Academic On Track PDF

IELTS on Track
TEST PRACTICE Academic

• Stephen Slater • Donna Millen • Pat Tyrie
e-book READING
Originally published by Language Australia Ltd.
in association with
The Centre for English Language
in the University of South Australia
Centre for English Language in the

University of South Australia,
City East Campus, GPO Box 2471
Adelaide, South Australia 5001.
www.unisa.sa.edu.au/celusa
Copyright © Slater, Millen
e-Book version 2008
All rights reserved. No part of this publication

may be reproduced, stored in a retrieval system or
transmitted in any form or by any means,
electronic mechanical, taping, photocopying,
recording, web distribution, or otherwise, without
the written permission of the copyright holders.
Originally printed by Hyde Park Press,

4 Deacon Avenue, Richmond, South Australia 5033
IELTS on Track ACADEMIC READING e-BOOK II Copyright © Slater, Millen

THANKS & ACKNOWLEDGEMENTS
The authors and publisher would like to thank all the teachers and international students based in
Australia, UK, Ukraine, and Japan for the valuable feedback during the trialling of these materials,
particularly Anthony Hemmens, Deborah Newstead, Shaun Tiddy, Jacquie Moller, Cynthia Mchawala, and
Dilwyn Jaye.
Thanks also go to Steve Martin for design assistance and technical support throughout the project, Evasio
Spagnuolo of Hyde Park Press for graphic design, and David Hardy for drawings on pages 43, 58 and 74.
The authors are grateful to CELUSA and Language Australia for their support for this project.
The authors gratefully acknowledge the following for permission to use their material:
© Olympic Review, April-May 1999 issue for ‘Balance and Imbalance in Children’s Sport’ by Lucio Bizzini
(text page 50, 51); New Internationalist Magazine www.newint.org for ‘Map Wars’ adapted from an article
by Peter Stalker in March 1989 (text page 12, 13); Freddy Silva and The Crop Circular
www.lovely.clara.net. (text page 58, 59); David Suzuki for ‘Are these two reporters on the same planet?’
From: Earth Time Essays by, Stoddart Publications 1999. (text page 62, 63); Empire Publishing Company
Ltd. for Team-based Learning by Inu Sengupta. TransWorld Education, volume 6, issue 3 (text page 26,
27); University of Cincinatti for ‘Please Hold – not always music to your ears’ by Marianne Kunnen-Jones,
Research News Archive February 1999 (text page 18, 19); © National Sleep Foundation, 2002
www.sleepfoundation.org (text page 30, 31) for ‘Sleeping on the job’; © The Australian Magazine and The
Weekend Australian for ‘Froggies go a woo-ing’ 27/28 Nov. 1999 by Victoria Laurie (text page 42, 43).
Other listening, reading, and writing test material not identified above was freshly written for test
practice by the authors using information from a variety of spoken and written source material including
ABC Australia and New Internationalist.
While the authors have made every effort to contact copyright holders, it has not been possible to identify
the sources of all the material used. The authors and publisher would in such instances welcome
information from copyright holders to rectify any errors or omissions.
IELTS on Track ACADEMIC READING e-BOOK III Copyright © Slater, Millen

CONTENTS
INTRODUCTION
UNIT 2 READING
The IELTS Reading Test 2
Instructions for Test Practice 3
Reading Test 1 4
Reading Test 2 18
Reading Test 3 30
Reading Test 4 42
Reading Test 5 54
Reading Test 6 66
Fast Track Reading
Learn from your mistakes 79
How can I improve? 81
Tips from test-takers 82
Sample Answer Page (Listening and Reading) 84
APPENDIX 85
Answer Key: Listening 86
IELTS PRACTICE TESTS

Topics that are interesting, durable and even controversial have
6
been favoured for inclusion. The aim has been to encourage
COMPLETE
critical thinking and discussion in IELTS preparation classrooms.
READING
All three tests are at a level comparable to the actual IELTS but
TESTS
the later tests pose a slightly higher level of challenge than the
earlier ones.
IELTS on Track ACADEMIC READING e-BOOK IV Copyright © Slater, Millen

INTRODUCTION
WELCOME to IELTS on Track! This test practice and preparation book has complete IELTS practice
Reading tests and Fast Track strategy and activity sections. It has been written for candidates who
are preparing for the IELTS Test (Academic) in order to enter an academic course in an English-
speaking institution. IELTS on Track is not an official IELTS publication and, like most other
practice and preparation books, is not endorsed officially by IELTS. The IELTS on Track series has its
own website – www.IELTSonTrack.com which has other helpful test preparation materials.
WHAT IS THE IELTS TEST?

IELTS (International English Language Testing System) is a widely used and recognised international
Test of English administered by Cambridge ESOL, formerly the University of Cambridge Local
Examinations Syndicate (UCLES), the British Council, and IDP Education Australia. There are two
versions: Academic (for students wishing to study in an English-speaking university or college) and
General Training (for entry to vocational programs, schools or for immigration).
IELTS tests four performance areas: Listening, Reading, Writing and Speaking.
All candidates receive a test score between 1 (lowest) and 9 (highest). Academic institutions set
their own IELTS entry scores.
The IELTS test is taken in this sequence:
Listening 40 questions — 30 minutes (+ 10 minutes to transfer answers)

Academic Reading 40 questions based on three texts — 60 minutes
Academic Writing 2 essay tasks — 60 minutes
Speaking a standardised interview in 3 parts lasting 11-14 minutes
The current IELTS material for test applicants, which is available at all test centres worldwide gives
further information about the test. The official IELTS website: www.ielts.org also gives up-to-date
information and test data.
IELTS on Track ACADEMIC READING e-BOOK V Copyright © Slater, Millen

SECTION
The Fast Track section offers easy-to-follow strategies, activities and support.
READING
Immediately following the Reading test sections you will find the Fast Track section. Refer to these
pages to help you to analyse your mistakes and develop strategies for reading IELTS test material.
Also check the student comments and language tips.
HOW TO USE THIS BOOK

Of course, if you are working alone you will choose how best to use the book, but we would remind
you of two principles that we hope may influence you.
Learn by reviewing performance

Our approach is based on an inductive view of learning. This means that we believe that it is better
to learn by doing an IELTS test and then reviewing the strengths and weaknesses of your
performance. Repeating the test helps to reinforce corrections and build confidence and speed. Your
progress will be more efficient working this way than just doing one test after another.
‘Use it or lose it’

Again, we strongly encourage you to try the same test several times to make sure you can build on
what you have learnt about your performance, monitor and then demonstrate improvement. This is
why we say ‘Use it or lose it’.
GOOD LUCK!
IELTS on Track ACADEMIC READING e-BOOK VI Copyright © Slater, Millen

UNIT READING
WHAT’S AHEAD…
IN THE READING UNIT
• The IELTS Reading Test
• Instructions for Test Practice
• Reading Tests 1-6
• Fast Track Reading
• Learn from your mistakes
• How can I improve?
• Tips from test-takers
IELTS on Track ACADEMIC READING e-BOOK 1 Copyright © Slater, Millen

THE IELTS READING TEST
WHAT SHOULD I KNOW ABOUT IT?
Structure of the test
The test has 3 reading passages of increasing difficulty.

The readings are based on those from magazines, books, journals or newspapers.
The topics are of general interest, written for a non-specialist audience.
At least one text contains a detailed logical argument.
? Questions
There are 40 questions in total and 8 different question types.
Time
The reading test takes 1 hour.
P
Test Instructions
The instructions in each test are clear and easy to follow, and you are given examples of
unfamiliar question types. You write your answers directly onto the reading answer sheet, not
on your question paper. All answers get one mark.

INSTRUCTIONS FOR TEST PRACTICE
There are
SIX
Reading
Practice Tests 6
Before You Start
Make a photocopy of the Sample Answer Sheet on page 84 of this book. Use pencil.
Practise Under Test Conditions

Find a quiet place where you will not be interrupted.
DO NOT use a dictionary.
Set a timer for 1 hour.
After You Finish

Check the Answer Key on page 86.
Before You Try The Next Test

Turn to READING on page 79.
Repeat for Reading Tests 2 to 6.

READING TEST 1
Passage 1
You should spend about 20 minutes on Questions 1–14 which are based on this passage.
Survivor from the sky

In a remarkable documentary, Wings of Hope, German director Werner Herzog
recounts the true story of an eighteen year old girl, the sole survivor of a plane crash
in the Amazon jungle in 1971. Twenty-nine years later Herzog returns to the jungle
with Juliane Koepke, now a 46 year old biologist, and she tells her amazing story
on film.
Juliane had just graduated from high school in Lima, Peru and, with her mother, was
flying out to spend Christmas at her father’s research station in the jungle. A half
hour into the flight they encountered a horrific storm. In the midst of wild turbulence,
the plane was struck by lightning and fell into a nose dive. Passengers screamed as
baggage flew around the compartment. Then the plane broke into pieces and
suddenly Juliane found herself outside free-falling 30,000 feet. ‘I was suspended in
mid-air, still in my seat. It wasn’t so much that I had left the plane but that the plane
had left me. It simply wasn’t there any more. I was all alone with my row of seats,’
says Juliane. ‘I sailed on through the air, then I tumbled into a fall. The seatbelt
squeezed my stomach and I couldn’t breathe any more.’ Before she lost
consciousness, Juliane saw the dense jungle below, ‘a deep green, like broccoli’,
with no clearings for hundreds of miles.
Somehow, miraculously, Juliane survived that fall from the sky. In the film, she
speculates on a number of factors which may have combined to save her. First, the
storm had produced a strong updraft from the thunder clouds. Secondly, being
strapped into a row of seats, she was aware of falling in a spiralling movement, like
a maple seed pod. Then, hitting the canopy of trees, she tumbled through a maze of
vines which slowed her landing in deep mud.

But surviving the fall, though miraculous in itself, was just the beginning. When
Juliane awoke hours later, wet and covered with mud, she was still strapped to her
seat. Staggering to her feet, she assessed her injuries: a fractured bone in the neck,
concussion and deep cuts in her leg and back. She was also in shock, lost and totally
alone in the Amazon jungle.
No doubt it was her familiarity with the wilderness that enabled her to cope. Her
parents were biologists and Juliane had grown up in the jungle. She realised her only
hope was to follow a little stream of water nearby, trusting that it would eventually lead
to a larger river and rescue. With no provisions, dressed in the miniskirt she had worn
on the plane and wearing just one shoe, she set off through the jungle. She passed
broken fragments from the plane - a wheel, an engine. ‘Initially, I saw planes circling
above me, but after a few days I realised the search had been called off,’ she said.
Surprisingly she felt no hunger but as the days passed her health was deteriorating
rapidly. The gash in her shoulder, where flies had laid their eggs was now crawling
with maggots. ‘I knew I’d perish in the jungle so I stayed in the water.’ Walking in the
stream however presented one risk more serious than any others. Before each step
she had to poke ahead in the sand with a stick, to avoid treading on poisonous sting
rays, lying hidden on the bottom.
As the stream grew into a river, swimming was the only option. However, here in
deeper water, there were new threats. Crocodiles basking on the shores slipped
silently into the water as she passed. Juliane trusted that they feared humans and
were entering the water to hide. She swam on. On the tenth day, starving and barely
conscious, she spotted a hut and a canoe. They belonged to three woodcutters
working nearby. Rescue was at hand.
For this 46 year old woman, re-living such a traumatic experience on film must have
been a great challenge. But she shows little emotion. Flying back into the jungle she
sits in the same seat (19F) as on that fateful day. She is dispassionate, unemotional
in describing the flight. On the ground, when they finally locate the crash site, in
dense jungle, Juliane is scientific in her detachment, looking through the debris, now
buried under dense vegetation. She examines a girl’s purse, the skeleton of a
suitcase. Walking along the stream, she spots the engine which she remembers
passing on the third day. Her arms and legs are covered with mosquitoes, but she
seems to ignore all discomfort. Then, back in the town, standing in front of a
monument erected in memory of the victims of the crash, entitled Alas de Esperanza
(Wings of Hope), Juliane comments simply, ‘I emerged, as the sole embodiment of
hope from this disaster.’

Questions 1–14
Questions 1–3
Answer the following questions using NO MORE THAN THREE WORDS from the passage.
[1] How old was Juliane at the time of the crash? ................................................................
[2] What is her occupation now? ................................................................
[3] What was the cause of the plane crash? ................................................................
Questions 4–10
Choose the correct letter A–D.
[4] What happened to the plane?
A It broke apart in the air.

B It hit trees and exploded.
C It crashed into a mountainside.
D It hit the ground and burst into flames.
[5] Which of the following did NOT help to slow her fall?
A an updraft caused by storm clouds

B hitting vines
C the section of seats to which she was attached
D a parachute
[6] Which of the following injuries did she sustain?
A a broken foot
B a broken arm
C concussion
D cuts on her head
[7] What helped her to survive?
A knowledge of the jungle

B a map showing the location of the river
C appropriate clothing and shoes
D food supplies from the plane

[8] What was the biggest threat to her survival?
A infected wounds
B sting rays
C starvation
D crocodiles
[9] How long was she lost in the jungle?
A 3 days
B 5 days
C 10 days
D 15 days
[10] How was she finally rescued?
A A search party found her in the jungle.

B Native hunters found her.
C She signaled to a plane from the river.
D She reached a campsite along the river.
Questions 11–14
Do the following statements agree with the views of the writer in this passage?
Write:
YES if the statement agrees with the writer’s views.

NO if the statement contradicts the writer’s views.
NOT GIVEN if the information is not clearly given in the passage.
[11] Other survivors of the crash were found in the jungle.
[12] Juliane was upset when she re-visited the crash site.
[13] Wings of Hope is the name given to a memorial statue.
[14] Juliane suffered nightmares for many years as a result of her experience.

Passage 2
The race to
make spider silk
The strength, toughness, and elasticity of silk
continue to fascinate scientists, who wonder what
gives this natural material its unusual qualities. Finer than
human hair, lighter than cotton, and ounce for ounce stronger than steel, silk
is of special interest to materials researchers. They are trying to duplicate its
properties and synthesise it for large-scale production. Silk holds the
promise of wear-resistant shoes and clothes; stronger ropes, nets, seatbelts
and parachutes; rustfree panels and bumpers for automobiles; improved
sutures and bandages; ar tificial tendons and ligaments; suppor ts for
weakened blood vessels as well as bulletproof vests.
Many insects secrete silks of varying quality. Best known is the moth
bombyx mori, whose caterpillar is commonly known as the silkworm. It spins
its cocoon from a single thread between 300 and 900 metres long and has
been used for centuries to make fine garments. But the focus of scientific
attention today is on spider silk: tougher, stretchier, and more waterproof
than silkworm strands. Spiders make as many as seven different types of
silk, but one spider and two types of silk are at the centre of intense interest.
The spider is the golden orb-weaving spider, nephila clavipes. Its two silks
under investigation go by the evocative names ‘dragline’ and ‘capture’.
Dragline is the silk which forms the frame for the wheel-shaped webs and
enables the dangling spider to drop down and grab its prey. This silk exhibits
a combination of strength and toughness unmatched by high-performance
synthetic fibre.

