Pearson PTE academic practice tests plus with key - Vol.02 9789352868629, 9789353062637, 9352868625

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PRACTICE TESTS PLUS WITH KEY

PTE ACADEMIC PEARSON TEST OF ENGLISH ACADEMIC

FROM THE TEST DEVELOPERS

TEACHING, NOT JUST TESTING • Four complete tests • Annotated answers • Detailed score guide • Tips and strategies

Vol

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Copyright © 2018 Pearson India Education Services Pvt. Ltd No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s prior written consent. This eBook may or may not include all assets that were part of the print version. The publisher reserves the right to remove any material in this eBook at any time. ISBN 978-9-3528-6862-9 eISBN 978-9-3530-6263-7 First Impression Published by Pearson India Education Services Pvt. Ltd, CIN: U72200TN2005PTC057128. Head Office: 15th Floor, Tower-B, World Trade Tower, Plot No. 1, Block-C, Sector-16, Noida 201 301, Uttar Pradesh, India. Registered Office: 4th Floor, Software Block, Elnet Software City, TS-140, Block 2 & 9, Rajiv Gandhi Salai, Taramani, Chennai 600 113, Tamil Nadu, India. Fax: 080-30461003, Phone: 080-30461060 Website: in.pearson.com, Email: [email protected] Compositor: Integra Software Services Pvt. Ltd. Printer in India at

CONTENTS Introduction 4 Practice test 1 11 Part 1: Speaking and writing overview Part 1: Speaking Part 1: Writing Part 2: Reading overview Part 2: Reading Part 3: Listening overview Part 3: Listening

11 12 24 29 30 44 45

Part 1: Speaking Part 1: Writing Part 2: Reading Part 3: Listening

62 69 72 81

Practice test 3 90 Part 1: Speaking Part 1: Writing Part 2: Reading Part 3: Listening

90 97 100 108

CONTENTS

Practice test 2 62

Practice test 4 117 Part 1: Speaking Part 1: Writing Part 2: Reading Part 3: Listening

117 124 127 135

Score guide 144 Audio scripts 156 Answer key 173 Student answers test 1 194

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INTRODUCTION Test overview

INTRODUCTION

PTE Academic (Pearson Test of English Academic) is an international computer-based English language test. It accurately measures English language ability and can be used to apply to educational institutions, and professional and government organizations. The test uses task-based questions to represent the kinds of functions and situations students will find themselves in during academic study. Most real-life tasks in an academic setting involve using more than one language skill together, for example listening to a lecture and writing notes. PTE Academic reflects this through its 20 task types, each of which tests a combination of skills. For example, one task type asks you to demonstrate your understanding of a passage by providing a written summary, while another tests your understanding of a lecture by asking you to re-tell the lecture. The test is divided into three main parts and lasts for approximately three hours with an optional break of ten minutes: Part 1: Speaking and writing (77– 93 minutes) Part 2: Reading (32– 41 minutes) Part 3: Listening (45– 57 minutes)

Part 1: Speaking and writing Section Section 1

Task type Personal introduction

Section 2

Read aloud Repeat sentence Describe image Re-tell lecture

Section 3–4 Section 5 Section 6

Answer short question Summarize written text Summarize written text or Write essay Write essay

Task description After reading the instructions, you have 30 seconds to give a recorded introduction about yourself. This part is not assessed, but is sent to institutions you choose along with your Score Report. A text appears on screen. Read the text aloud. After listening to a sentence, repeat the sentence. An image appears on screen. Describe the image in detail. After listening to or watching a video of a lecture, re-tell the lecture in your own words. After listening to a question, answer with a single word or a few words. After reading a passage, write a one-sentence summary of the passage of between 5 and 75 words. Either a Summarize written text task or a Write essay task, depending on the combination of tasks in your test. Write an essay of 200 –300 words on a given topic.

For more detail, see the Speaking and writing overview on page 11.

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Time allowed 1 minute

30–35 minutes

20 minutes 10 or 20 minutes 20 minutes

Part 2: Reading Section

Task type Multiple-choice, choose single answer Multiple-choice, choose multiple answers Re-order paragraphs Reading: Fill in the blanks Reading & writing: Fill in the blanks

Task description After reading a text, answer a multiple-choice question on the content or tone of the text by selecting one response. After reading a text, answer a multiple-choice question on the content or tone of the text by selecting more than one response. Several text boxes appear on screen in random order. Put the text boxes in the correct order. A text appears on screen with several blanks. Drag words or phrases from the blue box to fill in the blanks. A text appears on screen with several blanks. Fill in the blanks by selecting words from several drop-down lists of response options.

Time allowed 32–41 minutes

For more detail, see the Reading overview on page 29.

Section Section 1 Section 2

Task type Summarize spoken text Multiple-choice, choose multiple answers Fill in the blanks

Task description After listening to a recording, write a summary of 50 –70 words. After listening to a recording, answer a multiple-choice question on the content or tone of the recording by selecting more than one response. The transcription of a recording appears on screen with several blanks. While listening to the recording, type the missing words into the blanks. Highlight correct After listening to a recording, select the paragraph that best summary summarizes the recording. Multiple-choice, After listening to a recording, answer a multiple-choice choose single question on the content or tone of the recording by answer selecting one response. Select missing word After listening to a recording, select the missing word or group of words that completes the recording. Highlight incorrect The transcription of a recording appears on screen. words While listening to the recording, identify the words in the transcription that differ from what is said. Write from After listening to a recording of a sentence, type dictation the sentence.

Time allowed 20 or 30 minutes 23–28 minutes

INTRODUCTION

Part 3: Listening

For more detail, see the Listening overview on page 44.

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Introduction to PTE Academic Practice Tests Plus PTE Academic Practice Tests Plus includes three main sections

INTRODUCTION

First, there is an introduction to the test and to the Practice Tests Plus book. This gives you information about the test itself, about taking the test, and about how you can use this book to help you prepare. The main section of the book is the practice tests. There are four complete tests. Test 1 provides a full page of information and strategies for each of the 20 task types. There is a tip for each question in Test 1 to help you get used to the task and how to approach it. Some tips refer directly to the content of the question and some give general guidance. In Test 2, there is one tip for each task type with a useful reminder of how to do the task. Then, in Tests 3 and 4, you’re on your own! Finally, the with key version of the book includes the detailed answer key, audio scripts and sample answers along with explanations to help you see how your answers might score.

Paper-based practice – computer-based test You will do the actual test on a computer at a Pearson test centre and when you complete a task, the next one will appear on the screen. You will hear the audio through your headphones and speak into the microphone on your headset. You will be able to take notes on an Erasable Noteboard Booklet, but you will type your answers into the computer. The practice tests in this book are paper-based and are designed to be used in class or for self study. The instructions on the page are exactly the same as those you will get in the actual test. This means you won’t have any surprises when you get to the test centre! However, because the instructions are for a digital format, they don’t tell you exactly what to do on paper. You will find some advice on this below. You can see what the task will look like on screen in Test 1, where you will find a screenshot for each task type in the About the task type section before the actual tasks. You will also find a grey ‘In the test’ box with a mouse cursor at the beginning of each task type in all four tests. This gives you a short description of the on-screen task.

In the test, there are 6–7 tasks. For each task, you read the text aloud into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 12 for help.

6

Timings In the test, some tasks are automatically timed by the length of the audio and some tasks have a timer. When you use the Practice Tests Plus book, you can choose to time yourself or to take as long as you need. You could time yourself using your watch, smart phone or computer. If there is a time limit for a task, you will find this information in the timer icon next to the instructions. 20 min.

Listening tasks For some tasks, you have to listen to an audio extract and then complete the task. In the test, the audio will begin automatically after you have had time to read the instructions. Using the practice tests, you will have to play the relevant audio track yourself. You will find the 31 relevant track number next to the task. Each task is on a separate track. This means you can work on tasks individually, or keep the audio running to try a complete set of tasks for a task type.

Giving answers You will have to give one of three kinds of answers: spoken, written or computer-based interaction (choosing answers from those presented on screen).

Spoken answers In the test, you will speak into the microphone on your headset. There will be a message on screen telling you when you will begin speaking, and then how long you have been speaking for.

When using the practice tests, it is a good idea to record your answers so that you can listen back and think about how to improve. You could record your answers on your computer or smart phone. Alternatively, you can work with a partner and take turns to answer the tasks and listen to each other.

When you sit the actual test, you will type your answers into the computer. Here, there is space for you to write most of your answers directly into the practice tests book. If you prefer, you could write your answers in a notebook. For the Write essay task, it is a good idea to practise typing your answer on the computer. In the test, you will be able to cut, copy and paste text.

Computer-based interaction For some tasks in the Reading and Listening parts, you have to use tools on the computer screen, for example click the correct answer from a drop-down list, select the correct button or drag and drop the correct word into the box. Although this book has paper-based practice tests, the instructions are exactly the same as you will see on the computer in the actual test. When practising, simply write your answer in the relevant box, or tick the button next to the correct answer.

2 People are living longer and this longevity is good news for sales teams. It

results in a much more 1 customer base for them to work from. Why we are living longer is not the issue for anyone 2 in drawing up plans to market a product. What they focus on is the fact that there are now more age groups to target, which means that a sales pitch can be re-worked a number of times to more exactly fit each one. For example, 3 referring simply to ‘adults’, there are now ‘starting adults’, ‘young adults’ and ‘established adults’. 4 markets no longer talk about ‘children’, but tend to refer to a fuller range of categories that includes ‘kids’, ‘tweens’, ‘pre-teens’ and ‘teenagers’. We now have a very diverse population in terms of age, and that can only be a 5 for business.

On screen, click the correct answer.

1 A usual

B precise

C right

D honest

2 A linked

B mixed

C concerned

D involved

3 A rather than

B by

C even when

D while

4 A While

B Similarly

C Even

D Really

5 A desire

B favour

C bonus

D promise

Task type

Skills assessed Type of answer

Part 1: Speaking and writing Personal introduction not assessed

no answer

Read aloud

reading and speaking

sample response

Repeat sentence

listening and speaking

sample response

Describe image

speaking

sample response

Re-tell lecture

listening and speaking

sample response

Answer short question

listening and speaking

right answer

Summarize written text

reading and writing

sample response

Write essay

writing

sample response

Part 2: Reading Multiple-choice, reading choose single answer

right answer

Multiple-choice, choose reading multiple answers

right answer

Re-order paragraphs

reading

right answer

Reading: Fill in the blanks

reading

right answer

Reading & writing: Fill in the blanks

reading and writing

right answer

listening and writing

sample response

Part 3: Listening Summarize spoken text

On the page, write the correct answer in the box.

Multiple-choice, choose listening multiple answers

right answer

Scoring the practice tests

Fill in the blanks

listening and writing

right answer

Highlight correct summary

listening and reading

right answer

Some tasks in PTE Academic have clear right answers, for example the Multiple-choice and Fill in the blanks tasks. For these tasks, there are clear answers in the with key version of the book. For most tasks with spoken or written answers, you will score within a range because the task tests a number of language areas, for example content, grammar, etc. For these tasks, you will find three sample responses in the with key version of the book, at B1, B2 and C1 level, all with brief explanations. To get an idea of your score on these tasks, look at all of the sample answers. Which is closest to your answer? What did you do better or less well than this student? For the Write essay questions, there is also a model essay outline for each task.

INTRODUCTION

Written answers

Multiple-choice, listening choose single answer

right answer

Select missing word

listening

right answer

Highlight incorrect words

listening and reading

right answer

Write from dictation

listening and writing

right answer

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Preparing for PTE Academic If you know exactly what to expect before you sit the test, you will feel more confident on the day and increase your chances of doing well. Try to familiarize yourself with the test as much as possible, for example: • how long the test lasts, and how this is divided into the different test parts and tasks • how many tasks there are in each part and in the test as a whole • what the different task types are • what you will be asked to do for each task type • what the tasks will look like on screen • what skills are assessed in each task type and how they will be scored

INTRODUCTION

Don’t forget to think about your personal introduction. See page 10 for more information.

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There are many different ways to use the practice tests in this book. You may use them in class or for self study. If you use them in class, your teacher will tell you which sections to complete when and advise you on how to give your answers. Below you will find some ideas for using the tests for self study.

Get to know the task types Use Test 1 to focus on the task types, one task type at a time. • First, read the strategy page to find out what the task involves and what is expected of you. This will also give you some ideas of the kinds of study you need to do to be successful in this task type. • Next, look at the first task and make sure you understand exactly what you have to do. Use the tip to help you. • Complete the task as well as you can. • If you have the with key version of the book, look at the score guide at the back of the book and think about what the purpose of the task is. Then look at the key or the sample student answers to get an idea of how you did. • Work through the rest of the questions for that task type in Test 1.

Think about timing You could use one of the practice tests to work on timing. • Look at the instructions or the overview in Test 1 to find out how long you have to answer each task for that task type. • Think about how you will spend that time. For example, in the Write essay task, how much of that time will you spend planning, writing and checking? In the Describe image task, how long should you spend on an introductory description, how long on detail and how long on conclusions? • Set a countdown on your smart phone or computer, then try one task and get a feel for how long you have to speak, read or write. • Time yourself, moving immediately on to the next task, and work through all of the tasks for that task type.

Take a mock test Before you take the actual test, you could work through a whole practice test, timing yourself for each section to get an idea of how you would do on test day. In this case, try to find somewhere quiet and make sure you will not be interrupted.

Analyze your answers However you have answered the tasks, it is very useful to spend time looking at your answers. For questions with a spoken response, record yourself completing the tasks. Then think about what you think a good answer would include. If you have the with key version, listen to the sample student answers and look at the examiner comments. Then listen to your answer and think about how you did on that task, and how you could improve in the future. Use the score guide to help you. Similarly, if you need to give a written answer, complete the task. Then look at the answer key, where you will see a model answer with an explanation, where relevant. Look at the sample student answers with comments, and compare them to the model answer and your own. How did you do, and how could you improve in the future?

Taking the test When you take the actual test, you’ll go to one of Pearson’s secure test centres. You can find your nearest centre on the Pearson website at www.pearsonpte.com. This is also where you can register and book a test for a time that suits you. On the day, make sure you arrive early so that you have time to register and go through the security procedure. Then you’ll be taken to a computer and the test will begin. All parts of the test are done at a computer and the whole test takes around three hours. This includes an untimed introduction and one optional break of up to ten minutes. After the test, you’ll get an email to tell you that your PTE Academic scores are ready. This is normally within five working days from your test date. You can then log in to your account to view and print your scores, and send them to the institutions that you choose. Your scores are valid for two years from your test date.

Your Score Report will give you an overall score on the Pearson Scale of English. This will then be broken down into the four communicative skills: listening, reading, speaking and writing. You will also get a score for enabling skills: grammar, oral fluency, pronunciation, spelling, vocabulary and written discourse. Please see page 144 for more detail on scores.

INTRODUCTION

Your Score Report

Overall Score

Communicative Skills scores Enabling Skills scores

Your Score Report will be ready within five working days.

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Personal introduction About the task type At the beginning of the test you will be asked to introduce yourself, speaking into the microphone for 30 seconds. This Personal introduction is not scored. The purpose is to give university admissions officers an impression of you as a person. Institutions also use the recorded introduction as an additional identity check. Your introduction will be sent along with your Score Report to the institutions that you choose. You will have 25 seconds to read the instructions, then 30 seconds to record your introduction. There is a Recording Status box which will tell you when to start recording and how much time you have left. You cannot re-record your introduction.

Instructions

INTRODUCTION

Ideas of things to talk about Recording Status box that tells you when the microphone opens and when it closes

Task strategies Be prepared! This is your opportunity to give the admissions officers a first impression of who you are – so make it a positive one! For this task, you can be completely prepared. Plan in advance what you want to talk about. Start by giving your name, and saying where you’re from. Then, include some of the ideas from the instructions: • Your interests • Your plans for future study • Why you want to study abroad • Why you need to learn English • Why you chose this test

Check your timing You have 30 seconds to record your message, and you only have one opportunity to get it right! Spend time before the test practising your introduction. Time yourself and make sure your message takes as close to 30 seconds as possible – you don’t want to run out of time!

Be yourself You want to sound natural. Try not to write a speech and memorize it – this can often sound very unnatural and nerves on the day might make you forget the exact words you rehearsed. Instead, practise the kinds of things you want to say. Record yourself speaking, then listen to your introduction. If you were an admissions officer, would your message make a positive impression?

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TEST 1 Overview: Speaking and writing Part 1 of the PTE Academic test is Speaking and writing. This part tests your ability to produce spoken and written English in an academic environment. The table shows what you will see in the test, which you will take on a computer. When practising with this book, you will have to write your written answers in the book, your notebook or on your own computer, and you could record your spoken answers on your own computer or mobile phone. Part 1: Speaking and writing Speaking (total time 30–35 minutes)

Read aloud

Number Task description of tasks 6–7

After listening to a sentence, repeat the sentence into your microphone.

listening 3–9 and seconds speaking

15 seconds

6–7

An image appears on screen. Describe the image in detail into your microphone.

speaking n/a

40 seconds

3–4

After listening to or watching a lecture, re-tell the lecture in your own words into your microphone.

listening up to 90 and seconds speaking

40 seconds

After listening to a listening question, answer with a 3–9 and single word or a few words seconds speaking into your microphone.

10 seconds

Repeat sentence

10–12

Describe image

Re-tell lecture

Answer short question

A text appears on screen. Read the text aloud into your microphone.

