ielts test exam 2014

Test L IS T E N IN G SECTION Test Tip Remember that you only hear the recording once Questions 1-10 Check how many vvords you can use for each ansvver Q u e s tio n s - Complete the notes below Write NO M O R E THAN TWO WORDS A N D /O R A N U M B E R for each ansvver P R E S T O N PARK R U N Details of run Read through the notes to get an overall idea of their content Test Tip You can vvrite a time in tígures or words, but tigures are quicker and easier Example Day of Park Run: ộ.ậ.í.ụríí?ỵ Start of run: in íront of the Time of start: Length of run: A t end of run: volunteer scans Best way to register: on the Cost of run: £ s t u d y T ỉp The answer is a distance Make sure you inciude the unit of measurement - you can vvrite this in an abbreviated form, e.g 'km' for kilometres or 'm' for miles Q u e s tio n s - Complete the notes below VVrite NO M O RE THAN TWO WORDS A N D /O R A N U M B E R for each ansvver Volunteering Contact name: Pete Phone number: Test Tip lf part of the answer is given (e.g $, £, etc.) remember not to repeat it in your answer Test Tip Names are often spelled out on the recording |g y | Make sure ỵou know how all the letters of the English alphabet are pronounced Listen caretully and write down the letters as you hear them 1 Activities: setting up course the runners for the vveekly report 154 Test Tip Check that you have spelled all the ansvvers correctly Listening SECTION Questions 11-20 Q u e s tio n s 1 -1 Complete the table belovv VVrite NO M O R E THAN THREE VVORDS A N D /O R A N U M B E R for each answer P A C T O N -O N -S E A B U S T O U R Bus stops L o catio n T h in g s to see Bus stop train station start o f tour Bus stop the aquarium dolphin s and 1 Bus stop yachts and povver boats Bus stop centre ve ry old ĩ e s t T ip Look caretully at the table before you listen Note the headings at the top - they tell you what you need to listen for Use all the informatìon provided in the table to help you predict ansvvers You hear the ansvvers in the same order as the questions Use the words that you hear to ansvver the questions s t u d y T ip 11 'dolphins'is plural so the ansvver to this question is also likely to be plural - don't íorget the 's' s t u d y T ip 14 You may hear a synonym of 'very old' on the recording (e.g 'ancient') DorTt repeat it in your ansvver Test Q u e s tio n s - Complete the sentences below Write NO MO R E THAN TWO WORDS A N D /O R A N U M B E R for each ansvver 15 You need to have a to buy a ticket for £10 16 T h e bus to u r la s t s in total 17 T he cost of the bus ticket includes e n trance to the Test Tif Read the sentences through in the preparation time and think about w t type of intormation is missing s t u d y T i p 18 lf you not know the phrase 'audio commentary', use the context and other 18 You can listen to an audio co m m e n ta ry w hich has been m ade by vvords in the sentence to help you decide t h e vvhat it means, e.g 'It is 19 lf the vveather is wet, it is a good idea to b r in g something you listen to on a tour bus' 20 DorTt fo rg e t to bring y o u r w hen you book Online s t u d y T i p Check that k Ií 1I all the sentences are grammatically correct and make sense, e.g dorYt repeat 'the' before your ansvver to Question 18 156 Listening SECTION Questions -3 Q u e s tio n s - Choose the correct letter, A, B o r c 21 Dave H adley says that the Com puter system has A B c 22 students should create their own tim etables Dave should have so m e o n e to ass ist him the n u m b e r o f courses should be reduced R a n d h ir says th a t a ne w system m ay A B c 26 there is not e noug h tim e for any o n e to it the system does not handle course options the co u rse s are co n sta n tly changing To solve the tim etabling issues, R a n d h ir su g gests that A B c 25 is too slow stops vvorking displays incorrect data T im etabling has b e co m e an issue because A B c 24 too m any users ne ve r vvorked well b e co m e outdated The m ain problem with the Com puter system is th a t it A B c 23 s t u d y T ip Read the questions through and underline important vvords that tell you what to listen for, e.g 'main problem' in Question 22 need to be trialled still have problem s be m ore econom ical Im proving the existing system will take A B c a few w eeks four or five m onths nine m onths s t u d y T ip 23 In addition to noting important vvords in the question ('Timetabling', 'issue'), you need to pick out the important vvords in the options ('not enough time', 'system', 'not handle', 'options', 'courses', 'changing') s t u d y T ip 25 Are any of the options positive or negative? Do the speakers' voices sound positive or negative? This may help you ansvver the question Test Q u e s tio n s - ^ Complete the flow-chart belovv I Write NO M O R E THAN TWO W ORDS for each ansvver Test Tif Check the number of words you can use, and read through the flow-chart to understand the process VVhat type of intormation is missing in each gap? Are the ansvvers likely to be plural or singular? C o m p le te a form I B ook a vvith the syste m s analyst s t u d y T ip 29 & 30 You can predict ansvvers ì before you listen, but Set up a with te ch n o lo g ie s team be caretul! Why is 'appointm ent' incorrect for Question 29? VVhat other answers are possible? y 158 Test Tiị Read back through the flow-chart and check your answers for both meaning and spelling Listening SECTION Questions -4 Test T ip There is no break in this section Read all ten sentences C o m p le te the s e n te n c e