ielts test exam 2014

Test Tif Read the sentences through in the preparation time and think about w h a t type of intormation is missing.. Read all ten sentences careíully in the preparation time.. 'When did

L IS T E N IN G

S E C T I O N 1 Questions 1-10

Q u e s tio n s 1 - 6

Com plete the notes below.

Write NO M O R E THAN TWO W ORDS A N D /O R A N U M B E R

for each ansvver.

Test Tip Remember

that you only hear the recording once

Check how many vvords you can use for each ansvver

Read through the notes

to get an overall idea of their content

P R E S T O N PARK R U N

Details o f run

Exam ple

Day of Park Run: ộ.ậ.í.ụríí?ỵ

Time of start: 2

Length of run: 3

Best way to register: on the 5

Cost of run: 6 £

Q u e s tio n s 7 - 1 0

Complete the notes below.

each ansvver

Test Tip You can vvrite

a time in tígures or words, but tigures are quicker and easier

s t u d y T ỉp 3 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

Test T ip lf part of the

answer is given (e.g $,

£, etc.) remember not to repeat it in your answer

1 0 for the vveekly report

1 1 Test T ip 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

Test T ip Check that you have

spelled all the ansvvers correctly

154

Q u e s tio n s 1 1 - 1 4

Complete the table belovv.

VVrite N O M O R E TH AN THREE VVORDS A N D /O R A N U M B E R for

each answer.

S E C T I O N 2 Questions 11-20

P A C T O N - O N - S E A B U S T O U R

Bus s to p s L o c a tio n T h in g s to see

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

may hear a synonym

of 'very old' on the recording (e.g 'ancient') DorTt repeat it in your ansvver

Q u e s tio n s 1 5 - 2 0

Com plete the sentences below.

Write NO M O R E TH A N TWO W O RD S A N D /O R A N U M B E R for

each ansvver.

15 You need to have a to buy a ticke t for £10

16 T h e bus to u r l a s t s in total

17 T h e cost of the bus ticke t in clu d e s e n tra n c e to the

18 You can listen to an au d io c o m m e n ta ry w h ic h has been m a d e by

t h e

19 lf the vveather is w et, it is a g ood idea to b r i n g

20 DorTt fo rg e t to bring y o u r w h e n you book

Online

Test Tif Read the sentences through in the preparation time and think about w h a t type of intormation is missing

s t u d y T i p 18 lf you

do not know the phrase 'audio commentary', use the context and other vvords in the sentence

to help you decide vvhat it means, e.g 'It is something you listen to

on a to ur bus'

s t u d y T i p Check that

k íall the sentences are

Igrammatically correctand make sense, e.g.dorYt repeat 'the' before

Iyour ansvver to Question

118

156

Q u e s tio n s 2 1 - 2 6

Choose the correct letter, A, B o r c

21 D ave H a d le y says th a t the Com puter sy s te m has

23 T im e ta b lin g has b e c o m e an issue b e ca u se

A th e re is not e n o u g h tim e fo r a n y o n e to do it

B the sy s te m d o e s not h a n d le c o u rs e options

24 To solve the tim e ta b lin g issues, R a n d h ir s u g g e s ts that

A stu d e n ts sh o u ld cre a te th e ir ow n tim etables

to listen for, e.g 'main problem' in Question 22

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

A a fe w w e e k s

B fo u r or five m onths

Q u e s tio n s 2 7 - 3 0

Complete the flow-chart belovv.

Write N O M O R E TH A N TWO W O R D S for each ansvver.

1 1 Test Tif Check the

^ 3 number of words you

I can use, and read

th rough 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?

s t u d y T i p 29 & 30You can predict ansvvers before you listen, but

be caretul! Why is 'a ppointm ent' incorrect

fo r Question 29? VVhat other answers are possible?

1 1 Test T iị Read back th rough the flow -chart and

y check your answers for both meaning and spelling

158

32 T h e first ĩig u rin e s w e re m a d e in the area o f

33 E arly h u m a n s could not USD th e ir pots to s t o r e

34 T he C h in e s e im p ro v e d the q u a lity of c e ra m ic s by m ixing

w ith the clay

40 T h e ability to build l a r g e co n trib u te d

to the s u c c e s s o f the R o m a n Em pire

Test T ip There is no break in this section

Read all ten sentences careíully in the preparation time

s t u d y T i p 31 Think

of the sentences as questions, e.g 'When did ceramics start?' This can help you think of vvords and phrases to lỉsten for

s t u d y T ip 32-34 Theanswer to Question 32

is a place W hat type of intormation is missing in the next tvvo questions?

s t u d y T ip Use theheadings 'Ceramics', 'Glass' and 'Concrete' to help you keep your place

as you listen

tailieutienganh.net | IELTS materials

1 1 Test Tif; Make sure th at the grammar

of the completed sentences is correct

Check there are no unnecessary vvords

Check spellings and use of plural 's'

159

R EA D IN G

R E A D I N G P A S S A G E 1

Test T ip Aim to complete the

questions in the recommended time.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 e s tio n s 1 -1 3 , which are based on Reading

Passage 1 below.

The Dover Bronze-Aấe Boat

A beautitully p reserved boat, m ade around 3.000 years ago and discovered b y chance in a

m uddy hole, has had a p ro 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

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

160

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 Bronze- Age 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 1 ime, 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 1 - 5

Complete the flow-chart below.

Choose O N E W ORD O N LY from the text for each ansvver

VVrite y o u r ansvvers in boxes 1 -5 on y o u r a nsw er sheet.

K ey e v e n ts

1992 - the boat w a s d is c o v e re d during th e c o n stru ctio n o f a 1

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

2 002 - an in ternation al 2 w a s held to g a th e r in íorm ation

2 0 1 2 - the B ro n z e -A g e 5 fe a tu re d the b o a t and o th e r o b je cts

Test T ip Dates are

L y easy to find in thepassage becausethey stand out Usethem to help youquickly find theright part of thepassage for eachquestion

All the ansvversmust be words thatare in the passage

Q u e s tio n s 6 - 9

Do th e fo llo w in g s ta te m e n ts a g re e w ith the in fo rm a tio n given in the text?

In boxes 6 - 9 on y o u r answ er sheet, write

if the statem ent agrees with the iníorm ation

if the statem ent contradicts the intormation

if there is no inform ation on this

A rc h a e o lo g is ts realised th a t th e boat had been d a m a g e d on purpose

Initially, o nly the te c h n o lo g ic a l a s p e c ts o f th e boat w e re e x a m in e d

12 VVhat a s p e c t of th e boat w a s the fo c u s o f th e 2 0 1 2 re co n s tru c tio n ?

13 VVhich tw o ía c to rs in flu e n ce d the d e cisio n not to m a k e a full-scale

re co n stru ctio n o f the boat?

A rc h a e o lo g is ts w e n t b a ck to th e site to try and find the m issing northern end o f th e boat

E v id e n c e fo u n d in 2 0 0 4 s u g g e s te d th a t the B ro n z e -A g e B oat had been used for trade

Q u e s tio n s 1 0 - 1 3

A n s w e r the questions below.

Choose NO M O R E TH A N THREE W O RD S A N D /O R A N U M B E R from

the text fo r each ansvver.

Test T The questions are in passage order, but the ansvvers may not be evenly spread across the passage

The difference betvveen a FALSE and a NOT GIVEN statement is that

a FALSE statement says the opposite

of vvhat is stated in the passage

s t u d y T i p Which words in the statement are im portant and help you find the answer?

n Test T ip You may

— have to go back tothe beginnmg ofthe passage whenyou start a nevv set:Ẵ: of questions.Note h o w manywords you can use

in your ansvvers

162

R E A D I N G P A S S A G E 2

You should spend about 20 m inutes on Q u e s tio n s 1 4 -2 6 , which are based on Reading

Passage 2 belovv.