Text/ Skills Time Recording assessed to answer length varies by task, reading text up to depending and 60 words on the length speaking of text

10–12

TEST

1

SPEAKING AND WRITING

Task type

Writing (total time 50–60 minutes) Task type

Number Task description of tasks

Text/ Skills Time Recording assessed to answer length

Summarize written text

2–3

After reading a passage, write a one-sentence summary of the passage.

reading and writing

text up to 10 minutes 300 words

Write essay

1– 2

Write an essay of 200–300 writing words on a given topic.

up to 4 20 minutes sentences

Each recording is played only once. You may take notes using the Erasable Noteboard Booklet and pen, and use these notes as a guide when answering the tasks. Speaking task types are not timed individually, but writing task types are. In both sections you can refer to the timer in the upper right-hand corner of the computer screen, Time Remaining, which counts down the time remaining for the Speaking section.

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Read aloud

About the task type This is a long-answer speaking task type that tests reading and speaking skills. You have to read aloud a short text, with correct pronunciation and intonation. You will do 6–7 Read aloud tasks.

Instructions Recording Status box that tells you when the microphone opens and when it closes

STRATEGIES

Text that you have to read aloud

Strategies

Testing focus Scoring ➤ page 146

Read the text through first • Use the 30– 40 seconds before the microphone opens to skim the text and understand the topic. • Use the punctuation and grammar to identify where pauses will be needed between meaning groups. • Identify any words that may be less familiar to you and think how they might be pronounced. • Read the first part aloud before the microphone opens. This will help you to begin speaking when you hear the tone.

Subskills tested Reading: identifying a writer’s purpose, style, tone or attitude; understanding academic vocabulary; reading a text under timed conditions. Speaking: speaking for a purpose (to repeat, to inform, to explain); reading a text aloud; speaking at a natural rate; producing fluent speech; using correct intonation; using correct pronunciation; using correct stress; speaking under timed conditions.

While you read • Begin reading as soon as the tone sounds and the recording status changes to a blue bar. As you read, stress the words that carry important information. Use pausing to group the text into meaningful chunks. • Use rising intonation to show a contrast, and falling intonation to show that you have finished a point or sentence, or come to the end of what you are saying. Take your time • You have plenty of time so do not rush. Read with meaning, at a normal volume. Do not leave out any words. • If you make a mistake, correct it and continue. Do not stop reading, and do not begin again at the beginning. Click ‘Next’ when you are ready to go on to the next task.

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Preparation • Practise reading sentences out loud, grouping the words into meaningful chunks. Practise putting short pauses at commas and between meaning groups, and longer pauses at full stops. • Select 6 or 7 short texts of 2 or 3 sentences (up to 60 words) from a magazine or online. Look at the punctuation and grammar and mark the chunks with a slash /. Time yourself reading each one. After 40 seconds, go on to the next text. • Listen to the way the final sound in one word links to the first sound in the next when people speak. Try to do this when you read aloud. • You will score higher if your fluency shows a natural rhythm, which is given by chunking and stress. Read a sentence and clap your hands on each stressed word. Be aware of the weak forms between stressed words. • When practising reading aloud, read on smoothly even if you make a mistake as hesitations, false starts and repetitions can lower your score. • Practise using rising intonation in lists and falling intonation at the end of sentences. • When you learn a new word, use a dictionary that has the words recorded so you can check both the pronunciation of the sounds and where the word stress falls. • You will read more fluently if you understand what you are reading, so work on your reading and vocabulary skills as well as your speaking skills.

Read aloud 1 Break the text up into

2

3

4

5

6

chunks and pause slightly between each one as you read. Before the recording begins, use the punctuation to help you decide where to pause and where each new chunk will begin. As you read, stress the words that carry important information. This makes it easier to understand what you are saying. Use rising intonation patterns to show a contrast. For example, in Text 1 you need to contrast the Some with Others. Try to get the word stress right on multi-syllable words. In Text 4, there are words that end in ‘ion’. Usually, the stress falls on the syllable before this – pollution and solutions. Look for meaning groups, as well as the grammatical structure, to notice which groups of words should be said in one chunk: / Due to increases in life expectancy / related to an ageing population. Use falling intonation patterns to show that you have finished a point, or come to the end of what you are saying: future prospects, underperform.

In the test, there are 6–7 tasks. For each task, you read the text aloud into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 12 for help. 40 sec. Look at the text below. In 40 seconds, you must read this text aloud as naturally and as clearly as possible. You have 40 seconds to read aloud. 1 In today’s economic climate, starting a business may make good financial

sense. Some people are motivated to become self-employed because of a lack of good job opportunities in their field. Others identify a gap in the market and set up their own company in order to bring their business ideas to fruition. 2 When rail transportation first appeared in the early nineteenth century,

some people thought it unfit for human use. They believed that high-speed travel would make it impossible to breathe and that the shaking of the carriages would cause great physical discomfort. By the 1880s, however, the railway had become an extremely popular mode of travelling around the country. 3 Finding inspiration is an integral part of the creative-writing process, but,

on some days, even the most experienced and professional authors face writer’s block. They recommend a change of environment to struggling writers, knowing that, often, simply wandering the streets and observing people or sitting in a café and listening in on others’ conversations can trigger new ideas.

TEST

1

SPEAKING

TIP STRIP

4 Pollution caused by traffic in city centres is an increasing hazard for

pedestrians and for the environment. Local authorities have tried various schemes to reduce private-car use. These solutions have included charging drivers for the use of inner-city roads, limiting central parking facilities, increasing the number of pedestrianized areas, improving public transport and providing additional cycle lanes. 5 Due to increases in life expectancy, the majority of countries in the

developed world are being confronted with challenges related to an ageing population. Growth in the number and the proportion of older people in society has significant implications across all sectors—housing, transport, health and social care, and the labour market—that are only now beginning to be addressed. 6 Exam anxiety can affect even the best students, resulting in marks that do

not reflect their abilities or preparation. Despite having the knowledge, skills and attitude to succeed, they often become overwhelmed by the pressure of the exam’s significance. Students worry that a poor performance might impact their future prospects and, ironically, this often causes them to underperform.

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Repeat sentence About the task type

This is a short-answer speaking task type that tests listening and speaking skills. You have to repeat a sentence that you hear, with correct pronunciation. You will do 10–12 Repeat sentence tasks.

Instructions

Audio Status box and volume control

STRATEGIES

Recording Status box that tells you when the microphone opens and when it closes

Strategies

Testing focus Scoring ➤ page 146

Be ready • The Audio Status box will count down from 3 seconds and then the recording will play. • Be ready to hear, understand and repeat the short sentence (3 to 9 seconds). Stay focused.

Subskills tested Listening: understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending variations in tone, speed and accent. Speaking: speaking for a purpose (to repeat, to inform, to explain); speaking at a natural rate; producing fluent speech; using correct intonation; using correct pronunciation; using correct stress; speaking under timed conditions.

Focus on the meaning • Listen to the way the speaker groups words into meaningful phrases, and copy this phrasing. • Listen for the speaker’s intonation and try to copy it. • Listen for the grammatical structure to help you to reconstruct what you have heard. • There isn’t time to write the words. Speak clearly • Wait until the blue bar that shows the microphone is open, then speak; there is no tone. Remember, the microphone will close after 3 seconds of silence. • Take a breath before you speak; this will help you speak clearly. • Say every word you hear, but if you don’t know a word, say what you think you heard. • Pronounce the vowels and consonants clearly, and link words together as the speaker did. • Speak at a normal speed and volume, and don’t rush – you have plenty of time. • Don’t try to copy the speaker’s accent; just speak normally. • Click ‘Next’ to move on.

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Preparation • Train your short-term memory by repeating short announcements or advertisements that you hear; ask a friend to read aloud 10–12 short sentences from a magazine for you to repeat each one. • Develop your understanding of English grammar so that you recognize verb phrases and clause structure. When you hear someone speaking, repeat the words to yourself and think of the structures they used. • Your score will be higher if you say the correct words in the right sequence, so practise saying phrases with correct word order. • Use a dictionary where you can listen to the words pronounced in different accents so that when you learn a new word you also know what it sounds like. • Practise saying new words with the correct syllable stress. Check the dictionary if you are not sure. • Notice where people put the stress in sentences – the important words are stressed and the other words are weak or unstressed. Try to do this when you speak; your score will be higher if your rhythm, phrasing and stress are smooth and effective. • Listen to someone giving a talk in a podcast and stop the recording regularly so you can repeat the words you heard. Begin by stopping after 3 or 4 words, then gradually expand until you stop about every 7–9 seconds. • Listen to podcasts by speakers with different English accents to become familiar with them.

Repeat sentence TIP STRIP

In the test, there are 10–12 tasks. For each task, you listen and repeat the sentence you hear into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 14 for help.

1 Listen to the way the

15 sec. You will hear a sentence. Please repeat the sentence exactly as you hear it. You will hear the sentence only once. 2–11

TEST

1

SPEAKING

speaker groups the words into meaningful phrases, e.g. traffic congestion, investors' decision. 2 Speak as clearly as you can. If you mumble, your words may not be recognized. 3 Listen to the speaker’s intonation and aim to copy this. 4 Listen to the syllable stress on long words, such as popular and say the words the same way. 5 Note how the speaker uses word stress to highlight the important information, for example, particularly risky. Try to do the same. 6 Your score will be improved if you produce correct word sequences including noun phrases such as work in progress. 7 Many words in a sentence are unstressed or ‘weak forms’, for example in the phrase of local people, of is unstressed. You will not hear weak forms clearly but the grammar tells you they are present. 8 Remember there is no tone before the microphone opens in this task, so start to speak as soon as the Status box changes to ‘Recording’. 9 Be prepared for long noun phrases before the verb in some tasks. 10 You will hear a range of accents in this task, but don’t try to copy the accent. Just speak naturally.

Repeat sentence: Each question is displayed on a new screen.

15

Describe image

About the task type This is a long-answer speaking task type that tests speaking skills. You have 40 seconds to describe the information in a graph, chart, map, picture or table. You will do 6–7 Describe image tasks.

Instructions Image that you have to describe

STRATEGIES

Recording Status box that tells you when the microphone opens and when it closes

Strategies

Testing focus Scoring ➤ page 147

Look carefully at the image • You have 25 seconds before the microphone opens to look carefully at the image. • Identify the main features or trends, and the names of features or variables in labels. Identify the significant features, major contrasts or changes over time. Think of any implications of the information, or any conclusions that can be drawn. • Make notes of the main points on your Erasable Noteboard Booklet, and decide the order in which you will describe the information.

Subskills tested Speaking: speaking for a purpose (to repeat, to inform, to explain); supporting an opinion with details, examples and explanations; organizing an oral presentation in a logical way; developing complex ideas within a spoken discourse; using words and phrases appropriate to the context; using correct grammar; speaking at a natural rate; producing fluent speech; using correct intonation; using correct pronunciation; using correct stress; speaking under timed conditions.

Focus on the main points • After the tone, start with a general statement of what the image is about. Then describe the most important features or trends or contrasts. • Don’t try to describe every detail; use relevant data to illustrate the main points of the information. • Use your notes to make sure your description is clearly organized. • Conclude with a comment on any implications or conclusions. Keep speaking • Keep speaking. The more you say, the more thorough your description will be. • If you make an error in the information, don’t worry; correct yourself and move on. When the microphone closes, click ‘Next’.

16

Preparation • Practise interpreting different types of image, including line, bar and pie graphs, process diagrams and maps, that you see in news stories. • Find an image that interests you. Take brief notes of the main points using key words, with arrows to indicate the order of what you will say. Practise using your notes to organize your description. • Practise giving an overview by summarizing the information in an image in one sentence. Set a timer so that you are ready to give the overview after 25 seconds. • You will score higher if you include, as well as all the main points, any developments or implications, or any conclusions that can be drawn. • Set a timer for 40 seconds and practise describing a picture or graph so you are familiar with the time you have to speak in this task. Then find 6 or 7 images to describe, and practise describing all of them, with 25 seconds to look at each image and 40 seconds to describe it. • Record yourself describing an image then compare your response with the image to check how complete your description was. • Practise using words and phrases used to describe amounts (more than, less than, approximately) and trends (rose, fell, fluctuated, remained stable), as well as comparatives and superlatives (greatest, highest, lowest, higher than, lower than).

Describe image TIP STRIP

In the test, there are 6–7 tasks. For each task, you look at the image and describe it into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 16 for help.

1 Look at the image

1

40 sec. Look at the graph below. In 25 seconds, please speak into the microphone and describe in detail what the graph is showing. You will have 40 seconds to give your response.

Percentage of world population living in urban areas 100 North America World Sub-Saharan Africa 90 80 70 60 50 40 30 20 10 0 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2016

2

40 sec. Look at the chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

TEST

1

SPEAKING

carefully and make sure you understand what it shows. If you have a graph, look closely at both axes. In this graph, the vertical axis shows the percentage of the world population NOT the population figures. 2 If there are two graphs or charts, this means you have to make comparisons. Look for the most significant similarities and differences.

Popularity of degree by gender Male Female

Computing Physics Mathematics History Law English Psychology Sociology 0 10 20 30 40 50 60 70 80 90 100

17

3           Look 40 sec. at the charts below. In 25 seconds, please speak into

TIP STRIP

the microphone and describe in detail what the charts are showing. You will have 40 seconds to give your response.

3 Look at the overall idea

Leisure time use by age groups

or pattern and make sure you describe that. Don’t just focus on the details. You will score higher if you include possible developments, conclusions or implications. 4 When a graph gives information on large numbers or percentages, make sure you say these correctly.

TEST

1

2% 25%

29%

16%

2% 34%

14%

20%

18%

26%

People over 40

People under 40

Watching TV Sport Reading Social media Going out Other

6% 8%

4           Look 40 sec. at the graph below. In 25 seconds, please speak into

the microphone and describe in detail what the graph is showing. You will have 40 seconds to give your response.

World distribution of population and wealth World population World wealth

50 45 40 percentage (%)

SPEAKING

55

35 30 25 20 15 10 5 0

18

USA Central / Europe South and Canada America

Africa

Middle East

Asia

Other

5

TIP STRIP

40 sec. Look at the images below. In 25 seconds, please speak into the microphone and describe in detail what the images are showing. You will have 40 seconds to give your response.

5 If you have related images,

Ways to live and protect the environment

start by describing the overall theme and then move on to describing the images themselves. 6 You cannot always describe every point on a graph. Look at the trend. If it is quite steady, describe what it shows overall and only highlight significant differences.

PAPER

GLASS

PLASTIC

METAL

TEST

40 sec. Look at the chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

Consumption of butter and margarine (1910–2000) 20

lb per person per year

6

SPEAKING

1

15

10

Butter Margarine

5

0 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000

19

Re-tell lecture

About the task type This is a long-answer speaking task type that tests both listening and speaking skills. You have to re-tell in your own words the information in a 60–90 second lecture. You will do 3–4 Re-tell lecture tasks.

Instructions Audio Status box and volume control Image related to the topic of the lecture

STRATEGIES

Recording Status box that tells you when the microphone opens and when it closes

Strategies

Testing focus Scoring ➤ page 147

Be ready • Before the recording begins, look at the image to help you to anticipate the topic of the lecture. • Be ready to take notes on the Erasable Noteboard Booklet. • Remember you can change the volume using the slider in the Audio Status box.

Subskills tested Listening: identifying the topic, theme or main ideas; identifying supporting points or examples; identifying a speaker’s purpose, style, tone or attitude; understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; classifying and categorizing information; following an oral sequencing of information; comprehending variations in tone, speed and accent. Speaking: speaking for a purpose (to repeat, to inform, to explain); supporting an opinion with details, examples and explanations; organizing an oral presentation in a logical way; developing complex ideas within a spoken discourse; using words and phrases appropriate to the context; using correct grammar; speaking at a natural rate; producing fluent speech; using correct intonation; using correct pronunciation; using correct stress; speaking under timed conditions.

Take notes as you listen • As you listen, take notes of the main and supporting ideas. • Don’t try to write down everything you hear. Use key words, abbreviations, symbols and arrows to capture the most important ideas and organize them so you can use your notes to speak. • When the recording stops, you have 10 seconds before a tone indicates that the microphone is open and the blue bar appears in the Recording Status box. Use this time to plan how you will begin, and the order in which you will present the information. Summarize • Use your notes to summarize all the main points and add as many supporting details or examples as you can, as well as any implications or conclusions. • Speak clearly and at a natural pace. You have 40 seconds to re-tell the information so you do not need to rush. When the microphone closes, click ‘Next’.

20

Preparation • Develop your own techniques for rapid note-taking. Decide on your own abbreviations and symbols and practise using them so they become automatic. • Practise starting your response with a topic sentence that introduces the topic and main idea. • The best responses will include any conclusions or implications, so always consider the significance of the information. • Listen to 30 seconds of a lecture, noting the key words, then stop the audio and state the main point. Repeat this, extending the time to 90 seconds. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio. Use the signal words in your own re-telling of the lecture. • Find 3 or 4 podcasts of lectures and listen to the first 90 seconds, taking notes. Time yourself for 40 seconds re-telling the extract from the lecture using your notes, then move on to the next one.

Re-tell lecture TIP STRIP

In the test, there are 3– 4 tasks. For each task, you see an image on the screen. Listen to the lecture and then speak into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 20 for help.