s belovv careíully in the Write NO M O R E THAN TWO WORDS A N D /O R A N U M B E R for each answer preparation time C e m ic s s t u d y T i p 31 Think 31 C e m ics date back a p p ro x im a te ly 32 The first ĩigurines w e re m ade in the area o f questions, e.g 'When 33 Early h u m a n s could not USD their pots to s t o r e did ceramics start?' This can help you think of 34 The C h in e se im proved the quality of ce ram ics by mixing with the clay vvords and phrases to lỉsten for 35 C h in e se porcelain w a s also c a lle d 36 Bottger added q u artz a n d to clay to ma ke porcelain of the sentences as s t u d y T ip 32-34 The answer to Question 32 is a place What type of G lass intormation is missing in 37 G lass production is sim ilar to clay c e ram ics apart from the rate o f 38 T he R o m a n s introduced the use o f g lass to m ake the next tvvo questions? s t u d y T ip Use the headings 'Ceramics', 'Glass' and 'Concrete' to C o n crete 39 40 The discovery o f concrete is probably due to observing reactions o f vvater a n d T he ability to build l a r g e contributed to the success o f the R om an Empire help you keep your place as you listen tailieutienganh.net | IELTS materials 1 Test Tif; Make sure that the grammar of the completed sentences is correct Check there are no unnecessary vvords Check spellings and use of plural 's' 159 Test Test T ip Aim to complete the questions in the recommended time REA DING READING PASSAGE There are usually tw o or three sets of questions in each section Each correct ansvver scores one mark You should spend about 20 m inutes on Q u estio n s 1-13, which are based on Reading Passage below The Dover Bronze-Aấe Boat A beautitully preserved boat, m ade around 3.000 years ago and discovered by chance in a m uddy hole, has had a pro ỉou n d im pact on archaeological research It was 1992 In England, workmen were building a new road through the heart of Dover, to connect the ancient port and the Channel Tunnel, which, when it opened just two years later, was to be the íỉrst land link between Britain and Europe for over 10.000 years A small team from the Canterbury Archaeological Tnist (CAT) worked alongside the workmen, recording new discoveries brought to light by the machines At the base of a deep shaft six metres below (he modem streets a wooden structure was revealed Cleaning away the waterlogged site overlying the timbers, archaeologists realised its tnie nature They had found a prehistoric boat, preserved by the type of sediment in which it was buried It was then named the Dover Bronze-Age Boat About nine metres of the boat’s length was recovered; one enđ lay beyond the excavation and had to be left What survived consisted essentially of four intricately carved oak planks: two on the bottom, joined along a Central seam hy a complicated system of wedges and timbers, and two at the side, curved and stitched to the others The seams had been made watertight by pads of moss, fixed by wedges and yew stitches The timbers that closed the recovered end of the boat had been removed in antiquity when it was abandoned, but much about its original shape could be deduced There was also e\idence for missing upper sicỉe planks The boat was not 160 a wreck, but had been deliberately discarded, dismantled and broken Perhaps it had been ‘ritually killod’ at the end of its life, like other Bronze-Age objects With hindsight, it was signiíicant that the boat was found and stucỉied by mainstream archaeologists who naturally focused on its cultnral context Al the time, ancient boats were often considered only írorn a narrovver technological perspective, but news about the Dover boat reached a broad audience In 2002, on the tenth anniversary of the điscovery, the Dover Bronze-Age Boat Trust liosted a coníerence, where this meeting of different traditions became apparent Alongside technical papers about the boat, other speakers explored its social and economic contexts, and the religious perceptions of boats in Bronze-Age societies Many speakers came from overseas, and debate about cultural connections was renewed Within seven years of excavation, the Dover boat had been conserved and displayed, but it was apparent that there were issues that could not be resolved simply by studying the olđ wood Experimental archaeology seemed to be the solution: a boat reconstmction, half-seale or full-sized, would permit assessment of the different hypotheses regarding its build and the missing end The possibility of returning to Dover to search for the boat’s unexcavated northem Reading end was explored, but practical and íìnancial difficulties were insurmountable - and there was no guarantee that the timbers had survived the previous decade in the changed environment Detailed proposals to reconstruct the boat were drawn up in 2004 Archaeological evidence was beginning to suggest a Bronze-Age community straddling the Channel, brought together by the sea, rather than separated by it In a region tođay divided by languages and borders, archaeologists had a (luty to inform the general public about their common cultural heritage The boat prcỹect began in England but it was conceived from the start as a European collaboration Reconstruction was only part of a scheme that would include a mạjor exhibition and an extensive educational and outreach programme Discussions began early in 2005 with archaeological bodies, universities and heritage organisations either side of the Channel There was much enthusiasm and support, and an oíTìcial launch