Capture silk is the resilient substance at the centre of the web. To catch a
speeding insect, it may stretch to almost three times its original length.
Insects get entangled in the sticky web because the stretchiness of capture
silk lets the web move back and forth after the insect hits it. If the web were
stiff, the insect might just bounce off. Whereas dragline is stronger, capture
silk is more flexible, five times more flexible in fact.
Because the orb weaver’s survival depends on its silk, some 400 million
years of evolution have fine-tuned a remarkably tough and versatile material.
Now, research groups all over the world are competing to spin the first
artificial spider silk, a job that requires a three-step approach: to determine
the fibre’s molecular architecture, to understand the genes that yield silk
proteins, and then to learn how to spin the raw material into threads.
The first two steps are well underway. The molecular structure for both
dragline and capture silk is known and now researchers have cloned several
genes for the silks and unravelled their protein structure.
The next step is to find hosts for the artificial genes. Plants and fungi, as well
as bacteria, are being considered. If a hardy plant could express a dragline
silk gene, silk proteins could eventually be harvested in large quantities,
processed into a liquid polymer, and spun in factories. A different
experimental approach is to insert the web gene into goats in order to collect
the protein from the goats’ milk. Goats are being used instead of the simpler
and much cheaper bacteria, because the secret of the protein’s strength lies
in how the molecules cross-link with one another. When bacteria is used to
make artificial web, the protein folds in a way that prevents it from cross-
linking properly, resulting in hard white lumps. The spider makes protein in
a manner similar to the way mammals make milk, so the researchers hope
that the protein made in the goats’ mammary glands will be able to cross-link
properly. Once the protein is extracted from the goats’ milk, the next step is
to find a way to spin it.
Spiders make their silk in environmentally friendly ways. They process
proteins from water-based solutions which, from a manufacturing point of
view, is very attractive. The process of making synthetic fibres like nylon, on
the other hand, requires petroleum products or organic solvents and results
in pollution. So biotechnologists are motivated by both the practical and
economic potential of generating artificial spider silk. Globally, as much as
60 per cent of the threads used to weave clothing come from natural fibre,
including cotton, wool, and silk. The aim is to offer substitutes for natural
fibres that are free of the problems of poor wash-wear performance:
stretching, wrinkling and shrinkage. They are seeking a better-than-natural
alternative fibre for which there is a major market. Bio-inspired materials are
providing a new frontier for the fibre business.

Questions 15–27
Questions 15–19
Classify the following as relating to:
A the silk of bombyx mori
B dragline silk of nephila clavipes
C capture silk of nephila clavipes
EXAMPLE Answer
forms the cocoon A
[15] forms the framework of a web
[16] most elastic silk
[17] allows predator to drop quickly
[18] single strand can be up to 900 metres long
[19] strongest silk
Questions 20–24
Do the following statements reflect the claims of the writer in the passage?
Write:
YES if the statement reflects the claims of the writer.

NO if the statement contradicts the writer.
NOT GIVEN if there is no information about this in the passage.

[20] All spiders secrete silk.
[21] Artificial genes for spider silk have been produced.
[22] Spider silk protein occurs naturally in goats’ milk.
[23] China is leading research efforts in the area of spider silk.
[24] Spider silk is now being produced commercially.
Questions 25–27
Using NO MORE THAN THREE WORDS from the passage for each answer, complete
the following.
Comparison of Synthetic and Natural Fibres

• Main problem in the production of synthetic fibres:
[25] ......................................................................................
• 3 disadvantages of natural fibres:
[26] ......................................................................................
......................................................................................
......................................................................................
• Proportion of clothing made from natural fibre:
[27] ......................................................................................

Passage 3
MAP
A map of the world expresses a point
of view. A correct model of the earth
is a sphere — or an ellipsoid to be
precise. Photographs of the earth
WARS
from space provide comforting
reassurance on that point. If you
wish to know the relative positions of
the continents and the oceans you
should go out and buy yourself a
globe and spin it around.
But a globe cannot be pinned to a wall or printed in a book. For that you need a two-
dimensional representation. This is where the problems start since you cannot project
three-dimensional information onto a flat plane without making certain assumptions.
The arguments between cartographers mostly concern what those assumptions
should be.
The simplest two-dimensional representation is a ‘cylindrical’ projection — what you get
by wrapping a sheet of paper around a globe and simply transferring the information
across. This means it indicates true north and south. So Newfoundland is directly
north of Venezuela and it appears that way on the map. East and west similarly are
also indicated correctly. Such a map demonstrates what is called ‘fidelity of axis’.
One of the longest-lived cylindrical projections was based on the needs of sixteenth
century navigators. Gerhard Kremer, a Flemish mathematician, produced his view of
the world in 1569. ‘Kremer’ translates to ‘merchant’ in English and ‘mercator’ in Latin.
And the Mercator projection survives to this day in many books and maps.
Mercator’s projection of the world also shows intermediate compass directions like
north-west more or less accurately. So it is possible to conclude from his map that
Brazil is south-west of Liberia and if you plot a course in that direction you will eventually
arrive at your destination. No wonder it was appreciated by the early explorers! If it can
be used in this way a map is said to have ‘fidelity of angle’.
But fidelity of angle is only achieved at a cost. To make it work, the further away you
get from the equator the further apart you have to move the horizontal lines of latitude.
As these distances increase so do the sizes of the countries underneath them. So by
the time you get to the North or South Poles the lines would be drawn infinitely far
apart and the Arctic and Antarctic regions can scarcely be represented at all since

they would be infinitely large. More importantly the relative sizes of intermediate areas
are completely distorted; South America seems smaller than Europe whereas in fact
it is twice the size. These changes in scale distort both the size and shape of countries.
Given such defects it is surprising that the Mercator projection has survived so long,
especially as dozens of other more satisfactory projections have appeared since. One
of the best known of these is the Aitoff projection of 1889, which attempted to
represent country sizes and shapes more correctly. But to do so required a
compromise — the lines of latitude and longitude had to be ‘bent’. Fidelity of axis had
thus been lost and you could no longer judge north, south, east and west so easily.
Most of us however, did not notice that these projections were different from Mercator.
We assumed that all maps were simply factual statements.
Dr Arno Peters, a German historian, was irritated by the maps he saw widely
published, particularly by the survival of Mercator which he argued, gave a euro-centric
view of the world. It shrank the developing countries since most of these are around
the equator, and it expanded the richer countries since they lay further north. Even
the equator itself is shown two-thirds of the way down on the traditional Mercator map.
Dr Peters insisted that his map, which first appeared in 1985, has equal-area
projection so that no country is given prominence over another, plus fidelity of axis to
avoid the disorientating effect of bent lines of latitude and longitude.
Then there is the question of country shape. If you were to take a photo of a globe in
its normal position you would find the countries around the equator like Zaire or
Ecuador came out of it pretty well. They would be shown relatively large and with
something close to their correct shape. But further north or south there are
considerable distortions: Australia tails away alarmingly. Dr. Peters decided that the
minimum distortions should occur not at the equator but at the 45 degree lines of
latitude, as these are much more populated areas. However this controversial Peters
map does radically change the shape of both Africa and South America; and although
all projections distort to some extent, it is clear that Africa appears exceptionally long
and thin on the Peters map.
But the oddity of the Peters projection is at least partly responsible for its success, as
there has been widespread discussion on the misrepresentation of country sizes in
previous maps. The issues which the Peters map raises are relatively simple. If you
decide you want an equal area map with fidelity of axis you will always get something
resembling the Peters projection. If you decide that shape is more significant you will
get something else.
The real value of the Peters projection is that it has made the world think about
something that before was never taken seriously: that maps of the world represent a
point of view just as do press articles or TV programmes or photographs. But it isn’t
recommended that you navigate a ‘747’ round the world with the Peters projection or
with any other single global projection — they would all lead you astray!

Questions 28–40
Questions 28–31
Complete the summary. Choose your answers from the box below the summary. There are more
words than you will need to fill the gaps.
EXAMPLE
For four centuries map makers have been trying to convert three-dimensional
accurately as possible onto a two-dimensional plane. However,

information as ...................................
each method of [28] ................................................... involves a compromise. Thus Mercator’s
projection indicates true north and south, known as fidelity of
[29] ................................................... , but misrepresents the relative size of countries.
To avoid this distortion other cartographers rounded the lines of latitude and
longitude. Dr Peters felt that such maps presented a first-world
[30] ................................................... . His map, with equal area projection, enables us to
[31] ................................................... the size of one country with another.
List of words
axis estimate perspective
map direction compare
size judge accurately
angle distances models
projection change

Questions 32–36
Use the information in the text to match the map projections [M A P] with the characteristics
listed below.
M Mercator projection
A Aitoff projection
P Peters projection
EXAMPLE Answer
designed for the needs of early navigators M
[32] makes Europe seem larger than it is
[33] maximum distortions at the poles
[34] maintains greatest accuracy at 45 degrees latitude
[35] most distorts the position of the equator
[36] more accurately represents country shapes and sizes

Questions 37–39
Choose one drawing (A–D) to match each of the three projection types (37–39). There are
more drawings than names so you will not use all of them.
[37] Mercator projection
[38] Aitoff projection
[39] Peters projection

C
Question 40
[40] The main point made by the writer of this article is that we need to...
A understand maps.
B understand map-making.
C understand that maps are not objective.
D understand the importance of latitude and longitude.

READING TEST 2
Passage 1
PLEASE HOLD THE LINE

Nearly all of us know what it’s like to be put on ‘musical hold’. Call
almost any customer service number, and you can expect to hear at least
a few bars of boring elevator music before an operator picks up. The
question is: do you hang up or do you keep holding? That may depend on
your gender and what type of music is playing, according to research
reported by University of Cincinnati Associate Professor of Marketing,
James Kellaris.
Kellaris, who has studied the effects of music on consumers for more
than 12 years, teamed with Sigma Research Management Group to
evaluate the effects of ‘hold music’ for a company that operates a
customer service line.
The researchers tested four types of ‘on-hold’ music with 71 of the

company’s clients, 30 of them women. Light jazz, classical, rock and
the company’s current format of adult alternative (a mix of
contemporary styles) were all tested. The sample included
individual consumers, small business and large business
segments. Participants were asked to imagine calling a
customer assistance line and being placed on hold.
They were then exposed to ‘on-hold’ music via
headsets and asked to estimate how long it played.
Their reactions and comments were also solicited and
quantified by the researchers.

Service providers, of course don’t want you to have to wait on hold, but if you
do, they want it to be a pleasant experience for you. But Kellaris’
conclusions may hold some distressing news for companies. No matter
what music was played, the time spent ‘on hold’ was generally
overestimated. The actual wait in the study was 6 minutes, but the
average estimate was 7 minutes and 6 seconds.
He did find some good news for the client who hired him. The
kind of music they’re playing now, alternative, is probably their
best choice. Two things made it a good choice. First, it did not
produce significantly more positive or negative reactions in
people. Second, males and females were less polarised in their
reactions to this type of music.
Kellaris’ other findings, however, make the state of musical hold a

little less firm: time spent ‘on hold’ seemed slightly shorter when light
jazz was played, but the effect of music format differed for men and
women. Among the males, the wait seemed shortest when classical music
was played. Among the females, the wait seemed longest when classical
music was played. This may be related to differences in attention levels
and musical preferences.
In general, classical music evoked the most positive reactions

among males; light jazz evoked the most positive reactions (and
shortest waiting time estimates) among females. Rock was the
least preferred across both gender groups and produced the
longest waiting time estimates. ‘The rock music’s driving beat
kind of aggravates people calling customer assistance with a
problem’ said Kellaris. ‘The more positive the reaction to the
music, the shorter the waiting time seemed to be. So maybe time
does tend to fly when you’re having fun, even if you’re on musical
hold,’ Kellaris joked.
But unfortunately for companies operating on-hold lines, men and women
have different ideas about what music is ‘fun’. ‘The possible solution’,
Kellaris joked, ‘might be for the recorded message to say: if you’re a
male, please press one; if you’re a female, please press two. If you
are in a bad mood, please hang up and try later.’

Questions 1–13
Questions 1–2
[1] The researchers concluded that …
A subjects underestimated the time spent ‘on hold’.

B it is better for companies not to use any ‘on-hold’ music.
C light jazz was the most acceptable music overall.
D both gender and type of music influence callers’ reaction.
[2] The researchers recommended that …
A their client continue to play alternative music.

B four types of music should be offered to people ‘on hold’.
C advertising is preferable to music.
D women can be kept waiting for longer than men.
Questions 3–7
Choose the type of music from the list A–D below which corresponds to the findings of the study.
Types of music
x
A light jazz
B alternative
C classical
D rock

EXAMPLE Answer
longest waiting time estimate for women C
[3] music preferred by men
[4] longest waiting time estimate (both sexes)
[5] music to avoid on telephone hold
[6] music to use if clients are mostly women
[7] best choice of ‘on-hold’ music overall
Questions 8–13
Do the following statements agree with the claims of the writer?
Write:
YES if the statement agrees with the claims of the writer.

NOT GIVEN if it is impossible to say what the writer thinks about this.
[8] Businesses want to minimise the time spent ‘on hold’.
[9] The research sample consisted of real clients of a company.
[10] The sample consisted of equal numbers of men and women.
[11] Advertising is considered a poor alternative to ‘on-hold’ music.
[12] The consumer service company surveyed was playing classical music.
[13] Researchers asked subjects only to estimate the length of time they waited ‘on hold’.

Passage 2
Did tea and beer bring about industrialisation?

Alan Macfarlane thinks he could rewrite history. The professor of anthropological
A science at King’s College, Cambridge has, like other historians, spent decades trying
to understand the enigma of the Industrial Revolution. Why did this particular
important event — the world-changing birth of industry — happen in Britain? And
why did it happen at the end of the 18th century?
Macfarlane compares the question to a puzzle. He claims that there were about 20
B different factors and all of them needed to be present before the revolution could
happen. The chief conditions are to be found in history textbooks. For industry to
‘take off,’ there needed to be the technology and power to drive factories, large
urban populations to provide cheap labour, easy transport to move goods around,
an affluent middle-class willing to buy mass-produced objects, a market-driven economy,
and a political system that allowed this to happen. While this was the case for England,
other nations, such as Japan, Holland and France also met some of these criteria. All these
factors must have been necessary but not sufficient to cause the revolution. Holland had
everything except coal, while China also had many of these factors. Most historians,
however, are convinced that one or two missing factors are needed to solve the puzzle.
The missing factors, he proposes, are to be found in every kitchen cupboard. Tea and
C beer, two of the nation’s favourite drinks, drove the revolution. Tannin, the active
ingredient in tea, and hops, used in making beer, both contain antiseptic properties.
This, plus the fact that both are made with boiled water, helped prevent epidemics of
waterborne diseases, such as dysentery, in densely populated urban areas.
Historians had noticed one interesting factor around the mid-18th century that
D required explanation. Between about 1650 and 1740, the population was static.
But then there was a burst in population. The infant mortality rate halved in the
space of 20 years, and this happened in both rural areas and cities, and across all
classes. Four possible causes have been suggested. There could have been a sudden
change in the viruses and bacteria present at that time, but this is unlikely. Was there a
revolution in medical science? But this was a century before Lister introduced antiseptic
surgery. Was there a change in environmental conditions? There were improvements in
agriculture that wiped out malaria, but these were small gains. Sanitation did not become
widespread until the 19th century. The only option left was food. But the height and
weight statistics show a decline. So the food got worse. Efforts to explain this sudden
reduction in child deaths appeared to draw a blank.

