Cambridge IELTS 13 General

More books visit: https://books-here.com

.:�, CABRIDGE . :

UNIVERSITY PRESS

Ti ng Anh PO POLC LCET ET ht t ps : / / pol c et . edu. vn - :, . CAM CAMBR BRIDG IDGE E ENG ENGLIS LISH H '·�h Languge Assessment .'1

Part of he Universy of Cambdge

GENERAL TRAINING WITH ANSWERS

AUTHENTIC EXAMINATION PAPERS

More books visit: https://books-here.com Cmbridge University Press

.cambridgeorg/elt

Cmbridge Assessment English

cambridgeenlishorg Information Informa tion on this title title:: w wcambridg cambridgeorg/97 eorg/9788 1 10855 108553193 3193 © Cambridge University Press and UCLES 2018 It is normally necessary for wrien permission for copying to be obtained  advance from a publisher The sample answer sheets at the back of this book are desined to be copied and distributed in class class The normal requirements are waived here and it i s not necessary to write write to Cambridge University Press for permission for an iniviual teacher to mae copies for use within with in his or her own classrom classrom Only those pages that carry car ry the wording '© UCLES 2018 2 018 AM! AM! may be copied First published 2018 20 19 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in alaysia by Vivar A catalogue rcod f this pubn is avaiabe m te Btish La

ISBN 978-1-108 978-1-108-45 -45049049-22 cademic cad emic Students Book with answers answ ers ISBN 978978-1-108 1-108-55 -553 30909-44 cademic Students Book with wi th answers with udio ISBN 978978-1-10 1-108-4 8-4505 5055-3 5-3 Genera l Trai ning Stuents St uents Book with wi th answers ans wers ISBN 978978-1-10 1-108-5 8-5531 5319-3 9-3 General Tra raini ining ng Students Book with answers a nswers wit h udio ISBN 978-1 978-1-108-108-4506 45067-6 7-6 udio CDs (2) The publishers have no responsibility for the persistence or accuracy of URLs for external externa l or thir-party thir-party internet interne t website websitess referred to in this publication, an an  do not guarantee that any content on such websites websites is or o r will remain accurate ac curate or appropriate Information regarding prices travel timetables and othr factual information given giv en in this work is correct at the time of first printing but the publishers publishe rs do not guarant guarantee ee the accura accuracy cy of such informat information ion thereafter

Ti ng Anh POLCET ht t ps : / / pol cet . edu. vn

Contents Introduction Test 1

10

Test2

31

Test3

53

Test4

75

Audioscripts

4

96

Listening and Reading Answe Keys Sample answers for Writing tasks Sample answer sheets Acknowledgements

133 13

11 125


Introduction T he International English Language Testing System (IELTS) is widely recognised as a reliable means of assessing the language ability of candidates who need to stud y or work whr English is th language of communication. These Practice Tsts are designed to give future IELTS candidates an idea of whether their Englis s t the required level IELTS is owned by three partners: Cambridge English Language Assessment, part of the University of Cambridge; the British Council; IDP Education Pty Limitd through its subsidiary company IELTS Australia Pty Limited) Further infrmation on IELTS can be found on the IELTS website wwwieltsorg WHAT IS THE TEST FORMAT?

IES consists of fur components. Al candidates take the same istening and Speaking tests There is a choice of Reading and Writing tests according to whether a candidate is taking the Academic or General Training module  Fo candidates ishing to study at undergraduate or postraduate evels, and or those seeking professiona egistation

  For candidates wishing to migate to an English-speaking county (Austraia Canada New Zealand UK) and r those wishing to train or study at below degree level

The test components are taken in the llowing order: L 4 seions, 40 tems approxmately 30 mnutes   3 sectons 40 tems 60 mnutes   2 tasks 60 mnutes

r

   3 sectons 40 tems 60 mnuts

o

   2 t 60 mnus

 11  14 mnutes     hours 44 inus

4

Ti ng AnhInduction POLCET ht t ps : / / pol cet . edu. vn GENERAL TRAINING TEST FORMAT

Listening This test consists of fur sections, each with ten questions. The first two sections are concerned with social needs The first section is a conversation between two speakers and the second section is a monologue The final to sections are concerned with situations related to educational or training contexts The third section is a conversation between up to four people and the urth section is a monologue A variety of question types is used, including: multiple choice matching, plan/map/ diagram labelling frm completion note completion table completion, flow-cha completion, summary completion, sentence completion and shortanswer questions Candidates hear the recording once only and answer the questions as they listen Ten minutes are allowed at the end fr candidates to transfer their answers to the answer sheet

Reading This test consists of three sections with 40 questions The texts are taken from notices advertisements, leaflets newspapers, instruction manuals, books and magazines The first section contains texts relevant to basic linguistic survival in English, with tasks mainly conceed with providing factual infrmation The second section focuses on the work context and involves texts of more complex language The third section involves reading more extended texts with a more complex structure but with the emphasis on descriptive and instructive rather than argumentative texts A variety of question types is used including multiple choice, identiying inration (True/False/Not Given) identiying the writer's views/claims (Yes/No/Not Given), matching infrmation matching headings matching atures matching sentence endings, sentence completion, summary completion note completion table completion, flowchart completion diagram label completion and short-answer questions

Writing This test consists of two tasks It is suggested that ndidates spend about 20 minutes on Task 1 which requires them to write at least 150 words, and 40 minutes on Task 2 which requires them to write at least 250 words Task 2 contributes twice as much as Task 1 to the Writin score In Task 1 candidates are asked to respond to a given situation with a letter requesting information or explaining the situation They are assessed on their ability to engage in personal correspondence elicit and provide general factual infrmation, express needs, wants likes and dislikes, express opinions, complaints, etc n Task 2, candidates are presented with a point of view argument or problem They are assessed on their ability to provide general ctual infrmation outline a problem and present a solution, present and juti n opinion nd to evaluate and challenge ideas evidence or arguments Candidates are also assessed on their ability to write in an appropriate style More information on ssessing the Writing test including Writing assessment criteria (public version) is available on the IELTS website 5

Introduction


Speaking This test takes between 11 and 14 minutes and is condued by a trained examiner. There are three pas: Par 1

The candidte and the examiner introduce themselves Candidates then answer general questions about themselves, their home/family, their job/studies, their interests and a wide rane o similar amiliar topic areas This pa lasts beeen our and ve minutes Par 2

The candidate is given a task rd with prompts and is asked to talk on a paricular topic The candidate has one minute to prepare and they can make some notes i they wish, beore speaking or beeen one and to minutes he examiner then asks one or o questions on the same topic Par3

The examiner and the candidate engage in a discussion o more abstract issues which are thematically linked to the topic in Par 2 The discussion lasts between our and ve minutes The Speaking test assesses whether andidates n communicte eectively in English The assessment takes into account Fluency and Cohence, Lexical Resource, Grammatical Range and Accuray, and Pronunciation More inormation on assessing the Speaking test, including Speakin assessment riteria (publi version), is available on the IELTS website

6

Ti ng Anhtdc POLCET ht t ps : / / pol cet . edu. vn HOW IS IELTS SCORED?

IELTS results are poed on a nine-band scale. In addition to the score for overall language ability, IELTS provides a score in the rm of a profile r each of the four skills (Listening Reading Writing and Speaking) These scores are also repoed on a nine-band scale All scores are recorded on the Test Repo Form along with details of the candidate's nationalit rst language and date of birh Each Ovell Band Sre corresponds to a descriptive statement which gives a summa of the English language ability of a candidate classified at that level. The nine bands and their descriptive statements a as follows:

9 Expe User - Ha fuy oional command o h langag: aa, acca and n wih coml nanding. 8 V G er - Ha fy oional command o h langag wih onl occaional nm inaccaci and inaa Midnding ma occ in nama an Handl coml daild agmnaion w. 7 G User - Ha onal command o h langag, hogh wih occnl inaccci inaoaci and mindanding in om an. ny handl coml langag w and ndand daild aong. 6

Cpee User - Ha gn civ command o h langag di om inaccci inaci and mindanding an  and ndand ay coml langag, aclay in ama iaion.

5

es er - Ha aal command o h langg, coing  oa mning in mo ian hogh i likl o mak man miak. Shold b abl o handl baic commicaion in own .

4 Le User - Baic comnc i limid o ama ian.  qn blm in ndanding and ion I no abl o  coml langag 3

e Le User - on and ndand onl gnal maning in v ama ian Fqn awn in commnicaion occ

2 er User - No al commnicaion i oibl c o  mo baic inoaion ing iolad wo o ho omla in ama iaion and  m immdia nd. Ha ga cl ndang okn and n nglih 1  User - niay ha no ab o  h langag bond oibl a w iolad wo O D  p e es - No aab inoan d.

7

Induction


MARKING THE PRACTICE TESTS

Listening and Reading The Answer Keys are on pages 117-124. Each question in the Lisening and Reading tests is woh one mark Questions whh require letter  Roman numeral answers • For questions where the answers are letters or Roman numerals, you should write only the number of answers required For example, if the answer is a single leter or numeral you should write only one answer If you have writen more letters or numerals than are required the answer must be marked wrong Questions which require answe  the rm of wo or numbers • Answers may be writen in upper or lower case • Words in brackets are optional  they are correct but not necessary • Alteative answers are separated by a slash (/) • If you are ased to write an answer using a cerain number of words and/or (a) number(s), you will be penalised if you exceed this For example if a question specifies an answer using NO MORE THAN THREE WORDS and the correct answer is 'black leather coat the answer coat of black leather is incoct. • In questions where you are expected to complete a gap, you should only transfer the necessary missing word(s) onto the answer sheet For example, to complete in the  , where the correct answer is morning the answer in the morning would be incorect • All answers require correct spelling (including words in brackets) • Both US and K spelling are acceptable and are included in the Answer ey • All standard alternatives r numbers dates and currencies are acceptable • All standard abbreviations are acceptable • You will ind additional notes about individual answers in the Answer ey

Writing The sample answers are on pages 125132 It is not possible r you to give yourself a mark for the Writing tasks We have provided sample answers (writen b candidates) showing their score and the examiners comments These sample answers will give you an insight into what is required r the Writing test

8

Ti ng AnhInductn POLCET ht t ps : / / pol cet . edu. vn HOW SHOULD YOU INTERPRET YOUR SCORES? At the end of each Listening and Reading Answer Key you will find a chart which will help you assess whether, on the basis of your Practice Test results yo are ready to take the IELTS test In interpreting your score, there are a number of points you should bear in ind Your perormance in the real IEL TS test will be repored in o ways: there will be a Band Score m 1 to 9 r each of the components and an Overall Band Score from 1 to 9 which is the average of your scores in the four components However institutions considering your application are advised to look at both the Overall Band Score and the Bands r each component in order to deterine whether you ave the language skills needed r a paicular course of study or work environment For example if you are applying r a course which involves a lot of reading and writing but no lectures listening skills might be less important and a score of 5 in Listening might be acceptable if the Overall Band Score was 7. However r a course which has lots of lectures and spoken instructions a score of  in Listening might be unacceptable even though the Overall Band Score was 7 Once you have marked your tests you should have some idea of whether your listening and reading skills are good enough for you to tr the IELTS test If you did well enough in one component bt not in others you will have to decide r yourself whether you are ready to take the test T he Practice Tests have been checked to ensure that they are of approximately the same level of diiculty as the real IEL TS test However, we cannot garantee that your score in the Practice sts will be reflected in the real IES test T he Practice Tests can only give you an idea o your possible uture perorance and it is ultimately up to you to ake decisions based on your score Diferent institutions ccept dierent IELTS scores r dierent types o courses We have based our recomendations on the average scores which the majority o institutions accept T he institution to which you are applying ay, of course, require a higher or lower score than most other institutions Fuher information

For o information about IELTS or any other Cambridge English Language Assessment examination write to Cambridge English Language Assessment 1 Hills Road Cambridge CB12EU United Kingdo hts/suppocambridgeenglishorg htp/wwwieltsorg

9


Test 1 LISTENING

SECTION 1

Questions 1-10

Complete the table belo W ONE ORD AND/OR A NUMBER for each answe

COOKER CLSSES

Cooke Class

Focus

how to 1 ......................... and ok with seasonal The Food ...:�Y#!... products xample

Other Information •

•

•

Bond's Cookery School

food that is4 ........................



7 ...................................

Centre

mainly& ................ food

•

•

10

also oe 2 ................ classes clients who retu get a 3 ......................... discount includes recipes to strengthen your 5 ............ ,m ......

•

The

small classes

they have a_ e 6 .............. every Thursday located near the9 .................. a special coue in skills with a 10 ................... is sometimes available

Ti ng Anh POLCET Lsning ht t ps : / / pol cet . edu. vn SECTION 2

Questions 11-20

Questions 11-13

Choose the coct le A, B or C.

Traic Changes in Granford 11

Why are changes needed to trac systems in Gnford? A B C

12

The number of trac accdents has risen. The amount of trac on the roads has increased The types of vehicles on the roads have changed.

In a suey, local residents particularly complained about A

B C

dangerous driving by parents pollution from trucks and lorries inconvenience from parked cars.

13 ccording to the speaker one problem with the new regulations will be A

B C

raising money to pay for them. fnding a way to make people follow them. getting the suppo of the police.

11

Test 1


Questions 1420

Label e map below. W  the correct le A-/ next to Quesns 1420

Proposed trafic changes in Granrd

N W+E s

I Chemist  Supermarket

14

New trafic lights

15

Pedestrian crossing

16

Parking allowed

17

New 'No Parking sign

18

New disabled arking saces

19

Widened avement

20

Lorry loadng/unloading restrictions

12

Ti ng Anh POLCET Listening ht t ps : / / pol cet . edu. vn SECTION 3

Questions 21-30

Questions 21-25

Choose the correct le A, B or .

21

Why is J�ck interested in investigating seed germination? A B C

22

e may do a module on a reated topc ater on. He wants to have a career in plant science He is tinking of choosing this topic r is disseration

Jack and Emma agree the main advantage of their present experiment is that it can be A B C

described very easiy. carried out inside the laboratory completed in the time availale

23 Wat do they decide to check with their tutor? A B

C 24

They agree tat Graves' book on seed germination is disappointing because A B

C 25

whether their aim is apprpriate whether anyone else as chosen this topic whether the assignment contributes to their final grade it fails to cover recent advances in seed science te content is irreevant for them its cus is very theoretical

What does Jack say about the article on seed germination y Lee Ha A B

C

The diagrams of pant deveopment are usefu Te anaysis of seed germination statistics is though The findings on seed germination aer res are surprising

13


Test 1 Questions 2630

Complete e fow-cha belo. Choose FIVE ansrs m the box and  the coct le AH , next  Quesns 2630

A

container

B

soil

C

weight

D

condition

E

height

F

colour

G

typs

H

deths

Stages in the experiment Select seeds of dierent 26 ............ and sizes

Measure and record the 27 ........... and size of each one

ecide on the 28 .. to be used

Use a dierent 29 ...... for each seed an d label it.

er about 3 weeks, record the lant's 0 .... 

Investigate the findings

14

Ti ng Anh POLCET stening ht t ps : / / pol cet . edu. vn SECTION 4

Questions 31-0

Complete e notes belo. W ONE ORD ONLYfor each answe

Eects of urban environments on animals Introduction

Recent urban developments represent massive environmental changes. It was peviously thought that only a few animals were suitable fo city life, eg • te 31  - because o its genera adaptabiliy 

the pigeon - because walls o cty buildig are simila to 2 

n fac, many uban animas ae adaping with unusual 33   Recent research

•

Emilie SellRood studed small ubanised mammal specimen from museums in Minnesota - She found the size of their 34  had incease - She suggess this may be due to the need to locate new sources of 5  and to deal wih ew danges

•

Caarina Miranda focused o he 36  of rba and rra blackbirds - She found urban birds were en baver but were araid of situations tt were 7  

•

•

Jonathan Aell studies how animals respnd to urban envionments - He ound that some animals respod o 38  by producing ower levels o hormnes Sarah Partan's team fond urban s quirrel use their 39  t hel them communicate

Long-term possibilities

Specie o nimals may deelop h ae un que o ciis Hoever  some chages may no b 40  

15


Test 1

READING

SECTION 1

Questions 1-14

Read the txt belw and answer Questions 1-7.

THE BEST SUITCASES A Briggs and Riey Weekender  weee utce tht' ophtcte  uuull pcou f t tpe The to lo oute fbc  wte  bo ett, o t houl hle  o wthout how  of me. B Mer Sgrain Tmme  bow lethe, wth ol etl, th b fom the eowe fho houe   tul ulet bu. If oue vet th much   utce the ou' bette be pl  mz hol to o wth t C Ria Sasa  e ou c tut, th ce  bult fom upe lh polcbote   cebl ol The bult- combto loc ofe tteofe-t ecu o ou c tvel wth pece of m D ri Hiday mple  foble, the Tpp e oe  et electo of touh ce The lo come   ue e of ceeful colou tht houl o wth th ou chooe to put o,  oull eftel be ble to pot t o the lue couel t the pot E Easak raner Hda Fo thoe who wt ometh  betwee  ul hol utce   weee b, th   ttc compome th two wheel   telecopc hle, the b  utee fo 30 e.  we meto t lo come  colouul leop pt?  Herse Pare Fom the b be ome of to' mot popul ucc, t utce ell   elht. utom pte, wth echel tue lethe tole th wellce ce   cool, tlh  up to te  the come. G e Dia Tvel  tle wth t beutful utce tht oe bc to the  we trains ran o tem   tvel w leuel The lethe ce, pt of the temle Lue e, fetue olle wheel   metl fme to hol t  hpe. 16

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Questions 1-7

Look at the seven reviews of suitcases, A-G, on page 16.

For which suitcase are the following statements true? Write the coct le A-G, in boxes 17 on your answer shee NB You may use any ler more an once

1

This suitcase is r those who wish to purchase expensive luggage.

2

This suitcase is the right one for people who like to follow the latest fashion

3

It is easy to choose one of these suitcases to match most clothing

4

The manufacturer is confiden that this suitcase will last a long time

5

Items in this suitcase will not be afected if it gets wet

6

This suitcase is of a useful, medium size

7

Those who want to be reminded of an earlier age of travel will like this suitcase

17


Tst 1 Read the xt below and answr Questions 814.

THE OXFORD SCHOOL OF DRAMA

One-Year Aing Course Th  a teve ce whch  deed f the wh have cmpleted the academc tde ad have e theate  flm expeece aleay. I de t be accepted y hld be a hh acheve, kwleeable abt the dty ad deteme t cceed Tem e: Techcal clae  act vce mvemet appled mvemet ad chaacteat, mc  flm, ad ad pfeal develpmet The tem fhe wth a teal pdct ve f tt ad tdet Tem Tw: ll echcal clae cte fm tem e Tee  a teal pemace f a eact pla, te ecd f a ad hweel at a pfeal t a the Shwcae Dama  ft f a vted adece cld cat dect ad aet Tem Th  : Techcal clae cte wth addtal fc  adt techqe wkhp a mateclae. Th tem cle a pblc peace f a play td  the d f Blehem Palace, ad the chace t act a ht flm ecded  lcat by a pfeal cew Ho o Apply Ety t Te x Schl f Dama  by at ly ad tee ae  academc eqemet f ay f  ce ce we have eceved y applcat fm a adt fee we wll emal y wth a date f y adt a fhe detal abt what t expect whe y ae hee F y tal adt, y wll eed t pepae tw ctat peeche fm play lat  longer a tw mte Thee wl a be e p w f wc y wll ee t wea le cmftable clth If y ae apply fm veea, y wll be able t bmt y ft at by mea f DVD, Tbe  lk t a ece webte  wll be vted t bmt th ce we have eceved y applcat fm ad at fee If y ae ccefl  y ft at y wll be vted t atted fte adt hee at the chl. Te cl wll pve a fee b fm cetal xf f te   18

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Questns 814

Do the following statements agree with the information given in the text on page 18? In boxes 814 on your answer sheet,  TRUE FALSE NOT GIVEN

if the statement agrees with the formation if the statement condicts the inforation if ere is no information on this



Students can begin the one-year course without any previous involvement in acting.

9

Students will act in a peormance in front of their classmates at the end of the irst term

10

Family members may attend a perormance during the second term

11

Students are required to make a lm on their own in the last term of the course

12

In their rst audition, candidates perorm speeches they have worked on in advance

13

The Oxford School of Drama will send candidates details of local accommodation.

14

Overseas candidates can do all their auditions via a digital link.

19

Test 1


SECTION 2

Questions 1527

Read the text below and answer Questions 520.

BORDER CROSSING FOR COMMERCIAL VEHICLES

is Border Crossing Guide is designed r drivers and motor criers operating commercial vehicles at Michigan's inteational border crossings. Tis iormation will help you cross the border om the US into Cada, ad om Canada into the us.

Your rst poit of contact at the border consists of imary Insction. The best way to clear customs at Pmary Inspection is to mke sure Customs gets inrmation about your shipment be you set o, using e Pre-ival Processing System (APS) When using is you need to provide inrmation about your shipment, and you also need to send proof of a curent annual inspection r your vehicle, tractor and trailer Bere you arrive at e border, make sure you have all your perwork u p to date and ready to present at Primary Inspection Youll need a photo ID in addition to your bir certicate or passpor Drivers must also t on interior cab lights and open all interior dres or blinds to sleeper eas r easy inspection If all of your paperwork

is in order ad was processed ahead of time, you will be released at the pima lane ad is may be your only stop If you are not a Canadian or US citizen, a visa is obligatory and you will also be required to complete  194 crd 194 cards re available only at order crossings into the United States Drivers who clear customs at imary Inspection will be insucted to repor to Immigration to ll out the 194 crd and receive verbal clearance om a US ocial to proceed into e United States The chare r the 194 card is $6 If your

paperwork is not in orde, you will be directed to Secondary Inspection When you get there, look r the signs r ruck Inspection and llow these

20

Ti ng Anh POLCET eadg ht t ps : / / pol cet . edu. vn Questions 1520

Comple the ow-cha belo Choose NO MORE THAN T WORDS m the xt for each answe  your ansrs in bs 1520 on your answer shee.

Procedure for border crossing Before seing o

To speed up the border crossing, use PAPS. For this send your 15  details and current vehicle inspection documents

Before arriving at the border

Check that documents such as 16   and birth certiicate/passport are ready for inspection Make sure the 17  are on inside the vehicle Check that the 18  in the vehicle can be easily seen

At the border (Primary Inspection)

T his may be the only stop if papeork is in order. Non US/Canadan citizens must have a visa and go to the 19  area to complete an -4 card (there is a small 20   for t his) and to receive verbal clearance

At the border (Seonda Inspection)

If there is a problem with papeork you will be sent to Truck Inspection 21


Test 1 Read e x below and answer Questions 21-27.