oi'the project was held at an intemational seminar in France in 2007 Financial support was coníìrmeđ in 2008 and the project then named BOAT 1550BC got under way in June 2011 A small team began to make the boat at the start of 2012 on the Roman Lawn outside Dover museum A full-scale reconstruction of a mid-sectìon had been made in 1996, primarily to see how BronzeAge replica tools performed In 2012, however, the hull shape was at the centre of the work, so modem power tools were used to carve the oak planks, beíore tuming to prehistoric tools for íinishing It was decided lo make the replicahalf-scale for reasons of cost and 1ime, and synthetic materials were used for the stitching, owing to doubts about the scaling and tight timetable Meanwhile, the exhibition was being prepared ready for opening in July 2012 at the Castle Museum in Boulogne-sur-Mer Entitled ‘Beyond the Horízon: Societies of the Channel & North Sea 3,500 years ago’, it brought together for (he flrst time a remarkable collection of Bronze-Age objects, including many new điscoveries for commercial archaeology and some of the great treasure of the past The reconstructed boat, as a Symbol of the maritime connections that bound together the communities either side of the Channel, was the centrepiece Q u e s tio n s - Complete the flow-chart below Choose O NE W ORD O NLY from the text for each ansvver VVrite y o u r ansvvers in boxes -5 on y o u r answ er sheet K ey ev en ts 1992 - the boat w a s discovered during the construction o f a Test Tip Quickly read through the flow-chart to understand the I process Note that in this task you can only vvrite one word for each ansvver 2002 - an international w a s held to g a th e r iníorm ation Ly * 2004 - for the reconstruction w e re produced * 2007 - the o f BO AT 1550B C took place * 2012 - the B ro n z e -A g e Test T ip Dates are easy to find in the passage because they stand out Use them to help you quickly find the right part of the passage for each question fe atured the boat and o th e r objects All the ansvvers must be words that are in the passage Test Q u e s tio n s - Test T The Do the follow ing sta te m e n ts agree with the inform ation given in the text? questions are in In boxes -9 on yo u r answ er sheet, write but the ansvvers passage order, TRUE F A LS E N O T GIVEN may not be evenly if the statem ent agrees with the iníormation if the statem ent contradicts the intormation if there is no information on this spread across the passage A rch a e o lo g ists realised that the boat had been d a m a g e d on purpose The difference betvveen a FALSE Initially, only the te chnolo gical a sp e cts o f the boat w e re exam ined and a NOT GIVEN statement is that A rch a e o lo g ists w e n t back to the site to try and find the m issing northern end o f the boat a FALSE statement E vidence found in 20 su ggeste d that the B ro n ze -A g e Boat had been used for trade of vvhat is stated in says the opposite the passage Q u e s tio n s - s t u d y T i p Which A nsw er the questions below words in the statement Choose NO M O R E THAN THREE WORDS A N D /O R A N U M B E R from the text for each ansvver you find the answer? are important and help VVrite y o u r answers in boxes 0-13 on y o u r ansvver sheet 10 H ow far u n d e r the ground w a s the boat found? n — Test T ip You may have to go back to the beginnmg of 11 162 VVhat natural m aterial had been secured to the boat to prevent vvater entering? 12 VVhat a sp e ct of the boat w a s the fo cu s o f the 2012 reconstruction ? 13 VVhich tw o íactors influenced the decision not to m ake a full-scale reconstruction o f the boat? the passage when you start a nevv set :Ẵ: of questions Note h ow many words you can use in your ansvvers Reading READING P A S S A G E You should spend about 20 m inutes on Q u estio n s -26, which are based on Reading Passage belovv 1 Test Tip Read the title and introduction of the passage and decide what the main topic is Ja§ Some passages are divided into paragraphs that have clear themes You may have to match j j j l paragraphs to headings or find information in the paragraphs Alvvays a quick read of j j j i : these questions first Then quickly read the passage to get an overall idea of the content MÊ The changing role of airports A ir p o r ts co n tin u e to d iversiíy th e ir ro le in an e ffo r t to g e n e te incom e A re b usine ss m e e tin g íacilitie s th e n e x t s te p ? N ig e l H alpern, A n n e G m a n d Rob D avidson investigate In re ce n t tim es developing com m ercial revenues has become m ore challenging fo r a irp o rts due to a combination of tactors, such as increased com petition fro m Internet shopping, re strictions on certain sales, such as tobacco, and new security pnocedures th a t have had an im pact on the dvvell tim e of passengers Moreover, the global econom ic dow nturn has caused a reduction in passenger num bers while those th a t are travelling generally have less money to spend This has m eant th a t the share of revenue fro m non-aeronautical revenues actually peaked at % a t the tu rn of the century and has subsequently declined slightly Meanvvhile, the pressures to control the level of aeronautical revenues are as strong as ever due to the poor financial health of many airlines and the rapid rise of the low-cost carrien sector Some of the m ore obvious solutions to growing com m ercial revenues, such as extending the merchandising space or expanding the variety of shopping opportunities, have already been tried to th