1 Use the image to

40 sec. You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone and retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response. 1 12

TEST

1

2 13

ffice

der r o B UK ncy ARD e C g A ING eO

Hom

D 71 LANration Act 19 ig

Imm

/ No

ame

F

3 14

e(s)

Fi

am rst n

os

ellid

Ap m/

yn amil

K LOC nd B JUSC a h nglis ES MA y en in E R s arly n LETT n ingle e l c te e lete ais et e n p e m m o angl se c clara Plea plir en pletar m m e o r A rc favo Por

SPEAKING

anticipate the vocabulary you might hear. For example, the picture of and artist means you are likely to hear self-portrait, inspiration, famous paintings, art, works, and so on. 2 Be ready to take notes. Don’t try to write every word. Use key words, symbols and arrows to note the main and supporting ideas. Stay focused and keep taking notes until the lecture stops. You will improve your score if you include relevant detail with the main points. 3 Listen and take note of any signposts to help you recognize the main points. Phrases such as What are the main principles ...? First ..., secondly ..., thirdly ... can guide your note taking. If your notes follow the speaker’s sequencing, you can use this to organize your own response. Remember, after the audio stops you only have ten seconds before the tone sounds to tell you to begin speaking, so well-organized notes are important.

/ Pré

/ nom

bre

Nom

21

Answer short question About the task type

This is a short-answer speaking task type that tests listening and speaking skills. You have to respond to a short question, in one or a few words. You will do 10–12 Answer short question tasks.

Instructions

Audio Status box and volume control

STRATEGIES

Recording Status box that tells you when the microphone opens and when it closes

Strategies

Testing focus Scoring ➤ page 148

Stay focused • In the 3 seconds before the audio begins for each task, focus on the task so you are ready to understand the question. • The questions are short, and you must answer as soon as the microphone opens, so keep your concentration through all the tasks. • Don’t let your mind wander as there is no time to ‘tune in’ to what you will hear.

Subskills tested Listening: identifying the topic, theme or main ideas; understanding academic vocabulary; inferring the meaning of unfamiliar words. Speaking: speaking for a purpose (to repeat, to inform, to explain); using words and phrases appropriate to the context; speaking under timed conditions.

Understand the question • Listen for the question word (who, what, when, how, why) that will help you to understand the question. • Do not be afraid that you will not have the specific knowledge needed; all the questions are about topics that every educated person knows. • There is one correct answer that is usually one word or a short phrase. Speak clearly • Speak when the blue recording bar appears in the Recording Status box (there is no tone). The microphone will close if there is silence for more than 3 seconds. • If you realize you have made a mistake, correct yourself, as the score depends on the correct word or words only. Once you have answered, click ‘Next’.

22

Preparation • To practise giving quick responses to short questions, work with a friend to write a set of short questions on cards on general knowledge topics you know well, then exchange cards and ask each other the questions (What satellite of the earth lights the sky at night? Where would you find whales? What part of their body do birds use to fly? etc.). Answer with one or a few words only. • Expand your vocabulary by developing association balloons: take a common word, put it inside a circle, then add any words you associate with that word. Use a dictionary and a thesaurus to add to the words in your circle, for example, for medicine, you might put hospital, doctor, nurse, disease, illness, x-ray, health, exercise, bones, veins, surgery. • Practise understanding question forms by writing a series of short statements about a topic you know well, then converting them all to questions. Ask a friend to ask you the questions in random order, and you answer them. • Practise using question forms across as many tenses as you can, e.g. What does …, What did …, What will …, What would … . • Check the pronunciation of any new words you learn by using a dictionary with the words recorded. Make sure you know where the stress falls within the word. • Practise listening for the stressed words in questions you hear. Repeat the question to yourself and clap on the stressed words. Remember that the stressed words carry the main meaning in a question.

Answer short question In the test, there are 10–12 tasks. For each task, you hear a question and speak your answer into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 22 for help.

10 sec. You will hear a question. Please give a simple and short answer. Often just one or a few words is enough.

15–24

TIP STRIP 1 Start your answer as soon as the Recording Status box changes to

3

4

5

6

7

8 9

10

TEST

1

SPEAKING

2

‘Recording’. If you wait longer than three seconds, you will lose your opportunity to answer and the recording will move on to the next question. This task type is not individually timed. You must click ‘Next’ to move to the next task after you have given your response. The timer for the Speaking section will continue running, so once the microphone closes, click ‘Next’ and move on. Follow the instructions and only give a short answer. For example, if the answer is stage, then stage, a stage, the stage, it’s called a stage, It’s a stage will all be correct and will score the same marks. The important word is stage. Sometimes you can use words in the question to help you answer, e.g. the word utensil is often used to refer to well-known words or phrases, e.g. knife or cutlery. The answer will usually not include words in the question. For example, expecting a baby is not the correct answer for this question because it’s too general; it’s not the specific word. Listen carefully to the whole question. For this question, you might think of many foods that can be prepared in one way, but only one food can be prepared in these threes ways. Listen for the question word, e.g. who, what, how. In this question, What do we call tells you the answer is the name of something, and play tells you the ‘something’ is to do with sports. Remember that you will do 10 –12 tasks of this type. Keep your concentration as you move through the questions. Once the microphone closes, you cannot change your answer. If you realize your first answer was not correct, keep speaking and give the correct answer. You have ten seconds to give your response, but the microphone will close if there are more than three seconds of silence. Don’t pause in the middle of your answer for more than three seconds. If you do so, the recording will move on to the next question and your answer will be incomplete.

23

Summarize written text About the task type

This is a short-answer writing task type that tests reading and writing skills. You have 10 minutes to write a one-sentence summary of a reading passage. You will do 2–3 Summarize written text tasks.

Instructions

Reading passage that you have to summarize Type your answer here

STRATEGIES

Tools you can use to edit what you write

Strategies

Testing focus Scoring ➤ page 148

Use your reading skills • Take the time to read the passage calmly. First, skim for the general topic, then read carefully for the main ideas. • Note the main idea and supporting ideas using key words, and arrows and symbols to indicate how the ideas are organized. Effective note-taking will ensure that your summary has all the main points.

Subskills tested Reading: reading a passage under timed conditions; identifying a writer’s purpose, style, tone or attitude; comprehending explicit and implicit information; comprehending concrete and abstract information. Writing: writing a summary; writing under timed conditions; taking notes while reading a text; synthesizing information; writing to meet strict length requirements; communicating the main points of a reading passage in writing; using words and phrases appropriate to the context; using correct grammar and spelling.

Construct your summary • Type the main point of the passage in the box, then add the supporting or other details. • Remember, your response must be one sentence only, between 5 and 75 words, so you must use grammatical structures and punctuation that allow you to include all your points within one sentence. • Use the ‘Cut’, ‘Copy’, and ‘Paste’ buttons to move text around. There is a word counter below the writing box, and a timer running at the top of the screen.

Preparation • Practise skimming short texts quickly (up to 300 words) to identify the main points. In a longer article, stop reading after each paragraph and summarize the main point in one sentence. • Work with a friend to agree on what are the main ideas and supporting ideas in texts. • Develop your own techniques for rapid note-taking. Decide on your own abbreviations and symbols and practise using them so they become automatic. • Revise complex structures such as subordinate clauses and the use of conjunctions that will allow you to include more ideas within one sentence. Analyze long sentences in texts to identify how the writer has constructed each one. • Find a short text (up to 300 words) and time yourself reading and summarizing it. Take one minute to skim for the main idea, then 2 minutes to read carefully and take notes. Spend 5 minutes writing a one sentence summary, and 2 minutes checking your work. • Compare your summary to the original text. The best response will clearly summarize the main idea and condense essential supporting ideas. • Find a set of 2 or 3 short texts and time yourself summarizing them, one after the other. Make sure you only spend 10 minutes on each text.

Check your writing • Take a few minutes to check your grammar and vocabulary. Does your sentence begin with a capital letter and end with a full stop? • Your response will not be scored if it is more than one sentence, or if it is written all in capital letters. • At the end of 10 minutes, the screen will stop responding.

24

Summarize written text TIP STRIP

In the test, there are 2–3 tasks. Each task has a text on the screen. You type your summary of the text into the box at the bottom of the screen. The wording in the instructions below is the same as you will see in the actual test. See page 24 for help.

1

10 min. Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

The ability to speak a second or foreign language is a highly valued skill in today’s society and job market, and school systems throughout the world increasingly consider the promotion of bilingualism to be among their key objectives. This educational trend does not merely prepare students to succeed economically, however, because learning another language has been shown to have many other important advantages during childhood development. Researchers have argued, for example, that bilingual people never completely ‘switch off ’ one of their languages even when they are operating solely in the other language. This constant juggling of the two languages requires the brain to select the information or, in this case, language that is relevant to the current situation and, as such, stimulates cognitive functions. The bilingual student’s brain becomes more flexible and learns to process and filter competing information more efficiently. It also demonstrates an increased aptitude for high-level thinking, multitasking and maintaining long periods of concentration. Bilingualism can also be said to produce social benefits because children expand their awareness of linguistic and cultural diversity and gain knowledge of life in other parts of the world. Furthermore, through learning a second language, children acquire valuable insight into the workings of their own language and, as a result, improve their overall communicative skills.

TEST

1

WRITING

In order to get the main points into one sentence, you will need to use grammatical features, such as conjunctions (and, but, etc.), conditional clauses (if, when, etc.) and relative clauses (who, which, that, etc.).

25

2           Read 10 min. the passage below and summarize it using one sentence.

TIP STRIP Remember to only write one sentence. Make sure your answer has a capital letter at the start and ends with a full stop. Also, check that you have used commas appropriately within your sentence.

Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage. Millions of adults throughout the world would find it very difficult to start the day without a hot cup of coffee, particularly if they live in the Americas or Continental Europe. Statistics show that, for these populations, coffee is the preferred hot beverage, whereas in Eastern Europe and Asia, people tend to favour tea. The countries that consume the most coffee, however, are not necessarily those that produce it. Coffee beans are grown in approximately eighty countries in South and Central America, the Caribbean, Asia and Africa. Brazil has been the world’s largest coffee exporter for many decades, but Asian countries are increasingly competitive in the international coffee market. Vietnam tripled its coffee exports in the late 1990s to become the second most important player, and Indonesia now ranks third.

TEST

The popularity of coffee has been threatened in the past by reports of its negative effects on human health. Some people become addicted to caffeine, suffering physical symptoms related to overstimulation but also from withdrawal. Coffee consumption can also negatively affect a person’s mood, increasing anxiety that may lead to depression. Nevertheless, coffee has been shown by other studies to produce health benefits in drinkers. It is high in antioxidants that help fight toxicity and protect the liver. Drinking coffee can also improve physical performance and endurance, and it increases blood flow to the brain, enhancing cognitive functioning too.

WRITING

1

    

26

Write essay

About the task type This is a long-answer writing task type that tests writing skills. You have 20 minutes to write a 200–300 word persuasive or argumentative essay on a given topic. You will do 1–2 Write essay tasks.

Instructions The essay topic that you have to answer Type your answer here

Strategies

Testing focus Scoring ➤ page 149

Analyze and plan • First, analyze the essay task. Identify the key words that tell you the general topic, then look for the particular aspect of the topic you are being asked about (often in the form of a statement of a position). • Look closely at the task to see exactly what you have to do – agree/disagree, answer specific questions, etc. • Use your Erasable Noteboard Booklet to plan your essay. Note the ideas you want to include, and decide how you will order them.

Subskills tested Writing: writing for a purpose (to learn, to inform, to persuade); supporting an opinion with details, examples and explanations; organizing sentences and paragraphs in a logical way; developing complex ideas within a complete essay; using words and phrases appropriate to the context; using correct grammar; using correct spelling; using correct mechanics; writing under timed conditions.

Write your essay • Use your outline notes to present your position on the task, and support your opinion with evidence and examples. Remember that it doesn’t matter what your opinion is as long as you argue it clearly and with support. • Make sure you cover all the required aspects of the question. • Make sure your essay is well organized, with a new paragraph for each new idea, to develop your argument. Check your writing • Save a few minutes to check your writing. You will lose marks for poor grammar and for spelling mistakes. • After 20 minutes the screen will stop responding, so click ‘Next’ and move on.

Preparation • Look at the Write essay tasks in this book and in The Official Guide to PTE Academic. Circle the topic in each one, then underline the particular aspect of the topic you must write about. Identify the instruction that tells you exactly what you must do – agree/disagree, answer specific questions, etc. • Practise developing outlines for essay topics. Look again at the essay topics in this book and in The Official Guide to PTE Academic, and prepare quick outlines for each one. Remember that a response that does not address the topic will be scored zero. • Practise writing introductory paragraphs, with one sentence that makes a general statement on the topic and a second sentence that introduces your opinion. • Practise writing conclusions that re-state or summarize your argument in one sentence. • Make a list of signpost words you can use to show how an argument is organized, such as Firstly, Secondly, However, In addition, On the other hand, etc. Write paragraphs that use these signpost words. • Write 250 words on one essay topic on your computer and time how long it takes you to do this. Decide how much time you can spend planning your essay, how much time writing, and how much time checking. • Practise writing without using the spell-checker and grammar checker on your computer so that you learn to recognize wrong spellings. You cannot use a spell-checker or grammar checker in the actual test.

STRATEGIES

Word processing tools

27

Write essay TIP STRIP 1 Think carefully about

TEST

20 min. You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200–300 words. 1 Success in today’s society is measured in terms of wealth. To what extent

do you agree with this definition of success? What other measures of success should society take into consideration? 2 Nowadays people are increasingly dependent on their smart phones. Is

this a positive trend? What are the advantages or disadvantages of this dependency? Support your point of view with reasons and/or examples from your own experience or observations.

WRITING

1

the question before you start. Sometimes it helps to re-word a statement as a question, e.g. for Topic 1: Is wealth the only measure of success in society? 2 In this type of essay, you need to write about the questions you are asked. In Topic 2, there are two questions, so you must answer both of them. Read the questions carefully. Make sure you know what any pronouns refer to. For example, what does this refer to in the second sentence?

In the test, there are 1–2 tasks. For each task, the essay question is on the screen. You type your essay into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 27 for help.

Write essay: Each question is displayed on a new screen.

28

Overview: Reading Part 2 of the PTE Academic test is Reading. This part tests your ability to understand written English in an academic environment. The table shows what you will see in the test, which you will take on a computer. When practising with this book, you will have to write your written answers in the book, your notebook or on your own computer. Part 2: Reading Reading (total time 32–41 minutes) Number Task description of tasks

Skills assessed

Text/ Recording length

Multiple-choice, choose single answer

2–3

After reading a text, answer a multiple-choice question on the content or tone of the text by selecting one response.

reading

text up to 300 words

Multiple-choice, choose multiple answers

2–3

After reading a text, answer a multiple-choice question on the reading content or tone of the text by selecting more than one response.

text up to 300 words

2–3

Several text boxes appear on screen in random order. Put the text boxes in the correct order.

reading

text up to 150 words

4–5

A text appears on screen with several blanks. Drag words or phrases from the blue box to fill in the blanks.

reading

text up to 80 words

5–6

A text appears on screen with several blanks. Fill in the blanks by selecting words from several drop-down lists of response options.

reading and writing

text up to 300 words

Re-order paragraphs Reading: Fill in the blanks Reading & writing: Fill in the blanks

TEST

1

READING

Task type

You may take notes using the Erasable Noteboard Booklet and pen, and use these notes as a guide when answering the tasks. Authentic texts about academic subjects in the humanities, natural sciences or social sciences are presented. Although you may not be familiar with the topics presented, all the information you need to answer the tasks is contained in the texts. Reading task types are not timed individually. You can refer to the timer in the upper right-hand corner of the computer screen, Time Remaining, which counts down the time remaining for the Reading part.

29

Multiple-choice, choose single answer About the task type

This is a multiple-choice reading task type that tests reading skills. You have to select a single answer to a question about information in a text. You will do 2–3 Multiple-choice, choose single answer tasks.

Instructions The question The reading passage

STRATEGIES

You have to click on one option to answer the question

Strategies

Testing focus Scoring ➤ page 151

Read with purpose • Read the question before you read the passage. This will tell you what information you are looking for in the text. It could be the main idea, the writer’s purpose or attitude, some detailed information, or inferences. • Next, skim the text to get an idea of the general content and the development of the ideas. Don’t worry if you don’t understand every word.

Subskills tested Reading: any of the following depending on the task: identifying the topic, theme or main ideas; identifying the relationships between sentences and paragraphs; evaluating the quality and usefulness of texts; identifying a writer’s purpose, style, tone or attitude; identifying supporting points or examples; reading for overall organization and connections between pieces of information; reading for information to infer meanings or find relationships; identifying specific details, facts, opinions, definitions or sequences of events; inferring the meaning of unfamiliar words.

Select the option • From the prompt, identify whether the answer you need is located in the whole text or in part of it, then read carefully the whole text or the relevant part. • Remember, the options may use synonyms for words in the passage, not the exact words. • If you don’t know an important word in the text, try to guess its meaning from the context. • Answer the question by clicking on one option or on its radio button . Confirm your choice • After you have chosen an option, compare each of the other options to the text to eliminate each one. If you change your mind, click on the option again to de-select it, then click on the correct option. • Be aware of the time and don’t spend too much time on one task. Click ‘Next’ and move on.