1 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 do 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 c o n tin u e to d ive rsiíy th e ir ro le in an e ff o r t to g e n e ra te incom e.

A r e b u sin e 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 ra h a m

a n d Rob D avidson investigate.

In re c e n t tim e s developing co m m e rcia l revenues has becom e m ore challenging fo r a irp o rts

due to a com bination of ta cto rs , such as increased com petition fro m Internet shopping,

re s tric tio n s on ce rta in sales, such as tobacco, and new security pnocedures th a t have had

an im p a ct on the dvvell tim e of passengers Moreover, th e global econom ic dow nturn has

caused a reduction in passenger num b e rs while those th a t are travelling generally have less

money to spend This has m e a n t t h a t the share of revenue fro m non-aeronautical revenues

actually peaked at 5 4 % a t the tu rn of the cen tu ry and has subsequently declined slightly

Meanvvhile, the p re ssu re s to control th e level of aeronautical revenues are as s tro n g as

ever due to the po o r 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

th e m erchandising space o r expanding the variety of shopping opportunities, have already

been trie d to th e ir limít a t many a irp o rts A m ore radical solution is to find new sources of

c o m m e rcia l revenue within th e term inal, and th is has been explored by many a irp o rts over

the last decade o r so As a result, many te rm in a ls are now m uch m ore than ju s t shopping

malls and offer an array of e n te rta in m e n t, 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 r a th e r than menely a ta cilita to r of access

A t th e sam e tim e, a irp o rts have been developing and expanding the range of services th a t

they provide speciíically fo r the busìness tra ve lle r in th e term inal This includes offering

business c e n tre s th a t supply s u p p o rt services, m eeting o r coníerence ro o m s and oth e r

space fo r special events VVithin th is context, J a ra c h ( 2 0 0 1 ) discusses how dedicated

m eetings tacilities located within th e te rm in a l and managed directly by the a irp o rt o p e ra to r

may be regarded as an expansion of the concept of airline lounges or as a way to neconvert

abandoned o r underused areas of te rm in a l buildings Previously it was prìmarily a irp o rt

hotels and o th e r 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, 2 0 0 9 )

163

W h e n an a irp o rt location can be p rom oted as a business venue, this may increase the overall appeal of the a irp o rt and help it become m ore com petitive in both a ttra c tin g and retaining airlines and th e ir passengers In particular, the presence of m eeting íacilities could become one of the determ ining ía c to rs taken into consideration when business people are choosing airlines and vvhere they change th e ir planes This enhanced a ttractiveness Itself may help to improve the a irp o rt o p e r a to r s financial position and íu tu re prospects, but clearly this vvill be dependent on the competitive advantage t h a t the a irp o rt is able to achieve

in com parison with o th e r venues

In 2 0 1 1 , an Online a irp o rt survey w as conducted and some of the areas investigated

included the provision and use of meeting facilities at a irp o rts and the perceived role and

im p o rta n ce of these íacilities in generating income and raising passenger num bers In total, th e re w ere responses fro m staff at 1 5 4 a irp o rts and 6 8 % of these ansvvered ‘yes’

to the question: Does your a irp o rt own and have m eetings tacilities available fo r hire?

The existence of meeting facilities th e re to re seem s high at a irports In addition, 2 8 % of respondents t h a t did not have m eeting íacilities stated th a t they w ere likely to invest in th e m during the next five years The survey also asked to vvhat extent responde nts agreed or disagreed with a nu m b e r of s ta te m e n ts about the m eeting facilities at th e ir a irport 4 9 %

of responde nts agreed t h a t they have put m ore investm ent into th e m during re c e n t years;

4 1 % agreed t h a t they vvould invest m ore in the im m ediate future These are fairly high pro p o rtio n s considering the re c e n t econom ic climate

The survey also asked a irp o rts with meeting íacilities to estim ate w h a t p ro portion of users are fro m the local area, i.e vvithin a 90-m in u te drive fro m the a irport, o r fro m abroad.Their tindings show th a t meeting íacilities provided by the m ajority ũf respondents tend tũ serve local versus non-local or toreign needs 6 3 % of respondents estim ated t h a t over

6 0 % of users are fro m the local area ũnly 3% estim ated t h a t over 8 0 % of users are fro m abroad It is th e re fo re not surprising t h a t the íacilities are of limited im p o rta n ce when it com es to increasing use of ílights at the airport: 1 6 % of responde nts estim ated t h a t none

of the users of th e ir meeting íacilities use ílights when travelling to o r fro m th em , while 5 6 % estim ated th a t 2 0 % o r fe w e r of the users of th e ir íacilities use flights

The survey asked responde nts with meeting íacilities to estim ate how much revenue th e ir

a irp o rt earned fro m its meeting íacilities during the last íinancial year Average revenue per a irp o rt was ju s t $ 1 2 , 9 5 9 M eeting íacilities are effectively a non-aeronautical source

of a irp o rt revenue Only 1% of responde nts generated m ore than 2 0 % non-aeronautical revenue fro m th e ir m eetings facilities; none generated m ore than 4 0 % Given the tocus on local demand, it is not surprising t h a t less than a th ird of responde nts agreed th a t th e ir meeting tacilities s u p p o rt business and to u ris m development in th e ir home region

o r country

The tindings of this study suggest th a t few a irp o rts provide m eetings tacilities as a serious

com m ercial venture It may be th a t, as ovvners of large property, space IS available ton

m eeting tacilities at a irp o rts and could play an im p o rta n t role in serving the needs of the

a irport, Its p a rtn e rs, and stakeholders such as g overnm en t and the local community Thus, while th e local orientation m eans t h a t com petition with o th e r a irp o rts is likely to be minimal, com petition with local providers of m eetings íacilities is likely to be much greater

164

The text has eight paragraphs, A - H

VVhich paragraph contains the following intorm ation?

VVrite the correct letter, A -H , in boxes 1 4 -1 8 on y o u r answ er sheet.

N.B You m a y use any letter more than once.

T e s t T ip There is only One correct ansvver for each question so some paragraphs may not be tested

If you are told that 'you may use any letter more than once', it means th at the ansvver to two (occasionally three) questions may be tound in the same paragraph

14 e v id e n c e th a t a s ig n ifica n t n u m b e r o f airp o rts pro vid e m eeting

17 m e n tio n o f th e im p a c t o f b u d g e t airlines on a irp o rt incom e

18 e x a m p le s o f airp o rt p re m is e s th a t m ig h t be used for b u sin e ss

p u rp o s e s

Q u e s tio n s 1 9 - 2 2

C om plete the sentences belovv.

Choose NO M O R E TH AN TWO W O RD S from the text for each

answer VVrite y o u r ansvvers in boxes 1 9 -2 2 on y o u r ansvver sheet.

19 T he length o f tim e p a s s e n g e rs sp end s h o p p in g at airp o rts has

been affected by u p d a t e d

20 A irp o rts w ith a w id e ra n g e o f re c re a tio n a l íacilities can b e c o m e

a fo r p e o p le rather than a m e a n s to travel

question, you are looking

for 'evidence', which is likely to be in the íorm of data Which paragraphs contain data? Which

of these paragraphs provides data about the number of airports with meeting íacilities?

i

s t u d y T i p 16 The

important word is 'income' Which paragraph discusses the 'low level' generated by meeting íacilities?

1

S t u d y Tip 18 Youneed to find examples so think about the sorts of things these might be

4t Test T ip Read through

each sentence and underline vvords that will help you find the right place in the passage

■O-Ẹr

Q u e s tio n s 2 3 - 2 6

Complete the sum m ary belovv.

