PS) l lllllglca c iaractcnsucs IS hcruabrluyund not .

, • , , l ell\'lwnmenl.

Q: Is the vocabulary appropriate?

IL~Y I.:\,\~II'I.I.

\'erSllllb J and 2 hl'II1\\' hoih allS\\'L'!'thc flllhl\\,lllg qucsuon:

[)~'sa~"" t~l(, slrort- Clllt/Iollg-tn-III ellvirolHllental effects of tire eltJoli stcl/lOl1 of tIlt: AIIIClZOII Basil!. .

~\,'hat IS the d,tlkrl'llL'l' between the vocabulary of the two versions? Which L r,IUIl " IIIUll .ippropn.uc lor a rrruary-lcvcl essay? Why?

Ii

be ro/'Idt} eroded by the heill'/! ral4afl. The /cil/le «Iko clear tke 101'C.f't.r to raise (/lffirrad, Ql(djf(JI<' (1'0;:; (Ifelf pird tkat tie 0'01110' aselUS.

OCJ'tril/!firj tAc tl'c •. r doc« If(lt /tAd allcct tlte IIllwM /Jaslir. It ias ellect~ tir(laj 40at tie 1<'01' Iii tl/'1t";1f HrliftQIfS (II trec« are !'ost, tili decrease« tie earti 0' abitt:! to !'CHr(lt'C earbulf dtoXIdc 1!'IIHr tie atHr(ls/iere Ql(d tierel(lre ballrls a; tie rUMMy 0/ (jrcclfhOuJ'''; jMe-S. 1I1s0, tf /u/Ie bartr tlte-Iorut.r lirdcad o/jad t'ujjlirJ tiCHr, tilj' lircnasM tie raa;rtl'tj (II carbM dtOMde lir tke atMos;oiife Ql(d Hra,(~' tic,/,,(lbt~Hr cec« W(lrJ'c:

VERSION 1

T7tc dll'I'C.rtatlillf 0/ tie lI/1(az(/I( /Jaslir learls to tie creatlQtr 0/ boti sIt.(lrt-terHr (/lfi t;lfj-tCrHr /"oMHrJ'. /If tie J'iol<t terHr, bu/<lflirj Ql(I !'ojjlirj 4 tie 10rMt.r Ma/! c!tirrlirate Hra,,! s;oecics 0/ {lora illfl laMa. The reMov-af 410rut also de/riv-u lorco't AUlft'irj-illfj-:Jaticnirj eOHrHrMitlM 410(ld soo-cee. IIltel' tie reMov-af 4 cite /"otectilfe CMil/ji tke a'etcate J'Olts 01 tke area HrClj be ro/ldtff ifoclcl bl eke /realf/! l<aI4aft, tltllS' Hrallirj tke /alfl aJ'elMS' lor tie /aJ'toraf or arable actli'ltlCJ' «lid 4tM aecoHr/a,,! 10rMt eleara;ree.

The 4leet.r 4 J'aek far,pe-J'cale a'elol'MtatllJl( are trot J'/M/tff !'oeat, bat also j!'obal. Tie !'oJ'J' 4 HrllftOIfJ' 4 tNU a'ecreaJ'M tke earti ~ abiftt,t to reMOlfe carbM dtuX/de IN7Hr tie atMoJ'/iere, iClfce lircreaJ'lirj tke bUIll-a; 4 tie (jreelfkouJ'e jaJ'e.J'. ;!1oreoller, b((!wirj ratlc.c!' tlc.tlI( Mere !'ojj/irj actaaft} leak to al( lircrc.aJ'c lir t,i.e rUQI(t,'tff 4 carbiJl( {itJlldc lir tke. atHr(lJ'jAcI'-C, {art/rcr wOrJ'wirj Cke /"ob!chf.

Both versions provide the same information, but Version 2 is more appropriate as ,\11 academic essay. In this yc[sion,the-e=ts-.arul~!.~viti~.'!.~~!:i!~~~arc I!1QrC olrcn expressed as nou~Cdt;b.1fc~!(giQL1', 'acaLion'~rcmill'4in.-This ~J.¥Wf~I!:~Lwrilll'~1'~~llcmic

..--Ianglia-ge.-inVersion I, on the other hand, the actions arc more often expressed through verbs ('destroy (the 1 rees)' , '(I'e<lIC', 'is rcmoved'). This is more characteristic of mlormal spoken language and hence less appropriate in academic writing.

In order to 'translate' Version 1 into the more academically appropriate Version 2. you should:

change the verbs into nouns Dr 'verb + ing' and eliminate, where poss ihlc ,

references to 'you', 'peoplc' and other human agents;

substitute expressions associated with informal spoken English with more 'academic' phrases.

Version 1: If you destroy the trees in the Amazon Basin, you create problems both now and in the luturc.

Version 2: The deforestation of the Amazon Basin leads to the creation of both short-

term and long-term problems.

Note also that the writer of Versi~n 2 has chosen academic terms, such as 'dC[OICSI(lI)(1I1', :Jlora lmd fauna', 'global', 'pastoral and arable', 'hence'. As part of your study program you should make lists of the particular terms associated with your own discipline. You will find this helpful when you are writing assignments in tertiary study,

TASK 21

Identify examples of other such differences in vocabulary and structure in Versions 1 and 2 above.

TASK 22

Cover Version 2 of the passage above. Try to transform Version 1 into a more academic style.

TASK 23

Choose a passage from an academic textbook and 'translate' it into more informal language.

Q: Do grammatical and spelling mistakes oeeur often

and make the essay difficult to read?

III a""cssmg the accuracy ol your grammar and spelling. you need as much objective lrrdb.uk as possible. T" idcnuiy areas of weakness you should ask teachers and native speakers of English 10 check your writing. Textbooks with answer keys can also be used. Your g'lal is III become more aware of t1111se aspects of English grammar and spelling in which YllU consistcru ly make mistakes. The Diagnostic Tests on pages 92 to 97 are designed to assist t his process ol sell-assessment.

Q: Does the essay demonstrate the writer's ability to construct complex sentences? Your ability 10 use longer. more complex sentences provides IELTS examiners with evidence of your gramruaucal proficiency

Uk' 1\.·\:-'11'11:

VERSION I

lktwccil 1919 and 1931 there were free elections in Germany. Hitler came to pll\\'l'r III 1<)33. From then until 1947 there were no free elections in Germany. There were no free elections in the German Democratic Republic (East l;crmany) until 1<)<)0. These rook place after the fall of the communist regime. lhe lonucr Couuuunist Part)' was discredited. It still managed to gain a slglllficant perccntagc of the vote.

VERSION 1

Free elections were held in Germany between 1919 and 1933, the year in which Hitler came to power, but were not held again until 1947. In the former

(;~nnan Dcmocrauc Republic (East Germany). the first free elections only took place alter i hc coll.rpse of the communist regime. Even though the [ormer Communist Party had been discredited, it still managed to gain a Significant percentage 01 t he vote

Although hoth vcrstons conuun the same information, the writer of the second version has comhincd the seven sentences of Version I into three complex sentences. While both writer, may have the same English-language competence, the second writer has demonstrated an abiluy to combine ideas into more complex structures and would score higher in the IEUS test.

The Diagll(lstit: Tests (III pages 92 to 97 will help you to assess your ability to form COlli plcx Sl'IIICn(es accurately.

TASK 24

Read the task below and assess the sample answer which follows, considering its organisation, relevance, grammar, vocabulary, and spelling.

Task: To what extent should universities function as training grounds for employment?

You should spend no more than 30 minutes on this task. You should wruc a minimum of 150 words.

READING PASSAGE I (extract)

The Role of Universities in Contemporary Society Traditionally, universities have carried out two main acrivrucs: rcsc.uvh .uul teaching. IIbny academics would argue ih,u both these actil'lIll', pLty ;Il'lltllal role in serving the communuy The Iundamcrual qucsuon. however. is: how docs the community "';1111 or need to be served?

In recent years universities have been coming under increasing pressure from both governments and the public to ensure that they do not remain 'ivory towers' of, study divorced from the realities of everyday life. University teachers have been encouraged, and in some cases constrained, to provide more courses which produce graduates with the technical skills required for the commercial sector and research that has practical benefits which are commercially exploitable. If Aristotle wanted to work in a tertiary institution in the UK today, he would have a good chance of teaching computer science but would not be so readily employable as a philosopher.

A post-industrial society requires large numbers of computer programmers, engineers, managers ant! technicians to maintain and develop its economic

r

growth but man, as the Bible says, 'does not live by bread alone'. Apart from requiring medical and social services which do not directly contribute to economic growth, it would be an impoverished society that did not value and enjoy literature, music and the arts. In these cost-conscious times, it has even been pointed out in justification lor the funding of the arts that they can be useful money earners. A successful musical, for instance, can contribute as much to the Cross National Product through tourist dollars as any other export initiative.

READING PASSAGE 2 (extract)

TABLE 1

Percentage ul students enrolled in undergraduate degree courses at the Leslie jacobs Polytechnic. I 97(l-90.

1970 1990
Social Sciences 15% 5%
Economics 20% 20%
Accuuru inj; 10% 15%
111.lllts and Physic'; 10% 5%
(-lllllputing O'X, 1'5%
l.ncr.uurc 15% 10'X,
Fnrclgll Languages 10% 5%
Engillcl'flllg 20% 25% Sample Albll'l'r

/fay

I tl/~i tAat It Ij' r./"r;'ol'tatrt dat UlfI;"el'J'lct Ij' to IUl(ctlol( aJ' tl"alirl1f j/"Qul(riJ' 101"

eIKI'I~!IKcd. ne IKOdel't( eC(}I(OIKICJ' ~ J'ltuatlOI( l,r I.'CI"! "If/cuft al(c/ Ifra", J'tt<l/et(Cs'jO to Ulfi;"CI'J'/C, but the! caMot jet ajob wiel( JI AIi"_h ,rac/luate.

//. ,.. I I M~d ' . / ./ /lCo/"e,

{// t(1V-CI'J'/W!J' saoe oee« el(CO!J.l'r, II( J'olfre cases cMJ'tl"alirea, to !1"iJI.'lae 1\ CtlUl'J'eJ'

wh,d rtllucc jl'aluate.s' wlti tie techl(/cal'J'irtk 1"C1uI'r-uiltll" tie ctllfrlfrel"c/ul J'ecCIII" atrc/ l'CJ'eorci tiat iaJ' rad/cal' bel(e/r'tJ' wilci ore Clllfrlfrel"Clal'~ e.tl'/g,labi'e. nC! cIu I(IIW Ifrlll"e cIIUl'J'e!tie- 6,flirUl"I1f, I1ccIIlJ.I(tl1f al(c/ CIIIK!Utlirj (15%) I tilirt tL,r l,r ,fooel.

continued on page 92

TASK H ciHwnucJ from pab,' 'J J

(}Oll./'J'U' tie /i;/oSo/kj Ql(clltl;"atll.!'e are I(ot liK/ol'tQl(t, PeD/1e CQI( stll.af

til:r lir~ tiu;" J'jJare tliKe as ioMj, I e'/;ioj I'eacltirj Kj CtJlI.l(t"j ~ t'tl;"atat'e, I cIt/l(ot dll.af tkl:r at 1I.1(1V-e!'SI'tj/ LI'tI;"atat'e ioU' I(ot kl; tk UOI(0Ilrj' ;(Ij teac~ ka.r bUI( acltn:r;I(! u..r to 10clI..r at eK//orel(t, .fk a!(Q~ .rQj: iro .rtll.af -1(0 jOb - I(ojob -1(0 KMej :

~ DIAGNOSTIC TESTS

Test 1*: Grammar

Complete the following sentences by circling the missing words.

I. Science still a cure for cancer.

a. doesn't find c. hasn't found

b. haven't found

J. aren't finding

2. While he a route to the Indies, Columbus discovered America.

a. searched c. had searched for

h. was discovering d. was searching for

3. Existing reserves of fossil fuel by 2045.

a. have been run out c. is going to be run OUI

b. will have run out d. have run out

4. If logging of tropical rainforests continues at the present rate, a 30 per

cent increase in atmospheric C02 by the year 2000.

a. there will be c. there would be

h. there might have been

d. there could not have been

5. Only by investing heavily in value-added exports from the present trade

imbalance.

a. the country can emerge

b. the country might emerge

c. can the country emerge

d. the country emerged

6. the mystery of the double helix, the scope for genetic engineering

dramatically increased.

a. Having solved

b. After being solved

c. Solving

d. Solved

7. Since the mip-'60s considerable research in embryo transplants.

a. has carried out c. has been carried out

b. was done d. was carried out

il i,

if Ii

"

I

'I'

i

I l

~ scvcr.il hypotheses have been advanced for the disappearance of the

dinosaur. no conclusive evidence supports an)' of them.

,1 despite c. although

h 111 spite of d. in spite of the fact

L) Until the 16th century the earth 10 be flat.

a. is believed c. believed

h. has been believed d. was believed

10 If the temperature of the reactor 500°C higher meltdown would have

occurred.

.1 was

h. had been

c. was being d.had

11.

adequate precautions are taken, there is no risk involved in the

operation.

,1 Although h. Providing

c. Nevertheless

d. Even

12. 1\ly supervisor advised me to the problem.

a. Il10k ahead c. look out of

h. look down d. look into

11. The more acid you add 10 the solution, it becomes.

,1 cloudier c. the cloudiest

h. the cloudier d. more cloudy

1-1. The lecturer said 'Its lime you the literature review.'

a. began h. begin

c. should begin

d. are beginning

I') After studying our cxpcr imcrual results, the tutor suggested experiment.

the

,I us to repeat

h that \\'c to repeat

c. we repeat

d. me to repeat

I h Alter your results you should make an appointment with your tutor.

.1 Y"U rc(cl\'ll1g

h y,1U would have received

c. you have received

d. you received

17 ),'" the experiment twice. not once.

,I should have carried out c. haven't carried out

h. shouldn't haw carried out d. couldn't have carried out

I H. It 1'101.:s you've made a mistake.

a. as

b. as though

c. if

d. perhaps

c. you requested

d. requesting

I he r"~lIlb III Ihl" c.'I'<"IIII1l"111 were successful. The govcrnmcm CUI the fundil1g. I.dllh,ughl

2 "hl" ,hll',· I" '1lldy .1L"C'Hll1llng AL"CllUntlllg has good c mployrnr ru prospects.

I hC,.llb'· ,d I

h) l .. kil"jlI"'.IIS nunor problems .

,I 1<1 h.iv, had

h ha\'lng

a. III wllrry h. ha\'ll1g worried

. 'fl"r rCCCI\'ll1g her results. the student slllpp..:d .

Il) ..... - c. w'lrrymg

J III be worried

20. You
a. must
b. couldl1'l
21. Unless glvel1.

a. YllU request

h. y"u will request

22. The assignment made me ----

a. Illihink hard

b. thinking hard

was having d had

31 I h,' books arc \cry uucresun.;

a. which we have read them c. which we read them

b. we have read

d. whose we have read

32. Einstein, changed our way "I ",,'Ing II~e universe, did not learn to read

unul he was len.

a. which theories h. that his theories

,'. whose theories d. who theories

c. think hard

d. thought hard

33. Students that course always cl1Juy it.

a. who taking c. which take

b. take d. who take

a. to enter h. entering

'I'he scientists were prohibited the danger zone,

13

c. enter

d. from entering

34 fhc liquid by a «nnprcsscd-.ur hlast

;1 IS extracted C c:"traucd

h extracts ci is eXlracling

1). lhr problems facing the scicuusrs were than they had expected

the righl answer I would have gal full marks,

---- c. If I'll know

a. Had I known

b. If I would have known

H

a blggcsi b much higger

, vcry bigger d \Try big

d. If I was knowing

Test 2*: Sentence Construction

a. SLl

. . 'Ihal wc decided 1,1 publish them.

25. The results were convmcmg u» ,

c. \"cry

d. so much

lly u"l1g the word" In br.ukcrs. Itlill c.uh u] the itlll'l\\lIlg pairs of sentences 10 Iorm one s,'nlclll'C You ma)' need Itl,ilallgc ,,1111,' ol rh« word-,

b.such

u« 1\\\11'11

a, However

I I 1'1 111C answer is alwavs the same.

way you ( l, • J ,

---- c \\'ho ever

I lc b"Uglll a Iapl<lJl c"'IIIPUll'l' II" lncnd .ld\·N'd 111m agaln,1 II. un Spill' ol) Sample .mswrr: lie htlllghl a I.IPltlJl computer III SJlIIC of Ius frlt'lld ad\'lSlng hun ag,lIlbl II

26.

d. Why ever

27.

b. Whichever d . g methane the process also produces carbon monoxide

pro ucm, .

---- c. Besldcs

d. In addition

a. Apart h. As well

excessive numbers of animals in l.ibor.uory tests

28. The biologist admiucd ---- c. being used

a. using

d. used b. to use

I iI,' II,',' gll,lld ,"II,,'i" ,I, 1"" '1"1.1111'11 around Ihc root system. It also protects ,lg,lIlbl .I1III1I,d Illr,lglng I.b wr]] ,I"

4 In-vitro Inlllis,lIlllll has brtluglll Jll), 10 lhIldle" 'tluples. It has also created legal ""l·IllIll.1S llltli only/hu: also)

) The rcgul.III"Il" conccrmug non-govcrnmem schools have lailccl 10 address the real ISsucS. The rcguialitlns were uuroduccd ill May this year, (which)

6. The liquid helium reaches the decomprcssron chamber, It becomes a gas. (as soon as)

. , II I'll and uivcs milk III its young

I It IS warm- ) ooc C C>

2lJ. A whale is a mamilla, ---- c. which means that

a, who

d.jhat b. which

I:: 'Ii

"

"

I

I"

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,,,

"

7. Breakthroughs 111 hbrc-opuc technology have taken place This has enabled enormous improvements 111 inlrastruciural development. (resulted from)

. H. She wrote very slowly. She did not finish the Writing section. (if)

Y. The 'fellow servant rule' effectively subsidised the industrial revolution. It denied workers compensation for industrial accidents. (by)

10. A Significant diminution in the size of the coral reef occurred. This was caused by a proliferation of the Crown of Thoms, a starfish which feeds on coral polyps. (as a result)

Test 3*: Spelling

The following list contains 200 words commonly found in academic writing. Eighty of these words arc spelt incorrectly. Locate and correct the incorrectly spelt words.

theory responsabilit y ; comparuive elemeruery frequently
thesis altitude relatively simultanous configuration
suparvisor ; investigation stgniflcern findings inevitabally
lecturar rcsourse sustanable influence specification
tutor hierarchy systematically outcome prcdominently
seminar experrimcnt cqipment com parison minor
govcrnement determine standard corclation materiel
department implication literature dramatically phase
scktion " charactarise awareness discusion concern
examenation: gradualy programming emfasisc cfliccncy
propose I research yield design depiction
justification technique approches continuous simulator
contrery effectiveness analytical variabilluy sample
justify laborotory application assessment per capita
oposite comprehensive planning oricnuu ion rivicw
feature contradiction . further involvrncnt consumuon
conclusion paralcl weakncs consider abundcncc
sistcm especially strengths future relationship
inferr ' methodology apparartus beleif icorcucal
divided challenge approximatly emission quanutauvc
objective psichological rneasurrnent allocation graphik
analisys abstract statistical distribute bibliography
hypothesis concreet dec reese significanse serve
develepmeru crytisism activate recegnise role
fasilities 'v, appendices conventional limitation maxarnisc
benefits pcrsuit immersion surnarise consistency
apropriare . questionaire srabtlisauon sinihcsise quote
knowlege performance seqential concent rat inn aclucvmcm opcr.uc moddificauun affect scperate rccieve
posiuon distrebuuon enable adopt responce
cxccdc conditions obsurve assume
ensure
surpass describe opinion diverse edit
fluctuation details auernt esumete patern
[rairnwork structure perspectife vary employ
crucial provide expect lengthen redundant
predict conduct select pararnater irrelevant
outline report exclude specify depth
progres essay mulupel polisy. match
cronological assincmcnt establish produce correspond
specific differ factor author aquire
~ i FURJ~~R_S'r~py._ .. , r.. _: .. <._- . ... :,-..1. The writing tasks in IELTS parallel the kinds of written tasks you may have to do in ternary study. How much do you know about tertiary writing tasks?

., .... \.

TASK 25

Before beginning tertiary study, it is useful to find out what you will be required to write in your future courses, You can do this by contacting course conveners or departmental offices. Ask if it is possible to obtain lists of ,writing assignments for the coming academic session or Ior past years. 'IOU can provide them with a check list to sec how many types or text arc required. For example, do you have to write:

Summancs llf aruclcs or books? l.xprruucnt.rl or Research Reports? Tutonal papers)

l.ihlcs. graphs, diagrams) l.ttcr.uu rc rrvicws? Thcsl's~

Laboratory notes? Essays?

Examination essays or short answers? Annotated bibliographies?

Position papers?

Computer programs?

\\'hl'l1 you have Identified the kinds of texts you will be required to write, you should try ro obtain examples so that you can familiarise yourself with their dl;l[;Ktenstlcs The materials for further study listed at the end of this unit will provide you with a starting point for this research.

TASK 26

The following writing tasks are designed to give you further practice In IELTS writing. In order to simulate test conditions you should complete the tasks in the recommended time without the aid of a dictionary.

Practice Questions for General Training Module Candidates

You have had all accident and are in hospital. Write a letter to your colkgc aclministrat ion explaining why you will be absent from class [or the next month. Ask lor advice about how to continue your studies during this period. (1'5 minutes)

v You find that your study load is too heavy. Write a letter to your college teacher explaining why you need to withdraw f~om two courses. Ask if it is possible to obtain a refund (15 minutes)

Write a report for your college teacher describing an English-language course which you have taken. Explain why it is not necessary for you to take further English-language courses. (30 minutes)

You want to apply for the following job. Write a letter to Mr Moore describing your previous experience and explaining why )'llU would he suitable for the job. (15 minutes)

Waiter/waitress required lor evening work. Some experience Ilen:ssary. Write Ill: Mr K. Moore, Cafe Royale.

You are writing ynur first letter to a 'pen pod' Describe your prcvtou- ,;tlldlc, and work cxpcncnre. ylllir current acuvuu-. hobbies and IntlTC,h. Icll )'tlur pen pal that you will be visuing his/her country during the summer v.u.ruou and suggest meeting him/her. (30 minutes)

Practice Questions for Modules A, B, C Candidates

What are the language skills required by students at tertiary institutions? \ 1l) minutes) You may find it useful to refer III the Reading Passage on page 68.