e ir limít a t many airports A m ore radical solution is to find new sources of com m ercial revenue within the term inal, and this has been explored by many a irp o rts over the last decade o r so As a result, many term inals are now m uch m ore than just shopping malls and offer an array of entertainm e nt, leisure, and beauty and vvellness tacilities A t this stage of tacilities pnovision, the a irp o rt also has the possibility of taking on the role of the final destination th e r than menely a tacilitator of access A t the sam e time, a irp o rts have been developing and expanding the range of services th a t they provide speciíically fo r the busìness traveller in the term inal This includes offering business centres th a t supply su p p o rt services, meeting or coníerence room s and other space fo r special events VVithin this context, Jarach ( 0 ) discusses how dedicated m eetings tacilities located within the term inal and managed directly by the a irp o rt operator may be regarded as an expansion of the concept of airline lounges or as a way to neconvert abandoned or underused areas of term inal buildings Previously it was prìmarily a irp o rt hotels and other íacilities offered in the surrounding area of the a irp o rt th a t had the potential to take on this role and become active as a business space (McNeill, 0 ) 163 Test Q u e s tio n s - Complete the notes below Write ONE WORD O NLY for each answer S te w a r t ’s w o rk plac e m en t: benefits to the C entral M u s e u m A s s o c ia tio n 304 • his u n d e rstan ding of the A s s o c ia tio n s 28 • the reduction in e x p e n s e • increased co -operatio n b e tw een • co n tin u o u s vvhich led to a better product • ideas for distribution o f the film S E C TIO N Questions -4 Complete the notes below VVrite O NE WORD O NLY fo r each ansvver N ew C aledonian crovvs and the use of tools E x a m p le s of a n im a ls using to o ls • so m e c h im p a n z e e s use stones to break nuts • Betty (N e w C a le d o n ia n crow ) m ade a 31 • out o f w ire to m ove a bucke t of food B arney (N e w C a le d o n ia n crow ) used sticks to find food N ew Z e a la n d an d O x ío rd e x p e rim e n t • three stages: crovvs neede d to m ove a in o rd e r to reach a short stick; then use the short stick to reach a long stick; then use the long stick to reach food O x ío rd research • crovvs used sticks to investigate vvhether there w a s a n y 3 from an object • research w a s inspired by seeing crovvs using tools on a piece o f cloth to investigate a sp ỉd e r design • B a rney used a stick to investigate a sna k e m ade o f 34 • Pierre used a stick to investigate a 35 • C o rb e a u used a stick to investigate a m etal toad • the cro w s only used sticks for the first contact C o n c lu s io n s of a b o v e research • ability to plan provides interesting e vid e n ce o f the b ird s’ cognition • u n cle a r w h e th e r this is e vidence o f the b ird s’ 36 E x e te r and O x to rd re se arch in N e w C aled o n ia • scientists have attached ve ry sm all c a m e s to birds' • food in the form o f beetle larvae provides plenty o f for the birds • larvae s speciíic co m position can be identiíied in birds that íeed on them • scientists will a nalyse w h a t the birds include in th e ir 40 Test READING READING PASSAGE You should spend about 20 minutes on Q uestions 1-1 , vvhich are based on Reading Passage belovv The Phoenicians: an almost íorgotten people The Phoenicians inhabited the region o f modem Lebanon and Syria from about 3000 BC They became the greatest traders o f the pre-classical world, and were the íirst people to establish a large colonial nehvork Both o f these activities were based on seafaring, an ability the Phoenicians developed from the example o f their maritime predecessors, the Minoans o f Crete An Egyptian narrative o f about 1080 B C , the Story ofWen-Amen, provides an insight into the scale o f their trading activity One o f the characters is Wereket-El, a Phoenician merchant li\ ing at Tanis in Egypt’s Nile delta A s many as 50 ships carry out his business, plying back and forth between the Ni le and the Phoenician port o f Sidon The most prosperous period for Phoenicia was the lOth century B C , when the surrounding region was stable I liram the king o f the Phoenician city o f Tyre, was an ally and business partner o f Solomon, King o f Israel For Solomon’s temple in Jerusalem, Hiram provided craítsmen \\ ith particular skills that were needed for this major construction project Ho also supplied materials - particularly timber, including cedar from the forests o f Lebanon And the two kings went into trade in partnership They sent out Phoenician vessels on long expeditions (o f up to three years Ibr the return trip) to bring back gold, sandahvoođ, ivory, monkeys and peacocks from Ophir This is an unidentitìed place, probably on the east coast o f Aíìrica or the west coast o f India Phoenicia was famous for its luxury goods The cedar wood was not only exported as top-quality timber for architecture and shipbuilding It was also carved by the Phoenicians and the same skill \vas adapted to even more precious work in ivory The rare and expensive dye for cloth, Tyrian purple, complemented another famous local product, fìne linen The metalworkers o f the region, particularly 306 those working in gold, were famous Tyre and Sidon were also known for their glass These were the main Products \\ hich the Phoenicians exported In addition, as traders and middlemen, they