Choose NO M O R E THAN TWO W ORDS ừom the text fo r

each ansvver.

VVrite y o u r answ ers in boxes 2 3 - 2 6 on y o u r ansvver sheet.

Survey Findings

D e sp ite íinancial c o n s tra in ts du e to the 2 3 , a

sig n iíic a n t p e rc e n ta g e o f airp o rts pro vid e and w ish to íu rth e r s u p p o rt

b u s in e s s m e e tin g tacilities Also, ju s t u n d e r 3 0 % o f the airports

s u rv e y e d plan to pro vid e th e s e íacilities w ith in 2 4

H ow ever the m ain use rs o f the íacilities are 2 5 and

as m a n y as 16% o f re s p o n d e n ts to the s u rv e y stated th a t th e ir users

did not ta ke a n y 2 6 at th e airport

j Test T ip Re-read the summary wíth the gaps completed Check that it

j§ makes sense and is a true reílection of what is stated in the passage

Test T ip Use the title

of the summary to find the right place in the passage The summary may cover one paragraph

or several paragraphs.Read through the summary, underlining important vvords The ansvvers may not come

in the same order in the passage as the questions

? s t u d y T i p 24 Find a

I tigure that is 'just under

I thirty per cent'

n s t u d y T ip

I 25 Rephrase the first

I part of the sentence:

I 'Who are the main users

I of airport tacilities?' Find

I the part of the passage

■ that discusses this

166

This m ay seem a pointless question today

S u rro u n d ed as we are by th o u san d s of

The m uch-publici/ed p ro n o u n cem en t

by p a in te r Paul D elaroche tliat the

d a g u e r r e o t y p e * s i g n a l l e d t h e e n d o f p a i n t i n g

is p e r p l e x i n g b e c a u s e t h i s c l e v e r a r t i s t a l s o

í o r e c a s t t h e u s e í u l n e s s oí' t h e m e d i u m f o r

g raphic a rtists in a le tte r vvritten in 1839

N evertheless, it is sym ptom atic of the

20 s w i n g b e t w e e n t h e o u t r i g h t r e j e c t i o n a n d

q u a l i í ì o d a c c e p t a n c e o f t h e m e d i u m t h a t w a s

f a i r l y t y p i c a l o f t h e a r t i s t i c e s t a b l i s h m e n t

Discussion of the role of p h otography in a rt

w as especially spirited in F rance, vvhere the

w o r th v v h i le to a r t i s t s w a s e n u n c i a t e d i n considerable detail by Lacan an d Francis Wey The latter, a n a rt and literary critic, who

Wey left u n stated w h a t the incom petent artist

m ight do as a n alternative, b u t according

to the iníluential F rench critic and poet

90 Charles B audelaire, vvriting in resp o n se to

an exhibition of photography in 1859, lazv

a n d u n ta le n ted p a in te rs would becom e

p h o to g rap h ers Fired by a belief in a rt as

an im aginative em bodim ent of cultivated

ideas and d ream s, B audelaire re g a rd e d

photography as ‘a very hum ble serv an t of

a rt an d Science’; a m edium largely u n ab le to

tra n sce n d ‘ex tern al reality ’ For this critic,

photography w as linked vvith ‘the g re a t

100 in d u strial m a d n e ss’ of the time, vvhich in his

eyes exercised disastro u s consequences on

the spiritual qualities of life an d art.

Eugene Delacroix vvas the m ost p ro m in en t of

the F ren ch artists who w elcom ed photography

as h elp-m ate b u t recognized its lim itations

R egretting th a t ‘such a w onderful invention’

had arriv ed so late in his lifetime, he still

took lessons in daguerreotyping, an d both

com m issioned an d collected photographs.

110 D elacroix’s en th u siasm for the m edium can

be sensed in a jo u r n a l entry noting th a t if

photo g rap h s w ere used as they should be, an

a rtist m ight ‘raise him self to heights th a t we

do not yet know ’.

The question of w h e th er the p h o to g rap h w as

d ocum ent or a rt aro u sed in te re st in England

also.T he m ost im p o rtan t statem e n t on this

m a tte r vvas an unsigned article th a t concluded

th a t while photography h ad a role to play, it should not be ‘c o n strain e d ’ into ‘com petition’ 120

vvith art; a m ore strin g en t viewpoint led critic Philip Gilbert H am erton to dism iss c a m e ra

im ages as ‘narrovv in ran g e, em phatic in assertion, telling one tru th for ten falsehoods’ These vvriters reílected the opposition of a section of the cu ltu ral elite in England and

F ran ce to the ‘ch eap en in g of a r t ’ vvhich the grow ing acceptance and p u rc h a se of cam e ra pictures by the m iddle class rep re se n te d Technology m ad e photographic im ages a 130 com m on sight in the shop w indows of Regent

S treet a n d Piccadilly in London and the com m ercial boulevards of Paris In London, for exam ple, th e re w ere at the tim e som e 130 com m ercial establishm ents w h e re p o rtraits, landscapes, an d photographic reproductions

of w orks of a rt could be bought This appeal

to the m iddle class convinced the elite th a t

p h o to g rap h s would íb ster a desire for realism

in stead of idealism , even though some critics 140 recognized th a t the vvork of individual

p h o to g rap h ers m ight display an uplifting style and su b stan ce th a t vvas consistent with the deíỉning c h aracteristics of art.

* the nam e gỉven to the first commercially success/ul photographic images

1 6 8 tailieutienganh.net | IELTS materials

Choose the correct letter, A, B c o r D

Write y o u r answ ers in boxes 2 7 - 3 0 on y o u r ansvver sheet.

27 W h a t is th e w r ite r ’s m ain point in the first p a ra g ra p h ?

A P h o to g ra p h y is used fo r m a n y d iffe re n t p urposes

B P h o to g ra p h e rs and artists ha ve the s a m e principal aims

c P h o to g ra p h y has not a lw a y s been a readily a cce p te d art form

D P h o to g ra p h e rs to d a y are m ore Creative th a n th o s e o f the past

28 W h a t p ublic v ie w a b o u t artists w a s s h a re d by th e F rench and the

E n glish?

A th a t o n ly artists could retlect a c u ltu re ’s tru e v a lu e s

B th a t o n ly artists w e re q u aliíied to ju d g e p h o to g ra p h ỵ

c th a t artists could lose w o rk as a result o f p h o to g ra p h y

D that artistic s u c c e s s raised a c o u n tr y ’s in ternation al proíile

29 W h a t do e s the vvriter m ean in line 59 by ‘the handvvriting on the w a ir?

A an e x a m p le o f p o o r talent

B a m e s s a g e th a t c a n n o t be trusted

c an a d v e rtis e m e n t fo r so m e th in g n e w

D a signal th a t so m e th in g bad will h a ppe n

m iddle classes?

A T h e m o s t e d u c a te d w o rrie d a b o u t its im p a ct on p u b lic taste

B It helped artists a p p re c ia te the m erits o f photog ra phy

c Im p ro v e m e n ts w e re m a d e in p h o to g ra p h ic m ethods

D It led to a re d u ctio n in the price o f ph o to g ra p h s

Q u e s tio n s 2 7 - 3 0

1 Test T ip Read the questions

and underline vvords that will help you find the right part

m of the passage

s t u d y T i p 27 Read the first paragraph careíully and underline the main ídea Which of the options expresses this?

I s t u d y T i p 29 The

I phrase in inverted

I commas is in bold in the

I passage Read around

I it to find out what it

169

Com plete the sum m ary o f Paragraph 3 using the list o f vvords,

A - G , below.

VVrite y o u r answ ers in boxes 3 1 -3 4 on y o u r answ er sheet.