Appendix: Dealing with absence in the workplace This appendix considers how to handle problems of absence and gives guidance about authorised and unauthorised absence o employees from work. The organisation should be aware of the rights o employees and in particular the requirements of the Equality Act 201O when making any decisions about absences of employees who are disabled In these cases the employer should consider what reasonable adjustments could be made in the workplace to help the employee This might be something as simple as supplying an appropriate chair for the use of the employee In cases where an employee suers rom an allergy caused by something in the workplace, the employer should consider remedial action or a transfer to alternative work If the absence is because o temporary diiculties relating to dependants the employee may be entitled to have time o under the pvisions of the Employment Right Act 1996 In cases where the employee has dificulty managing both work and home responsibilities employees have the right to request flexible ways of working such as job-sharing and employers must have a good business rason for rejecting any such application Employers should investigate unexpected absences promptly and the employee should be asked for an explanation at a returnto-work inteiew In order to show both the employee concerned and other employees that absen is regarded as a serious matter and may result in dismissal it is ve impoant that persistent absence is dealt with irmly and consistently Records showing lateness and the duration of and explanations r all spells of absen should be kept to help monitor levels o absence or lateness If the employer wishes to conta the employee's doctor or more inormation about a medical condition he or she must noti the employee in writing that they intend to make such an application and they must secure the employees consent in writing Consideration should be given to introducing measures to help employees regardless of status or seniority who may be suering fm stss The aim should be to identi employees aected and encourage them to seek help and treatment

22

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Ques t ions 21-27

Compte the notes below. Choose ONE WORD ONLY m the text for eac anse W your anse in boxes 21-27 on your anser sheet

Absence in the workplace Employees' rights

•

help with issues related to disabilities, eg. prvision of a suitable 21 

•

pr ovision of arrangements to deal with any work-related 2 

•

time o  work to deal with shor-term problems of 23 

•

possibility of arrangements that are 24  to help with  omestic responsibilities Recommendations to employers

•

make it clear that absence is a possible reason r 25 

•

ask employees r consent bere contacting their 26  

•

identif employees afected by 27  and provide support

23


Test 1

Questions 2840

SECTION 3 Questions 2836

The tet on pages 25 and 26 has nine paragraphs, A-1. Choose the coct heading for each paragraph m the list of heags below. We the coct numbe x  in boes 2836 on yur anser sheet

List of Headings

Various sources of supplies 

The eects of going outside



Oymyakon past and·present 

v  contrast in the landscape v

nimals that can suie the cold

v

How Oymyakon is aected by its location

v Keeping out the cold v Not the only challenging time of the year

28

Paragraph 

29

Paragraph B

30

Paragraph C

31

Paragraph D

32

Paragraph E

33

Paragraph F

34

Paragraph G

35

Paragaph H

36 \

24

x

Better than its reputation

x

Vey few facilities in buildings

x

More snow than anhere else in the world

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn

A visit to Oymyakon, the world's coldest town A

You don't need a sat nav to drive to Oymyakon. From Yakutsk you cross the Lena River and simply fllow the M56 almost all of the way bere taking a le at Tomtor for the fnal few kilometres. The journey takes two days o hard driving; two days of glistening landscapes, frozen rivers and untouched snow; two days of endless forest and breathtaking beauty two days to penetrate the heart of Siberia and reach the coldest inhabited place on Earh The beauty surprised me Siberia isnt known r its pleasant appearance. It's always billed as a pace of hardship But for hour afer hour, the wintry wonderland was bathed in a crisp clean sunshine, presenting a continuous panorama of conifer trees wreathed in silene and snow



s we lef the flat plain, the road began to twist and turn leading us into untouched hills and on towads the Verkhoyansk Mountains. Beneath their snow-clad peaks the slopes became steeper and the valleys deeper Down in a valley we stopped to look at a hot spring beside the road It was immediately obvious against te snow  a spot shrouded in heavy mist. Trees emerged from the strange haze as ghostly silhouees.

C

Despite the magical ambience of the Siberian wilderness its reputation for hardship hit me ever time I limbed out of the vehicle. Within less than a minute the skin all over my face began to feel as if it were burning If I wasn't wearing my o sets of gloves, I rapidly lost the feeling in my fngerips I learned vey quickly not to draw too deep a breath because the shok of the cold air in my lungs invariably set me o on an extended bout of coughing. Siberia in winter is a world barely ft for human habitation. This is a place of such searing cold that it bites through multiple layers of lothing as if they arent there



Oymyakon is a quiet litle town the worlds coldest of about 550 inhabitants, with its own power station a school wo shops and a small hospital. It probably originated as a seasonal settlement where reindeer herders spent the summer on the banks of the lndigirka River.



The temperature when I arrived was 5  not paticularly cold I was informed  number of factors combine to explain Oymyakons record low temperatures. It is far from the ocean with its moderating efect on air temperature In addition, the town sits in a valley below the general level of the Oymyakon Plateau which in turn is enlosed on all sides by mountains up to 2,000 metres in height. s the cold air sinks it accumulates in the valley with litle wind to disturb it Oymyakon s average temperature in January is -50  Lower temperatures have been recorded in ntarctica, but ther r no permanent inhabitants there. °

°

25

Test 1


F

Day-to-day life in Oymyakon presents certain challenges duing the long wintes. Thee ae hadly any moden household conveniences. Wate is hcked out of the neby ive s geat' chunks of ice and dagged home on  sledge. The giant ice cubes e stcked outdoos nd cied into the house one at a time to elt when needed. The lck of unning wte also mens no showers or bths, o indeed flushing toilets. Since 2008, the towns school hs enjoyed the luxuy of indoo toilets, however. Its one of the small numbe of civic buildings in the cent of town that ae linked to the powe station.

G

The powe station povides winte heating in the form of hot wate, but mny houses lie outside its ange and rely on thei own wood-buning stove uel is plentiful enough in the suounding foest, but soeone still hs to ventue out to cut the wood Eveybody in Oymyakon owns good boots, a hat made of animal fu and fu-lined mitens. The boots are usually made fom reindee hide, which is light but keeps you feet vey warm  the individual his ae hollow, like a thin tube with ai inside Since ai is a poo conducto of heat, the skin makes excellent winte footwea, and felt soles give added insulation Hats come in a vaiety of fus, including fox, raccoon, sble and mink



Oymyakons to shops keep a decent stock of basic foods in tins and packets, but locals also have do-it-youself options, including hunting, tpping, ice-fishing, eindeer-breeding and horse-breeding. Indeed, being sel-sucient runs in the blood in Sibei. The Oymyakon diet elies heavily on eat for its potein, a pimy souce of energy in the polonged winte. Unsupisingly, given the wethe, eveone ets hetily in Oymyakon. A tpical meal I was oeed consisted of  thick horse soup and huge piles of hose meatballs, ll washed down with cloudbe codial. Spring is the best season hee Im told. The snow melts, the ive flows once moe and the est is full of wild owes But its sho. In the summe Oyyakon can be uncomftbly hot Much of the foest becomes boggy so mosquitoes ae  constnt pesence. Oymyakons climate cetinly wouldnt suit e, but esidents I spoke to said they wouldnt live anywhee else.

26

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Questns 37-40

Complete the summa belo Choose ONE WOD ONLY from e text for each ans

  answe  bxs 37-40 on your answer sheet.

Why Oymyakon gets so cold Oymyakn i a lng way frm any 37  wic wuld prvn  mpraur frm falling  lw T wn i lcad in a 38  wiin a plaau urrundd by 39  Bcau r i n muc 40  , cld air cllc in  wn

27


Test 1

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task. !ou work (r an inteation,1 company and wou[d lie to spend six months working in its had oce in anothr cou. Write a ler to our manage In our fetter •

explain wh q want t  in· e compan� head oce or six months

•

sa how our wor cou be done while ou are awa

•

ask or her help in nging it

Write at least 150 wods ou do NOT need to write any addresses Begin your leter as follows:

Dear ............... ,

28

Ti ng Anh POLCET Wrting ht t ps : / / pol cet . edu. vn WRITING TASK 2. You should spend about 40 minutes on this task. Write about the following topic: In some areas of the US, a 'cuw is imposd, in which teenagers are not aowe to be out of oo ar a pacular time at night unless they are accompanie by an aul. _ What is your opinion about this?

Give reasons for your answer and inlude any relevant examples fm your own nowledge or experiene Write at least 250 words

29

Test 1

More books visit: https://books-here.com SPEAKING

PART 1

The examiner asks the candidate bout him/herself, his/her home work or studies and other familiar topics. EXMPLE Television programmes

• • • •

Where do you usually watch TV progrmmes/shows? hy?/Why not?] What's your favourite TV progrmme/show? hy?] Are the any programmes/shows you dont like watching? hy?/Why not?] Will you will wtch more or fewer TV pgrammes/shows in the future? hy?/Why not?]

PART 2

D         Y  :                                 

ou will have to talk about the topic r one to to miutes. ou have one minute to think about what you are goig to say ou ca make some notes to help you if you wish

PART 3

Discussion topics: Choosing work Examp quesns:

What kinds of jobs do young people not want to do in your county? Who is best at advisig young people about choosing  job teachers or parents? Is money always the most importnt thing when choosing a job? Work-Life balance mple quesions

o you agree that many people nowadays are under pressure to work longer hours and take less holiday? What is the impct o society of people having a poor work-life balce? Could y remmen some eective strategies f gvermets and employers to ensure people have a good wor-life blace? 30


Test 2 LISTENING

SECTION 1

Questions 1-10

Complete e notes belo W ONE ORD AN/R A NUMBER for each answe

South City Cycling Club xample Name of club secretary: Jim

tY!:�r.

..

Membership •

•

Full membership sts $260; this vers cycling and  ...... all over Australia Recreational membership costs $108

•

Cost of membership includes the club fee and  ..................

•

The club kit is made by a company called 3 ..

Training rides •

Chance to improve cycling skills and tness

•

Level B speed about 4 ................... kh

•

Weekly sessions - Tuesdays at 50 am, meet at the  ................ - Thursdays at 50 am, meet at the entrance to the  ...................

Fuher information •

Rides are about an hour and a half

•

Membe oen have 7 .................. together aeards

•

There is not always a  ....... with the group on these rides

•

Check and print the 9 ........... on the website beforehand

•

Bikes must have  ........ 1

Test 2


SECTION 2

Questions 11-20

Questns 11-16

Choose te coct le A, Bor.

Information on company volunteering projects 11

How much time for volunteering does the company allow per employee? A

B C 12

In feedback almost all employees said that volunteering improved their A B C

13

B

C

B C

B C

at the company's trining facility at a college in  communit centre

What should sta do if they want to take part in the igital Inclusion Dy? A

B C

32

school park charity

Where will the Digital Inclusion Dy be held? A

16

literacy skills job applications communication skills

This ear the compan will sta  new volunteering project with a local A

15

chnces of promotion. job stisfction relationships with colleagues

Last yer some sta helped unemployed people with their A

14

two hours per week one da per month 8 hours per year

ll in  frm nd  trining workshop get permission fom their manager

Ti ng Anh Lstning POLCET ht t ps : / / pol cet . edu. vn Questions 17 and 18

Choose TO ler, A-E .

What O things are mentioned about the participants on the last Digital Inclusion Day? A B C  E

They were all over 70. They never used their computer Their phones were mostly old-fashioned They only used their phones or making calls They initially showed little interest

Questions 19 and 20

Choose O ler A-E

What O activities on the last Digital Inclusion Day did participants describe as useul? A B C  E

learni,ng to use tablets communicating with amily shopping online playing online games sending emails

33


Test2

SECTION 3

Questions 21-30

Questions 21-25 . Choose e coct le A, B or C

Planning a presentation on nanotechnology 21

Russ says that his diiculty in planning the presentation is due to A

B C 2

Russ and his tutor agree that his approach in the presentation will be A

B

C 23

to concentrate on how nanotechnology is used in one field to follow the chronological development of nanotechnology to show the range of applications of nanotechnology

In connection with slides, the tutor advises Russ to A

B C 4

is lack of knowledge about the topic is uncertainty about what he should try to achieve. the shor time hat he has for preparation

talk about things that e can find slides to illustrate look for slides to illustrate the points he makes consider omitting slides altogether

They bot agree hat the best way for Russ to start his presentation is A

B

C

to encourage the audience to talk to explain what Russ intends to do to provide an example.

25 What does the tutor advise Russ to do next while preparing his presentation? A

B C

4

summarise the main point he wants to make read the notes he has already made list the topics he wants to cover

Ti ng Anh POLCET Lstening ht t ps : / / pol cet . edu. vn Questions 2630

What comments does the speaker make about each of the following aspects of Russ's previous presentation?

Choose FVE answers fm e box and e the coct le A-G, net to Quesns 2630.

Comments A

lacked a conclusio

B

useful in the ture

c

ot enough

D

sometimes distracting

E

showed originality

F

covered a wide. range

G

not too technical

Aspects of Russ's previous presentation 26

structure

27

eye cotact

28

body language

29

choice of words

..  ... .

30 handouts

35


Tes t 2 SECTION 4

Questions 31-40

Complee e noe beow. W r i ONE WORD ONLY for each an te

Episodic memo

•

the ability to recal details, e.g the time and 31  of past events dierent to semantic memory - the ability to remember general information about the 32  , which does not inove recaling 33 inrmation

Forming episodic memories involves three steps: Encoding

• •

invoves receiving and processing information the more 34  given to an event, the more successfully it can be encoded to remember a 35   it is usefu to have a strategy r encoding such information

Consolidation

• •

how memories are strengthened and stored most eective when memories can be added to a 36  of related inrmation the 37  of retrieva aects the strength of memories

Retrieval

memory retrieva ofen depends on using a prompt, eg the 38  of an object near to the place where you e your car Episodic memory impairments

• •

36

these ae people with a wide range of medica conditions games which stimulate the 39  have been found to hep people with schizophrenia chidren ith autism may have dificuty forming episodic memories - possiby because their concet of the 40 may be absent memory training may help autistic children devel p social skills

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn READING

SECTION 1

Questions 1-14

Read the text below and answer Questions 1-7.

Online roommate finder: Toronto

I have one rom available in a large apartment located just o Queen and Bathurst in ronto. The room is ful � furnished with a double bed, desk, shelf and wardrobe. About us: I'm Sasha! Im Canadian and I've been living in this apartment since I was a teenager. I'm 23 and work in a restaurant. These past two years, my best friend has been living here but as she's now moving to Europe there is a room available as of October 1. The third room is occupied by Simon, who is from Australia He works pa-time in a music shop downtown and is  great drummer We both like keeping the place neat and tidy  I actually enoy cleaning in my spare time and sometimes we do it together as a roommate team (we make it fun!) I love watching movies, exploring, getting out of the city and into the outdoors, and listening to music. The apartment itself is very large and come equipped with unlimited wi-fi, a fully stocked kitchen, cable television, and Nelix. The bedroom is a long way fom the living rom so it shouldn't disturb you if people come round and besides we are certainly very respectful. Oh! We also have two cats who are well-behaved but they might be a problem if you have allergies If you have a pet, thats no problem  these cats get along with other animals. We love having people coming from other countries as it's really fun having the opportunity to show them around the neighborhood (it's a great neighborhood  lots of character and plenty o do That said, we're certainly interested in living with Canadians too! e're very easy-going and open-minded and just hope that our new roommate will be the same

37


Test 2 Queion 1-7

Do the following statements agree with the information given in the text on page 3?

I bxes   yr aswer sheet,  TRUE FALSE NOT GIVEN

f the statemet agrees th the rmat f the statemet ctradcts the frmat f the s  frmat  

1

The room available has o beds.

2

The Australian in Sasha's apartment is a musician



Sasha does all the cleaning in the apartment

4

Sasha likes being in the open air

5

The room available would be suitable for someone who likes to be quiet

6

Sasha thinks her apartment is in the best part of Toronto

7

Sasha has never had a roommate from Canada

38

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Read the t below and answer Questions 814.

Smarphone ftness apps A

Pacer

Although they were previously split into pro and 'free versions, Paces developer now geneously includes all the features in one free app That means you can spend no mone, yet use your smartphones GPS capabilities to tack you jogging routes, and examine details of your pace and calories burned. B

Beat2

Thee are a wealth of running apps available, but Beat2 is a good one This free app monitors your pace - or if you have a wist o chestbased heat ate monito, your beats pe minute  and oes up its specially cuate playlists to give you the perect music r the pace youre unning at, adding a whole new dimension to you run he best bit is when you explode into a sprint and the music pounds in your eas. Or if you fncy something diferent, the app also has InApp Purchases, inluding tales of past spoing heoes you can listen to while you run C

Impel

If youre serious about the sport you do, then you should be serious about Impel As smaphone ftness tools go its one of the best, allowing you to tack you perormance set goals and see daily pogess updates If youre ever not sure whee to run o cycle you can find useceated routes on the app, o shae you own All of that comes free of chage, while a premium vesion ads een more tools D

Fast Track

There ae plenty of G running apps or smaphones, but Fast Track is an excellent freebie Although you natually get more features if you pay fr the 'pro version, the free release gets you GPS tracking, a nicely designed map view, your training histor, music, and cheering. Yes, you read the last of those right - you can have friends cheer you on as you huf and puf during a run If you can aford the pro version, you can add possible outes, voice coaches, smawatch connectivi and moe; but as a starting point, the free app gets you moving

39

Test 2


Questions 814

Look at the four reviews of smaphone tness as, A-D  on age 39. For which app are the follwing statements true?

Write the coct lee A-D  in boxes 814 on your answer sheet NB You may use any letr more than once 8

This app can be used fr more than ne sport.

9

You have to pay if yu want this app to suggest where you can go

10

This app has well-presented visuals

11

You do nt have to pay for any of the features on this app

12

You can p t download true stries on this app

13 You can get ideas about where to go from other people on this app 14

40

This app gives you details of the energy you have used

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn SECTION 2

Questions 1527

Read the xt below and answer Questons 1520.

Wy you should delegate tk to te members Delegation helps you get more done, helps your team members progress through learning new things and spreads the load in the team hen you gve someone a project task to do, make sure that they hve all the inrmation they require to actually get on and do t. at ncludes specing the date t s due writng a clear denton of the tsk, provding any resources they need to get it done or names of people you expect them to talk to It also means inrmng them of any expectations you have, such as deliverng it as a spreadsheet rather than a Word document If you have concerns that someon doesn't have the skills to do a good job (or they tell you this outright), make sre that you oer some help It might tke longer this time but next time they wll be able to do it wthout you, so it will se you tme in the long run Once you have gven the task to someone let them get on with t Tell them how you expect to be kept nrmed lke through a report once a week en let them get on wth t, unless you el things are not progressing as you would like As a project manager, you have to retan some of the main project responsiblites r yoursel£ You shouldnt expect someone else on the project team to do your ob Equall, dont delegate tsks such as dull adminstratve ones just because you dot want to do them But remember that proect management is a leadership position so you dont want your role to be seen as too basic One way to ee up your time to spend on the more strategic and leadership parts of project management is to delegate thngs that are regular, like noting whether weekly targets have been met Could someone in your team take this on r you? is can be a usel way of upskllng your team members to complement any ongoing training and allowng them to gain condence too So in summar, be clear, supportive, and dont micromanage Dont become the problem on your project that prevents progress ust because youre araid to le pople alone to get on with their jobs

41

Test2


Questions 1520

Complete the sentences below. Choose ONE WORD ONLY from the text for each anse.  your ansrs in boxes 1520 on your anser sheet 15

Ensure team members are aware of any ...................................... there are regarding how the work should be presented

16

Make sure support is made available if any .................................. exist as to the team member's ability to do the work

17 Ask the team member to detail how the work is developing, for example by providing a regular ......................................  18

Dont delegate administrative tasks simply because they are ........................ 

19 Managers can ask a team member o check on the achievement of .......................... at fixed inteals 20

42

If you .................................  ou risk delaying the whole project

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Read the text below and answer Questons 21-27.

Choosing the right fat fr your CV A good CV should be clear, simple and easy to understand Here are ur of the most popular CV rmats and advice on when to use them:

Chonologc is is the traditional CV rmat ad is extremely popular because it allows employers to see all the posts you have held in order It provides exiii ecause it wors in almost all circumstances, the exception being if you have bocs of unemployment that are dicult to account r. is type of rmat is particuarly usel when you have a solid and complete working history spanning ve years or more

Funonl The nctional CV is designed to describe your key skills rather than th jobs you have done e ctional CV rmat is typically used by people who have extensive gaps in their employment histor, or have oen changed jobs It also suits those who want to go in a dierent direction work-wise and change industr u might choose it if you want to highlight skills learned early in your career, points that might get missed if a chronological rmat is used It is also appropriate if you have done little or no actual work, r example, if you are one of the current year's graduates Because this rmat is oen used to cover a patchy employment histor, some intervieers may view such Cs with suspicion, so be very carel should you choose it  An alternative to the nction CV is to use an achievement-based rsum highlighting key achievements in place of skills is can help show your suitability r a role if you lack direct experience of it

Non-adtonal Wit the explosion of digital and creative industries over recent years, CV rmats hve become more and more imaginative You can present inrmation through graphics, which can be more visually engaging and turn out to be an unusual but winning option Tis will denitely make you stand out om the crowd It lso demonstrates design sills and creativity in a way that a potential employer an see and el However, a highly reative CV mat is only really appropriate r creative and artistic sectors, such as those involving promoting products, though it would also ork r the media too

43


Test 2 Questions 21-27

Complete the notes below. Choose ONE WORD ONLY fm e text r each anse W your ansers in boxes 21-27 on your anser shee

CV frmats

There are seveal diernt fomats including: Chronological

very common ges 21 ..... i most ase perhaps inappropiate i hre are period whe 22 ........ is no eay to xplan Functional

appropriate  people who intd to follw a nw 23  in hir career uits reent gradates can creae 24 ............... in cruies , so is bst used wth caton Achievement

cuses manly on what te erson has achieved may be advsble if the person has no 5 ... in the area Non-traditional

enables us of attractie 26 .. to pesent daa suit aplications r jobs in maketng o 7 

44


Questions 2840

Read the text below and ansr Questions 2840.