To what extent should university courses be geared to the economic needs 01 society? (30 minutes) You may find it useful to refer III the Reauing Passage on page 90.

What are the .cruical test-taking strategies that candidates should usc in the IELTS Writing section? In your answer, refer III the notes on lugl' l)l) \ l'i minutes)

~ TEST-TAKING STRATEGIES

Read the task instructions carefully, checking that you understand the audience, tOPIC, purpllse, and requirements,

Use the information sources required by the task.

Take time to make notes and plan an outline,

Follow the time recommendations carefully,

During all stages keep assessment criteria in mind.

~ MATERIALS FOR FURTHER STUDY

You may find the fullllwing books useful:

Benesch, S. rl "I. 1987. At£l<icmi, Wriling Worhslwp, Belmont, California: Wadsworth. Benesch, S. and B. Rorschach. 1989. Academic Writing Workshop II, Belmont,

California: Wadsworth.

Dudley-Evans, 1'. 1985. I\"lillg Llli,tll,1I0lY RCI'OIlS, Melbourne: Nelson,

Hump-Lyons. L. and B. Heasley. 1987. SILIdy Writing' A Coulse in Wrillcn English for :\ll/licllill lIlid 1""/"\\Il,""II'II'/,"\I" Cambridge: Camhmlge Univcrsuy Press,

Hartfiel, V, I'. el "I. ILJ85, Ll'lI"'I/I,~ ESt COIiI/,'lSllItl'l. ClIllhndgl' Newbury House t-tcEved)" M, R, 1'1 "I. 1LJ90. I~l''''/, ,\"'Il', 11'IIlC; 1/,)1" I,' I',,'/,"'" AS\I,~"IIIClIIS, South ~klhourne :\d","

Oshima, A. and A. l loguc. ILJH3. 1I'IIIII1,~ :\,,/,loII/, 1:1I,~I"h Rl'.ldlllg, ~tlss .. Addison\\i.·,lcy.

Pack, A,C. and I.E, l lenr ichscn. 1980. SOIll'lItC Com/lIIllllI,III. Wrillllg <Ind Combining '1,lIll/,I/,/ hl,~I"h SOIlOh I', I .unbudgc: Newbury House

Rajolgopalan, R, 1990. 1I"'IIII.~ L,//lo'lll,II.v l/IIJ Wo,lIshop 1~t'flL"'IS, Jurong Town, "llIg.ljllHl' I.l'"glll.1Il

\\"'b~herg, R, and S, Buker. 1990. IVrilll/.~ Up RfSCtlld,: Rcpoll Writ i IIg fOI Students oj I ",~I"'I LlIgk\\lll,d I :llIb, N , l'rcnucc lIall Regents

Grammar Books

l ccch, (;, and j, Svartvik. 1975, A Cillllllllllllllllll'C Gmnl/lIL1r ,if English, Harlow: Longman, ~turph)', R. lLJH5, 1:".~II,h (;',lIl1ll1lll In Usc A Self-StuJy Guide, Cambridge: Cambridge l 'ruvrrsuy Pre,"

Swan, M. 1981. I'Ic.Jdiwl English Usage, Oxford: Oxford University Press,

,

L

~ UNIT 3 Listening !!!!!!!!!!!!!!!!!!!!!!!!!!

This unit contains
LISTENING TEST DESCRIPTION 102 "
"
General Training Module 102
ANTICIPATING WHAT YOU WILL HEAR 102 ,:,
,- '::,._,
Anticipating IELTS listening situations 103
Listening for information 104
LISTENING TASK INSTRUCTIONS 105
LISTENING STRATEGIES ,.' 106 . 1
Picture-based tasks 106
Form-filling tasks 108
Information-matching tasks III
Open-question tasks 112
Gap-filling tasks 113
UNDERSTANDING LECTURES' AND TALKS 115 '.J
TEST-TAKING STRATEGIES 117 • j
~.' .. ., .1 • . .. "~ . :.:. :,L-? FURTHER STUDY

118: :,-::: 118

118

119

hnding appropriate listening passages Increasing your confidence in listening Practising the skills required by the IELTS test

MATERIALS FOR FURTHER STUDY.

, -.'_ • _- _.".. •• , ........ _ ••• -.',_-. -_.;... -.' • ., ~J ... 10-',4-" .. • . .:... - • .2.'. ;.....:: ~

r

I

II

The Listening sarion was definitely thc nlost difficult for IlIC. We only heard th!' t<lprs on( f (11)(1 SOIlIC of tht spcallers 5fCIlI('(1to t<llll as fast as mdlt,ts I WlIS uying ((l rClId thc questions, listell to thc tape and write the <llIswers <Ill at the senuc tillie, I couldn't lIIH1crstlllld a fell' thillgs, got VCI)' (ollfusn1l1nd only IlIl1naged to write a (I,WlleY of the ails wei 5 Korean IEL.TS candidate

Many other test candidates experience similar difficulties in the Listening section. This unit explores these difficulties and suggests strategies for overcoming them,

~ LISTENING TEST DESCRIPTION

The Listening Test lasts 30 minutes and generally contains four sections. You will hear the listening passages on a cassette tape. All instructions are also given on tape, not by the examiner in the room.

The sections or the Listening Test are generally structured as follows They contain either one longer passage lasting about five minutes or a series or short, linked passages, each lasting about one minute. Before each section, candidates arc given '30 seconds to study the tasks in that section. Each passage is played only once and candidates arc required to write their answers while they arc listening. At the end of each section, candidates arc given 30 seconds to check their answers. At the end or the test, candidates are given one minute to check all their answers.

GENERAL TRAINING MODULE

Candidates Ior the General Training Module take the same LbtL'llIllg Te,t as all '>lhn candidates.

~ ANTICIPATING WHAT YOU WILL HEAR

Many people believe that listening effectively simply means understanding all the word-, they hear. They arc therefore convinced that if they do not understand every word, they will not be able to answer the test questions. This is incorrect.

Even when listening to our native languages, we do not always understand every word, for example in a noisy room or on a bad telephone connection. In these Sll u,1I Ions, WC instinctively use anticipating and guessing strategies to understand the message Think about what you do, lor example, when you receive a telephone call. \\'h'lI kinds u! things do you try 10 anticipate when the phone starts ringing and then when the c.illcr starts speaking]

Because or the increased difficulties you race when listening to a foreign language, it IS important to become conscious or the instinctive strategies you already use,

I he "l'\ '1r.lIl·~y III 11ll' II.U~ I.btenln~ secuon IS 10 ;IIHirIlJ'!~\'hat you arc going to h".11 III Y"1I1 ,IIILly plt)gralll, you need to unncrp.ue the kinds of situations yLlII are likely Il) hear .uid 111 the test usclf you IIIUst anticipate the IIIfLlrmation you need to get rrolll the passages, tund rd.uc s will> LIII to do this (such as the candidate quoted at the bL'glllning of thIS unu ) arc unable III carry out the t'l"k, and SCOI'l: badly.

ANTICIPATING IELTS LISTENING SITUATIONS

IELTS listening passages reflect common sit~lations which you might experience when living and studying in an English-speaking country.

LXAt--II'I.ES:

meeting an English-speaking passenger on your flight towards your study dcstin.uion

answe rmg the questions of customs/passport officials at the airport dll'cklllg into a stlldl'lli i,'silkllll,t1 cllllege

,hklll.~, ,I 1,.h'l'I·ln' 1',)1 d'I'l"'li"lh II) Ii", nrurcst bank/post office, etc, 1II,d"llg ,111''1'1'''1111111,'111 tl) meet a friend

enrolling at the International Students' Office

hstelling tn the r.ulio ncws/we.uhcr forecast

attendlllg;1 lihr.uy oncmauon talk

'litelldlllg yuill' In,t ,'"lIegc ,)1' 1I111\'('lslly class

Alllhcsc ,1111.111,)11, LIII he dl\'llkd IIlIl) tw,) lypl'S:

• ")l'l,tI "II·\,I\·,tI ,'III,IIIl)lb:

• ,llId),·I,<'I.II,'d snu.uron-.

TASKl

Extend the list of examples as much as you can hy finding examples of hot h basic types of situation, To help you focus on the situations you might meet in the IEl.lS l.istening section, think about what you will do from the moment you arrive in the country where you will study to the moment you leave YOllr first class or lecture,

Suggestions:

II \',)11 .uv ,lhl',ldy 1'\'llIg III .111 ElIl)lbh-spe"klllg c.uuu ry, include as manyof Ihe "111.111,)1" ,h }"II r.rn thai yuu h,I\'L' already encountered. If )'011 arc not 11\1111) III .111 I.lIghsh·'peaklllg Clllllllry. try to talk III people [rom your own l,)lIll1ry will> h.ivc .tlrea"y studied uhro.ul. Ask them to remember as much as Ihe)' CIII about their lust few weeks alter arrival.

wnlinucJ on page 104

•

, ,

Who did they speak to when travelling to their study destination)

l luw did they travel from the airport to the town or city where they were going to live?

How did they find accommodation?

How much contact did they have with native English speakers? Did they have any difficulty in understanding their teachers? Which listening situations did they find most difficult?

Contact the International Students' Office of the institutions where you arc interested in studying. Ask them for information about what you arc likely to ~ncounte~ when you arrive at your destination.

Will you be met by a university official at the airport? (If so, will that person speak your language? How will you travel from the airport to the city?)

Where will you stay when you arrive?

Is there an orientation week at your institution? If so, what is involved?

What bureaucratic procedures will you have to carry out? How, for example, do you get medical assistance?

Is it possible to obtain work on/off campus?

Do you have to choose optional courses? If so, what information IS available to help you make your choice? Is there an acadcnuc adviser?

Contact the heads of departments of the institutions where you arc considering studying. You can write or, if you are already living in the same cit y, you can telephone to make an appointment to see them. This is a normal procedure in tertiary education and teachers are generally helpful and informative. Find out as much as you can about the kinds of listening situation you will encounter. In some institutions, tapes of lectures may also be available for you to borrow. If you are already living in the country where you plan to study, you can ask the institution if it is possible to attend lectures and tutorials before commencing your course.

LISTENING FOR INFORMATION

So far you have been concentrating on what you will be listening to - that is, the kinds of situations you might hear. You also need to make predictions about what you will be listening for - the specific i~formation you need to focus on as a listener. If you have a specific focus, then you do not need to understand everything you hear. As in reading. this focus enables you to locate information more efficiently.

1 \ \\11'1 I.:

You r supervisor IS telling you what she requires in your next written assignmcru.

In this situation, you would probably listen for the following specific information: the topic and purpose of the assignment/the required length/recommended reading/the date when the assignment should be handed in.

TASK2*'

What information would you listen for in the following situations?

I. The Overseas Student Officer at your college is explaining arrangements

for a coach trip into the country which you would like to go on.

2. A university lecture.

3. The college librarian is introducing first-year students to the library.

4. You have heard the news headlines on the radio. An oil tanker has sunk.

5. You arc listening to a telephone conversation between a student who wants to rent a [lat and the owner of the nat.

In the IELTS test. the questions themselves wrll determine what you have to listen for. Remember: you lrstcu III everything on the tape. but you only listen lor specific points of inlorrnauon

~ LISTENING TASK I'_'STRUCTIONS

The basic formal of test instructions is as follows:

At ihc begInning III each section. the speaker on the tape gives a brief introduction to the snuauon

u«: 1.\ r \~II'II:

'A/Hll<lll, II SllIllo]( [rom Algoia, is arriving at Ihe airport. Wailing for him arc his hOSIS, /IIr lind /IIrs jO/HlSOII.'

The speaker then g"·cs Instructions.

I'\.\~II'I I

'Rcad ljlll'sti,'ns 7 10 /J. As you listen to the tape, write Ihe correct answer in the sraces provided. You will hear Ihe tape once only, so you should answer the questions as YOlI listl'll. You havc 30 scconds to study the questions.'

During rhe 30 secIlntb you need to:

• study the questions and make sure you understand them:

• decide what 10 listen for;

• make sure you know where 10 write your answers.

Alter 10 seconds the speaker repeats the numbers of the questions you have to answer. Then the passage hegins.

The following sample tasks introduce a range 01 strategies that will help you to respond to questions rapidly and effectively.

~ LISTENING STRATEGIES

(

2. Where is the cinema?

CO·Of> 800KSHOP •

SAMPLE TASK 1: an example of a picture-based task containing four short listening passages.

A

You hear the speaker say:

'Liz is phoning Michael. She wants to arrange to meet him tonight. Decide which of the pictures best fits what you hear on the tape, and circle the letter under that picture:

On the test paper you see the following questions: 1. What do they decide to do?

DUring the 3Ll "'''"I'1s hrlorc t hr lapl' heglllS. )"HI should m.uch the questions to the pictures. 'transl.lIllIg· i hcm 11110 \\'IH,b In Qucsuon I. lor example. 'What do they decide III do?' =[)ll Ihey dellde III g" t" Ihe clIlcmaUsludy oil the hhrary?/see a ftIm?/go [ur ,I walkUw;ltchl \' ;II horne?' By rr.inslaung In this way. you can anticipate the key \111.lhlll.lry III 1~lIl"lhlll 2, 1,,1 cx.uuplc. you should anucip.uc directions Ct urn kilhlghl', '11', 111'1""lldllllrlllllllll'lJlllie corner', ctc.)

CINEMA ~

. ~

~ ~

• (O·OP BOOKSHOP

• rOWNHALt

~ .. ,/

.. , ,

I

! I

, I

CINEMA ~I MAR~ET STREET ~

p~n~

TO~HAll.l

. I

I

, • CO·Of>

i 0 BOOKSHOP I~

_- __ -Iz

, PITT STREET ~

PARK ~ CINEMA

!!l

• TOWNHAU·

D

/1

3. How is Michael going III get there?

A

l,lAXI : 1"

c

D

Listen to Tape Exercise 1 once only and answer questions 1-3.

I

)'

I

TASK 4*

SAMPLE TASK 2: an example of a form-filling task.

The speaker says:

'Gerhardc has juSL moved Lo a new area of town and wants Lo join Lhe local library. A libr~rian is filling in an application form, asking Gerhardt for details. Look aL questions 4 to 7.'

On the test paper you see:

APPLICATION FORM

Name (4) , .. '1"1"1.

! !) ,

/ r / ...

Date of birth (5)

Address (6)

Phone number \ 7) .

\ l /1 jJ'

1,1 prep,lre I,'r rlus passage. )",)[1 should read the questions and decide what you need to hsicn (or. Remember that the mformauon you hear on the tape may be expressed diffcrcmly [rom the words which rou see on the form. The librarian, for example, rna)' ask: 'Could you tell me when Yl)U were born?', which gives you the information you need tl) fill In 'Date of birth'.

TASK-5*

Anticipate how the information about 'address' might be asked on the tape.

In form-filling tasks you should also be read), to listen for numbers and letters. In this task. for example, you can see [rom the Iorm that you will have to listen for numbers (in 5,6.7,) and names (4 and 6).

TASK 6*

Listen to Tape Exercise 2 once only and answer questions 4 to 7.

Understanding numhcrs IS an important pan "f acadrnu, h,ll'llIllg and may be assessed 111 the IELlS test You should he l.muhar wn h the follo\\ll1g l',lIlllnllons:

Telephone numbers:

These arc usually spoken ,b mdrvulual numbers. Example. 276lJ38 = 'LIVO "1'01 SIX nine t/" .... '·I.~ht' "'lth ,n'l'n-lhglt numbers. speakers often divide them into one group of three .md one group llf lour, with a short pause between the groups. Example: 625 4598 = \1\ tIl'" }II·C .. /"111 /II'C III lit' t'I,~/Il'.

~"I1ll'(lmCS a kll' numbers arc grlHlped Il1tO a larger number, especially when this 1I11'<111-CS consccuuvc zeros. l.x.uuple: lJ7lJ bOOO ; 'llille SCI'L'II lIille six thousalld'

III British .uid Aust r.rh.ui Ellgbh, '0' III telephone numbers IS spoken .15 the letter '0', as III "~,,,

~l\lllctlml'S the words '.I"II/t/c-' and 'lril'/c-' arc used. Example: 224 6555 'double two

}oU! ,1.\ tlll'/c /11',"

r

I

Decimal numbers:

Decimal numbers arc introduced with the word 'poilu' and then each decimal number IS spoken individually. Example: 14.73 = 'jOLlltL'fnl'oint seven th,a'.

When talking aboi,1i prices. the word 'point' is not usually used. The decimal numbers are usually comlincd. Example: $12.45 = 'ovelve dollars (and) Jorty-Jive (ccnts)'. The name of the currency is often left oU,t too = 'twelve Jorty-Jive'.

\

F,ractions:

\

Wilhthe exception of 'a half', 'quarter(s)', and 'third(s)', fractions are expressed as .... ths'.

Example: 7/8 = 'sevcn-eighths', WID = 'nine-tenths'.

Thousands:

Apart from the standard system, in which, for example, 1500 = 'one thousand Jive hundred', it is also possible to express thousands as the equivalent number of hundreds. Examples: 1500 = :fijecen hundred'; 2700 = 'twcnty-seven hundred', 1123 = 'eleven, hundred

and twenty-thrcc'. This sY~lem is quite common in talking about prices. -/

"1

If you are intending to study a subject which involves mathematics you nfctl to know

more specialised terms such as 'square mOL', 'squared', '(ubed', 'x 1() lh.r_~r.£and Greek letters such as 'chi', 'sigma', and 'pi' which may be pronounced differently in English to the way they are in your own language. These arc too specialised to be tested in the IELTS test.

TASK 7*

Listen to Tape Exercise 3 ~mce. only and \\'Jite dO~~Jhc nUJ1~be~s you hear.

n /,·4 -.;\ .i~.,¥ /4--'! ,(( .. , 1_' ,i

'/'/ ,i • I

/ ,,' J I /

Candidates who are not Iamihar with the pronunciation of the alphabet in [:nghsh may;

encounter difficulties in tasks which involve spelling. You need t" practise listenlllg to t the way in which native speakers of English spell words.

TASK 8*

Listen to Tape Exercise 4 once only and write down the letters you hear.

I, ;'f'
t·:
ii'
11
il
1'1
! '~~ TASK 9*

listen to Tape Exercise 5 and write down the personal names and place names you hear, When you check the answer key, identify which letters are a problem for you and work with a study partner to practise them,

!J_ t.

I'

TASK 10*

SAMPLE TASK 3:

~-.-.--~-~----t-~

an example: ol an i!lfllrm;Jtllln-matching task.

The speaker says:

'jaedok attends an 0_ria!.la1iap talk given by the Overseas Student Officer at his univasily. As you listen to the recording, answer questions 8-16 by circling T Jar True' and F Jar 'False.' The Jirst one has been done Jor you. First read questions 8-16. '

On the test paper you see the following: .
8. Students must enrol by january 25. T F
r 9. i)1I courses r;egin 1111 March 6. T F
to. Some students can obtain identity cards from
the Undergraduate Studies Office. T F
II. St udcnts require a separate library borrowing card. T I:
'f·12. In term time the Overseas St udcnt Office is open
lllllil6 pm T F
7- 1,. The bank is "pell on Sundays. T ~
I-} Students Gill sorncumcs rash cheques at the
Overseas Student OITiIT T F
-.i5 The dllL'l'1I ",', p.uuru-, <'III)' hl'l ween Monday
I and l:nd,l), T "r
_If> If you w.uu to usc lite ).!}1))Il;"ll~y'lll must have a
,
SPI'I'I,tI Il!n~ lard T F In alb\\'enng trul'Ilabl' questions. tltere arc three kmds III inlormauon you should focus on:

Words lIWI limit Iwun~. III l~llestilln 10, lor example, the noun 'slu,/cnts' is limited by the word \""It" ll thc spc.ikrr says 'all students', then the statement is false.

\\{mis lIwI limil \'I'dls. III Qucsuon 10, for example, the verb 'oblain' is limited by the word '"'"' II the speaker says 'musl ol>win', then the statement is again false,

Tlu' tlaurac,}' of [acts. III Question 8, for example, the date given is January 25. If the -pc.ikcr on the rape dlle, not gl\'C the same date, then the statement is obviously false,

Ilcl"ll' you hr.u the 1',"',lge, you should try to identify and underline the parts of these

,I,itl'melllS wlu, h YUll need 10 listen [or. '

Underline what you should listen for in Questions 11-16 above.

I'

,-

11<

)'llll should also lry ro auucipaic possible answers. In Question 21, for example, you Ilughl .mucip.ue that Sand)' resigned Irorn her last Job because she was not satisfied with her salary or that the Job was not interesting or challenging or that ir was LUO far lO travel

to work, ell'. '

Remember that the informal ion you are listening for may be expressed differently from the statements that you read on the test paper. The information needed to answer Question 19, for example, may be given in response 10 'Where did you lVork ajtcr graduating?',

TASK ll*

Listen io T ape Exercise 6 once only and answer questions 8-16 on page Ill,

SAMPLE TASK 4: an example of an open-question task.

TASK 12*

The speaker says:

'Richard is interviewing an applicant Jor a job in the office where he WOdlS, He is asking the applicant abollt her experience at university, Listen to their con versation and answer Questions 17 to 25 by writing a word or a short phrase in the space provided, Now 10011 at Questions 17 to 25,'

On the test paper you see the following:

Anticipate what you need to listen for 10 answer Questions 22 10 25,

TASK 13*

Psychology?

II,,' 1'-.1,ll·qll,lI'Ic RI\'n h,,, .'" Il, h,ll1k" Ill1(ldll1g the town of Stanton . ..\11 U .. 1111k, III the town h.ivr been cut and I Ill' 1'''I'III.11i(ln of . .'Ii. IS IlOW helllg supplud wn h IIlnitcal 5111)l'llo .uid :.~' h) helicopter. At leas: iw.. people wcrr drowned when lloodw.ucrs lrapp"d t hcrn In rhcir . Itl . All11O'-l .ill (If the towns inhabu.uus have Ill,l thcu .\1 .md arc liviru; In ~lI'Iny. 32 I'M inlonnauon about the disaster ring. \ i '1 he Government has set up a

rclul fund. Conrribuuons can be paid into the Sratc Bank no H

17. Why did Sand)' decide to study 21. Why did she leave her previous

Listen 10 Tape Exercise 7 once only and answer questions 17-25,

job?

18, What did she enjoy most about 22. Why did she apply lor this job?

her course? 23. How did she find OUl about the

SAMPLE TASK 5: an exallllJk of a gap-filling task

vacancy?