took a commission on a much greater range o f precious goods that they transported trom elsewhere The extensive trade o f Phoenicia required much book-keeping and correspondence, and it was in the íìekl o f writing that the Phoenicians made their most lasting contribution to world history The scripts in use in thc world up to the second millennium B C (in Egypt, Mesopotamia or China) all required the writer to learn a large number o f separate characters - each o f them expressing either a whole word or an element o f its meaning By contrast, the Phoenicians, in about 1500 B C , developed an entirely new approach to writing The marks made (with a pointed tool called a S t y l u s , on damp clay) now attempted to capture the sound o f a word This required an alphabet o f individual letters The trading and seatầring skills o f the Phoenicians resulted in a network o f colonies, spreading westwards through the Mediterranean The íìrst was probably Citium, in Cyprus, established in the 9th century BC But the main expansion came from the 8th century B C omvards when pressure from Assyria to the east disrupted the pattems of trade on the Phoenician coast Trading colonies were developed on the string o f islands in the centre o f the Mediterranean - Crete, Sicily, Malta, Sardinia, Ibi/a - and also on the coast o f north Africa The Alrican colonies clustered in particular around the great promontory which, with Sicily opposite, forms the narrowest channel on the main Mediterranean sea route This is the site o f Carthagc Reading Carthage was the largest o f the towns tbunded by the Phoenicians on the north African coast, and it rapidly assumed a leading position among the neighbouring colonics The traditional date o f its tounding is 14 B C , but archaeological evidence suggests that it was probably settled a little over a century later The subsequent spread and growth o f Phocnician colonies in the westem Mediterranean, and even out to the Atlantic coasts o f Africa and Spain, was as much the achicvement o f Carthage as o f the orÍLÚnal Phoenician trading citics such as Tyre and Sidon But no doubt links were maintained with the homeland, and new colonists continued to travel west From the 8th century B C , many oi'the Coastal cities o f Phoenicia came under the control o f a succession ofim perial pcnvers each oíthem defeated and replaced in the region by the next: first the Assyrians, then the Babylonians, Persians and Macedonian Greeks In 64 B C , the area o f Phoenicia became part o f the Roman province o f Syria The Phoenicians as an identiíìable people then lầded from history, merging into the populations o f modem Lebanon and northem Syria 307 Test Q u e s tio n s - Complete the sentences belovv Choose O NE WORD O N LY from the passage for each answer Write y o u r ansvvers in boxes -8 on yo u r answ er sheet The Phoenicians’ trading activities The P h o e n ic ia n s ’ skill at helped them to trade In an a n cient story, a from Phoenicia, w h o lived in Egypt, ovvned 50 ships A king o f Israel built a using supplies from Phoenicia P hoenicia supplied S olom on with skilled T he m ain m aterial th a t P hoenicia sent to Israel w a s T he kings o f P hoenicia and Israel form ed a business in order to carry out trade P ho e n icia n s carved , as vvell as cedar The P h oenicia ns also earned a for shipping goods Questions 9-13 Do the follow ing sta te m e n ts agree with the inform ation given in R eading P assage 1? In boxes -1 on y o u r ansvver sheet, vvrite TRUE FA LS E N O T GIVEN 308 if the statem ent agrees vvith the inỉormation if the statem ent contradicts the inỉormation iĩth e re is no intormation on this P roblem s with A ssyria led to the e sta b lish m e n t o f a n u m b e r o f P hoenicia n colonies 10 C a rth a g e w a s an e n e m y tow n vvhich the P hoenicia ns w on in battle 11 P h oenicia ns reached the A tla n tic ocean 12 Parts o f P hoenicia w ere conq u e re d by a series o f em pires 13 The P hoenicia ns vvelcomed R om an control o f the area Reading READING P A S S A G E You should spend about 20 m inutes on Q u e s tio n s 14-26, vvhich are based on Reading Passage on the following pages Questions 14-19 R eading P a ssa g e has six paragraphs, A - F Choose the correct heading for each paragraph from the list o f headings below VVrite the correct number, i- v iii, in boxes 4-19 on yo u r answ er sheet L is t o f H e a d in g s T h e p o w e r vvithin each studio i T h e m ovie industry adapts to innovation ii C o ntrasts betvveen cinem a and o th e r m edia o f the tim e V T h e value o f studying HollyvvoocTs G olden A g e V D istinguishing th e m s e lv e s from the rest o f the m arket vi A d ouble attack on film s tu d io s ’ povver v ii G aining control o f the industry v iii T h e top m ovies o f H o lly w o o d ’s G olden A ge 14 P aragraph A 15 P aragraph B 16 P aragraph c 17 P aragraph D 18 P aragraph E 19 P aragraph F Test The Hollywood Film Industry 310 A This chapter exam ines the ‘Golden Age’ of the Hollywood íilm studio system and explores how a particular kind of íilmmaking developed during this period in us film history It also focuses on the two key elem ents which inAuenced the emergence of the classic Hollywood studio system: the advent of sound and the business ideal of vertical integration In addition to its historical interest, inspecting the growth of the studio system may offer clues regarding the kinds of struggles that accom pany the growth of any new medium It might, in íầct, be intriguing to