DINOSAURS D THE SECTS TH STILL HOLD

pinosaur exert Dr Sve Br continues to invtigate the mtees suundng these fcinating istoric creatures I was recently part of a team of palaeontologists that discoveed a new dinosaur. Living in what is now China, the species would have esembled a strange bid. It was about the size of a sheep and covered in feathers, with a shap beak that it probably used to crack open shellsh It was given the rml scientic name Tnianlong, but we caled it 'Mud Dragon because its skeleton was discovered in rock that had hadened om ancient mud It seems that the creature got trapped in the mud and died en its ssil remains wee und a few months ago when workmen wee excavating a site in order to uild a school. It is every dinosaur-obsessed childs dearest wish to discover and name a completel new species In ct what m colleagues and I did want that unusu. New dinosaus are appearing everyhee these d a  about 50 each year. And this pace shows no signs of slowing, as dieent aeas continue to open up to ssil hunters and a es geneation of scientists comes of age. Because of this plentil supply of new ssils, we now know moe about dinosaurs than we do about many mode animls. But there are still many unsolved mysteries. Dinosaurs didnt start out  hue monstes like rannosaurus R. Instead they evolved om a group of angula, cat-sized eptiles called dinosauromophs These ceatures emained smal and rae  millions of years until they developed into dinosaurs. The

bounday beteen dinosauromorphs and dinosaurs is becoming less and less distinct wi each new discover hats made, ut whats becoming ear is that it took millions of years r these rst dinosaurs to spread around the world, gw to huge sizes and become tuly dominant Some discoveries in the 1970s, like the agile and strangely bid-like Denohus, proved that dinosaurs were r moe dynamic and intelligent than peviously thought. Some palaeontologists even proposed at they were warm-blooded creatures like modern birds with a constant high ody temperature that they contolled internall, rathe than om warming themselves b lying in the sun. A w decades later opinions are still mixed e poblem is that dinosaurs cant be observed. Palaeontologists must rely on studing ssils Some esults are convincing: we know om studying their bones that dinosaus had rapid growth rates, just like modern, wam-blooded animals. Othe palaeontologists, however use the same ssils to suggest that dinosaurs were somewhere beween cold-blooded reptiles and warm-blooded birds More studies re needed to provide moe clait. The discovery of Denonychus with its long arms, skinn legs arched neck and big claws on its feet, helped to strengthen the theor that birds evolved om dinosaus In the late 1990s, the discovery of thousands of ather covered dinosaurs osed the argument But the ssils aised another question why did 45

Test2

athers rst develop in dinosaurs? ey probably originated s simple, hair-like strands  a necessar means of keeping warm. Many dinosaurs retained this basic u coat, but in one group the strnds modied. They grew bigger, started to branch out and changed into feathers like those on mode birds Tey lined the arms, and sometimes the legs, rming wings These ahers were probably r display: t� attract mates or scare o rivals They appeared in species such as the ostrich-like Oithomimur. Such creatures were too large to  Flight may actually have come about by accident when smaller winged dinosaurs began jumping beteen trees or leaping in the air, and suddenly und tht their wings had aerodynamic properties This is one of the most stimulating new notions about dinosaurs and a scinating area r rter investigation.


in particularly wellpreserved ssil eathers They discovered that dierent dinosaurs had dierent melanosomes, which meant they had a variety of colours Dinosaurs, therere, probably came in a rainbow of colours  yet another thing that links them to mode birds

The most enduring mystery of all, which has been argued about ever since the rst dinosaur ssils were und, is Why arent dinosaurs around today Of course, we now know that birds evolved om dinosaurs, so some dinosaurs do continue in a sense. But theres nothing like a Tnnurus Re toda The dominated the planet r over 150 million years, but suddenly disappeared o the ssil record 66 million years ago Thats when a 10 km-wide asteroid came out of space and struck what is now Mexico, impacting with huge rce and uneashing earthquakes, tidal waves, wildres and hurricane-rce winds. Althou palaeontologists still like to argue There's something else that these athers n ell us ey allow us to determine what about what part the asteroid plad in the colour dinosaurs were If you look at mode dinosaurs' extinction, there really isn't much bird feathers under a microscope, you can of a mystery le. e asteroid did it and did it see tiny blobs called melanosomes These quickl ere are w signs that dinosaurs were structures contain melanin, one of the main struggling bere the impact. None survived colourproducing pigments in animals Some except a w birds and some small rry are round, others are eggshaped, et. And mammls. Tey und themselv in an empty thats important, because dierent shapes world, and as the planet started to recove, contain dierent colour pigments So if you they evolved into new creatures, including the can identi the shape, you can identi the rst apes, and so the long journe began to the colour. A w years ago, some palaeontologists beginning of humanknd realised that you could nd melanosomes

46

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Questions 2832

Comple e summa bew. hoose ONE WOR ONLY from te text for each anse Write your ansers in boxes 2832 on your ansr sheet

The discover of Tongtianlng This species of dinosaur as only recently been found in an area of China Scientists elieve tht it was bird-ike in appernce and pbaby no bigger than a 28 . It is thought to have eaten 29  and it used its 30  to get through their hard exterior he ssil of Tongnlong was found surrounded by 31  under te ground where the fundtions of a new 32  were being dug

47


Test 2 Questions 33-37

Choose e coct l A, B   or D. W the coct ler i boxes 33-37 on yur answr sheet 33 What does the writer suggest about finding new dinosaurs? A B

C D 34

Many scientists dream of being able to do so one day. It is probable that most have now been discovered People are runig ou of places to look for them It is becoming relatively common to dig one up

In the furth paragraph, what does the writer suggest about palaeontologists? A

B C D

They should study the fossilised bones of dinosaurs more closely Their theories are based on evidence that can be interpreted in dierent ways. It is impossible to have any confidence in the proposals they have ade It is worrying that they still cannot agree about dinosaurs' body temperature

35 When describing the theory of how dinosaurs began to fly, the writer is A B

C D 36

One significance of melanosomes is that they A

B C D

37

provide furher evidence of where birds evolved from are only found in certain pars of the world can be clearly seen in most fssilised feathers. are only found in ceain birds and dinosaurs

Which of the following best summarises the writer's point in the final paragraph? A B

 D

8

amused that their flight probably came about by chance surprised by the reason for the initial development of feathers excited b the dierent possibilities it holds fr future research confused that feathers were also present on some creatures legs

Scientists are right to continue questioning the eects of the asteroid strike Large flightless dinosaurs may have existed afer the asteroid hit he dinosaurs were already declining before the asteroid hit The eects of the asteroid strike killed most dinosaurs

Ti ng Anh POLCET Reag ht t ps : / / pol cet . edu. vn Questions 3840

Look at the foowing statements (Question 340) and the st of prehistoc animals belo. Match each stament  e coct animal, A , 8 , C or D Write e coct le A , B C orD , in boxes 340 on your answer sheet NB You may use any leter more than once

38

It may have used its feathers to frighten o members of the same species.

39 This speies resembles a lage flightless bird that exists toda 40

Finding this speies made sientists reise their opinion of the brain power of dinosaurs.

49


Test2 WRITING

WRITING TASK 1 You should spend about 20 minutes on this task.

You rcn organid an a-day ming for your compan, which ook plac in a local hol. In hir fdbac, pacipan a h mng aid ha hy d h ho bu hy wr unhappy abou h food ha wa d for lunch Wri a lr o h managr of h hol In your lr •

•

•

ay wha h pacipan likd abou h hol xplain why hy wr unhappy abou h food ugg wha h manag� hould o o improv h foo in fuu

Write at least 150 words. You do NOT need to write any addresses. Begin your letter as fllows:

Dear ir or Madam,

5

Ti ng Anh POLCET Wg ht t ps : / / pol cet . edu. vn WRITING TASK 2

You should spend about 40 minutes on this task. Write about the following topic:

Many workng people get e or no exercse ether durng the workng day or n ther free tme, and have health problems as a resul. Why do many woing people not get enough exercse? What can be done about ths problem? Give reasons for your answer and include any relevant xamples from your on knowledge or experience Write at last 250 words

51

T est2

More books visit: https://books-here.com SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home work or studies and other familiar topics. EXAMPLE Age

• •  •

Are you happy to be the age you a now? hy/Why not?] When you were a child did you think a lot about your future? [Why/Why not?] Do you think you have changed as you have got older? [Why/Why not?] What will be dierent aut your life in the future? [Why]

PART 2

You will have to talk about the topic r one to two minutes u have one minute to think about what you are going to say You can make some notes t help you if you wish PART 3

Discussn tics: Technology and education ample questions:

What is the best age for children to sta computer lessons? D yu think tht schls suld use mre technlgy t hel childen lean? Do you agree or disagr ee that computers will replace teachers one day? Technology and society Example questons

Hw much has technlogy imoved how we ommunite with each other? Do you agree that there ae still many more major technological innovations to be made? C  ses some reasons why some people are ded  reduce their  of technology? 52


Test 3 LISTENING

SECTION 1

Questions 1-10

Complete the notes below.  ONE WORD AND/OR A NUMBER r eacf anse

Moving to Sanford City

•

•

Meet Lind�

53


Test3

SECTION 2

Questions 11-20

Questions 11-16

What advantage does the speaker mention for each of te llowing physical activties? Choose SIX answers from the box and  the  le AG, next to Questions .

Advantages A

not dependent on season

B

enjoyable

c

low ris of injury

D

ftness level unimporant

E

socable

F

fast results

G

motivating

Physical actiities 11

using a gym

12

running

13

swimming

14

cycling

15

doing yoga

16

training with a personal trainer

54

.









··

Ti ng Anh POLCET Lstening ht t ps : / / pol cet . edu. vn Questions 17 and 18

Choose TO letr, A-E .

For which TO reasons does the speaker say people give up going to the gym? A B

C D E

lack of time los of confidence too much eort required high cost feeing ess successful than others

Questions 19 and 20

Choose O ler A-E 

Which TO pieces of advice does the speaker give r setting goals?  B

C D E

write goals down have achievable aims set a time limit give yourelf rewards challenge yourelf

55


Test3 SECTION 3

Questions 21-30

Questions 21-24

Choose the correct le A, B or C

Project on using natural dyes to colour fabrics 21

What first inspired Jim to choose this project? A B

C 22

Jim eventually decided to do a practcal invetigation which involved A B

C 23

B

C

ow much natural material was needed to make the de the fact tat dyes were widel available on the internet the time that he ad to leave the fabric in te dye

What problem did Jim have with using tartrazine as a fabric dye? A B

C

56

using a range of dyes with diferent fibres applying derent dyes to one type of fibre testing one dye and a range of bres.

When doing hi experiments, Jim was surprised by A

24

textiles displayed in an exhibition a book about a botanic garden carpets he saw on holiday

It caused a lght allergic reaction t was not a permanent dye on cotton t was ineective whe used o nylon

Ti ng Anh POLCET Lstening ht t ps : / / pol cet . edu. vn Questions 2530

What problem is identified with each of the llowing natural dyes? Choose SIX answers from the box and  the coct lete A-H next to Quesns 2530.

Natural dyes 25

turmeric

26

beetroot

27

Tyrian purple

28

logwood

29

cochineal

30

metal oxide

......... ............ ...... ........ ........ .......

57


Test3

Questions 31-40

SECTION 4

Complete the notes below.  ONE WORD ONLY for each ase

The sleepy lizard (tiliqua r ugosa) Description

• •

They are common in Western and South Australia They ae brw, bu recognsbe b heir blue 31 .........................................

• •

They are relatvely lage her det conssts main of 32 ..........................................



Their main predatos are large birds and 33 .......................................

Navigation study

One stdy found that lizards ca use the 34 ....................................... to hep them navigate Obseations in the wild

Obseatons show that tese liards k ep te sae 35 ......................................... for several years What people want

Possble reasons: to iprove te uivl of teir oung (but little 36 .......................................... as been noted betwee parents and cildren) to provide 37 ........................................... f r femal lzards Tracking study

A sudy as rried ou using GPS systems atached to the 38 .......................................... of the lizards This provided nformaton on the lizards' locatio and een the number of 39 ........................................... t ak en It appeaed tat te izards were trying to vod one another    e     reduce caces  0 ......................................... 58

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn READING

SECTION 1

Questns 1-14

Read e text belw and answer Quesns 1-7.

New Yrk Late-Staers String Orchestra NYLSO the New York Late-Staters String Orchestra, is something special It was f unded in early 2007 and grew out of a concept developed by The East London Late Starters Orchestra (ELLSO) an awardwinning group in England. NYLSO is an amateur orchestra r adult players of violin viola cello and double bass If you played a string instrument when you were younger and would like to start again or if you are learning as an adult and would like the chance to play in a group of similar people then NYLSO is or you! Our goal is to create a fun supportive noncompetitive environment r adults 18 to 80+ who wish to paticipate in collective music making. Paticipants should have basic music reading skills and a willingness to commit to the group but are not required to audition It is recommended that you have studied your instrument or at least one yea. I you have ever been paid to play your instrument recently graduated with a degree in performance or have been playing continuously since elementary school you may decide we are not the appropriate group fr you How We Work:

We know that New Yorers are busy people t is fine if you miss an entire rehearsal period when an emergency arises. Ultimatel though too many absences disrupt the function of the group and make it diicult to perform the pieces Sessions are in sixwee rehearsal cycles with twohour rehearsals held once a week. We wor with the goal of producing one to three very inormal 'friendsandamily concerts per yea Our professional tutor/acilitator sees as coach and conductor during rehearsals Substitute conductors also join in to teach dierent sections providing groups of players with valuable experience in working with dierent approaches and styles. Everyone is encouraged to play to their fullest potential whatever that may be but please recognize that while we do have a conductor her role is not to provide oneonone instruction during rehearsals NYLSO is a selsupporting collective; we do not receive any other funding. he cost is $80 r each sixwee cycle Payments are applied to the costs of rehearsal space conductors fees and photocopying music Materials You Wll Need At Rehearsals:

You will need an instrument a portable music stand and any other relevant accessories You should bring a  lder to keep your music together and a solead pencil with an eraser  r writing in changes. Sheet music is provided.

59


Test3 Qun 1-7

Do the following following statements agre with the information information given in te txt on o n page 59?

I boxes boxes  o yor aswer shee, write TRUE

FALSE NOT GIVEN

if the statemet agrees agrees with te ifoatio ifoatio if the statemet cotradicts cotradicts the ifoatio ifoatio if there is o iforma o this

1

The idea behind NYLSO was based on another orchestra.

2

An ability to read music is essntial essntial

3

The NYLSO might be unsuitable for very advanced levl musicians musicians

4

NYLSO concerts are free to membrs' families and friends



Rearsals always involve the full orchestra playing together

6

The conductor provides her serices free to NYLSO

7

Te YLSO gives advice on wat instrumnt to purcase

60

Ti ng Anh PO POLC LCET ET Reading ht t ps : / / pol c et . edu. vn Read the advsements below and answer Questions 814.

The 10 best running watches Kate Hilpern advises peopl on the best watches to use when they go runing. A

Soleus FIT 1.0 Soeus caims this has verythig you ed ad nothing you don't. Wate esistant to 30m and with a built-in rechargeable batte, it's accurate accu rate at measurig speed, pace, distanc and calories burnt

B

Nike+ SpoWatch GPS You'lll be hard ushed to find a ruing watch that finds You'l finds a GPS signa signa  qicker than this It wil keep you updated on current location, distanc coveed, numbe of laps and calories bunt

C

Garmin Forerunner This watch, which is small enough to wear at the ofic, is touchscreen and is packed packe d with impressive impressive featur featurs, s, although the battery bat tery life is limited

D T imex Run Trainer 2.0 The hires screen makes this a grat watch r athetes at any level The easy-to-use, upgaded menu system makes monitoring ace sped and distance child's play play Alerts remid you wh w h it's tim to hydat o top t op u th nutriti nutritio o E

Garmin Forerunner 10 This is a wlpiced, ety-lve watch that's light as well as watoof ad available in a rage of colours Don't expect added added xtas, but do expect good basic functionaity

F

Nike Fueband Described by the Hufigto Post as the sports watch you never knew you needed,',' this soft-touch and lightweight needed lightweight watch has bee ovingly ovingly designed to appear more like a pice of futuristic jewellery than a runig watch But it's hitech too and synchronises with you phoe to t o show the results

G Suunto Ambit2 S HR This s beer suited to -raders rather tha urba runners ad athough it's quite big, it i t has a functioa dsign and is compatible with the thousands of Suunto apps availabe

61

Ts3


Question 814 Lk a  sv adm fr rg wachs, A-G   pag 6. For which runnig watch are the following statements true?

W h cc l A-G   bx   r awr h NB Y may s ay lr mr ha c 8

This would be a suitable and not too expensive first watch for a runner.

9

Care has been taken to make this watch very attractive to look at

10

This watch can be programmed to let the runner know when it is time to ge t some refreshment

11

This watch will need recharging recharg ing at frequent intervals.

12

Both experienced and inexperienced inexperienced runners will find tthis his watch watch useful.

13

Runners will find all the features on this watch are useful

14

6

People who do most of their running in cities may find tis watch is not approriate for them


Questions 1527

Read e text below and answer Questions 1522.

Employees' health and sety responsibilities As  employee you have righ d you have responsibilies r yor own wellbeing and that of yor colleagues. s cle els wat these reonsiblies e, d how you c meet em. Y  o gh s  employee to work in a se d ey eironment e set down n law d generly c't be cged or removed by your employe The most import of these gh e: • s   possible, to ave  hds to your he d se propery conolled • to be en y person protec d se equipment wiout beng chged r it • to stop work d leave yor work ea, without being sciplined, if you have resonable conce out your se • to te your employer about y eth d se conce you have • not to be sciplned if you contact the Heth d Se Execuve, or yor loc auo, if your employer won't listen to you • to h bres dring e me you e at work • to hae me o om work durng e worng week • to have nu pd holid. Y  our most import responsiblies   employee e • to te resonable ce of yor o e d se • to remove jewelle d avoid loose clothg when operng machine • if you have long h, or we a headsc, make sure its cked out of the way  it could get caut in macinery • to e resonle ce not to eose fellow employees d members of e public to risk by what you do or don't do in e course of your work • to co-opee wi your eloye, mang sre you complete e ning at is proided d that you underd d llow the compy's he d se polcies • not to inteere wi or misse yting that's been proided r your eath, se or wele • to repot  iues you ser  a result of doing you ob  yo employer may then need to chge the  you work. If you dre or operate machine, you ave a responsibili to tel your employer if you take medicion that makes you feel sle. f you do, tey should tempoa moe you to oer job if ey ae one r you to do, 63


Test3 Qution 1522 Cmple the tes belw.

Chse ONE WORD ONLY frm e text fr each ase Wte yr ase  bxs   r asr shee

Health and Safety at Work Employees' rights are established by 15  and include the llowing: employers should manage any potential dangers to their stafs health and safety any 16  needed for employees to work safely should be free employees may inrm management of any 17  they have relating to health and safety employees are entitled to some 18  while they are working

Employees responsibilities to take of jewellery and dress appropriately for their particular work to avoid puing colleaues and others at 19 .  to do any 20  that the employer oers to inform the employer of any 21  received while working to make sure the employer knows of any 22  you are taking that might aect perrmance

64

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Read the text below and answer Questions 2327.

Ou company notices A

Advance wg

Refurbishment o oces n the Perns Buildng wll st on Monday 22 Ma, d is eected to be completed by the end o June. St bed in that building wll be indidually noted o where ey'll work r th me. On the preious Frid, cilities st ill move eveg that needs to go to your new oce Bere then, plee make a st o what should be moved, d other list o what c be stored B

Information about nancial systems The reew o the companys nci systems is now complete, d modicaons ll shortly be ntroduced. Je Phis om Fince l el the chges and how they ct you, d swer y quees about them, between 12 and 1 pm on 15 Mch in Room 5

C

Purching Manager s you robably o, Sadia Ahmed is leng the compy on 31 March, aer ten yea  Prchng Maner Her replacement, Je Bridges, l join us on the reous Monda Je l be in Room 70 between 12 d 2 pm on 3 Apl: eel ree to drop in d say heo to him dng your lunch brea

D

We're doing well! We've received a large and urgent order om one o o mor custome. As a resut, well need to rn the production lne r  addon tree hours each eveng throughout the week beg 13 Mch. Any roducon workers willing to do is shi in addon to their normal work should speak to the Production Mager a

E

Quality control Because o recen conces about product qui, were setting up a te� to consider ways o rsng qui d mang recomendations r chges As st om y deptment might he usel ide yone is welcome to join the team g Rodrgo Prez on 1012 It ll nvol rghtly meetings d some research, over a smonth peod

F

New opportunity Dev Pel wl cee to be ptme content editor o the company intret at the end o Apr,  his new role n Mketg leaves hm no time r it We're loong r two peole to take ove I you're interested, d c work  extra three or ur hours a week (r extra p, o course!), contact Mggie Campbell on 2146

G

Ad fay .

We hope to rest e compy tennis chionshi, which hnt taken lace r the lt three yes I this is somethng r you, tk to Bll Snclr on extension 2371 You dont need to be a s layer 65

Test3


Questions 2327

Look at the seven noes for a company's sta A-G on page 65. For which compny notice re the following sttements true?

Write the coct lete A-G in boxes 227 on you answer seet 23

Stf re needed to work on internl communictions.

24

People re needed to help improve n internl system

25

St re sked if they wnt to tke prt in n internl competition

26

Volunteers re sked to work overtime r  limited period

27

St will be told where to work temporrily

66


Questns 2840

Read e text below and answer Questions 2840.

Vania - the most wonder favor in the wold

Vla is e most popul d widely used avor in the world. And, yet, the va orchi is only o in a few countes. Below you'l iscover why ese countries e ide d how e la om each reon diers. Mexco

a (Vania planifolia Andrews) onated in Meco  r centes w the exclusive sect of e nive Totonac Indis, who were later conquered by the Aztecs The Aztecs in  were conquered by the Spish rces led by Corez in 1520. He bout va pods home to Spn, thus introducig e  pods to the rest of the word.

three to sx months, mag it a ve: labo-intensive process. la om Meco hs a avor that combines creamy tones with a deep, spicy chacte, mag it a delicious complement to chocole, cinno d other wm spices. It so wor wonderly in tomato sauces. Madagasc

Around 1793, a vla plt ws smuggled from Meco to the Isld of Ruion, est of ica. For most 50 yes, the production of vla sggled. e nes ew successy ith beautil blossoms but vla pods were inrequent. Without the Meipoe bee, the owers Howeve, Meco remned the sole grower were't being feed beyo occsion of villa r oer 300 yes e polio by oer secs. It ws't picul reltioship beeen the va untl 1836 that Chles Moen, a elgi orchid d  indigenous bee cle the botist, iscovered the pollinatio link Mepone ws crcial. It ws responsible beeen bee d plt. And e in 184, r pollinating the fowers, resung in it Edmond Albius of Runion developed an producon. ecient metho r rtg the ower by hd. No, growers coul choose the illa pods should be picked when the tip best owers to polline, resulting in a begns to  yeo. The cng process hethier d higher qui villa pod. gives the pods their chactestic brown Eventul, the pl ve on the color s wel s their avor d oma. In Meco, e cure the pods by rappng neby isld of Madagsc, where hd them n blke  straw m d then polination proved i worth Assisted by the clme and rich soil, h poination placing them in ovens r 24 to 48 hours er that, the pods e spread outdoors to by the count:'s sled ers hs absorb heat dng e day d ten placed enabled Madagc to become e wos in wooden boxes oveght Oce propery top va procer in quti d, my wold gue, . cured, ey e stored to er develop the avo. The entre cung process takes 67

Test3

he curing process is simil to at in Meco wi one dierence. e fers initiate e process by immersing e green vila pods in hot water r some time. ey then store em in sweat boxes bere begiing e roine o spreading them outdoors dung the day d pacng them aw  night. e erent cung metod used contributes to the overl avor o e la.