Q u e s tio n s 3 1 - 3 4

Camera art

In the e a rly d a y s o f pho to g ra p h y, o p in io n s on its fu tu re w e re

3 1 but th re e c le a r vievvs e m e rg e d A large

n u m b e r of artists and o rd in a ry p e o p le s a w p h o to g ra p h s as

3 2 to pa in tin g s because of the w a y th e y w e re

prod u ce d A n o th e r p o p u la r v ie w w a s th a t p h o to g ra p h s could have

a role to play in the art vvorld, d e sp ite the p h o to g ra p h e r being

less 3 3 Finally a srnaller n u m b e r o f p e ople

su s p e c te d th a t the im p a c t o f p h o to g ra p h y on art and s o c ie ty could

be 3 4

Q u e s tio n s 3 5 - 4 0

Look at the following statem ents and the list o f people, A - E , below

Match each statem ent with the correct person.

Write the correct letter A -E , in boxes 3 5 - 4 0 on y o u r answ er sheet.

35 He cla im e d that p h o to g ra p h y vvould m a ke p a in tin g s m o re realistic

36 He h ig h lig h te d the lim ita tio n s and d e c e p tio n s o f the ca m e ra

38 He noted the potential fo r p h o to g ra p h y to e n rlch artistic talent

39 He based s o m e o f th e s c e n e s in his p a in tin g s on p h o to g ra p h s

40 He felt p h o to g ra p h y w a s part o f the trend tovvards g re a te r

m e c h a n is a tio n

Test Tip Read the nstructions caretully Sometimes you are told vvhich paragraph to read You can also use the title

of the summary to find the right place

s t u d y T«p

31 'opinions' and 'vievvs'

in the first sentence have a similar meaning Which word at the start

of Paragraph 3 also has this meaning? Which of the options expresses the vievvs when photography began?

Test Tip lf there are more statements than names, you vvill have to use one of the names twice

170

VVRI TI NG T A S K 1

You should spend about 20 m inutes on this task.

The c h a r t b e lo w g iv e s in to r m a tio n on the p e r c e n t a g e o f

B ritis h p e o p le g iv in g m o n e y to c h a rity b y a g e r a n g e fo r the

Include an overvievv: How does the overall pattern

in 2010 differ from the pattern in 1990?

ĩ e s t T ip Begin with an

introduction

Highlight and compare the main teatures Make your overvievv clear

Use a range of relevant vocabulary and try to vary your sentence types

Link your ideas together

so that your ansvver flows smoothly

VVrite at least 25 0 vvords

n Test T ip Task 2 is worth

t ì twice as many marks as

•^pỊ- Task 1 so you are advised

to spend tvvice as long_ vvriting your ansvver.

1 more, and use your own

171

S P E A K IN G

PART 1

S c h o o l d a y s

• Tell m e so m e th in g a b o u t y o u r s e c o n d a ry school

• VVhich su b je c t did you find m o s t d ifficult at sch o o l? [W hy?]

• Do you e v e r need that su b je c t no w ? [W h y ? / W h y not?]

• W h a t did you erýoy a b o u t being a school stu d e n t?

B u i l d i n g s

• Are there any fa m o u s buildings in yo u r h om e to w n ? [W hat are they?]

• In w h a t typ e of building do m o s t peo p le in y o u r h o m e to w n live?

• S h o u ld bu ild in g s be a ttra ctive to look at? [W h y? / W h y not?]

• W h a t is the m o s t u n usua l b uilding you have e v e r s e e n ? [W hy?]

PART 2

Candidate task card:

D e s c rib e an in te re s tin g s to ry th a t y o u h eard o r read

• VVhen do p e o p le like to read th e nevvspaper?

• H o w im p o rta n t is it fo r p e o p le to have a c h o ic e o f nevvspaper?

• Will Internet new s e v e r rep la ce nevvspapers? [W h y ? / W h y not?]

Test T ip In Part 2, the examiner will ask you some more questions on tamiliar topics

Listen caretully to the questions Use the correct tense for each answer and include some relevant vocabulary

study Tip Use the one- minute preparation time to think about your topic and

w ha t you will say; make notes

on each point (Choose a story that you can easily talk about.)

Test Tip In Part 3, introduce your topic, link your ideas and aim to speak for tw o minutes.Speak clearly and at a natural speed so th at the examiner can understand you Use stress and mtonation to highlight

im portant intormation and teelings

172

Test 2

L I S T E N I N G

S E C T I O N 1 Questions 1-10

Q u e s tio n s 1 - 6

Complete the notes below.

VVrite NO M O R E TH AN TWO W ORDS A N D /O R A N U M B E R for each ansvver.

Short story Competition

Complete the sentences belovv.

VVrite NO M O R E TH AN TWO W O RD S for each ansvver.

Judging and Prize Details

T h e co m p e titio n is ju d g e d by 7

T h e top five stories will be a v a ila b le 8

T h e top s to ry will be c h o s e n by the 9 .

T h e first prize is a place at a vvriters’ vvorkshop in 10

Q u e s tio n s 1 1 - 1 7

Ansvver the questions below.

Write NO M O R E TH A N TH R EE W ORDS for each answer.

Sea Life Centre - information

11 W h a t w a s the Sea Life C e n tre p re vio u sly c a l l e d ?

12 VVhat is the nevvest attra ctio n c a lle d ?

13 W h c n is th o rnain íe e d in g t i m e ?

14 W h a t can you do w ith a V IP t i c k e t ?

15 VVhat special e v e n t will the S ea Life C e n tre a rra n g e fo r y o u ?

16 VVhere vvill the petition fo r a n im a l c o n s e rv a tio n be s e n t t o ?

17 VVhat can you use to test vvhat you ha ve le a r n t ?

Q u e s tio n s 1 8 - 2 0 What does the guide say about each attraction? Choose THREE ansvvers from the box and write the correct letter, A - E , next to Questions 18-20. S E C T I O N 2 Questions 11-20 A A q u a riu m B C ro c o d ile C a ve c P e n g u in Park D Seal C e n tre E Turtle Town 18 m u s t not r n i s s

19 te m p o ra rily closed 20 large q u e u e s

174

Q u e s tio n s 2 1 - 2 2

Choose TWO letters, A - E

VVhich TWO subjects did Martina like best betore going to university?

S E C T I O N 3 Questions 2 1 -3 0

Q u e s tio n s 2 3 - 2 6

Com plete the sum m ary belovv.

VVrite NO M O R E THAN TWO W ORDS for each answer.

George’s experience of university

G e o rg e is s tu d y in g M e c h a n ic a l E n ginee ring vvhich involves several d is c ip lin e s He is tin d in g

2 3 th e rn o st d iffic u lt At th e m o m e n t, his c o u rs e is m a in ly 2 4

He vvill so o n have an a s s ig n m e n t vvhìch in volves a s tu d y o f 2 5 He th in k s thereare to o m a n y 2 6 and vvouid like less o f them

Q u e s tio n s 2 7 - 3 0

Choose the correct letter, A, B or c

27 M artina th inks th e stu d e n ts at her unive rsity are

28 G e o rg e h o p e s that his tutor will help him

B settle into university

c with a h ost family

Com plete the notes below.

Write NO M O R E TH AN TWO W ORDS fo r each ansvver.