24. Where did she learn to typd ~o~eS 25. "'hal arc her 1""g-lcrllll\-ab~

19. What was her first job?

The speaker says:

'Lislell 10 lilis radio news item, Fill ill the gaps lIumbered 26 10 34 by writing lile missing 1I'0rds in lht' sraccs beloll'. Firsl, read quesliolls 26 to 34,'

On the test paper you sec:

20. What aspect 01 her course did she find most rclcv.uu to her job?

Your answers:

21. 22. 23. H.

25 ,.

17. 18, 19. 20.

Your answers:

ln the 30 seconds before you hear the tape, you should study the questions as quickly as possible, If you do nOI know the meaning of some words, usc surrounding words and other questions to guess the possible meaning, When you listen to the passage you Will have more information 10 help you guess. In Question 23, for example, you may not know the meaning of the word 'vacallcy', You can, however, assume that II rs a Jobrelated word and you also know that it is something you can 1illt! (lui ,,!>oul' When )'llli listen 10 the tape you should be prepared to listen for inlonnauon about how Sandy found out about some aspect of the job.

31. 32. :n. 34

2tl N 30.

111".

r

,I

In order to answer g;lp-lilling tasks like this, you should, bclorc the tape is played, first look at the word-, hrlurc and 'liter each gap and decide wh,u kind of mlormauon is mISsing You may be unable tll hnish In the 10 seconds, but make sure that you have studied at least the hrst lour gaps and know where to write your answers.

By looking at the words surrounding gap 2n, for example, yllU know that the missing word or phrase refers to what a river can do to its banks. You should anticipate words such as 'I)[IIsl', '''I'a~"II'' or 'lncu/z'. Similarly, the words surrounding gap 29 help you to limit the range 01 possihilit ics to words such ,IS 'assistall(f', 'clothillg', 'fi''''!'' 'shdta', etc.

TASK 14*

Anticipate possible answers for gaps 30 to 34,

Some candidates assume that the passage they read is a direct transcript of the taped passage and become confused when the words they hear on the tape are different. The passage you read is not a transcript of the p,lssagc you hear. It is only a summary 01 the main information. The actual taped text in this case is a news report in which the radio news reader introduces the story and then hands over to a reporter in the field who interviews witnesses.

I ~,

You read (ext 1'0(1)

The Macquaric River has ... 2t:. its banks, lloodinj; the town 01 Stanton All .. 2~ lmks to the town have been cut and the population 01 ... 2~. i, nnw helng supplied wuh medical supplies and .. 2<1 by helicopter.

You hear (extroct)

'Emclg,'llcy III the StlltC's N"rthcrn District. Thc l\lll«llIllric RII'<'I lid' 1>111 st liS />,111/1, III the NOr/hail Distrid, flooding tht' to"'1I or StdlltOl1 ah"llt .lOll kt/OIlI,'U,'S 1I"uh oJ flie ,t<lte capital. Tile C"ldclI City will II111C'lllllrit' Valley Highways - St,lIlll)lIS ,,'lIlv ',,<1,1 I/Ilb II'llh the olltside ",orld - ar,. 11I11Y il1lpassahle. Tltis sl1lall ",/leat-helt to"'lI with ,I 1"'/'ld<lllllll oJ .3000 is 1I01Y elltilely depelldcllt for its Slirvival Oil thc <,{JOlts oJ til,' '"111\''' Dis"stt'l iJltfl'VClltiOl1 .sl{lIad which is hrillgillg OIlLlgt'IICy IIlcdiclll slipplies alld ./ooti 11110 tlie ,lied II\' helicoptcl: 011" co,.respolldcllt Maxillc Zellith .~e", into Stantoll with thc a rilly. '

TASK 15*

Listen to Tape Exercise 8 once only and answer questions 26-34 on page 113.

The requirement to read', listen and write in a very short time c.mscs dillirulty [or S,lIl1': candidates. You need a lot of practice to improve your performance III thb kind "I 1.I,k (sec Exercises on oaze 121.),

~ UNDERSTANDING LECTURES AND TALKS

The strategies used in listenlllg to lectures and seminar presentations arc relevant to listening to I ELI'S talks, such as the orientauon talk in Tape Exercise 6,

Before listening to a lecture or talk, you can do a lot to prepare yourself for what you will hear. If. for example, you know in advance that the subject of a lecture is 'the role of computers in education' then you can anticipate some of the language that you will hear by using your knowledge of the subject and by reading an introductory account of the subject.

While you arc listening to a lecture or talk, you need to recognise when the speaker is carrying out functions such ,15:

• introducing a new topic

• introducing a main point

• giving an example

• giving ms: ructions

• cont rast inj;

• emphasising

• restating information in different ways

• giving irrelevant information

• making a summary

TASK 16*

Speakers often indicate these functions by using 'marker' phrases, Match the phrases in the !efl hand column to the descriptions in the right-hand column, Some functions correspond to more than one marker phrase,

2. emphasisuu; ,I m.un 1"'1111

3 gll'llIg .111 example

"' gl\,llIg msirucuons

11 rL',ldllng uilonn.uron III drllcrcn: w'lyS

7 gll'lllg urclcv.uu inform.uion

B. m.ikinj; a sUlllm,lry

a. 'what I mean hy ih.u is . h. 'to put II another way

c. 'so what wc vc g,H so far IS .

d Till g(lIng to kick ol] by talking about

e 'wh.u you've got to realise is .

f. 'that reminds me of the time Illy

husband and I .

g. 'the crux of the mailer is .

h. 'as we've seen today.

I. 'in other words ... '

J. 'this is not always the case.

k. 'the next thing we'll be looking at .

'there are three main concepts you should bear in mind .. '

m. 'however, you've got 10 remember .. .'

TASK 17*

You are going to listen to a lecture on 'global warming and its effects on coastal areas'. Before listening to the lecture, predict as much as you can about what you are going to hear. Then listen to Tape Exercise 9 once only and decide which of the following notes (A, 13, C) contains all the main points of the lecture.

QUestiOIi 9

Ilorio'J'iJI(-/!d&I'J' (/1(1/810'(1 (t;'CClr~oaJ'c f) P~arI1fM (revieN 4 is.rac~' ;~, ltd,' a la) I(}vct'~ct (jorcl'aiil(t,'odact;;'I()

4f.:ctJ' vi J'<"a-/~"jl'ij'C (/ttticaft til rc/tct /NC/j,<,- I'i.r,j 1, (),1f1i'ljC to /~"'ad"lJ.ctaJ'C (I'<'<li"" I'a!t; etc).

2, SltlJrd:ir" I'dNat.

3, CtJaJ't<ltf!~iI./;irJ, 1(, b. 81'I:rbal(c,

-I. /;atCa'al.:,?,,:,tl'a('ol(, c.j, /t(l<idj'aA.~',5' (4Icd,\' ,i"';I,Jlillf, '(;'/1{:~1 ",,(t,,·/

5, ",/:/tjibo.!:;:1

/t/alfj/ lfata.rcltll',lbl:I1fJ' fir lfaJ'Cl'a:,;I, C.j jl~,IJJ: .(I'<II:? ·if. * ft~J'(;irJ vi C/'.IJ-tal's-tl'actul'CJ',

* S'ell mOves' lirtal(i fe·i. {jal%4Car/cl(tar:'a/ * D"",lcfrOl(t 'F',IJ·tl1fcd .. !/ flilat ,1MI(j,

• .1,/,1" I I ,,/1 t'" (,1

If/Jiltt t-ak1.'_.J' t{/Itt ~CCOI(I(C( . U/I"it ItL ,\'t' 11.

* f!l(',t~1('. (;a(j /)C(, 25, Nil '

;4.' (lfcrca,fcd dtY;(/,f/l.J' cause ,r,f.}r(//~L t,l (( (('1(.1',1( ,i.m'( ,,",

['o)(':(ll(t', c'

,\ r , uuhd.u,: \\ II" I"llbl" "111)" Oil g,11' I, ",allmg to hear the mlormauon about the time, III.I~ 1111" ill" inlonn.mon hut l"I1II111ll' to w.ut , 11111'111),; III hear II, By this point, the 1111,,1111.111"11 1,,1' g,II" 2 .md lma)" h.IH· already passed. \Vhen the candidate moves on In gap 2, Il IS already lOO laic III catch up,

TASK 18

Listen to the global-warming lecture (Tape Exercise 9) again and find examples of the marker phrases listed before.

~ TEST-TAKING STRATEGIES

In each section, the information you need to answer onc question comes before the inlonn.uion Ior the next question. There is no instruction, however, to move on to the next question: you must decide this yourself.

Difficulties IICCur when candidates are unable to find a correct answer. They may continue to locus on one question, waiting to hear the information that will help them to answer it. If the}' connnuc 10 wait, they may miss the information that will help them 10 al1SWCl' the next questions. As a result, candidates may lose their place and panic.

TIl prl'H'1ll this h.lpl'cning. }'OU need ro locus on at least two questions at all times.

l: \ I \ \ \ 11'1 I

You read ("'''11(1(1)

,\1 l'x,I.tl) rlus alicrnoou. the .nv "I l l.unstown was struck h)' a violent

Il h.i-. Ih)\\ been l"llllrlllCd ih.u over people have been killed and

.ui.uhcr I 'it) 'l'Il"lbly IlIllIrl'l1

You hear (nil II< I)

III .: '1"1, ,'I '..,'" ...... ,',111.'1, ,11111" ,It.,. Ii 1"'11,(111 .. /1 .: , lit,' "I,t:.t:"'1 1I'lIl1flll "1"lsler ill ;\",11,,11,111 ''''1,''\ ,111·, .. ,,,,11 Itd/i 1""1/11, ti", ,1/1<'111",1/1, ,II Ihe hClglu '1lhe IId""I,''''1 /l1'1t 1t"III, III, ,11\' II',,, ""/i"II,, ,I "'\"I\I'III1I.~ eart/"III'lhe Ihal ,,,,,,,11, .. ,1 I' -i ~! UJ" /{l.ltl(' "'Ik, N,/lI' I,'e """ ,"'t'/ Iii "III "'1',,'10' Udl'lI Prall ItTIII tr".~ /1. '''1 Ildl' 1\1111\'11' ,It"\"(h(lllt"lit/(\' (l'IJi/t" .

Till '1<111,/111" "IIl\,,/t- \"'1011 "<1\ 1I<1I1N'/lI'/1 ~ 1'/11'/1 Itall - ""II'II1S1 a I'ile of I1lhl>lc, Al ',.,,1 ,"II I""I'/t- ,II, l,dl,\'"II,' 11<1\'[' "''01 lI'II'l'e" whol lit,' IJlIII"ilig wl/(/psed Ihis "/1,.11"','11 ,"10/ "'till' 11',,>1,,'1' ,II,' ,II 1111\ 1I1"1II0U Ilglullig 1" 1111" slIrvivors'lIl1der the , "1·1,,,. .\" /,1' ",,"e 1 It <I II I'l' 1'''''1'',. 11111,. 1>.'01 '[/11/11111".1 d,,"d lIl1d the figllre is ,\/, .. ",,11,' '''I 1(<'}'t'll, /1,1/11 SI 1',1l',,},.' 1I"'l'il'll. Ilsdl ,,·\'['Id v cia III aged ill Ih" "II',I}"" 111,/1. ,1l .. l/hll ,1/111111<'1 I 'il' /"-"1,1 .. 1.,1\',' I>n'lI IIdmilied 1I'lliI ,,'ll""S illjllllC5 ,

rill' spc.rkrr nuglu dcscnbc the way the lecturer spoke (accent/speed") and talk about lus comprehension dlllll"uliies (raking notes/understanding main pointsj).

Wh.u do you think the follnwmg speakers are going 10 say next?

In this example. candidates should focus on both gaps I and 2, anticipating that I refers to time and 2 to some kind of disaster. Even if they miss the information about tim~. they arc anucipaung gap 2 and arc therefore able [0 respond when they hear the word 'earlhquakc', As soon as they answer this question, they focus on the next two quesuons, wailing for information about the numbers of dead and injured.

The same strategy is essential in those sections which consist of two or more passages (see Sample Task I on page 106). There is no instruction to move from one question 10 the next. You need to look ahead and focus on two questions.

Remember that you should attempt to answer every question. No penalties are given for incorrect answers.

• Are I he)' rr.uhnj; a SCript, speaking from notes or speaking spontaneously?

• What an: the speakers trying 10 do? To entertain? To explain? To describe?

If you Gin answer these questions you have completed the task. Do this exercise every day. listening for ,11 least 25 minutes, the actual listening time of the IElrs test. As your study program progresses, you should praruse more specific tasks as suggested in the section below. Remember it lakes a long ume to become as efficient a listener in a foreign language as you arc in your own.

PRACTISING THE SKILLS REQUIRED BY THE IELTS TEST

Exercises for Independent Study

~ FURTHER STUDY

E\,'/,is<' 1

Before IiSiening 10 a IXISS.lgc, predict as much as you can about what you are going 10 hc.u. You can usc radio program gUIdes or the rules of passages in textbooks.

In your study program you need 10:

.A find appropriate listening passages;

.A increase your confidence in listening;

.A practise the skills required by the IElTS test.

u«: 1\,\\11'11

Radio Guide: Saturday, December 7

2,l10-2.10 Aru.uvuca Ihe 110;1 tourist dcst inat ion? lnierview with lour opcr.uor l;cllrgla PlkIOS.

2 hI-lOll 't-.ly 1,I\tlllnie 1--llI'I,', "'.lIlIlIllg this weeks cclchruy gUl'SI Lady Rurh lopcrt

llll) News .uid \\,C;II her.

FINDING APPROPRIATE LISTENING PASSAGES

English-language radio programs arc a useful source of approprratc lisrcmnj; pass;lgcs news broadcasts, talks, inu-rvicw», and dramatic dialogues, You can obtain prngram gllldcs by writing to the follOWing SI,1I1l1l15 BBC \\"rI.1 Ser\'I,<'. R<I.1I" AIIS(l<lII(I. (.lIld.1I,111 131",1,1· caslil1g Corporalion, Voice of A III tTi C<I. Stalion addresses Gill be supplied hy 11ll' cultural centres or consulates of the respective countries.

For many of the tasks described below, it is uselul to record the pr,lgranb YOli listen III

II Y"U cilll(lSe III "~ICllltl III,' 2 Oll prtlgr,lllI, )'<111 IIl1glll predlcl IIIl' 1,'II'l\\'lng content:

• many pCllpk arc 1I1I"'<"I<,d III Ihllld,lYlng III ;\III.lrdic;I

• speuil,' ;111[;1,11"11, l"ellny!\\ddlill'))

• available tours

• p,l(l·IIII.1I pr"IIklll' ldl.,I,III,d,"ldkll\'lrlllllllclIl,1I dam;lgen

INCREASING YOUR CONFIDENCE IN LISTENING

Many people who listen 10 a foreign language think that the speakers of that language speak very quickly and 'eat their words'. Because they do not understand every word, they often [eel that they arc missing essential information. You need to get used to listening 10 English without feeling panic or frustration when you don't understand cverYlhing. Regular listening will improve your confidence in understanding English spoken at different speeds with different accents.

learning 10 listen effectively does not mean simply listening. You mUSI always have a focus. When listening to passages, ask yourself these focusing questions:

L \\ 1\,\\11'11

\\'h'lI d" YOli tlunk the l"'I'lwlng speaker IS going 10 talk about next?

'.-11 "h",,11I'1' ''-<11111',1 h,,1I' I" l'-d.1 ,111.11\'1'11.- EI1.~lish /J1I1 11'1' nl'ver did 111lIC/i practisl' 111 liSlt'llil1g ,II sl''-dlllllg. S" II'hol 111'<'111 Itl Illy Iirsl fCcll".C in English.

•

What arn-l listening to? Is it, for example, a news item? An interview? A story? How many people are speaking?

What is the topic?

•

•

t

I '

II,

1','11

,:' ;

:/oycc lVa.s st(maing at the top of a ladder painting the lounge cciling when sluldcnly .

'1',1 bffl1 waiting Jor th .. reslilts 0/ the test Jar thrfe wcclls ana I was Jeeling morf a'na more allxioliS. That morning I re(eivcd ... '

'We tooll along thf tfnt, a fridge, gas t(lnlls,a portablc shol\'o; a motor-drivfn gCllcratOl: We 11<1l1 Cl'Cfythillg - the ollly thillg we forgot was to put petrol in the C(ll: Abollt tfll millutes after sftting Ollt

'The most WlI1lllOll mfWIS by which the AIDS virus spreads (Ire ... '

'Th" lIIost sil-:llifiwllt /,(Isitil'e 'ffed of the md oj thf Cold War has befn the redudioll ill the possibility of (In (111111'<1 «>II{lict ill Ell rope. On thf other hand, it also opellS up thf possibility of.

Sometimes you can predict very accurately what the speaker's next words will be.

~ EXAMPLES:

'The advantages of the system arc outweighed by the ... ' (disadvantages) 'UISt /Jut ... ' (not least)

Predict the next word or phrase in each of the following sentences. I. 'In this case the lI1eallS doesll't justify···'

2. 'We have to 10011 at the problems of supply alld ...

3. 'Antarctica, the great southern ... '

4. 'SlllOlling (lIId cxu's.lil'l' II'fi.~ht si,~rliJl«lIItly illLTc<I\c the chall((,\ of C(".lIIlIIV 5, 'NolVlIIlays tYI'('\ITilCh .IIC "I['II/IV /Icing ""I"accd bv

The more you expand your vocabulary by reading, the easier it is to makr pIClIi,·tlons.

Exercise 3

Listen to one of the Tape Exercises. Stop the tape in mid-sentence and tr), to prcdut what is going to be said next.

Exercises with a Study Partner

Exercise J

Listen to a short passage once only, writing notes as you listen. When the passage ends, use your notes to tell your study partner as much as you can about the passage, recording your answers on tape. Listen to the original passage again to make sure you included all of the main points.

Exercise 2

Find (or draw) four pictures which have something in common: for example, four photographs of different people, four postcards with different scenes, four pictures of different cars. Give a set of four pictures to your study partner and describe one of the pictures. Ask your study partner to decide which picture you have described.

E\IT' I~".l

II

I'

Choose a taped listening passage. Write a series of questions based on the information in the passage and give your partner 30 seconds to read the questions before you play the tape once only. Listen to the tape together and discuss the answers.

Write a series of statements based on the information in a recorded listening passage. Include some statements which arc either false or for which there is no information in the passage. Give your partner 30 seconds to read- the statements before you play the tape once only. Listen to the tape together and discuss the answers.

ExuLisc 5

Record a radio news item or short talk. Make a written summary of the main points and remove some information as in the Macquarie River Flooding example on page 114. Remember to include a separate column for answers.

Give the summar), III your stud), partner. Aftcr 30 seconds play the tape once only. Your partner's task is to fill in the misslll); inforrnauon while listening to the tape. Listen to the tape together and check the answers.

TIllS exercise requires you III read, listen and wruc at the same time. As this difficult skill may he tested in the IELTS. y"U should do this exercise as often as possible before taking till' tcst

~ MATERIALS FOR FURTHER STUDY

111 dn-cl,'plllg your study pn1gralll. y"u ma), hnd the followlIlg materials useful. Books wu h ,1(llmp.HIYlng (",,,'ttc, arc mdrc.ucd wuh all .istcrisk.

Ferguson, N. and M. O'Reilly. 1989: EII,~lislr TC"'l'lrolic COIII'uslltioIlS.· Nelson.

Jones, 1.. 1984. It''''IS. )I'<"dllll).: 1111.1 IIStOllll1-: Adl\'!lies for Ul'l'u-Illtcrmcdwtc Studellts.· Cambndge LJni\'CrSIl y Press.

Kirby, S. 1985. PCII,~1/I11 LIStcllillg SlIrlls ." Penguin.

Lynch, T. 1983. Stili/V Llstelllllg: liJl</ustallding uctures alld TallIS in English.' Cambridge lInln'rsllY Press.

McDowell, J. 1982. BllSll ListCllllig' Edward Arnold.

Smith, P. rt ell. 1986. StudYllig ill Australia: Listenlllg EfJectively! Nelson.

'I!"

I

~. UNIT 4 Spea/(ing

~!h .. ' . .

This unit contains
SPEAKING TEST DESCRIPTION 124
General Training Module 124
STRATEGIES FOR THE IELTS INTERVIEW 125
t
Predicting the topics 125 I
I
Understanding the questions 127 i
Asking for clarification 128 I!
Responding appropriately 129 il
Giving an organised answer 131 II
Asking questions correctly 135
Playing a role 138 I
finding the right words 142 I.
, ASSESSING YOUR SPEAKING 145 i'
II
I
TEST-TAKING STRATEGIES 147 I
Preparing for the interview 147
On the day of the interview 148
I
MATERIALS FOR FURTHER STUDY 148 I
I , I'

'I sllHlil'd English (If S( hool for Il'n years. I've hall on holiday in Brilain (wel 1 didll'l huvr 100 many probl£'lIIs ill lIIailing myself IIrHlcrslcwd - I've ('\'1'11 gil'ell a paper in English (II (In inlernalional wllgr£'ss. 1 jusl foulld 1 Iweln'l had enough imlclicc in allswering Ihe Ililld of (IU£'Sliolls 1 was mimi in IElTS.' Moroccan IELTS candidate

~ SPEAKING TEST DESCRIPTION

The Speaking Section of the IELlS Test consists of an interview which lasts between II and 15 minutes.

GENERAL TRAINING MODULE

Candidates for the General Training Module take the same speaking test as all other candidates.

Before you hegin the interview, you will be asked to fill out a one-page questionnaire called a nnri(UlwlI I'ilae or 'c.v.'. The c.v, a~ks questions about your work experience. study experience, and personal interests. Your writing on the c.v. is not assessed as pan of the test.

TASKl

Fill in this sample c.v, This is similar to the c.v. you will be required to fill in before the interview,

HII.I. NAME ...

NATIONALITY

nRST 'J\Nl;UA(,E ..

,.

OTIlER UlNGlIAGES .

EDUCATI( lNAL QUAL IFlt:ArIl lNS .

WORK EXPERIENCE .

REASON t:OR DOING IEITS TEST.

FUTURE STUDY PLANS ....

HOBBIES OR INTERESTS .

A ltcr llllllpkllng the c.\ .. , you w!II gll uuo the uucrview room where you will iruc rvicwcr who IS a nauve speaker of English. During the next 11-15 min interviewer \\'111 follow a standard paucrn consisting of five stages.