More books visit: https://books-here.com eoon, they bind e pods in loths and store them in rates unti te nex mog, to promote triration. Litle by litle, the villa po lose weit d sh roughout tis phe, the orkes cely smoot d even out the pods wth their nge. en er a mont, the n step is to leave te pods in a shaded d wellventilated spot r 40 days to lower eir moisture content.

s species o orchid combined wth he sweet, crey d mellow avor is itis advgeous climate d soil the one most people identi wth villa. is avor d the pods abili to hold that resul in a va th hs ui d sweet tones. Tti illa is especily lavor in bot hot d cold pcons make it  exepon 'l-puose ila vlnerable to heat and is therere best used in reigeed d zen desser, which is my peoples rst choice r a wide rge o sweet recipes  om it pies and smoothies. coong d bang to ice cs d Indonesia butercres. 

Indonesia is e second lgest produer o villa However, Indonesi production methods cs on quti over qui. Unlike other regions, where villa bes e picked ony wen pe, Indonesi growes hest l the es  one time, a labo-sing austment.

Like e other counies, Titis tropical climate makes it ide r owing villa. However, Ti diers in the speies o va at is most ommon: Vanila tahitesis Moore. is s e hybd o two villa species introduced in the 1800s. hese two species were sy crossed in e curing process so ures the next ew deades, t create the plump produon shocu such  the use o Titi via pods we ow tod. prope heaters to speed up drying he use o such heat, which chemicly ters e cung process so die om e bes, essenly bus o avor other ountries. Mure pods e st componen while adding a smo tone, scked in a cool place until ey e resultng in a less complex te d a com  (e to ten days) and sher avor. ndonesi villa works en rinsed briey in le water, a unique well when blended with vil om other chctes o the method sed in Titi. regions d, becse its more economic, For the next month, owe eose the it makes the end product more ordable pods to e gentle mog sunlght. In e

68

Ti ng Anh POLCET Reading ht t ps : / / pol cet . edu. vn Questions 2831

Look at the owing statemen (Questions 2831) an e st of countries belo , Mah each statement  the coct coun A B , W the coct e A , B

 in C or D

. C or D

bxs 2831 on your answer sheet.

28 The vanilla that is grown here was created from more than one type of vanilla plant 29

This vanilla is oen mixe with other types of anilla.

30

Some people claim that this country produces the finest vanilla.

31

This vanilla goes well with both sweet and savoury ingredients

69


Test3 Qution 2-4 Chse the cct lee A, 8 C rD.

Wte the cct leter  bxes33  yr aswe sheet 32 What prevented countries, apart from Mexico, from growing vanilla in the 17th and 18th centuries? A B

C D

the ztecs' refusal to let the pods be exported the lack o the most suitable pollinating insect the widespread ignorance of the existence of the plant the poor condition of the vanilla pods that ortez collected

33 What does the writer suggest was the ain reason for the success of vanilla cultivation on Madagascar? A B  D 34

The writer believes that Madagascan vanilla is so popular because A B  D

70

the adoption of a particular agriculural technique the type of vanilla orchid that was selected the unique quality of the soil on the island the rapidly increasing number of growers

it works well in a variety of main courses and puddings. its pod is less likely than others to break up when it is cooked its taste is widely considered to be the standard taste of vanilla it is the one that is used in a number of commercial frozen desserts

Ti ng Anh POLCET eadg ht t ps : / / pol cet . edu. vn Question 3540

Complete e summa below. Choose ONE WORD ONLY from the text for each ans  your ansers in bs 3540 on yo anser sheet

How vanilla pods are cured in Thiti Tahitan farmers start by leaving the pods to turn 35 ........................................... all over hey hen wash them quckly before the man stage of the curng process begins. hey place the pods n the 36 ........................................ urng the early par of the day Cloths are then wrappe round them and they are le n boxes overnght This procedure encourages 37 .........................................  Graually, the 38 ........................................... of the individual pods stars to decrease Whle ths is happenng, the farmers contnue to work on the pods They use their 39 .......................................... to flatten hem out For the last stage n the curing process the pods are kept n a cool place whch s open to the air so that the amount of 40 .......................................... wthn

them s reuced

71


Test3 WRITING

WRITING TASK 1

You should spend about 20 minutes on this task. h ym ud for rubbi/garba cocion in your local ara i no workin prop. hi i cauin problm for you and your nihbour. Wri a lr o h local counc In your lr •

dcrib how h rubbih cocion ym i no wo proprly

•

xplain how hi i acin you and your nihbour

•

u wha hould b don abou h problm

Write t lest 150 words You do NOT need to write any addresses Begin your letter as follows: Dear Sir or Madam,

72

Ti ng Anh POLCET Wrting ht t ps : / / pol cet . edu. vn WRITING TASK 2

You should spend about 40 minu tes on this task. Write about the following topic:

Some people say th �t now J can see ms on, phone o'tab" there  no need to go to the cinema. Others say that to be fu enjoye ms  need to be see in a cinema 1

,: .

\'



Discuss both·theseviews and give your o  opinion Give reasons for your answer and include any relevant examples f rom your own knowledge or experience Write at last 250 words

73


Test3

SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. EXMPLE My • When o go shopping do u prefer to pa f things in cash or b card? (Wh?] • Do ou eve save mone to bu special things? (Wh/Wh nt? • Would ou ever take a job which had low pa? [Wh/Wh not?] • Would winning a lot of mone make a big dierence to our life? [Whh t?] R 2

    y     y      y:         y           y y    

You will have to talk about the topic r one   minutesou have one minute to think about what ou are going to sau can make some notes to help ou if ou wish

R 3

Discussion topics:     Emple questns:

Wh is it good to discuss problems with other people? Do ou think that it's better to talk to friends and not famil about roblems? Is it alwas a good idea t tell lots of people abut a problem? C    Emple questns

Whih communication skills are most important when taking part in meetings with clleagues? What are the possible eects of poor written commnication skills at work?      e e future mpact f techng on mmuniction in the workplace? 74


Test4 LISTENING

SECTION 1

Questions 1-10

Complet the notes belo. W ONE WORD AND/OR A NUMBER fr eac answe

Alex's Training -

Example

 2014 l compIet ed h 1s tranng ·  n ... A ex About the applicant: • At first, Alex did his training in the   depam ent

•

Alex didn't have a qualfication from school in 2  

•

Alex thinks he hold have one the diploma in 3 . . skills

•

Age of other trainees: the youngest was 4  

Benefits of doing traning at JPNW:

•

Lots of opportunities because of the size of the organisation

•

Trainees reive the same amount of 5  as permanent sta 

•

The training experience increases people's confidence a lot

•

Trainees go to 6  one day per m onth

•

The mpany is in a convenient 7  

Advice for inteiew:

•

Don't wear 8  

•

Dont be 9  

•

Make sure you 10   7


Test4 SECTION 2

Questions 11-20

Questions 11-16

Choose the coct le A, B or C .

The Snow Centre 11

Annie recmmends that when crss-country skiing, the visitrs shuld A B

C 12

What des Annie tell the gup abut this afernn's dg-sled trip? A B

C 13

get away frm the regular trails stp t enjy views f the scenery. g at a slw sped at the beginning Thse wh want t can take par in a race Anyne has the chance t drive a team f dgs One grup member will be chsen t lead the trail

What des Annie say abut the team relay event?  B C

All articipants receive a medal The curse is 4 km lng Each team is led by a teacher

1 On the snwshe trip the visitrs will A B

C 15

The cst f accmmdatin in the muntain hut includes A B C

16

a supply f drinking water transprt f visitrs lugage cked meals

If there is a strm while the visitrs are in the hut they shuld A B

C

76

visit an ld gld mine learn abut unusual flwers climb t the tp f a muntan

ntat te us driver wait until the weathr impves use the emergency latr beacn

Ti ng Anh POLCET Listening ht t ps : / / pol cet . edu. vn Questions 17-20

What information does Annie give about skiing on each of the following mountain trails? , next to Choose FOUR answers fm e box and write the correct le A-F Questions 17-20.



It has a good. place to �to! anq rest

B,

It is suitable for all abilities

C

linvolves crossing a river

D

It demands a lot of skill

E

It may be closed  in bad weather

F

It has some v1ry narrow sections

Mountain trails 17

Highland Trail

18

Pine Trail

19

Stony Trail

20

Loser's rail

.. ..

.. ...

77


Test4 SECT/ON3

Questions 21-30

Questions 21-26 Choose e coct lette A, B or C

Labels giving nutritional inrmation on food packaging 21

What was Jack's attitude to nutritonal od labels before ths project? A

B

C 22

Alice says that bere doing this proect, A

B C 23

B

C

B

C

B C

The percentage of artficial additves given was incorrect. The products dd not contain any meat. The labels did not list all the ingredents

What do the students think about research into the impact of nutrtonal od laelln?  B C

78

more accessble. more logical. more comprehensive

What surprised both students about one flavour of crisps? A

26

the list of ingredents s shockng. he will hestate before buying pizza agan the nutrtional label is misleading

Jack prefers the daily value system to other labelling systems because it is A

25

she was unaware of what cetan foods contained. she was too lazy to read foo labels. she was only interested n the number of calores.

When discussing supermarket brands of pizza Jack agrees with Alce that A

24

He didnt rea eveything on them. He didnt think they were mpotant. He thought they were too complicated.

It did not produce clear results. It focused on the wrong people. It ade unrealistc recommendations.

Ti ng Anh POLCET Lstening ht t ps : / / pol cet . edu. vn Quesns 27 and 28

Choose TO let, A-E

Which O things surprised the students about the trac-light system for nutritional labels? A B C D E

its widespread use the fact that it is voluntary for supermarkets how little research was done bere its introduction its unpopularity with od manufacturers the way that cerain colours are used

Questions 29 and 30

Choose TO lers A-E

Which O things are true about the participants in the study on the traiclight system? A B C D E

They had low literacy levels They were regular consumers of packaged food. They were selected randoml The were from all socio-economic roups They were interviewed face-to-face

79


Test4 SECTION 4

Questions 31-40

Complee he noes below. W ONE ORD ONLY for each anse

The istor of coee Cofee in the Arab world

•

There was small-scale trade in wild coee from Ethiopia.

•

1522: Coee was approved in the Otoman court as a type of medicine



1623 In Constantinople, te ruler ordered th   of evey coe house

Cofee arrives in Europe (17th centu)

•

Coee shops were compared to   

•

They played an important par in social and   changes

Cofee and European coonisation

•

European powe established ee plantations in their colonies

•

Types of coee were oen named according to the 4  they came from.

•

n Brazil and the Caribbean, most cultivation depended on 35 . 

•

n Java coee was used as a rm of   

•

Coee became almost as imporant as 7 

•

The move towards the consumption of 8  in Britain did not also take place in the USA

Coee in the 19th centu

80

•

Prices droped because of improvements in 9  

•

ndustrial workers und coee heled tem to work a  40  

Ti ng Anh POLCET Rea ht t ps : / / pol cet . edu. vn -







READING

SECTION 1

Questions 1-14

Read the text belw and answer Questions 1-8.

The Guarn

Newspaper's Travel Photography Competition

The photo competition is back, giving you another chance to win a incedible trip to Swedish Lapland. Do you have a camera and love travellig? If so, ou anual photogaphy competition run by the Travel section of The Guardian is for you t's an opportuity for you to captue the essence of the journeys you make whethe far afiel or close to home ad  us t wc our work onlie The winner of each months cometition will also see thei shot mounted and displayed in the end-o-year exhibition r the public at The Guardian's ofices in London Once the exhibition is finished each monthly winner will eceive a famed copy of thei shot to place with pide on their own wall There will be a dieent theme for each month Membes of The Guardian travel writing team and photographer Michael Ryan of Fotovuecom will judge the monthly entries and the oveall winner o ente you must be living i the UK from the time you submit your ety into the competition to the time you are selected as a wier he competitio is open to all photogaphes (both amateur an pofessional) The overall winner (chosen from the 12 mothly winners) will go on an amazing fou night trip to Sweish Lapland The host fo this specialist holiay is Fedrik Boman who has been a natue photographer for 21 yeas Fedrik will assist the winne a other paticipants in photographing a wie vaie of winte subjects Each ay has a specific fcus The trip icludes winter light photography wokshops, an image editing wokshop a night photography course an an action photography workshop Inclue i the pize: etur flights from the UK, four nights accommodation with full boar cold weather clothing for the duration of the tip  thermal overalls winter boots gloves hats ad woolen socks  fully qualified wildeess guides and instructors. he overall winne will e required to write a report of the tip and take accompanying photogaphs which will be pinted in the Travel section of The Guan at a later e e un eserves the h, hwee,    epor an hotos as ecessay Your name will of couse appea with the aricle and photos

81

Test4


Quion 1-8 Do the following statemets agree with the irmation given in the text on page 81?

I bxes   yr aswer sheet, wrte TRUE FALSE NOT GIVEN

f the statemet agrees  e fa f e statemet ctradcts the frmat f there s  fa  ths



This is the first year that The Garda has run a travel photography copetition.

2

Any photograph for the competition must have been taken on an overseas trip.

3

The end-of-year exhibition in London is free for the public to attend

4

The judging panel is made up of a group of journalists and a professional photographer

5

The trip to Swedish Lapland will oly be oered to one winer

6

Every activity on the trip is fcused o iproving photography techniques

7

Anyoe going on the trip may take some of the cold weather clothing home at the end of the trip



Aricles writen about the trip may be chaged before being published

82

Ti ng Anh PO POLC LCET ET Reag ht t ps : / / pol c et . edu. vn Read the text belw and answer Quesns Quesns 914.

Running headphones Listening to music on headphones makes rnning and even working ot at Listening a t the gym mch more enjyable. Here Her e are some alternatives to choose from A

Plantronics Backbeat Fit

These headphones headphones are really togh so you dont need to worry w orry abot just throwing them into your bag bere or after a workt As well as providing reasnabl reasnablyy clear sond they they will also last l ast a remarkable eight hours on a single charge B

Sennheiser CX685 Spos

These headphones are impressively practical Designed to fit firmly in yor ear, however energetic you are, they're tight withot being uncomfortable, and have a handy remote and a mic r phone calls They will also resist some water being spilt on them C

Nokia WH-510 Coloud Pop

These slish headphones have fntastic bass,· bass,· giving you a bit of extra oomph when yo rn They also have a tangle-free cable which avoids any time-c time-consmi onsming ng messing abt before yu set of on your run D

ony NWZW273

Its hard t imagine using any ther headphones nce youve tried Its tri ed these As well as being wireless and waterproof at a depth of 2m, they even have a built-in MP3 player that can hold up to 1,000 songs A charge provides up to an hour of playback E

Betron B750S

If yore on a tight bdget, bdget, it can always feel risky bying a bottom of the market pair of headphnes, but with these you neednt neednt worry Not only do they provide fair sound qalit, they also come with a puch to keep them in F

Happy Plugs

The sond qality n these is decent, althugh youre probably probabl y nt ging to be hugely impressed They T hey also come with a handy remote built into the cable to skip and pause songs with while y work out G

Powerbeats 2

If money is no an isse, then these are denitely worth cnsidering They make eveything eveythin g snd s s  crisp and theyre theyre so light and comfortable that its its easy to orget that youre even wearin wearing g them . 

Test4


Questions 914

Look at the seven reviews of headphones A-G A-G,, on page 83. 83. For which headphones are the llowing statements true?

W the coct lette -G  in boxes 914 on your answer sheet NB You may use any letter more than once 9

These headphones would suit somone who doesn't min spnding a lot to get good quality.

10

The battery on these headhones has a surprisingly long life

11

It is possible to kep in cont contact act with othe otherr people while using these headphones

12

13 14

8

Although these headphones are cheaper than most, music sounds quite good through them These headphones are very strong and do not require gentle handling. These headphones allow users to move around thir playlist of music easily while they are exercising.

Ti ng Anh PO POLC LCET ET Reading ht t ps : / / pol c et . edu. vn SECTION 2

Questions 1527

Read e text below and answer Quesns Quesns 1521.

A case study of a risk assessment for general oice cleaning A commercia commerciall cleaning sevice took on a new contrat to clea an a n ofice complex. Before sending cleaning sta to the oies, the manager of the cleaning seice arried out a risk assessment using gidane provided by the Health and Safety Exective (HSE) To identi the hazards the cleaning seice sei ce manager visited the oie oi e complex and-walked thrgh the areas where cleaning sta would be working noting things that might pose potential potential risks Followin Following g this he consulted the health and safety representatives of the cleaning sevice about these risks taking into acount the needs f any parilar sta sta members such as whether they were pregnant or aged under 18 In order to gather fher inration inration he then ha a meeting with the lient opany during which a number of issues were discussed These included the client company's own standard of housekeeping sch as the immediate clearing p of spills an keeping walkways walkways le lear ar as well as the th e atin t be taken if a ire brke out. He also establishe establishe what failities and equipent would be avaiale to th e leaners inluing inlui ng the amont of storage space available available as well as the availab availability ility of sins and taps etc and agreed on a method of reporing nearmiss nearmiss acidents acidents and risks disovered by leaners lean ers e.g. damage r tiles. Following the meeting the manager created a ris assessment docment. e wrote down who cold be harmed b each risk or hazard identiied identiied and in what way an he then described what ontrols if any were in existence to manage these hazards. The manager then compared these to the good practice guidane set out on the HSEs website and identified any areas where impveent impveent was needed The manager disssed the findings with the cleaning sta making sre they understood the risks of the job and how these risks wold be monitored. One cleaner clea ner whose irst language was not English had diiculty understanding this so the manager arranged r translation translation to be done by a bilingual leaner fom another tea Finall to ensure that all the leaning leaning sta had access access to a opy of the risk assessment the manager pinned a opy in the cupboard where cleaning eqipent was kept

85


Test4 Questions 1521

Complete the ow-cha be. Choose ONE WRD OY from the text r each answe Write your answe in boxes 1521 on ur answer sheet

Stages followed by manager in caring out risk assessment He visited the oices to be cleaned and noted potential risks.

He talked to health and safety 15  about the risks.

At a meeting, he talked to the client company about • the policy of the company regarding 16 

(eg clear walkways)

• procedures to be llowed in case of a 17 

• facilities available to cleaners (eg space available for 18  ) • a way of 19  risks and hazards.

He created a risk assessment document identifying existing controls of risks and haards

He compared these to inrmation that the HSE provided on its 20  

He displayed a copy of the risk assessment inside a 21 86

 available to all cleaning sta

Ti ng Anh POLCET Reag ht t ps : / / pol cet . edu. vn Read the text below and answer Questions 2-27.

Preparing fr a viual job int ew

Busi n esses are al w ays l o oki n g r new ways t o i n crease e c i e ncy and prof i t s  For  exampl e , organi s at i o ns oen reduce cost s by conduct i n g vi r t u al job i n t e rvi e ws The viandeoapploricSkype i n t e i e w benef i t s bot h i n t e rvi e wer and i n t rvi e wee, especi a l y when � ant woul d ot h ei s e need t o t r avel f a r Despi t e t h  conveni e nce t h ough, i t poses unique challenges  The t y pi c al i n t e i e w process usual l y ent a i l s mul t i p l e st e ps Fi r st  t h ere i s screeni n g, lrequi astinrgement aboutsthInirtyhemisecond nutes Iitnstpurpose i s t o ensure candi d at e s have t h e basi c e i e w, t h ey' r e assessed f  r t h ei r t e chni c al ski l s and on whether they would fit the organisation Vitopirtucals iIndtenterviiewswhatfl tohwe tcriheticsame st e ps so you' l need t o f o cus on t h e same core al t o pi c s are based on t h e job descri p t i o n and prepare tinotetailkeabout t  em. I f you can, gat h er i n si d e i n f  rmat i o n so you can i m press wers with your knowledge Normal l y , you t r avel somewhere f o r an i n t e rvi e w One advant a ge of t h at i s t h at you aren t responsi b l e f o r t h e pl a ce, whereas i n a vi r t u al i n t e i e w you must ensure you have an appropriate lcation and appropriate equipment Modern t e chnol o gy i s great when i t works, but a pai n when i t doesn' t  So, it ' s wi s e theadset o check tyou can operat e your webcam, especi a l y i f you don' t use i t oen Test t h e o o and f i n d out how i n t e l i g i b l e your voi c e sonds I t ' s al s o wi s e t o est a bl i s h what soware the inteiewer is going to work with and give it a trial run Probabl y t h e bi g gest probl e m i n vi r t u al i n t e rvi e w i s what t h e camera can see You want t h e i n t e i e wer t o see you a a prof e ssi o nal  Havi n g a messy or cl u t e red room behi n d you won' t hel p you achi e v t h i s i m age -a cl e ar whi t e background i s usual l y a safe bet The most i m por a nt par of your prparat i o n i s t o run t h rough everyt h i n g f i r st as best you can Have a f r i e nd condu a rehearsal wi t h you bef o re t h e bi g day Thi s wi l hel p you know how to behave in front of the camera AloflinthteinigsewconsiBeidnered, t h ough, vi r t u al i n t e i e ws shoul d be t r eat e d l i k e any ot h er t y pe g at home requi r es as much preparat i o n as a t r adi t i o nal i n t e rvi e w I f you f  l o w t h e st e ps ment i o ned above, you have ever chance of get t i n g t h e job you want Good luck! How a viual inteiew is the same

How a viual inteiew is difernt

J

87

Test4


Qusions 2-27 Clete the seteces belw. Chse ONE WORD ONLY fm the text r each as Wrte yr asers  bxes   yr aser sheet 22

Some companies prefer to interview job applicants digitally because of ower .............. 

23

As with the standard recruitment process, virtual recruitment opens with ....................... 