This population burst seemed to happen at just the right time to provide labour for
E the Industrial Revolution. But why? When the Industrial Revolution started, it was
economically efficient to have people crowded together forming towns and cities.
But with crowded living conditions comes disease, particularly from human waste.
Some research in the historical records revealed that there was a change in the
incidence of waterborne disease at that time, especially dysentery. Macfarlane deduced that
whatever the British were drinking must have been important in controlling disease. They
drank beer and ale. For a long time, the English were protected by the strong antibacterial
agent in hops, which were added to make beer last. But in the late 17th century a tax was
introduced on malt. The poor turned to water and gin, and in the 1720s the mortality rate
began to rise again. Then it suddenly dropped again. What was the cause?
Macfarlane looked to Japan, which was also developing large cities about the
F same time, and also had no sanitation. Waterborne diseases in the Japanese
population were far fewer than those in Britain. Could it be the prevalence of tea
in their culture? That was when Macfarlane thought about the role of tea in
Britain. The history of tea in Britain provided an extraordinary coincidence of
dates. Tea was relatively expensive until Britain started direct trade with China in the
early 18th century. By the 1740s, about the time that infant mortality was falling, the
drink was common. Macfarlane guesses that the fact that water had to be boiled, together
with the stomach-purifying properties of tea so eloquently described in Buddhist texts,
meant that the breast milk provided by mothers was healthier than it had ever been. No
other European nation drank tea so often as the British, which, by Macfarlane’s logic,
pushed the other nations out of the race for the Industrial Revolution.
But, if tea is a factor in the puzzle, why didn’t this cause an industrial revolution
G in Japan? Macfarlane notes that in the 17th century, Japan had large cities, high
literacy rates and even a futures market. However, Japan decided against a work-
based revolution, by giving up labour-saving devices, even animals, to avoid
putting people out of work. Astonishingly, the nation that we now think of as one
of the most technologically advanced, entered the 19th century having almost abandoned
the wheel. While Britain was undergoing the Industrial Revolution, Macfarlane notes wryly,
Japan was undergoing an industrious one.
The Cambridge academic considers the mystery solved. He adds that he thinks the
H UN should encourage aid agencies to take tea to the world’s troublespots, along
with rehydration sachets and food rations.

Questions 14–25
Questions 14–18
The passage has 8 sections A–H.
Choose the most suitable headings for paragraphs B–F from the list of headings below.
Write the appropriate numbers (i–x).
There are more headings than sections so you will not use all of them.
List of Headings
(i) The significance of tea drinking
(ii) Possible solution to the puzzle
(iii) Industry in Holland and France

(iv) Significant population increase
(v) The relationship between drinks and disease
(vi) Gin drinking and industrialisation
(vii) Dysentery prevention in Japan and Holland
(viii) Japan’s waterborne diseases
(ix) Preconditions necessary for industrial revolution
(x) Introduction
EXAMPLE Answer
Section A x
[14] Section B
[15] Section C
[16] Section D
[17] Section E
[18] Section F

Questions 19–22
Complete the table using NO MORE THAN THREE WORDS from the passage.
CENTURY SOCIAL CHANGE IN REASON EFFECT ON POPULATION

BRITAIN
mid 17th century main drinks were still hops helped to make no significant change
beer and ale
....................................
beer last longer
EXAMPLE
late 17th century gin becomes more beer becomes mortality rate goes up
popular, especially expensive because of
with poor people [19] ....................................
early 18th century [20] .................... drinking Britain starts trade mortality rate goes
starts to become with China down
widespread
mid 18th century decline in urban deaths [22] ......................... water infant mortality rate
caused by used for tea and beer; goes down by half
[21] .................................... antibacterial qualities
of tannin
Questions 23–25
[23] In 1740 there was a population explosion in Britain because…
A large numbers of people moved to live in cities.

B larger quantities of beer were drunk.
C of the health-protecting qualities of beer and tea.
D of the Industrial Revolution.
[24] According to the author, the Japanese did not industrialise because they didn’t …
A like drinking beer.

B want animals to work.
C like using wheels.
D want unemployment.
[25] Macfarlane thinks he has discovered why…
A the British drink beer and tea.

B industrialisation happened in Britain when it did.
C the Japanese did not drink beer.
D sanitation wasn’t widespread until the 19th century.

Passage 3
TEAM-BASED LEARNING
With the globalisation of information environment, there is also a similar body of
technology (IT) and worldwide access to the research indicating that small team-based
Internet, people from all areas of learning are instruction can lead to different kinds of
finding themselves using some form of desirable educational results. In order to
information technology in the workplace. The prepare IT graduates to meet these workplace
corporate world has seen a boom in the use requirements, colleges and universities are
of IT tools, but conversely, not enough also beginning to include team-based
people with IT skills that can enter the educational models.
workplace and be productive with minimal
on-the-job training. One of the leaders in promoting team-based
education is the American Intercontinental
A recent issue of the New York Times reports University (AIU), which has campuses world-
that many companies are looking for smart wide. AIU offers programs in IT with a major
students who may have a budding interest in portion of the curriculum based on team
IT. Some companies, trying to encourage projects. AIU has a large body of international
students to attend interviews, provide good students and students from different
salary packages and challenging work educational backgrounds. This team-based
environments. For example, one American IT learning gives the students a sense of social and
consulting company offers high salaries, technical support within the group, and allows
annual bonuses, and immediate stock options students firsthand experience of both potential
to potential recruits. It also brings in 25 to 40 successes and of inherent problems encountered
prospective applicants at a time for a two-day when working with others.
visit to the company. This time includes
interviews, team exercises and social events. Team-oriented instruction has not been the
The idea behind the team exercises is that the common mode of delivery in traditional college
applicants get to see that they will be working settings. However, since most college graduates
with other smart people doing really who choose to go into an IT work environment
interesting things, rather than sitting alone will encounter some form of teamwork at work,
writing code. it is to their advantage that they are educated
using collaborative learning and that they are
In the past 10 years, employers have seen taught the tools needed to work with different
marked benefits from collaborative projects in people in achieving common goals or
product development. Apart from the work objectives.

In team-based learning, students spend a large allow the team to focus and build cohesion,
part of their in-class time working in with team members sharing the responsibility
permanent and heterogeneous teams. Most for presenting and persuading the audience to
teams are made up of individuals with accept their viewpoint. Feedback on how the
different socio-cultural backgrounds and team is functioning with task management,
varying skill levels. Team activities concentrate team dynamics and overall work is given by
on using rather than just learning concepts, the facilitator. Team exercises that are
whilst student grades are a combination of application-oriented help students experience
overall team performance and peer evaluation the practical application of concepts and learn
of individual team members. from other students’ perspectives.
In a team-based environment, the teacher Team-based classrooms are especially beneficial

takes on the role of a facilitator and manager in colleges with international students. Since
of learning, instead of just providing this type of learning encourages people to
information to passive students. The listen and communicate with others, share
facilitator/teacher also guides the team in problems, resolve personal conflicts, and
identifying their goals and establishing manage their time and resources, it is a great
standards of team performance. Team exercises environment for students who are in a new
then help the students to improve their social situation. Since social interaction plays
problem-solving skills by applying theory to an important role during teamwork, team
simulated real-world situations. Working as a learning has an added advantage for students
team allows students to adopt new roles and who are not comfortable in traditional
empowers them to control their own learning. classroom settings. It allows students from
Students in teams are taught to use each other different cultures to understand their
as resources and accept the responsibility of differences and use them productively. This
managing tasks. type of learning environment also allows
students to express themselves freely in a team
Team members must also study assigned context, rather than feeling singled out as
material individually to ensure their when answering questions in a traditional
preparation for classes. There are individual classroom.
assessment tests to measure if students have
not only read the assigned material, but also This learning model was designed to better
understand the concepts of the module, and prepare students for today’s global workplace.
can apply them to given problems. Additional Students are encouraged to explore ideas
team assessment tests present a problem for together, to build communication skills and
discussion and require consensus, helping achieve superior results. It is likely that
students learn critical communication skills. employers will increasingly seek out students
This also enables them to deal with conflicts with these skills as we move into the future.
between members before they escalate to
crises. Team presentations (written or verbal)

Questions 26–40
Questions 26–32
Complete the summary below. Choose your answers from the box below the summary.
There are more words than you will need to fill the gaps.
EXAMPLE Answer
choices
Although IT is one of the leading career …....………....……
(Example) made by graduates today, the industry’s

Although IT is one of the leading career .............................
demand for qualified applicants [26] .................................. the supply of skilled IT personnel.
Despite the [27] .................................... widespread use of computer technology in all areas of life,
[28] .................................... face difficulties recruiting people whose education has equipped them
to commence working productively without further training. Several business organisations
now offer income and other [29] .................................... inducements to potential employees.
They also include group [30] .................................... in their selection procedures, often inviting up
to forty [31] .................................... to their company for the two-day visit. In this way the
company can demonstrate the reality of the working [32] .................................... which is more
likely to involve challenging co-operative projects than individualised tasks.
L i s t o f Wo r d s
exceeds extracts choices candidates employees
admiration previous financial employment regularity
advantages employers environment activities current

Questions 33–37
Do the following statements reflect the views of the writer of the passage?
Write:
YES if the statement reflects the views of the writer.

[33] The American Intercontinental University includes team-based learning in all its
courses on all its campuses.
[34] The composition of teams is changed regularly.
[35] Theoretical problems are the most important team activity.
[36] The team members participate in assessment of other team members.
[37] International students prefer traditional classroom learning to team-based learning.
Questions 38–40
Choose one phrase from the list of phrases A–H below to complete each of the following
sentences. There are more phrases than questions so you will not use all of them.
[38] Students’ work is assessed...
[39] The teams make a joint presentation...
[40] The need to achieve consensus assists ….
List of Phrases
A to compete with other teams as judged by the facilitator.
B by individual tests and exams.
C to see who has the strongest point of view in the group.
D individually, by their peers and as a team.
E in the development of communication skills.
F to practise working as a group while putting theory into practice.
G to assist international and non-traditional students.
H in getting to know new friends and colleagues.

READING TEST 3
Passage 1
Sleeping on the
job
North Americans are not a people of the siesta. There is a tendency to
associate afternoon naps with laziness and non-productivity. Latin
Americans and some in European cultures take a different view. In Mexico
and Greece, for example, it is customary to close businesses between
noon and about 4.00 pm — siesta time. Recent studies are showing that if
you can take a 15 to 30-minute nap while at work in the afternoon, you’ll
be more alert, more energetic, happier doing what you do, more
productive and therefore more likely to get ahead. Napping on the job is
not yet a trend but there is serious talk in academic circles about the
merits of ‘power napping’.
By some estimates, the average American collects an annual ‘sleep debt’
of 500 hours — subtracting from an assumed norm of eight hours a night.
Two out of three Americans get less than eight hours of sleep a night
during the work week, according to a recent study by the National Sleep
Foundation in Washington. Forty percent say they’re so tired that it
interferes with their daily activities. Sleep researcher William Anthony, a
professor of psychology at Boston University, says fatigue is a significant
problem in modern society. He says sleepiness is a leading cause of auto
accidents, second only to drunkenness. All that drowsiness costs an
estimated $18 billion annually in lost productivity. ‘We have a simple
message,’ says Professor Anthony. ‘People should be allowed to nap at
their breaks. The rationale is a productivity one — workers are sleepy, and
when they’re sleepy on the job they’re not productive.’
Some companies are encouraging sleep at work, primarily for safety. The
Metropolitan Transit Authority, which runs the New York subway system
and two suburban railroads, is considering power naps for its train

operators and bus drivers. Another railway has started letting its train
operators take nap breaks of up to 45 minutes but only when trains are
stopped at designated spots off the main lines and dispatchers have been
notified. Some overseas air carriers permit airline pilots, when not on duty,
to nap in the cockpit. Airlines in the United States have not accepted this
practice yet.
According to the Encyclopedia of Sleep and Dreaming: ‘There is a
biologically-based tendency to fall asleep in mid-afternoon just as there is
a tendency to fall asleep at night. Moreover, if sleep the night before is
reduced or disturbed for any reason, a nap the subsequent afternoon is
not only more likely to occur, but it can also relieve sleepiness and
increase alertness.’ The nap zone, documented in numerous studies, is
typically between noon and 3.00 pm. Some people power through this
natural slowdown with caffeine or sugar but if employers allowed naps, the
benefits would be improvements in mood and performance, especially in
mid-afternoon. Workers would concentrate better and persevere in tasks
longer. Workers commonly sneak naps even without permission but some
companies have begun encouraging naps as part of their policies on
boosting production. One US distributor, is opening a 2,000-square-foot
nap facility that provides beds for up to 20 of its 225 workers at a time. A
company in Japan sets up tents in business offices, provides eyeshades
and ear plugs and encourages employees to snooze in the middle of the
work day. According to Professor Anthony, ‘You’re not going to see
napping at traditional types of operations..... but in 21st century-style
operations, this isn’t going to be a perk. It’s going to have more to do with
productivity. Smart employers are understanding that their employees need
rest to do their best.’
Some suspect that corporate naptime, like other perks, is just a way to
keep people at the office longer. On the other hand, growing flexibility in
hours, for some workers is allowing nap times to become more common.
With eleven million Americans telecommuting and another forty million
working out of their homes full- or part-time, office hours are basically as
long as you can stay awake. One thing is sure: longer commutes, more
intense, stressful workdays and higher production demands are taking a
toll. So, with Americans sleeping less and working longer hours, some
employers are warming up to the idea that a little nap in the middle of the
day can be good for business.

Questions 1–13
Question 1
Circle the correct answer A–D.
[1] According to the passage, which of the following statements is supported by recent
research?
A Napping is an indicator of laziness.

B Two thirds of Americans sleep too much.
C Napping in the workplace is a current trend.
D Short naps at work increase productivity.
Questions 2–6
Do the following statements reflect the claims of the writer in Passage 1?
Write:

[2] The number one cause of car accidents is fatigue.
[3] People who nap in the afternoon are lazy.
[4] A nap in the middle of the day can improve your mood.
[5] People who nap regularly live longer.
[6] The majority of Americans sleep at least eight hours a night.
Questions 7–9
Choose one phrase from the list in the box (A–F) to complete each of the following
sentences.
[7] Humans are biologically programmed to ...
[8] Employees of some progressive companies are encouraged to...
[9] Traditional employers are likely to...