30

Preparation • Practise skimming short texts of about one paragraph to answer this question: What is the writer’s main point? Summarize the main point in a short sentence. • Practise skimming short texts to answer this question: What is the writer’s purpose in this passage? (to criticize, to argue, to persuade the reader, to describe, to explain, etc.). • Practise identifying the topic sentences in paragraphs; this helps to identify the main theme. • Take notes of the information in a text and use arrows to show how the writer’s ideas develop. • Highlight the cohesive devices used in a text, such as pronoun use, article use, substitution, etc. • Highlight any words you don’t know in a text and practise guessing what they mean from the context. Check your guess in a dictionary. • Work with a friend to see if you agree on what is the main point and what are the supporting points in a text. Identify the signpost words that indicate evidence, support, details, examples, or opposing arguments. • Expand your vocabulary by creating lists of words with their synonyms. Use a thesaurus to find new words with the same or similar meanings. When you learn a new word, find an example of how it’s used in context, for example in a learner’s dictionary.

Multiple-choice, choose single answer 1 If you do not understand

a word in the question, check to see whether it has been explained in the passage. In this passage, hermaphroditism refers back to an evolutionary process. 2 Read the question before the options and decide what you need to read for. If you are looking for the ‘writer’s main purpose’, you are reading for the overall idea or argument.

In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 30 for help. Read the text and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 Sequential hermaphroditism is an evolutionary process in which a creature

changes sex during its life cycle. The phenomenon is well documented by biologists who have observed its occurrence in nearly thirty species of fish. Many scientists explain this adaptive change as an example of the size-advantage model which, in some species, links an individual’s size with its probability of producing offspring. In species where mating rituals require males to fight for female partners, for example, there is an overall reproductive advantage if an individual is female when young and small, but becomes male as it grows larger and more competitive.

TEST

1

What does the writer say about sequential hermaphroditism? A It is most common in female fish. B It can lead to more fish being born. C It is an important part of the mating ritual. D It can cause increased competitiveness in males. 2 An understanding of data-gathering processes is not only essential for

READING

TIP STRIP

effective experimental design but also for the accurate interpretation of results. Researchers often encounter studies with contradictory findings and, in order to understand these discrepancies, it is important to examine the procedures followed prior to and during the study. When setting up an experiment, researchers make countless, seemingly minor decisions that can significantly affect their results. This is not to say that scientists deliberately manipulate their experiments, rather that there are numerous valid procedures for collecting and analysing data. Results can only be fully understood if the conditions under which they were obtained are also scrutinized.

What is the writer’s main point in this paragraph about research? A Contradictory experimental results are a concern. B Researchers often manipulate results through design. C Scientists sometimes use unreliable methods. D Experimental methodology is extremely important.

31

Multiple-choice, choose multiple answers About the task type

This is a multiple-choice reading task type that tests reading skills. More than one response is correct in answer to a question about a text. You will do 2–3 Multiple-choice, choose multiple answers tasks.

Instructions The question The reading passage

STRATEGIES

You have to click on more than one option to answer the question

Strategies

Testing focus Scoring ➤ page 151

Read the question first • Read the question before you read the passage. This will tell you what information you are looking for in the text. It could be the main ideas, the writer’s purpose or attitude, some detailed information, or inferences. • Next, skim the text to get an idea of the general content and the development of the ideas. Don’t worry if you don’t understand every word.

Subskills tested Reading: any of the following depending on the task: identifying the topic, theme or main ideas; identifying the relationships between sentences and paragraphs; evaluating the quality and usefulness of texts; identifying a writer’s purpose, style, tone or attitude; identifying supporting points or examples; reading for overall organization and connections between pieces of information; reading for information to infer meanings or find relationships; identifying specific details, facts, opinions, definitions or sequences of events; inferring the meaning of unfamiliar words.

Read for a purpose • From the prompt, identify whether the answers you need are located in the whole text or in parts of it, then read carefully the whole text or the relevant parts. • Remember, the options may use synonyms for words in the passage, not the exact words. • If you don’t know an important word in the text, try to guess its meaning from the context. • Answer the question by clicking on more than one option or on their checkboxes. Confirm your choices • After you have chosen the options, compare each of the other options to the text to eliminate each one. If you change your mind, click on the option again to de-select it then click on the correct option. • Be aware of the time and don’t spend too much time on one task.

32

Preparation • Practise skimming longer texts of several paragraphs to answer this question: What are the writer’s main points? Summarize the main points. • Practise skimming longer texts to answer this question: What were the writer’s goals in writing this passage? (to criticize, to argue, to persuade the reader, to describe, to explain, etc.). • Practise identifying the topic sentences in paragraphs; this helps to identify the main themes. • Take notes of the information in a text and use arrows to show how the writer’s ideas develop. • Highlight the cohesive devices used in a text, such as pronoun use, article use, substitution, etc. • Highlight any words you don’t know in a text and practise guessing what they mean from the context. Check your guess in a dictionary. • Work with a friend to see if you agree on what are the main points and the supporting points in a text. Identify the signpost words that indicate evidence, support, details, examples, or opposing arguments. • Expand your vocabulary by creating lists of words with their synonyms. Use a thesaurus to find new words with the same or similar meanings. When you learn a new word, find an example of how it is used in context, for example in a learner’s dictionary.

Multiple-choice, choose multiple answers Read the question before the options and decide what you need to read for; the words Which of the following statements indicate that you are reading for detailed information.

In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 32 for help. 1 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. Rugby, a popular sport at both professional and amateur levels, is often taught in schools, sometimes on a compulsory basis, to children as young as ten. Although school rugby matches can be great fun and undoubtedly foment team spirit and sportsmanship, they also pose a serious threat to the well-being of the players. As a high-impact collision sport, rugby involves the kind of tackles that can result in many types of serious injuries, including dislocated shoulders, ligament tears and head trauma. In fact, studies show that, on average, around 10 per cent of school-age players suffer a concussion every season and some rugby-related injuries can have lifelong or even fatal consequences. Not surprisingly, the medical profession has called for a ban on tackling during school rugby matches. Sales of protective headgear for children to wear during training and matches have also increased. Although parents believe that this equipment will safeguard their offspring, research suggests that it could actually increase the risk of serious injury. While the headgear successfully protects its wearers from minor cuts or bruises, it often fails to reduce the incidence of more serious injuries like concussion. This may be due to the fact that players who are wearing protective headgear are less concerned about getting hurt and, therefore, more prepared to behave recklessly and engage in dangerous tackles. Experts have also expressed concerns about the effect that a ban on tackling in schools will have on the children who continue to play rugby as adults. They believe that, if not coached in safe tackling techniques when young, players will be more likely to sustain serious injuries when they are older.

TEST

1

READING

TIP STRIP

Which of the following statements does the writer make? A School children are always given a choice about whether to play rugby or not. B Minor injuries are more common than serious injuries during matches. C Young players who are injured may also have health problems as adults. D The usefulness of protective headgear has been disputed. E Most parents are reluctant to let their children play rugby at school. F Banning tackling in schools could negatively affect the safety of adult players. G Protective headgear has sometimes caused cuts and bruises.

33

2 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response.

TIP STRIP Use key words in the options to help you find the answers in the text. Key words like active, earthquake, scientists, data point to the information to be confirmed or contradicted in the text.

TEST

READING

1

Estimates suggest that approximately fifty to sixty volcanoes erupt every month around the world. Although some volcanoes only erupt once every few decades, others—like Kilauea on the island of Hawaii—are almost continually active. A single eruption may last between several hours and several weeks, but the volcano is considered to be active for around ten years afterwards. Because the superheated lava and poisonous gases released during an eruption can cause catastrophic damage, people living near active volcanoes often have to be ready to evacuate their homes without much notice. Unfortunately, impending eruptions cannot always be accurately forecasted. Predicting an eruption is a complex process as forewarning behaviours differ greatly from one volcano to the next. In some, an imminent eruption is revealed by a surge in the frequency and intensity of earthquakes occurring in the local area. With others, an observed increase in the volcano’s height, caused by magma expanding beneath the surface, signals pending activity. In yet other cases, indicators include explosions of ash at the summit and a rise in the number of vents ejecting hot gas. Forecasting a volcanic eruption, therefore, requires specific knowledge of the volcano in question. Scientists often have only the historical behaviour of a volcano to guide their predictions, and this data is often scarce, especially relating to volcanoes that erupt only occasionally. Little is known about Agung volcano in Indonesia, for example, because the last time it erupted was in 1963, when seismometers and satellite monitoring were not widely used. Therefore, even when geological changes are observed at Agung, scientists cannot accurately predict how much time will pass before an eruption occurs.

Which of the following are true about volcanoes according to the passage? A All volcanoes erupt at least once every ten years. B Volcanoes are always active even when they aren’t erupting. C Scientists need to study every volcano individually. D Eruptions are always accompanied by earthquakes. E Changes in the volcano’s size may indicate a future eruption. F Scientists now have access to a huge amount of data about volcanoes. G The 1963 Agung eruption was carefully monitored.

34

Re-order paragraphs About the task type

This is a reading task type that tests reading skills. You have to select the single correct order for a set of sentences presented in incorrect order. You have to do 2–3 Re-order paragraphs tasks.

Instructions Sentences in incorrect order in the left panel Arrow keys you may choose to use

Strategies

Testing focus Scoring ➤ page 151

Find the topic sentence • Skim the sentences in the left panel. Look for a sentence that introduces the topic. • Check that your selected topic sentence ‘stands alone’, containing no references to any information that must be stated before it. • Move your topic sentence to the right panel by dragging-and-dropping or using the left/right arrow keys.

Subskills tested Reading: identifying the topic, theme or main ideas; identifying supporting points or examples; identifying the relationships between sentences and paragraphs; understanding academic vocabulary; understanding the difference between connotation and denotation; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; classifying and categorizing information; following a logical or chronological sequence of events.

Look for the links • Look for linking words and structures in the other sentences. Look for signal words like However or In addition, or referencing pronouns replacing nouns already mentioned such as he or it, or demonstratives such as this or these. Think about article usage (a for first mention, the afterwards). • Use these cohesive markers to put the information in the correct order. Move each sentence to its place in the right panel by dragging-and-dropping or using the arrow keys.

Preparation • Write a short sentence about a topic. Replace all the nouns with pronouns such as he, she, it, they, them, etc. Look at the sentence again. Can you see why it is no longer a ‘standalone’ sentence? • Look at groups of sentences in magazines or online passages. Highlight the articles a/an, the. Identify the pattern in article use of first mention/subsequent mention. • Find short passages of 4–5 sentences in magazines or online. Then: • Look at the first sentence and ask: Why is this sentence before the others? • Highlight all the words that indicate the cohesion (linking words, pronouns, articles, demonstratives). • Work with a friend to cut up or re-write the text, moving the sentences into a different order. Exchange texts. Look at each sentence and highlight all the cohesive devices. Use them to re-create the correct order. • Delete all the referencing pronouns that indicate cohesion. Put the passage aside for a few days, then look at it again and put in the missing words. • Make a list of signpost words used to show how a text is organized, such as Firstly, Secondly, However, In addition, On the other hand, etc.

Confirm the order • Check each sentence. If you change your mind, use the up/down arrow keys or dragging-and-dropping to put the sentence in a different position. • Read through the sentences in order for one last check, then click ‘Next’ and move on.

STRATEGIES

Move the boxes from the left panel to this right panel, in the correct order

35

Re-order paragraphs TIP STRIP

In the test, there are 2–3 tasks. For each task, you drag paragraphs from the left and drop them into the correct order on the right. The wording in the instructions below is the same as you will see in the actual test. See page 35 for help.

1 Read through all the text

TEST

READING

1

boxes before you begin. As you do this, note the important words – often nouns that express important ideas, e.g. report, sons, daughters, underperformance, literacy and language skills. Use these to help you decide on the main topic of the text; in this case, the academic underachievement of boys in school. Then, you can look for the standalone sentence that will be the first sentence. 2 Use pronouns and linkers to make connections between sentences and help you work out the correct order, e.g. In particular ..., At the moment ..., however.

The text boxes in the left panel have been placed in a random order. Restore the original order by dragging the text boxes from the left panel to the right panel. 1

A It offers several reasons to explain this underperformance, but the most widespread of these is poor literacy and language skills. B A recently published report shows that, in the United Kingdom, boys across all social classes consistently underachieve academically in both primary and secondary school. C Therefore, amongst its other recommendations, the report encourages fathers to get involved in reading with all of their children—but particularly with their sons. D On the other hand, it may be due to the fact that mothers are still largely responsible for reading with young children and the activity is thus seen as feminine. E It is unclear if this linguistic deficiency results from parents’ tendency to spend less time reading with their young sons than with their daughters. 2

A In particular, this increased output has been made possible by the use of new techniques like precise horizontal drilling and hydraulic fracturing, or ‘fracking’ as it is often called. B At the moment, both groups are unwavering, and the debate on the future of oil and gas production remains unresolved. C The energy companies who use these new methods of production say that they have both economic and security benefits. D Over the last few years, US production of gas and oil has risen dramatically due to new technological developments in the sector. E Those who oppose horizontal drilling and fracking, however, are unconvinced by these arguments and claim that their continued use will result in catastrophic environmental consequences.

36

Reading: Fill in the blanks About the task type

This is a reading task type that tests reading skills. From the box below a text, you have to select a single correct answer for each gap in the text. You will do 4–5 Reading: Fill in the blanks tasks.

Instructions Text with missing words

Strategies

Testing focus Scoring ➤ page 151

Skim the text first • Skim the gapped text to get an idea of the topic. Ignore the blanks at this point. Look for the key words that carry the meaning. • If there are words you don’t know, read around them to try to guess the meaning from the context.

Subskills tested Reading: identifying the topic, theme or main ideas; identifying words and phrases appropriate to the context; understanding academic vocabulary; understanding the difference between connotation and denotation; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; following a logical or chronological sequence of events.

Identify the correct words • Look at the words around the first blank and its place in the sentence. Identify the idea being expressed in the sentence, and think what word will create meaning in the context. Use grammar clues to help you decide between possible options. • Think about collocation: what word often appears with the word before or after the blank? • Look for possible words in the box at the bottom of the screen, and try each one by dragging it up to the blank in the text. If it fits the meaning and grammar, leave it there. If not, move it back. • Once you have filled one blank, move to the next. If you cannot do one, don’t worry; just move to the next. The more blanks you fill in, the easier the missing ones will be. Check one last time • Check each of the 3 unused words to confirm your choices. • Read through one last time to check the meaning is consistent.

Preparation • Improve your general reading skills by reading short texts and summarizing the main ideas. Stop after 2 or 3 sentences and put the ideas you have read into your own words. • Try to guess the meaning of words you don’t know from the context, then check their meaning in a dictionary. Use a thesaurus to expand your vocabulary with synonyms for the word, and look for examples of how to use the new words, for example in a learner’s dictionary. • Expand your knowledge of collocation (words that frequently occur together, such as difficult decision). Keep a diary of collocations you find in your reading and revise them regularly. This will help you to recognize the best word for a blank. • Make your own collocation lists. Take a common word such as pollution and add to it any words you would expect to see it used with, such as water pollution, air pollution, urban pollution. Expand this list by taking the words you have found and adding different collocations, for example, with water you can put water pollution, water sports, water supply, water shortage, clean water, fresh water, etc. • Work with a friend to delete some of the words that carry meaning from short texts. Exchange texts and try to guess the missing word, with and without having a list to choose from.

STRATEGIES

You have to select words from this box and drag them to the gaps in the text above

37

Reading: Fill in the blanks TIP STRIP

In the test, there are 4–5 tasks. For each task, you drag the words at the bottom of the text and drop them into the correct space in the text. The wording in the instructions below is the same as you will see in the actual test. See page 37 for help.

1 Some gaps will be in

common phrases where collocations, such as between adjectives and nouns like nineteenth , can help you find the answer. 2 Quickly read the paragraph first. Then use grammar clues to help you. For example, its / is tells you that a singular noun is needed in the first gap.

TEST

1

In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text. 1 Barcelona boasts an impressive architectural heritage, with structures that

changes taking place in Catalan society 2 its 2000-year history. Some of its oldest buildings were constructed in Roman back to the times, while others, like the Gothic cathedral, 3 Middle Ages. For many architects, however, the nineteenth 4 was the city’s real period of glory when Barcelona saw the emergence of the city beyond the enclosure of its of modernism and the 5 medieval walls. 1

READING

throughout structure expansion along century date occur reflect

2 In 2013, a new species of nocturnal mammal was 1

in the Western Hemisphere. Although examples were seen and even captured as the olinguito, had originally decades earlier, the creature now 2 3 altitudes in an environmentally been wrongly classified. It lives at threatened area of cloud forest within the Andes of Colombia and Ecuador. is protected soon, however, the olinguito may Unless its 4 disappear before scientists have chance to learn much more about it.

known told

38

habitat heavy

high

discovered

top

3 You can use your

knowledge of grammar and collocation. For example, in Gap 5, choose the word from the box that collocates with dramatic. 4 Use pronoun references to help you complete the gap. For example, in Gap 3, this refers back to 44.7 million tonnes of e-waste. Select a word from the box that completes the description.

3 For the last sixty years, the British government has been collecting data on

families about their outgoings. These household expenditure by 1 insight into important structural and social reports now provide 2  , the percentage of changes over that period. For example, on 3 income spent on accommodation has doubled whereas the percentage used  . Unsurprisingly, the data also shows a for food and clothing has 4 in the purchase of tobacco, now constituting just 1 per dramatic 5 cent of total spending. valuable buying general average halved decline interview surveying

4 In today’s world of ever-changing technology and constant pressure

to the latest electronic gadget, a new 2 to the to 1 environment is looming. In 2016, humans threw out 44.7 million tonnes of will worsen e-waste, or unwanted electronic devices, and this 3 as developing countries start to thrive economically. In Asian countries, in the middle classes means that many more for example, a 4 to buy—and to replace— people now have disposable income 5 technological devices. revolution threat

trend

market

growth

available

popular

upgrade

TEST

1

READING

TIP STRIP

In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text.