24

Applicants should read any details about the advetised post carefully and pick ut important ................... which they can discuss if necessary

25

It is a good idea for applicants to chec if the can be cleary understood when they use a .................. 

26

Applicants may not be familiar with the ......................... that the person conducting the interview will use so t hey should try it out

27

t is very useful to go through a .......................... of the interview with someone playing the part of the interviewer

88

Ti ng Anh POLCET Reag ht t ps : / / pol cet . edu. vn SEC.TION 3

. Questions 2840

Read the text below and answer Questions 2840.

Tuning up your leadership skills Does jzz music or lessons fr tday's leaders? A

Ever since management expert Peter Drucker compared the job of Chief Executive Oficer to that of an orchestra conductor, the business world has been exploring comparisons and inspirations from the world of music. Now Waick Business School Professors Deniz Ucbasaran and ndy Locket are hiting all the right notes with their study of famous jazz musicians, Ledi Etepee Tem: Iit Fm J, providing some essential insights for entrepreneurial team leaders Ucbasaran and Lockett (together with Durham Business School Professor Michael Humphries) chose jazz r a number of reasons For a sta, jaz bands are synonymous with cativity, improvisation and innovation, all essential ingredients r entrepreneurship Jaz groups and their members oen operate in uncertain and dynamic environments, characterised by rapid change Yet through collective endeavour many jaz bands find their own structure and harmony and become profitable enterprises - both creatively and commercially



Theauthors decided to cus on three of the best known names in jazz - Duke Ellington, Miles Davis and rt Blakey merican composer Duke Ellington was a pioneering jazz orchestra leader from the 1920s through to the 970s Tumpet player Miles Davis was instumental in the development of a number of new jaz styles, including bebop and jazz fusion azz drummer rhur ' Blakey became famous as the leader of his band the Jzz Meee The research cused on the way that these jazz greats created and ran their musical enterprises. In paticular Ucbasaran and Locke fcused on three speciic areas of leadership activity: team formation, team coordination and team turnover There were strong similarities in the processes the band leaders used to assemble their diverse teams of talent In paricular, they looked r musicians with a diferent sound or way of playing, one that was unique to that band member and would improve the overall sound of the band That feature was as much bound up with the personality of the individual musician as it was to do with their technical proficiency



But disparate teams, many dierent personalities, and high levels of creativity are a recipe r group conflict nd sure enough there was penty of dysfunctional conflict and disruptive clashes of egos and personalities evident in the ja ensembles Traditional team leadership theory suggests that to get the best team peormanc e the leader should foster conflict that is productive in its eects, while minimising destructive conflict But this is diicult when the sources of productive and destructive conflict are the same; that is, dierences in personality and thinking So how do leaders deal with destructive conflict? It didnt seem to bother the likes of Ellington, Davis and Blakey Teir attitude was the music comes first The moments of musical genius when eveything came together excused minor problems suc as if individuals occasionally turned up late for practice, or stepped out of a perormance r a quick snack 89

Test4

D


Teams must coordinate their behaviour and action to achieve an outcome. The team leader can assume a umber of dierent roles when helping the team achieve its objectives Some leaders are very directive, detailing what tasks they want team members to perorm, and how they want them to o about those tasks But that was not the approach Ellington, avis and Blakey adopted Instead, these leaders acted more as facilitators, empowering the musicians to collectively coordinate their behaviour and action to produce the desired outcome As Ucbasaran and Locke note, Miles avis discouraged band members rom rehearsing in case it led to musical clichs fom over-practice Similarly, he oen asked his musicians to play a piece in an unusual key so they did not rely on learned fngering patterns The performers were not le entirely to their own deices though All three leaders created a general framework within which team members could work, providing guidance but also the freedom to explore, express and make mistakes.



The third aspect of leadership behaviour that Ucbasaran and her colleagues looked at was managing team turnover  people joining and leavin the team In the jaz ensembles studied, musicians joined and le on a regular basis Yet the high turnover of team members despite the resulting loss of knowledge and skills, was seen in a positive light That was partly because of the advantages of getting a fresh shot of knowledge, ideas and creativity when new members joined. A common reason for the jaz musicians leaving was that they felt suficiently qualifed to go and run another band The three band leaders were understanding about this, paicularly as it was a process they had also been through In some cases, in particular with Art Blakey they actively encouraged and coached team members to become leaders As the jaz icons Ellington, avis and Blakey would no doubt agree, there is no magic score that if fllowed note by note w make you a great leader of creative talent However, take an entrepreneur, a few cues from the aforementioned jaz trio, mix in a little improvisation, and you are more likely to hear the sweet sound of success As Louis Armstrong once sang: 'Now thats jaz

90

Ti ng Anh POLCET Reag ht t ps : / / pol cet . edu. vn Questions 2833

The text on pages 89 and 90 has five sections, A-E. Which section contains the llowing?

W e correct le A-E, in boxes 2833 on your answer sheet. NB You may choose any ler more than once 28

a summary of the dierent aspects of leadership that are covered in the study

29

a description of how band leaders sometimes passed on their leadership skills to others

3

a summary of the backgrounds of the band leaders chosen for the study

31

examples of ways in which one band leader encouraged his musicians to be more creative

32

an overiew of the main similarities between the work of business people and jaz musicians

33

a description of two contrasting ways of leading a team

Quesns 3436

Do the following statements agree with the inrmation given in the text on pages 89 and 90?

In boxes 3436 on your answer sheet, write TRUE FLSE NOT GIV

if e statement ages w the infoation  the stament contradicts the infoation if there is no information on is

34 The study by Ucbasaran and Lockett was the first to compare the worlds of music and business 35

One reason why ja musicians were chosen r the research is because the setting in which they work is unpredictable

36 The researchers decided to cover only certain aspects of leadership

91


Test4 Questns 37-40

Choose the correct le A, B ,  or D . W the coct ler in boxes 37-40 on your answer shee

37 When assembling their teams, the bd leaders all prioritised players A

B

C D

who had special technicl skill. who were used to workng independently. who had an individual style of their own who would get o well with other band members

38 What obstacle might jazz leaders face i reducing destructive conflict among team members? A

 C D

Thy may also reduce productive conlict in th procss. Their team members tend to have especially strong pesonalities hey are unaware of the theor concernin dierent types of conict Their team members my be unwilling to cooperate in reducing this

39 What approch to group coordination was shared by Ellington avis and Blakey? A

 C D 40

Ucbasran and her colleagues found that the high turnover of members i n jazz bands A

 C

D

2

They llowed musicians to be crative withi cerain agreed limits They increased opporunities r success ad rduced chnces of failur They provided a structure within which musicians could express themselves They coordiated the work of their tems so each mmber contributed equally

was evetually reduced by the policies of the band leaders. was welcomd by band leaders r the benefits it brought was due to a shortage of ective band leaders was a feature of the growing populari of azz

Ti ng Anh POLCET Wg ht t ps : / / pol cet . edu. vn WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

A friend you made while you were studying abroad has wrien to ask you for help in nding a job in your coun. You have heard about a job in a local company that might be suitable for him/he Write a letr to this frien. In your leter •

•

•

tell your friend about the job and what so of work it involves say why you think the job would be suitable for him/her expla how to apply for the job

Write at east 150 words. u do NOT need to write any addresses Begi your etter as fows:

Dear ...... ,

93

Test4


WRITING TASK 2

You should spend about 40 minutes on this task. Write about the llowing pic:

:opl ay i i po�{ o kfp yur ho and your worplac id, wih ving organid ad in h'coc plac.

Some

Wha i your opinion abou hi? Give reasns for your answer and include any relevant examples from your own knowledge or experience Write at least 250 words

94

Ti ng Anh Seakng POLCET ht t ps : / / pol cet . edu. vn SPEAKING

PART 1

The examiner asks the ndidate aut him/heelf, hiher home work or studies and other miliar topi. EXMPLE nimals

•  • •

A ere many animals or birds where you live? hhy not?] Hw on do you watch pmmes or read aicles about wld animals? hy?] ave you ever en to a z or a wildli park? hhy not?] Would you like to have a job working with animals? hhy not?]

PART 2

You will have to lk aut the topic for one to  minutes.You have one minute to think aut what you are going to y You n make soe notes to help you if you wish

PART 3

Discussion topics:

 I Example quesons: Why do some people nd the inteet addiive? What would the world be like without the inteet? Do you think that the way pple use e inteet may change in the ture? oia media websits

Exame qstions What are e ys that social edia n be used for positive purposes? Why do some individuals st highly negative mments aut other ople on social mia? Do you think that panies' main r  advesing will  via social eda in the ture?

95


Audioscripts l• SECTION 1 OFFICIAL: WOMAN

OFFICIAL

WOMAN OFFICIAL

WOMAN OFFICIAL WOMAN OFFICIAL

WOMAN OFFICIAL

WOMAN OFFICIAL

WOMAN

OFFICIAL

WOMAN

OFFICIAL

OFFICIAL

WOMAN OFFICIAL

WOMAN

96

Hello'Tourist Infrmation Centre, Mike speaking how can I help you? Oh hi I wanted to fnd out about cookery classes. I believe there are some one-day classes for tourists Well theyre open to eveone but tourists are always welcome OK let me give you some details of whats available There are several classes One ve popular one is at the Food Sudi OK They cus on seasonal pducts and as well as teaching you how to ok them, they also show you how to� them Right that sounds good How big are the classes? Im not sure exactly, but theyll be quite small And culd I get a  rivate lesson there? I think so  let me check yes, they do or those Though in fact most of the people who atend the classes find its a nice way of geting to know one another I suppose it must be yes And this company has a special deal for clients where they oer a discount of   e c   if you return for a further class OK But you said there were several classes? · Thats right Another one you might be interested in is Bonds Cookery chool Theyre quite new, they just opened six months ago but Ive heard good things about them They concentrate on teaching you to prepare healt food and they have quite a lot of specialist sta o is that od r people on a diet and things like that? I dont know if Id be interested in that Well I dont think they paicularly focus on low calorie diets or weight loss Its more to do with recipes that look at specific needs like including ingredients that will help build up your ones and make them stronger that sor of thing I see Well, I might be interested Im not sure Do they have a website I could check? Yes ust key in the name f the schol  itll come up And if you want to know more about them every Thursday evening they have a  at the school Its free and you dont need to book or anything just turn up at 7.30 And that might give you an idea of whether you want to go to an actual class

Example

01 02

03

Q4

05

06

OK, theres one more place you might be interested in Thats got a rather strange name its called The Arretsa Centre  thats spelled ARREA 07 OK Theyve got a very good reputation They do a bit of meat and fish cookery but they mostly specialise in via dishes QB Riht Thats ceanly an area Id lke to earn more abot Ive ot ots o friends who dont eat meat In fact I think I might have seen that schoo today Is it just by the market? Q9

Ti ng Anh POLCET Test 1 ht t ps : / / pol cet . edu. vn OFFICAL:

WOMAN:

Thats right So they don't have any problem geting their ingredients. They right next oo And they also oer a special o-hour course in how to use a knif. They cover all the dient skills  buying them, sharpening, chopping techniques It gets booked up quickly though so you'd nee to check it was available. Right, well thank you very much. 'll go and ...

01

SECTION 2 Good evening everyone. My name's Phil Sutton, and I'm chairman of the Highways Commitee. Weve called this meeting to inrm members of the public about the new regulations r trac and parking we're proposing for Granfor Ill sta by summarising these changes bere we open the meeting to questions So, why do we nee to make these changes to traic systems in Granrd? Well, we're very aware that traic is becoming an increasing problem. ts been especially noticeable with the increase in heavy traic while they've been building the new hospial Bt its h ovrll rie 0 in the volume of traic  f all kin thts concernin us To date there's not been any increase in taic accidents, but that's not something we want to see happen, obviously We recently cared out a survey of local residents, and their responses were interesting Pole were ve conceed about th lak of visibili on some ads   o cr arked 02 aln h ies f the roads Wed expected complaints about the congestion near the school when parents are drpping o their chilren or picking them up, but this wasnt top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people We think these new traic regulations would make a lot of dierence But we still have a long way to go Weve managed to keep our pposals within budget, just, so they can be covere by the Council. Bu of course its no ood introducin new reulations if we don't have a wa 03 of makin sure that eveone obes them, and that's an area were still working on with the help of representatives from the police force OK so this slide shows a map of the central area of Granford, with the High Street in the middle and School Road on the right Now, w lrd have a set of traic lihts in the Hih Sret     in wih tation Rad but we'r lnnin t hav nther set  h hr nd at the School Road unction, to regulate the low of traic along the High Stet Weve decided we denitely need a pedestrian crossing We consiered putting this on School Roa just outside the school, but in the end we decided that could lead to a lot of traic congestion, so we de i to loc i n he Hih Stre crossin the   in front of the suermarket That's a ve busy area so it should help things there

04

05

We're proposing some changes to parking. At reen arkin isn't llwed n the Hih Stret uside the lira but wer oin to chane tha and allow arkin there, but not at the other end of the High Stet near School Road.

06

Therell be a new No Parkin in on School o ust b t nrn o the school, forbidding parking r 25 metres. This should improve visibility for drivers and pedestrians, especially on the bend just to the norh of the school.

Q7

97

Audioscts


As far as disabled drivers are oneed, at present they have parking otside the spermarket bt lorries also se those spaes, so w've o o nw dbl  arkin ac e  n he j  r  u owards the b . It's not ideal, bt probably beter than the present arangement

We also l t wien the avement on Shl Roa  nk  an mana to t an extra half-metre n h  bend st bere o t o the shool o th   me side of te road

018

Q19

Finally, we've inrodc new restric tions n ldin and nloadin for the srmark o 02 lorries will onl be allowed o  th  re br 8 am Tha's he  ermarket on Shol Road  we kept to the eisting arrangements with the High treet spermarket OK o thats abot it Now, wold anyone 

SECTION 3 EMMA:

JACK

EMMA:

JACK

EMMA JACK

EMMA JACK

EMMA

JACK

Weve got to hoose a topi for or eperiment havent we, Jak? Were yo thinking of something to do with seeds? That's right I thoght we old look at seed germination how a seed begins to grow OK Any pailar reason? I know yore hoping to work in plant siene eventally  Yeah, bt pratially everything we do is going to feed into that No, theres an 021 otional modle on sed strtre and nc tn n he thr    r hat I miht do  I hoht i miht be sefl fr ha If I hoose that option, I dont have to do a disseration modle Good idea Well, I thoght for this eperiment we old look at the relationship between seed size and the way the seeds are planted o, we old plant dierent sized seeds in dierent ways, and see whih grow best OK We'd ne  to all w  m  f r h  s e  d s  c m  u p . 022 That shold be fine if we sta now A lot of the other ossible eeriments need qite a bit loner o thatd make it a ood one to hoose And I dont sppose it'd need mh eipment; we're not doing hemial analysis or anything Thogh that's not really an isse weve got pleny of eipment in the laborato Yeah We need to have a word with the ttor if we're going to go ahead with it thogh 'm sre or aim's OK Its not very ambitios bt the assignment's only ten perent of or final mark, isn't it? Bt we need to b sr w'r the onl ne  in 023 n.

EMMA JACK EMMA

ACK:

EMMA JACK

98

Yeah, it's only five perent atally, bt it'd be a bit boring if everyone was doing it Did yo read that book on seed gerination on or reading list? The one by Graves? I looked throgh it for my last eperiment, thogh it wasnt all that relevant there It wold be r this eperiment, thogh I n i i d to ll w   bo  th  h   hch I  ' xeted Yes, Id been hoping r something more pratial It does inlde referenes to the reent findings on genetiallymodified seeds, thogh Yes, that was interesting I read an aile abot seed germination by Lee Hall

Q24

Ti ng Anh POLCET Test 1 ht t ps : / / pol cet . edu. vn EMMA: JACK

EMMA

JACK

About seeds that lie in the ground fr ages and only germinate aer a fire? Thats the one. I knew a bit about it already, but not about this research His 025 aalsis of fiures mparin the imes of the firs an he ropoin of seeds hat erminate as don in  lot of detail - ve imesive Was that the article with the illustrations of early stages of lant develoment? They were very clear I think those diagms were in another aicle 

 _ .     ,

EMMA

JACK

EMMA:

JACK

EMMA

JACK:

EMMA JACK

EMMA

JACK

Anyway, shall we have a look at the rocedure for our exeriment? We'll need to get going with it quite soon Right So the first thing we have to do is find our seeds I think vegetable seeds would be best And obviously they mustnt all be the sae size So hw mn 026 sors do we need? About fr ierent ones? I think that would be enough. Therell be quite a large number of seeds for each one. Thn r each seed w eed to find ot how much i weih, and also measure its 027 dimensions, and we need to kee a careful record of all that. Thatll be quite timeconsuming nd we also need to decide how dee were 028 oin to lant the see  - right on the surface, a few millimetres down, or several centimetres OK So then we get lanting Do ou think we n lant sevral ds toether in 029 the sam  lnt pot? No I think we nee  dierent one for eah ed Right And well need to label them - we can use dierent coloured labels Then we wait r the seeds to germinate - I reckon thatll be about three weeks, deending on what the weathers like Then we see if our lant ave me u and wrie 03 down hw tall theve rown hen all we have to do is look at our numbers, nd see if theres any relation between them Thats right So 

SECTION 4

Hi. Today were going to be looking at animals in urban environents and Im going to be telling you about some research on how theyre aected by these environments Now, in evolutionary terms, urban environments reresent huge uheavals the sors of massive changes that usually haen over illions of years And we used to think that only a few secies could adat to this new environment. n peces whi i well known   i hihl adaptable i the crow    v n vaiou tudie      he manae to lea new skill Another successful secies is the ieon eu hre ble to erch on l        f i     j u  like h  one pech   li   the sea But in fact, were now finding that these early immigrants were ust the start of a more general movement of animals into cities, and of adatation by these animals to city life And  n hin that researche re findin especiall interestin is the p ih which hr oin this were not alkin about rdl voluin hr  hse nals are chanin fast

031 032

033

Let me tell you about some of the studies that have been carried out in this aa So, in the Universiy of Minnesota, a biologist called Emilie SnellRood and her colleagues looked at secimens o urbanised small mammals such as mice and gohers tha had been collected in Minnesota, and that are now ket in museums there And she looked at secimens that 99

Audioscrpts

More books visit: https://books-here.com had been collected over the last hundred yea which is a ve short time in evolutiona terms. And  h  found  h   ur g  ,  h     ll m mmals h  e xp ri  nced  jm  in Q34 rai  si  wh  n p   r  r  l m mmals Now we can't be sure this means theyre more intellient but since the sizes of other ars of the body didnt chane it does suest that somethin conitive was oin on And Snell-R   hink   h  thi   h   ih  r ec   h  035 co n m  n  of   n    lif   h vin   l  in dir  laces   fnd fod r   mpl  an  in wih  wh  l ew   f n  Then over in Gemany at the Ma Planc Institute  here's  nh  r   i   lled Cat rna 06 Miranda who' d n  m  ep riments with bla  irds livin  in urban and ul  r  And shes been looin  not at their anato     h  ir  havio. So as you miht eect she's found that the urban blacbirds tend to be quite bold  they're reared to fa u to a lot of threats that would frihten away their countr counteras But theres one      i  n 037 that does seem t  fri h n  h  rban blacbird nd  t's  hin  nw  nhin  h  havent eerien  ed br  And if you thin about it that's quite sensible for a bird livin in the ciy Jnathan Atwell in Indiana University is loin at how a rane of animals resond to urban environments He's und that wh  n th  're under tre their endocrne stems react b r  in   h  am n f h  rm  n     sr  in   hir l   It's a sensible seemin adatation A rat that ets scared every time a subway train olls ast won't be ve successful here's ust one mre study I'd lie to mention which is by Sarah Paan and her team and thev  been loon at how suirrels communi  in  n r n  nvir  nmen  an   h'v found that a routine pa of their cmm  ni on is carr   u b wavin  eir ails You do also see this in the countr but it's much more revalent in cities ossibly because its eective in a noisy environment So what are the lonterm imlications f this? O  p  i is tat we a see completel new species dev l in in itie ut on  h  other hand it's pos  ible that not all of th    adap  tion will e permanent nce the animal's ot accustomed to its new envinment it may no loner need the features it's develoed So now weve had a lo 

100

08

09

04

Ti ng Anh POLCET Test 2 ht t ps : / / pol cet . edu. vn

l• SECTION 1 JIM: WOMAN JIM:

WOMAN JIM WOMAN JIM:

WOMAN

JIM:

WOMAN JIM

WOMAN

JI

WOAN: JIM

WOMAN JIM

WOMAN JIM

WOMAN JIM

WOMAN JIM

Hello, South City Cycling Club. Oh, hi. Er .. I want to find out about joining the club. Right I n help you there. I'm the club secr eta and my name's Jim H  n

Oh, hi Jim So are you intested in membership r yourself? That's right OK Well there are basically two types of adult membership If you're pretty serious about cycling, there's the Full membership. That costs 260 dollars and t covr   not  r ord  n  clin ut also  r r    h here in the ci  n  als in othr  art of Aurli   Right ell, I'm not really up to that standard I was more interested in just joining a group to do some cycling in my free time Sure That's why most people join So in that case you'd be better with the Recreational membership That's  dollars if you're over 19, and 95 dolla if you're under I'm 25 OK It's paid quarterly, and you can upgrade it later to the Full membership if you want to, of coue Now  h s of memberhi nlude the clu f of 20 llr The  l rvi  in ran  in se  u have an a in, though we hope you won't need that, of curse No OK, well, I'll go with the Recreational membership, I think And that allows me to join in the club activities, and so on? That's right. And once you're a member of the club, you're also permitted to wear our kit when you're out cycling. It's green and white Yes, I've seen cyclists wearing it So, can I buy that at the club? No it's made to order by a company in Brisbane You can find them  nline· he  'r  called erriz That's J-E-R-R1-Z. You can use your membership number to put in an order on their website OK. Now, can you tell me a bit about the rides I can do? Sure So we have training rides pretty well every moing, and they're a really good way of improving your cycling skills as well as your general level of fitness but they're dierent levels Level A is pretty fastyoure looking at about 30 or 35 kilometres an hour. If   n  t 2  rs an hr  o  'd r bb   , and then level C are the novices, who stay at about 15 kilometres per hour Right ell I reckon I'd be level B. So when are the sessions for that level? There are a couple each week They're both early moing sessions her'  ne on Tue   f r h      o  mee a  5.30  m   n  h  mtin  int's the siumdo you know where that is? Yes, it's quite near my home, in ct OK, and how about the other one? Thas o Th  r ds t  t the sam  im u the  meet at the main ate to he ark Is that the one just past the shopping mall? Thats it