examine which changes occurred during the grovvth of the IIollywood studio, and com pare those changes to contem porary struggles in w hich production companies are trying to deflne and control emerging industries, such as O nline film and interactive television B The shitt oí' the industry away fro m ‘silent’ Alnis began during the la te 1920s Wamer Bros.’ 1927 íìlm The J a zz Singer was the first to íeature synchronized speech, and with it canie a period of turmoil for the industry Studios now had proof that ‘talkie’ íìlms would make them money, but the Anancial investment this kincl of Almmaking would require, from new camera equipment to new projection facilities, made the studios hesitant to invest at íỉrst In the end, the povver of cinematic sound to both move audiences and enhance the story persuaded studios that talkies were worth investing in Overall, the use of sound in íilm was well-received by audiences, but there were still many techiìical factors to consider Although full integration of sound into movies was complete by 1930, it would take somewhat longer for thern to regain their stylistic elegance and dexterity The camera now had to be encased in a big, clumsy, urưnoveable soundproof box In addition, actors stmggled, having to direct their speech to awkwardly-hidden microphones in huge plants, telephones or even costumes c Vertical integration is the other key com ponent in the rise of the Hollywood studio system The m ajor studios realized they could increase their proíits by handling each stage of a fìlm’s life: production (making the fìlm), distribution (getting the film out to people) and exhibition (ovvning the theaters in m ajor cities w here films were shown íìrst) Five studios, ‘The Big Five’, w orked to achieve vertical integration through the late 1940s, owning vast real estate on which to construct elaborate sets In addition, these studios set the exact term s of fllms‘ release dates and patterns Warner Bros., Paramount, 20th Century Fox, MGM and RKO formed this exclusive Club ‘The Little Three’ studios - Universal, Columbia and United Artists - also made pictures, but each lacked One of the crucial elem ents of vertical integration Together these eight companies operated as a m ature oligopoly, essentially running the entire market Reading D During the Golden Age, the studios w ere remarkably consistent and stable enterprises, due in large part to long-term management heads - the iníamous ‘movie moguls’ who ruled their kingdoms with iron íỉsts At MGM, Wamer Bros, and Columbia, the same m en ran their studios for decades The rise of the studio system also hinges on the treatm ent of stars, who w ere constructed and exploited to suit a stuđios image and schedule Actors w ere bound up in seven-year contracts to a single studio, and the studio boss generally held all the options Stars could be loaned out to other production companies at any time Studio bosses could also force bad roles on actors, and manipulate every single detail of stars’ images with their mammoth in-house publicity departments Some have com pared the Hollywood studio system to a factory, and it is useful to rem em ber that studios w ere out to make money íỉrst and art second E On the other hand, studios also had to cultivate Aexibility, in addition lo consistent factory output Studio heads realized that they couldn’t make virtually the sam e íilm over and over again with the same cast of stars and still expect to keep tum ing a proíit They also had to create product differentiation Examining how each production company tried to differentiate itself has led to loose characterizations of individual studios’ styles MGM tended to put out a lot of all-star productions while Param ount excelled in comedy and W amer Bros, developed a reputation for gritty social realism 20th Century Fox forged the musical and a great deal of prestige biographies, while Universal specialized in classic horror movies F In 1948, struggling independent movie producers and exhibitors Anally trium phed in their battle against the big studios’ monopolistic behavior In the United States versus Param ount íederal decree of tliat year, the studios w ere ordered to give up their theaters in w hat is commonly referred to as ‘divestiture’ - opening the m arket to smaller producers This, coupled witlì the advent of te le v is io n in the 1950s, seriously compromised the studio system ’s iníluence and proíìts Hence, 1930 and 1948 are generally considered bookends to Hollywood’s Golden Age 311 Test Questions 20-23 Do the follow ing sta te m e n ts agree with the iníorm ation given in R eading P a ssa g e 2? In boxes -2 on ỵ o u r a n s / 1/ e r sheet, vvrite TRUE FA LS E N O T GIVEN if the statem ent agrees with the iníormation if the statem ent contradicts the intormation ifth e re is no ir)formation on this 20 A fte r The Jazz S in g e r cam e out, o th e r studios im m ediately began m aking m ovies with syn ch ro n ize d sound 21 T h e re w ere so m e dravvoacks to recording m ovie a c to rs ’ voices in the early 193ŨS 22 T h e re w a s intense com petition betvveen actors for c o n tracts w ith the leading studios 23 S tudios had total control o ver how th e ir actors w e re perceived by the public Questions 24-26 Complete the sum m ary below Choose NO M O R E THAN TWO WORDS from the passage fo re a c h ansvver VVrite y o u r ansvvers in boxes -2 on y o u r answ er sheet THE HOLLYVVOOD STUDIOS T h ro u g h o u t its G olden Age, the Hollyvvood m ovie industry w a s controlled by a handíul