Preparing and Giving a Presentation

Initial th o u g h ts

Most important consideration: your audience Three points to bear in mind:

- vvhat they need to know

- hovv 3 1 they will be

- how big the audience will be

O c c a s io n a lly add 3 7 fo r g re a te r im p a ct

Do not use 3 8 (e.g a ppears, seems)

Q u e s tio n s an d In te rru p tio n s

VVhen aske d a q uestion , first o f all you should 3 9

M in im is e in te rru p tio n s by 4 0 th e m

S E C T I O N 4 Questions 3 1 -4 0

176

R EA D IN G

R E A D I N G P A S S A G E 1

You s h o u ld s p e n d a b o u t 2 0 m in u te s o n Q u e s t i o n s 1 - 1 3 , w h ic h a re b a s e d on R e a d in g

P a s s a g e 1 belovv.

The Flavor o f Pleasure

Ì/Vhen 'ít comcs to celebrating the ílavor o ffo o d, o u r m o u t h gets all the crcdit

But in truth, i t is the nose th a t knows.

No m atter how much we talk about tasting our

íavorite flavors, relishing them really depends on a

combined input from our senses that we experience

through mouth, tongue and nose The taste, texture

and feel of food are vvhat we tend to focus on, but

most im portant are the slight puffs o f air as we chew

our food - w hat scientists call 'retronasal smeir

Certainly, our mouths and tongues have taste buds,

which are receptors for the five basic ílavors: sweet,

saIty, sour, bitter, and umami, or vvhat is more

commonly reíerred to as savory But our tongues are

inaccurate instruments as far as flavor is concerned

They evolved to recognise only a few basic tastes in

order to quickly identiíy toxins, which in nature are

often quite bitter or acidly sour

All the complexity, nuance, and pleasure of flavor come

from the sense of smell operating in the back of the

nose It is there that a kind of alchemy occurs when we

breathe up and out the passing whiffs of our chewed

food Unlike a houncTs skull with its extra long nose,

vvhich evolved specifically to detect external smells, our

noses have evolved to detect internal scents Primates

specialise in savoring the many millions of flavor

combinations that they can create for their mouths

Taste vvithout retronasal smell is not much

help in recognising flavor Smell has been the

most poorly understood of our senses, and only

recently has neuroseience, led by Yale University's

Gordon Shepherd, begun to shed light on its

vưorkings Shepherd has eome up w ith the term

'neurogastronomy' to link the disciplines o f food

Science, n e u ro lo g y , psychology, and a n t h r o p o l o g y

w ith the savory elements of eating, One of the most enjoyed o f human experiences

In many vvays, he is diseovering that smell is rather like face recognition The visual system detects patterns of light and dark and, building on experience, the brain creates a spatial map It uses this to interpret the interrelationship o f the patterns and draw conclusions th a t allovv us to identiíy people and places In the same way, we use patterns and ratios to detect both new and fam iliar flavors As

we eat, specialised receptors in the back of the nose detect the air molecules in our meals From signals sent by the receptors, the brain understands smells

as complex spatial patterns Using these, as well as input from the other senses, it constructs the idea of

s p e c iíic ílavo rs

This ability to appreciate speciíic aromas turns out to

be Central to th e pleasure w e g e t fr o m food, m u c h as

o u r ability t o recognise in d iv id u a ls is Central to th e pleasures of social life The process is so embedded

in our brains that our sense of smell is critical to our enjoyment of life at large Recent studies show that people who lose the ability to smell become soeially insecure, and their overall level of happiness plummets

Working out the role of smell in flavor interests food scientists, psychologists, and cooks alike The relatively new discipline of molecular gastronomy, especiaIly, relies on understanding the mechanics o f aroma

to manipulate ílavor for maximum impact In this discipline, ehefs use their knowledge of the chemical changes that take place during cooking to produce eating pleasures th a t go beyond the 'ordinary1

tailieutienganh.net | IELTS materials 1 7 7

However, whereas molecular gastronomy is

concerned primarily with the food or 'smell'

molecules, neurogastronomy is more focused on the

receptor moleeules and the brain's spatial images for

smell Smell stimuli form w hat Shepherd terms 'odor

objects', stored as memories, and these have a direct

link w ith our emotions The brain creates images of

uníamiliar smells by relating them to other more

íam iliar smells Go back in history and this was part

of our survival repertoire; like most animals, we drew

on our sense o f smell, when visual information was

scarce, to single out prey

Thus the brairVs flavor-recognition system is a highly

complex perceptual mechanism th a t puts all five

senses to work in various combinations Visual and

sound cues contribute, such as crunching, as does

touch, including the texture and feel of food on our lips and in our mouths, Then there are the taste receptors, and íinally, the smell, activated when we inhale The engagement o f our emotions can be readily illustrated when we picture some o f the wide- ranging facial expressions th a t are elieited by various foods - many of them hard-wired into our brains

at birth Consider the response to the sharpness

of a lemon and compare th a t with the face that is vvelcoming the smooth wonder o f chocolate

The ílavor-sensing system, ever receptive to new combinations, helps to keep our brains active and flexible It also has the povver to shape our desires and ultim ately our bodies On the horizon we have the positive application o f neurogastronomy: manipulating flavor to curb our appetites

178

Com plete the sentences below.

Choose NO M O R E TH AN TWO W O RD S from the text for each ansvver.

VVrite y o u r answ ers in boxes 1 -5 on y o u r ansvver sheet.

1 A c c o rd in g to scientists, the t e r m c h a ra c te ris e s th e m o s t critical

fa c to r in a p p re c ia tin g ílavour

2 ‘S a v o u ry ’ is a better-knovvn w o rd f o r

3 T h e to n g u e w a s o rig in a lly d e v e lo p e d to re co g n is e the u n p le a s a n t ta ste of

Q u e s tio n s 1 - 5

4 H u m a n nasal ca vitie s r e c o g n is e m uch better than external ones

5 G ord o n S h e p h e rd u ses the w ord ‘n e u ro g a s tro n o m y ’ to d ra w to g e th e r a n u m b e r o f

related to the e n jo y m e n t o f eating

Q u e s tio n s 6 - 9

Complete the notes belovv.

Choose NO M O R E THAN TWO WORDS from the text for each answer.

Write y o u r ansvvers in boxes 6 -9 on y o u r answ er sheet.

re co g n itio n light are used to put

Ansvver the questions belovv.

Choose NO M O R E THAN O NE W O RD from the text fo r each answer.

Write y o u r answ ers in boxes 1 0 -1 3 on y o u r a nsw er sheet.

10 In w h a t form d o e s the brain store ‘o d o r o b ịe c ts '?

11 VVhen se e in g was difficult, w h a t did w e use o u r se n s e o f sm ell to find?

12 VVhich fo o d item illustrates h o w tla v o u r and p ositive e m o tio n are linked?

13 W h a t could be c o n tro lle d in the fu tu re th ro u g h íla v o u r m a n ip u la tio n ?

179

R E A D I N G P A S S A G E 2

You should spend about 20 m inutes on Q u e s tio n s 14-26, which are based on Reading

P assage 2 on the following pages.

Q u e s tio n s 1 4 - 1 9

T h e te x t on th e fo llo w in g p a g e s has six p a ra g ra p h s, A - F

Choose the correct heading for each paragraph from the list o f headings (i-ix ) belovv

VVrite the correct number, i- ix , in boxes 1 4-19 on y o u r answ er sheet.

List o f H e a d in g s

i

Tackling th e issue using a d iffe re n t a p p ro a c h

A sig n ific a n t im p ro v e m e n t on last tim e

ii H o w robots can s a v e h u m a n lives

V E x a m p le s o f robots at w o rk

ự Not w h a t it s e e m e d to be

vi W h y tim e s c a le s are im p o s s ib le to predict

vii T h e reason w h y ro b o ts rarely m ove

viii F o llo w in g the pattern o f an e a rlie r d e v e lo p m e n t

ix T h e ethical issues o f robotics

Dawn of the robots

They're aỉready here - driving cars, vacuuming carpets anảỷeeảing hospital

patients They may not be Iưalking, talking, human-like sentient beings, but they are

clever and a ỉittle creepy.