A drink coffee to stay awake during the afternoon
B have a nap during breaks
C fall asleep when they are bored
D sneak naps without permission
E resist the trend toward napping
F fall asleep in the afternoon
Questions 10–11
Complete the following sentences using NO MORE THAN THREE WORDS FROM THE
PASSAGE.
[10] In the transportation industry napping is a matter of... ......................................................
[11] On some airlines pilots can sleep in the cockpit if... ......................................................
Questions 12–13
Circle the correct answer A–D.
[12] According to the writer, in America the workplace is becoming...
A less flexible.
B more exciting.
C less demanding.
D more stressful.
[13] According to the writer, what is the main reason why employers support the idea of
naps at work?
A for health reasons

B to promote safety
C to increase productivity
D to encourage creativity

Passage 2
Homeopathy Homeopathy is an alternative system of medicine, founded in the early 19th century by
A a German physician, Dr. Samuel Hahnemann. Since 1980 homeopathy has experienced
a strong resurgence of interest in North and South America as well as in Europe.
Surveys indicate that more than a third of French physicians have prescribed
homeopathic remedies and almost 50 per cent of British physicians have referred
patients for homeopathic treatment.
B Hahnemann’s discovery of the principle of homeopathy was accidental.After taking

some quinine he noticed that he developed malaria-like symptoms. Since malaria
patients were treated with quinine, he speculated that possibly malaria is cured by
quinine because it causes malaria-like symptoms in healthy people. He decided to
explore his theory by testing other substances used as medicine at the time, such as arsenic
and belladonna. His tests were conducted by either taking the substances internally himself or
by administering them to healthy volunteers and then recording all of the symptoms the
volunteers experienced. He continued his experiments on a wide range of natural substances,
often toxic.These recorded results created ‘drug pictures’ which formed the basis for the new
system of medicine.The next step was to give the tested substances to patients suffering from
the same group of symptoms represented by the drug picture recorded. The results were
incredible. People were being cured from diseases that had never been cured before. He
condensed his theory into a single Latin phrase: similia similibus curentur (let likes be cured by
likes). This means that a disease can be cured by a medicine which produces in a healthy
person, symptoms similar to those experienced by the patient.
C The process of making remedies is very precise. A homeopathic remedy is normally

a single substance. The substances may be made from plants, minerals and even
animals, for example snake venom and cuttlefish ink.To make remedies, the raw material
is dissolved in a mixture that contains approximately 90% alcohol and 10 % water.The mixture
is left to stand for 2 to 4 weeks, shaken occasionally then strained. The resulting liquid or tincture
is then diluted according to very specific measures to a factor of 1:100. For example, to produce
a remedy called 1c potency or strength, one drop of the tincture is added to 99 drops of
alcohol/water mixture.To produce a 2c potency one drop of the 1c mixture is added to 99 drops
of alcohol/water mixture. Between each mixture the remedy is shaken vigorously. Hahnemann
believed that through this process, the energy of the substance was released. Once the remedy

has been diluted beyond a 12c potency it is unlikely that even a molecule of the original substance
remains.Yet, ironically, the more dilute the remedy, the stronger it is.This makes no sense in light
of present day science but regardless of what science tells us is impossible, in practice, the higher
the dilution the stronger and more lasting the effect.
It is this use of high dilutions that has given rise to controversy. Many conventional
D doctors claim that homeopathy functions only as a placebo because the dosage is so
small. However, the clinical experience of homeopathy shows that this tiny dose can
be effective: it works on unconscious people and infants, and it even works on animals.
Controlled clinical studies performed by medical researchers are demonstrating that
homeopathy can be an effective method of treatment for many diseases.
The most important part of homeopathic treatment lies in the lengthy interview which
E the homeopath conducts with the patient. The idea behind this one to two hour
consultation is to build up a psychological, emotional and physical history of the
patient, to discover the underlying patterns of disease. The homeopath then decides
which medicine to prescribe based on the closest match between the patient’s symptoms
and the known symptoms elicited by the medicine in a healthy body. A single dose is given for
the shortest period of time necessary to stimulate the body’s healing power.
How does the concept of homeopathy differ from that of conventional medicine? Very
F simply, homeopathy attempts to stimulate the body to recover itself. Instead of

looking upon the symptoms as something wrong which must be set right, the
homeopath sees them as signs of the way the body is attempting to help itself.
Another basic difference between conventional medical therapy and homeopathy is in the
role of medication. In much of conventional therapy the illness is controlled through regular use
of medical substances. If the medication is withdrawn, the person returns to illness. For example,
a person who takes a pill for high blood pressure every day is not undergoing a cure but is only
controlling the symptoms. Homeopathy’s aim is the cure: ‘The complete restoration of perfect
health,’ as Dr. Hahnemann said.
Homeopathy has made significant progress in treating diseases which orthodox medicine
G finds difficult. Best at dealing with inflammatory conditions such as arthritis, skin
conditions, migraines and respiratory problems linked to allergies, it has also proved
highly successful at treating asthma. But homeopathy is not an appropriate treatment
for degenerative diseases such as emphysema. It cannot treat diseases which destroy
tissue, although it can still be beneficial if used in combination with other treatments.Two of the
main advantages of homeotherapy are the low cost of the medications and the rarity of adverse
reactions.The medicines are inexpensive, safe, and easy to use, so people can learn to handle many
of the common illnesses for which they currently seek medical help.The resulting savings in costs
and the increase in personal independence represent a significant contribution to health care.

Questions 14–26
Questions 14–19
The reading passage has 7 sections A–G.
Choose the most suitable headings for sections B–G from the list of headings (i–x). There
are more headings than sections so you will not use all of them.
List of Headings
(i) The future of homeopathy
(ii) Concerns about homeopathy
(iii) Comparison with traditional western medicine
(iv) Dr. S. Hahnemann
(v) Theoretical and experimental basis
(vi) Revival of homeopathy
(vii) Preparation of medicines
(viii) Debate over effectiveness
(ix) Advantages and limitations of homeopathy
(x) Aspects of treatment
EXAMPLE Answer
Section A vi
[14] Section B
[15] Section C
[16] Section D
[17] Section E
[18] Section F
[19] Section G

Questions 20–22
Complete the description below. Choose NO MORE THAN THREE WORDS FROM THE
PASSAGE for each answer.
Making a homeopathic remedy

The remedies come from plant, animal and mineral sources.
A single product is mixed with [20] .................................. and left to stand for 2–4 weeks.
This mixture is strained to produce a tincture which can be diluted.
1 drop of this tincture is added to 99 drops of alcohol/water.
The mixture is then [21] .................................. vigorously.
This produces a remedy with a potency of 1c.
As the remedy becomes more diluted it gets [22] ..................................
Questions 23–26
Complete the summary. Choose your answers from the box below.
Homeopathy differs from conventional medicine in a number of ways. Conventional
medicine views symptoms as an indication of something wrong in the body whereas
homeopathy sees them as signs that the body is attempting to [23] .................................. . The
uses of medication differ also. Many types of conventional medication [24] ..................................
but if the medicine is taken away, the illness returns. The intention of homeopathy is to
bring about a complete cure. Homeopathic remedies are [25] .................................. than
conventional medicine and have fewer [26] .................................. .
List of words/phrases
cheaper cure heal itself
illness treatments getting better
control symptoms more expensive side effects
stronger healthy patients

Passage 3
The hemp revival

The hemp plant, one of the world’s oldest billions of dollars if hemp were to be
industrial resources, is back. The grown on a large scale. A resurgence of the
rediscovery of this renewable resource is hemp industry also threatened the emerging
making it the fibre of choice for future petro-chemical companies which had
textiles, personal care products, building patented the chemicals for pulp processing.
materials, paper and fuel. Newspaper articles began to appear, linking
hemp with violent crime. The term used,
Hemp has been grown for paper, textiles, however, was ‘marijuana’ to distance it
food and medicine throughout human from hemp used for industrial purposes.
history. The earliest known woven fabric, Because few people realised that marijuana
made of hemp, dates back to the eighth and hemp came from the same plant
millennium (8,000–7,000 BC). The majority species, virtually nobody suspected that the
of all sails, clothes, tents, rugs, towels, Marijuana Prohibition of 1938 would
paper, rope, twine, art canvas, paints, destroy the hemp industry.
varnishes and lighting oil were made from
hemp. Hemp seeds were regularly used as a Supporting the theory that marijuana was
source of food and protein for centuries. banned to destroy the hemp industry, were
two articles written just before the
Hemp’s drastic decline in use and Marijuana Prohibition, claiming that hemp
importance within a matter of fifty years is was on the verge of becoming a super crop.
widely considered to have been brought These articles, which appeared in well-
about by the timber and petrochemical respected magazines, praised the usefulness
industries in America. By the mid-1930s, and potential of hemp. ‘Hemp can be used
changes in technology were beginning to to produce more than 25,000 products’, and
impact on the hemp industry. Mechanical ‘hemp will prove, for both farmer and
stripping equipment and machines to public, the most profitable and desirable
conserve hemp’s high-cellulose pulp crop that can be grown.’ This was the first
became available and affordable. Timber time that ‘billion dollar’ was used to
and paper holding companies stood to lose describe the value of a crop. Less than one

year after these articles were written the produce as much fibre as 2 to 3 acres of
Marijuana Prohibition took effect. To what cotton. The fibre is stronger and softer than
extent a conspiracy was involved is still cotton, lasts twice as long and will not
being debated, but the important thing is mildew. Cotton grows only in warm
that for thousands of years, hemp was used climates and requires more water and more
extensively. Then over a short period, it fertiliser than hemp as well as large
became illegal in many parts of the world. quantities of pesticide and herbicide.
Now, however, the focus is on the Hemp can also be used to produce
development of hemp as an industrial fibreboard that is stronger and lighter than
resource. Initially, a distinction needs to wood, and is fire retardant. Unlike paper
be made between the two types of hemp. from wood pulp, hemp paper contains no
‘Cannabis has evolved into two basic dioxin, or other toxic residue, and a single
species. Plants grown for fibre and seed acre of hemp can produce the same amount
are universally called hemp. Cannabis of paper as four acres of trees. The trees
grown for its drug content is commonly take 20 years to harvest and hemp takes a
called marijuana or drug cannabis. Drug- single season. In warm climates hemp can
type cannabis varies widely in THC be harvested two or even three times a year.
content from approximately 1–2% in On an annual basis, one acre of hemp will
unselected strains to 10% in the best produce as much paper as 2 to 4 acres of
modern varieties.’ (as cited from Watson trees. From tissue paper to cardboard, all
1994). Hemp contains virtually none of types of paper products can be produced
the active ingredients of drug-type from hemp. The quality of hemp paper is
cannabis (THC). It is not feasible to ‘get superior to tree-based paper. Hemp paper
high’ on hemp, and most marijuana will last hundreds of years without
produces very low-quality fibre. Hemp degrading and it can be recycled many
should never be confused with marijuana, more times than tree-based paper.
as their roles can not be reversed.
Today, industrialised nations around the
It is evident that hemp is an extraordinary world are waking up to the enormous
fibre. Both stems and seeds can be utilised. potential of hemp. While some countries,
Most significantly, hemp can be grown like China and India, have never had laws
without pesticides and herbicides. The against hemp cultivation, others are
plant also has the ability to suppress weeds legalising industrial hemp after many years
and soil-borne diseases. Based on the of lumping it together with marijuana. The
hemp industries which have been products and fabrics that are emerging from
established overseas, there is a large the international hemp industry are finding
demand for hemp products and hemp is strong demand in an eco-aware global
proving to be a highly profitable industry. community. Hemp is indeed an agricultural
On an annual basis, one acre of hemp will crop for the twenty-first century.

Questions 27–40
Questions 27–31
Re-order the following letters (A-F) to show the sequence of events according to the passage.
The first one has been done for you as an example.
EXAMPLE
C
..............................................
[27] ....................................
[28] ....................................
[29] ....................................
[30] ....................................
[31] ....................................
A Timber and petro-chemical industries threatened
B Articles praise hemp as a potential billion dollar crop
C Widespread cultivation of hemp Example
D Prohibition of marijuana
E Newspaper articles link hemp to violent crime
F Development of stripping machines

Questions 32–33
Complete the following using NO MORE THAN THREE WORDS FROM THE PASSAGE.
Hemp Marijuana
Fibre strong and durable [32] .................................
Drug Content [33] ................................. up to 10%THC
Questions 34–39
From the information given in the passage, classify the following (34–39) as characteristic of:
A Hemp
B Wood
C Cotton
[34] mildew-resistant
[35] dioxin is a by-product of processing
[36] can be harvested more than once a year
[37] large amounts of fertiliser needed
[38] fire-retardant properties
[39] requires mild temperature
Question 40
Choose the correct answer A–D.
[40] The main purpose of this article is...
A to criticise government policy on hemp.

B to show the economic benefits of hemp.
C to compare hemp and marijuana.
D to promote research into new uses of hemp.

READING TEST 4
Passage 1
Frogwatch
Frogwatch, a remarkable success story started in Western Australia, is the brainchild of Dr Ken
Aplin. His work as the curator of reptiles and frogs in the Western Australian Museum, involved
long field trips and he wondered if a community-based frog-monitoring network could help him keep
track of frogs. Through such a network, ordinary untrained members of the community could learn
about frog habitats, observe the numbers and kinds of frogs in their local area, and report this
information to the museum.
Launched in 1995, Frogwatch recently gained its 3221st member, and many people say that this
is the best thing the museum has ever done. Each participant receives a ‘Frogwatch Kit’ – a regular
newsletter, an audio tape of frog calls and identification sheets. Recently, Frogwatch membership
increased dramatically when a mysterious parasitic fungus disease began attacking frogs
nationwide. Although research is yet incomplete, scientists suspect the fungus originated
overseas, perhaps in South America, where frogs have died in catastrophic numbers from a fungus
disease genetically similar to the Australian organism.
Researchers in Western Australia needed to know how widespread the infection was in the state’s
frog populations. So Aplin sent an ‘F-file’ (frog fungus facts) alert to Frogwatch members,
requesting their help. He asked them to deliver him dead or dying frogs. More than 2000 frogs have
now been examined, half from the museum’s existing collection. Aplin once thought the fungus had
arrived in Western Australia in only the past year or two, but tests now suggest it has been there
since the late 1980s.
Frogwatch has proved to be the perfect link to the public and Aplin has become a total convert to
community participation. He’s now aiming for a network of 15,000 Frogwatch members as the
museum can’t afford to use professional resources to monitor frog populations. Much of the frog
habitat is on private land, and without community support, monitoring the frogs would be impossible.
Not everyone is convinced by the ‘feelgood’ popularity of Frogwatch. While Aplin believes even tiny
backyard ponds can help to significantly improve frog numbers, Dr Dale Roberts isn’t so sure. A
senior zoology lecturer at the University of WA, Roberts agrees the program has tapped into the
public’s enthusiasm for frogs, but he warns that strong public awareness does not amount to
sound science.

He argues that getting the public to send in pages of observations is a good thing, but giving these
reports credibility may not be valid scientifically. In addition he’s not convinced that Frogwatch’s
alarmist message about the danger of fungal infection is valid either. In Western Australia, for
example, there was a long summer and very late drenching rains that year, following two equally dry
years. So, he argues, there are other things that might have precipitated the deaths. He questions
what could be done about it anyway. If it’s already widespread, it may not be worth the cost and
effort of doing anything about it. Even if it’s causing high death rates, he says he can still find every
frog species found over the past ten years in the south-west of Australia.
Roberts argues that Western Australia is different. Unlike most other states, species are still
being discovered there; the disappearances of frog types in Queensland and New South Wales, are
not occurring in Western Australia, although three south-west species are on the endangered list.
Roberts believes that no amount of garden ponds in Perth will help those species, which live in
isolated habitats targeted for development.
Aplin’s response is that increasing the number of frog-friendly habitats is important for the very
reason that many West Australian frog species are found in small, highly restricted locations. He
argues that pesticide-free gardens and ponds can offer a greater chance of survival to animals
battling habitat disturbance, environmental pollutants, climatic variations, and now fungal
disease. Aplin’s opinion is that they should use the precautionary principle in cases where they
don’t yet know enough about the situation. Usually diseases sort themselves out naturally and
some frog fauna will co-evolve with the fungus. Given time some balance may be restored, but in
the shorter term, they are seeing negative impacts.
The nationwide spread of the chytrid fungus is being mapped by Dr Rick Speare, a specialist in
amphibian disease at James Cook University. Speare also tests the accuracy of Aplin’s fungus
diagnoses and says Frogwatch is ‘an amazing and under-acknowledged system…the best
program in Australia for harnessing public interest in frog biology…There are a lot of eyes out
there looking for dead or sick frogs, beyond the power of any biologist to collect.’
Aplin argues that they should never underestimate the importance of having a
community base, especially when governments want to cut research
funds. ‘People can protest in ways that a handful of scientists hiding
in a laboratory can’t do. For just about every environmental
problem, community involvement is fundamental’. Furthermore
Frogwatch is proving to be a social phenomenon as much as
anything else. It seems ordinary people know that frogs
are a measure of the environment’s health.

Questions 1–13
Questions 1–6
Do the following statements reflect the claims of the writer of the passage?
Write:

NO if the statement contradicts the claims of the writer.
[1] Frogwatch members need a basic level of scientific training.
[2] All Frogwatch members live in Western Australia.
[3] Frogwatch has proved that frogs are disappearing because of a fungus.
[4] Scientists in WA have examined about two thousand frogs collected by Frogwatch.
[5] The frog fungus disease has been in Western Australia for more than ten years.
[6] New species of frogs have been found in Western Australia recently.
Questions 7–12
The reading passage describes the opinions of Dr Ken Aplin, Dr Dale Roberts and Dr Rick
Speare in relation to strategies for frog conservation.
Match one of the researchers A–C to each of the statements below.