39

Reading & writing: Fill in the blanks About the task type

This is a multiple-choice reading task type that tests reading and writing skills. You select one correct word from a list to fill each blank in a text. You will do 5–6 Reading & writing: Fill in the blanks tasks.

Instructions You have to select from a drop-down list of 4 options to fill each gap

STRATEGIES

Text with missing words

Strategies

Testing focus Scoring ➤ page 151

Read the text through • Read the whole text through once for the overall meaning. Then, re-read the sentence with the first blank and think what word would create meaning in the context. Look at the sentence grammar to decide what is needed, e.g. noun, past tense verb, adjective. • Click on the first blank. From the drop-down list, select the one that will create meaning and is grammatically correct. • Repeat for the other blanks.

Subskills tested Reading: identifying the topic, theme or main ideas; identifying words and phrases appropriate to the context; understanding academic vocabulary; understanding the difference between connotation and denotation; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; following a logical or chronological sequence of events. Writing: using words and phrases appropriate to the context; using correct grammar.

Use your language knowledge • Think about collocation: what word often appears with the word before or after the blank? • Consider word form: should the word be the noun form, the verb form, or the adjective form? For example: allocation, allocate, allocated, allocating. • Read the sentence with each word in turn: which one makes the best meaning in context? Check for grammar and meaning • Fill each blank in turn. If you cannot do one, leave it and return later. The more blanks you fill, the clearer the text will become. • When you have finished, check each selection for correct grammar. If it is a verb, is the tense correct? Is it the right form of the word? • Click ‘Next’ and move on.

40

Preparation • Improve your general reading skills by reading short texts and summarizing the main ideas. Look at the sentence structure and trace the verb tense patterns and the clause structure. • Revise your knowledge of grammar and word order. Use a grammar book with gap-fill quizzes to practise choosing the grammatically correct word for each gap. • When reading texts, try to guess the meaning of words you don’t know from the context, then check their meaning in a dictionary. Use a thesaurus to expand your vocabulary with synonyms for the word, and look for examples of how to use the new words, for example in a learner’s dictionary. • Expand your knowledge of collocation (words that frequently occur together, such as difficult decision). Keep a diary of collocations that you find in your reading and revise them regularly. This will help you to recognize the best word for a blank. • Notice the discourse structure when you read, how the writers use cohesive devices to indicate the progression of what they are saying. This will help you to choose the correct option based on understanding the construction of a text. • Work with a friend to delete words such as verbs and nouns from texts. Exchange texts and try to predict what the missing words should be.

Reading & writing: Fill in the blanks TIP STRIP

In the test, there are 5–6 tasks. For each task, you have a text with several gaps. You select the correct answer for each gap from the drop-down list on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 40 for help.

1 Read the text quickly

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. 1 Estimates suggest that, by 2050, there will be 9.8 billion people in the world,

and food supplies will need to increase by approximately 60 per cent in order 1 this demand. Because resources on land are limited, the oceans will need to play a greater 2 in food production. 3 people to continue eating species sitting near the top of the food chain, such as salmon or tuna, will be unthinkable since about 90 per cent of the world’s fish stocks are already 4 threatened by pollution, climate change and overfishing. A recent EU report suggests that other types of sea life, such as seaweed, may provide a more sustainable solution. Although people 5 seaweed for centuries, only about 35 countries currently harvest it on a commercial level. Increasing the global consumption of seaweed could help prevent a future food crisis. 1

A meeting

B to meet

C will meet

D for to meet

2

A lead

B piece

C role

D aspect

3

A To

B About

C For

D Over

4

A enough

B quite

C badly

D severely

5

A is eaten

B would eat

C are eating

D have been eating

TEST

1

READING

before you start to get an overall understanding of the content and decide on the main idea or topic. This will help you choose words with the right meaning. 2 Note any small words like prepositions that come after the gap. These will help you rule out some options, for example, in Gap 5, only one of the options has the correct meaning and can be followed by with.

2 Russian psychologist Lev Vygotsky’s main focus was the cognitive

development of children and the role of the mother tongue in that development. He believed that thought and language were interrelated but distinct cognitive operations, 1 develop uniquely within each human being. Human psychological processes differ 2 those of animals in that they are culturally mediated—they develop within a historical context and arise out of practical human activity. Vygotsky is probably most 3 known for the zone of proximal development concept, which is, essentially, the difference between what a child can achieve on its 4 and what that same child can achieve when assisted during interaction with a skilled other. Through 5 with others in a mediated activity, the child will gradually internalize and appropriate new skills and knowledge. 1

A which

B who

C that

D where

2

A to

B about

C from

D towards

3

A openly

B closely

C widely

D strongly

4

A own

B self

C alone

D individually

5

A involving

B involvement

C involved

D to involve

41

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer choice for each blank.

TIP STRIP 3 Look at what comes

3 Blandford College is the perfect choice for those who wish to go to

university but lack the required qualifications. By completing our Higher Education Access course, you will be 1 qualified to start a degree 2 in a wide variety of subjects as teaching or social work. You will also learn important study and communication skills and develop the confidence you need 3 in a professional environment. The course is full-time and demands a high level of commitment from students who are 4 to attend lectures, participate in group seminars and take part in practical sessions. Students should be prepared to put in a great 5 of work outside of the classroom, too, managing their own learning in an autonomous way and meeting established deadlines.

before the gap. For example, in Gap 3, the verb need can only be followed by an infinitive + to. 4 Look at what comes after the gap. For example, in Gap 3, only one option in this set can be followed by a gerund (-ing).

TEST

READING

1

42

1

A certainly

B fully

C all

D complete

2

A such

B like

C similar

D so

3

A succeed

B succeeding

C to succeed

D succeeded

4

A hoped

B wished

C waited

D expected

5

A lot

B deal

C quantity

D measure

4 Some sceptics continue to refute the 1

of climate change, but the evidence is increasingly indisputable. Glaciers have shrunk in size, and sea levels are rising. In many countries, heat waves are becoming 2 frequent and longer, and there has been an increase in the number of hurricanes worldwide. As temperatures are predicted to 3 rising for many decades to come, changes in the environment are likely to become more pronounced. It is important to consider, 4  , whether such climatic changes are always harmful. Indeed, some beneficial effects can be observed: crops grow better in certain regions if there are longer periods without frost, and some populations might succeed in adapting to their changed environment and even 5 advantage of it. Scientists tend to agree, nevertheless, that the negative effects of climate change outweigh any potentially positive ones.

1

A existing

B exist

C existence

D existed

2

A much

B more

C lot

D far

3

A keep on

B give up

C put off

D go up

4

A despite

B whereas

C instead

D however

5

A see

B put

C take

D have

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer choice for each blank. 5 Look closely at the

5 The Mosuo are a small ethnic group with around 30,000 members that

live in South-West China close to the Tibetan border. Their Himalayan homeland is not 1 accessible, and this has shielded the Mosuo from outside cultural influence. As a consequence, their matriarchal traditions remain largely intact. Lineage 2 through the mother, and children rarely have 3 with their paternal family. There is a clear division of labour between Mosuo male and females, with the women 4 responsible for all household duties and the men performing manual tasks related to fishing and agriculture. Financial decisions are made by the matriarch, and any income earned through jobs or trade is handed over to her for its distribution 5 the needs of all of the family members. When the matriarch dies, all property and land rights pass to her female successor.

grammatical structures. For example, in Gap 4, with introduces a gerund (-ing) as in the men performing ...

1

A almost

B deeply

C easily

D fairly

2

A traces

B is traced

C will trace

D tracing

3

A relation

B contact

C joint

D touch

4

A being

B be

C are

D been

5

A in accordance with

B at the end of

C as a result of

D as well as

TEST

1

READING

TIP STRIP

43

Overview: Listening Part 3 of the PTE Academic test is Listening. This part tests your ability to understand spoken English in an academic environment. It also tests your ability to understand a variety of accents, both native and non-native. The table shows what you will see in the test, which you will take on a computer. When practising with this book, you will have to write your written answers in the book, your notebook or on your own device, and you could record your spoken answers on your own device, for example a mobile phone. Part 3: Listening Listening (total time 45–57 minutes) Task type Summarize spoken text

TEST

LISTENING

1

Number Task description of tasks

Skills assessed

Text/ Recording length

2–3

After listening to a recording, write listening and 60 –90 a summary of 50–70 words. writing seconds

2–3

After listening to a recording, answer a multiple-choice question on the content or tone of the recording by selecting more than one response.

listening

Fill in the blanks

2–3

The transcription of a recording appears on screen with several blanks. While listening to the recording, type the missing words into the blanks.

listening and 30 – 60 writing seconds

Highlight correct summary

2–3

After listening to a recording, select the paragraph that best summarizes the recording.

listening and 30 –90 reading seconds

2–3

After listening to a recording, answer a multiple-choice question on the content or tone of the recording by selecting one response.

listening

30 – 60 seconds

2–3

After listening to a recording, select the missing word or group of words that completes the recording.

listening

20 –70 seconds

Highlight incorrect words

2–3

The transcription of a recording appears on screen. While listening listening and 15 – 50 to the recording, identify the words reading seconds in the transcription that differ from what is said.

Write from dictation

3–4

After listening to a recording of a sentence, type the sentence.

Multiple-choice, choose multiple answers

Multiple-choice, choose single answer

Select missing word

40 –90 seconds

listening and 3 – 5 writing seconds

Each recording is played only once. You may take notes using the Erasable Noteboard Booklet and pen, and use these notes as a guide when answering the tasks. With the exception of Summarize spoken text, listening task types are not timed individually. You can refer to the timer in the upper right-hand corner of the computer screen, Time Remaining, which counts down the time remaining for the Listening part.

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Summarize spoken text About the task type

This is a long-answer listening task type that tests listening and writing skills. You have to summarize the key points in a short lecture, in 50–70 words. You will do 2–3 Summarize spoken text tasks.

Instructions

Audio Status box and volume control Type your answer here

Strategies

Testing focus Scoring ➤ page 152

Be ready • The Audio Status box will count down from 12 seconds and the audio will begin. • Be ready to take notes on the Erasable Noteboard Booklet.

Subskills tested Listening: identifying the topic, theme or main ideas; summarizing the main idea; identifying supporting points or examples; identifying a speaker’s purpose, style, tone or attitude; understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; classifying and categorizing information; following an oral sequencing of information; comprehending variations in tone, speed and accent. Writing: writing a summary; writing under timed conditions; taking notes whilst listening to a recording; communicating the main points of a lecture in writing; organizing sentences and paragraphs in a logical way; using words and phrases appropriate to the context; using correct grammar; using correct spelling; using correct mechanics.

Take notes as you listen • As you listen, take notes of the main and supporting ideas. • Don’t try to write down everything you hear. Use key words, abbreviations, symbols and arrows to capture the most important ideas and to indicate how the ideas are organized. Effective note-taking will ensure that your summary has all the main points. • When the recording stops, look at your notes while the audio is fresh in your mind. Plan how you will present the information. Write your summary • When the audio stops, you have 10 minutes to write your summary. • Use your notes to summarize all the main points and add as many supporting details or examples as you can. Top marks will be gained if all relevant aspects of the audio are mentioned. • Keep to the word limit of 50–70 words, or you will lose marks. • Save 2 minutes at the end to check your work for grammar and spelling. Mistakes will lose marks. • After 10 minutes, the screen will stop responding. Click ‘Next’.

STRATEGIES

Tools you can use to edit what you write

Preparation • Develop your own techniques for rapid note-taking. Decide on your own abbreviations and symbols and practise using them so they become automatic. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio to help you understand. • Find podcasts of lectures online. Listen to 30 seconds of a lecture, noting the key words, then stop the audio and write a sentence that summarizes the main points of what you heard. Repeat this twice until you have listened to 90 seconds. Then, join your sentences into a summary of 50–70 words. Practise until you can listen to 90 seconds without stopping the audio. Summarize 2 or 3 short lectures and time yourself at 10 minutes for each summary. • Practise writing grammatically correct sentences. Simple sentences that communicate meaning will score better than complex sentences with errors. The best responses use concise, correct sentences that communicate meaning clearly.

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Summarize spoken text TIP STRIP 1 Your grammar, vocabulary

TEST

LISTENING

1

46

and spelling should be accurate. Leave one or two minutes at the end to check your summary. Have you used the right tenses? Have you started each sentence with a capital letter, used commas in lists and ended with a full stop? 2 Your summary should include the main point(s) and important supporting points. When you are summarizing research or an experiment, note down the key stages, paying less attention to examples or minor details.

In the test, there are 2–3 tasks. For each task, you listen to the audio then type your summary into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 45 for help. You will hear a short lecture. Write a summary for a fellow student who was not present at the lecture. You should write 50–70 words. 10 min. You will have 10 minutes to finish this task. Your response will

be judged on the quality of your writing and on how well your response presents the key points presented in the lecture. 1 25

2 26

Multiple-choice, choose multiple answers About the task type

This is a multiple-choice listening task type that tests listening skills. More than one response is correct in answer to a question about a lecture. You will do 2–3 Multiple-choice, choose multiple answers tasks.

Instructions Audio Status box and volume control The question

Strategies

Testing focus Scoring ➤ page 153

Read and think ahead • Read the question and skim the options before the audio begins. This will tell you what the topic is as well as what information you are listening for. It could be the main ideas, the writer’s goals or attitudes, some detailed information, or inferences.

Subskills tested Listening: any of the following depending on the task: identifying the topic, theme or main ideas; identifying supporting points or examples; identifying specific details, facts, opinions, definitions or sequences of events; identifying a speaker’s purpose, style, tone or attitude; identifying the overall organization of information and connections between pieces of information; inferring the context, purpose or tone; inferring the meaning of unfamiliar words; predicting how a speaker may continue.

Stay focused • Keep your attention on the audio. Take notes of key words if you wish, to help you remember the information you hear. • As you listen, be aware of the development of the speaker’s ideas so you can recognize the core information. • Listen for the general flow of ideas and don’t worry if you miss or don’t know individual words. • After the audio finishes, eliminate options that contain incorrect information or have information that was not mentioned. • Answer the question by clicking on more than one option or on their checkboxes. Confirm your choice • After you have chosen the options, check again that each of the other options is incorrect. If you change your mind, click on the option again to de-select it then click on the correct option. • Be aware of the time and don’t spend too much time on one task.

Preparation • Listen to lectures you find on the web and stop the audio about every minute to answer this question: What points has the speaker made? Summarize the main points. • Listen to lectures you find on the web and stop the audio about every minute to answer this question: What is the speaker doing here? (introducing, criticizing, summarizing, persuading, describing, etc.). • Take notes of the information in a short extract from a lecture and use arrows to show how the speaker’s ideas develop. • Practise activating relevant vocabulary: listen to the opening sentence of a lecture, then stop the lecture and make a list of all the words on that topic that you expect to hear. Circle each one as you listen to the lecture and add other words to your list. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio. Highlight any words you don’t know in the transcript and practise guessing what they mean from the context. Check your guess in a dictionary. • Expand your vocabulary by creating lists of words with their synonyms. Use a thesaurus to find new words with the same or similar meanings. Look for the words in context, for example in a learner’s dictionary.

STRATEGIES

You have to click on more than one option to answer the question

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Multiple-choice, choose multiple answers TIP STRIP 1 Before you listen, decide

TEST

1

on the main focus of the question and quickly read through the options. The question is about rural depopulation (not regional council) so use those words to help you focus your listening. 2 Listen for the ideas, not just words or synonyms for words in the options. If you just match words without understanding the whole option, e.g. crime, recycling, accommodations you may choose the wrong answers.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 47 for help. Listen to the recording and answer the question by selecting all the correct responses. You will need to select more than one response. 1 27 According to the speaker, which of the following have the Limousin

Regional Council done in order to address the problem of depopulation? A attracted people with children B given promotional talks C convinced locals of the problem D attended international conferences E offered grants for new businesses 2 28 Which of the following are mentioned by the speaker as issues that

LISTENING

local residents are concerned about?

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A quality of schools B increasing crime rates C noise from traffic D lack of recycling facilities E reasonably priced accommodation

Fill in the blanks About the task type

This is a listening task type that tests listening and writing skills. You have to listen to a recording and write the missing words in a transcription of the recording. You will do 2–3 Fill in the blanks tasks.

Instructions Audio Status box and volume control Transcription of the recording with missing words

Strategies

Testing focus Scoring ➤ page 153

Be ready • Quickly skim the text to gain a general idea of the topic. • Be ready to write each missing word on your Erasable Noteboard Booklet as you hear each one, or type directly into each blank. • The Audio Status box will count down from 7 seconds and the audio will then begin.

Subskills tested Listening: identifying words and phrases appropriate to the context; understanding academic vocabulary; comprehending explicit and implicit information; following an oral sequencing of information. Writing: writing from dictation; using words and phrases appropriate to the context; using correct grammar; using correct spelling.

Write what you hear • As you hear each missing word during the recording, write or type the word quickly and be ready for the next one. Do not check your spelling at this point. • Follow the speaker in the transcription so you do not miss a word. Do not get behind. • Keep writing or typing each missing word until the audio stops. Check and type • After the audio stops, read the sentence that has the first missing word and confirm that the word you wrote makes sense. • Continue for each blank. Type carefully and check your spelling each time. Incorrect spelling will score zero for that blank. • Use grammar clues to make sure you type the correct form of the word (noun, verb, adjective, etc.). • Read through one last time for meaning to confirm each word and check your spelling. Click ‘Next’ to move on.