Example

Q1

Q2

Q3

Q4 Q5

Q6

101

More books visit: https://books-here.com WOMAN: JIM

WOMAN

JIM woMAN JIM

WOMAN JIM

WOMAN JIM

WOMAN JIM

woMAN

JIM

So how long are the rides? They're about an hou ad a half. So, if you have a job its easy to fit i befoe you go to wok An the mm n   somewre  coee ae, so its qute a social evet OK That souds ood I've oly ust moved to the city so I dot actually ko many people yet Well, it's a great way to meet people And dos ch rd hav  leader? metimes bu   lw  But you don't really need oe; the group members on the ide suppo one another, ayway How would we know whee to o? If ou check t b wi  'll e hat the r f r each rde is l mark    n  ut rint h    and take it along with you It's simila from one week to anothe but its not always exactly the same Ad what do I eed to bri? Well, bing a bottle of water, ad your phone You shouldn't use it while you'e cycling, but have it with you Right And in winte, it's well befre sunrise when we set out, so ou e t mke sue  ur bike's ot lihts That's OK Well, thaks Jim I'd definitely like to join So whats the best way of going about it? You ca 

07

QB

09

Q10

SECTION 2 Thaks fr coming everyone OK, so this meetig is r new sta and sta who haven't been involved with our volunteerg proects yet So basically, the idea is that we allo sta to ive up some of their wok time to help on vaious charity projects to benefit the local community We've been doin this r the last five years and its been ve successful Paicipatin does't necessaiy ivolve a huge time commitment The coman will a fo eih hors of or time That n be used over one r o das ll at once o rea ovr several months throuhout the ear There are some sta ho enjoy volunteeri so much they also ive up their on free time fo a couple of hous every week It's completely up to you Obviously, many people will have family commitments and ae't as available as other members of sta

Q11

Feedback from sta has been ovehelmingly positive Becuse the felt the were doin somethin reall usfu narl eve n  ht voluteen mde them feel re miv       ork They also liked building relationships with the people in the local commui and felt valued by tem One or two people also said it was a good thing to have on their CVs

Q12

One particularly successful pect last year was the Get Working roject This was aimed at helping unemployed people in the area get back to work Our sta wee able to hel them Q13 imrove thir teleh skills such as wriin don messaes and seakin ith cofide o otetial customes which the had found ui diicult This is somethi may employers look f in job applicants - and something we all do without even thinking about, every day at work

102

Ti ng Anh POLCET Test 2 ht t ps : / / pol cet . edu. vn We've got an exciting new project starting this year. Up until now, weve mainly cused on proects to o with eucation and training. An we'll continue with our reading project in schools and our work with local charities But wve also ree o hel u on a  onseation Q14 ct in Rfe Pa So if any of you fancy being outsie and getting your hands dirty this is the pect r you I also want to mention the annual Digital Inlusion Day, wich is coming up next monthThe aim of this is to help older people keep up with technology An thi  instead of hotin the evnt in r wn trainin cili w'r in he ICT suite at Hill olle as it can hold far mo people

Q15

We've invited over 60 people fom the Silver Age Community Centre to take par so well need a lot of volunteers to help with this event I o ntrested in takin  lese o to te volunteerin i  our website an mlete the rlvn rm e wont be providing any training for this but youll be paired wit an experiened volunteer if youve never one it before By the way, don't rget to tell your manager about any volunteering activities you decide to do

Q16

The paicipants on the Digital Inclusion Day really benefited The majority were in their seventies, though some were younger and a few were even in their nineties! Quite a few 017 owned both a computer and   h  these ened to be ot mdels They generally knew how to do simple things, like send texts but werent aware of recent developments in mobile phone technology A fw wr  o larn but most we quite 018 miiv at rst - the couldnt see the oint of udatin their sks But that soon changed Te feedback was vey positive Te really encouraging thing was tat ariiants all 019 said e fel mu mre cofiet about si social media to kee in touh with their 02 rn   r , who prefer this rm of communication to phoning or sending emails A lot of hem also said lain onne es woul el hem mk nw frin nd ke t   bran iv They werent that impssed with being able to order their groeries onlne, as they liked going out to the sops, but some said it would ome in an dy if tey were ill or the weather was really ba One thing they asked about was using tablets r things like reading newspapers - some people had been given tablets as presents but had never used them, so that's something well make sure we inlude this time 

SECTION 3 : Ah  come in, Russ ss Thank you : Now you wanted to consult me about your class presentation on nanotehnology you're due to give it in next week, arent you? ss: Thats right And I'm really struggling I chose te topic because I didnt know much about it and wanted to learn more, but now Ive read so much about it, in a way theres too muh to say - I uld talk r much longer than the enty minutes I've been alloated ld I ase h other stnt nt know muh nd iv them 021 a kind of el ion or hold I t and make them shre m fascination wi  aticular asect : Yu could do eiter but youll need to have it lear in your own mind. ss Then I think Ill give an oveiew.  OK ow, one way of approahing tis is to work troug developments in chronological oer ss Uhhuh 103

Audioscts


TUTOR: n the other hand, you could talk about the numerous ways that nanotechnology is being applied. Rss You mean things like thin films on camera displays to make them water-repellent and additives to make motorcyle helmets stronger and lighter  UOR Exactly r nthr w wld be to f  n it i   in   artilar area say 022 mediine or space exploration Rss hat would make it easier to focus Perhaps I should do that TUOR I think that would be a good idea Rss: ight How impoant is it to include slides in the presentation? UOR hey aren't essential by any means. And theres a danger of tailoring what you say to fit whatever slides you can find While i can be ood t inlude lis ou coul 023 end  nin  o lon lokin f r suitale ones You mih fin i etter to leave them out Rss I see Another thing I was wondering about was how to start I know presentations ofen begin with First Im going to talk about this and then Ill talk about that but I thought about asking the audience what they know about nanotechnology UOR hat would be fine if you had an hour or two or the presentation, but you might find that you cant do anything with the answers you get, and it simply eats into the short time thats available 024 Rss So, mab I h ld mentin a aricular wa that nanotechnolo is us   f  oles attention TUTOR hat sounds sensible Rss What do you think I should do next? I really have to plan the presentation today and tomorrow UOR Well initially I think you should ignore all the notes you've made, take a small piece of paper, and write a sinl shrt sntn hat tie oether the whole resentati 025 it can be something as simple as Nanotechnology is already improving our lives hen sta planning the content around that You can always modi that sentence later if you need to. RU K. UOR K now lets think about actually giving the presentation Youve only given one bere, if I remember correctly, about an experiment youd been involved in Rss hats right It was pretty rubbish! UOR Lets say it was better in some respects than in others. Wih ear to the structure I Q26 felt that ou nd rher abrutl witho roundin i  Be careful not to do that in next weeks presentation RU K. 027 UOR A d ou made ve lile   with he dience becuse  wr lj  wn a  r  e  s f he i   Y        h in d  nl   ll  lnin at   r n . RU Mmm TUTOR Your bod lanuae wa  little odd Eve time ou howe  slie ou trne   r Q28   k  the audience so ou    look at ito hould hv en lookin at   r lto. And ou ket sr tchin our he  s I n mself wonderin whn ou were nt  n t do that in   of li in to what ou wr   in! Rss h dear What did you think of the language? I knew that not everyone was familiar with the suect so I tried to make it as simple as I could Q29 UOR Yes that came across You used a fw word hat ar ecific to the field t ou alwas exlind what the men  h adienc woldn' hv had an difcult und  r  ndin. 104

Ti ng Anh POLCET Test 2 ht t ps : / / pol cet . edu. vn Uh-huh. I must say the handouts ou prare wre well thoght out The wr a good TOR smma of our presentation, which people wol b le to refer to later n So well done on that Thank you RUSS Wll I hoe that hels you with next week's resentation UOR Rss: Yes it will Thanks a lot ll look foard to seein a i imrovement then OR RUSS:

03

SECTION 4

Today well e coninuin the series of lectures on memo y focusin on what is called eisodic memory and what can haen if this is not workin roerly Eisodic memoy refers to the memory of an event or eisode Eisodic memories allow us to mentally travel ac in time to an event from the ast Episodic memories include varios details ou h vnts r example when an event hapened and other informaion uh as the location To hel undestand this concet try to rememer the last time you ate dinner at a restaurant The aility to rememer where you ate who you were with and the items you ordered are all features of an eisodic memory Eisodic memory is distinct from another tye of memory called semantic memory This is the e of factual memo that we have in common with eveone else  that is our general knowledge of the world To uild uon a revious examle rememerin where you arked your car is an examle of eisodic memory ut your understandin of what a car is and how an enine works are examles of semantic memoy Unlike episodic memo semantic memo isn't dependent on recalling personal experiences

031

032

033

Eisodic memory n e thouht of as a rocess with several dierent stes of memory rocessin encodin consolidation and rerieval The initial ste is called encodin This involves the rocess of ceivin and reisterin inrmation which is necessary for creatin memories of inrmation or events that you exerience The egre t which ou can successfull ecode infrmin pen n h level of attention ou ive to an event while its actuall hpening Bein distracted can make eective encodin ve diicult Encodin of eisodic memories is also inuenced y how you rocess the event For examle if ou were intduce to someone called Charlie ou might make the connection h yur n h he same name Futu recollection of Chrle's m i much easier if ou hae a strteg to help  ne i

034

035

Memory consolidation the next ste in formin an eisodic memory is the rocess y which memories of encoded inforation are strenthened stailised and stored to facilitate later 036 retieval. nliatin is most eetve whn he inrmation ein stored n b lind  n existin netwrk of inf    n onsolidation makes it ossile r you to store memories r later retrieval indefinitely Forming ston mmries depends on the frequenc with which 037 ou t to retrieve them Memories can de or ecome harder to retrieve if they aren't used very ofen The last ste in formin eisodic memories is called retrieval which is the conscious rcollection of encoded information etrievin inrmation frm eisodic memoy deends uon semantic olactory auditory and visual factors These help epiodic memo retrieval  actin as a promt Fr xample when recalling where ou par or car ou ma use the colour of a sign close to where ou pared You actually have to mentally travel ac to the moment you ared

038

105

Audiosct


There are a wide nge of neurological diseases and conditions that can aect episodic memory. These range fom Alzheimer's to schizophrenia to autism An impairment of episodic memory an have a profound eect on individuals lives For example, the symptoms of schizophrenia can be reasonably well contrlled by medication; however patients episodic memory may sill be impaired and so they are oen unale to return to university or work Recent studis hv  h  wn  h   m r - s id  ame   i n  d to   h   r  

039

can hel  im p ov tir episdi m  m .

E iic m ri  n h  l  e  l  nne wih  th  rs  fr insta  in  intimat  l m  th    il but their  as ·  o  hin  iiv l wi  h  uti  m o en hav   r  ma e caused  an n   f  n   f lf  This is essential r the storage of episodic memo and has been und to be impaired in children with autism Research has shown that treatments that improve memory may also have a positive impact on childrens social development One study looed at a .

106

Q40

Ti ng Anh PO POLC LCET ET Test3 ht t ps : / / pol c et . edu. vn

l• SECTION 1 LINDA: MAn

LINDA MAn LINDA

MT

LINDA

MT

LINDA

M LINDA

MT: LINDA:

: LINDA

LINDA

 LINDA

M LINDA: MAn LINDA: MAn

LINDA M LINDA MAn:

Hello Linda speaking Oh hi, Linda This is Matt Boks. Alex White gave m your number He said you'd be able to give me some advice about about moving to Sanrd Yes Alex did mention you How can I hlp? Well irst of all - which area area to liv in? Wll I live in Dalton whic whichh is a rally nice suburb - not too xpensiv xpensiv and thr's a nic park ounds good Do you know how much it would be to rnt a two bedroom lat there? Yah, you should be abl to get something rasonable r� pounds per month Thats what peopl typilly pay You certainly wouldnt want to pay more than 900 pounds That doesnt includ bills or anything No That sounds alright I'll deinitely have a look thee Are the transpo links easy from whre you live? Well I'm very lucky I work in the city centre so I don't hav to use public ransport I o b bike Oh I wish I could do that Is I s it safe to cycle around the city? Yes, its ine And it keeps me m e t Anyway Anyway,, driving to work in the city centr would be a nightmare because hr' hrdl n n arkin An Andd the trac during the rush hour can b bad Id b working from home but I'd have to go to London one or two days a wek Oh thats peect Gtting to London is no prblem Thres a fast train v 0 minutes which only taks 45 minutes Thats good Yeah th train sice isnt bad during the wek And they run quite late at night m Theyre always doing enginring l m enginring work and you th   r  l Its week  th have to tak a bus to adham and pick up the train thre, which is really slow But othr than that Sanfords a great place to live. I'v nver been happir

Example

Q1

2 3

Q4



Thr are som nice rstaura rstaurants nts in the city cntre and an d a brand new inm whih 6 a onl b  n  coul of months There's a good go od arts cntr too  a ounds like Snford's got it all s! Wr really lucky Thr ar lots of really good aspects to living here The schools are good and the hi l he is on of th   est est in the count Eveone I 7 know whos been thrs had had a positive experience Oh I can giv you the name of my ni o in Brid ret ret if you'r intrested intrested I'v been going to him r yars QB and I've I' ve nver had any prblems Oh, OK Thanks! I'll find his number and send it to you Thanks, that would be rally helpful Ar you lanning to visit Sanford soon? Ys My wi and I are both coming next wek We want to mak some appointments with estat agents I could meet you if you like and show you around Ar you sur? e'd really apprciat that   d r me  r 5.30 Eithr a Tuesday or Thursda i d Thursdays preferable preferable - uesday I need to get home bere  pm 107

Audioscripts INDA:

MT:

LINDA


OK Great Let me know which train youre catching an I'll mee   i he caf ion an net to the museum museum outsid. You cant miss it Its p   i  he     ion Brilliant Ill text you ex eek then Thanks so much for all the avice. No roblem Ill see you next week

Q10

SECTION 2 So if youre one of those eole who hasnt foun the eect hysical activity yet - here here are are some things to think about hich might hel you make he right ecisio for you The fit question to ask yourself is whether you woul enjoy traiing traiing in a gym Many eole are ut o by the iea of havig to fit a visit vis it to the gym ito their busy ay - you oen oen have to go very early or late as some s ome gyms n get ve cwe But with regular raiing raiin g oull s  bi Q11 ieren in  lativel short sace of tim Ruing has becme increibly oular in recent years Thats robably got a lot to o with the fact that its a ve acssible fo of ei- nne can  - evn if ou an nl nl run a w mrs o bein with But make su you get the right shoesshoes - its woh investing investing in a high qualit air an they ot come chea Another gat thig about rnning is that you ca  o it at ay time of ay or nightnight - the only thing that that may sto you you is sow an ice Swimming is another really g way to buil itness What attracts may eole eole is that  can swim i a a  ioor ol at a ie of er O the other han, i t can be quite borng or solitaysolitay- its har to chat to eole while youre swimming swimming lengths lengths Cycling has become almost as oular as running in recent yea Thats robably because as ell as a s imroving their fitness man pole sa bin o in the esh air in i n  rk rk r in the coutsie a be fun rovie the onitions onitions are right of coue- only nati nati go out in the wi an rain! oga is a goo choie r those of you looking r exercise which cuses o eveloing bth a healthy min an boy Its a goo way of builing strength an with the right instructor instructor theres less chane of hurtin hurti n ouelf than with other mo active sos But ont exect to fin it easyeasy- it ca be surrisingly challengig esecially for eole eo le who aret are t ve lexible

Q12

Q13

Q14

Q15

Getting a ersonal trainer is a goo way to start your itess rogramme rogramme Obviously there can Q16 be signicant costs involve But if ouve ot smone here to encourae ou an hel ou achieve ur oals ore less likel to ive p Make sure you get someone with a recgnise qualification though or you coul o youelf ermaet amage Whatever you o ot oin a gym unless youre sure youll y oull make goo use of it So many eole waste lots of moey by signig u r membershi an then harly ever go What haes o their goo ietios? I o think eole suenly sto carig abou imrvig ther tess or ece they have more imoant things to o I thik eole los e interest hen they ot thik theyre making enough enou gh rogress rogress  Thats whn wh n h iv p hoe a sto believi hll ever hive their oals Als wh  ee sometimes ont realise hn the sat is that it akes a l of etermiation an har work o ke raini wek aer k a lots of eole ot have that kin of commitment Oe thing you ca o to hel yourself is to set mnble oalsoals- be realistic a ot ush rlf too far Some eole avise writing goals own but I thik its better to have a lexible aroach Giv uelf a reall nice reat reat eve time ou reach one of r oals n on    ge oo use  you exeriece setbaks - its a ou ourey rey  the there re are ou to be iiculties alog the ay 108

Q17 & Q18

Q19 & Q20

Ti ng Anh PO POLC LCET ET Test3 ht t ps : / / pol c et . edu. vn SECTION 3 TUR: JIM

TUR JIM

TUR JIM

TUTOR JIM

TUTOR JIM

TUOR JIM TUTOR JIM

TUTOR JM:

TUTOR JIM TUTOR JIM

TUTOR JIM TUTOR

TUTOR JIM

TUTOR

JIM

TUTOR JIM

TUOR:

OK, Jim. You wanted to see me about your textile design project project That's right right I've I 've been looking at how a range of natural dyes can be used to colour fabrics like cotton and wool Why did you choose that topic? Well, I got a lot of usel ideas from the museum, you know, at that exhibition of textiles But I've always been interested in anything to do with colour textiles colour Years ago, I wn to a a s wi  r on holida in Turke and I 021    arens whn w r remember all the amzin colours They might not all have been natural dyes Maybe not but fr the pect I decided to llow it up And I found a great book about a botanic gaden in Califoia that specialises in plants used fr dyes OK So, in i n your proect you had to include a practic practical al investigation Yeah At frst I couldnt decide on my variables I was going to ust look at one type of fibre for example, like cotton  • and see how dierent types of dyes aected it? Yes Thn I deided to inclde others as wel so I looked at con nd wol nd 022 nlon With ut ne  of de? Vrio , including some that weren't natural, r comparison OK So, I did the experiments last week week I used use d some ready-made natural dyes, I found a website which supplied them, they came in ust a few days, but I also made some of my own That must have taken quite a bit of time Yes, I'd thought it'd ust be a matter of a teaspoon or so of dye, and actually that wasnt the case at all Like I as i n vtl eetrt fr a red de an I 023 had to cho  a whol ile of it So it all took longer than I'd expected One possibility is to use fod colourings I did use one That was a yellow dye, an atifcial one Tartrazine? Yeah I used it on cotton frst It came out a great colour, but when I insed th 024 materia the colur col ur   wshed awa I'd been going to ty it out on nylon but I abandoned that idea Were you worried about health issues? Id thought if it's a legal od coloung, it must be safe Well, it can occasionally cause allergic reactions, reactions, I believe So what natural dyes did you y ou look at? Well, one was turmeric The lours great, it's a really stong yellow Its generally used in dishe dishess like cur It's meant to be quite good for your health when eaten, but you might find its no  025 ennt when it's used a    a w washes washes and it's one Right I used u sed beetroot as a dye for wool When I chop up beetroot to eat I always end up with bright br ight red hands, bu the wool ende u ust a sort f  f wate rm 026 shade Disoining There's a natural dye called Tyrian purple Have you heard of that? Yes ItI t comes from a shellfsh, and it was wo in i n ancient times but only by impotant people as it as so rare I int use it 027 I   f  U     f  cen ri    o, though one researcher managed to get hold of some recentl But that shade of purple can be produced by chemical dyes nowadays Did you use any black dyes? 109

Audioscrpts JIM:

TUTOR: JIM

TUTOR

JIM

TUTOR JIM

TUTOR


Logwood. That was quite complicated I had to prepare the fabric so the dye would take I hope you were careful to wear gloves Yes I know the danger with that dye Good It can   xrel  n  erous if is in  ested Now, preumably you had a 028 look at an insect-based dye? Like cochineal, for example Yes I didn't actually make that, I didnt have time to star crushing up insects to get the red colour and anyway they're not available here, but I managed to get the dye quite easily om a website But i    f    I can ee why it' generally just 029 used in cooking, and in small quantitie Yes its ve efective, but thats preciely why it's not used as a dye I alo read about using metal oxide Apparently you can allow iron to rust while it's in contact with the fabric, and that colours it Yes, that works well for dying coon But you have to be careful a the metal  03 t t h e fabr ic and so you can' t expect t o get a lo t of wear ou t o f fabrics  u  l ly   c

treated in this way And the colours are quite subtle, not everyone like them Anyway it looks a if you've done a lot of work 

SECTION 4 Last week, we staed looking at ptiles, including crocodiles and snake Today, Id like us to have a look at another reptile  the lizard  and in particular, at ome studie that have en done on a particular type of liza whose Latin name is tilqua rgosa. This i commonly known as the leepy lizard, because it's quite slow in its movements and spends quite a lot of its time dozing under rocks or lying in the un I'll star with a general description Sleepy lizards live in Wste and South Australia, where they're quite common Unlie European lizards, which a mostly small, green and fast moving, leepy lizads are brown, but what's paicularly distintive about them i  l   h  ir  n  which i rk  l, in ontrat with the lining of their mouth which i bright pink And they're much bigger than most European lizars Th h  v  i  vrid  ie  inudin  insects and evn small anim  l   h  m    l n   f v in  kin  Even though they're quite lare and powerl, with strng jaws that can crush beetles and nail shells, they still have quite a few predato Lare birds like cassowaries were one of the main one in the past, but nowadays the ' more likl  b   h   n  kill  n  k Actually, another threat to their suival in't a predator at all, but is manmade  quite a large number of sleepy lizards are killed by ca when they're ting to cross highways

031 032

033

One study carred out by Michael Freake at linde Univerity investigated the methods of navigation of thee lizas Though they move slowl, they can travel quite long ditan And he found that even if they were taken ome distance away om their home terto, the  could 034  uall  fn   h  ir w  k h  m   ln  as the  coul    h  k    n ' need an   ther l n   n th  nd Obeations of thee lizards in the wild have alo revealed that their mating habit are quite unusual Unlike most animals, it seem  h r  rl  i m  n o  r   to the sam  rtner ear    And the male and female also stay together for a long time, both before and aer the birh of their young It uite interetin to thin about the poible reaon for thi It ud be that it to do with protecting their young  youd epect them to have a much beer chance of uival f they have both parent around But in fact obeer have noted that once the babie have 110

035

Ti ng Anh POLCET Test3 ht t ps : / / pol cet . edu. vn hatched out of their eggs, they have harl an contact with thir prnt. So there's not reall an evidence to suort that idea