There may be more than one correct answer.
Write:
A for Dr Aplin
B for Dr Roberts
C for Dr Speare

EXAMPLE Answer
Frogwatch is the best Australian program for A
encouraging public interest in frogs.
[7] Although the involvement of large numbers of people is encouraging, this does not
guarantee scientifically valid data.
[8] The development of frog-friendly backyards will help to conserve frog species.
[9] Although it is possible that frogs will adapt to fungal and other problems in the long
term, we should take precautions in case this does not occur.
[10] As there may be many other explanations for recent frog deaths, it is not worth
spending a great deal of time and money studying this fungus.
[11] Because of the unique geography of Western Australia most frog species in this State
are not in danger of extinction.
[12] Frogwatch has greater potential for frog observation than is possible by the scientific
community.
Question 13
Write the appropriate letter A–D.
[13] The main purpose of Frogwatch is…
A for people to collect and deliver dead or dying frogs to scientists.

B for people to observe and collect information about frog populations
for scientists.
C for people to allow scientists onto their private land to look at frog habitats.
D for people to set up ponds in their gardens as habitat for frogs.

Passage 2
Just relax…..
Hypnosis is an intriguing and fascinating process. A trance-like mental state is induced in one
person by another, who appears to have the power to command that person to obey instructions
without question. Hypnotic experiences were described by the ancient Egyptians and Greeks,
whilst references to deep sleep and anaesthesia have been found in the Bible and in the Jewish
Talmud. In the mid-1700s, Franz Mesmer, an Austrian physician, developed his theory of ‘animal
magnestism’, which was the belief that the cause of disease was the ‘improper distribution of
invisible magnetic fluids’. Mesmer used water tubs and magnetic wands to direct these supposed
fluids to his patients. In 1784, a French commission studied Mesmer’s claims, and concluded that
these ‘cures’ were only imagined by the patients. However, people continued to believe in this
process of ‘mesmerism’ and it was soon realised that successful results could be achieved, but
without the need for magnets and water.
The term hypnotism was first used by James Braid, a British physician who studied suggestion
and hypnosis in the mid-1800s. He demonstrated that hypnosis differed from sleep, that it was
a physiological response and not the result of secret powers. During this same period, James
Esdaile, a Scottish doctor working in India, used hypnotism instead of anaesthetic in over 200
major surgical operations, including leg amputations. Later that century, a French neurologist,
Jean Charcot, successfully experimented with hypnosis in his clinic for nervous disorders.
Since then, scientists have shown that the state of hypnosis is a natural human behaviour, which
can affect psychological, social and/or physical experiences. The effects of hypnotism depend on
the ability, willingness and motivation of the person being hypnotised. Although hypnosis has
been compared to dreaming and sleepwalking, it is not actually related to sleep. It involves a more
active and intense mental concentration of the person being hypnotised. Hypnotised people can
talk, write, and walk about and they are usually fully aware of what is being said and done.
There are various techniques used to induce hypnosis. The best-known is a series of simple
suggestions repeated continuously in the same tone of voice. The subject is instructed to focus
their attention on an object or fixed point, while being told to relax, breathe deeply, and allow
the eyelids to grow heavy and close. As the person responds, their state of attention changes,
and this altered state often leads to other changes. For example, the person may experience
different levels of awareness, consciousness, imagination, memory and reasoning or become more
responsive to suggestions. Additional phenomena may be produced or eliminated such as
blushing, sweating, paralysis, muscle tension or anaesthesia. Although these changes can occur

with hypnosis, none of these experiences is unique to it. People who are very responsive to
hypnosis are also more responsive to suggestions when they are not hypnotised. This
responsiveness increases during hypnotism. This explains why hypnosis takes only a few seconds
for some, whilst other people cannot be easily hypnotised.
It is a common misunderstanding that hypnotists are able to force people to perform criminal or
any other acts against their will. In fact, subjects can resist suggestions, and they retain their
ability to distinguish right from wrong. This misunderstanding is often the result of public
performances where subjects perform ridiculous or highly embarrassing actions at the command
of the hypnotist. These people are usually instructed not to recall their behaviour after re-
emerging from the hypnotic state, so it appears that they were powerless while hypnotised. The
point to remember however, is that these individuals chose to participate, and the success of
hypnotism depends on the willingness of a person to be hypnotised.
Interestingly, there are different levels of hypnosis achievable. Thus deep hypnosis can be
induced to allow anaesthesia for surgery, childbirth or dentistry. This contrasts to a lighter state
of hypnosis, which deeply relaxes the patient who will then follow simple directions. This latter
state may be used to treat mental health problems, as it allows patients to feel calm while
simultaneously thinking about distressing feelings or painful memories. Thus patients can learn
new responses to situations or come up with solutions to problems. This can help recovery from
psychological conditions such as anxiety, depression or phobias. Sometimes, after traumatic
incidents, memory of the events may be blocked. For example, some soldiers develop amnesia
[loss of memory] as a result of their experiences during wartime. Through hypnosis these
repressed memories can be retrieved and treated. A variation of this treatment involves age
regression, when the hypnotist takes the patient back to a specific age. In this way patients may
remember events and feelings from that time, which may be affecting their current wellbeing.
Physicians also have made use of the ability of a hypnotised person to remain in a given position
for long periods of time. In one case, doctors had to graft skin onto a patient’s badly damaged
foot. First, skin from the person’s abdomen was grafted onto his arm; then the graft was
transferred to his foot. With hypnosis, the patient held his arm tightly in position over his
abdomen for three weeks, then over his foot for four weeks. Even though these positions were
unusual, the patient at no time felt uncomfortable!
Hypnosis occasionally has been used with witnesses and victims of crime to enable people to
remember important clues, such as a criminal’s physical appearance or other significant details
that might help to solve a crime. However, as people can both lie and make mistakes while
hypnotised, the use of hypnotism in legal situations can cause serious problems. Also hypnosis
cannot make a person divulge secret information if they don’t want to. This was confirmed by
the Council on Scientific Affairs of the American Medical Association, which in 1985 reported
that memories refreshed through hypnosis may include inaccurate information, false memories,
and confabulation (fact and fantasy combined).

Questions 14–28
Questions 14–18
The passage has eight sections A–H. Choose the most suitable heading for sections B–F from
the list of headings below. Write the appropriate numbers (i–x).
There are more headings than sections, so you will not use all of them.
EXAMPLE Answer
Section A (x)
List of Headings
[14] Section B (i) Use of hypnotism in criminal cases
(ii) The normality of hypnotised subjects’ behaviour
[15] Section C (iii) Early medical experiments with hypnotism
(iv) Early association of hypnosis with psychology
(v) Dangers of hypnotism
[16] Section D
(vi) How to hypnotise
(vii) Hypnosis and free will
[17] Section E (viii) Difference between mesmerism and hypnotism
(ix) Therapeutic uses of hypnosis
[18] Section F (x) Origins of hypnosis EXAMPLE
Questions 19–23
Complete the notes on the history of hypnosis using NO MORE THAN THREE WORDS FROM
THE PASSAGE.
References to hypnotism can be found in both the Talmud and the [19] . Even
....................................
when Mesmer’s [20] .................................... were not used, successful results occurred without them.
Braid identified hypnosis as a natural [21] .................................... response, rather than magical or
mystical. Early psychological studies showed the difference between sleep and hypnosis.
Successful hypnosis requires the subject’s active [22] .................................... . Consequently subjects
can speak or move around and are [23] .................................... of their surroundings.

Questions 24–28
[24] In order to induce hypnosis the hypnotist will…
A encourage the person to relax using a repetitively even tone of voice.

B say a specific set of words in a special tone of voice.
C say any words but in a particular tone of voice.
D encourage the person to relax while focussing on a slowly moving object.
[25] Hypnotised subjects can be instructed to…
A do something they have previously said is against their wishes.

B demonstrate physical strength they would normally not have.
C reveal confidential information against their will.
D do something that they would not normally be opposed to doing.
[26] Past events are recalled under hypnosis…
A to entertain the hypnotist.

B to allow subjects to reassess them without distress.
C to help the subjects improve their memories.
D to make the subject feel younger.
[27] After surgery, hypnosis may be used…
A to make drugs unnecessary.

B to keep the patient mobile.
C to make the patient forget to move.
D to minimise patient’s discomfort while immobile.
[28] The American Medical Association reported that…
A people lie when giving evidence under hypnosis.

B people should be hypnotised before giving evidence.
C evidence given when hypnotised may be unreliable.
D secret evidence can be obtained through hypnosis.

Passage 3
Kids and
Sport
Two Italian is rather a question of knowing how to recreate this
psychologists, Vincenzo freedom in our towns and in the country, where sport
Marte and Giovanni Notarnicola, describe the traditional is increasingly based on organised leisure activities.
spontaneous practice of sport by children — climbing Doing one sport is now the rule in clubs. Sports
trees, riding a bicycle along quiet roads, racing their grounds are often on the outskirts of cities, and are
friends across the fields — as an activity of freedom, a overcrowded and invariably enclosed, while
special activity of discovery and learning. In the case of recreational areas such as parks or hard-packed
free sporting activity, the child’s time is given up surfaces, are very few and far between. How can we
entirely to the activity, as can be seen in the endless find the balance of a varied and spontaneous
games of football young children play, which may then relationship to sport under such conditions?
be followed by bicycle races and/or a swim in the river,
for example. Some interesting answers have already been
suggested which take into account the need to
Today, however, children’s discovery of sport has recreate this freedom. Marte and Notarnicola have
become very different. It is often parents who take their shown that children who have experienced such
children, when they are very young, to the swimming freedom were considered by sports trainers to be
pool or to the sports grounds or sports halls. Children’s more capable when they joined organised sport aged
first experience of sport thus takes place as an organised 12–13. Their study concluded that no formal training,
activity, which they see as organisation of their free no matter how early in life it took place, could
time. By organising sport for children, and often replace these first experiences.
deciding for them, we unfortunately create an imbalance
preventing them from managing their own play/sports Measures which would reverse this imbalance include:
time, thus denying them an opportunity of autonomy increasing the number of sports facilities which
and independence as was possible in the past. encourage self-organisation by the children, and also
setting up unstructured playing areas with little in the
A first possible reason for the imbalance in the practice way of equipment. Areas where street sport can be
of sport by children is therefore linked to the urban practised need to be established and sports clubs which
society we live in today. We need not regret the past; it offer multidisciplinary sports training should be

supported. Children should be offered pre-school any strategies that discriminate against the child: for
activity where they can the discover different sports. example in team sports, naming first choice players and
reserves. It should be remembered that primary school
For children, sport remains a special kind of discovery children’s main desire is to have fun and socialise. The
and learning, no matter how much adults limit and desire to improve and become a good competitor will
control the practice of early intensive training. Here is develop later. This brief example shows that knowledge
the second example of imbalance in children’s sport. of child development is indispensable for those who
Today, sport is practised with early intensive training take care of children at this age. It is up to trainers,
from the youngest possible age. Sometimes this is even sports doctors and psychologists to implement the
before the age of six and is usually one specific sport measures necessary to limit this excessive early practice
within an organised framework. When adult-style of sport by children.
competitions are introduced at an early age, the
conditions which encourage a balanced development of A third source of imbalance which threatens children
children through sport are no longer respected. and sport is parental attitudes. The American
psychologist, Rainer Martens, emphasises that, ‘too
Today, early intensive training is much more widely on often children’s joy of sports is destroyed by adults who
offer. Many sports organisations claim that they are want glory through victory.’ Several studies have shown
forced to do to this type of training because of what is that parental pressure is high on the list of reasons why
called ‘the golden age’ to acquire the physical skills. It children leave sport. The presence of mothers and
is considered unthinkable for a young skater or gymnast fathers can prevent children from considering sport as
to miss this period, because if they did so, they would their own, where they can learn to master technical
fall so far behind the best, that they could never hope to difficulties, manage interpersonal relations, and
catch up. Faced with this demand for early ability, it is experience success and failure. As Martens highlights,
important that a safety net is put in place to maximise ‘adults are solely to blame if joy and sadness become
the benefits and minimise the disadvantages of such synonymous, to a child, with victory or defeat.’
intensive training.
If the children make the decisions, this ensures that they
Why do very young children give up sport? The most enjoy being a child in sport, and are relaxed with their
common reason for leaving a sport is to change to development as human beings. We need only observe the
another sport, which in itself is no bad thing. However, activity in a school playground, where games are
children may leave a sport because they believe that organised on an improvised playing field, to understand
they have received too much criticism and too many that children show genetic traces of the hunter instinct,
negative assessments. We know that young children, up which naturally leads them to physical activity. Sport is
to the age of eleven or twelve, cannot assess their own included as something they want, and which they
level of competence. They believe that if they are identify both as a means of release and as a form of self-
making an effort, then this in itself is a sign of their expression. By acting as a route to self-discovery, sport
competence. We also know that young children are gives children both the opportunity to know their limits,
particularly sensitive to criticism from adults or peers. and to acquire tools which will allow them to surpass
Trainers must therefore pay particular attention to this them. Playing sport is a source of learning, progress and
and avoid excessive criticism. They should also avoid pleasure; an additional way of enriching life.

Questions 29–40
Questions 29–36
Complete the summary below using NO MORE THAN TWO WORDS FROM THE PASSAGE.
Marte & Notarnicola define the spontaneous sporting games of children as activities of
[29] ...................................... . Because today sport is often decided and [30] ...................................... by
parents, children lose their autonomy. A first imbalance occurs because
[31] ...................................... are out of the city and often crowded, whilst there are a limited
number of open recreational areas where children can play spontaneously.
Children should discover and learn about sports themselves. The second imbalance occurs
because they start early [32] ...................................... training very young and participate in only
[33] ...................................... specific activity. Children often give up a sport because of negative
[34] ...................................... . It is important that trainers avoid excessive criticism of young
children, who should have [35] ...................................... at sporting activities. Another reason that
children may give up sport is the attitudes of their parents. This third imbalance occurs as
parents exert [36] ...................................... on children to win rather than to enjoy sport.

Questions 37–40
[37] Children’s expression of this ‘freedom’ is important because …
A it allows them to be lazy.

B it means they can learn to swim and ride a bike.
C it puts them in charge of what they do and when they do it.
D it relieves the parents from transporting their children to sports.
[38] Ways of allowing children to develop this ‘freedom’ include…
A making transport to sports clubs free.

B offering a range of different sports in each sports club.
C offering sporting tuition to pre-school children.
D making children play outside regularly.
[39] To encourage young children to continue with sport we should give them…
A accurate feedback about their ability at sport.

B experience of failure as well as success.
C experience of being reserves as well as first choice team members.
D the opportunity to mix socially with their peers at sport.
[40] The author believes that…
A children’s sport should not be organised by adults.

B playing sport is an important part of children’s development.
C children need to learn that sport is about losing as well as winning.
D children can be psychologically and physiologically damaged by sport.