A At first sig h t it lo o k ed like a typical su b u rb a n ro a d accident A L an d R over

a p p ro a c h e d a C h ev y Tahoe estate car th at h a d s to p p e d at a kerb; the Land

R over p u lle d o u t a n d tried to p a ss the Tahoe ju st as it started off again.

There w a s a crack of íe n d ers a n d the s o u n d of p a in tw o rk b e in g scrap ed , the

kind of m in o r m ish a p th a t occurs o n ro a d s th o u s a n d s of tim es e v ery day.

N o rm a lly d riv e rs get out, gesticulate, ex ch an g e Insurance d etails a n d then

đ riv e off But n o t o n tlìis occasion N o on e g o t o u t of the cars for the sim p le

re a so n th a t th ey h a d n o h u m a n s in sid e them ; the Tahoe a n d L an d R over

vvere b ein g co n tro lled by c o m p u te rs c o m p etin g in N o v e m b e r's DARPA (the

U.S D eíence A d v a n c e d R esearch Projects A gency) U rb a n C hallenge.

B The idea th a t m ach in es c o u ld p e río rm to such s ta n d a rd s is startling.

D riv in g is a com p lex task th a t takes h u m a n s a long tim e to períect Yet here,

e a c h c a r h a d i t s o n - b o a r d C o m p u t e r l o a d e d w i t h a d i g i t a l m a p a n d r o u t e

p lan s, a n d w a s in stru c te d to n e g o tia te b u s y roads; differen tiate b e tw ee n

p e d e s tria n s a n d statio n ary objects; d e te rm in e w h e th e r o th er vehicles w ere

p a rk e d o r m o v in g off; an d h a n d le v a rio u s p a rk in g m a n o e u v re s, w h ich

ro b o ts tu rn o u t to be u n e x p ec te d ly a d e p t at E ven m o re strik in g w a s the

fact th a t the collision b e tw e e n the robot L an d Rover, b u ilt by researchers

at the M assach u setts In s titu te of Technology, a n d the Tahoe, íitted o u t by

C orn ell U n iv ersity A rtiíicial Intelligence (AI) ex p erts, w as the only scrape

in th e entire co m p etitio n Yet o n ly th ree y ears earlier, a t DARPA's p re v io u s

d riv erless car race, e v ery ro b o t co m p etito r - d ire c ted to n a v ig ate across a

stretch of o p e n d e se rt - eith er c ra sh e d o r seizeđ u p b eío re g e ttin g n e a r the

íin ish in g line.

c It is a re m a rk a b le tra n sitio n th a t h a s clear im p licatio n s for the car of the

íu tu re M ore im p o rtan tly , it d e m o n stra te s h o w robotics sciences a n d

Artificial Intelligence h a v e p ro g re sse d in th e p a s t few y ears - a p o in t

stressed by Bill G ates, the M icrosoít bo ss w h o is a c o n v ert to th ese causes.

'T he robotics in d u s try is d e v e lo p in g in m u c h the sam e w a y th e Computer

b u sin e ss d id 30 y e ars a g o / he argues As he p o in ts out, electronics

c o m p an ies m a k e toys th a t m im ic p e ts a n d children vvith increasing

sophistication 'I can en v isio n a íu tu r e in w h ich robotic devices vvill becom e

a n e arly u b iq u ito u s p a r t of o u r d a y -to -d a y liv e s / says G ates 'We m a y be on

the v erg e of a n e w era, w h e n th e PC vvill get u p off th e d e sk to p a n d allow

u s to see, hear, to u c h a n d m a n ip u la te objects in p laces w h e re w e are n o t

physically p r e s e n t/

Reading

181

D VVhat is the p o te n tia l for ro b o ts a n d c o m p u te rs in th e n e a r íu tu re ? T h e fact

is we still have a w ay to go beíore real robots catch up vvith their Science íiction c o u n te r p a r ts / G ates says So w h a t are the stu m b lin g blocks? O n e key difficulty is g ettin g ro b o ts to k n o w th eir place This h as n o th in g to d o w ith class or e tiq u ette, b u t concerns the sim p le issu e of p o sitio n in g H u m a n s

o rie n t th em selv es w ith o th e r objects in a room v e ry easily R obots find the task alm o st im possible 'E v e n so m eth in g as sim p le as telling the difference

b etw ee n an o p e n d o o r a n d a w in d o w can be tricky for a r o b o t/ says Gates Tlìis has, u n til recently, re d u c e d ro b o ts to íairly static a n d c u m b erso m e roles.

E For a long tim e, researchers tried to g et ro u n d the p ro b le m b y a tte m p tin g to

re-create the v isu al Processing that goes on in the h u m a n cortex H ow ever,

th a t challenge has p ro v e d to be sin g u la rly exacting a n d com plex So scientists h a v e tu rn e d to sim p ler alternatives: 'We h a v e b eco m e far m ore

p ra g m a tic in o u r w o r k / says N ello C ristianini, P ro íesso r of A rtiíicial Intelligence at the U n iv e rsity of Bristol in E n g lan d a n d associate e đ ito r of

the Ịournal ofArtificial ỉntelỉỉgence Research 'VVe are n o lo n g e r try in g to

re-create h u m a n íu n ctio n s In stead , w e are lo o k in g for sim p le r so lu tio n s

w ith basic electronic sensors, for e x a m p le / This a p p ro a c h is e x em p liíied b y

v a c u u m in g ro b o ts su ch as the Electrolux Trilobite The Trilobite scuttles

a ro u n d h o m e s em ittin g u ltra s o u n d signals to create m a p s of room s, w h ic h are re m e m b ered for íu tu re cleaning Technology like this is n o w ch an g in g the face of robotics, says p h ilo s o p h e r Ron Chrisley, d irecto r of th e C en tre for

R esearch in C o g n itiv e Science at the U n iv ersitỵ of Sussex in E ngland.

F Last year, a n e w H o n g K ong re sta u ra n t, R obot K itchen, o p e n e d w ith a

co u p le of sen so r-lad e n h u m a n o id m ach in es d irectin g c u sto m ers to their seats Each possesses a touch-screen o n w h ich o rd e rs can be keyed in The

ro b o t th e n re tu rn s w ith the correct dishes In Jap an , U n iv ersity of Tokyo research ers recently u n v e ile d a kitchen 'a n d r o id ' th a t co u ld w a s h dishes,

p o u r tea a n d m ak e a few lim ited m eals The u ltim a te aim is to p ro v id e ro b o t

h o m e h e lp e rs for the sick a n d the elderly, a key co n cern in a c o u n try like

J ap a n w h e re 22 p e r cent of th e p o p u la tio n is 65 or older O v e r us$l billion a

y ear is s p e n t o n research in to ro b o ts th a t w ill be able to care for the elderly 'R obots first learn basic co m p eten ce - h o w to m o v e a ro u n d a h o u se w ith o u t

b u m p in g into things T h en vve can th in k a b o u t teach in g th e m h o w to interact

w ith h u m a n s / C hrislev said M achines su ch as th ese take research ers in to

t h e f i e l d o f s o c i a l i s e d r o b o t i c s : h o w t o m a k e r o b o t s a c t i n a w a y t h a t d o e s n o t scare or o ffend in d iv id u a ls 'We n e e d to s tu d y h o w ro b o ts s h o u ld a p p ro a c h

p eople, h o w th e y sh o u ld appear T h at is g o in g to be a key area for íu tu re

re s e a rc h / a d d s Chrisley.

182

Look at the following statem ents (Questions 2 0 -2 3 ) and the list o f people below.

Match each statem ent with the correct persort, A, B o r c.