o f studios Using a system know n as , the biggest studios not only m ade m ovies, but handled their distribution and then íinally shovved them in th e ir ow n theaters T h e se studios w e re often run by a u tocratic b o sses - m en knovvn as , w h o oíten rem ained at the head o f o rg anisatio ns for decades Hovvever, the d o m ination o f the industry by the leading studios ca m e to an end in 1948, w h e n th e y w e re forced to open the m a rke t to s m a lle r p ro ducers - a process knovvn as 312 Reading READING PASSAGE You should spend about 20 m inutes on Q u e s tio n s 27-40, vvhich are based on Reading Passage belovv Left or right? A n overview o f some research into lateralisation: the dominance o f one side o fth e body over the other A Creatures across the animal kingdom have a preference for one foot, eye or even antenna The cause o f this trait, called lateralisation, is tầirly simple: one side of the brain, vvhich generally Controls the opposite side of the body, is m ore dom inant than the other when Processing certain tasks This does, on some occasions, let the animal down: such as when a toad fails to escape from a snake approaching from the right, just because its right eye is vvorse at spotting danger than its leít So why would animals evolve a characteristic that seems to endanger them? B For many years it was assumed that lateralisation was a uniquely human trait, but this notion rapidly fell apart as researchers started uncovering evidence of lateralisation in all sorts o f animals For example, in the 1970s, Lesley Rogers, now at the University o f New England in Australia, was studying m em ory and learning in chicks She had been injecting a chemical into chicks’ brains to stop them learning how to spot grains o f food among distracting pebbles, and was surprised to observe that the chemical only vvorked when applied to the left hemisphere o f the brain That strongly suggested that the right side o f the chicks brain played little or no role in the learning o f such behaviours Similar evidence appeared in songbirds and rats around the same time, and since then, researchers have built up an impressive catalogue o f animal lateralisation c In some animals, lateralisation is simply a preíerence for a single paw or foot, while in others it appears in more general patterns o f behaviour The left side o f most vertebrate brains, for example, seems to process and control íeeding Since the leít hemisphere processes input from the right side o f the body, that means animals as diverse as íìsh, toads and birds are more likely to attack prey or food items viewed with their right eve Even humpback whales preter to use the right side o f their jaws to scrape sand eels from the ocean tloor D Genetics plays a part in determining lateralisation, but environmental ỉactors have an impact too Rogers found that a chicks lateralisation depends on whether it is exposed to light beíore hatching from its egg - if it is kept in the dark during this period, neither hemisphere becomes dominant In 2004, Rogers used this observation to test the advantages o f brain bias in chicks faced with the challenge o f multitasking She hatched chicks with either strong or weak lateralisation, then presented the two groups with food hidden among small pebbles and the threatening shape o f a fake predator ílying overhead As predicted, the birds incubated in the light looked for food mainly with their right eye, while using the other to check out the predator The weakly-lateralised chicks, meamvhile, had diíììculty performing these two activities simultaneously 313 Test E Similar results probably hold true for many other animals In 2006, Angelo Bisazza at the University of Padua set out to observe the differences in feeding behaviour between strongly-lateralised and weakly-lateralised tìsh He íound that strongly-lateralised inci i\ iduals were able to feed twice as fast as weakly-lateralised ones when there was a threat of a predator looming above them Assigning diíĩerent jobs to ditĩercnt brain halves may be especially advantageous for animals such as birds or íìsh, whose eyes are placed on the sides of their heads This enables them to process input from each side separately, with diiĩerent tasks in mind F And what of those animals who íavour a specitìc side for almost all tasks? In 2009, Maria Magat and Culum Brown at Macquarie University in Australia wanted to see if there was «eneral cognitive advantage in lateralisation To investigate, they turned to parrots, which can be either strongly right- or left-footed, or ambidextrous (without dominance) The parrots were given the intellectually demanding task ofpulling a snack on a string up to their beaks, using a co-ordinated combination of claws and beak The results showed that the parrots with the strongest foot preferences worked out the puzzle far more quickly than their ambidextrous peers G A 1'urther puzzle is why are there alvvays a few exceptions, like leít-hanđed humans, who are wired dilĩerently from the majority oí the population? Giorgio Vallortigara and Steíano Ghirlanda of Stockholm University seem to have íounđ the answer vía mathematical models These have shown that a group offish is likely to survive a shark attack with the fewest casualties if the majority turn together in one direction while a very small proportion of the group escape in the direction that the predator is not expecting H 314 This imbalance of lateralisation within populations may also have advantages for individuals