Q36

Another suggestions based on the obseration that male lizards in monogamous relationshis tend to be bigger and stronger than other males So mabe the male lizards sta around so they can iv th fl liards otection from hr mles But again were Q37 not reall sure Finall Id like to mention another stud that involved collecting data b tracking the lizards  was actuall involved in this mself So we caught some lizards in the wild and we developed 038  in GPS system tht wol llow  t track hm n we fixed this on hir il Then we set the lizards fee again and we we able to track them r twelve das and gather data Q39 not just about their location but even about how many steps they took durin his perid One surrising thing we discovered from this is that there were far fewer meetings between lizards han we exected - it seems that the were actuall ting to avoid one another So wh would that be? Well again we have no clear evidence but one hyothesis is that male Q40 lizards n cause quite serious inuries to one another so maybe this avoidance is a wa of preventin this  of selreservation if ou like But we need to collect a lot more data before we can be sure of an of this

111

Audioscrpts

•i


SECTION 1 MARTHA:

ALEX MARHA ALEX: MARTHA ALEX MARHA ALEX

MARTHA ALEX

MARHA

ALEX

MARTHA

ALEX

MARTHA

ALEX

MARHA ALEX:

MARHA

ALEX

MARTHA ALEX

MARHA ALEX

ALEX MARHA ALEX

112

Hi Alex. Its Martha Clines here James White gave me your number I hope yo u don't mind me calling you Of course not How are you, Martha? Good thanks Im ringing because I need a bit of advice Oh yeah What about? The training you i at JPNW a few years go Im applying for the same thing Oh right Yes, I did mine in 014 Best thing I ever id Im still working there Relly? What are you doing? Well, now I work in the customer seices depament but I di m il rinin in Finn I stayed there r the first two years and then move to where I am now Thats the same department I'm applying for Did you enjoy it? I was pretty neous to begin with I didnt do well in my exams at school and I was really worried because I f Mh But it didn't actually mtter because I i lots of courses on the job Di you get a diploma at the end of your trainee period? Im hoping to do the one in business skills Yes Tht sounds good I k the n n IT skill but I wish Id done tht n inead OK thats good to know What bout the other trainees? How di d you get on with them? There were about 0 of us who starte at the same time and we were all around the sme ae - I was 18 and there was onl one erson ouner than me who � The rest were between 18 and 0 I mae some good friends I've heard lots of goo things about the trining at JPNW It seems like there are a lot of opportunities there Yeah definitely Because of its size you can work in loads of dierent areas within the organisation What bout pay? I know you get a lower minimum wge than regular employees Thats right  which isnt gret But o t the same number of ds holid a eveone els And the pay goes up massively if they oer you a job at the en of the training period Yeah but Im not doing it for the money - it's the experence I think will be really usel Eveone says by the end of the year you gain so much confidence You're right Thats the most useful part about it Theres a lt of variety too Youre ven lots of ierent thins to do I enjoyed it all  I din't even min the stuyin Do you have to spend any time in college? Yes, on  each mnh So you get lots of support from both your tutor and your manager Thats ood An the company is easy to get to isnt it? Yes its very close to the train station so the loction a eal advantae Have you got a date r your inteiew yet? Yes its on the rd of ths month So long as youre well prepared theres nothing to worry about Eveone's very friendly

Example 01

2

3



5

6 7

Ti ng Anh POLCET Test4 ht t ps : / / pol cet . edu. vn MARTHA:

ALEX:

MARTHA

LEX

MARTHA

LEX MARTHA

I am not sure what I should wear. What do you think? Nothing o casual-like jen for example If youve ot a nice acket wear that with a skirt or tusers OK Thanks Any other tips? Erm, well I know its really obvious but arrive in lnt of time They hate people who re late So make sure you know exactly where you have to et to And one other useful iece of advice m mnr tld e be I had the neiw for hi j-is to smile Even if you feel terriied It makes people respond better to you I'll have to practise doin that in the mirror! Yeah-well ood luck Let me know if you need any more inrmation Thanks very much

QB

Q9 Q10

SECTION 2 Hi eveone welcome to the Snow Centre My names Annie I hope you enoyed the bus trip m the airport-weve certainly ot plenty of snow today! Well youve come to New Zealands premier snow and ski centre and weve a whole load of activities for you durin your week ee Most visitors come here for the crosscount skiin where youre on fairly lat round r most of the time rather than oin down steep mountainsides. The are marked trails but o ca lso leave these n go   ur own nd that's an exerience not to be missed You can o at your own speed-its reat aerobic exercise if you really push yourself or if you prefer you can ust lide ently alon and enoy the beautiful sceney This aeoon youll be oin on a dosled trip You may have seen our dos on TV recently acin in the inter sled festival If ou wan o an have our own team for the  f    o   n  l ar n how  drive them, followin behind our leader on the trail Or if youd prefer you can ust sit back in the sled and enoy the ride as a passener At the weekend we have the team relay event and youre all welcome to oin in We have a local school comin alon and a lot of the teachers are takin at too Participation rather than winnin is the main focus and there a medal fr eveone who takes art Paricipants a in teams of o to ur and each team must complete ur laps of the course For your final exedition youll head o to Mount Frenner wearin a pair of special snow shoes which allow you to walk on top of the snow This is an area where miners once searched r old thouh there are very few traces of their work le now When the snow melts in summer the mountain slopes are carpeted in lowers and plants Its a lon ascen thouh no too ste and walkers genrall take a cole of das  get to the sumit and retu Youll spend the niht in our hut halway up the mountain Thats included in your packae r the stay Its got cooking facilities irewod nd water r drinking For washin we recommend you use melted snow thouh to consee supplies We can take your luae up on our snowmobile fo you for ust ten dollars a person The hut has cookin facilities so you can make a hot meal in the evenin and moin but you need to take your own od The weather on Mount Fnner can be ve stormy In that cae sta in the hut-generall the torms dont last long Don't stress about etin back here to the centre in time to catch the airpor bus-theyll robably not be runnin anyway We do have an emerency locator beacon in the hut but only use that if its a real emerency like if someones ill or inured

Q11

Q2

Q13

Q14

Q15

Q16

113

Audioscripts


Now let me tell you something about the dierent ski trails you an follow durng your stay here Highland Trails dirctly accessible from whe we are now. This tr en i  ive firstimers an xern hll en re l  f their   r    u i    i al f  r

017

u .    r ac t ise t heir   hni q xp

Then there's Pine Trail .. i youre neous about skiing, leave this one to the experts! You follow a steep valley looking rght down on the river below - sca! But if  v ull 018 ster  he tehniqes ne   hill  it'  reat un. Stony Trail's a good choi on youve got a general idea o the basics There are one or o tricky sections, but nothing too challenging The    helter lwa wh   n  it 019  n  t ke  bk a   n  the aeoo   e And inally, Losers Trail This stas o ollowing a gentle river valley but the last part is uite exposed so the snow conditions can be challenging  if its snowing or windy check with  02 re  ou st out to make sure h ril's oen  hat da Right, so now i you'd like to ollow me, we'll get staed 

SECTION 3

I've still got loads to do for our repo on nutritional food labels ALCE Me too What did you lea rom doing the project about your own shopping habits? Well Ive always had to check labels for traces of peanuts in eveything I eat because JACK of my allergy But beyond that Iv nvr r n c nceed e  o    h  k how 021 hl  h    u is 022 ALCE This pect has actually taught me to read the labels much more careully. I  n  e   beliv clais on acki lik low in at' B  n w rlis th  the hth     Ive  r  i    r a  d t a it s actuall qite hih in  l r i JACK Ready meals are the wot . comparing the labels on supermaet pizzas was a real eyepene Did you have any idea how many calories they contain I was amazed 023 ALCE Yes because unless ou r t   ae  reall    w  ldn't  n     n r i n  l values  iven  r r h  l  i JACK When most people eat the whole pizza N exctl transarent is it? ALICE ot at all But I expect it wont stop you om buying pia? JACK Pbably not no! I thought comparing the dierent labelling systems used by od manuactu was interesting I think the kind of labelling system used makes a big dience. ALCE Which one did you prer? I liked the traditional daily value system best - the one which tells you what propoion JACK o your quired daily intake of each ingredient the product contains  n sure s 04 the eset r eole to use bt at l   the ll to I like to know all the ingredients in a poduct  not just how much at salt and sugar they contain ALCE But its good supermarkets have been making an eot to povide reliable ination or customers s There ust needs to be more consistency between labelling systems used by JACK dierent supermarkets in terms of portion sizes etc. ALCE Mmm The labels on the dierent bnds of chicken avour crisps were uite revealing too werent they? JCK: ea \ o' e  ow h cn et awa with callin  them  c  favour 5 wh  n  h  contain artiii  l  i e   JACK:

14

Ti ng Anh POLCET Test4 ht t ps : / / pol cet . edu. vn AICE: JACK ALICE

JACK

ALCE

JACK

JACK AICE

JACK

AICE

JACK ALICE

JACK

AICE JACK AICE

JACK

ALICE

JACK ALICE

I know. I'd at les hav expcd em o conain a sll pnge f ral cickn. Aboluly I ink avin nuriional food lablin a bn a ood ida don' you? I ink i will can ol baviour and o mor, in aicular buyin  wron in Bu didn a udy kind of rov  ooi? Pol didn ncarily o buyin unaly roduc. Ty only aid a mi b   To finng  t nusiv and i wa qui a mallcal udy. I ink mo ra a o b don Y I ink you'r robably ri Wa do you ink of  raic-li ym? I ink urmark lik  ida of avin a olourcodd ym  rd, oran or rn  r lvl of fa, uar and al in a roduc Bu i n en od univrall And no on all duc Wy do you uo a i? Prur fm  food manufacur Hardly urriin a om of m ar ood o lain u ow unaly ir roduc ar I'd av ou i ould av bn comulo I m ridiculou i in I know And  I ouldn' g ovr i t fac a i wa rougt in witou noug conulaion  a lo of x ad d raion abou i Ta i a bi wird I uo r an arumn r doin  arc now wn conumr ar familiar wi i ym Ya, mayb T aician in  uy wr qui oiiv abou  racli ym Mmm Bu I don ink y ard  ri ol Ty ould av focud on ol wi low liracy lvl bcau  labl ar dind o b accibl o m  Bu i good o g fdback from all ocioconomic roup And r wan muc variaion in ir ron No Bu if  adn iniewd ariipan facofac  culd av usd a m   ig  er sm  le siz I wondr wy y co a mod? Dunno How wr y lcd? Did y volunr or wr y aroacd? I ink y volunrd T in a wan ad wa ow on y bou ackad food  all w know i ow qunly y ud  urmark

026

027 & 028

029 &

03

SECTION 4 In my rnaion I'm oin o alk abou co and i imoanc bo in conomic and ocial rm W ink i wa fir drunk in  Arab world, bu r ardly any documnary vidnc of i bfor  15 alou of cour a don man a ol didn know abou i bfor n Howvr r i vidnc a co wa oriinally ard fom bu rowin wild in Eioia, in  nora of rica In  arly ixn cnu, i wa bin bou by radr and radually i u a a drink rad rouou  Middl Ea I alo known a in 522 in  Turki ci of Conaninol wic wa  cnr of  Ooman Emir  cou yician arovd i u a a mdicin By  mid15 co bu wr bin culivad in  Ymn and for  nx undrd yar i rion ducd mo of  co drunk in Africa and  Arab world Wa aricularly inrin abou  i i c on ocial lif I wa rarly drunk a om bu inad ol wn o co ou o drink i T ol uually mn would 115

Audioscrpt


meet to drink coee and chat about issues of the day. But at the time, this chance to shre ideas and opinions was seen as something that was potentilly dangerous, and i h rul    C o    in l   nde     truc  in  f ll the    in t    i , although er his death many new ones opened, and coee consumption continued In the seventeenth centuy coee drinking spd to Europe and here too         la   where rina   l  n  a  lw  m  n ul   t xchan i e    s  of    me  le sid ht he e   er  a imilr f i n   niveie  The oppounity they provided r people to meet together outside their own homes and to discuss the topis of the day had an enormous impact on social life and man ocil vem n  nd oliticl dvelomen h their oriins in coe  h  se discussions In the late 1600s, te Yemeni monopoly on cee production e down nd coee pduction started to spread around the world helped by uropen colonisation uropeans set up coee plnttions in Indonesia and the aribean nd production of coee in the colonies skyrocketed Dierent ypes of coee were produced in dierent res, and [ inrstin ht he names iven to these diern  s  like Mocha or Java coee wer oen taken fm h   the wre hi  uroe from But if you look at the lbour system in the dierent colonies, there were some signicant dierences

Q31

032

Q33

Q34

35 In Brazil and the various rin  o l nie coee w rown in hue lnt n  h  w rk here were almost all slaves Bt this wasn't the same in ll lonies; for example in Jva which h   n  lni  h  D  t  h the esants rew coee an  s ed Q36   i n of this on to the Dutch so it ws  s a means of x  in But whatever system ws used under the uropean powers of the eighteenth centu, coee production was ve closely linked to colonistion C   w rwn in ever-incr i n ni Q37  o sati  the rowin demand from uroe and it becme nearl as   n   r roduction which was grown under vey similar conditions However coee prices were not yet low enough r people to drink it regularly at home so most coee consumption still took place in pulic coee houses and it still remained something of a luxu item In Britai, however a new drink was introduced from hin and started to become popular gradually tking over from coee lthough at first it was so expensive tht only the upper clsses ould Q38 aord it This was tea nd by the lte 1700s it ws being widely drunk However when the USA ined indeendence from Britain in 1776 the identified this drink with Britain and coe remained the referred drink in h U, as it still is today So by the early nineteenth century, coee was already being widely produced nd consumed But during this entu production boomed and coee prices staed to fall This w arl beuse new es of trnsoation hd been develoed which were ch  r nd more eficient So now working people could aord to uy coee  it wasn't just a drink fr the middle classes And this was at a time when large ps of urope were staing to work in industries And somemes this meant their work didnt sto wh  n it  drk: the  miht hve to continue throuhout the nih   So the use of coee s a stimulant becme imporant  it wsnt ust a drink people drank in the morning, r breakfast There were also changes in cultivation 

116

Q39

Q40


Listening and Reading Answer Keys •i LISTENING

Section 1, Questions 1-10 choose 1 2 private 3 0 I enty pernt 4 healthy 5 bones 6 lectur 7 Arrtsa 8 vegetarian maet 9 1 knife Section 2, Questions 11-20 11 B 12 c 13 B 4 E 15 D 6 B 7 G 18 c 9 H 2 I

Secn 3, Questions 21-30 21 A 22 c 23 B 24 c 25 B 26 G 27 28

c H

29

A

30



Secn 4, Questions 31-40 31 crow 32 cli 33 speed 34 bain(s) 35 fod 36 behaviours) I behaviors) 37 new 38 stress 39 tails) 4 permanent

If you score .. 0

016

yo are unli�ely t gt  cceptable. sCre trd  examintion ditioq. nd we ren that youpend a lot ofJime improiQ ur nglish bfore you takeH;-

you ay get an acceptable score under examination conditions but we recommend that you think about having more practice or lessons efore you take ILTS

you are likely to get an acceptable score under examination conitions but remember that dierent institutions Will nd dierent scores acceptable

117

Lstening and Reading Answer Keys


READING

Reading Section 1, Questions 1-14 1 2 3 4 5 6 7

B F D E A E G

8 9

FALSE TRUE

20 charge 1 chair 22 allergy 23 dependants 24 flexible 25 dismissal 26 doctor 27 stress

Reading Secon 3, uestions 2840

10 NOTGIVEN 11 FALSE 12 TRE 13 NOTGIVN 14 FALSE

28 29 30 31 32 33 34

ix iv ii iii vi x vii 35 i 36 viii 37 ocean 38 valley 39 mountains 40 wind

Reading Section 2 uestions 1527 15 16 17 18 19

shipment photo ID (cab) lights sleeper areas immigration

If you score . 0-24

25-31

you may get an acceptable you are unlikely to get an acceptable score under score under examination examination conditions and conditions but we recommend we recommend that you spend that you think about having a lot of time improving your more practice or lessons English before you take IELTS. before you take ELTS

118

320

you are likely to get an acceptable score under examination conditions but remember that dierent institutions will find dierent scores acceptable

Ti ng Anh POLCET Test 2 ht t ps : / / pol cet . edu. vn

l• LSTENING

Section 1, Questions 1-10 1 2 3 4

 6 7 8 9 10

races insurance Jerriz 25 I twenty-five stadium park coee leader route lights

Section 3 Quesns 2 1-30 21 22 23 24 25

c c A

6

A

27 28 29 30

C D G B

B A

Secn 2, uestions 11-20

Section 4, Quesns 31-40

11 c 12 B 13 c 14 B 15 B 16 A 17 &18  EIT ORDER c

location world peonal attention name network frequency color I color 39 brain 40 self 31 32 33 34 35 36 37 38

E

19&20 IN T ORDER B D

If you score ... 0-17

you a unlikely to get an acceptable score nder examination conditions and we remmend that you spend a lot of time improving your English before you take IELTS.

18-26

270

you may get an acptable score under examination conditions but we recommend that you think about having more practice or lessons before yo take l�LTS

you are likely to get an acceptable score under examination conditions but remember that dierent institutions will nd dierent scores acceptable

19


Lstening and Reading Answer Keys READING

Reading Secon 1, Questions 1-14 1 2 3 4 5

6

7 8 9 10 11 12 13 14

20 micromanage 21 flexibility 22 unemployment 23 direction 24 suspicion 25 experence 26 grphics 27 media

FALSE TRUE FALSE TRUE TRUE NOTGIVEN NOTGIVEN c

Reading Secn 3, Questions 2840

D D A B c A

28 29 30 31 32 33 34 35 36

Readin Secon 2, uestions 1527 15 expectations 16 concerns 17 report 18 dull 19 targets

37

38 39 40

sheep shellfish beak rock school D

B c A D D D C


25-31

you may get an acceptable you are unlikely to get an acceptable score under score under examiation examination onditions and conditions but we recommend we recommend that you spend that you think about having a lot of time improving your more practice or lessons English before you take ELTS. before you take IELTS

120

320

you are likely to get an acceptable score under examination conditions but remember that dierent institutions will find dieret scores accepable

l•

Ti ng Anh POLCET Test3 ht t ps : / / pol cet . edu. vn

LISTENING

Section 1, Quesns 1-10

Section 3 Quesns 21-30

 2 3 4 5 6 7 8 9 10

2 22 23 24

c A A

25 26

c F H

850

bike I bicycle parking 30 I thirty weekend(s) cinema hospital dentist Thursday caf

27 28 29 30

B

D A E

Section 2 Questions 11-20

Section 4 Questions 31-40

 F 2 D 3 A 4 B 5 c 6 G 7&8 IN EIT ORDER B

3 32 33 34 35 36 37 38 39 40

c

9&20 IN EIT ORDER B

tongue(s) plants snakes sky paner(s) contact protection tail(s) steps inju I injues

D

If you score .. 0-17

18-26

70

you are unlikely to get an acceptable score under examination nditions and we recommend that you spend  lot of time improving your English beore you take IELS

yo may get an acceptable sre under examination conditions but we recommend that you think about having more practice or lessons bre you tak� ELS

you are likely to get an aceptable scor. under examination conditions but remember that dierent institutions will ind dierent scores acceptable





Reading Section 1, Questions 1-14 1 2 3

4 5

6 7 8 9 10 11 12 3 14

20 21 22 23 24 25 26 27

TRUE TRU TRUE NOGIVN FALS FALSE NOTG E F D c D A G

F E G D A

Reag Section 3 Quesons 2840 28 29 30 3 32 33 34 35 36 37 38 39 40

Reading Section 2, uesns 1527 15 16 7 18 19

training injuries medication

law equipment conces breaks risk

c D B A B A c

brown sunlight transpiration weight fingers moisture

If you score . 026

27-32

330

you are unlikely to get an acceptable score under. examination conditions and e recommend that you spend a lot of time improving your English before you take LTS

you may get an acceptable score under examination conditions but we recommend that you think about having more practice or lessons before you take ELT�

you are likely to get an acptable score under examination conditions but remember that dierent institutions will nd dierent scores acceptable

122

>

"'

'

•Ii

Ti ng Anh POLCET Test4 ht t ps : / / pol cet . edu. vn

LSTENING

Section 1, Quesns 1-10

Section 3, Questions 21-30

1 Finance 2 Maths I Math I Mathematics 3 , business 4 17 I seventeen 5 holiday(s) I vacation(s) 6 college 7 location 8 jeans 9 late 10 smile

21 A 22 A 23 c 24 c 25 B 26 A 27&28 IN EI ORDER B c

29&30 IN EITHER ORDER D

E

Section 2, Questions 11-20 11 12 13 14 15 16 17 18 19 20

A

Section 4, Questions 31-40

B

31 32 33 34 35 36 37 38 39 40

A c

A B B D

A E

destruction universities I university political po(s) slaves I slavery taxation sugar tea transportation night

If you score .. 017

1826.

27-0

you are unlikely to get an acceptable score under examination conditions and we recommend hat you spend a lot of time improving your English before you take IELTS.

you may get an acceptable score under examination conditions but we recommend that you think about having more practice or lessons before you take IELS

you are likely to get an acceptable score under examination conditions but remember that dierent instituions will find dierent scores acceptable

123



Reading Section 1, Questions 1-14 1 2 3 4 5 6 7 8 9

10 11 12 13 14

20 21 22 23 24 25 26

FALSE FALSE NOTGIVEN TRUE TRUE TRUE FALSE TRUE G

27

website cupboard costs screening topi headset soware rehearsal

Rading Section 3, Questions 2840

A

B

28 29 30 31 32 33

E A F

Reag Section 2, Questions 1527

B E

B D A D

34

FALSE 35 TRUE 36 TRUE

15 representatives 16 housekeeping 17 fre 18 storage 19 repoing

37 38 39 40

c

A c

B


24-31

320

you are unlikely to get an acceptable score under examination conditions and we remmend that you spend a lot of time improving your English before you take IETS.

you may get an acceptable score uder exmination conditions but we recommend that you think about having more practice or lessons before you take IES.

you are likely to get an acceptable score under examination c onditions but remembr that dierent institutions will find dierent scores acceptable.