Preparation • Practise matching the written form of a word to the sound. Listen to a podcast of a lecture and stop the audio every 10 seconds. Write down the last word you heard, then play that part again to check that the word you wrote makes sense in the sentence. • Check the pronunciation of any new words you learn by using a dictionary with the words recorded. Make sure you know where the stress falls within the word. • Confirm the spelling of new words as you learn them. Practise typing new words in lists; this will also help to familiarize you with a QWERTY keyboard (the type of English-language keyboard used in PTE Academic). • Ask a friend to read short sentences to you from a magazine. Type the sentences you hear on your computer with the spell-checker turned off. Look at what you have written: are there any misspelled words? Run the spell-checker through the sentence to see if you were right. • Create a word bank for new words with as many forms of the word listed as you can find, such as the noun, verb, adjective and adverb form of words, e.g. education (n), educate (v), educated (adj). You can add synonyms, antonyms and collocations to your word bank to expand your vocabulary. Add to your word bank every day. • If you hear part of a word, you can work out what form the word must be and how to spell it using grammar and context clues. Use a grammar book with gap-fill quizzes to practise choosing the grammatically correct word for each gap.

STRATEGIES

Write the missing word you hear in each blank

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Fill in the blanks TIP STRIP

In the test, there are 2–3 tasks. For each task, there is a text with several gaps. You type the correct answer for each gap into the box in the text. The wording in the instructions below is the same as you will see in the actual test. See page 49 for help.

1 Quickly read the text

TEST

LISTENING

1

50

before the recording begins and decide what it is about. Use important nouns, such as bones, skeleton, skull, stapes rural depopulation and maxila to help you do this. 2 Note down the missing words as you hear them on the Erasable Noteboard Booklet provided. Write down every missing word you think you hear. When the recording is over, use your notes to help you decide on the correct spelling.

You will hear a recording. Type the missing words in each blank. 1 29

When a human baby is born, it has about 270 1 bones. As he or she grows, these bones become bigger and harder and some of them will 2 together. As such, a fully grown adult skeleton has fewer bones than an infant skeleton—just 206. It could be argued that the most important part of the human skeleton is the skull. The 22 bones found there act as a kind of 3 that protects the brain. The smallest human bone is also found here. It is called the stapes and it is part of the ear. It 4 2.5 to 3.3 millimetres in length. The only part of the skull that humans can move is the jaw, which is made up of two bones, the mandible and the maxilla, and forms the 5 of the mouth. 2 30

Erosion is a process by which the surface of the earth is worn away by naturally occurring or man-made 1 . If you look at any coastline, you will be able to observe how the continual pounding of the wind and 2 has caused erosion of the rocky surfaces, leaving behind many different kinds of structural landmarks, cliffs and 3 . Soil, or more specifically, the top layer of the soil, is also subject to erosion by water, wind and some farming practices, although often it is not so dramatically visible to the naked eye. It is, nevertheless, of great importance, 4 to farmers because this top layer of the soil is the most fertile, containing an organic, nutrient-rich mixture of materials. Farmers need to protect this subsoil if they want to 5 crop production and ensure extensive grazing areas for their cattle.

Highlight correct summary About the task type

This task type tests listening and reading skills. You will listen to a short lecture then identify the correct summary of the information you have heard. You will do 2–3 Highlight correct summary tasks.

Instructions Audio Status box and volume control

Strategies

Testing focus Scoring ➤ page 153

Be ready • Use the 10 seconds as the audio counts down to skim the 4 summaries quickly to gain an idea of the topic. You will not have time to read thoroughly. • Be ready to listen and take notes of key ideas using your Erasable Noteboard Booklet.

Subskills tested Listening: identifying the topic, theme or main ideas; identifying supporting points or examples; understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; classifying and categorizing information; following an oral sequencing of information; comprehending variations in tone, speed and accent. Reading: identifying supporting points or examples; identifying the most accurate summary; understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending concrete and abstract information; classifying and categorizing information; following a logical or chronological sequence of events; evaluating the quality and usefulness of texts.

Listen and take notes • As you listen, take notes of the main and supporting ideas. • Don’t try to write down everything you hear. Use key words, abbreviations, symbols and arrows to capture the most important ideas. • Note any data given in support of an argument, or any implications suggested by the speaker. • Do not try to read the summaries as you listen. Each one is 40–60 words, so there is too much information. Focus on listening. Match notes and summary • When the audio stops, use your notes to select the correct option. • First, eliminate any options that contain incorrect information. • Eliminate any options that focus on only one aspect of the information, or that contain information that was not mentioned at all. • Check the remaining option against your notes to confirm that it covers all aspects of the lecture. Select that option and move on.

STRATEGIES

Summaries of the recording. You must select one option that best relates to the recording.

Preparation • Develop your own techniques for rapid note-taking. Decide on your own abbreviations and symbols and practise using them so they become automatic. • Practise skimming sets of summaries using the practice tests in this book. After 10 seconds, use the words you notice to predict the probable content of the lecture. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio. Underline words in the transcript that the speaker highlights with stress or intonation; these help to indicate the key points. • Listen to 30 seconds of a lecture, noting the key points, then stop the audio and write a sentence that summarizes the main information you heard. Repeat this twice until you have listened to 90 seconds. Then, join your sentences into a summary; practice in writing summaries will help you to recognize a summary. Practise until you can listen to 90 seconds without stopping the audio, then produce a complete summary.

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Highlight correct summary TIP STRIP Use the ten seconds before the recording begins to skim through the options and get an idea of the main points in each.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the summary you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 51 for help. You will hear a recording. Click on the paragraph that best relates to the recording. 1 31

A There is concern over the rise in the number of graduates seeking employment abroad because of the detrimental effect this might have on the national economy. Although it’s unclear why graduates are leaving, this tendency is believed to be advantageous for the countries that receive them.

TEST

LISTENING

1

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B A recent research report has shown that an increasing number of graduates are reluctant to move abroad for work even when job opportunities are better there. It seems that they prefer to stay in their own country even if that means working outside of their field of specialization. C Recent years have seen a rise in the number of university students who choose to do a period of work experience abroad. This is particularly common in the case of students who are studying business and economics or want to work in this field after graduation. D Official statistics have revealed that an increasing number of graduates tend to work in several countries throughout their career. Research shows that these workers benefit from working in a variety of cultural situations and that this makes them more competitive in the labour market.

You will hear a recording. Click on the paragraph that best relates to the recording. Listen for the signposts that indicate the main ideas. Speakers use words and phrases like the first thing I wanted to talk about, on the one hand, on the other hand to help listeners understand the flow of their ideas.

2 32

A When African countries achieved independence in the 1960s, their governments tried to raise the prices of raw material exports in order to compete with the industrialized world. These attempts didn’t meet with success however. B After independence African governments developed policies to promote industrialisation. These efforts failed completely, however, and many African companies had to turn to the World Bank for financial aid. C Many foreign owned manufacturing companies left African countries after independence was declared. This meant that African businesses had to import more goods from abroad and overall, national employment rates fell. D Although after independence many African countries experienced limited economic growth, it was short-lived. This was due to changes that came about in the 1980s and a reduction in number of African manufacturing companies.

TEST

1

LISTENING

TIP STRIP

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Multiple-choice, choose single answer About the task type

This is a multiple-choice listening task type that tests listening skills. You have to select a single answer to a question about a lecture. You will do 2–3 Multiple-choice, choose single answer tasks.

Instructions Audio Status box and volume control The question

STRATEGIES

You have to click on one option to answer the question

Strategies

Testing focus Scoring ➤ page 153

Read and think ahead • Read the question and skim the options before the audio begins. This will tell you what the topic is as well as what information you are listening for. It could be the main idea, the writer’s goal or attitude, some detailed information, or an inference that can be drawn.

Subskills tested Listening: any of the following depending on the task: identifying the topic, theme or main ideas; identifying supporting points or examples; identifying specific details, facts, opinions, definitions or sequences of events; identifying a speaker’s purpose, style, tone or attitude; identifying the overall organization of information and connections between pieces of information; inferring the context, purpose or tone; inferring the meaning of unfamiliar words; predicting how a speaker may continue.

Stay focused • Keep your attention on the audio. Take notes of key words if you wish, to help you remember the information you hear. • As you listen, be aware of the development of the speaker’s ideas so you can recognize the core information. • Listen for the general flow of ideas and don’t worry if you miss or don’t know individual words. • After the audio finishes, eliminate options that contain incorrect information or have information that was not mentioned. • Answer the question by clicking on one option or on its radio button . Confirm your choice • After you have chosen the option, check again that each of the other options is incorrect. If you change your mind, click on the option again to de-select it then click on the correct option. • Be aware of the time and don’t spend too much time on one task. Click ‘Next’ and move on.

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Preparation • Listen to lectures you find on the web and stop the audio about every minute to answer this question: What points has the speaker made? Summarize the main points. • Listen to lectures you find on the web and stop the audio about every minute to answer this question: What is the speaker doing here? (introducing, criticizing, summarizing, persuading, describing, etc.). • Take notes of the information in a lecture and use arrows to show how the speaker’s ideas develop. • Practise activating relevant vocabulary: listen to the opening sentence of a lecture, then stop the lecture and make a list of all the words on that topic that you expect to hear. Circle each one as you listen to the lecture and add other words to your list. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio. Highlight any words you don’t know in the transcript and practise guessing what they mean from the context. Check your guess in a dictionary. • Expand your vocabulary by creating lists of words with their synonyms. Use a thesaurus to find new words with the same or similar meanings. When you learn a new word, find an example of how it is used in context, for example in a learner’s dictionary.

Multiple-choice, choose single answer 1 Read the question

carefully before you read the options so that you know what you need to listen for. This question is about the main focus so you need to listen to the whole recording and decide which option best describes the overall idea. 2 The words remedy for eye problems are important in this question – they tell you that you are listening for the effects of something specific. Listen to what the speakers say about these.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 54 for help. Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 33 What do the speakers say about an Ancient Egyptian remedy for

eye problems? A It was unpleasant but quite effective. B It also cured many ear infections. C It was based on some kind of logic. D It caused some people to go blind. 2 34 What is the speaker’s main focus?

TEST

1

A People are easily influenced by what they watch on TV. B Recent research suggests reasons for the popularity of crime shows. C Criminals may get ideas for their crimes from TV programmes. D TV shows about crime don’t affect people’s behaviour.

LISTENING

TIP STRIP

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Select missing word About the task type

This task type tests listening skills. From a set of options, you have to predict what word(s) a speaker will say, based on contextual clues in a recording. You will do 2–3 Select missing word tasks.

Instructions Audio Status box and volume control

STRATEGIES

You have to select one option that the speaker would say next

Strategies

Testing focus Scoring ➤ page 154

Be ready • The instructions tell you the topic of the recording. As the Audio Status box counts down from 7 seconds, think what vocabulary you might hear. • Skim the options quickly to gain an idea of the aspect of the topic the speaker might talk about. • Be ready to focus on what you hear, and nothing else.

Subskills tested Listening: identifying the topic, theme or main idea; identifying words and phrases appropriate to the context; understanding academic vocabulary; inferring the meaning of unfamiliar words; comprehending explicit and implicit information; comprehending concrete and abstract information; following an oral sequencing of information; predicting how a speaker may continue; forming a conclusion from what a speaker says; comprehending variations in tone, speed and accent.

Listen attentively • As you listen, make a mental map of what you are hearing. Do not take notes – it is more important to listen for the development of the speaker’s ideas. • Listen for any signal words the speaker might use to tell you the direction of the talk, e.g. presenting opposite arguments, describing something in detail, supporting a claim, etc. • Don’t worry about any words you don’t understand. Focus on the overall ideas. Predict the ending • Be aware of the blue bar in the Audio Status box. This shows you when the recording is coming to an end so you will be ready to suggest the word or phrase that has been replaced by a beep. • As soon as the recording stops, think what would come next and scan the options for the most similar word or phrase. Select it.

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Preparation • Work with a friend. Find 2 magazine articles and take turns to read out a short paragraph to each other, stopping before the final word or phrase. Try to guess what word or phrase will complete the paragraph. • Develop your skills of predicting the ideas you will hear. Listen to 20 seconds of a lecture, then stop the audio and say what ideas you think the speaker will talk about next. Play on and check your prediction. Repeat this with longer recordings. • Find podcasts of lectures with a transcript. Highlight the signal words that indicate the main points and the examples, or evidence, or opposing arguments, then listen for them in the audio. Look at the way these signal words will tell you the direction of the lecture and what the speaker is likely to say next. • Find podcasts of lectures with a transcript. Play the lecture, stopping the audio about every 30 seconds. Predict what words the speaker will say next, then check the transcript. Compare the written form of the words with how they sound in the lecture. • Practise predicting what vocabulary you will hear in lectures on different topics. Play the first sentence or two of a short lecture, then make a list of the words and phrases you expect to hear. Play the lecture to check how many words from your list you hear. • Expand your vocabulary of academic words in context. Keep a record of new words you learn.

Select missing word 1 If the options are

phrases, read each one quickly while the audio counts down from seven seconds, and decide what you need to listen for. 2 If the options are phrases, consider their general meaning. Here two phrases describe consequences for the organisation and the other two consequences for the community. You will need to listen for the main points the speaker is making.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the words you think complete the audio. The wording in the instructions below is the same as you will see in the actual test. See page 56 for help. 1 35 You will hear a recording about evaluation. At the end of the recording

the last word or group of words has been replaced by a beep. Select the correct option to complete the recording. A finishing the class early B extending the deadline C giving less homework D postponing the exam 2 36 You will hear a recording about a housing association. At the end of

the recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording.

TEST

1

A is spending too much money B has accepted too many members C hasn’t improved housing D isn’t helping local people

LISTENING

TIP STRIP

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Highlight incorrect words About the task type

This task type tests listening and reading skills. As you listen to a recording, you have to identify words in a transcription that differ from what you hear. You will do 2–3 Highlight incorrect words tasks.

Instructions Audio Status box and volume control

STRATEGIES

The transcription of the recording. You have to click on each incorrect word you hear.

Strategies

Testing focus Scoring ➤ page 154

Be ready • Use the 10 seconds before the recording begins to skim the transcription, to familiarize yourself with the topic. • Move your cursor to the start of the transcription before the audio begins.

Subskills tested Listening: identifying errors in a transcription; understanding academic vocabulary; following an oral sequencing of information; comprehending variations in tone, speed and accent. Reading: understanding academic vocabulary; following a logical or chronological sequence of events; reading a text under timed conditions; matching written text to speech.

Follow the recording • As soon as the recording begins, move your cursor along each line following the speaker’s voice. • Think how each word you are reading will sound and as soon as you hear a different word, click on the incorrect word. The word you have clicked on will be highlighted and will remain highlighted until you click on it again. • Keep up with the speaker. Do not stop to think about whether your selection was correct or incorrect. If you lose your place it will be difficult for you to catch up and you may miss some words that you should have selected. Try not to change your mind • Do not change your mind unless you feel very sure you have made a mistake. Success in this task type depends on real-time decisions. • Do not guess. You will lose marks for words you click on that were in fact the correct word that was in the recording. There are up to 7 ‘errors’ in each transcription.

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Preparation • When you learn a new word, use a dictionary that has the words recorded so you can check both the pronunciation of the sounds and where the word stress falls. • Listen to the way the final sound in one word links to the first sound in the next when people speak. Be prepared for this when you follow the transcription. • Remember that when people speak, they group the words into meaningful chunks. Be prepared to follow the rhythm of the recording as you read the transcription. • Find podcasts of lectures with a transcript. In the transcript, highlight the words or phrases you think will be stressed and the words or phrases that will be unstressed or weak. Listen to the podcast in sections and check if you were right. • In podcasts of lectures with a transcript, highlight in a short section of the transcript all the key words that carry the meaning and think how they are pronounced. Decide where the word stress falls within each word. Check in a dictionary. Then, play the lecture and listen to how the speaker pronounces each of the words you highlighted. • Listen to podcasts by speakers with different English accents so that you become familiar with the way different speakers pronounce words, especially where they place the word stress, e.g. (UK): research/(US): research. Some consonants will also be different, such as in schedule.

Highlight incorrect words 1 You will not have time

to read the transcription carefully before the recording begins, but you will have time to skim it quickly. As you do this, decide what the general topic of the paragraph is. This will help you follow the ideas as you listen. 2 As you listen, follow the words with the cursor on screen (or your pencil in this book) and click on (or mark) any words that sound different from the transcript.

In the test, there are 2–3 tasks. For each task, you listen to the audio and follow the words in the text on the screen. You click on the words that are different on the screen and the audio. The wording in the instructions below is the same as you will see in the actual test. See page 58 for help. You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker said. Please click on the words that are different. 1 37 Transcription:

A recent government report claims that standards in forensic testing have been steadily falling since a 2015 policy change which allowed the outsourcing of these services. Before 2012, all laboratories had to follow strict rules and were subjected to periodic inspection by an independent body. This is now no longer the case, and some of the laboratories that are being employed do not meet the required standards. This could lead to unreliable evidence being presented in court and mistaken convictions of innocent people or the non-conviction of offenders. 2 38 Transcription:

Visitors to Australia are always amazed by the number and variety of unusual animal and plant species that can be found throughout the country. Certainly, we can find both sea and land creatures there that exist nowhere else on earth. The disadvantage of such uniqueness, however, is that if an Australian species becomes extinct, all remnants of that species disappear from the whole planet. According to Graham Edgar from the University of Tasmania, many of Australia’s strangest life forms have not yet been discovered and, if scientists don’t turn attention to them soon, they may disappear before we are even aware of their existence.