Write the correct letter in boxes 2 0 - 2 3 on y o u r answ er sheet.

N B You m a y use any letter more than once.

A Bill G a te s

20 An im p o rta n t co n c e rn for scie n tists is to e n s u re th a t ro b o ts do not seem ừightening

21 W e ha ve s to p p e d trying to e n a b le robots to p e rce ive o b je c ts as h u m a n s do

22 It will take c o n s id e ra b le tim e fo r m o d e rn ro b o ts to m atch the o n e s w e ha ve created in

film s and books

23 W e need to e n a b le robots to m o ve fre e ly before w e th in k a b o u t trying to c o m m u n ic a te

with them

Q u e s tio n s 2 4 - 2 6

Complete the notes belovv.

Choose N O M O R E T H A N THREE W O RD S from the text fo r each answer.

VVrite y o u r answ ers in boxes 2 4 -2 6 on y o u r ansvver sheet.

Q u e s tio n s 2 0 - 2 3

Robot teatures

D A R P A race cars: 2 4 p ro vid e s m a p s and plans fo r route

E lectrolux Trilobite: builds an im a g e o f a room by s e n d in g out 2 5

R o b o t Kitchen h u m a n o id s: ha ve a 2 6 to take o rders

tailieutienganh.net | IELTS materials

183

R E A D I N G P A S S A G E 3

You should spend about 20 m inutes on Q u e s tio n s 2 7 - 4 0 , which are based on Reading

Passage 3 belovv.

It’s your ch oice! - Or is it really?

As we move from the industrial age to the information age, societal demands

on our mental capabilities are no ỉess taxỉng

We are c o n s ta n tlỵ required to process a w id e range o f in ío rm a tio n to m ake decisions Sometimes, these decisions are trivial, such as w h a t m a rm a la d e to buy At o th e r times, th e stakes are higher, such as d e c id in g vvhich s ỵ m p to m s to re p o rt to th e doctor Hovvever, th e fact th a t w e are accu sto m e d to Processing large a m o u n ts o f in ío rm a tio n does n o t mean

th a t w e are b e tte r at it (Chabris & Simons, 2009) O ur sensory and c o g n itiv e systems have system atic vvaỵs o f íailing o f w h ic h w e are often, perhaps blissíully, unaware

Im a g in e th a t you are ta k in g a w a lk in y o u r local City park w h e n a to u ris t ap p ro a ch e s ỵou asking fo r directions D u rin g th e conversation , t w o m en c a rryin g a d o o r pass betvveen th e

t w o o f you If th e person asking fo r d ire c tio n s had c h a n g e d places w it h o n e o f th e p e o p le

ca rryin g th e door, vvould you notice? Research suggests th a t you m ig h t not Harvard psỵcholog ists Sim ons and Levi (1998) c o n d u c te d a íĩeld s tu d y using this exact s et-up and

fo u n d t h a t th e c h a n g e in id e n tity w e n t u n n o tic e d by 7 (46.6%) o f th e 15 p a rticipants.This p h e n o m e n o n has been te rm e d 'change b lin d n e s s 'a n d reíers to th e d iffic u lty th a t observers have in n o tic in g changes to visual scenes (e.g th e person svvap), w h e n th e changes are a c c o m p a n ie d by som e o th e r visual d is tu rb a n c e (e.g th e passing o f th e door).Over th e past decade, th e c hange blindness p h e n o m e n o n has been replicated m anỵ times Especially n o tevvorthỵ is an e x p e rim e n t by Davies and Hine (2007) w h o stu d ie d vvhether change blindness affects eyevvitness id e n tifica tio n Specitĩcally, p a rticip a n ts w ere presented

w ith a v id e o e n a c tm e n t o f a burglary In th e video, a m an ente re d a house, vvalking th r o u g h

th e d iffe re n t room s and p u ttin g valuables in to a knapsack Hovvever, th e id e n tity o f th e

b u rg la r c h a n g e d a fte r th e first half o f th e film vvhile th e initial b u rg la r was o u t o f sight

O u t o f th e 80 participants, 49 (61%) did n o t no tice th e change o f th e burglar's identity,

su g g e stin g th a t ch a n g e blindness m ay have serious im p lic a tio n s fo r c rim in a l proceedings

To m o st o f us, it seems bizarre th a t p e ople could miss such o b vio u s changes vvhile th e ỵ are paying active a tte n tio n Hovvever, to catch those changes, a tte n tio n m u st be ta rg e te d to th e

c h a n g in g íeature In th e stu d ỵ described above, p articipants w ere likely n o t to have been

e xp e ctin g th e change to happen, and so th e ir a tte n tio n m ay have been focused on the valuables th e bu rg la r vvas stealing, rather th a n th e burglar

Dravving fro m change blindness research, scientists have c om e to th e conclusion th a t we perceive th e vvorld in m uch less detail th a n previously th o u g h t (Johansson, Hall, & Sikstrõm, 2008) R a th e rth a n m o n ito rin g all o f th e visual details th a t surround us, w e seem to focus ou r

a tte n tio n o n ly on those íeatures th a t are cu rre n tly m e a n in g fu l or im p o rta n t, ig n o rin g those

th a t are irrelevant to o u r cu rre n t needs and goals.Thus at any given tim e, ou r representation

o f th e vvorld s u rro u n d in g us is crude and in com plete, m aking it possible fo r changes or

m a n ip u la tio n s to g o u n d e te c te d (Chabris & Simons, 2010)

184

Given th e d iffìc u Ity p e o p le have in n o tic in g changes to visual stim uli, o n e m ay vvonder

w h a t w o u ld h a p p e n if these changes c o n ce rn e d th e decisions p e o p le m ake.To e xa m in e

choice blindness, Hall and colleagues (2010) in v ite d s u p e rm a rk e t c u s to m e rs to sam ple

t w o d iffe re n t kinds o f ja m s and teas A fte r p a rtic ip a n ts had tasted or sm elled b o th

samples, th e ỵ in d ic a te d vvhich o n e th e y preferred Subsequ ently, th e y w e re p u r p o r te d ly

g ive n a n o th e r sam ple o f th e ir preíerred choice On h a lf o f th e trials, hovvever, these

w e re sam ples o f th e n o n -c h o s e n ja m or tea As expected , o n ly a b o u t o n e -th ird o f th e

p a rtic ip a n ts d e te c te d this m a n ip u la tio n Based on these tĩn d in g s, Hall and colleagues

pro p o s e d th a t choice blin d n e ss is a p h e n o m e n o n th a t occurs n o t o n ly fo r choices

in v o lv in g visual m aterial, b u t also fo r choices in v o lv in g g u s ta to ry and o lfa c to rỵ

in ío rm a tio n

Recentlỵ, th e p h e n o m e n o n has also been rep lica te d fo r choices in v o lv in g a u d ito r y stim u li

(Sauerland, Sagana, & Otgaar, 2012) Speciíìcally, p a rtic ip a n ts had to listen to th re e pairs

o f voices and de cid e fo r each pair vvhich voice th e y fo u n d m ore s ỵ m p a th e tic or m ore

c rim in a l.T h e voice was th e n presented again; hovvever, th e o u tc o m e was m a n ip u la te d

fo r th e second voice pair and p a rtic ip a n ts w e re presented w ith th e n o n -ch o se n voice