Whereas most co-operative interactions require participants to react similarly, there are some situations - such as aggressive interactions - where it can benelìt an individual to launch an attack from an unexpected quarter Perhaps this can partly explain the existence of left-handers in human societies It has been suggested that when it comes to hand-to-hand íìghting, leít-handers may have the advantage over the right-handed mạjority where survival depends on the element ofsurprise, it may indeed pay to be different Reading Q u e s tio n s - Complete each sentence with the correct ending, A -F below Write the correct letter, A -F , in boxes -3 on yo u r ansvver sheet 27 In the 1970s, Lesley R ogers discovered that 28 A ng e lo B is a z z a ’s e x p e rim e n ts revealed that 29 M agat and B row n's studies s h o w that 30 A B Vallortigara and G h irla n d a ’s research íindings su g g e st that lateralisation is m ore c o m m o n in som e species than in others it beneíits a population if so m e m e m b e rs have a different lateralisation than the majority c lateralisation helps a nim als tw o things at the sam e time D lateralisation is not confined to hum an beings E the gre a te r an a n im a rs lateralisation, the better it is at problem -solving F strong lateralisation m ay so m e tim e s put groups o f a nim als in danger Questions 31-35 Complete the sum m ary belovv Choose O NE WORD O N LY from the passage for each ansvver VVrite y o u r answers in boxes -3 on y o u r answ er sheet Lesley R o g e rs ’ 004 E xp erim ent Lateralisation is d e te rm in e d by both g e netic and intluences R ogers found that chicks vvhose eggs are given during the incubation period tend to have a s tro n g e r lateralisation H er 2004 e xp e rim e n t set out to prove that these chicks w ere better at 3 than w e a k ly lateralised chicks As expected, the strongly lateralised birds in the e x p e rim e n t vvere m ore able to locate using their right eye, w hile using their left eye to m o n ito r an im itation located above them Test Questions 36-40 Reading Passage has eight paragraphs, A -H VVhich paragraph contains the following intormatìon? VVrite the correct letter, A -H , in boxes -4 on y o u r answ er sheet NB You m ay use any letter more than once 316 36 description o f a study w hich su p ports a n o th e r scie n tist’s íindings 37 the su g gestio n that a person could gain from having an op p o sin g lateralisation to m ost o f the population 38 reference to the large a m o u n t o f knovvledge o f anim al lateralisation that has a ccu m u la te d 39 research fin d in g s that vvere am o n g the first to contradict a previous belieí 40 a suggestio n that lateralisation w ould seem to d isa d va n ta g e anim als 1/ 1/riting VVRITING WRITING TASK You should spend about 20 m inutes on this task The chart below shows the annual n um ber o f rentals a n d sales (in various formats) o f films from a particular store between 2002 and 2011 Sum m arise the information by selecting a n d reporting the main teatures, and m ake com parisons where relevant VVrite at least 150 vvords 250,000 : ■■ ■ n «!■ 111 ■1 11 HỈ Tộ 200,000 c 01 □ □ Ễẵẵ I 150,000 01 Rentals VHS sales DVD sales Blu-ray sales XI Ẹ 100,000 c "03 ~ c c < 50,000 L 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Year VVRITING T A S K You should spend about 40 m inutes on this task Som e people g et into debt by buying things they d o n ’t n eed an d c a n ’t afford What are the reasons for this behaviour? What action can be taken to preverìt people from having this problem ? G ive reasons for ỵ o u r ansvver and include a n y relevant e x a m p le s from your ow n knovvledge or experience VVrite at least 250 words 317 Test S P E A K IN G P AR T Films/Movies • • • • W h e n w as the last tim e you w e n t to the cinem a? H o w pop u la r are cin e m a s vvhere you live? [W hy?] W h a t sorts o f film s/m o vie s you e njoy m ost? [W hy?] W h e re you prefer to w atch film s/m ovies, at the cinem a or at hom e? [W hy?] S p e c ia l d a y s • • • • W h a t are the m ost im p o rta n t festivals in yo u r culture? [W hy?] H o w people ce lebrate N e w Year in your culture? [W hy?] did you enjoy celebrating m ost w hen you w ere achild? [W hy?] VVhich testival VVhich íestival in a n o th e r country vvould you like to go to? [W hy?] pART Candidate task card: D escrib e a s h o p p in g cen tre /m a ll that you have visited or that you k n o w about You will have to talk a b o u t the topic for one to tw o m inutes You sh o u ld say: w h e re the sh o p p in g cen tre/m all is h o w p e o p le travel to the s h o p p in g centre/m all w h a t kinds o f s h o p s it has and exp lain vvhether you th in k it is a good place to go sh o p p in g You have one m inute to think a b out w h a t ỵou are going to say You can m ake so m e notes to help you if you wish P AR T Different typ e s of sh o p • • • VVhere people in y o u r country buy food? Is it better to buy clothes in small shops? W h a t are the a d v a n ta g e s o f internet sh o p p in g ? C u s to m e r Service in s h o p s • • • VVhat is g o o d c u s to m e r Service? VVhỵ so m e sh o p s provide better c u s to m e r Service than other shops? Hovv im portant is c u s to m e r Service to the s u cce ss o f a shop? S h o p p in g and so ciety • • • 318 VVhy is shoppin g such a pop u la r activity? W h a t are the a d v a n ta g e s to societỵ o f a highly de ve lo p e d shoppin g centre? Is society beco m in g increasingly m aterialistic?