TEST

1

LISTENING

TIP STRIP

59

Write from dictation About the task type

This task type tests listening and writing skills. You have to write a sentence that you will hear once only, in a recording that lasts 3 to 5 seconds. You will do 3–4 Write from dictation tasks.

Instructions Audio Status box and volume control Type your answer here

STRATEGIES

Tools you can use to edit what you write

Strategies

Testing focus Scoring ➤ page 154

Be ready • The Audio Status box will count down from 7 seconds. Focus so that you do not miss any words. • If you prefer to write the sentence by hand first, be ready to write on your Erasable Noteboard Booklet. • If you prefer to type directly on the screen, place your cursor in the box on the screen.

Subskills tested Listening: understanding academic vocabulary; following an oral sequencing of information; comprehending variations in tone, speed and accent. Writing: writing from dictation; using correct spelling.

Focus on meaning • When the audio begins, focus on the meaning of the sentence. This will help you to remember it. • Write or type the content words (nouns, verbs, adjectives and adverbs). Leave the minor words (prepositions, articles) for now. • Write or type as quickly as you can. Don’t worry about spelling at this point. Start writing as soon as the dictation begins and don’t stop to check your writing yet. Construct and check • Immediately after the recording stops, write or type as much of the sentence as you can. • Go over the sentence and use your knowledge of grammar, word form and word order to add any words you missed out (e.g. prepositions, articles). • Check the spelling of every word. Check for verb endings and plurals. Marks are awarded for every correct word spelled correctly. Then click ‘Next’.

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Preparation • Decide in advance whether you are going to write the sentence by hand or write directly on the screen. Once you have decided which method you prefer, practise dictations using it and don’t change your mind on the test day. • Practise guessing how to spell words you don’t know. Write down words you hear in the media, in advertisements, the news, interviews. Try to confirm the spelling of the word you heard using a dictionary. • Revise your knowledge of the normal spelling conventions. Make a list of words you have trouble spelling, especially words with ie or ei, or doubled consonants such as mm, ll, pp, ss. • Make a list of words with similar pronunciation but different spelling and different meaning, such as affect/effect, except/accept, no/know, fair/fare. Check the meaning of each one. • Create a word bank for new words with as many forms of the word listed as you can find, such as the noun, verb, adjective and adverb form of words, e.g. evidence (n), evident (adj), evidently (adv). In the test, you may miss part of a word so you may have to work out which form is needed and spell it correctly. • Practise writing sentences with correct word endings, such as -ed endings on past tenses and -s endings on plurals and present tenses. • Listen to podcasts by speakers with different English accents to become familiar with them. • Remember that this is the final task type in the test. Be aware of the time remaining in Part 3 so that you have enough time to attempt every question. It is better to try every task than to spend too much time on a task you have finished.

Write from dictation 1 As you listen, write all

the words that you hear on your Erasable Noteboard Booklet. After the recording, write the sentence in the response box. 2 When you write the sentence, write the words you hear and do not paraphrase. You will gain marks for each correct word spelled correctly. 3 Try to spell words correctly and check the grammar before you click on ‘Next’. Don’t miss endings, such as -ed on past verb forms, -ly on adverbs or -s on plurals.

In the test, there are 3– 4 tasks. For each task, you listen and type the sentence you hear into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 60 for help. You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the sentence as you can. You will hear the sentence only once. 1 39

TEST

1

2 40

3 41

LISTENING

TIP STRIP

61

TEST 2 Read aloud TIP STRIP

TEST

SPEAKING

2

Read first to get an idea of the overall meaning of the text, e.g. Text 2 is about statistics. Look for the words that contain key information; these are usually stressed, e.g. statistics, changes, collection, analysis, probabilities, prediction. Practise saying any difficult words, e.g. statistics, analysis of probabilities. Think about where your voice will rise, fall and pause.

In the test, there are 6–7 tasks. For each task, you read the text aloud into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 12 for help. 40 sec. Look at the text below. In 40 seconds, you must read this text aloud as naturally and as clearly as possible. You have 40 seconds to read aloud. 1 Many people who embark on a radical diet become so obsessed that their

lives revolve around it. In constantly checking and recording their calorific intake, they fail to notice that their health is deteriorating. They suppress natural, healthy hunger cravings and come to regard food as a threat. 2 The science of Statistics began mid-way through the eighteenth century and

since then it has undergone significant changes. At the outset Statistics was primarily concerned with the collection and representation of information relating to nation states. Later it was used in the analysis and interpretation of data and after that, in the analysis of probabilities and the prediction of future events. 3 It is estimated that by the year 2030, 60 per cent of the world’s population

will be living in cities. The fact that the vast majority of these urban centres are built on land just a few metres above sea level is starting to worry the authorities in many countries. They believe that the rising sea levels resulting from climate change will pose a serious threat of flooding. 4 As well as choosing a degree course, university students must decide

whether to live on or off campus. The main advantages of living in a dorm in a hall of residence are that the college amenities are close at hand and all meals and utility bills are included in the monthly rent. 5 Erasmus is a student-exchange programme which was set up within the

European Union in 1987. In 2006, more than 150,000 students, or nearly 1 per cent of the European student population, participated in it. Students spend between three months and a year studying in another European country. There are academic advantages, and the students are encouraged to learn about the culture of their host country. 6 When people tell lies they are not recalling a true memory. They are being

inventive; they are creating a fictitious story. The effort involved in doing this causes stress and discomfort which very often manifest themselves in physical reactions such as sweating and rapid eye movements. To a trained observer these signs are proof of an untruth.

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Repeat sentence Focus on the meaning of the sentence and the key words, e.g. in Sentence 1: interval, minutes, speakers. Notice the stressed words and where the speaker’s voice rises and falls, and imitate this when you speak. Does the speaker’s voice go up or down at the end of the sentence? If you take notes, don’t try to write every word. Note the key words using abbreviations, e.g. mn, spkr.

In the test, there are 10–12 tasks. For each task, you listen and repeat the sentence you hear into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 14 for help.

15 sec. You will hear a sentence. Please repeat the sentence exactly as you hear it. You will hear the sentence only once.

42–51

TEST

2

SPEAKING

TIP STRIP

Repeat sentence: Each question is displayed on a new screen.

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Describe image TIP STRIP Look at the title of the image. This helps you to begin with a general statement about the information, and then you can describe the major features. In Question 1, the bar chart shows the kinds of literature Britons prefer to read, and the main features are the distribution of these preferences by genre and gender.

In the test, there are 6–7 tasks. For each task, you look at the image and describe it into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 16 for help. 1

40 sec. Look at the bar chart below. In 25 seconds, please speak into

the microphone and describe in detail what the bar chart is showing. You will have 40 seconds to give your response.

Preferred literary fiction genres in Britons aged 50+ (2016) 35 30

Men

25

TEST

Women

20

2

15 10

SPEAKING

5 0

2

Comedy Action Romance Drama Horror War

Science Fiction

40 sec. Look at the pie chart below. In 25 seconds, please speak into

the microphone and describe in detail what the pie chart is showing. You will have 40 seconds to give your response.

Average water consumption in US households (2014) 5%

4%

7% 30%

8% 13% 12%

64

21%

Toilet flushing Personal washing – Baths and Taps Personal washing – Showers Clothes washing Washing up Outdoor Other Drinking

3           Look 40 sec. at the diagram below. In 25 seconds, please speak into

the microphone and describe in detail what the diagram is showing. You will have 40 seconds to give your response.

Common ground beetle life cycle Adult beetle

Pupa

Egg

TEST Larva

2

Newly hatched larva

microphone and describe in detail what the graph is showing. You will have 40 seconds to give your response.

A climate graph for Sockhold, Grunchholden 20 15 10 5 J

F

M

A

M

J J Months

A

S

O

N

D

Temperature (°C)

25

Rainfall (mm)

100 90 80 70 60 50 40 30 20 10 0

SPEAKING

4             40 sec. Look at the graph below. In 25 seconds, please speak into the

0

Rainfall (mm) Temperature (°C)

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5           Look at the image below. In 25 seconds, please speak into 40 sec.

the microphone and describe in detail what the image is showing. You will have 40 seconds to give your response. A volcanic eruption Acid rain

Eruption cloud

Gases

Crater cone Lava

Vent Magma chamber containing molten rock

Molten rock

TEST

2

6           Look 40 sec. at the Venn diagram below. In 25 seconds, please speak

SPEAKING

into the microphone and describe in detail what the Venn diagram is showing. You will have 40 seconds to give your response.

Bats and birds Birds 2 legs Lay eggs Feathers Beak

66

Bats

Warm blood Vertebrate Forelimbs modified as wings

Live young Fur Teeth

Re-tell lecture TIP STRIP

In the test, there are 3 – 4 tasks. For each task, you see an image on the screen. Listen to the lecture and then speak into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 20 for help.

40 sec. You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone and retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response. 1 52

TEST

2

2 53

SPEAKING

Scan the picture quickly to prepare for the lecture. As you listen, try to get an overall feeling for the meaning and the speaker’s attitude. Take notes but don’t try to write every word you hear. Only write key words, e.g. green/living roofs--give definition and benefits: pleasant to look at and environment-friendly. Think about how you will organize what you will say to be ready when the microphone opens.

3 54

67

Answer short question TIP STRIP Listen for key words, e.g. in Question 7: line, circle, circumference. If you do not know one of the words, e.g. circumference, try to paraphrase it, e.g. from the center to the outer circle line.

In the test, there are 10–12 tasks. For each task, you hear a question and speak your answer into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 22 for help.

10 sec. You will hear a question. Please give a simple and short answer. Often just one or a few words is enough.

55–64

TEST

SPEAKING

2

Answer short question: Each question is displayed on a new screen.

68

Summarize written text TIP STRIP

In the test, there are 2–3 tasks. Each task has a text on the screen. You type your summary of the text into the box at the bottom of the screen. The wording in the instructions below is the same as you will see in the actual test. See page 24 for help. 1

10 min. Read the passage below and summarize it using one sentence.

Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage. Neanderthals first appeared in Europe and Western Asia about 350,000 years ago. They knew how to use fire, could make rudimentary tools and hunting weapons, and possessed a limited form of vocal communication. Shortly after the arrival of the ancestor of modern humans, Cro Magnons, the Neanderthals disappeared. The possible reasons for the demise of the Neanderthals have been the subject of intense scientific and anthropological debate ever since the skull of a Neanderthal child was discovered in Belgium in 1829. One theory suggests that the new arrivals exterminated the previous occupants through violent confrontation. To back up this claim, exponents point to archaeological evidence showing that the weapons of Cro Magnons were more advanced than those of their adversaries. Critics, while accepting that this was the case and admitting some bones show injuries consistent with spear attacks, believe that the evidence is too scant to confirm such violent conflict was widespread. Another possibility is that the Neanderthals died of diseases they contracted from being in close proximity to the newcomers. Their immune system would have put up little resistance to the pathogens and bacteria carried by Cro Magnons. Whilst this is a plausible explanation, most agree that with the disintegration over time of all available physical evidence, it remains a very speculative guess.

TEST

2

WRITING

Read the passage for the overall meaning, then find the main idea of each paragraph. For example, in Passage 1 the first paragraph tells us about Neanderthals, an early human species, the second paragraph is about a theory that explains why Cro Magnons became dominant, the third paragraph introduces another theory, that disease wiped out the Neanderthals, and the fourth paragraph mentions scientific evidence that Cro Magnons were simply a more evolved species. Shorten these ideas to put them into one sentence.

Perhaps the most convincing argument is based on the anatomical differences between the two species. Cro Magnons were much lighter and could run much faster and cover greater distances than the Neanderthals. Anatomical differences in the thorax and position of the vocal chords meant Cro Magnons were capable of quite complex verbal communication too. And finally, whilst the Neanderthals lived in small, isolated communities, Cro Magnons made contact and even traded with distant settlements thus establishing a support system between communities.

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2           Read 10 min. the passage below and summarize it using one sentence.

Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage. Some regard the arrival of robots with dread, envisaging a world controlled by mechanical androids. Others recognize the advantages they will bring, such as freeing people from menial jobs. What is certain is that robot technology is advancing at an ever-quicker pace. So what applications of the robots are in store for the future? Many medical operations require a level of precision which very few humans possess. Those who do can be susceptible to ill judgement, overwork and tiredness, or nerves. A robot is immune to these failings and, provided it has been programmed correctly, cannot make a mistake. A revolutionary concept called nano-surgery is in its infancy, but scientists believe that one day miniature medical machines will be introduced into a body to perform minute surgery directly on the diseased organ, completely independent of a surgeon.

TEST

2

WRITING

Transportation is another area where robots will play an important role. Driverless cars are now a reality and ‘pilotless’ planes may follow if public opinion can be won over. Robots are often employed in difficult and dangerous tasks, and few environments are more so than outer space. Probes have already landed on Mars and when humans follow they will be accompanied by a team of communicative artificial colleagues. Popular-press articles have focussed on the functions robots may perform both in the house and as companions to people with communication or social problems. The former is less likely to happen in the near future: while a computer-operated machine is highly capable of complex logical analysis—playing a game of chess, for example—physical tasks such as making a bed or cooking a meal would pose serious problems. The second application is more feasible. Machines capable of answering verbal questions and robotic pets responding to commands already exist today, and they are becoming more sophisticated with time.

    

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Write essay Identify the key words in the statement and note them on your Erasable Noteboard Booklet. For example, in Question 1: Internet – negative effect? Decide what your opinion is going to be. You do not have to agree or disagree completely but you need to be clear on your position and why you believe it. Make some brief notes for your argument before you start to write.

In the test, there are 1–2 tasks. For each task, the essay question is on the screen. You type your essay into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 27 for help.

20 min. You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200 –300 words. 1 ‘The invention of the Internet has had mostly negative effects on civilization.’

How far do you agree with this statement? Use specific reasons and examples to support your opinion. 2 ‘Governments should invest more money in improving living standards on

earth than in space exploration.’ To what extent do you agree or disagree with this statement? Support your point of view with reasons and examples from your own experience.

TEST

2

WRITING

TIP STRIP

Write essay: Each question is displayed on a new screen.

71

Multiple-choice, choose single answer TIP STRIP The question will tell you what information to look for. In Question 1, you must find the biggest cause of pollution. Note the key phrases used to rank the importance of problems, e.g. partly caused, most to blame.

In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 30 for help. Read the text and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 Levels of air pollution in the Indian city of Delhi are now reaching

TEST

2

potentially lethal levels. This contamination is partly caused by farmers burning agricultural waste and the fumes from vehicles stuck in the city’s congested traffic system. However, one of the government’s own policies is most to blame for the worsening problem. Hundreds of Delhi’s small industries use petroleum coke, an extremely sulphur-rich and dirty fuel, as a source of energy. A new tax discourages their use of natural gas, a relatively clean fuel and one that contains no sulphur, by taxing it at a higher rate than petroleum coke.

What does the writer argue is the biggest cause of pollution in Delhi?

READING

A There is too much traffic on the city’s roads. B There has been a 30% increase in the use of natural gas. C The government is encouraging the use of a dangerous fuel. D Farmers are using petroleum coke to burn unwanted waste. 2 The solar system was formed over four billion years ago from a cloud of

gas and dust. At some unknown point, a powerful explosion deep in space sent out energy waves that began to compress the cloud, creating a force at the centre which drew the gas and dust particles closer together. As it was further compressed, the centre grew hotter and denser until the particles coalesced into larger units of mass—planets and moons. Gradually, the centre became so superheated that it formed a new star that we now call the Sun.

What does the writer say about the formation of the solar system? A It was formed when a star came together. B Waves of energy became compressed into matter. C Gases were compressed to form solid particles. D The planets on the periphery of the system were composed of solid rock.

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Multiple-choice, choose multiple answers Words in the options may not be exactly the same as the ones in the text. Remember, you do not need to know all these words; you will usually be able to guess the meaning if you know some of them. For example, in Text 1, if you know what worship means you can guess that christenings, marriages and funeral services are religious rites or practices.

In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 32 for help. 1 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. Stonehenge is an enormous stone monument located in the county of Wiltshire in the United Kingdom. It was constructed about 5,000 years ago from stones transported to the site over a distance of approximately 225 kilometres. While a great deal is known about its construction, doubts remain over the monument’s intended purpose or function. One theory suggests it was built as a symbol of the unification of the country. The building of Stonehenge was a massive task: thousands of people were needed to move the stones across the countryside and to carve them into shape before erecting them. To cooperate in such an effort would have meant that people would be forced to put aside tribal differences and to see themselves as a unified group. Another possible explanation is that the monument was a place of religious worship and was used as a burial site by the Druids, an ancient religious sect living at the time of the monument’s construction. Excavations have discovered human bones and the ashes from cremations. Some archaeologists claim there is evidence that Stonehenge had been highly regarded for its healing powers. They say small pieces were chipped away from the large stones, possibly by ancient people who believed that the monument was magical and could make them well again. Just as people today travel to spa towns to drink the water, historic visitors to Stonehenge may have wanted to hold a piece of the stone in their hands.