Sample answers for Writing tasks TEST 1, WRITING TASK 1 SAMPLE ANSWER

This is an answer rien by a candidate who achieved a Bnd 6.0 score. Here is he examiner's comment: The candidate has aressed all three bullet points, though there is roo r extension of each one. The tone is approprite and the purpose of the letter is clear. Inrmation and ideas are arranged coherently and there is efective use of cohesive devices [Firs I Additionay I Consequen. The range of vocabulary is adequate for the task and although there are errors in word hoice [expose I express  trans Ference I transfer] and several spelling errors [devee I recquired I enouusl  since), the meaning is stil clear There is a ix of simple and complex sentence forms and although there are errors in both gramar and punctuation, these do not impede ommunication Extension of the ain ideas, a wider resource in both voabulary and range of grammatial structures, alog with fewer errors in spelling, grammar and punctuation would li this script above Band 6

Dear Mr �mith e purpose of this \ter is to epose m ' interest of worKing during ha\f 'ear in the lOmpan·{s head oile. irst\'  wou\d \iKe to mention that I have deve\oped eilient\ ' m'  Aditioa\\' I have perrmed alrate\' the ro\e that I have bee doing over the \a ear onsequent\', I wou\d \iKe to \earn about other area in e lompan' and I wou\d appreliate the opporuni of being invo\ved in new lha\\enge If that lou\d be posib\e. I wou\d \iKe to train m ' aiant. �he lOu\d de\ope the tasKs that I have been doing as we\\ a me Moreover I can lonfide un her. �he has a wide Know\edge and the capabi\i1 to deve\ope an' tasK re\ated to m job. Not on\' he cou\d do m' job b a\so she lOu\d have m' advice at an' time that it wou\d be relquired I wou\d enormuus\' appreciate if 'OU lou\d have the posibi\i of arrange over>a m' tran erenle to the head oile in the lompan'  Your sinlere\\'

125

Samp answers for Wg tasks


TEST 1, WRITING TASK 2 SAMPLE ANSWR

This is an answer writen by a candidate who achieved a examiner's comment:

Bnd

6.5 score Here is the

The candidate addresses all parts of the task and presents a clear position throughout the response Main ideas are presented suppoed and expanded, especially in the second paragraph Organisation is logical and there is generally clear progression throughout but linking within and beteen some sentences is occasionally faulty or weak [ in daner. Because  I commit crimes S bad sequences  I be imposed Because it is not good  I at night, however] The range of vocabulary is suicient to demonstrate some less common items and some collocations [s and cons I sae areas I commit cmes I s I es I robberies I exempte pelling errors are rare [hih crime lae/rate I cuew] and there are only occasional examples of incorrect word choice [/some bacund I need not be imposed in sae aeas I aea which/] There is a variety of complex structures with frequent errofee sentences Grammar and punctuation are generally well controlled

In wme regions of Amerila, a 'e seems to be imposed a\though it has not been imposed in Japan r man ears. ere shou\d be fom balKground to impose a re and this es i\\ diuss pros and lons about it irst of a\\ re� ma not be imposed in sa areas. a areas mean that the lrime rate is \o If teenagers go out at night in the area hilh there are man lrimes happening the1 ou\ be invo\ved and be in danger elause the o not no ho to prote themse\ves om possib\e dangers of lrimes. w it is possib\e that teens might lmmit lrimes due to the  th are rious about eething an the are easi\ invo\ve to their iends In addition, high lrime \ate wmetimes means that parent interest about edulation is \o herre lhi\dren get intereed in lrimes drugs, rapes, robberies instead o ud1in9 nsequent\, lhi\dren i\\ not get good jobs an i\\ bome poor then i\\ lmmit lrimes o, ba sequenles i\\ be repeated In sulh situations it ma1 be nelessa to impose a re Hoever there ma be a opinion hat a  shou\d not be imposed elause  s no oo dea to restrilt lhi\dren s aion and lhi\dren s freedom shou\d be respelted inead I agree ith this idea to some etent If a teen is \ess than  1ears o\d the1 shoud not be outside aer  o olK Hoever, teens over  ears o\d lan understand hat is rong In lnusion, in a angerous area teenagers might be restried to go out at night hoever ages over  lan be eempted What is more impoant thing is to eulate peop\e inuing parents Otherise situations i\\ not lhange 26

Ti ng Anh POLCET Sample nsrs for Wg tsks

ht t ps : / / pol cet . edu. vn TES 2, WRIING TASK 1 SAMPLE ANSWER

This is an answer written by a candidate who achieved a examiner's coment:

Bnd

7.0 score Here is the

This letter estalishes the background to the meeting, thus cating a context fr what is to llow The purpose s clear the tone is both consistent and appopriate (formal) and each of the bullet points is highlighted and developed Organisaton s logicl and there is a clear progresson throughout the response There i s also an appropriate range of cohesive devices [Accog to I However I Taking ito considertion I Cons]. There is a suficient range of vocabula to allow soe flexility; there is good use of less comon ites and evidence of llocaton [facities  hotel mes  disstised   sle  tough and undeooked  bminl discomfo  fvourble repo I negti feedbck] There are only occasional spelling errors The writer uses a variety of complex structures and does so accuratel showing good control over both grammar and punctuation

Dear ir or Madam l am writin9 in Onnion with a meetin9 whih was organised in OUr hote\ o the 1st November r the emp\o ee of the 'ata ompan. Aoi9 to the eedbaK given � the gues the thoughrou9h\ enjoed hote\ i\ities pari\ar\' the ouanding design of the bui\din9 and rishig, as we\\ as the qua\i of eption ad trar rovided Howevr, i site of the overa\\ Otetmet with hote amenities the artiiats of e meetig reorted being diied with the qua\i of od erved fr \uh \ 0\\ea9ue agreed on the  that the od was sta\e espeia\\' bread and me of the \ads, and the met was tou9h and undeOoKed ne of the guets om\aied about having abdomina\ diomr aer the \unh thouh not \eadig to an serious prob\em TaKi9 into onsideration the abovesaid we wou\d appreiate it if 'OU eab\ish a ber ontro\ over the iten and the 00ing proes. onsideri9 a\\ vourab\e reos that were heard about the ote so r we are not goin to \eave an negative feedba oiia\\ We hope that this was sim\' a miunate aident and the me of OUr hote\ wi\\ not suer om it aith\\ OUrS

127

Sale answe for Wting tasks


TEST 2, WRITING TASK 2 SAMPLE ANSWER

This is an answer written by a candidate who achieved a Bnd 5.5 score Here is the examiner's comment: The candidate addresses both pars of the task, but does not develop them sufciently to achieve a higher score Some of the response (about his/her personal experience) is not relevant Information is presented with some organisation and there is some sense of proression but the response would achieve a higher rating if it was beer oranised and used paragraphs to develop the diernt ars o the answer The ange of vocabulay is just about adequate for the task oblem with weight I ess club I GYM I practise spo], but there are spelling errors in even quite simple words [/then I cheap I laiz/y I omous] The range of structures is limited, with frequent use of shor simple sentences Complex sentences are attempted but usually contain errors [Now  can see a lot of people who have problem with weight.  I  don't give   I can don go to e G I make ourself  do something and this sometimes causes diiculty for the reader

I agree, that man worKng peop\e not 9et eough eierlse and than the have hea\th prob\em. Now we lan ee a \ot of peop\e who have prob\em wth weg Fr yamp\e n Aerla the have a bg prob\em wth th but another de, the have a \ot of ftnes ub, YM, and t  lheep to go there ut mo of them \aZ to do mhng or the have a \ot of worK and have no tme to pralt sports I lan't underand t  thn1 t depends on \fe\e and pern verwhere OU have to wor1, metmes on a twojob, that have mone ' r \ r OUr m' ut OU lan e r eyamp\e  the mous peope vertme e the are bu, but e fnd a tme to prase spor Notju mou peop\e  sad i depend on peop\e I ued to pra port It arted When I wa lh\d and I tr dont gve up belaue  \e t I lan dont 0 to the M r eyamp\e, one mon but aer I lant t on the one p\ale and do nothng I need ,  want to be tred d now th s m \fe\e and I thn1, that I ner gve up What lan be done, that peop\e start to do eerle? r OU have to mae Our\f to do mhng or eamp\e do eierl n the mornng aer ou need to \\ow what OU eat elause now peop\e \e ng st od the have no tme to l001 at home but i does n maer dju one da stand up and go to the gm and art to praltse d everng w\ be oKa!

128

Tianswe ng Anh POLCET Sample for Writing tasks

ht t ps : / / pol cet . edu. vn TEST 3, WRITING TASK 1 SAMPLE ANSWER

This is an answer written by a candidate who achieved examiner's coment

a Bnd

5.5 score Here is the

This script directly addresses the requirements of the task: the purpose is clear and all the bullet points are covered adequately, in spite of some irrelevant details The opening to and the closure of the letter are not appropriate however, particularly as the instructions fr this task say 'Begin your ler  foows: Dear Sir or Mam,. Inrmation is presented in an organised way, helped by the use of paragraphs and appropriate, if basic, cohesive devices (Today  Now  Also] The range of vocabulary is just suicient r the task but there are noticeable spelling erors [wos hned  deseeses] and errors in word rmation [ch There is a mixture of simple and complex sentence structures Errors occur in some time/tense relationships [w saw  com/ home m sool ] but other examples of similar structures are produced correctly [We walked out the door I My neighbour cam out and he ]

Dear \o,a\ ahorities I am 'ritin9 because there is a prob\em with the rubbish ,o\\etion in m \ola\ area.1e rubbish has not been emptied om the bins r three wees and ere are r and \ie a\\ over the area Toa I was going to ae m ,hi\ds s,hoo\ We wa\ed out the oor and arrgh e see a  orrid rat M ,hi\ds screame I wos fihtene an I screame M neighbour ,ame out om is ouse and he saw a bi9 rat too Oh no this is so bad Toda m hi\ds ,ome home om hoo\ ut did not want to If he ,an a at schoo\ he wants to a there to not see the rat No ere are so man \ies When I went to the ins I saw so man ies 1 are ir with deseeses Aso M neihbour lame out and he saw the ies too I thin U need to em the rubbih to op the rats and ies If n we wi\\ get deseeses and be  iened to o out fom our house \ease ,an U me this weeK and put the rubbish om m bin in to our rubbish \\tion trul. inlere\

129

Sale answers for Writing ta


TEST 3, WRITING TASK 2 SAMPLE ANSWER

This is an answer written by a candidate who achieved a examiner's comment:

Bnd 7 .0 score.

Here is the

The writer addresses all parts of the task and presents a clear position thughout the respons Main ideas re put ord, nd are extended nd suppoed for each prt of the task Information and ideas are presented logically and there is a clear progression throughout the script The writer uses  range of hesive devices / I this ln an I Last ar I  !o I this m I In conion]. Each pargraph has a cler central topic which supports the overall sense of progression. The rang of vocabulary is suicient to allw some flxibility [movie theatre  movies], to use less common items [gadgets  pco] and to show awareness of collocation [ up I big screen I sound qualit y  rent times and  rent peop] There are only two pelling errors [ds riends I to together] There is a variety of complex str uctures and many sentences are error free There is also good control of punctuation.

�ome people thin that now we ,an wat,h movies on 9ad9 we do not need to attend movie thetre. �ome thinK tht to be rea\\' \iKed movies mu be een in a movie theatre In this e&&a I wi\\ diu&& both the&e views and give m1 own opinion To f fims on our tab and phones there is no need to 90 to the ,inema On m1 tabl I &ee eve fim I want to f. AM this wa1 i& ,heap £a,h month I pa  and I wat,h ma1 i\ms in m' home or on train If mhin9 happen I ,an op and do it and ater I ,an wat,h m1 fi\m again. I \ie this and then  \\1 enjo  it a& m1 &tre& i& not ere In addition I \ie to 90 the ,inema  \iKe m 1 ind& and me to me up and 90 to ,inema and if I &ee m1 boyiend I \ie to 90 to ,inema to &ee a fim to gher La&t 1ear on m1 birtda ma1 iend& and me a\ went to inema to ger and we wat,hed Deep Water Horizn I enjoed this and m' iend too baue the big rn showed more ination and baue the Mund qua\i wa& ber an at home a be in m' houe we wi\\ not be so hapP to wat,h this i\m and s the mous aor. Nso we enjed the pop,orn and ,oe we ,ou\d bu n ,onuson in m ouse  \ie to watch fi\m& on m' tabl t i ,hp and s r me   a lie to 90 to inema to f fims espeia\ with iends. abe both are good to \' enjo i\ms at dierent times and with dierent op\e.

130

ng for Anh POLCET Samp Ti answe Wg sks

ht t ps : / / pol cet . edu. vn TEST 4, WRITING TASK 1 SAMPLE ANSWER

This is an answer written by a candidate who achieved a Bnd 5.0 score. Here is the examiner's comment: The letter does address the task, but the opening is not entirely appropriate eg. [D friend and nor is his introduction of himself to his friend [/ my name is Veon]. The use of [ nd as a form of address thrughout the answer is also inappropriate The bullet points are covered but there is not much information on the last one as the writer only says u  h], rather than explaining how to apply for the job Thee is some organisation in the letter as each bullet point is covered in a separate paragraph but there is litle use of cohesive devices and the response is a little repetitive beuse of a lack of reference or substitution eg [this job I x compute Vocabulary is fairly basic and spelling errors are noticeable [Enginer I empls] The range of grammatical structures i limited with frequent errors and although some complex rms are attempted they too cntain errors Non-sentences also appear ie there is no verb [Compute I To x compue19 to 5clok]

Dear iend He\\o m' name i ernon. How about thijob r 'OU m' iendijob in m' \ola\ lompa that might be uitab\e r 'OU omputer £nginer To  lOmputer M' iend  lompuer in m' \ola\ lompan Daime 90 to wor fi lOmputer not worin9 whilh i broen You \ie lomputer and  wor , broen lomputer and a\\ emp\e \earn fi broen lomputer If lomputer broen 'OU  and he\p emp\o'e \earn fiy broen lompuer How about it I now m' iend 'OU tud' lOmputer and gradate lomper Ma' 213  now m' iend 'OU \ove lomputere wor hour i  good r 'OU m' iend q to 5ol' When  hear about ijob it  uitab\e r 'OU You i omputer £n9iner M' iend I u99e 'OU to app\' r thejob M' bo he i ind man Tomorrow 'OU write him and I te\\ m bos 'OU i a good man  te\\ him 'OU i omper £n9iner egards ernon

131

Samle answers for Writing tasks


TEST 4, W�ITING TASK 2 SAMPLE ANSWER

This is an answer written by a candidate who achieved a Bnd 6.5 score Here is the examiner's comment: he candidate gives an extended response to the task, explaining why s/he agrees with the ideas and supporting his/her view with examples His/her position is clear throughout and summarised briefly at the end Inrmation is organised logically and there is a clear progression throughout here is some use of cohesive devices [Fuhermo I ten I Sometimes I Also I o conclude] and of reference [tis wo I wat I want I wat I need I Tis is o terrible], but the range is not wide Vocabulary is generaly adequate [tidy and clean I in te coct sian] and even where the word rm or choice is incorrect or spelling is faulty, the meaning is still clear eg [/their body  ave is ead /have stiches in this head  non-  I can sur embarrassment] here is a variety of complex structures with frequent error-free sentences though also occasional errors in the use of tenses  person tat o/came  e fa/ ove.

l thinK it is important t Keep m hou and m worKp\ae tid and ean with a\\ things managed and in the orre situatin. Wh i ths? M home mut be tid to Keep m mi\ie sa. If m home is tid and e\erii1 \ines and tos and shoes and booKs are organised and in the orret p\ae no one is going to \\ over and do damage to there bod One da m iend Mohsin wa\Ked in hi home t answer a pern that me to hi houe dor He \ed at the dor He didn't \oK at the \oor and he \\ over one hoe and then he went to hspita\ to have his head sewen rthermre, if peop\e arrive and m house is non-tid then I an sur embarrased M mi\ and m friends \ie to see m houe tid and ean I \iKe to see m house ean M worKp\ae mut e tid so evething is organised If m worKp\ae is organised I thinK I an d more wr I an d this wrK beause a\\ m time is r m worK metimes I go to worK and a\\ m time l have to spend \ooing r m wrK M des is di and paper is a\\ over the top and m time is taen b \oing r what I want t do and what I need to doi is o terrib\e and now I thinK it i mrnt t Keep m worp\ae managed and a\\ things in the rre tuatn /o, if nee to find pen r peni\s it is eas when organised. T onude in a nutshe\\ Keep huse and worKp\ae tid is a god thing beaue I an find m thing m mi\ \ie it, it is sa.

132


Sample answer sheets eeB RITISH NCOUCIL

• CAMBRIDGE ENGLISH

;p

Langue Asssmt

PirtoftheUnuyoC1mbd

--

II! CentPcl mustr umb :  d o cpe hi .

----

 as  yr  n  CATAL     w: I

SAMPLE

a 1   y x g       b    b  I Test dae ( ONE    ,   f        ) �

-

AgB

Y2

-

g�

   2

 3 /  4   5 

3

5 6

-

•

• • • •

•

7

•

8

-• •

9 10

    

11 12

1 14 15 16

17 18 19 20

,

 

       6  .

32

13 X

33

)

34

17 )

  

16

• • •

37

9 )

39

I

• •

�6

38

•

•

35

'

•

•

40

•

Mer1 Sinate

�01Z1051

DP787/39

-

© UCLES 2018 liM•FD 133


Sample answer sheets

.

----------------------------------·

- Pleas t your fl nm i CAITAL e es  he  bew: -

e ie  dd e    

-

-

,. 

•

  .  x   ee ge  c '    h Are you: · Femal? =

Reaing Module tkn

Ml

Reding

(  )

Reing

Acdmi 

Reag

Reang

Gnrl Tnng

Reng =

---------• •

• • • • • • •

• • • • • • •

• •

• •

 © UCLES 2018

134

IM.FO,

Ti ng Anh POLCET Sample answer sheets ht t ps : / / pol cet . edu. vn

CAMBRIDGE ENGLISH Language Asesmet Part  he Uni•ly of Cmbdg

Candidate Nam e

Centre N ube

I     

Mdle (shade one bx): etdate

anddate N um be

Adec 

I      

Genea T a nng 

[I     0

0

M

M

Y

Y

Y

Y

TASK1

© UCLES 2018

IAM•FP 135


Sample answer sheets

eeBRITISH eecOUNCIL

.� o .

• CAMBRDGE ENGLISH Language Asement

Part of h Univsy  Cmbdge

Canddate Name

:_

Cene Number  I I I I  Candidae Numer I  Md ule (s hade  ne x): Academc  Genera Tra nng   Tetdate  D   I   DD MM Y Y Y Y

� m

; ."

    

TASK2

© UCLES 2018

136

IAM.•Fd


Acknowledgements The publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every eo has been made, it has nt always been possible to identi the sources of all the material used, or to trae all copyright holders. If any omissions are brought to our notice we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition as applicable

Conde Nast for the text on p 15 adapted from 'How Cty Lvng Is Reshapng the Brains and Behavour of Urban Anmals by Brandon Keim Wired Magae 2013. Copyrght© 2013 Conde Nast Reproduced wth permisso; The Idepedent r the text o p. 16 adapted from 10 best sutcases, The Inendent, 09.072013 Copyright© 2013 The Independent Reproduced wth permisso; The Oxord School of Drama r the text on p 18 adapted from one year actg ourse. CopyrghtThe Oxord School of Drama. Reproduced with permsson; US Department of Transporaton for the text on p. 20 adapted from 'Border Crossng Gude r Commercal Truck Drivers Reproduced under the pe Government Licence v30; Text on p  adapted from 'Dscpline and grevanes at work The Acas ude CopyrghtAas Euston Tower, 286 Eusto Road London NW1 3JJ; Syon Geographal Ltd for the text on pp 25-6 adapted from he worlds coldest town by Nck Middleton Geographical Magazine, 01082014 Copyright© 14 Syo Geographical Ltd Reproduced wth permsson; UCSF Memory and Agng Center r the text o p 36 adapted from 'Memory hs:memoucsfedu/memo CopyrghtThe Regents of the Unversty of Calfoia Reproduced with knd permsson; EasyRoommate for the text on p 37 adapted from '1 Toronto Roommate CopyrightEasyRoommate Content Provided by EasyRoommate the webs largest online flat sharing seice; TechRadar r the text on p 39 adapted from Best free Phone apps 17 by Crag Granell. CopyrightFuture Publshng Lmited Reproduced with permisson; Strategy Executo for the text o p 41 adapted from 'How To Delegate Project Tasks by Elzabeth Harri. Copyrght© 014 Strategy Executon Reproduced with kind permsson Guardan News and Meda Lmted for the text on p. 43 adapted from 'Functonal chronological or creatve? How to choose the right CV rmat by Bryn Davies, The Guardian, 17.2015. Copyrght2015 Guardia News and Media Lmted 2015 Reproduced with permisson; BBC Focus for the text on pp 446 adapted from Unsolved mysteries of the dnosaurs by Steve Brusate, BBC Fous issue 303 - 2017 Copyrght© 217 Immedate Media Company Lodo Ltd Reproduced with permssio; NYLSO r the text on p 59 adapted from 'New York Latestarers Strng Orchestra Copyrght© New York LateStarers Strng Orchestra Reproduced wth kd permisson; The Idepedet r the text on p 61 adapted from he 10 best runng watches by Kate Hlpe The Independent 06122013. Copyrght2013 The Independent Reproduced wth permsson Nidrect government seces for the text on p 63 adapted from Employees health and safety resposibilites. Reproduced under the Open overnment Licence v3.0; NielsenMassey Vanillas Inc for the text on pp 678 adapted from The rigis of Vailla Copyrght© NielsenMassey Vanllas Inc Reproduced wth kind permisson uardia News and Media Limted r the text on p. 81 adapted from 'Readers travel photography compettion 2015 e Guardian 19115 Copyrght15 Guardian News ad Meda Lmited Reproduced with permssion; The Independent r the text o p. 3 adapted from The 10 Best Runnng headphones by Max Benwell, The Indpndent 300921 Copyright© 2014 The Indepedet Reprodud wth permssio; Health ad Safe xecutive r the text on p 5 adapted om 'Rsk assessment r general oice cleaning Reproduced under the Open Government Lcence v30; Interew Success Formula for the text on p 87 adapted from 137

More books visit: https://books-here.com 'Preparing r a Viual Job Inteiew. Copyight© Inteiew Success Inc Repoduced with peission; Waick Business School fo the te on pp 89-90 adapted fom Tuning u p your leadeship skills, Cor Magazine. Copyiht© 2013 Waick Business School Reoduced with kind peission URLS

The publisher has used its best endeavous to ensue that the URLs fo extenal websites referred to in this book are corect and active at the time of goin to pess Howeve the publisher has no responsibility  the websites and can make no guaantee that a site will remain live o that the content is o will eain appopriate

13

Cambridge IELTS 13 General

Recommend Documents