Slage 1:

Slage 2:

Slage 3:

Slage4:

introductions and greetings; basic questions about the candidate;

questions about general topics:

the candidate asks the interviewer questions based on a task;

more detailed questions, particularly focusing on the candidates future plans; closing the interview

Slagc 5:

~ STRATEGIES FOR THE IELTS INTERVIEW

PREDICTING THE TOPICS

II is useful to predict what topics will occur in the interview In order to do this, you should remember that all IElTS candidates around the world have the following in common:

I. I hey arc generally 0\'Cr 18 years of age;

2. Ihcy han: already studied .u high school;

3. they may have some work experience:

+. they have moved to or arc planning to move to an English-speaking country; 5 they may have a parucul.u maJllf field of study:

o thcy come Irorn a pl.uc rh.u Ihl' inICIYIC\\"l'r pr'lhably has IWI been 10 or docs not know well:

7. Ihey arc pl.lIl1lll1g III e ntrr tc rt r.uy or luuhcr cduc.uron;

8. Ihey arc nOI native-speakers ol Enhltsh.

TASK 2*

Think of appropriate qucsrions for these eight points above. The first one has been dune as an example.

Ihl'Y .irr hl'nl"r.tlly over 18 yl'.H' 01 .Ihe Arc yl III 1II.lrned ~

I\l yllll h.ivr ,IllY cluldicn? no you hv« \\1111 )"111 l.uuily?

TASK 3

Look at the sample c.v, below. You are now in the same situation as the interviewer: you have never met this person before. What questions would you ask this candidate?

FUll. NAME ..I.f~(M~ltkgo/':t;.~!~( .

NATIONALlTY (~~~~ .

FIRST IANCUAGE /~plrM .

OTHER LANGUAGES f."I.t.j>j,~. ~i:I'!!f!..'f .

EDUCATIONAL QUALIFICATIONS 11~~..fy.~q4.f){4klfrf!.. _ .

WORK EXPERJ ENCE _ _. , ..

REASON FOR DOJNG JELlS TEST .... k . .ft4r1j..f!.{tll(IP:if...ft'tj.

FUTURE STUDY PLANS.... .8.f!.p,4.4r.-Jl;;'(J_I({J~~~ ..

HOBBIES OR INTERESTS ._ if"J?~ .. a'!.a'~I(/!f_j> .

TASK 4

Look at your own c.v. form. What questions do you think an interviewer could ask you?

TASKS

Study the following situations. What questions would you ask the person in each situation?

A foreigner has just arrived in your country.

An acquaintance tells you that she is planning to study physics at university You meet a person who works at IBM.

A relative is going to study in the United States.

A friend tells you he is writing an essay for university. A friend has returned from a trip to the UK.

\\'hat's Yl)lI!' opinion ol I .-\ flow diflercru is .
2, Dn you lccl th.u . . ? 1I I low is it that . .. ?
3, How do you lind ~l How do Y'HI lccl about ... ?
-l \\'haL's thL' ddlnL'nl" hl'L\\TL'n n I, l\) sinul.uu
') flow come I Why
() flt,\\, olnn I' What do ylHI think of ... ?
7 In \\'h,IL w,IY G How
H \\'hne II, flow frequently _.
l) l lowlar When:a!JollLS
J To what extent ... ?
K. What's your feeling on ... ?
L. Do you think that, .. ?
.~) Il' sunun.insc althnugh 11 is not possible ILl predict precisely what topics will be covered 111 an IlLTS interview, it is reasonable to assume that the interviewer will focus on the c.uulid.ucs past experience in work or study, way of life, views on the world, personal experiences, plans for future study. and feelings about moving ILl another country.

UNDERSTANDING THE QUESTIONS

The IELTS interview is not a test of listening comprehension; that is the aim of the Listening Section. The interviewer will generally speak quite clearly and try to make sure that you understand. The interviewers goal is to hear you speak. You need, nevertheless, to understand the interviewer's questions so that you can respond appropriately. Remember that the same question can be asked in different ways.

TASK 6*

Match the questions in the left-hand column with those that have the same meaning in the right-hand column. Note that questions in the lefthand column may correspond to more than one question in the righthand column. The first is done [or you as an example.

III

III

I

! i i ~

lntcrvicwcrs may request the same information in different ways.

II ~., 1.\/\;\11'1 , .... :

Direct questions:

'What arc you going to study?' Indirect questions:

'Could you tcllme what you arc going to study?' 'Do you knol\' what you're going to study?'

Confirming questions:

'),'u're going to study Economics, arc you?' ')'III're going to stlllly EUJIlomics, aren't you?' 'You're going to study Economics?'

Rcquests/i nst ruct ions:

'Would you IiIle to tcllme a bit about your study plans?' 'Tell me what you're going to study.'

TASK 7

Ask the following questions in as many ways as possible.

1. Where were you born?

2. What part of the city do you live in?

3. What arc the main tourist attractions in your country?

4. Where have you studied English?

5, How many brothers and sisters have you got?

6. Whais the climate like in your country?

7. What arc typical working hours III your country?

H. What aspect of I'ngli,h do you find most difficult?

9. I lave you been colbullg stamps for a 10llg urnc?

10. What is the biggest social problem in your country?

ASKING FOR CLARIFICATION

In contrast to the Listening section, you have more control in the Interview II r"U till not understand the interviewers questions, you can usc the following strategies

If, for example, the interviewer says: 'Do you lille travelling on the Tul>e?'

You can say that you don't understand: 'I'm sorry. / don't understand. ' 'Sony. / don't ./01101\'.'

You call ask lor a que,tl"n III be repeated: ./ didn't latdl that. \I/ould you mind repcating it?' 'C'ldd y"U repeat th,' ,/ue,tion, Flcase?'

Ii

II

You can clanfy the meaning of specific words or phrases you don't understand: 'Sony. / don't Imoll' II'hat you mean hy 'Iubc'.' '\\illdd you mind cxplaining 'Tube'?'

You can check your understanding of a question: 'Do you mean the underground trains?' ')(IU're ashillg me abllut ulldngnJulld trains, arc YOu?' 'You're ashing me if / like travelling on the Tube?'

TASKS

How would you respond if an interviewer asked you the following questions?

I. \\'hms y(lUr opinion of topiary?

2. Could you icll mc about the nard mdusiry in your country?

3. Is myrosin ,nmlllllllly used ill [crmcruation?

RESPONDING APPROPRIATELY

l.arh 5t;lg.: "I i hr 1ll1,'" 1,'\\ I"cu,,,, nil '11I"'dl' ,peaklllg ,kdb You need to respond ;lPPfllprt,ll.:ly t" lh,' 1111"1 \ 1,'\\ "1" '1I1,·,II"lb .uul III,t ruct Inl1, III ,'.1, It ,t,lge

Stagc 1 (1-2 1111I1Ul,', I

•

11111" ,'11 .1 "I,,,'ltl' I""'ldcr la le,nrdlllg Illay be made llf interviews so that the ,'\.11111111'1' ,.111 , It", k tit" 1I11,'n'll'W procedure)

•

Ir) tIl Illlagllle the lIN nunuic ol your uucrvicw How will the interviewer greet you? I luw can you respond 7

TASK 9

Ask a study partner to nil out a c.v. Your partner plays the role of interviewee and you play the role of interviewer. Role-play each part of Stage I, beginning with the interviewee coming into the room. Greet your

. partner and ask him/her as many questions as possible. After completing the task, swap roles.

first impressions arc vcry important In all interviews - for jobs, college or university enrrancc - a confident candidate has a better chance of impressing the interviewer than a nervous and uncertain candidate.

Stage 2 (3-4 minutes)

The interviewer does not tell you that Stage 2 has begun. You do not need LO recognise the move Irom Stage I 10 2.

In Swgc 2, the interviewer gives yllU an opportunity to speak for longer perlods,'gi\'ing more detailed informal ion and opinions.

Topics from Stage I may be used to do this. You might also be asked 10 describe how something is done, how something works or what something is like. If you arc taking the IELlS test in an English-spe3king country, you Illay be asked to L"llillpan: aspects of life in thai country with Ide in yl1m country of llrigin

I, .

'Could YOII (c:fmc I\·h<l( h"I'I'(IIS (/( (/ wt"ddillg ill YOllr (Olllll'y~' '/lOll' do you l11ab' X (a well-known food in your countryl-" 'HoII' do I'cO/Jle" ill VOlllu"IIlIn' Lilli Ellgllsh,>'

'Tcl/mc II'h", (he I',,,adllle is/or o/ll"illillg" dIWill.~ lI(OllC ill .1'0111 l ,Ill lillY . 'So, you rcal/y Ii/,C IWc/lcy. Call you dcstTi/lt" (he rllles?'

'/11 11'1](11 ways is Ellgllsh lIscd ill your (oUlilly~'

'How differclIl is YOllr/iff/rol11 Ihe livcs of YOllrl'"rclllslgr<lIIdl'"rellts?'

'/lOll' docs lilt" (OSI of livillg I,u .. (an English-speaking country) ("lll/hlre" wilh .1'01/' Wlllllly?'

TASK 10*

In Stage I, a candidate says that although he now lives in Brasilia, he originally comes from Rio de Janeiro. What Stage 2 questions can you make from this information?

TASK II

Look at your own c.v, and decide what Stage 2 questions you might be asked by the interviewer.

GIVING AN ORGANISED ANSWER

You need to organise detailed answers so that they ar~ clear to the listener.

Before beginning to answer the question, it is possible to comment on it by saying, for exurnple , That's a difficult question'Z'Thats a very interesting question'. If you use this strategy, it"will give you a little more time to prepare an organised answer.

In organising your answer, it may be useful (as in writing) LO b_egi~ with a sentence or phrase that gives a summary of the main points you are going to talk about. This will help yllllr listener io fl)II,1\\' your answer.

I

I \ \ '.11'1 I

lrucrvicwcr: '\\'hv tI" V(lil 1\,,1111 10 stuely Xl'

Candidate: 'TII,/I\ " 'l/llla drIfi,u/l (1IIeSlill/1. Thac ",e two main rwsons, I suppose.'

rill: suuunar,: phrase IS: ·TIt,., .. lll" 111"[1 IIIllin '<"l/S"IIS, I slll'fl"Sf ' This provides a structure lor the rest of the answer, which des(I"lhcs cuch Llf the reasons.

TASK 12

What summary sentences or phrases would you usc in your answers to the following questions?

\\'h,1I did YlIU ,tudy at Iligh StilllllP

2 \\'III,h b the mos: popular sport III ypm country?

3. How do people spend their weekends in your home LOWII?

4. Could you tell me why you chose to study at the University of X7

I he ,UIIlIll.HV sc'nlCIKl' }"lluchllllSe provides the structure for your main points.

ilIICf\'IC\\n. '\\'h,/IIS rhf I"[I«("(II/rf/;" ~CllIIlg" driving licclI((, ill your WUlllry?'

Candidate: 'Oh, il'SJ,'irly silllple: Iht'll" "re ollly "fcw Ihingsyou have to do. firsl ... Then ... Afler 'h,,' ... And Ihcnfillal/y ... '

"liP

I'

\,

.,

~ ". ! I

,.,

Ii

I

\ ,

TASK 13

Listen to Tape l.xcrcise 7, Sandy's answer to the question 'Wllat was tile ((June liller gives an example of a well-organised answer, Note Sandy's sumlllary sentence and her organisation of the two main points,

TASKH

Continue the candidate's answers to the following questions, Record and analyse your answers, paying particular attention to their organisation,

lntcrvicwcr: 'Wily do YOIl I\'lIlIt 10 sludy X?' (your subject)

Candidate: 'Wdl,/i'rmllllY I easollS , Firslly, /

lrucrviewcr: 'Tcllmt' a hil ,,/lolll your fc/UWUOIIllI bacllground,' Candidate: 'Well,Iirsl / 1I't'lIllo .. , '

Interviewer: 'Do YO(I lilld Anll'/iUIIl Englisll easier 10 1111d('l'sl,,"£1 Ihall Brilish English?' Candid.uc: ')('S, / dolNo, / dOli 'I ,', '

lniervicwcr: '/'\,(' nt'l'['/' kt'n to YOIlUOIIllI ry, \\'/1<11 s il lillL'?' Candidate: 'ThaIs" hig '11It'slion ", '

hucrvicwcr: 'Which is lire bnl llllil'ersily in YOllr wlIIllry?, Candidate: 'I SIlPPOS(, X is, h(,(((lIst' ..

TASK 15

Record and analyse your answers to the following questions, paying particular attention to their organisation,

I, What sports arc played in your country?

2, Could you describe the traditional architecture of your country?

3, What role docs religion have in everyday life in your couutry?

4. What would you regard as the most significant events In Yllur countrys recent history?

5. How aware do }'OU think people are nowadays about cnvironmcru.il issues?

You also need to show the interviewer that you have said everYlhing Y')U want III say There arc several ways to do this,

You can repeal the summary sentence, perhaps changing it sligluly: '\('5, as / II'a.\ S'(.\'lIlg, it's I'fly di{fkll/lto genCl"alise,' ')(:5, there rcally arc many reasons,'

You «.rn ,I,IIC ih.u y,lll h.ivc luushcd '/Ihlll/l Ihal\ "II' '/,(//1'111111111 of anythillg clsc' II, / dlillil'

1',)U can chcck the irucrvn-wcrs undcrsiandmg: 'llan' / ,1IIS\\'l'It'd .\'0111' '1''''5IioIl1' , ,~I\'t' -,,"II a ,leI" 1,1.',(,"

TASK 16

Answer the following questions. paying particular attention to the way you conclude your answers.

What arc sporung laciliucs like 111 your horne town?

2, \\'lw role docs l,)UI'ISIll play in your coumrys economy?

3. I lo«: SL'l'IllU'; is uucrnployrncnt III your count ry?

+. Can Y,lll describe one of the main [csuvals celebrated in your country?

5. In your opinion what are the most serious problems associated with modern city life?

Slage 3 \ 3--\ IllIIIIII,',)

~'I 1.11' )'1)11 have h""11 ,In'\\"(,l"Ing i hr uucrvicwrrs quesllons, N(H\', in Stage 3, t hc IIl1lT\'!l"\\'l'I' w.uus III hl'ar\"11 ,,,k qucsuons In order III gl\,C you an opportunity to ask quc-uon-; hr "I' she dC'lTlh,', a ,1111.111"11 In whuh yllll I11I"l lind 'HII some inform.uion.

lhr lasks \\'111 lI'II,lIly hl' .ihout ,",'I"\'I,'c/s')l"lal '111'\'I\'al su u.u ions and study-related <uu.iuons 111 an r:1l~h'hsl'l',lklll~ "(1111111), C"Ill'I',dl)'. y,)lIr I'IIk IS III ,,,k [or information or ;155ISl;II1,"(' wluch hl'll" Y"II I,) ",h,' ,I '1'1'"hlt-II)'

Example /

lhc 1I11,'I'\'ll'\\'('r 5,1),'

'I 11''''/1 III ,Ill 'tlt/ille 'Hie. \;111 IHIlII ("11,,,11: Ii 111<~hl Il' H'I,~III'I lIt'xl 1111111111. 1'1,,((.\" h'tlll til" t.llltll"J; 'lit' l/tlt',U1tl!\ .

)1111 ,II" h.uulcd :1 ,h,','1 "I 1',11'l'\" '111111al' III t hr OIlL' hL'I()", whuh gil'L'S you i hc ml.u m.u ron wlu. h Y"IIII1lI,1 usc ioIonn '1UL'';lhlllS.

ILIGIIT INFOR~IATION

1"'11 \\,1111 III h"llk ,I Illglli 1" B"g,II,1 IlIIagllll' ih.u t hr interviewer works III a travel ,I,~I'III ~ :\,k th,: 1I11l'1\1('\\('1 qll,',lhlIlS ,dl"111 lh,' I1lghl

Find oUI about:

IJ fr"qllcnv), ,II I1lgllls b dCP,lIllll'C umcs

C duration "I' I1lghl

d number III slIlIH)\'ers c. puce III uckrt

EXCllIJplc 2

-_._--- _._--_._--------------'

-, ill- uucrvrewcr says:

Your Schedule:

'Now, I'd lillt' 1(1/]('(11 you ([\/~ Ill" 'lufstieJlls. l'vc just IC«,II'cd Ihil gift "' Iht' I'OSI. As/~ l1Ie as IIWIIY ,!Jlfol'1I1 '/IICSUOIIS ill as IIIClIIY ,liffn'CIll lI'<lys CIS Y(lU (<III. This shc"t cxplains what to do alld it "lggCltl the qucItiollS you should asll.'

'.\ II ({Il.\'

1.00-6.00 Library study

l) llLl-12.00 Swimming classes

1.00-6.00 Horscnding

She then starts unwrapping a gift and hands you the Iollowinj; sheet.

~t( IN(),\Y'

~.l)O- -!llll University

~.llll-12_110 University

nihil,\\'

S.OO-lJ.OO French class

A GIFT

Read the mlunuauon ,IIn'l I>d"I\' Y"lI hegill. II Y"lI do not understand the task or any or iI,c' 1\'l'ld, "II Ihe -hcrt . .i-k t hr 1I11el'l'Il'\I'<'I' to explain before YOli begin.

\\'U1NbllAY 2.llLl- -Hlll University

The interviewer has Just received a girt. Ask him or her as much as you can about the girt.

IIIlIRS()AY l.llO- 3.00 Chess club

Find out about:

Ill.llO-1 l.Ol) University

t·({IDAY

1.00-6.00 Library study

a. sender of the girt

h. interviewers relationship with the sender

c. reason [or the girt d, type or girt

e. interviewers reactions to the gift

Exall1ple 3

ASKING QUESTIONS CORRECTLY

The interviewer says:

y, -u mu-r .i-k ,I '111",11< 'II .rhout ('In) P'''"t \\llIc·h Ihe ,ilt'el 111,1 rue h ytlll tll 'fill" out .rhout \\'hc'll vou 11,1\,' d"II,' rlu-. 1"11111,1\' t lun add "'lilt' IIltlll' '1"t'SlIt"" tIl' your own ''''''111 III,' t"Plc 1(1111 '1",',IIt'n, ,11(111ld he nlcv.uu 1(1 til,' t.i-], .n u] "'"t', Ill' lormcd. You Ih:l't! I\l lk\\'11 1J1 ~'I 11II lllldhll'lllt' III II lrllltllg \"'1 h.'l I qllt:~lltllh

T/Wllils l'tT\' lllill Ii. Tlial II'''S 1t"<lU\, il1/"It'S/lIl,~. Noll', ,1/ II", Iltl,~t', I 11',1111 \"'11 I,' (11/1 me ,Ollie '/II(,IIIOI1S. 1'1t',"t' ("/~ me lIS 1l1,IIIV '11it'Sli,'"s ,IS /"'''11>1.- I kit" I, Iii,' lillWlillll: }"II\'e lIel'<'I I'I<lyt"tilt'llllis />e/,"t' (111,/ "O,,',t" It'tll/\, 1I11(1('\It",/1I1 It-'I"I"I,~ SO yll" dedde 10 I<lb· tl (OIIlSt" o/I"llIlis lesSelI" }illl",' It'lil/\' 1>11'\' ,1/ lilt" 111"'11011, '" YOII g" 10 Ihe ICIIIlis s,h"ollo flld" (Olilse IrllI. Ii Ilh 1111(1 V"III "Ii,·,11I1.-

\Iakl' qucst iun-, Ir(}I!1 the Io l luwi nj; p h r as e s which are t a kc n Ir orn I v.unpl« 1 '"1 pagl' I II. I Ill' [irvt one has been dour 1'01' YOII.

He hands you the following sheet

TASK 17*

TENNIS LESSONS

You have never played icnrus before and you want to eIH,,1 "I a UHlr'L' "I tL'IlIlI' lessons. Find out which course fits into your schedule.

Find out about:

Il\ Il.111111l I III Iv"

a. levels or courses available

d. times or courses

h. duration or courses

e. size or class

c. cost or courses

....... ?

l _

r

I'

I

I

TASK 18*

The interviewer says: ., alii £I real estatc "gerll. )"U l\'al1t to rel1t all "I'w tllloll. \VI.' 'Ill' 1(~l/lil1g at ,III apartlllCl1t t"gethel: Read this wid £lSllllle questiol1s.'

~-~ -----~---~~~~~--------------~--"\

RENTING AN APARTMENT

Find out about:

.. k~ke. a.F:~.r~ .t4. o/'.Q/':t.lK.e~t. !.ai~~I:?. .. ?

I. Garagd
2. A television?
3. Schools near herd
4. Air-conditioning?
5. Deposit? ........................................................... ?

7

. .

.... ?

. .

......... ? .)

. .

Make questions from the phrases on the sheet. The first one has been done for you.

TASK 19

Refer to the list of social and study situations on page 103 of this hook. Write or record on cassette as many questions as you can which arc appropriate in these situations. Work with a study partner ~H take all the roles in the situation yourself. Ask a teacher or another nauvc speaker of English to check if your questions arc correct.

L_ __

TASK 10

Choose advertisements from English-language newspapers and magazines. Ask as many questions as you can about the advertised product or service.

ILW EXAr>II'LE:

.---~---~---~-~ - - ---~~--~

Learn English in England 1

The Royal English College in Manchester provides intensive summer courses at all levels. The college, situated near the city centre, can also provide home-stay accommodation if required. For more information please

write to P.O. Box 99, Manchester, UK. .

continued tin puge /37

Sample Questions:

I ~ How man}' hours per week do students study in the intensive courses?

2. How long do the courses last?

3. How much does the course cost?

4. Where is Mnnchcstcr?

5. How man}' students are there in each class?

6. Docs the Collcge organise any excursions?

TASK 21

Choose any passage in English and transform the statements into questions .

u~,J EXAMPLE (Irum a nt''''~papl'r art irlr):

BOOST FOR RURAL SPORT

The Minister for Sport and Recreation, Mr. John Bottomly, announced yesterday that the government would provide five million dollars 10 fund ,I ouilding program of 'ports centres in rural centres

throughout the eastern part of the state of Victoria. The Minister went on to say that people living in country areas had been seriously disadvantaged in the pas I and this program would provide more equality,

Sample QllcstiollS:

Who IS Mr [olin lloll')I11I)'~

2. Wh" IS the MIllISIL'r lor Sport)

\\·h.11 did ihc t-.liIlISIl'r lor Spou .II1IHlllIKC yesterday?