READING TEST 5
Passage 1
WOLVES, DOGS
AND HUMANS
There is no doubt that dogs are the of human hunting techniques that
oldest of all species tamed by humans developed 70,000 to 90,000 years ago.
and their domestication was based on a It also may even have affected the brain
mutually beneficial relationship with development in both species.
man. The conventional view is that the
domestication of wolves began between The Australian veterinarian David
10,000 and 20,000 years ago. However, Paxton suggests that in that period of
a recent ground-breaking paper by a first contact, people did not so much
group of international geneticists has domesticate wolves as wolves
pushed this date back by a factor of 10. domesticated people. Wolves may have
Led by Dr. Robert Wayne, at the started living at the edge of human
University of California, Los Angeles, settlements as scavengers, eating scraps
the team showed that all dog breeds of food and waste. Some learned to live
had only one ancestor, the wolf. They with human beings in a mutually helpful
did this by analysing the genetic way and gradually evolved into dogs. At
history through the DNA of 162 wolves the very least, they would have protected
from around the world and 140 human settlements, and given warnings
domestic dogs representing 67 breeds. by barking at anything approaching. The
The research also confirms, for the first wolves that evolved into dogs have been
time, that dogs are descended only from enormously successful in evolutionary
wolves and do not share DNA with terms. They are found everywhere in the
coyotes or jackals. The fact that our inhabited world, hundreds of millions of
companionship with dogs now appears them. The descendants of the wolves
to go back at least 100,000 years means that remained wolves are now sparsely
that this partnership may have played distributed, often in endangered
an important part in the development populations.

In return for companionship and food, the most notable being decreased brain
the early ancestor of the dog assisted size. The horse experienced a 16 per
humans in tracking, hunting, guarding cent reduction in brain size after
and a variety of other activities. domestication while pigs’ brains shrank
Eventually humans began to selectively by as much as 34 per cent. The
breed these animals for specific traits. estimated brain-size reduction in
Physical characteristics changed and domesticated dogs varies from 30 per
individual breeds began to take shape. cent to 10 per cent. Only in the last
As humans wandered across Asia and decade have archaeologists uncovered
Europe, they took their dogs along, enough fossil evidence to establish that
using them for additional tasks and brain capacity in humans declined in
further breeding them for selected Europe and Africa by at least 10 per
qualities that would better enable them cent beginning about 10,000 years ago.
to perform specific duties. Dr. Groves believes this reduction may
have taken place as the relationship
According to Dr. Colin Groves, of the between humans and dogs intensified.
Department of Archaeology and The close interaction between the two
Anthropology at Australian National species allowed for the diminishing of
University, early humans came to rely certain human brain functions like
on dogs’ keen ability to hear, smell and smell and hearing.
see — allowing certain areas of the
human brain to shrink in size relative
to other areas. ‘Dogs acted as humans’
alarm systems, trackers and hunting
aids, garbage disposal facilities, hot-
water bottles and children’s guardians
and playmates. Humans provided dogs
with food and security. This symbiotic
relationship was stable for over 100,000
years and intensified into mutual
domestication,’ said Dr. Groves. In his
opinion, humans domesticated dogs
and dogs domesticated humans.
Dr. Groves repeated an assertion made

as early as 1914 — that humans have
some of the same physical
characteristics as domesticated animals,

Questions 1–14
Questions 1–5
Do the following statements agree with the views of the writer of the passage?
Write:
YES if the statement agrees with the author’s views.

NO if the statement contradicts the author’s views.
[1] The co-existence of wolves and humans began 10,000 years ago.
[2] Dogs, wolves, jackals and coyotes share a common ancestor.
[3] Wolves are a protected species in most parts of the world.
[4] Dogs evolved from wolves which chose to live with humans.
[5] Dogs probably influenced the development of human hunting skills.
Questions 6–8
[6] How do we know that dogs have been more successful in evolutionary terms than wolves?
A Dogs can be trained more easily than wolves.

B Wolves are stronger than dogs.
C Humans prefer dogs to wolves.
D There are more dogs than wolves today.
[7] As a result of domestication, the size of the human brain has...
A increased.
B decreased.
C stayed the same.
D become more complex.

[8] What can we infer from the studies of brain size and domestication?
A Domestic life is less demanding than surviving in the wild.

B Animals like living with humans.
C Domestication has made animals physically weaker.
D Pigs are less intelligent than dogs.
Question 9
Choose TWO WORDS FROM THE PASSAGE for the answer.
There are many different types of dogs today, because, in early times humans began to
[9] ................................. their animals for the characteristics they wanted.
Questions 10–14
Match one of the researchers (A–C) to each of the findings (10–14) below.
A Dr. Wayne
B Dr. Paxton
C Dr. Groves
EXAMPLE Answer
found the common ancestor of the dog A
[10] studied the brain size of domesticated animals
[11] claims that wolves chose to interact with humans
[12] established a new time frame for domestication of wolves
[13] believes that dogs and humans domesticated each other
[14] studied the DNA of wolves and dogs

Passage 2
Crop circles
The crop circle phenomenon has puzzled and
mystified humanity for many years. The designs just
appear, placed carefully in fields of food grains.
Some are larger than football fields and highly
complex in design and construction. Others are
smaller and more primitive. We call them crop
circles, but many of them are not circular. Some are
elongated abstract designs, a few resemble insects
or other known forms, and some are mixtures of lines, circles, and other shapes melded into
intricate patterns. Most become visible overnight, though it has been claimed that a few have
appeared within a half-hour in broad daylight.
Crop circles have appeared all over the world. About 10,000 instances from various countries have
been reported in recent years. The first modern rash of crop circles appeared in Australia in
December of 1973. A strange circular imprint appeared in a wheat field near Wokurna, a
community southeast of Adelaide. Soon seven swirled circles up to 14 feet in diameter appeared in
an oatfield nearby. In December of 1989, an amazing set of circles, ranging from a few inches to a
few feet in diameter appeared in the wheat belt west of Melbourne. As many as 90 crop circles
were found. The best documented and largest modern spread of crop circles began in southern
England during the summer of 1980. By the end of 1988, 112 new circles had been formed. At that
time circles were being reported worldwide, 305 by the end of 1989. The total grew to an
outstanding 1000 newly-formed circles in 1990. In 1991, 200 to 300 circles were reported. Crop
circles have been documented in over 30 countries, including Canada, the former Soviet Union,
Japan and the United States.
Nine out of ten circles remained simple with broken stems flattened to the ground and swirled. The
stalks around the circles remained completely erect. But over the years, crop circles have become
much more geometrically intricate. Patterns involved multiple circles, bars, triangles, rings, and
spurs. Pictorial imagery also appeared. Reliable eyewitnesses have reported seeing unusual lights
and hearing unidentifiable sounds while on an early-morning walk in the countryside where a crop
circle showed later that day. High-pitched, warbling noises have been recorded at the site of some
crop circles. On several occasions a strange glow or a darker colouring has been seen in the sky over

a crop circle. And in more than one instance, the electrical power of small planes flying overhead
has been cut off abruptly. While the causal energies do not seem to harm animals, or even insects
as far as we can tell, wild creatures tend to avoid the circles. Flocks of birds have been seen to split
apart and fly around the perimeter rather than go directly over a crop circle formation.
Researchers have spent a great deal of time investigating different aspects of crop circles. They try
to detect traces of human involvement in the circle-making, test the area of the circle itself for
geophysical anomalies, and analyze the field’s grain both from within and outside the circles,
searching for differences.
Dr. W. C. Levengood of BLT Research in Cambridge, Massachusetts, has analyzed many grain samples
and confirmed, time after time, significant changes at the cellular level of crop circle plants. The
plants from the circles have elongated cells and blown-out growth nodes. Seeds from the circle plants
often show accelerated growth rates when they are sown, and in some instances, quite different-
looking plants result. In many instances it appears that a vortex-like energy causes the plants to
swirl down, flattening the design into the land. Whatever this energy is, it does not generally inhibit
the plants’ growth. They continue to show normal response to the sun, raising upward over several
days following the appearance of the circle. Michael Chorost of Duke University found occasions of
short-lived radionuclides in the top layer of soil in some of the formations. A British government
laboratory found diminished nitrogen and decreased nematode populations as well as decreased water
content in the soil of a formation. Researchers have discovered other anomalies as well, such as
curious embedded magnetic particles and charred tissue. Some of the plant stalks within the circles
show evidence of being exposed to rapid microwave heating.
Scientists have attempted to explain crop circles as a result of natural processes. One popular
theory, accepted by many mainstream scientists and academics, is known as ‘Plasma Vortex Theory’.
Developed by Dr. Terence Mearden, it theorizes that electrified air (plasma), on the side of hills,
becomes mini-tornadoes and screws down onto the ground, creating the circles. The theory also
holds that the electrified air would cause a light to appear above the circle and therefore account
for UFO sightings. Although this theory still has considerable support it has come under fire
because of the highly intricate and complex crop circle patterns that have appeared since 1991.
Another theory is that the circles are all hoaxes or practical jokes. Major support came to this
theory when, on September 9, 1991, two Englishmen claimed to have created approximately 250
crop circles. However, those circles were more ragged than others, and many were already suspect.
It is irrational to believe that all crop circles are faked for publicity or other reasons. Many crop
circles appeared long before the phenomenon gained large recognition from the public and press.
Too many circles and patterns are formed each year in too many countries for them to have been
hoaxes. Many crop circles show strange mathematical traits when analyzed.
The crop circle phenomenon is an enigma. Many dollars have been spent by researchers and their
associations in an attempt to find a solution to this intriguing puzzle which will continue to
haunt humanity until an explanation is found.

Questions 15–27
Questions 15–19
Do the following statements reflect the claims of the writer of this passage?
Write:

[15] Crop circles only appear in wheat fields.
[16] Crop circles have never been documented in tropical countries.
[17] The largest number of crop circle reportings in a single year occurred in 1990.
[18] The patterns of crop circles have become increasingly complex over the years.
[19] All crop circles are hoaxes.
Questions 20–23
Complete the summary below. Choose NO MORE THAN THREE WORDS FROM THE PASSAGE
for each answer.
Since the early 1970’s, over ten thousand crop circles have been reported around the world,
the greatest number in [20] .............................. , where in a single year, over one hundred circles
appeared. Phenomena such as the appearance of strange lights and unusual
[22] .............................. sometimes occur around the sites of crop circles. [22] .............................. are
not affected but it has been observed that birds [23] .............................. flying over a formation.

Questions 24–27
Use the information in the text to match one scientist (A–C) with each area of study
(24–27) listed below.
A Dr. Mearden
B Dr. Levengood
C Michael Chorost
EXAMPLE Answer
observations of light in relation to crop circles A
[24] changes in the structure of soil within crop circles
[25] accelerated growth of seeds from crop circles
[26] electrical charges in the air around crop circles
[27] changes in cell structure of plants found in crop circles

Passage 3
ARE THESE TWO

REPORTERS ON
THE SAME PLANET?
An essay by scientist, educator and environmentalist, Dr. David Suzuki
A number of books, articles and television programs have disputed the reality of the
claimed hazards of global warming, overpopulation, deforestation and ozone depletion.
Two newspaper commentaries show the profound differences of opinion on critical issues
affecting the planet.
The first, by Robert Kaplan, has generated both fear and denial. Entitled The Coming
Anarchy, the report paints a horrifying picture of the future for humanity. The author
suggests that the terrible consequences of the conjunction between exploding human
population and surrounding environmental degradation are already visible in Africa and
parts of Southeast Asia. As society is destabilised by the AIDS epidemic, government
control evaporates, national borders crumble beneath the pressure of environmental
refugees and local populations revert to tribalism to settle old scores or defend against
fleeing masses and bands of stateless nomads on the move.
Kaplan believes what he has seen in Africa and Southeast Asia is the beginning of a
global pattern of disintegration of social, political and economic infrastructure under the
impact of ecological degradation, population pressure and disease. As ecosystems
collapse, this scenario could sweep the planet, first in Eastern Europe and then the
industrialised countries. It is a frightening scenario, built on a serious attempt to project
the aftermath of ecological destruction. It comes from a core recognition that the planet
is finite and consumption has vast social, political and economic ramifications. It has
also generated a great deal of discussion and controversy.
Marcus Gee pronounces Kaplan’s vision ‘dead wrong’ in a major article headlined
Apocalypse Deferred. Attacking the ’doomsayers’, Gee counters with the statistics
favoured by believers in the limitless benefits and potential of economic growth. Citing
the spectacular improvements in human health, levels of education and literacy,
availability of food and length of life even in the developing world, Gee pronounces the
fivefold increase in the world economy since 1950 as the cause of this good news. He
does concede that immense problems remain, from ethnic nationalism to tropical
deforestation to malnutrition to cropland losses but concludes that Kaplan has
exaggerated many of the crises and thus missed the broad pattern of progress.

Focusing on statistics of the decline in child mortality and the rise in longevity, food
production and adult literacy, Gee reaches the conclusion that things have never been
better. Economic indicators, such as the rise in gross world product and total exports
show ‘remarkable sustained and dramatic progress.’ Life for the majority of the world’s
citizens is getting steadily better in almost every category.’
Gee’s conclusions rest heavily on economic indicators. He points out the annual 3.9
percent rise in the global economy and the more than doubling of the gross output
per person, that has occurred for the past thirty years. World trade has done even
better, growing by 6 percent annually between 1960 and 1990 as tariffs have declined
from 40 percent of a product’s price in 1947 to 5% today.
Gee skips lightly over such facts as third world debt and the daily toll of 22,000 child
deaths from easily preventable disease. He also fails to mention that during this
period the gulf between rich and poor countries has increased. He does acknowledge
the threats of loss of topsoil and forests, pollution of the air, and contamination of
water. However, he concludes that there is little evidence they are serious enough to
halt or even reverse human progress. Gee challenges the notion of a population crisis
since there have never been as many people so well off. Furthermore, he suggests
there will never be a limit to population because more people means more Einsteins
to keep making life better.
Gee’s outlook rests on a tiny minority of scientists who have faith in the boundless
potential of science and technology to overcome the physical constraints of air, water
and soil so that a much larger population can be sustained. His final proof? — the
general rise in living standard along with population growth. But the relationship
between changes in living standard and population is a correlation, not proof of
causal connection. Gee is ignoring basic economic as well as scientific reality.
If we inherit a bank account with a thousand dollars that earns 5% interest

annually, we could withdraw fifty dollars or less each year forever. However suppose
we start to increase our withdrawals, say up to sixty dollars, then seventy dollars
and more each year. For many years the account would yield cash. But it would be
foolish to conclude that we could keep drawing more from the account indefinitely.
Yet that is what Gee believes. As ocean fisheries around the world show, we are
using up the ecological capital of the planet (biodiversity, air, water, soil) rather
than living off the interest. It is a dangerous deception to believe that the human-
created artifice called economics can keep the indicators rising as the life support
systems of the planet continue to decline.
The value system that dominates most of the popular media promotes the delusion
that resources and the economy can continue to expand indefinitely. It also blinds
the public to the urgency and credibility of warnings that an environmental crisis
confronts us.

Questions 28–40
Questions 28–33
Use the information in the passage to match the people (A–C) with the opinions (28–33)
listed below. There may be more than one correct answer.
A R. Kaplan, author of The Coming Anarchy

B M. Gee, author of Apocalypse Deferred
C D. Suzuki, author of this passage
EXAMPLE Answer
Environmental challenges will be met by B
technological advances.
[28] Our patterns of consumption are using up the ecological capital of the planet.
[29] Crises beginning in the Third World will spread to developed countries.
[30] Scientific progress will enable the planet to sustain increased population.
[31] Social and political infrastructure worldwide could collapse.
[32] Earth’s life support systems are at critical risk.
[33] Environmental problems are not a threat to progress.
Questions 34–36
Choose ONE phrase from the list below (A–G) to complete each of the following sentences.
There are more phrases than questions so you will not use all of them.
[34] The growth of world trade...
[35] The relationship between population and standard of living ...
[36] Natural resources and the economy...