R eplicating th e íìn d in g s by Hall and colleagues, o n ly 29% o f th e p a rtic ip a n ts d e te c te d th is

change

M e rckelbach, Jelicic, and Pieters (2011) in ve stig a te d choice blindne ss fo r in te n s ity ratings

o f one's o w n p sycholog ical s y m p to m s T h e ir p a rtic ip a n ts had t o rate th e íre q u e n c y w ith

w h ic h th e ỵ e x p e rie n ce d 90 c o m m o n s y m p to m s (e.g anxiety, lack o f c o n c e n tra tio n , stress,

headaches etc.) on a 5 -p o in t scale Prior to a f o llo w - u p in te rv ie w , th e researchers in íla te d

ratings fo r t w o s y m p to m s by t w o points For exam ple, w h e n p a rtic ip a n ts had rated th e ir

íeelings o f shyness, as 2 (i.e occasionally), it was c h a n g e d to 4 (i.e all the time) This tim e,

m o re th a n h a lf (57%) o f th e 28 p a rtic ip a n ts w e re b lin d to th e s ỵ m p to m rating escalation

and a ccepted it as th e ir o w n s ỵ m p to m in te n s ity rating This d e m o n s tra te s th a t blindne ss is

n o t lim ite d t o recent preference selections, b u t can also occu r fo r in te n s ity and írequency

Together, these studies suggest th a t choice blindness can occur in a vvide variety o f

situations and can have serious im p lic a tio n s fo r m edical and ju d ic ia l o u tco m e s Future

research is needed to d e te rm in e how, in th o se situations, choice blindness can be avoided

185

Q u e s tio n s 2 7 - 3 1

Do the fo llo w in g s ta te m e n ts a g re e w ith th e claim s o f the w rite r in the text?

In boxes 2 7 -3 1 on y o u r answ er sheet, write

YES if the statem ent agrees with the claims o f the writer

NO i f the statem ent contradicts the claim s o f the vvriter

N O T G IVEN i f it is im possible to say what the vvriter thinks about this

27 D o cto rs m a k e d e c is io n s a c c o rd in g to the s y m p to m s th a t a p a tie n t describ e s

28 O u r ability to deal w ith a lot o f input m aterial has im p ro v e d o v e r time

29 W e tend to k n o w w h e n w e ha ve m a d e an e rro r o f ju d g e m e n t

30 A legal trial could be s ig n ifica n tly affe cte d by c h a n g e blindness

31 S c ie n tists ha ve c o n c lu d e d th a t w e try to ta ke in as m uch detail as p o s s ib le from

o u r s u rro u n d in g s

Q u e s tio n s 3 2 - 3 6

Com plete the table belovv.

Choose NO M O R E TH A N TWO VVORDS from the text fo r each ansvver.

VVrite y o u r ansvvers in boxes 3 2 - 3 6 on y o u r answ er sheet.

P e r c e n ta g e unavvare

Q u e s tio n s 3 7 - 3 8

Choose TWO letters, A -E

VVhich TWO statem ents are true fo r both the superm arket a nd voice experim ents?

VVrite y o u r answ ers in boxes 3 7 - 3 8 on y o u r ansvver sheet.

B T h e p a rtic ip a n ts w e re aske d to e xplain th e ir p reíerence s

c S o m e o f the c h o ic e s m a d e by p a rtic ip a n ts w e re altered

D T h e p a rtic ip a n ts w e re intìuence d by each o th e r ’s choices

E P e rc e n ta g e results w e re su rp ris in g ly low

Q u e s tio n s 3 9 - 4 0

Ch 0 0 se TWO letters, A -E

Which TWO statem ents are true fo r the psychology experim ent conducted by

M erckelbach, Jelicic, and Pieters?

VVrite y o u r ansvvers in boxes 3 9 - 4 0 on y o u r answ er sheet.

A T h e p a rtic ip a n ts had to s e le ct th e ir tw o m o st c o m m o n sym p to m s

W R I T I N G T A S K 1

You should spend about 20 m inutes on this task.

The g r a p h a n d table b e lo w s h o w the a v e r a g e m o n t h l y t e m p e r a tu r e s a n d the

You should spend about 40 m inutes on this task.

O n e o f the c o n s e q u e n c e s o f i m p r o v e d m e d ic a l c a re is th a t p e o p le are living

l o n g e r a n d life e x p e c t a n c y is in c re a s in g

D o y o u th in k the a d v a n ta g e s o f this d e v e lo p m e n t o u tw e ig h the d i s a d v a n t a g e s ?

G ive re a s o n s fo r y o u r ansvver and in clu d e a n y re le v a n t e x a m p le s fro m y o u r ow n knovvledge

o r exp e rie n ce

VVrite at least 25 0 vvords

188

• In vvhich part o f y o u r h o m e tow n do m o s t p e ople live?

• VVhere did you play in y o u r h o m e tow n w h e n you w e re a child?

Films

• H o w often do you go to the c in e m a ?

• Do you p re fe r to vvatch a film at the c in e m a or at h o m e ? [W hy?]

• W h ic h film from y o u r ch iid h o o d do you re m e m b e r m o st? [W hy?]

• W h a t’s y o u r ta v o u rite film n o w ? [W hy?]

P A R T 2

Candidate task card:

D e s c rib e an in terestin g place th a t yo u h ave visited as a tourist.

Places that tourists visit

• W h a t a re a s o f a to w n o r City do to u rists often like to visit?

• H o w im p o rta n t is it fo r local g o v e rn m e n ts to look after p o p u la r to u ris t a ttra ctio n s?

• S h o u ld peo p le pay to visit a ttra ctio n s such as m u s e u m s and g alleries?

[W h y? / W h y nót?]

Being a tourist

• H o w sh o u ld to u rists b e h a v e w h e n th e y a re in a d iffe re n t c o u n try?

• W h a t can local p e o p le do to help to u ris ts e n jo y th e ir visit?

• VVhat can to u rists learn from v isitin g n e w places?

189

L IS T E N IN G

S E C T I O N 1 Questions 1-10

Q u e s tio n s 1 - 5

Complete the form below.

Write N O M O R E T H A N T W O W O R D S A N D / O R A N U M B E R for each ansvver.

Ansvver the questions below.

VVrite N O M O R E T H A N T W O W O R D S for each ansvver.

Liíestyle q u e s tio n n a ire

W h a t e x e rcise d o you do re gularly? 6

Do you have a n y irýuries? has a 7

VVhat is y o u r goal or target? a better 8

VVhat is y o u r o cc u p a tio n ? a 9

H ow did you h e a r a b o u t the Club? 1 0

Q u e s tio n s 1 1 - 1 4

Choose the correct letter, A, B o r c.

11 T h e next e v e n t at the hotel will be a

Who will be responsible fo r the following jo b s as the guests arrive?

Choose THREE ansvvers from the box and write the correct letter, A - E , next to

Complete the sentences below.

VVrite NO M O R E TH A N THREE W O RD S for each answer.

General instructions

In o rd e r to get the g u e s ts to m o v e to the re s ta u ra n t the hotel m a n a g e r will

1 8 .

S e a tin g plans will be placed on ea ch ta b le and also in the 1 9

T h e re will be a total of thre e 2 0

191

Q u e s tio n s 2 1 - 2 5

Com plete the flow-chart belovv.

Write N O M O R E T H A N T W O W O R D S for each ansvver.

Paper Production and Recycling

S E C T I O N 3 Questions 2 1 -3 0

192

Q u e s tio n s 2 6 - 3 0

A n s w e r the questions below.

VVrite N O M O R E T H A N T W O W O R D S fo r each ansvver.

26 W h a t part o f th e a s s ig n m e n t is A lan g o in g to start vvorking o n ?

27 VVhere will M e la n ie g e t m ore in fo rm a tio n on used p a p e r c o lle ctio n ?

28 W h a t will th e y add to the a s s ig n m e n t to m a ke it m ore in te re stin g ?

29 W h a t do th e y a g re e to c o m p le te by th e end o f th e m o n t h ?

30 W h o will th e y ask to revievv th e ir w o r k ?

193