4. I It)\\' mu, h 1l1"1ll')' will the govcrumen: provide? '5 \\'h.1! will rh« lll"lle), he used lor?

fl. Where wrll ih» sporrs centres be buih?

7~ Which part 1)1 the sr.ue will the centres be built in?

H \\'h)' has the government decided to fund the building program?

TASK 22

I.

How many questions can you ask in 60 seconds? Record yourself doing Task 21 on casseue and then check how many questions you asked and how many mistakes you made. Do this exercise every day and make a chart or graph to track your progress,

1

PLAYING A ROLE

In the situations in Stage 3, both you and the interviewer are, in a sense, playing roles. To play your role well, you have to understand

• who your character is;

• what your character needs;

• what relationship your character has with the character played by the interviewer.

The language you use should reflect these three points.

IJ<~' 1\\\11'11

The interviewer says:

'You have just arrived in Edinburgh for the first time. You go to a Tourist Illformatioll Centre. I am workillg at the information desk in the Centre. Ask mc as many '1llcstions as possible. Read this first. It will help you to form qucstions,'

A VISIT TO EDINBURGH

Find out about:

a, hotel accommodation

b. price of accommodation

c. distance from the city centre

d. city sights

e. entertainment facilities

f. transport

Who is your character?

You might decide that your character is a tourist, a business person, or an overseas student.

You can make the situation more realistic by giving some information about your character, For example, if you decide you are a tourist, you could say: 'I've jus: arrivcd from the airport and this is my first time ill this city", '

You should begin the role play appropriately, If you were entering a Tourist lnlormanon Centre, you would greet the clerk. For example: 'Good morning. Could you help llIe?'

What does your character need?

You need to get all of the information required on the information sheet. When you have finished, there may be an opportunity for you to ask additional questions.

You must follow the characters needs, In reality, you may, for example, know Edinburgh very well, The character you play does not, so you need to get all of the information

required. In reality, you may also want to ask about different aspects of Edinburgh not listed on the sheet. In your character, however, you must ask the required questions first before attempting to ask any other questions,

What relationship does your character have with the character played by the interviewer?

As in most service encounters, you are strangers. As a result, your language needs to reflect this, For example: 'Could you tell me something about the city sights, I'll be in Edinburgh for just three days.' would be more appropriate than 'I wani to know about the city sights',

When the interviewer answers your questions, you must listen and respond appropriately. The interviewers answer influences your response,

1\\\11'11

Candidate (playing the role of an enquirer at a tennis school): 'How many diJferentlevc/s do you havc ill your tennis courses?'

Interviewer (playing the role of a tennis school receptionist):

'Well, we've got a level for everybody, sil: Beginners, Intermediate, and Advanced,' Candidate:

'That's good, I'm interested in the Beginners' course. Could you tell me when the courses are held?'

TASK 23

Role-play the follOWing Stage 3 tasks, You should cover all of the points on each information sheet in no more than four minutes, Record and analyse the role-plays.

Situation 1:

The interviewer says:

'}')(I arc at tht: airport waitingfor a bus to go to the city centre. You've been waiting I,ll' 20 mlllllt,'s alld the bus hasll't come. I'm also standing in the queue. Use this to as/l me '1ucstions. '

TRANSPORT INFORMATION

Find out about:

a frequency of buses i

lb. distance to city centre

c. other forms of transport available (taxi, train, etc.)

d. cost of alternative transport

TASK 24

Using your c.v., role-play Stage 4 with your study partner. The 'interviewer' should press the 'candidate' for as much information as possible, using the following question types:

Questions which seek elaboration: 'Could you tell me more about X?' 'Could you elaborate on X?'

'What do you mcan precisely by X?'

Questions which seek explanation: 'Could you explain why X?'

'How is X possible?'

Questions which seek justification: '1 don't agree. Don't you think that X?' 'Why do you say thatl'

In giving detailed answers, you may need time to pause and reflect before you continue. In order to gain time to think you can use 'fillers' such as:

let me see; let's sce;'-lycll;JlOW can I put it?; I'm not sure; 1 mean; you 1m ow; I'llltav~ to think about it.

FINDING THE RIGHT WORDS

'I Imew exactly what I wanted to say, but there were two or three important words 1 didn't Imow in English. 1 just [roz».'

Norwegian HoLTS candidate

If you find yourself in this situation, you should explain what you meari by uSing other words. This strategy will be regarded positively by the interviewer.

U .J

I \.\~II'I I ..,

The interviewer asks you: 'What do you think have been the most important changes in your jield over the past jive years?'

You are an agronomist and you would like to say: 'Mechanisation has ban lhe most Significant change.'

You do not know or cannot recall the word 'mechanisation' in English. You can say: 'Five years ago yOllng trees were planted by hand and this was a very slow process. Today we have machines that plant young trees. They can easily plLlnt (I thousand trees a day. That has been the biggest change ;!uring the past jive years.'

You an: an urban planner and you would like to say: 'Envimnmental impact awareness', You do not know or cannot recall this term in English, You can say: 'Nowadays ordillary people Lar~ Ilwn: about the quality oj life in fitit's - jor example, they worry af,oul air pollution, ruf,bish, and dean water. We have to study the ejjeCls which our

pIli liS 11£l\'~ Oil thesc thillgs, Thats the greatest change,' .

TASK 25

Think of terms associated with your fleld which you do not know in English. Explain these terms using other words and phrases.

TASK 26

Answer the following questions. Record and analyse your answers.

\Vhal lire .1'011 gtllll.~ IOI1l(ljor ill~ In your answer, speak about: subjects

your reasons

employment possibilities,

Are you ,\ioillg ItI.(tI V(lW 011'11 (lltll;ill,t: whclI YOII lIrc (It Wlil'tT,ity?

In your answer, speak about:

intentions cxpcncnce

preferences porenuul driTiL'llhi~s

Iftll'C ytlu ",·thll'(l Idlt'lt' .I"U'I'· .~(llll,~ It' Jil't' 1I'/1I1t'vou'rc slllll\'lIlg?

In y"ur .mswrr, spc.rk about

uucnuons pr~rerelKes

uncertainties.

.),lIllt· "" "I \lllll<'lIlS/<,d Ih(1I (I\'(')'t'(I" sludcllts gct()rc{cn:lltialllC£ltIllClH, Wltat is your opinioll?

In your answer, gl\'e

y"ur opnuon

a Justification,

f)I' .1(111 lhllr/; VtlU 'll hc tll>l,' ,(1 (0l't' wilh Ihc Ellglish-lallguage demands oj your illtended 'lIltlv (lIogr,l1l1,)

III your answer:

predict Llnguage demands/gll'e examples a"l'" your I.llIguage "krlb/gIIT examples prl'dll'l your pnf"lmallcl'

Situariou 2:

EXllInl"c 1

The candidate works in a chemical laboratory:

')"11 lIal'( /11>1 all iI',"" I" N(II' 2,'alan" and you wanl to buy a sewnJ-Iwnd ((II: / am III,' 1I1i "d",,,,,,n. )"11 'Ill' IIilacslcel in a sll1all 7i'yola Ihal we arc /lolh lvolling al. Ikl''''" \'1111 mil ,II( ,{II(,IIII"', {,{(,lSe rcad Ihis.'

Interviewer: 'If ),,)U \\'Cll' Ihl' head oj your instillilion II'hal changes wOlild YOII inLwdllce?'

Candidate: 'I'd lo\'[; Lv be in Lhal siluaLion. The jirsL Lhing I'd do is changc the decisionlI1alling pwccss. AL Ihc momcnL, decisions arc made by the dirccLvl(lLe and Lhe 1I'0rhns huvc no chancc La express Lheir opinion. ThaL would be the jirsl Lhing I'd change.'

'/ don 'I InlOW, /Jul I'm sure Ihey'd be belter decisions.'

BUYING A SECOND-llANO CAR

Find out about:

d. possibility of discount c. method of payment

a. the price

h. the distance travelled

Interviewer: ·BIII don 'I you Ihinh ilwould be more difficulllO make dccisions Lhalway?'

Candidate:

c. the age

lruervicwcr: 'Why do YOII say Ih,ll?'

Situation J:

Candidate:

·\\'dl, il ol1l"lollsly del'(nds ,"I Ihe ISSliC. If iL involl'cs condilions (ifworh, Ihen dnlllv Ih( 1'("l'lc ,,"odling in Ihe lah arc Ihc ones who undersland that kind oj iSSll( he,l. '

The interviewer says:

'1'"11 a "al111 doh. l,l[( arc a cusLomt:r and YOli lI'anl Lo opcn a /lanh ac(oul1l.'

Interviewer. "{'III 11c'1 ,wc / aglft· I>"ilh YOli. Do" 'I YOli Ihinh IhaL Lhc dirc(/Oralt.' has a more

OPENING A BANK ACCOUNT ,.1'/(,111·( I lew?'

Find out about:

Example 2

a. types of account

IJ. interest on accounts

d. credit cards

c. hank charges

f. oluaining crcdu

c. chcqucbooks

The candidate IS all ccononust

Stage 4 0--4 minutes)

Interviewer: '\Vlwl 11111.1 .. YOII .I, 't ide 10 ""(0'11" <III ecollOllIlSl?'

III this stage, the interviewer continues the conversation, as in Stage 2. Ihe interviewer speaks as little as possible in order to concentrate on what you arc sayillg and make ,1Il assessment of your language proficiency The questions you arc asked ill this sccuon will emerge naturally Irorn the conversation and may be drawn from your curriculum vunc.

candul.nc: ·1\· .. "ill"Il.\" i>cOI I·OY I/I/CI"fSlni ill ECo/WIllI(S.'

As in Stage 2, you need to organise your answers by having a summar), sentence, a clearlymarked structure and an appropriate closing strategy

l,II!llld,i1l' '\\,·11. I ,{,l/I'I !llIlIh ns 1"'''ll>le III lIn,lersl'I/I.i, or 10 dWl1gt.', lite way sc")cicly \\'0' b 1I111ns Yilil 'v .. '1lIllleel "('''I''"I1,S.·

lrucrvrcwcr ·\\'ltlll do rOll IIll'<lIl J>y ··dlallgL SUdcly"?'

In Stage 4 the interviewer asks you to express your opinion, give explanations, make detailed comparisons, or speculate about your future. You are required to speak for longer periods and in more detail. In the following examples, the candidates respond very successfully to the interviewers probing questions.

Candidate: 'J Slll'lh"" II'h(/1 11lll'<l11 is ... '

TASK 27

In this task, your aim is to speak spontaneously and fluently about a range of subjects. Your study partner chooses topics of interest taken from the newspaper, television or radio. For example:

'Twenty people were killed in a bus accident yesterday.'

Your study partner then interviews you about the topic. For example:

• What do you think the main causes of road accidents are?

• How do you think road accidents can be prevented?

• Do you think the government is doing enough to improve road safety?

Try to speak for at least a minute on each subject, using 'fillers' if necessary. If you pause for more than three seconds without using an appropriate filler, you must stop. You then ask your partner a question to see if he or she can speak for a minute without stopping.

TASK 28

Answer the following questions. Record, transcribe, and analyse your answers.

I. If you hadn't studied X. what field would you have dlOSCIl7

2. What qualities does a good teacher need7

3, What do you see yourself doing in five years' time?

"' What is succcsslul L·,lI11IlIlIIlIC;lIlllll. i II your OpllllLlIl 7

5, What arc your gllab III !lfe)

Stage 5 (1 minute)

In this final stage, the interviewer will conclude the interview. He/she may:

• say that it was vcry nice to meet you;

• wish you good luck;

• say that he/she hopes to meet you again;

• say goodbye.

How would you respond?

You have now finished a IS-minute interview. You leave the room and the interviewer decides on a score for you. How is this assessed? What has the interviewer been looking for?

~ ASSESSING YOUR SPEAKING

'l\fany [(lndidalCS sccm 10 be rwlly 1Y0rried aboul gelling Iheir grammar rig!ll in Ihe inlerview, which is a pilY. because of len Ihey (()mnlllllicale '{Idle II'cll.' IELTS interviewer

When the IELTS interviewer assesses your speaking, she or he may do it differently from the way you assess your own speaking. The key question in the interviewers assessment will be: How successful was the candidates' communication? In order to make this assessment, the interviewer must answer a number of questions:

Q: Did the candidate's pronunciation disturb the communication? Could I understand the candidate easily?

This is not the same as the question: "Was the candidate's pronunciation correct?". Almost everybody who learns a foreign language as an adult has pronunciation which in some \\'a}' IS different from the pronunciation of native speakers of that language.

There arc three 1ll;1I1l aspects of your pronunciauon which ma}' create difficulties in communicauon. These involve the differences between your native language and English ill consonarus. III vowels. and llL2_tress and intonation. Where the differences are greatest, comrnunnauon ilia), he drllicuh

TASK 29

Record a native speaker of English from radio or te lcvision. The recording should be about I minute long. Make a transcript of the recording and read the transcript aloud, recording yourself as you do this.

----------,~- -, ~,~ ,--,---~--~ ----,~ ,- ----

Comp.uc )'(lUI \'L'I,I<'II \\'111r lire (lrlglll,d. assesslIlg t hc drlfcrcnccs. Usc whatever resources you have .leec,;, to: slUdy partner. nauve speaker. or teacher, Decide where the grealC,.t ddfl'll'llU:, .irc .uul plaL'ti,e those pans of the transcript. Read the transcript ,Igam. record and re,lSSCSS yourself.

Q: Did the candidates grammar disturb the communication? Was the meaning clear?

Were only short simple sentences used? Were the questions correctly formed?

TASK 30

Record yourself speaking for about two minutes, perhaps choosing one of the tasks in this unit. Do not prepare what you are going to say. Do not write notes before you speak. Listen to your recording and write out an exact transcript.

,f',

Check for grammaticalmistak.:s. If possible ask a teacher or a study partner to check the transcript. Make a list of any mistakes you have made and focus on these grammatical areas in your program of reading, listening, writing, and grammar development.

I \.\\11'1 I. (an extract from a student's transcript)

I wanted to study in America - I think it has very good universities - but my father suggested me to go to Germany.

The student then checked for errors and found the following:

I l;enerJlly ,pe,lkmg. YUlI[ interviewer will respond positively II you mamtain eye contact most 01 the III1IC while spe,lktng .md hsicrung.

1 Good 'hsteners show interest and understanding by providing feedback. There are many forms 01 Icedback, includmg: nodding the head, sarong 'mill' (particularly common in English), saying 'I see', 'right'. etc. (when appropriate).

Good speakers check to see whether their listeners understand and are showing interest by checking lor leedback. If the)' do not receive feedback, they may ask 'questions such as 'Do you understand what I mean?' or sa)' 'You look puzzled'.

'my fathe,. Stlggcstcd mc to go' SHOULD BE

'my father suggested that 1 go/should go'

In his study program, the student used two strategies:

• While carrying out listening tasks, he began listening for examples of the use of 'suggest'.

• He drilled himself in the correct form by repeating '~'Iy .father suggested that I should go to Germany', and other versions of this structure, for example 'My mother Sllg_~csted that 1 should study in Belgium', and 'My brother suggested that I should stay hac.' lie did this until he could use the structure without hesitation.

Q: Does the candidate communicate effectively?

Think of any two people you know who are native speakers of your first language. Ask yourself which person is the better communicator? Although both probably have very similar grammar, pronunciation, and vocabulary, it should be possible to decide that one is better.

The following checklist presents some of the key characteristics of effective communication:

J All candidates arc nervous. This is sometimes expressed physically with fidgeting and awkward posture, lor example, which can disturb the communication. Good candidates know what to expect in the interview (topics, tasks, and requirements), and therefore try to appear relaxed and in control.

TASK3l

Ask a study partner to interview you in English, During the interview your study partner should assess your behaviour using the checklist above, After the interview, discuss the results of the checklist with your partner. If you have access to video equipment, you can record the interview and analyse your own presentation,

~ TEST-TAKING STRATEGIES

SPEAKER'S PURPOSE _ very clear

l)1l ,111,111 c.irds which you call carry round with you, make a list or the questions ,ugg~,t~d In tlus unit Shullle the cards, take one out of the pack and then give an .uiswcr Krcp ItlI'l'lltlllg Il~W questions for your pack. Yuu can practise these whenever )'llU h.ive spare ume If you arc with other people, on public transport for example, you Gin sull gl\'~ your answers In your head. Note, however, that the Interview assesses your

_ unclear

'1 got so 'len'OIlS in th(' i,ltcrvinv tltat I couldn't £'I'cn oJlCI! my IlHlutlt.' Russian I ELTS candidate

_ fairly clear

ORGANISATION OF MAIN POINTS

_ very clear _ fairly clear

VOLUME

• too loud _ just right

_ not clear

_ not loud enough

PREPARING FOR THE INTERVIEW

_ too slow

~I.tk~ sure you han: role-played the whole interview as many times as you can.

SPEED

_ too fast _ just right

t'-I,tlllt,1I1l .1 constant dialogue with yourself in English. If you are not in a situation where )'llU r.m speak aloud, do the exercises mentally The 1110re you practise in this way, the caster It will be lor )'llU t o 'think in English' and respond more easily during the uucrvicw

EYE CONTACT I

_ maintains eye contact _ avoids eye contact

FEEDBACK 1 _ always

BODY LANGUAGE J _ appears nervous

_ sometimes

_ never

_ appears relaxed

CONTENT

_ totally relevant

_ sometimes irrelevant

_ totally irrelevant

abilit y to speak spontalll'ously II the interviewer [eels that you are giving a rehearsed answer, he or she may shilt the topit' unnrcdiarcly

~ SAMPLE TEST 1

Module A

·ON'-tHE DAY OF THE INTERVIEW

Make sure yuu arrive at the interview having practised the same day. Role-play the whole procedure up to the moment you enter the interview room. Although the examiner will help you to 'warm-up' ill Stage I, it is useful if you can 'warm yourself up' by speaking in English before going into the room.

TIME ALLOWED: Reading Writing

5.5 minutes 45 minutes

~ MATERIALS FOR FURTHER STUDY

SECTION I: READING

Kcnch, A.B. 1980. Astlin~ QUl'Stions: Notes, Exaliscs and Di,lIo~Lj(S 011 //011' 10 Ash Qucstions in En~lish. Macmillan.

PART I: EARTHQUAKE PREDICTION

Asterisked materials arc accomp.uued by cassettes.

Baker. A. 1977. Ship 01 Shecp? An Intcnncdiate Pronunciation Course." Cambridge University Press.

You should spend about 15 minutes on Questions ·1-10.

Qucstions 1-4

Bradford, B. 1985. IntOlHllion in Context: Intonation Practice .for Upper-Intermcdiate and Advanced Learners of English.' Cambridge University Press.

Hadfield, J. 1987. Aciv(lnLCci Comlllunication Galllcs: a Colhtion of Gamcs and AClil'iticsIof IntullInliatc and Advanccd Studcnts of English. Nelson.

Answer these qucsuons h)' rderring to Reading Passage l: Earthquake Prediction. I. Scientists .uumpt to hud out Ihrl"l' dllngs about r.m hquukcs. What are they?

jones, L. 1984. Ideas: Spcakin~ and Listening A(livitics Jill· Upper-Intcnllnliate Studcnts.· Cambridge University Press.

A. B.

c

Ladousse, G.P' 1983. Spratling Personally: QLIiZZCS and QuestiolllHlilcs /'" F/unl'.\' 1'I,,(lI(e Cambridge University Press.

2. The ,·k,InI,1I .uid 1ll.lgnctic pnlpcrtll'S III crustal ro.k are partuularly sensitive to str.un. and ,tlldl,·, IIle,lsunng changes \\·III,h occur In ille,e properucs have provided pronusuu; nsult-, (I',II.lgr.lph)) "·h," IS Ihl' 11111<11"11 "I Iii" sentence? Choose one of the Iumuons hstnl hrll'\\'. .md wi uc :\.11. c or I) m rhr 'p,l'l· provided

Morgan, j. and M. Rinvolucri. 1988. Tile (! Il,'oll. f'I'Hllsln~ ',110 "'~'Ililn III Re(j"IIl~, Sl'wlling And Writing. Longman.

.\ tl' pn"·llk ,III l':\.II11PiL' ,.1 ,I pr,'vllHIS Ide.1

Mortimer, C. 1985. Elements of PlOnuncia(jon: Intensivc Practice /or IntclIlIC"lcI!t, (III" MOle Advanced Students.' Cambridge University Press.

I , I'll" Ilk all argllillent ,'.":,lllbt the previous idea

,) Il' l·,l.Ihlbh i hc main POllll "I ih« pa"'lgc.

YOUf answer:

Pifer, G. and N. Mutoh. 1988. Point Counterpoint: Discussion Clnd Persllclsion Tecllni(llIl·S. Newbury House.

3. I hI· p.I,S.lg" dl·,,·rtl,l" tIl·" 1'111·110 '1IIel1.1 ,,1>,,1'. ,·d III ,1111111.115 prior to earthquakes. \'·h,lt ,II,· Illl·' ~

Rudska, B. el al. 1981. Tile Words )(IU Need. Macmillan.

. \

Watcyn-jones, P. 1978. Ad English: A Book of Role Plays. Penguin.

\.l

J Of)

4. According to paragraph 5, measuring the conductivity of fluid in rock may not be a reliable earthquake predictor. because:

.1111111;11> whuh correlate with subsequent seismic activity. It is hypothesised that the .UIIIll.tlS arc scnsurve to the seisnuc waves which precede major quakes.

III :lllle, where c.uthquakcs arc known to occur. improved construction techniques can significantly reduce the effects of seismic waves. If more accurate information regarding the time and magnitude were available, governments could take even more effective measures to reduce the impact on human life. If. however. an entirely accurate prediction technique became available. there would be Significant social and political implications. An earthquake prediction in a major urban area, for example, would require governments to provide an effective evacuation strategy, necessitating massive resourcing and

political will. .

A other factors may account for changes in conductivity

B. rock may be saturated with fluid

C. these changes can be measured

9. All increase III lite level III r.ulon gas III water always indican-s all I III 1111 nvm c.in hquakc

D. the conductivity of crustal rock is inherently variable

Your answer: .....

READING PASSAGE 1: EARTHQUAKE PREDICTION

Since antiquity, the devastating effects of earthquakes on human lives and property have encouraged the search for reliable methods of earthquake prediction. This challenge remains and contemporary seismologists continue to seek reliable methods for pinpointing the time, place and magnitude of individual quakes.