List of Phrases
A have most benefited developing countries
B has led to a drop in the standard of living generally
C cannot continue to expand indefinitely
D have decreased third world debt
E shows a correlation, not cause and effect
F pose a threat to human progress
G has been accompanied by a fall in tariffs
Questions 37–40
[37] Which of the following is NOT stated by Kaplan as a key contributing factor to
potential global destabilisation?
A political corruption
B collapse of ecosystems
C population explosion
D malnutrition and disease
[38] What is the main source of Gee’s optimism?
A scientific and technological advances

B decreasing Third World debt
C the rise in the standard of living worldwide
D economic growth
[39] Which of the following can we infer about the views of the author of this passage?
A He disagrees with both Gee and Kaplan.

B He supports the views of Gee.
C His views are closer to those of Kaplan.
D He thinks both Gee and Kaplan are right.
[40] The main purpose of the author in this passage is...
A to alert us to an environmental crisis.

B to educate the media.
C to create uncertainty about the future.
D to challenge current economic theory.

READING TEST 6
Passage 1
LakeVostok
Beneath the white blanket of Antarctica
A lies half a continent of virtually

uncharted territory — an area so
completely hidden that scientists have little
clue what riches await discovery. Recently, Russian
and British glaciologists identified an immense lake — one
of Earth’s largest and deepest — buried beneath 4,000 meters of ice immediately
below Russia’s Vostok Station.
As details have emerged, a growing number of scientists are showing interest, with
B dozens of investigators keen to explore the feature, known as Lake Vostok. A thick
layer of sediment at the bottom of the lake could hold novel clues to the planet’s
climate going back tens of millions of years. By looking at the ratio of different
oxygen isotopes, scientists should be able to trace how Earth’s temperature changed
over the millennia. NASA has expressed interest in Lake Vostok because of its
similarity to Europa. This moon of Jupiter appears to have a water ocean covered by
a thick ice sheet, measuring perhaps tens of kilometers in depth. If hydrothermal
vents exist beneath the ice, chemical reactions on Europa could have created the
molecular building blocks for life, if not life itself. Vostok would be an ideal testing
ground for technology that would eventually fly to Europa or places even more
distant, say many scientists. Though cheap compared with a Europan mission, any
expedition to Vostok would represent a significant investment.
Vostok Station holds the uncomfortable distinction of having recorded the coldest
C temperature on Earth. Thermometers there measured –89.6°C in July 1983, and the
average temperature hovers around –55°C. It’s the thick ice, strangely, that enables a
lake to survive in such a frozen environment. The 4 kilometers of ice acts effectively

as an insulating blanket protecting the bedrock underneath the ice from the cold
temperatures above. Geothermal heat coming from the planet’s interior keeps the
lake from freezing and warms the lowest layers of ice. The tremendous weight of the
ice sheet also plays a role in maintaining the lake. Beneath 4 km of glacier, the
pressure is intense enough to melt ice at a temperature of –4°C. These factors have
helped lakes develop across much of the thickly blanketed East Antarctica. To date
more than 70 hidden lakes have been detected in the small portion of the
continent. Lake Vostok is the largest of these, stretching 280 km from south to
north and some 60 km from east to west. At Vostok station, which sits at the
southern end of the lake, the water depth appears to be 500 m according to seismic
experiments carried out by Russian researchers.
The first clues to Lake Vostok’s existence came in the 1970s, when British, U.S., and
D Danish researchers collected radar observations by flying over this region. The radar
penetrates the ice and bounces off whatever sits below. When researchers found a
surface as flat as a mirror, they surmised that a lake must exist underneath the ice.
An airborne survey of the lake is being undertaken, the first step toward eventually
drilling into the water. Along with the potential rewards come a host of challenges.
Researchers must find a way to penetrate the icy covering without introducing any
microorganisms or pollutants into the sealed-off water.
E
What about life in the depths? If tiny microbes do populate the lake, they may be
some of the hungriest organisms ever discovered. Lake Vostok has the potential to
be one of the most energy-limited, or oligotropic, environments on the planet. For
the lake’s residents, the only nutrients would come from below. Russian investigators
have speculated that the lake floor may have hot springs spewing out hydrothermal
fluids stocked with reduced metals and other sorts of chemical nutrients. Scant
geological evidence available for this region, however, indicates that the crust is old
and dead. Without a stream of nutrients seeping up from the deep Earth, the only
potential source of energy lies above the lake. The ice sheet above the water is
creeping from west to east at a rate of roughly four metres per year. The lowermost
layers of ice melt when they come in contact with the lake, liberating trapped gases
and bits of crushed-up rock. If the glacier recently passed over rock before reaching
the lake, it could be supplying organic compounds useful to microorganisms. It also
could be seeding the lake with a continuous source of new residents. Bacteria,
yeasts, fungi, algae, and even pollen grains have been found in the Vostok ice core
samples taken down to depths of 2,750 m — three quarters of the way to the
bottom. At least some of these organisms are alive and capable of growing,
according to recent reports. The results of this analysis may indirectly indicate
whether anything survives in the lightless body of water.

Questions 1–13
Questions 1–4
The passage has 5 sections A–E. Choose the most suitable heading for sections B–E from the
list of headings below. Write the appropriate numbers (i–viii). There are more headings than
sections so you will not use all of them.
List of Headings
(i) Cost of exploration
(ii) Location and description of the lake
(iii) Potential for living organisms in the lake
(iv) Challenges of exploration
(v) Discovery of the lake
(vi) Possible sources of nutrients to support life
(vii) Types of organisms in the lake
(viii) Scientific interest in Lake Vostok
EXAMPLE Answer
Section A v
[1] Section B
[2] Section C
[3] Section D
[4] Section E

Questions 5–6
[5] Which is NOT given as a reason for interest in exploring Lake Vostok?
A to test technology for space exploration

B to develop anti-pollution devices
C to investigate the history of Earth’s climate
D to look for living organisms
[6] Lake Vostok does not freeze because...
A a thick ice cover provides insulation.

B it is warmed by heat from the earth’s surface.
C low pressure prevents freezing.
D an underwater volcano erupted recently.
Questions 7–13
Do the following statements reflect the claims of the author?
Write:
YES if the statement reflects the author’s claims.

NO if the statement contradicts the author’s claims.
[7] Only one lake has been found beneath Antarctica.
[8] Lake Vostok was detected by radar.
[9] Exploration of Lake Vostok is coordinated by Russia.
[10] Nutrients to support life have been found in the Antarctic ice.
[11] The ice above the lake is moving to the east.
[12] Scientists have drilled through the ice into the water of Lake Vostok.
[13] The water in the lake is approximately 500 m deep at the southern end.

Passage 2
The fish from swallowing them, some have

evolved powerful toxins.
cells As the researchers were to discover,

pfiesteria doesn’t just discourage fish. It
actively hunts them, then eats them. Fish
from are one of its preferred foods but one of

the intriguing things about pfiesteria is
that it will eat everything from bacteria to
hell dead plant and animal remains all the

way up to mammalian tissues. So its food
spans the entire food web of an estuary.
Recently, an international team of biologists Gradually the researchers realised that
met to discuss what they believe is a global nothing in the water was safe from
crisis in the sudden appearance of strange pfiesteria. It could harm humans too. A
marine micro-organisms capable of mis-directed air-conditioning duct from a
poisoning not just fish but people too. room containing the toxins nearly killed
one of the researchers. He suffered a
In the mid-1980s, fishermen in North host of symptoms ranging from profuse
Carolina, on the eastern coast of the United sweating, tingling hands and feet, to
States, began complaining about liver and kidney problems, as well as
mysterious fish kills. They were convinced memory loss.
that pollution was responsible but nobody
would listen. That changed in 1988 after an As the research intensified, some startling
accident at a research center. Tank after discoveries were made. In tanks,
tank of fish suddenly died. Researchers pfiesteria was quite content to behave like
spotted an unknown micro-organism in the a plant and photosynthesize. However
water. It was later named pfiesteria. when fish were added a dramatic
transformation occurred. Pfiesteria
Pfiesteria belongs to a prehistoric group of switched to attack mode. In a matter of
algae, that are part plant, part animal. They minutes it changed shape and secreted a
are called dinoflagellates after the tiny toxin. The fish quickly became
whips or flagella that propel them through disorientated and within five minutes all
the water. Magnified a thousand times they were dead. Pfiesteria changed shape
are some of the strangest and most again and devoured them. When it had
beautiful creatures in the sea. They are at had its fill it vanished. No one had ever
the bottom of the food chain but, to deter seen an organism do this.

Initially scientists believed this was part of a fish farmers an estimated $45 million. The
natural cycle, but on closer examination, it official explanation was that a storm was to
seemed pollution was to blame. When the blame. But there were also reports of
water containing the biggest fish kills was orange-brown streaks in the water. When a
analysed, scientists found high levels of water sample was examined, it was found
pollution. But this is just one of the factors to be teeming with an alga never before
that can boost the transformation in seen in Australia, called chattonella. The
pfiesteria. Others include large numbers of same chattonella killed half a billion
fish travelling together which feed in poorly dollars’ worth of fish in Japan in 1972. This
flushed places with a lot of algae to eat and toxin was also present in the livers of the
other rich food sources. That ís the perfect dead tuna. Despite this powerful evidence,
habitat for pfiesteria. the official explanation remains that a
storm was the killer. However, in Japan this
But pfiesteria is not the only concern. In the was a prime example of an algal bloom
oceans all around the world similar kinds of induced by the waste products of the
algae are now materialising and turning aquaculture industry itself, and of course
toxic. In the last decade these algal that is not something that the tuna industry
blooms have poisoned sea-lions in
1
wants to hear.
California, caused catastrophic fish kills in
the Pacific, the Mediterranean and the It is clear that chattonella is present in
North Sea, and devastated the shellfish Australian waters. But there is little
industry in New Zealand. Researchers from knowledge of what else may surface or
forty seven nations met recently to share where it may have come from. What is of
the latest information about harmful algal greater concern is that, in Australia and
blooms. They heard about new kinds of around the world, there is a reluctance to
toxins and discussed possible links acknowledge that it is human activity which
between algae and whale strandings. But is triggering the transformation of normally
what dominated the proceedings was news benign organisms into increasingly
that toxic algae are spreading to new dangerous forms. If we continue to
shores in ballast water carried by ships. mismanage the way nutrients and pollutants
are released into the environment we will
That may have already happened in have to confront new versions of the cells
Australian waters. A tuna kill in 1996 cost from hell.
Glossary
1
algal bloom The rapid growth under specific conditions, of minute aquatic plants.

Questions 14 –26
Questions 14–17
Complete the summary below. Choose your answers from the box below the summary. There
are more words than you need so you will not use all of them.
EXAMPLE
micro-organism with some unusual characteristics. Under normal
Pfiesteria is a ..................................................
conditions, it acts like a [14] .................................................. but it has also developed powerful
[15] .................................................. as a defence against being eaten by fish. When the fish are
disabled and killed by the neurotoxins, the organism [16] .................................................. them.
Then it [17] ..................................................
List of words
jaws grows animal
kills eats poisons
plant disappears micro-organism
bacteria fish dies
Questions 18–21
Fill in the blanks with NO MORE THAN THREE WORDS FROM THE PASSAGE.
Conditions which favour the growth of toxic algae include high levels of
[18] .................................................. and [19] .................................................. fish feeding together. Research
scientists at the international conference learned about [20] .................................................. toxic
algae and how they are spreading around the world in water [21] .................................................. .

Questions 22–26
Classify the following as:
A caused by pfiesteria
B caused by chattonella
C caused by an unidentified micro-organism
EXAMPLE Answer
Serious illness of researcher A
[22] death of sea-lions off the coast of California (1990s)
[23] fish kill in Japan (1972)
[24] shellfish industry losses in New Zealand (1990s)
[25] tuna industry losses in Australia (1990s)
[26] fish kill in North Carolina (1980s)

Passage 3
Mystery of
the
mummies
In 1992, a German scientist made a discovery which
was to upset whole areas of scientific study from
history and archeology to chemistry and botany. Dr.
Svetlana Balabanova, a forensic specialist, was
performing tissue tests on an Egyptian mummy, part of a
German museum collection. The mummified remains
were of a woman named Henut-Taui who had died over
3000 years ago. Amazingly, the tests revealed that her
body contained large quantities of cocaine and nicotine.
Dr. Balabanova had regularly used the same testing methods to
convict people of drug consumption but she had not expected to find
nicotine and coca in an Ancient Egyptian mummy. It is generally accepted that these two plants,
native to the Americas did not exist on other continents prior to European exploration.
Dr. Balabanova repeated the tests then sent out fresh samples to three other labs. When the
results came back positive she published a paper with two other scientists. If Balabanova was
shocked by the results of her tests she was even more shocked at the hostile response to her
publication. She received many insulting letters, accusing her of fraud.
There were two explanations that came immediately to mind. One was that something in the
tests could have given a false result. The second was that the mummies tested were not truly
Ancient Egyptian. Perhaps they were relatively modern bodies, containing traces of cocaine. Dr.
Balabanova then examined tissue from 134 naturally preserved bodies over a thousand years old
discovered in an excavated cemetery in the Sudan. About a third of them tested positive for
nicotine or cocaine.

But something had happened even earlier which should have initiated serious discussion. In
1976 the mummified remains of Ramses II arrived in Paris for repair work. Dr. Michelle Lescot of
the Natural History Museum (Paris) was looking at sections of bandages and within the fibres
found a plant fragment. When she checked it under a microscope she was amazed to discover
that the plant was tobacco. Fearing that she had made some mistake she repeated her tests
again and again with the same result every time: a New World plant had been found on an Old
World mummy. The results caused a sensation in Europe. Was it possible that a piece of tobacco
had been dropped by chance from the pipe of some forgotten archaeologist? Dr. Lescot
responded to this charge of contamination by carefully extracting new samples from the
abdomen, with the entire process recorded on film. These samples, which could not be
‘droppings’, were then tested. Once again they were shown to be tobacco. The discovery of
tobacco fragments in the mummified body of Ramses II should have had a profound influence
upon our whole understanding of the relationship between Ancient Egypt and America but this
piece of evidence was simply ignored. It raised too many questions and was too far outside of
commonly accepted scientific views.
So now the question had returned. Could Ancient Egyptian trade have stretched all the way
across the Atlantic Ocean? This was an idea so unbelievable it could only be considered after all
the other possibilities had been eliminated. Could Egyptians have obtained imports from a place
thousands of miles away, from a continent supposedly not discovered until thousands of years
later? Was it possible that coca – a plant from South America had found its way to Egypt 3,000
years ago? If the cocaine found in mummies could not be explained by contamination, or fake
mummies or by Egyptian plants containing it, there appeared to be another interesting possibility:
a trade route with links all the way to the Americas.
The Egyptians did make great efforts to obtain incense and other valuable plants used in religious
ceremonies and herbal medicines, but to the majority of archeologists, the idea is hardly worth
talking about. Professor John Baines, an Egyptologist from Oxford University states: ‘I don’t think it
is at all likely that there was an ancient trade network that included America. The essential problem
with any such idea is that there are no artefacts ...found either in Europe or in America.’ But other
experts aren’t so sure. Professor Martin Bernal, an historian, from Cornell University says, ‘We’re
getting more and more evidence of world trade at an earlier stage. You have the Chinese silk
definitely arriving in Egypt by 1000 BC.’ In his opinion, it is arrogance on the part of modern people
to believe that a transoceanic trading network could only have been set up in recent times.
The discoveries in the mummies from Egypt and Sudan have challenged conventional beliefs. It
is no longer possible to exclude the hypothesis of transoceanic trade in ancient times. The tale of
Henut Taui and the story of Ramses II show that, in science, facts can be rejected if they don’t fit
with our beliefs, while what is believed to be proven, may actually be uncertain. It is
understandable then, how a story of a scientist, a few mummies and some routine tests, could
upset whole areas of knowledge we thought we could take for granted.