One prediction technique involves an analysis of the recurrence rates of earthquakes as indicators of future seismic activity. Earthquakes are concentrated in certain areas of the world where tectonic plates such as the Pacific Plate, the Eurasian Plate and the African Plate meet and create fault zones and it is in these areas that seismologists focus their investigations.

The plate tectonics model provides another tool for earthquake prediction by calculating the accumulated strain at plate boundaries. When the strain reaches a certain magnitude the pressure must be released and it is therefore hypothesised that in such cases an earthquake is imminent.

The search for premonitory phenomena has received particular attention. ln contrast to the ancient Greeks and Romans. who relied on the howling of d'lgs as a warning sign. modern seismologists have focused on physical evidence Ior an impending earthquake. Evidence of plate strain can be found by measuring relative movements in geodetic stations. while chemical changes also offer signals for seismologists. Using chcmical-dcrccuon techniques, Professor Ulomov established a link between the rise in the conccntrauon of radon gas III mineral water in the Tashkent Basin and the subsequent earthquake in 1966.

Analysis of the changes in magnetic properties and conductivity of rocks provides further data for prediction. The electrical and magnetic properties of crustal rocks are particularly sensitive to strain and studies measuring changes which occur In these properties have provided promising results. The conductivity of crustal rock is determined by the degree to which the rock is saturated with fluid and the clcctrolyuc properties of those fluids. Before large earthquakes. small fractures develop III rocks. which changes the quantity of [luid present. These changes can be measured and provide useful predictive data. However. similar changes in the fluid-bearing capacity of rock can occur as a result of other factors such as changes in the water table, and therefore this technique is not entirely reliable.

The ancient belief that the behaviour of birds. cats and dogs provides cvrdcnce 01 imminent earthquakes has recently gained credence as a result 01 rests earned out III California. It has been shown that changes take place in the metabolic rates of these

Questions 5-10

By referring to Reading Passage I. decide whether the following statements are true or false. Tick either True or False in the boxes provided.

S. The search for reliable methods of earthquake prediction has been prompted by the devastating effects of earthquakes.

TRUE FALSE
i I [ l
[ [ I [
[ I I I
, i 6. Seismologists arc able to predict earthquakes entirely accurately.

7. Earthquakes (111)' occur in the Pacific, Eurasian. and African ['tILl'S

8. Earthquakes MC l.lusnl hy th,' plate tectonics model.

} O. Anunal mct.rhoh-m-, .1[,' .dln tt'll h)' ,,'blllll wa\'L's

PART 2: rut MASSA DAM DISASTER

.\11,\\,·, I it l' ,,' '1l1l·,IIIllI, hy rl'il'lrlllg to Reading Passage 2: The Massa Dam Disaster. \ Ih'",,· litc lllIH'" .m-wrr and wruc the appropriate letter in the space provided.

Qunl;Olls //-/6

'\,U1II'/" ;\lll'rdllig til t h,' p.h,ag,·. m.uor LOlbt [lid ron PIUll'ctS: .\ "·,1I1t III 1I11111rC'l'l'11 .ind db'btrlllb consequences

1\ 111.11 1e.lll 1<' 1I1111lrl''''''n .uul db;htrllllS COIlSl'l[Ul'IICeS d" not unp.u t 1111 gl·,llogllallc.lIurcS

Jl nbtlllg gCIIIIlgllallr.ltli[,·, unp.ut on major construction projects.

Your answer: 6.' .

12, The I April landshdc involved approxun.ucly

A 511o,noo cubic metres I HO,OOO.OOO cubic metres

II, I he 150 metre-high wave was caused hy:

,I compresscdmr blast I; a rockslidc

01 rock

1\. s.ooo.ooo cubic metres of rtH k and water

C the failure of control systems

() the collapse of high-level hridges

l\lllll'kll' It I,I,lk llilly seven minutes ILl collapse as In enormous landslide consisting of P\'<'I IHll nnllion . u!», Illl'llC' ,ll rock tumbled down the right bank and fell into the reservoir hr] 1II11 I the dam 11'.111. The landslide created a 250 metre-high wave preceded hy a compressed-air blast which entered the interior workings of the dam, smashed the wall abutments and destroyed all control systems. As the wave poured down the valley, it swept away three lugh-lcvel bridges and obliterated the town of Scsai, killing its 1000 inhabitants. The wave was still 50 metres high when it reached the Kere River over two kilometres away.

of material

I •. 250,000,000 cubic metres of water

At the t>.lass.ll'llljulry, \\'llll t>.1aSPIl~ rngllll'l'r, Dr II. L. Ruiq, claimed thai the presence of ')ll·metre deep clay m.irls undnlYIllg"the limcsronc at Massa mvalidarcd the relevance of the Ryshkyk rcconuncnd.iuons. wlulc Ihe increased helghl and width of the Massa abuuncrus. liwugh not duuhlc lilllse rl'llllllmelllJcd hy the Ryshkyk enquiry, were sulTil'lellt lor Ihe Ip\\'<'r m.ixunum rcsrrvorr rlcv.uion l'Xbllng at Massa. The Massa site, he added, had hccn thortlughly surveyed and provided Ill) evidence for the presence of dallgnnus I"'TI~ pi slippage III tls hnal lel)<ln, Ihe Massa Commission accepted Dr Rlllq'~ evidence .uul lk,lInl hun pi rcsponsilulu y for the disaster.

13. I'" I\'" III the dam's completion and its collapse the site showed:

no evidence 01 slippagc C a decreasing rate of slippage

The t>.lassa disaster bore a strikinj; rcscmblarrce to the Ryshkyk tragedy of 1949 when ')00 people had been killed by a wall of water which had overtopped the dam abutments fl)lIowing a 100,000,000 cubic metre landslide. Both the Massa and Ryshkyk dam locations presented similar gelliogical features: )'oung folded limestone mountains with steeply tilted slopes ollcrinj; no resistance to gravit)' sliding.

a constant rate "I' ,lippagc

D. an accelerating rate of slippage

14, I\t the time of the disaster, the elevation of the reservoir was:

D. 475 metres

The commission of enl{ulr)' set up to investigate the causes of the Massa disaster heard that although \Vllif Mason, the buildinj; contractors, had been aware of the findings of the invcsugations carried out alter Ryshkyk they had disregarded two recommendations m.ulc b)' the Ryshkyk commission of enquiry's report. The report had concluded that the Ryshkyk dcsign engineers had been [oolhardy to locate the dam in an area of permeable rock characterised b)' fractures. The Ryshkyk report also noted that the abutment mcasurcmcm s - ;1 hrighl of 20 metres above maximum reservoir elevation, and a iluckncss llf It) 1Ih'ln'~ - -houh] h.iv, hrcn dllllhini.

A. 590 metres

II. 500 metres C 495 metres

16, The passage suggcsts that responsibility for the disaster IS au nhutuhlc tll

A. Dr. Magnu3 Krool D. Dr Ruiq

B. Chid Engineer Pulsaar E. All of the above.

C Both Krool and Pulsaar

A. accurate geological surveys should be carried OUI hclore dam construction.

II. abutment sizes should be doubled.

Your answers:

II. 12.

C the rate of acceleration Irom creep to landslide can be very rapid.

D. more drastic reductions in reservoir elevations should be made ill the event or all unmincnt collapse.

13 .

14.

15. 16.

lhr l'\CIII, whuh I'IL'leded Ihe l.ual I Apnl movement, however, suggest that it was not .1' unprL'lhct.thk as Ihnse involved in the dam's management claimed at the enquiry. ~ll1111r !;llllbllde, had been conuuon in the upper Massa valley even before the ,>llbl ru. u. III III IltL' d.1I11 Alter I he ClII1SI ruenon of the dam and the flooding of the valley hrhuu] II. gl"II,lgI'I, lound a >l)·mCIIT nse m rhc level of ground water surrounding the I"""'I'\»II lr.u turr-, III lhl' I'lTml'.lhk luucsionc further Increased the hydrostuucuplift and lin, rl"UIIl'l1 111 an Increase pi the observed land creep Irom all average of one lL'llIlllletll' per month leglstercd 111 [unc 19')(1 to one ccmunctre per week b)' December III ih.u yc.rr '11115 phcuomcnon resulted in an increase in the frequency and size of landshdcs, kJdll1g tl) a slide ()f 500,000 cubic metres on the right bank near the dam wall .u the beginning of January

READING PASSAGE 2: THE MASSA DAM DISASTER

/('7<.

15, The Massa COlllllHSSIl111 (If enquiry recommended that:

The impact of major construction projects on existing geological features may result III unforeseen and disastrous consequences.

This is illustrated by one of the worst dam disasters ill history which occurred at the Massa Dam on 1 April 1958 only two years after the dam had opened 10 international acclaim as one of the great engineering achievements of the 20th century Designed 10 supply electricity for the region's developing industrial sector and irrigation for the farmers of the arid Lower Massa Basin, the Massa project had taken seven years to

PART 3: THE GOLDWATER GATE BRIDGE COLLAPSE

In response to this, the chid cngineer, lcnnart Pulsaar. ordered a reduction in the clcvauun of the rcscrvorr lrorn 590 metres to 51111 metres. In addition, a network of geodetic stations was installed to measure any movement in the potential slide area. They recorded a slope creep of one centimetre per week. The area was also explored by drill holes in a search for a maJtlr slide plane. No such plane was detected and Pulsaar submitted a report which claimed that landslides of a greater magnitude than 1,0llO,OOO cubic met res were unlikely to occur and that the reduction in reservoir capacity was sullicicnt to alTomnlllLiateup to 5,000,000 cubic metres of material.

The commission of enquiry found that the drill holes made by Pulsaars team were too shallow to intercept the major slide plane which led to the subsequent disaster.

'1 he rains which fell throughout March 1956 caused heavy run-off, which further raised the level 01 hydrostatic pressure. In addition, despite the reduction in the level or ~tllr,'gl' capacity, maximum lateral infiltration resulting from the the previously higher level did not peak until about late March. By early March, the geodetic sensors were recording a slope creep of one ccntimct re per day.

At this time, some geodetic stations were observed to be moving at one centimetre per day. The chief geologist at the site, Dr Magnus Krool, who analysed the data, believed that the stations wen: moving in blocks and did not suspect that the entire area \\,;15 moving ,b a single mass. When it was realised on 31 March that the right hank was in fad movuu; ,IS a Single mass at a rate of eight centimetres per day, the elevation of the n-scrvou was lowered a further 25 metres as a precautionary measure. The cllcct s nl i lus .uuun , however, were reduced by a heavy inflow from run-oll. When the l.mdshdc n"<'lllTcd the next day, the effective level of the reservoir was only five metres lower th.m It h.u] been.

The commission of enquiry concluded that, despite accurate gl'nl,'gl"al survey» (II (bill sites before construction. rock masses under "hanged en\'inHIIII,'nlal c'llnd,t'll'b a, " result of dam construction can be subject W slgnificalll weakening In a \'IT)' short tunc and that the rare of acceleration from creep to collapse call occur in " m.uicr.ol d,I),' It therefore recommended the use of more accurate systems for observing and Ille,bUring changes in a rock mass and the adoption of more drastic reductions III n:Sl'l'\'llir elevations if a collapse appeared imminent.

You should spend about 25 minutes on Questions 17-35.

~eading Passage 3 describes a problem in the construction of span 5 of the Goldwater Gale Bndge and presents the six stages of the solution to this problem. By referring to the reading passage, match the phrases A-H listed below with questions 17-22. Note

that there are more phrases than are necessary The first one has b d f

I . een one lor you as an

cxamp e.

Qucstions 17-22

Your answers

('.'WIlII'/C

Problem in Span 5

....... ..11... .

17. Solution, stage one

18, Solution, stage two

19. Solution, stage three

20. Solution, stage four

21, Solution, stage hvc

22. Solution, stage six

A, some boxes were buckled.

B. slIfknlllg mCllIhcrs were inserted Into the saggmg hull-span. e I

more )lIXCS were canulcvcrcd out tl' weigh down the damaged half-span,

D damaged holts Wl'IC removed lrom the buckled half-span.

Glossary abutment: creep: elevation:

part of a dam wall

slow, downward movement height

work pnlll'cdcd on the const rurtion of span 4.

the buckled half-span was aligned with and joined to the strengthened half-span. l; nl'\\' btllts were Inserted in the damaged section,

II ,tl'cl beams were added to strengthen the second half-span.

Qllnli(}l1~ 23-27

III the next 't,lgl', unc longuudinal h.rll-sp.in was lifted up, placed on roller beams res1lng on a temporary wooden ptn and levered into posuion on the concrete pier, The second half-span was lilrcd in the same way from the other side of the pier and joined to the first half-span,

lhc-«: qucsunns deal wuh Ihe construction of the central 'IXlI1, Match the phrases A-fIisled below with qucsuons 23-27, Note that there an: more phrases than are necessary,

Your answers

2], lnirial problem

GOlDWATER GATE BRIDGE

24,'\1I("l11pled soluuon

25, Unexpected result

26, Action taken

27, linul result

A, the usc of SO tons or kent ledge Il, addition of cantilevered boxes

C. bolts were removed [rom the buckled half-span

D, it difference in levels between the half-spans as a result of buckling E, collapse of span

E more extensive buckling developed

CONC" It PI, ~s

READING PASSAGE 3: TIlE GOLDWATER GATE BRIDGE COLI.APSE

BOX GI10tR UNIIS

Construction of the Goldwater Calc Bridge. deslglled 10 provide rhc lll)' 01 I<rr',11 wu h .1 first and much-needed link across the lrwell River, began in 1<)78 and was scheduled lor completion in late I<)SO at a COSI of $60milllllll, By lcbruary ILJ811,'1> a ""1"1 ol l.ihou: dispules a III I technical dilficulucs, i hc contractors. lnu-rn.u iou.rl Consuucuou-, "d , were loncd to reschedule the completion dale lor early ILJ81, eSlil11;lIl1lg IllIall''',I, .u $<)6 million, In reality, the bridge would not be completed UIlIt! 1<)88 .u a <l"l III S'itll) million and I H lives,

The project involved the construction of two concrete approach viaducts on each b.uik of the Irwell linked by a central HOO metre central steel section, The steel seruon w.i-, III he composed of five spans supported by six concrete piers, Steel cahlcs ruruunj; lrom cable towers on the two central piers would link the longest central spall III t hr adjoining spans,

l ullu uh n: .11",,' 1I11\\l'\'Cr, III .vpnl 1l)81, durtng the consrrucuon 01 span '5 When the 111'1 11."1"1),111 w.i-, ,tilllUI III he rolled IlIllll I" tr mpor.uy pin onto Ihe concrete pier, l'Il~llIn'l' db'"\l'Inllll.ll ,,1111<' III 111<, "11\," Il.Id hu, kkd hy up III of7) II II II I 11Il'IITS

After the construction of the concrete viaducts, the central steel sccuon ol till' hrtdge w.i-, built using the 'box-girder' construction technique, As each of the spall> \\'elghL'l1 .uound 1200 ronncs they were divided into smaller sections known as hox-glllic-r 111l1h, LII" weighing around 110 ronnes. The box girders were assembled on the grllullll III lorm two longitudinal half-spans which could then be lifted separately III lighten the load

l lu-, \\Illlill 11.1\<' 1"'ltilnllll ,III III1.lClcpl.lhlc ddkrCIllT ,II lOll nulhmct ns brtwccn the '"11.1,,' 1,,\,,1, 111111,' h.dl"1'.1I1 .md Ihe "',"llel h.ill-sp.u: III be Illstalled "11 Ihe other side, I iiI l'II,~IIII,'r, It I, Ii< ti'l' dn hl,lll III prllll'l'li nnd loc'.lInilhe li;lIl1agcd hall-span 111 place ,'II til, ,,11,,1<,1,' 1'1,'1 l hc ,,', Illld h."I"I'.11l W;I> then slrcnglhcned hl' the addition of ,1",1 hc.uu-, I" ,1\, lill '111111.11 hu, kllllg .uul .Ibll IIltcd uuo posu ion , The slighlly lower hu, klcd 1t."1 '1',111 \\.1, 1,1, 1,.1 lip UIIIII the two secuons were In vertical alignl11elll and then jomcd

An attempt was then made to rectify the buckling III the damaged hall-span by inserting 250 millimetre steel beams as slilfenmg members. Although this removed most 01 the initial sag it was round that a sccuon in the middle or the span could not be straightened by this method. In response to this situation, further boxes were added to the span by the cantilever process. It was hoped that their added weight would reduce sagging in the buckled area. The engineers removed the damaged bolts [rom an inner girder in the halfspan in an attempt to provide greater flexibility. The operation was successful and the sag disappeared. The damaged bolts were replaced and work proceeded on the construction or span 4.

t!1It'S(i("I~ 28-.36

A similar problem was encountered during the construction of the final central section. When the two longitudinal half-spans were brought together, there was an eight centimetre difference between the height of the two half-spans. The engineers decided to use 'keruledge' or weighting to solve the problem. This involved placing 80 ionnes of concrete on the higher half-span in an auernpt to force it down. After placing the final concrete block on the hair-span, however, a buckle appeared in it which was even larger than the one which had been found earlier. The two half-spans were still on their temporary bearings and it was not therefore possible to add further cantilevered boxes as had been done before.

I he I llllll\\"IIlg pas~.lg\.' ,lIll1mcmscs the L'\'CI1!S which preceded the fatal collapse of the ~'cntral span 01 the C,lld\\"cllCf C;.ne Bridge t-.1atch the phrases A-Q with the gaps in the

summary and wruc your answers in the SI)'l(C provided (There h I

. _ '. are more p rases l Ian

gClpS providcd.) Ihe first one has been done for you as an example.

A. both half-spans 1. placing 80 ionnes of concrete

In order to provide flexibility, it was decided to remove bolts in groups of six or eight in the section of the half-span where the buckling was greatest. Arter the removal of 30 bolts the bulge began to subside. At this point, however, a buckle appeared in both the half-spans. The weight or the whole eastern half-span was now supported only by the western half-span. Slowly, but inexorably, the eastern half-span slipped at an increasingly acute angle before plunging 150 metres to the mud llats in the lrwell River below. Of the 36 men working on it, 18 were killed and another 16 seriously injured. In a report issued by the commission of enquiry, responsibility was attributed to a combination of .. flawed design, an impractical assembly technique and a rash corrective intervention which had been compounded by inadequately observed safety procedures.

B. the required llexibility J. the greatest degree of buckling
C. tll rectify the buckling K. the previously successful
D. hringing together L. 30 bolts
E. to increase the sag M. resting on concrete piers
F the unstable O. further extensive buckling of the
( ; the spalls posuiou UII temporary damaged half-span
bearings r the provision of flexibility
II. the dillerellee III clcv.uions ~. discovered by engineers
between the tll'll half-spans Aft -r If\.I1I1/,1.1 I, , I· I r -. -' ,

~ t ic tw, 1,1 -spans It was .. ~H. .. that one hair-span was higher than

the other. In ,'rdLT to eliminate .. 2_'1 .. kcnrlcdgc was employed. This, however, resulted III "I and the lIeL·d to adopt new measures

Glossary Your answers:
bolt: a metal pin "\""1/'1.- o
buckle: bend under pressure 2H.
31. 34,
sag: curve downwards
bulge: swell upwards 2lJ. 32, 35,
311. 33. 36. :\s a result "I the II tl I' I I' .

...... Ie ", uuon USC( or span live was unworkable Unable

to cmplll)' .. '.: l·;tlltilcI'lTl'l1 box system, the engineers were forced to find an altcrnnuvc method .1.1.

It was hoped I,' ,Idll<'l cHI I I . I

.... 1)' rl'llhll'llIg 10 IS III t uu sccuon of the hall-span

whuh cxluhucd Ii \ I' I

: , .I couscqucucc 0 me removal III \". one hall-span

Cllllapscd. killmg I H 111,'11

I

~ >

SECTION 2: WRITING

Writing Task I. Write your answer here.

WRITING TASK I

--- ~~-----------.---~~-----

You should spend a maxunum of 15 minutes on this task.

The sale and cllccuve disposal of domestic and industrial wastes plays an important role in pollution control. ., he diagr.un below shows how liquid domestic and industrial wastes arc recycled.

As a class assignment you have III write a description of how pure water is obtained from polluted domestic and industrial sources.

.------ .. --.--~---.~----.---------

TASK: Based on the information in the diagram below, write a minimum of 100 words describing the process and the equipment required. If you wish, you may also use your own knowledge and experience. Your description must be relevant to the question.

001£0 SLLOO[ L6EO AS LAMFIll

WATER TREATMENT

ACXJflONQ= AWlHONa:

'STARTER' CllJ~E CK.ORINE

~ ~

INCINERATOR

I/!,

,.

I

WRITING TASK 2

Writing Task 2. Write your answers here:

You should spcnd a m.ixuuum elf 30 minutes on this task.

TASK: Write an essay for a university lecturer on the following topic: 'What role docs planning play in the prevention of natural and man-made disasters?'

Ensure that:

the essay is well org.uused

your point of VICW IS clearly expressed

your argument is supported by relevant evidence lrom the reading passages.

---~---.----

-----

-------

Do NOT Ctlpy word lor word Irorn the reading passages.

NOTES

~ SAMPLE TEST 2

Module 8

Time allowed:

Reading \\'filing

55minutt:s -15 minutes

SECTION I: READING

PART 1: SYSTEMIC POISONS

,-----_ .----.-,-.~

You should spend about 10 minutes on Questions 1~9,

Question 1

Paragraph I of Reading Passage I refers to three metals, What are they?

1. A, B,

Qucstions 2-5

:\cu>rdlng tll Reading l'ass,lg,' I, deudl' whether thr 1,,11')\\'lng sturrmcnt« arc true or lalsc Tick either 11'11,' "I' False III the h,,!<l'S provulcd.

IIWI' hI LS I:

, I

3, I hr 111Il'slln,1I "'lll,HI Is lor.urd between the vilh .uu] the stom.uh

-t, lr ,](1 P"IS'HlIllg alln h the gaslrlllntl'stillait r.ict.

: I

5, I h,' Ingesllllli ul non-solublc P"""IlS Illay cause ""llIlllng

l rs--:

Questions 6-8

,Ii", I,IiI dll,',lh' oruo leaves '1I1d enter through stomata ,\!1 the leaves. When vegetable mall a has bccu ullll.lllllll,llnl 111 this way and is subsequently ingested by humans or animals, the ga';lI"tlillle5Iinal tract becomes the main pathway [or the toxins' entry into I he bloodstream.

By referring 10 Reading Passage I, match the phrases A 10 I below with the descriptions numbered 6 10 H. Write your answers in the spaces provided. Write only one lcuer in each space. NOll: that there arc more phrases than you will need.

A. mucous-producing glands E damage to central nervous system
B. transportation and industry G. upper-bowel tract
C. penetration or stomata H. villi
D. ingestion L rain rail
E. root system absorption The intestinal section located between the upper-bowel tract and the stomach is lined with man)' finger-like projections or mucous membrane, known as 'villi'. The villi are surrounded by capillary blood vessels, whose function is to absorb the products or digestion. Soluble poisons arc rapidly absorbed by the villi into the bloodstream. In the case of lead poisoning. this results in a wide variety or effects on the blood-forming mechanism, the gastrointesunul tract and the central nervous system.

<,

Your answers:

The passage or non-soluble poisons through the digestive system stimulates mucousproducing glands in the stomach and bowel. The production or mucus then induces spastic movements or the stomach which may result in the expulsion or the toxins by vomiting or as fccal maucr via the lower intestine. The ingestion or non-soluble toxins is associated wuh fecal blood, diarrhoea and constipation.

6, Source or systemic poisons ..

7. Method or entry into humans .

8. One effect of poisoning .

PART 2: ASBESTOS

Question 9

Paragraph 2 or Reading Passage I describes two ways in which poisons arc absorbed hy plant tissues. According to the information in this paragraph, which two of the fnllowlI1g describe these ways)

You should spend about I'j minutes on Quest inns 10-25.

QUl'StiollS 10-2.5

A. absorption through root system

B. contamination by vegetable matter

The passage belll\\ summ.mscs the m.un points o! Readll1g Passage 2. Decide which word or phrase Sh'111ld gll III c.uh gap and wruc rhc corrr spondinj; lcucr in the space provided \Vnle 0111)' one letter III each span'

Summary or 'Asbestos Inhalation'

D. entry through leaves

E. gravity and rainfall

C. poisons land in soils

Due III 1(,; ,,,,"";:'''' .• "b'·'"l, h.i-, hccil 101 Silln' ancunt limes In a wide range or tt \\'hen 'lShe,lll, I~ .ur '.111,·), p,'" Ihrough a scrus 01 .1.:' .. which arrest their 15 lhc sumulauon III II' 1.1l1,,', I.; whuh expel them Irom the resplrat<lry tract. If p.ut ulr-, Me \n) I;, . wlu, h IS the l'ase wuh .'~). asbestos, they may 21) as far as the ;l1",·oli. ~llllle III I he", parll"'es ma)'2.1. the alveolar wall and cause .22. to develop. This reduces Ihe 2 \ 01 Ihe IUllg and causes the condition known as H . Symptoms or the db,',b" nuy I.lk,· lip III 2, III appear

Your answers:

9 ..

READING PASSAGE 1: HEALTH EFFECTS OF SYSTEMIC POISONS

Although the detrimental effects or systemic poisons such as lead have been known [or many years, it is only recently that cadmium and mercury have been recognised as equally damaging toxic agents. The absorption or such metal toxins via the food chain is a common means or poisoning.

;\ lllllgillng F extend K. mucous lining P 30 years
II vc 1',,111111)' l; 211 years I.. small Q. panicles
rr.uh II. apphc,u ions M. penetrate R. used
n • bhl"~hl='b smaller N . efficiency S. blue
E Sl;lrl'lng J filters O. inhaled T. progress Arter emission Irorn industrial smokestacks or car exhausts, gra\'lly and r.nnlall return the toxin-containing pollutants to earth. They may then be absorbed hy plants in two possible ways. Where metal poisons h~ve landed in the surrounding soil, the plants mot system absorbs them and distributes them throughout the plant's tissues. Toxins Illay

Your answers:

12. 13.

14. 15. 16. 17.

18. 19. 20. 21.

22. 23. 24. 25.

cllccts. In ,;!'CS where the asbestos panicles have penetrated the alveolar wall, scar tissue develops. This reduces the effectiveness of the alveoli and so less oxygen passes into the blood and less carbon dioxide is removed from it. This condition is known as asbestosis. The process of scarring may take place gradually and the disease may not be diagnosed uneil 20 or 30 years after the initial exposure.

8

10. II.

PART 3: ASBESTOS-RELATED DISEASES

READING PASSAGE 2: ASBESTOS INHALATION

You should spend about 15 minutes on Questions 26-30. "

Questions 26-30

Asbestos rs the generic name lor a number of naturally occurring fibrous mineral silicates of which the most common types arc crocidolite, also known as blue asbestos, and chrysoulc (white asbestos).

Employed for at least 2000 years, it is valued by industry because of its tensile strength and flexibility, and its resistance to acids, heat and friction. Asbestos has had a very wide variety of applications It has been commonly employed in the building industry as a fireproofing agent and as a strengthener. The metal frames of buildings were sprayed with an asbestos solution to prevent the spread of fires, while asbestos was routinely mixed in with cement to provide greater resistance to weathering agents. It is also used in motor-vehicle brake linings, gas-mask filters, certain types of talcum powder, fireresistant clothing, corrugated-iron roofing and in water and air pipes As a result of such wide employment, it is likely that most people have been exposed to at least a 5111all quantity of asbestos fibres.

Five phrases have been left out of Reading Passage 3 'Asbestos-related Diseases' on page 170. Decide which phrase from the list A-H should go in each gap and write the letter Il1 the space provided. The first one has been done for you as an example.

A. the incidence of mesothelioma is extremely low

B. which may extend from 25 to 30 years after initial exposure

C. whereas the latter consist of a collection of fluid in the chest region outside the lungs

D. on the other hand, ts exclusively associated with exposure to the less harmful white asbestos

During inhalation. all particles which enter the respiratory tract pass through a scncs 01 filter mechanisms. Particles arc filtered out at different points l11 the respiratory ir.ut depending on their size. The smaller the particle, the further into the respiratory il Illay penetrate before being arrested. The hrst set 01 liltcrs consists of the hairs and 1ll~IC"U' lining of the nose and mouth which prevent the entry 01 larger panicles. \\'hl'n brg" particles are inhaled, they stimulate this mucous lining, which results m couglung ami the consequent expulsion of the panicles. The mucous lining extends downwards through hair-lined bronchial tubes of increasingly fine diameter which funhcr filter the .ur before It reaches the respiratory bronchioles, a series of very fine tubes attached to air exchange chambers known as alveoli. The alveoli are composed of a thin layer of cells through which oxygen passes into blood vessels and is then distributed to the bloodstream.

E_ such as asbestosis and lung cancer

causing scarring which lunus the Iuncuorung of the lungs

c. resulung [rum madcqu.uc vcnulauon

F.

H. develop the barrel-shaped chests associated with emphysema, cyanosis, (where the skin assumes a bluish colour) and club fingers

Your answers:

eX(lmple:

E

Particles smaller than eight micrornctres may reach the alveoli. This is the case wuh blue asbestos particles, which are very straight and slender and tend not to be arrested by mucous and expelled. As a result, they may reach the alveoli and penetrate the delicate cells lining the walls.

26. 27. 2S.

29. 30.

Some asbestos fibrils (particles) which reach the alveoli may be surrounded by scan'ngn cells known as macrophagcs, which serve to remove the fibrils [rom the body hy expectoration or excretion. Other particles may remain in the alveoli with no adverse

~-- ..

READING PASSAGE 3: ASI3ESTOS-RELATED DISEASES

31 .. -\clllrdlllg tll paragraph 2:

A. exposure t" even minimal levels of asbestos is unacceptable, B, asbestos should not be used in the building industry,

C. the findings of US and Canadian reports differed from the NMRC report.

D. the characteristics of asbestos would probably assure its future use.

32. The report assumed that asbestos would continue to be employed in the building industry on the basis of evidence provided by:

A, its versatility and cost effectiveness, B, building workers,

C. building management and economists, 0, US and Canadian reports,

E, none of the above.

The inhalation of asllCstos panicles is associated with a number or lung diseases '(\"'~II"':)

Asbestosis is caused by the entry of asbestos panicles into the walls of the alveoli, ,2~ .. The lung loses its elasticity and may change shape. The initial s>'mptoms ol asbestosis arc a tightness in the chest and breathlessness. In its later stages, sufferers .~! ..

Lung cancer, the generic term for malignant tumours of the alveoli and bronchial tubes, has been shown to be directly related to the inhalation of asbestos particles, As in the case of asbestosis, there is generally a period of latency .~~ .. , despite the absence of further exposure, Research suggests that there is a direct correlation between the degree of exposure to asbestos and the incidence of lung cancers. Where exposure occurs, the level of risk is further increased by cigarette smoking, Asbestos workers who smoke cigareues have a 90<)(, greater risk of contracting lung cancer than workers who do not smoke,

33. In bonded form:

A, no asbestos [ihrcs arc released. B, asbestos hbrcs may enter the air,

e. there IS an increased likelihood that asbestos fibres enter the air, D, asbestos can be bonded with cement.

Exposure to blue asbestos has been shown to produce mesothelioma, a rare cancer of the outer lining of the lung or pleura. In a normal population ,2<), Where epidemiological surveys have revealed a higher incidence of the disease, it is almost always related to asbestos exposure.

3~. Dust fOrm;Jtl"Ill'all be reduced by:

A, the Ib,' ,,1 wcucd. bonded forms of asbestos. B in.ulcqu.n« vcuul.iuon

C the IN' "f protc.nvc resplr,Il,'ry cqurpmcnt. D. the v.uu II 1111 ng "f d,l[llIng

Other changes in lung tissue caused by exposure to asbestos are pleural p"lqlll'S and effusions, The former refer to a thickening of the lininj; of the chcs: wall, 1,1 l'lcur.il plaques commonly remain undiagnosed and gencrally have no dct nmcnr.rl "'k"t on health.

PART 4: SAFElY RECOMMENDATIONS

35. I he report c l.unu-d rh.u

;\ l11gh"1 I"",,, "I ,11I1<ISlt,· .uid ,hry",tile can be S.IIe-,," mh.ilcd. 1I lowrr 1"",1, "I .111I11,ltl' .uul , hr)'~tltil,' .Irl' dang"1'tluS

C wluu- .bh",ltl, "In h" ,.ill'ly inhaled ,lilly 111 smaller qu.uuiucs than blue asbestos, II thl'l" .11,' 11<1 ,.IIe- 111,1:\111111111 levels "I asbestos mhal.u ion

You should spend about 15 minutes on Quest ions 31-30.

Questiolls 31-36

In. III,' ,I,II,'III,'lIt th.u}] 1111;1:\111111111 exposure levels] arc stril'tly adhered to, the onset of ,hh",ltl'b III .111<11111.11 workuu; Ilk should not develop' is:

:\ th,' "1111111111111 the wuur "f the reading passage,

Ii .1,1.11111 11I,1,k hy the .111111<11, ol rhc Nt>.IRC report

ilil' ,1,,111,111,,' gl\,'11 h) ,1Il1L', "I the report.

I) ,1,1.111111"1'" ted h) huildlllg wutkcr-,

Answer the following questions by referring to Reading Passage ~. Fen each qll"~II"1I choose one answer and write the corresponding letter in the space provided lhc III,t one has been done [or you as an example.

example:

According to paragraph I, the commission of enquiry was instituted ,b a result "I A, medical reports of asbestos-related deaths,

B. pressure from the building industry.

C. public apprehension concerning the effects of asbestos,

D. the health hazards associated with the usc of asbestos in the building IIIdUSlI')'

31.

32. '"''

33.

3~ ..

35. 36.

READING PASSAGE 4: SAFETY RECOMMENDATIONS

d.IY· whcrca-, .b much <IS III hhrcs per millilitre of amosite and chrysoule (white asbestos) could he inhaled. II these levels are strictly adhered to. the report claimed that the onset of asbestosis In a normal working life should not develop.

In 1967. in response to widespread public concern aroused by medical reports of asbestos-related deaths. the National Medical Research Council instituted a commission of enquiry to investigate the health hazards associated with the use of asbestos in the huilding industry.

After examining evidence suhmiucd by medical researchers and representatives of building workers and management, the NMRC published a report which included guidelines for handling asbestos. The report confirmed the findings of similar research in the United States and Canada, Exposure to relatively small quantities of asbestos fibres, they concluded, was directly responsible for the development of cancers, asbestosis and related diseases. Taking into account evidence presented by economists and building industry management, however. the report assumed that, despite the availability of other materials. asbestos would continue to playa major role in the British building industry for many years 10 come because of irs versatility and cost effectiveness.

As a result. the council issued a series of recommendations which were intended to reduce the risks to those who might be exposed to asbestos in working environments. They recommended that. where possible, asbestos-free materials should be employed. In cases where asbestos was employed. it was recommended thai it should be used in a bonded Iorm with materials such as cement, so that loose fibres were less likely ro enter the air. The report recommended that special care should be taken during work in environments which contain asbestos. Workers should wear protective respiratory equipment and take special care to remove dust [rom the environment and clothing with the usc of vacuum cleaners,

Critics of the report pointed out that insufficient longitudinal studies had been carried out 10 determine that the reports recommended maximum safety levels were acceptable. If. as some as yet unconfirmed data suggest. even minimal exposure to asbestos may result in disease. then clearly the report should have stated that the employment of asbestos was unacceptable in an)' form.

I

The claim that 'the onset of asbestosis in a normal working life should not develop if [exposure is maintained within maximum limits]' was cited by critics as evidence of insufficient assurance. Given the time lag which exists between exposure and the diagnosis of asbestos-related diseases. it was unlikely that disease would be diagnosed 'in a normal working lifetime' Irrespective of levels of exposure.

, I

Despite these criticisms. the recommended guidelines were incorporated into the working practice Dr the Bruish Builders' Fcdcrauon. As a result. it is possible that workers who have been exposed to asbestos may continue to die of asbestos-induced tumours well I III 0 the 21st celllur)'.

SECTION 2: WRITING

WRITING TASK I

The report isolated five lactors which determine the level of risk involved. The suuc and type of asbestos is critical to determining the risk factor. In addition to the usc 01 bonded forms of asbestos in preference to IDDse forms. dust lormauon was [ound 10 he limited where the asbestos was worked when wet rather than dry

You should spend no lI111re ih.m l'j minutes on this queSll'"1,

The d.mgcrs of lIg.lrClie SlIIllklllg arc now wldd)' recognised. The diagram below illustrates the dleels or snlllklllg and ouihnc, possible measures 10 reduce the risks involved,

The choice of tools was also round to affect the quantities of asbestos particles ih.u enter the air. Machine tools produce greater quantities of dust than hand tools and. where possible, the use of the lauer was recommended.

Task: As a class assignment your tutor has asked you to write about cigarette smoking. Using the diagram below. write three or four paragraphs describing the effects of smllking and methods of risk reduction.

A critical factor in risk reduction is the adequate ventilation of the working environment Where work takes place in an enclosed space. more asbestos panicles circulate and II was therefore recommended that natural or machine ventilation should be used B>' rigorously· following these guidelines. it was claimed that exposure can be reduced 10 a reasonably practicable minimum.

The report stated that research carried out by the NMRC showed that the maximum ~"k level of exposure to blue asbestos was 0.1 fibres per millilitrc in an eight-hour wurkuij;

Y"l! 111.11' 1I,,' y",,!' <1wn kn()wIL-dg~ and cxpc ncncc In addiuon to the Information 1'I'l\I<inl

~l.lh· -urc },'III dl'''r1I'II''1l b,

• 1l'IL-I.1I11 1,'lhl' que-nun. Jnd

• \ldl,'lg.llIl,nl

\\'riting Ta~k 2,

SMOKING

EFFECTS: reduced fitness; increased risk of heart disease; lung cancer; respiratory diseases

RECOMMENDED METHODS FOR GIVING UP SMOKING: seek advice from a doctor; consult an acupuncturist; attend smokers' support group

ADVICE FOR SMOKERS: reduce consumption; change to milder brand; use a filter; inhale less smoke

You ,Ihlllid ,;pL'nd no more ih.m 3t) nunuics on this qucsuon.

Task:

Write an essay for a university teacher on the following topic: Are the dangers associated with hazardous materials such as asbestos sufficient to warrant their prohibition from industrial and domestic use?

Make sure that:

the essay is well organised

your point of view is clearly expressed, and

your argument is supported h}, relevant information from the reading passages,

Writing Task 1. Write your answer here.

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

Do NOT ClIP), word for word from the reading passages, Write at least 150 words.

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

NOTES

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

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

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

~ SAMPLE TEST 3

Module C

Time allowed:

Reading Writing

55 minutes -15 minutes

PART I: CULTURE AND LEARNING

Y~u arc advised to spend about 20 minutes on Questions 1-16.

QuestiollS 1-3

Reading Passage 1: Culture and Learning on pages 179-181 has five sections. From the foll,l\\'ing list of 12 utlcs, choose the most suitable utle for each of these sections. You Gill use a rule more than once if you wish.

The first one has been done lor you as an example.

SClll(l1l I

A. Cultural ddln"lll,''; 111 \\Tlllng striL"s

B. lcru.irycdur.m.»,

C Iml'lilatll1lb for ll\'n,cas siudcrus D Acadcnuc \\Tlllllg -iylcs

E lntcrnauon.il IanguagL"

F lnt roducuon

(; vunauon \\"11 hill cultures

II. Subjcct-spccrf«: variations

I. Chemistry and physics

J. Grammatical proficiency

Your answers:

I. ~L"ltilln II

2. ~l'Ltlllll III

3. ~L"ctillil 1\'

READING PASSAGE I: CULTURE AND LEARNING

E\'L'I")" culture has us own disuncuve convenuons regarding what should be learned and ho'.·, iL"arning should take place. These conventions form a largely unquestioned base to the cultures systems of primary. secondary. and tertiary education.

In one culture, students may be encouraged Il) collaborate II'lIh their ft;lIull' students, while in another culture IIlIs acuvu y may he prolubircd. In some socicucs, students arc discour;lged from asking qucsuons. while in others they may be required IU do so as pan (lf their formal assess men I. In some countries, a university lecturer provides students with all the information thut Ihey arc required to learn; in albers, students arc required 10 collect datu indcpcnderuly

A student who undertakes study in a foreign country is faced with a different set of culture-specific conventions. Often these differences are significant enough 10 require adjustments in learning style and attitudes to knowledge.

II 1ll;1)' be ,nglll'li th.u a smular di\'l'!"sIlY o! cognili\'l' and rhetorical style also exists between ac.u.lcmic disciplines. Although standard models for writing reports exist in both chcnusuy and phYSICS, an adequate physics report may not satisfy the requirements of the chemistry 'sub-culture'.

The departments of ternary insutuuons generally publish study guides which provide detailed writing guidelines. These list t he rhetorical, referencing and formatting conventions required by each discipline. Before submitting any written work, students are advised 10 consult appropriate guides and ensure that their written assignrnems conform 10 expectations

SrLlioll II

Diversity ex iSIS nOI only between cultures, bUI also within a Single culture. In 1110S1 British primary ami secondary schools, for example, the teacher is the primary provider of required information and rotc learning plays an important role in the acquisition of this inlormation. British school lcavers who then proceed to university face a new sci of academic norms and expectations. Although memorisation is still required, far greater emphasis is placed on the critical evaluation of received information. As they progrcss through tertiary education. these requirements broaden 10 include the need 10 speculate and develop indepcrulcru research.

SnU"'1 V

There arc. in short. three levels of cultural adjustment which face the overseas undergraduale student: adjustment to a different culturally based learning style; adjustments associated with the 1l11l\'C from secondary 10 tertiary education; and the adjustments related 10 elllr), into a specific disciplinary sub-culture.

QlIl'St iOlls -1-16

Sertion III

The analysis of writing hy students from different cultures suggests that the thinking .md writing proccss is a culture-specific phenomenon. The ability 10 wruc well ill unc language docs nOI necessarily guaral1lce an equivalent competence in .inothcr !;lIlgU.lgl'. irrespective of an individuals grammalical prolicrcncy in that Ianguagc

Although most researchers would agree ih.u \\Tllin!'. and ihinkuu; arc UdlUrl"SpCl·II!C phenomena, considerable controversy has been aroused by aucmpts 1(1 pr("·lde l(lgllIll\', profiles for specific cultures. An American study which analysed the way III wlu. l: students from different cultural backgrounds structured a paragr.lph (II lat"lual \\Tllllig argued that at least five cognitive profiles could hc disungurshcd.

One profile common to a number of Asian cultures was charartc nscd hy ;111 Illdirl'L! approach to the topic. The paragraphs initial sentences provided h;lckgrnund 1Il1(IIIII,III(11l which led to a concluding sentence in which the main point was descllhl'd \\1111<1\11 ;111 explicit judgment.

A second profile was associated with writers of Arabic background The dblllll·IIW feature of this profile was parallelism - ideas were elaborated rhrougl. rcpcuuon .uul variation.

The followlIlg p;"sage is a sUlllmary o! Culture and Learning on pages 179-181. Dl'cldc which \\"(lrd or phrase should go in each gap and then write the letter in the ~pale pn"·lde" \\'l"IIl' (lnly (Inc letter in c.uh space. NOll' th.u there arc more phrases 111,111 g;lp" Thl" Ilhl (11lC lias hccn duur lor Y"lI ,h .m cx.unpl«

however

kllo\\lnlge .uu] karnlllg I: c uhur.rllv 1II,lpplllPII;lIl' .1 ddl!lllity

'I dlrnll)

.uuru.l.-,

ddkllllg l III! ur.il .uul <,<III,.11 hlll,d l':>;pnll'II<C'

1 I meet

Ihe p.lllil 111.11 .1,.lll.-llll, -uh, lilt urr .ulju-:

l) level (II 'Iudy I' \·ary greally

\1 III !Ill' ..... uu. \ '"11111)

,>ullllllar)' of 'Culture and Learning'

1: .•. III',· ,'III 1<1 ., .lIl· l(lIl"'llllllL'l1 hy '., sludl'lll> who move 10 study abroad

.1'. II"·,, I,' , : I" II \\ ,1\' "I illlllkillg. k.lI"IlIllg .uid \\Tillllg

In contrast to these profiles, the 50-called English profile was ch.iracicnscd by ,I IIlll',1I movement from a central idea expressed in a summary sentence III ;111 e:>;p,llbillil \\ IIh explanations and examples.