Questions 27–40
Questions 27–29
[27] What most surprised Dr. Balabanova about her discovery?
A the presence of drugs in the mummies

B the fact that the plants originated in the western hemisphere
C the positive results of tests on other mummies
D the hostile reaction of the scientific community
[28] Which of the following was ruled out by Dr. Lescot’s investigation?
A Tobacco had been dropped onto the mummy.

B Tobacco grew in Ancient Egypt.
C Chemicals produced false test results.
D The mummies were fake.
[29] Why was the discovery of tobacco in the body of Ramses II ignored?
A Contamination was suspected.

B The evidence raised difficult questions.
C The tests produced false results.
D The researcher was a woman.

Questions 30–34
Match ONE of the researchers (A–D) to each of the statements (30–34) below. There may
be more than one correct answer.
A Dr. Svetlana Balabanova

B Dr. Michelle Lescot
C Professor John Baines
D Professor Martin Bernal
[30] first to find a substance from the Americas in a mummy
[31] argues against transoceanic trade because of lack of evidence
[32] had to defend against attacks on research methodology
[33] gives evidence of extensive Egyptian trade in ancient times
[34] publication of research results was controversial

Questions 35–39
Do the following statements reflect the opinions of the writer in the passage?
Write:
YES if the statement reflects the opinion of the writer.

[35] There is proof that tobacco was grown in Ancient Egypt.
[36] Trade routes across the Atlantic Ocean may have existed thousands of years ago.
[37] Ancient Egyptians were great ship builders.
[38] The scientific community generally rejects the idea of contact between Ancient Egypt
and the Americas.
[39] The unusual test results could have come from ‘qat’, a plant native to North Africa.
Question 40
[40] What is the main idea of this passage?
A Experimental research often gives false results.

B Long-held beliefs can be challenged by new information.
C The scientific community is conservative by nature.
D Ideas which don’t fit our belief system must be wrong.

READING
LEARN FROM YOUR MISTAKES
Look again at your answers
You lose marks for small errors.

Correct answer is safety –
Mistakes like these can cost you easy marks. lose a mark because of
Look at this example of an answer sheet. inaccurate copying
Correct answer is
1 ✘
✓ animals – lose a mark
because plural ‘s’ missing
1.
safely 2
asl
ak Correct answer is
2.
anreim
b 3
viii – lose a mark because not
three 4 written accurately
3.
4.
v1ii500 5 Correct answer is
not on duty – lose a mark
5.
B 6
because ‘on’ is missing
cess
6.
D8 Prin
8 7
y No answer so no mark
7.
not dut 8 given! Always put an answer –
you might be lucky
8.
hDarvest 9
......
.......... Only one answer required, so
..........
.......... 10
9. two answers get no marks, even
, birds
Animals
a if one of them is correct
10.
Did you lose many marks in Practice Test 4 because of this kind of mistake?
Don’t throw away marks because you are in a hurry! A couple of errors like
these could make all the difference to your final score!

Go back to the questions you got wrong
Try to analyse each mistake. Why did you write the wrong answer?
Did you?
• have problems understanding the words in the question?
?
• have problems understanding a word or phrase in the passage?
• choose an incorrect answer which was included to ‘tempt’ you?
If you still don’t understand why an answer is incorrect, ask a teacher, a native speaker or
another student to explain the answer to you.
Be sure you understand before starting the next test.
Try this… to build your vocabulary

Write down all new words and expressions.
• Keep a special notebook for new words and phrases.

• Check the meaning in your dictionary and with a teacher or native speaker.
• Find out any other meanings when the word(s) is used in a different context.
• Write a few examples using the word or expression.
• Ask a teacher or native speaker to check what you’ve written.
Make sure that you will understand the meaning if you read it in another test.
Collect synonyms.
• Note down words or phrases from the reading, with the same meaning as
different words used in the question.
eg: on Saturday and Sunday = at the weekend
It was a cold, wet and windy day = the weather was pretty miserable.
Watch out for ‘tricky’ synonyms! If you got caught once, don’t get caught again.
Practice reading to conquer time!

Another common reason for errors and/or a low score in the IELTS Reading Test is lack of time.
Mistakes are made due to hurrying, and often candidates don’t finish the test in the time allowed.
So to improve your test results you need to work both quickly and accurately …and
conquer time!

Pace yourself
• Practise spending no more than 20 minutes per section, aim for less.
• Don’t waste marks (remember?) so be sure you get all the easier answers correct.
• Don’t spend too long on one question, mark it and come back later.
• Don’t leave any question unanswered. Guess. You might be lucky!
Read what you need

Learn to skim and scan:
• Skim for the part of the passage that seems related to the question by looking at
headings, sub-headings and topic sentences (usually the first sentence of a paragraph).
• Scan by looking carefully at that part to find the specific information.
Practice makes perfect …
• to get to know question and answer types.

• to increase your vocabulary.
• to spot the synonyms.
• to pace yourself through the test.
HOW CAN I IMPROVE?

You need to read efficiently for success in IELTS.
What to read first…
• First look quickly at the reading text: its title, sub headings, tables, diagrams.
What’s it about?
• Then look quickly at the first few questions. How many are there? What kind?
• There’s no time to memorise them, but your brain will be more focussed.
• Now read the text quickly and then go back to the questions.
Adapt the way you read to the type of question.
• ‘Whole text’ questions such as choosing headings for paragraphs or sections
First read the topic sentences. These should tell you what the paragraphs are about.
If the topic sentence and the heading seem similar, then read the paragraph slowly
and carefully to check that they go together.
• ‘Detail’ questions such as multiple choice questions (choose A, B, C or D)
First skim to find which part of the text seems to be about that information.
When you locate that part of the text, scan carefully for the specific detail you need.
NB There will always be an answer that is wrong, but put in to try and tempt you,
(the ‘red herring’ answer) so double check that you’ve chosen the right one!

Practise skimming for names and numbers
• If the question asks for the name of a place, city, country, street, person or organisation,
they’re quite easy to find because they always start with a capital letter.
• Remember the different ways to write numbers: nine or 9 or (ix) or IX,

1,400 or one thousand four hundred or fourteen hundred or 1400 (the year).
• Be sure you’re familiar with how decimals and fractions are written in English.
If you don’t understand a word or phrase…
Don’t panic!
Try to guess from the nouns and verbs around it.
Look for words like ‘similarly’ or ‘in contrast to‘ or ‘unlike’ which may help you.
By taking the time to repeat the tests, you are developing your reading skills, building
vocabulary and increasing your understanding of test strategies. This is time well spent.
TIPS FROM TEST-TAKERS
Never Stop
‘I never stop practising my reading in English. When I’m on the bus, train or walking, I
always try to understand the signs, posters and advertisements. If I don’t understand, I
write it in a notebook so that I can ask a friend or my teacher.’
Tip from Yi Ling
‘I was very slow at reading and thought I could never finish the test in one
hour. But I made myself do a practice test every weekend. After a couple
of months I began to recognise the kind of questions and how to find the
answers more quickly. I was always careful with the easier questions at
the beginning of the test. When I did the IELTS exam I got a 6!’

Fall In Love
‘I’m ‘in love’ with my dictionary! I bought a really good dictionary. It was quite expensive,
but I use it every day so I don’t feel guilty about how much it cost. I try to check everything
I don’t understand.’
Tip from Andrea who scored 7 on the IELTS Reading Test
’The first time I took the test there were many words I didn’t
understand so I only scored a 5. I bought a small address book with
pages marked A-Z, and every day I wrote down new words or
expressions I didn’t know. I tested myself every night. If I could
remember what the word meant three days running I crossed it out.
After three months, when I took the test again, I had a much bigger
vocabulary and I got a much better score!’
Answer all the questions
‘I put an answer, even if I really didn’t understand. If it’s a multiple choice then there are
only 4 possible answers, so I chose an answer that seemed to make sense and was
grammatically correct.’
Keep cool
‘Remember that every question scores one mark, but the questions generally increase in
difficulty as you go from 1 to 40. So I didn’t worry too much about the last few questions,
but I was careful with the earlier ones.’
Tip from Sachiko
’In some question types in the IELTS Reading Test, answers to the
earlier questions are often found nearer the beginning of the Reading
passage, and answers to later questions are found in later parts of the
passage. So, sometimes you can use less time searching for answers.’

IELTS LISTENING and READING ANSWER SHEET
00 10 20 30 40 50 60 70 80 90
Module taken: Version
number: 0 1 2 3 4 5 6 7 8 9
Academic General Please enter the
Training number in the
boxes and shade 22
✓ ✘
the number in 22.
the grid
23
23.
✓ 1 ✘ 24
1. 24.
2 25
2. 25.
3 26
3. 26.
4 27
4. 27.
5 28
5. 28.
6 29
6. 29.
7 30
7. 30.
8 31
8. 31.
9 32
9. 32.
10 33
10. 33.
11 34
11. 34.
12 35
12. 35.
13 36
13. 36.
14 37
14. 37.
15 38
15. 38.
16 39
16. 39.
17 40
17. 40.
18 41
18. 41.
19 42
19. 42.
20
20. Band Score Total
21
21.

APPENDIX

ACADEMIC READING
Each question answered correctly scores 1 mark.
Note: Slash ‘/’ indicates alternative answers. Brackets ‘(...)’ indicate optional details
Test 1
Wings of Hope Spider Silk Map Wars
1. 18 (years old) 15. B 28. projection
2. biologist 16. C 29. axis
3. storm/lightning 17. B 30. perspective
4. A 18. A 31. compare
5. D 19. B 32. M
6. C 20. NG 33. M
7. A 21. Y 34. P
8. B 22. N 35. M
9. C 23. NG 36. A
10. D 24. N 37. B
11. N 25. pollution 38. C
12. N 26. stretching, wrinkling, shrinkage 39. A
13. Y (all 3 required for 1 mark) 40. C
14. NG 27. 60%
Test 2
Please hold the line Did tea and beer bring about Team based learning
1. D industrialisation? 26. exceeds
2. A 14. ix 27. current
3. C 15. ii 28. employers
4. D 16. iv 29. financial
5. D 17. v 30. activities
6. A 18. i 31. candidates
7. B 19. tax / tax on malt / malt tax 32. environment
8. Y 20. tea 33. N
9. Y 21. waterborne diseases / dysentery 34. N
10. N 22. boiled 35. N
11. NG 23. C 36. Y
12. N 24. D 37. NG
13. N 25. B 38. D
39. F
40. E
Test 3
Sleeping on the Job Homeopathy Hemp Revival
1. D 14. v 27. F
2. N 15. vii 28. A
3. N 16. viii 29. E
4. Y 17. x 30. B
5. NG 18. iii 31. D
6. N 19. ix 32. low quality
7. F 20. alcohol and water 33. (virtually) no THC
8. B 21. shaken 34. A
9. E 22. stronger 35. B
10. safety 23. heal itself 36. A
11. not on duty 24. control symptoms 37. C
12. D 25. cheaper 38. A
13. C 26. side effects 39. C
40. B
A score of about 22 means you are probably on track for a 6.0 in the real IELTS test.

Test 4
Frogwatch Just Relax Kids and Sport
1. N 14. iii 29. freedom
2. NG 15. ii 30. organised
3. N 16. vi 31. sports grounds/sports
4. N 17. vii halls
5. Y 18. ix 32. intensive/sport(s)
6. Y 19. Bible 33. one
7. B 20. magnets and water 34. assessments/criticism
8. A 21. physiological/human 35. fun
9. A 22. (mental) concentration 36. pressure
10. B 23. (fully) aware 37. C
11. B 24. A 38. B
12. A &/or C 25. D 39. D
13. B 26. B 40. B
27. D
28. C
Test 5
Dogs, Wolves and Humans Crop Circles Same Planet
1. N 15. N 28. C
2. N 16. NG 29. A
3. NG 17. Y 30. B
4. Y 18. Y 31. A
5. Y 19. N 32. C/A
6. D 20. (southern) England 33. B
7. B 21. (high-pitched, warbling) 34. G
8. A noises/sounds 35. E
9. selectively breed 22. animals/insects/wild 36. C
10. C creatures 37. A
11. B 23. avoid 38. D
12. A 24. C 39. C
13. C 25. B 40. A
14. A 26. A
27. B
Test 6
Lake Vostok Cells from Hell Mystery of the Mummies
1. viii 14. plant 27. D
2. ii 15. poisons 28. A
3. iv 16. eats 29. B
4. iii 17. disappears 30. B
5. B 18. pollution 31. C
6. A 19. large numbers of 32. A/B
7. N 20. new kinds of 33. D
8. Y 21. carried by ships 34. A
9. NG 22. C 35. N
10. Y 23. B 36. Y
11. Y 24. C 37. NG
12. N 25. B 38. Y
13. Y 26. A 39. NG
40. B
A score of about 22 means you are probably on track for a 6.0 in the real IELTS test.

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IELTS on Track

TEST PRACTICE Academic

Centre for English Language in the

Copyright © Slater, Millen

e-Book version 2008

All rights reserved. No part of this publication

Originally printed by Hyde Park Press,

IELTS on Track ACADEMIC READING e-BOOK II Copyright © Slater, Millen

IELTS on Track ACADEMIC READING e-BOOK III Copyright © Slater, Millen

Answer Key: Listening 86

IELTS PRACTICE TESTS

IELTS on Track ACADEMIC READING e-BOOK IV Copyright © Slater, Millen

WHAT IS THE IELTS TEST?

The IELTS test is taken in this sequence:

Listening 40 questions — 30 minutes (+ 10 minutes to transfer answers)

IELTS on Track ACADEMIC READING e-BOOK V Copyright © Slater, Millen

HOW TO USE THIS BOOK

Learn by reviewing performance

‘Use it or lose it’

IELTS on Track ACADEMIC READING e-BOOK VI Copyright © Slater, Millen

• The IELTS Reading Test

• Instructions for Test Practice

• Reading Tests 1-6

• Fast Track Reading

• Learn from your mistakes

• How can I improve?

• Tips from test-takers

IELTS on Track ACADEMIC READING e-BOOK 1 Copyright © Slater, Millen

The test has 3 reading passages of increasing difficulty.

IELTS on Track ACADEMIC READING e-BOOK 2 Copyright © Slater, Millen

Practise Under Test Conditions

After You Finish

Before You Try The Next Test

Repeat for Reading Tests 2 to 6.

IELTS on Track ACADEMIC READING e-BOOK 3 Copyright © Slater, Millen

Survivor from the sky

IELTS on Track ACADEMIC READING e-BOOK 4 Copyright © Slater, Millen

IELTS on Track ACADEMIC READING e-BOOK 5 Copyright © Slater, Millen

[2] What is her occupation now? ................................................................

[3] What was the cause of the plane crash? ................................................................

[4] What happened to the plane?

A It broke apart in the air.

A an updraft caused by storm clouds

[6] Which of the following injuries did she sustain?

[7] What helped her to survive?

A knowledge of the jungle

IELTS on Track ACADEMIC READING e-BOOK 6 Copyright © Slater, Millen

[9] How long was she lost in the jungle?

[10] How was she finally rescued?

A A search party found her in the jungle.

YES if the statement agrees with the writer’s views.

[11] Other survivors of the crash were found in the jungle.

[13] Wings of Hope is the name given to a memorial statue.

IELTS on Track ACADEMIC READING e-BOOK 7 Copyright © Slater, Millen

IELTS on Track ACADEMIC READING e-BOOK 8 Copyright © Slater, Millen

IELTS on Track ACADEMIC READING e-BOOK 9 Copyright © Slater, Millen

A the silk of bombyx mori

B dragline silk of nephila clavipes

C capture silk of nephila clavipes