Slavonic and southern European profiles were seen 10 be suml.ir III the I:nglbh 1',111,·111, differing only in their tolerance of greater diversion from the cemral POIilI

'lI~l"I' Ih.11 .u.kur-, 11"111 dtl!.relil cuhur.il and hngursuc halkgrounds are likely 10 J,,\,. ,1.-\(·I"I,,'d I u t n ul.u \\.1\., ,01 \\Tliing .rhuut argulllCrus and ideas. These different 1",1, 11,l" ur.u Ill" 1111,111>1.11<,'" Ir('111 (Inc cuhun- and language III another. II is not, I,' , p""lhlc III .;('nn"li~e ahuiu what cunst itutcs the acceptable procedures and pracuccs as thesr u wulun ,I Single college or university as a result of factors such as

discipline and .12 .. This creall·s.1\ not only for overseas SIUlIcIllS bUI also for those who have completed their pnmal}" and secondary education .1:1. as that of their tertiary study Gll'en this situation. suuhms mUSI be aware of the requirements of . .1." in which they study and be prepared III .i'.·.lhelll.

TRUE

fALSE

DUb NOI SAY

22. Classroom teachers do not provide models of adult behaviour.

A

B

C

Your answers:

23. Adults and older children always seek to provide target models of behaviour for ),llunger children.

C

·A

example: ....

4. 5. 6. 7. 8.

9 .

14. 15. 16.

. (.

25. There may he a link between the absence of holistic education in modern urbanised societies and the incidence of social problems in these socicucs.

24. The informal learner is generally more highly motivated than the formal learner.

A

B

C

10 .

11. .

12 .

13 .

)

A

B

C

PART 2: FORMAL AND INFORMAL EDUCATION

READING PASSAGE 2: FORMAL AND INFORMAL LEARNING

You should spend about 15 minutes on Questions 17-25.

Questions 17-25

The unu 'Iorrnal learning' IS used in this paper to refer III all learning which lakes place 111 the classroom. IITespel'II\T llf whether such learning is informed by conservative or pnlgrl'ssiH'ldl'lllllgll" ·Inllll"mal lcarmng. on the other hand, is used 10 refer 10 learning whuh lakes plan' oui-ulc the l·l.l,sfllllm.

By referring 10 Reading Passage 2: Formal and Informal Learning, decide whether, according 10 the tcxt , the lollowinj; statements arc true or false by Clrdillg A lor true or B for false. If the passage docs not say, Circle C. The first has been done as ,lI1l':\.II11plc

These dcluuuon-, provide lhl' csscnual. tllllllgh by no means sole. difference between the rw» modes 01 learnll1g. Ionu.il Ie.lrlllng IS dccomcxruahscd [rum daily life and, indeed, as ScnhnlT .md ellk Ill)7) '»))\ h.ivc "lbl'nul.lllay '1'·lUall)· 'promote ways of learning and t lunkuu; wlu, h "ItCIl run (1lUllln II' those nurt urcd In pracucal daily life'. A ch.u.uicnsu« lc.uuu: "I lorm.rl k.lrnlng" till' ccmralu y 01 ,,,·II\·IIICS which arc not closely p.uullclcd hy ;!l11\ Illl', l,u"ldl' I he \ l.issrooru The classroom can prepare for, draw on, .HIlI 11I1I1,1\l' th,' I h,dkll)!,l" 1,1 .ulult IdL' oursulc thl' rlnssroom , but it cannot, by its II,HUrL'. "'"",I 1IIIIIl"<' l II,dkngl"

exLlIll!'I r:

Ill11 -,
tl{11 1.II -, t r\lll '.\)
.\
:\ B
,\ II III d"llIg 1111" l.lllguagc pi.lys a cnucal role as i hc major channel for information ":\,h,lIlgc ·Sunc,,· III the rl.issroorn rcqurrcs a student to master this abstract code. As Ikrlbtcill (I')()l) 1')2) noted. the language of the classroom is more Similar to the 1,lIl)!,uagc uscd hy nuddlc-cl.iss Ianulics than that used by working-class families. Middlell.", cluklrcn thus hnd Il CaSiLT III acquire the language of the classroom than their \'"rklll)!,·dass PClTS.

Formal learning is based on conscrvauvc mel hods of teaching.

17. lnformal lcarniug lakes place outside the classroom.

18. Scribner and Cole regard cI::ssroom learning as parallel 10 learning in daily life.

19. Language docs not occupy as important a role in informal learning as it does in Iorrnal learning.

B

c:

20. In quoting Bernstein, the author implies that working-class children are disadvantaged by the language used in the classroom.

B

c

lulorut.rl lea rn IIlg. In (llntr'bl. occurs in the selling 10 which it relates. making learning uunu-duucly relevant In I his context, language does not OCCUP)' such an important role: the child's C:\PCrlCIl\T of learning is more holistic, involving Sight, touch, taste, and smell - senses rh,u arc undcr-uuhscd in the classroom.

A

21. Formal learning excludes the use of sight, touch, taste and smell.

A

II

c

IQ./

Whereas formal learning is transmitted by teachers selected to perform this role, informal learning is acquired as a natural pan of a childs socialisation. Adults or older children who are proficient in the skill or activity provide - sometimes unintentionallytarget models of behaviour in the course of everyday activity. Informal learning. therefore. can take place at any time and is not subject to the limitations imposed by institutional umetabllng.

The motivation or the learner provides another critical difference between the two modes or learning. The formal learner is generally motivated by some kind or external goal such as parental approval. social status. and potential financial reward. The informal learner. however. tends to be motivated by successful completion or the task itself and the partial acquisition of adult status.

Given that learning systems develop as a response to the social and economic contexts in which they are embedded. it is understandable that modern. highly urbanised societies have concentrated almost exclusively on the establishment of formal education systems. What these societies have railed to recognise are the ways in which formal learning inhibits the childs multi-sensory acquisition of practical skills. Wolthorpe (1973: 23) speculates that the failure to provide a child with a holistic education may in part account Ior many of the social problems which plague our societies.

Your answers:

26 .. -\1111 ol research

27. Research lllethl1dl1logy

28. Conclusion

29, Recommendations

READING PASSAGE 3: APAR ATTITUDES TO KNOWLEDGE AND LEARNING

The low school-compleuon rates and below-average academic performance or nonurban minorities has attracted the attention of educational researchers specialising in culture-specific attitudes to knowledge and learning. Obudu and Banga (J 967) focused on rlus phenomenon .uuoru; the Ap.ir, a lull-tribe which until the 1950s had had no cxpcncnce 01 classroom-based education.

l )budll and Ballga Illtl'l'\'Il'\I'l'd Ill) cluldrcn agcd between 10 and 12, their parents, and ')0 t c.uhcrs w(\rking III Ap.ir school-. Ihe aim 01 the project was to identify their auuudcs to and pcrcepuons III knowledge and learning. It was hypothesised that these .uutudrs .uu] Pl'I\l'llll"lh \I, lldd L'(IITL'SI" lild III other SPl'Illl'Uit ural indicators and would III pan account lor 1(\\1' .uadcmic pcrform.mcc and completion rates, Attitudes and I'l'l'cl'l'thlns wvrr ,·IILltnl hy means llf .1 semi-structured interview. Data Irom these IIlllT\'IL'\I'S WLTl' thL'lll'llL'lldnluslllg the l'glllif-Waas system

PART 3: APAR ATTITUDES TO KNOWLEDGE AND LEARNING

You should spend about 20 minutes on Questions 26-36

Questions 26-29

Decide which statements from the list A to E answer questions 26 to 29. Wnte the letter in the space provided.

A, a series or changes. particularly in the areas of curriculum, icachmg methlldllk1gy, gender segregation, and assessment procedures

B. to identify [Apar] attitudes to and perceptions or knowledge and learning

C. knowledge or the skills required to perform domestic and agricultural tasks is not endowed with spiritual significance and has indeed evolved with changes in technology

D. it was hypothesised that these altitudes and perceptions would correspond to other sociocultural indicators and would in part account [or low academic performance and completion rates

E. attitudes and perceptions were elicited by means or a semi-structured interview

F. the data exhibited a high degree or similarity between children. parents, and teachers G, the centralised curriculum implemented in Apar schools was at variance with these

world views and learning styles

Ihe d.u.t cxluhucd .1 high ,kgrl'l' 01 suml.uu y between children. parcnts, and teachers. Ohud u and B.Illg,1 \ 1L)llH <)(,1 'UI11IlI,lIl,,'d t hcrr IIIldlllgS as lol luws. The Apar dblillgulSh t w» t)l'l" ,.j kllll\\'kdge "p"IlII.II kllowledge IS rL'gardL'~1 .IS a divine gift. wluch L'lllblltUIL', a ,,'Ullr ,II IhlWl'l', .m.l Itl'IlL'l' IS u.ursuuucc! lrom tribal elders to yllllllg male uuu.uc-, III ruu.rh-cd Ll'I','mlllllL'S 'llus knowledgc IS, moreover, unchanging .ind c.mnot 11<' ,It,tlkllgcd III Lllilirast, kll'\\vkdgl' III the skills required to perform d"Il11'~IIC and agll' ult ur.rl t,l~ks IS not endowed wu h spiritual signlnL'anLT and has Inlknl evolved with challgl's III tcL'illlLllogy. A further characteristic of this kind of kllllWledgl' IS the dcm.inanou ol kllowkdge arcus aCL'llrdlllg to gender.

I'rckrL'llL'L'S III Ie.trllllig ~t)'1e .llIlLlng the Apar relate to these views of knowledge. The ~llld)' ulcm iI Ie'll a m.rrkcd prclcrcnrc for two styles of learning: the passive and respectlui ,Ic,eptall,'c "I' klll\\dnlg" 11',>111 .1 rL'\'L'lL'lI male figure, and observation and imitation "I' ,Id\lits In their pcrfonn.uuc of tasks perceived as relevant to the respective genders of tltc cluldrcn

llhudu and Banga argued that the centralised curriculum implemented in Apar schools was at vanancc with these world \,ICWS and learning styles, The importance given to hnguisucally complex problem-based learning, for example, was perceived as irrelevant by the majoruy of the subjects. Similarly, examinations which required students to write

essays expressing their personal opinions were nOI only perceived as Irrelevant, bUI also profoundly offensive.

NO SUPPORTED REJECTED EVIDENCE

Based on these findings, Ohudu and Banga recommended a series of changes in the areas of curriculum, leaching methodology, gender segregation, and assessment procedures. In a pilot project carried out In IlJ74, these changes were made in the newly established Bltlti Expcrimcural l ligh School in the Apar region.

32. Fewer females than males enrol in high school.

C

A

B

33. The majority of students at both schools do nOI go on to further study.

A

B

C

34. The percentage of control school males who complete high school IS higher than the percentage of Bititi females who complete high school.

A

B

C

Table 1: Academic Indicators

Key academic indicators for student population of the Bititi Experimental High School and an Apar High School following standard curriculum practices.

80

35. Table I provides data which suggest that the Obudu and Banga recommendations were appropriate to Apar learners .

C

• Control School - male I:2l Biliti School - male • Control School - S Bititi School - female

60

You have bern asked 10 wruc a report for a scholarship comnuucc on the adjustments that overseas students need 10 make.

A

B

70

50

36. Bit iu students arc more diligent than their coni rol school courucrpans.

A

B

C

40

30

WRITING TASK I

20

You should spend no more than 15 minutes on this task.

10

o

Completion-

Diploma=

Entry to further ~tudy---

Task: Describe the most important adjustments to learning and writing styles you feci overseas students arc likely to need to make and give advice on how they should do this.

Percentage of students entering high school who complete final year.

Percentage of final year students who achieve pass grades in the Higher School leaving Diploma. Percentage of high school students who enrol in further study.

Questions 30-36

You should refer 10 Reading Passage I. You may also make use of your own knowledge and experience.

Decide whether Table I supports, rejects, or docs not discuss the [ollowiru; siatcmcnrs.

Circle the appropriate letter: A, B, or C. ~,l

SLJI'I'(l~IU) RI'II, IIi' 111111\(1

t-.I,lke sure your dcscnpuon is: rclcv.uu I,) Ihl' 'IUl'SlilHI. and wrll ()rganbcd

30. In both schools, completion rates among females are lower than those of males.

A

1\) Nlll nlp) wonl for word [rum the reading passage.

31. In hoth schools, proportionately fewer males than females achieve pass grades in the Diploma exam.

1\

Il

Writing Task I. Write yuur answer here.

WRITING TASK 2

Task: Write an essay for a university teacher on the fullowing topic:

To what extent are attitudes to knowledge and learning culture specific?

In writing your .:ssay, make sure that: the l'ss:t)' is well organised.

your point of view is dearly expressed.

ynur argument is supported by relevant evidence from the reading passages.

Do NOT L"llpy word for word lrorn the reading passages.

You should write at least 150 words.

NOTES

~ SAMPLE TEST 4

General Training Module

PART 1

You should spend 10 minutes on Questions 1-12.

Queslions 1-2

Read the lollowinj; newspaper advertisements and answer the questions below each one. Choose which of the alternatives A, B, C or D is the correct answer and write that letter 111 the spacc provided. The first one has been done as an example.

NEAR BEACH. Mod 2 b.r. unfurnished flat on third floor overlooking beach. Close shops/bus. $195 p.w. Tel 45 6345 before 11 a.m.

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B lurnnure

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D. all .ip.uuncm

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1 . Casual kitchen hand required for busy hotel restaurant. Mornings only. Friendly atmosphere. No experience necessary. Tel 799 9560.

lith ,llh'L'I"tISl'IlICIIl b 1<11

';\ ,I h<II"1

Ii ,11<111

C. a tr,lIning (lJUrSC DaileII.' kitchen

Your answer:

.. -_ ... _-_._._------._--_._---------------,

1. COMMUNICATION SKILLS. Do you want to improve the way you communicate and relate to other people? Mondays 7-9 p.m. for six weeks. Cost: $75

"-"'-'---- ------------ -------------------'

C a 111m

I) a coursc

Your answer: '

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Liliana Aranda B Young St Newtown 3474

Licence expires 07 JULY 199B Licence No: 3011 FA

MORETON COLLEGE, DURHAM, ENGLAND Welcome to Moreton College!

Aller you settle in, we would like to orient you to the facilities (and regulations I) of our College. Onentauon sessions Will be held as follows. Please ensure that you attend on time.

First-year students: 6.00 p.m. in ihe Bay Room

Second-year students: 700 p.m. in the Reid Room

Please note that there is a special orientation session for foreign students. All foreign students (whether first-year or second-year) should go to the Reid Room at B.30 p.m.

DRIVER'S LICENCE

Change of address must be notified within 7 days by telephoning 566 4000.

THIS LICENCE MAY BE CANCELLED FOR FAILURE TO COMPLY STRICTLY WITH THE TRAFFIC LAWS.

Urness previously suspended or cancelled. Ihrs licence must be renewed on or before the dale 01 e apuy

Your answers:

/I ttiis card IS found please hand it in at any Motor Registry.

O. Y"lI an' ,11"ll·I>.:'11 hr-: :l'.lr -uulrru \\'111' It room -hould ynll g\\ It I:'

l'.\(IIII/,/,"

when will the ItlTlllT expire?

01Ja~199g

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5. llyou luu! liliuua- li,l'I1ll'. what should ),"U d,,7

Directory Assistance

For unknown new and altered numbers

Loc~ 019

International 055

Faults and Service Difficulties

Local OBB

International 044

BUSiness Customer Faults. OOB

Operator Connected Calls

From a pnvate phone. 076

From a payphone 042

Charge enqumes 066

International Telegrams. 093

Wake up/reminder calls. 012

Telephone bill enquiries. 17469

INSTANT CALL GUIDE

'1"'11 \\.1111 ii' ,,'lId .in 111IlTll.1I11l1l.d Il'kgralll

Answer: 093

Questions 13-18

Don't Pay Full Fare on p;lge 197 is an article f;om a local newspaper. Decide whether, according to the article, the lollowing sentences arc correct. Circle A il a sentence IS correct B if it is incorrect, and C If the information is not gi\'en. The first one has been done as an example.

9. You arc tryIng t() call locally but the telephone is not working properly.

10. You want to know 11m\' much It will cost to telephone your home count ry.

1 I, You have to telephone Yl)Ur local kindergarten hut you do not know the number.

12. Your international phone call was cut off while you were speaking.

PART 2

You are advised to spend 20 minutes on Questions 13-25.

example:

You can buy a standby ticket the day before you t rave I.

13. University students must be under 2(:> years ol age ill order to qualify for discount.

14. The Common Interest Croup scheme d\lCS not apply if there arc III adults in the group

1 S. Only students can qualify lor the standby discount

16. Secondary students can travel only during secondary school vacations.

17, Most secondary st uderns arc aged between IS and 19.

18, There is no 'stay away' minimum for secondary students.

Your answers:

DON'T PAY FULL FARE

Are you taking advantage of the discounts available on airfares? If not. then you are unnecessarily paying 100 much.

Most airlines now have a number of options which can give the traveller up to 50 per cent discount on the lull economy lare on both domestic and international flights.

Students benefit most from the discount systems, with two schemes available. Students between the ages of 15 and 19 who are registered in lull- time day courses at secondary institutions can receive 50 per cent c:liscount, while full-time students attending a recognised university or college receive a 25-per cent discount, provided that they are under 26 years 01 age. In both cases, the air tickets are valid for one year and there is no minimum 'stay away' period. Although not required, students travelling on these tickets are advised to pay early in order to insure against subsequent price increases.

If you are not a student, do not ~espair. You may qualify lor the Common Interest Group system, il you are one of at least ten adults who are 'travelling together for a common purpose on one Illght between the same origin/ destination'. If you qualify, you will receive a 15 per cent discount on your ticket. Again, the tickets are valid for one year and there is no minimum 'stay away' period. Full payment lor the tickets must be made at least 48 hours prior to departure.

Finally, if you can accept the uncertainty, you might consider the so-called 'standby' system. In this SCheme, which gives a 20 per cent discount, you purchase your ticket at the airport on the day of travel, assuming of course that there are empty seats on the flight of your choice. With standby tickets there is no minimum and no maximum 'stay away' period,

These are just some 01 the schemes available to air travellers. Before parting with your hard-earned cash, do check with your local travel agent about your eligibility for the various discounts available. Just remember: 'Don't pay the full fare!'

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Qunliolls 19-2.5

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Read the inlonn.iuon about C,hll.t1 (,lI1pl"),llIl'llI in the h\bpit.t1I1Y industry given below and .ur-wrr lil,' Ildl\l\\lllg '111\.,11\111,. \\.!t\'l'\' ylltl are gl\'l'n ;1 dlllilT \ll lour possible .m-wrr-, \1111' l'.'\;IIIIP'" l~III"III'" 221. pllt ,\. 1\, l \'1' D m ihc span's provided .

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work 0\'\'1' 11\,\' hour-, a day

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! 3. 1)11 I 1-1.1), I ILl') I lII\'al .rllI1W.lIll'l'S .uu] 1.lulldr)' allow.uncs will:

A

.\ hl'IIll'II',bCd 1\. he tcnuin.ucd

n he paid at the overtime rate

l.

decrease

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PART 3

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1\ 1101 I1l'lTSsar),

C provided

[) paid in lieu

25, Which ol thr 1"llowlllg sentences hcst 5111115 up the siiuauon of casual stall?

A. lhr employers ol casual staff C. Casual staff must provide their

QuotiollS 26-31

arc well protected h)' regulalions.

B. The rights and conduions 01 casual staff arc dearly spccrhcd.

own uniforms.

Read 11lL' passage below, then nil In each gap with ONE word from the box below the passage. You m;l), usc a word more than once If you wish. Write your answers in the spaces ro the right of the passage. The Iirs: one has been done as an example.

D. The conditions of casual staff arc as good as those of lull-umc stall,

Your answers:

C.'llllll'lc:

CASUAL EMPLOYMENT

Usc Electricity Safely

"lost electrical aCl'idellls in the horne ..... ,,~~))l" ..... because people fail to observe basic safel), procedures. (\Iwa),s switch off at the powcrpoint before you remove the plug. Alwa)'s remove the plug hy grasping it - not by J'!. the cord. Check 10 see that the powrr is ~.i pfi when changing lightbulbs. Do not usc electrical appliances .f,ll. a S\\'II11llllng PllPI. A shock could cause paralysis, resulting in drowning. Check the .N. of lr.ul-, .md cxu-nsion L'l>rds Il'gul.lrly tll ensure rh.u they arc functioning properly. Switch llil al'pll.II1<·es II r lu: Ih>l\L'1 III Flrl', han: been caused when power returns unr·\Ill'll,'dly. 1,';11 It llllldrl'n th.u riennl'al appli.mccs, cords and switches are not toys. Ilbnt ,akt)' plug, III p,mLTpOlnlS to .1.1.. young children

19, 20. 21. 22, 23, 24. 25.

A casual employee is one who is engaged and paid as such by agrel'lllcnt hct wren t hr employer and employee. There is a three-hour minimum payment for c.uh period "I l'ngagcml'nt and a four-hour minimum cllgagl'lIlCnl on a Puhlic l lolnla,. No nou.c of tcruunut ion olcmplovmrn; is required lur night work hcrwccn H t)t) pili and 7.0() a.m. Monday to ludny a penall)' of $1.2H per hour (or pari "I hour) sh.rll he paid with a minimum 01 $4.)7 Ior ;111)' nile da)' on which such hours arc worked

Your answers:

acca»

26.

27.

Meals: Casual employees whose l'ngagemcnt extends for live hour-. llr 111<\ll' shall he provided with a meal Ircc of charge, or shall he paid in hcu ol $') l)l) t'J,(),lll) lnuu I May 19(4).

2H.

24.

Casual employment over eight hours: Paid at the overtime rate of Iull umc employees.

Payment of wages: By mutual consent either weekly or on termination of engagcll1l'1lt

30. 31.

Annual leave: Pro-rata Annual Leave entitlement for casuals is on the basis Llf t/12." 01 earnings. Many employers pay this inclusive with the hourly rail'. If this is not clone , it should be paid on termination of services or at the end of 12 months' service

Special clothing: A casual employee is required to provide and wear a black and while uniform 10 an equivalent standard specified by the club (c.g. blue and while, cook's clothing, etc.) This includes bow tie and cummerbund if required. An)' other special clothing s~ch as fancy coats, waistcoats. etc. must be provided by the employer. The employer may launder all uniforms, or pay the employee an allowance of $1.00 per engagement ($1.20 from I May 1994) for general staff. Cooks shall be paid $1.50 per engagement ($1.70 from 1 May 1994).

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