TEST

2

READING

TIP STRIP

Then, there are a few people who believe in the far-fetched idea that Stonehenge was built by aliens as a landing site for their spacecraft, but that theory, understandably, is not widely held.

What does the writer consider to be possible functions of the Stonehenge monument? A A type of airport for the vehicles of extra-terrestrial life forms. B A place where people came together to pray and carry out funeral services. C A factory where stones were shaped and then transported to other sites. D A place where christenings and marriages were celebrated. E A place of entertainment where magic shows were performed. F A place where sick people went to be cured. G A monument to celebrate the coming together of groups of people.

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2 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. Doctors have noticed a rise in cases where antibiotics that were once used successfully to treat patients with bacterial infections now have little or no effect. The reason for this increased resistance is the abuse of antibiotics in the healthcare and farming industries. Antibiotics have been overprescribed by doctors, but they are also frequently added to animal feed in order to prevent disease but also to speed up animals’ growth rate. Both practices have encouraged the harmless but naturally-resistant bacteria that survive in the human or animal to grow stronger and more numerous. This is not problematic until the harmless bacteria encounters a harmful, diseasecausing bacteria. At that point, however, it passes on its drug-resistant capabilities to produce a potentially very dangerous type of bacteria.

TEST

READING

2

The Methicillin-resistant Staphylococcus aureus bacteria, or MRSA, is a particularly serious example because it is highly contagious and can even be transmitted from animals to humans. Medical staff are taking measures to limit the harm it can cause by isolating patients carrying the bacteria in special wards to prevent its spread and further resistance development. Many hospitals have also instituted strict hand-washing and glove-wearing policies to minimize the risk of employees accidentally infecting patients as they move from room to room. The antibiotics that remain effective against MRSA are few in number; they are also much more expensive than simpler varieties and can produce unpleasant side effects. For all of these reasons, doctors want to reduce cases of the disease by any other means to avoid using the now-precious antibiotics wherever possible.

What are the reasons the writer gives for bacteria becoming resistant to antibiotics? A An increasing number of patients are being kept in isolation. B Expensive antibiotics cause side effects which make the bacteria resistant. C Antibiotics are fed to animals and this causes the animals to become resistant. D Naturally resistant bacteria pass information to non-resistant bacteria. E Doctors are using antibiotics too frequently. F Some antibiotics only work on specific types of bacteria. G Farm animals are growing faster and therefore carry more bacteria.

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Re-order paragraphs TIP STRIP

The text boxes in the left panel have been placed in a random order. Restore the original order by dragging the text boxes from the left panel to the right panel. 1

A Esperanto had some early success, but the intervention of two world wars did not help its wider adoption. In the Second World War, some leaders thought it was a secret language that could be used by spies. B There’s hope that the Internet will further assist the spread of the language. Wikipedia already has 215,000 pages in Esperanto, and there are several translation and social media apps on the market. C The artificial language of Esperanto was invented in 1887 by the Polish doctor Ludwik Zamenhof, who hoped that a language designed to be spoken by everyone, would contribute to world peace. D He made it as easy to learn as possible, with no irregular verbs, a vocabulary adapted from the Latin languages, and a simple grammar without gender or case. E However, Esperanto survived the twentieth century and spread by word of mouth and via books, newspaper articles, and four feature-length movies.

TEST

2

READING

Reference words, e.g. He, him refer to someone who has been mentioned before. Use this to help you order the text. In Question 1, Sentence D gives details about the work of Esperanto’s inventor; Sentence C refers to him by name, so it must come somewhere before Sentence D.

In the test, there are 2–3 tasks. For each task, you drag paragraphs from the left and drop them into the correct order on the right. The wording in the instructions below is the same as you will see in the actual test. See page 35 for help.

2

A Also, prolonged periods in space trapped in a tiny capsule could have serious psychological consequences for the crew. Having more room to move about, exercise and enjoy entertainment facilities would help to offset these problems. B Sending astronauts to the planet Mars poses far greater problems than sending them to the moon, not least because a journey to the red planet will take nine months to complete. C Scientists are working on a way to overcome this problem. They are devising a system which will employ rockets to slow the craft down sufficiently for it to land on the surface of Mars. D This means the spacecraft will have to be very large because it will need to carry vast amounts of fuel and food, not just to get to Mars but to return as well. E While giant spaceships might help to reduce astronauts’ stress, they themselves create a problem. Their enormous weight makes it impossible to use the standard lunar landing procedure.

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Reading: Fill in the blanks TIP STRIP Read the text for overall meaning, e.g. Text 1 is about cryptocurrency. Then look for clues in words that collocate, e.g. lose touch with reality.

In the test, there are 4–5 tasks. For each task, you drag the words at the bottom of the text and drop them into the correct space in the text. The wording in the instructions below is the same as you will see in the actual test. See page 37 for help. In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text. 1 The cryptocurrency Bitcoin has been making headlines recently. Financial

TEST

2

experts fear it is a bubble which is could be near to bursting 1 . The currency has risen in value by an incredible 400 per cent this year alone, and many fear it has lost 2 with reality. Compared to other investments such as shares, which pay a percentage of the profits to shareholders, or buying and renting out property, Bitcoin is not 3 on anything of measurable value in the real world. based

spot deviated

touch

sense

point

READING

2 Advertising companies present their clients’ products as low in sugar in an

to appeal to the health-conscious public. This is especially in the soft-drinks market. However, this 3 is worrying the authorities whose job it is to look after the nation’s well-being. They say that while a low-sugar drink may have health benefits, because it is marketed as a brand, it 4 the buying of all drinks—even super-sugary ones— which bear the same brand name. 1 2

persuades

76

attempt

wish

trend

noticeable

fashion

encourages

In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text. 3 Published in 1925, The Great Gatsby is a novel by the American writer

F. Scott Fitzgerald. It is the story of a man who has a single 1 in life—to be reunited with a woman he had met sometime in his past. His early life was one of 2 poverty but he manages to 3 enormous wealth through various means, and eventually finds the woman of his dreams. Tragedy soon follows, however, because he is found dead shortly after his re-encounter in his own swimming pool. direction

aim

extreme

highest

increase

acquire

4 During the twentieth century, Spain tackled its water problems by building

allow throughout drought left along give seen

5 The University of Granada is 1

a thirty-hour course in business English with special emphasis on the language used in marketing and advertising. Students will study authentic campaigns and there will be simulated case studies in which they will 2 their own strategies for new product development. Guest speakers from local businesses will be invited to give talks, and students will have an 3 to experience a working day in a company’s offices.

emphasis

opportunity

occasion

offering

devise

TEST

2

READING

numerous dams and reservoirs 1 the country. In some cases, small towns had to be relocated to 2 the artificial flooding of valleys to take place. Officials thought little at the time about the historical significance of some of the older buildings 3 behind, including ruins dating to 4 Roman times. The current  , however, has caused a 25 per cent drop in reservoir water levels, revealing secrets of the past which haven’t been seen for decades.

discover

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Reading & writing: Fill in the blanks TIP STRIP

TEST

READING

2

78

Think about the grammar and vocabulary as well as the meaning for each gap. Look at Text 1, Question 1: Which linking word is used to signal a contrast? In Question 2, how do you form the superlative of short adjectives? For Question 3, which relative pronoun is used after a non-defining relative clause (after a comma)? For Question 4, which verb collocates with danger? and for Question 5, which noun collocates with mortality?

In the test, there are 5–6 tasks. For each task, you have a text with several gaps. You select the correct answer for each gap from the drop-down list on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 40 for help. Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. 1 The Black Mamba, a snake native to East Africa, is not in fact black

a grey to olive-brown colour. Its name derives from the black colouring on the inside of its mouth. It is one of the 2 snakes in the world, able to attain speeds of up to 20 kilometers an hour. It is also one of the most poisonous reptiles in the world. The venom of a Black Mamba, 3 is injected through two hollow teeth or fangs at the front of the mouth, contains fast-acting toxins that 4 damage to the victim’s nervous system and heart. One bite from this snake contains enough venom to kill ten people. Without medical assistance, the mortality 5 of this poison is 100 per cent and a person bitten by a Black Mamba will die within five hours. 1

1

A and

B or

C almost

D but

2

A fastest

B fast

C most fast

D more fast

3

A when

B who

C which

D that

4

A cause

B make

C avoid

D force

5

A rating

B rate

C rated

D rates

2 Vinegar has been used for hundreds of years as a food 1

and as a sterilizing agent. 2 , vinegar is now known to produce a number of health benefits. It contains antioxidants that help prevent the aging process in body tissue and may also make it effective 3 fighting cancer. In 4 particular, one Japanese rice vinegar to inhibit the growth of cancer cells in the colon and bladder. Vinegar may also help to suppress the appetite, which could combat obesity. In one experiment, volunteers who consumed two tablespoons of vinegar daily for four weeks lost weight, while those who consumed the same amount of cranberry juice 5 weight. Finally, vinegar might be beneficial for your mind as well as your body. Studies have demonstrated that vinegar consumption improves the brain’s reasoning and memory 6 .

1

A preserving

B preserve

C preservative

D preserved

2

A Although

B In addition

C Firstly

D Another

3

A on

B of

C about

D in

4

A has been show B have been shown

C has be show D has been shown

5

A put on

B carried off

C got on

D put off

6

A influences

B powers

C thoughts

D dreams

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer for each blank. 3 Sinkholes are holes in the ground of

widths and depths. The widest, measuring 80 kilometres, is the Qattara Depression in Egypt; the deepest one is in China, descending 662 metres. Sinkholes occur in areas where the underlying rock 2 or eroded by water containing a high concentration of acid. Water becomes acidic 3 it absorbs carbon dioxide from soil and dead plants. This water creates a cavity or hole in the rock which gets bigger over time. The earth covering the cavity 4 into the hole beneath when it can no longer support 5 own weight, and in some cases, the weight of buildings and roads that have been constructed on top of it.

1

A varying

2

B moving

1

C sinking

D changing

A is dissolving B dissolves

C will be    dissolved

D has been dissolved

3

A why

B then

C when

D before

4

A collapses

B reduces

C climbs

D breaks

5

A her

B his

C its

D their

TEST

2

price of milk, believing that it is too low to cover the cost of production and that it will force many dairy farmers 1 of business. Indeed, today there are fewer than 10,000 dairy farmers in the UK as compared to 36,000 in 1995. This downward trend 2 with the deregulation of milk prices in 1984, when the traditional small-business milkman, who delivered door to door, could no 3 compete with local shops where milk could be purchased at a much lower price. Competition became even fiercer with the expansion of supermarket chains, and now a litre of milk is at its lowest price 4  .

READING

4 For many years, agricultural unions have been protesting about the retail

There are fears that this problem will be compounded further if the European Union abolishes its quota system, which 5 the amount of milk a farmer can produce. It would mean that, in the future, some large dairy companies could dramatically increase their production and sale of milk in order to offset falling profits—a change that would completely destroy the UK dairy industry. 1

A away

B out

C down

D across

2

A has begun

B beginning

C began

D to begin

3

A better

B further

C much

D longer

4

A ever

B never

C soon

D then

5

A restricts

B restricting

C be restricted

D be restricting

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Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer for each blank. 5 As a young man the artist, Francisco Goya, was 1

the works of Rembrandt and Velázquez and he copied their styles. 2 the 1770’s he was commissioned to paint portraits of the Spanish Royal family, often portraying them as comical figures, but Goya lost his sense of humour in 1792 when he became deaf as the result of a serious illness. His painting style 3 darker to match his increasingly pessimistic attitude towards life. After the Franco-Spanish war in 1814, he painted the masterpiece ‘The Third of May’, which depicts the true horror of war. Of all the periods in Goya’s career, however, it is the work he completed shortly before his death that attracts 4 critical attention. In particular, The Black Paintings, a collection of fourteen disturbing and sometimes grotesque images, are difficult to categorize. Many experts think that they express Goya’s declining mental state, his 5 of faith in humanity, and his fear of death.

TEST

READING

2

80

1

A inspired of

B inspired by

C inspired for

D inspired about

2

A During

B For

C While

D Along

3 A to becoming

B become

C became

D to become

4

A the many

B the much

C the more

D the most

5

A gain

B possession

C disappearance

D loss

Summarize spoken text TIP STRIP

In the test, there are 2–3 tasks. For each task, you listen to the audio then type your summary into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 45 for help. You will hear a short lecture. Write a summary for a fellow student who was not present at the lecture. You should write 50–70 words. 10 min. You will have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points presented in the lecture. 1 65

TEST

2

2 66

LISTENING

The first part of the lecture usually introduces the topic, e.g. in Question 1: the stock market. Listen for the main ideas and take notes of key words only, using abbreviations, e.g. in Question 1: stock mkt history – beg. in East Indies – early 17C – commodities – pirate attacks – high % ships lost – set up Cos with shares – 1602: EIC created – not formal st exch but need identified – 1801 st exch opens in London, NY in 1817.

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Multiple-choice, choose multiple answers TIP STRIP

TEST

2

Read the question before the audio begins to know what to listen for. In Question 1, you are listening for reasons for a failure. As you listen, eliminate or confirm options, e.g. when you hear: I don’t believe this was a factor, as notes from both expeditions hardly mention the matter, which option can be eliminated? When the speaker says: … the ponies were unable to cope with the difficult conditions and died, which option can be confirmed?

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 47 for help. Listen to the recording and answer the question by selecting all the correct responses. You will need to select more than one response. 1 67 What reasons does the speaker give for the failure of

Scott’s expedition? A The weather conditions were too severe. B Scott did not have sufficient experience for the expedition. C The type of clothing worn by Scott’s team was inadequate. D Scott made a mistake in the choice of transport. E Scott’s objectives were too ambitious.

LISTENING

2 68 What does the speaker say are the qualities of great teachers?

82

A They are willing to cooperate with other members of staff. B They have an expert knowledge of their subject. C They have a respect for their students’ needs. D They pay a great deal of attention to their appearance. E They have many years’ experience in teaching.

Fill in the blanks TIP STRIP

You will hear a recording. Type the missing words in each blank. 1 69

Shortly after arriving at Durham University, all first- 1 students are 2 taken on a day tour of the surrounding area. The purpose is to introduce them to the region and for students to get to know each other and our teaching 3 sites to . On the trip we visit some local 4 learn about the social and environmental regeneration of coalfields, 5 industries and the urban night-time 6 of Newcastle’s Quayside. We will take a lunch break at the famous White Swan, a seventeenth-century pub in the village of Branston. Those of you who are 7 to come along with us should inform professor Roberts, who is making a record of those 8 . Are there any questions? 2 70

And now, to conclude my talk, I would like to 1 an excellent book by Simon Swann, which you can see on the 2 . I’m sure this will be of great help to you on your English Literature course. The book is structured according to the different 3 of literature—plays, poems or novels for 4 example—and through the history of each one, with wonderful insights into the 5 of different writers. Particularly interesting are the last two chapters which examine the novel and multicultural English. Swann 6 the diversity that has characterized the literature of Britain, 7 its 8 political, religious and 9 divisions. Anyone wishing further information on this wonderful book, please feel free to ask me at the end.

TEST

2

LISTENING

Skim the text briefly to get an idea what it is about, e.g. in Question 1, it is about a student excursion. Use the few seconds before the recording starts to look carefully at the gaps and the words preceding each one, so that you do not miss your cue to write the word. As you write, make sure that the word makes sense in the context, e.g. in Question 1, Gap 3 teaching suggests that the next word will be a noun.

In the test, there are 2–3 tasks. For each task, there is a text with several gaps. You type the correct answer for each gap into the box in the text. The wording in the instructions below is the same as you will see in the actual test. See page 49 for help.

83

Highlight correct summary TIP STRIP

TEST

LISTENING

2

84

Take notes as you listen; just key words and ideas. In Question 1, these could be: fungi need other plants for food – some have mutual benefits for plants – others poison and kill plants. Read through the summaries and eliminate any that contain information that is wrong or that you did not hear in the passage. Then eliminate any summaries that focus on only part of the message or do not cover the main points.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the summary you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 51 for help. You will hear a recording. Click on the paragraph that best relates to the recording. 1 71

A Fungi produce toxins such as chlorophyll that kill plants. They feed on plant tissue as they don’t possess the means to produce their own food. This is because they lack an essential chemical needed to do this. B Plants benefit from the presence of fungi because they provide the plant with essential nutrients. Fungi produce the nutrients through a process involving a reaction between sunlight and the chemical chlorophyll. C The relationship between fungi and plants is dependent on the species of fungi in question. Whereas some fungi have a positive impact on plants, others can cause death by breaking down the plant tissue. D Plants use fungi as a source of food. Their roots pierce the outer lining layers of fungi and extract chemicals such as phosphorus. This can cause the fungi to be deprived of nutrients over time and can result in death.

You will hear a recording. Click on the paragraph that best relates to the recording. 2 72

A People earning less than $75,000 per year are more likely to desire a bigger house and luxury cars than those earning salaries above this figure. They are also more likely to feel depressed when they cannot acquire these material items. B People earning over $75,000 a year experience the same level of happiness regardless of how much money they earn, but the richest people are happier overall. All those earning below this level are more negatively affected by unwelcome life events. C People earning over $75,000 feel more content on a day-to-day basis but experience feelings of anxiety about their life as a whole. This feeling encourages them to spend large amounts of money on material things such as cars and houses.

TEST

2

LISTENING

D The figure of $75,000 a year is considered to be the optimal salary to produce happiness in general. Those earning more or less than this amount reported higher degrees of unhappiness both in their daily lives and in their life as a whole.

85

Multiple-choice, choose single answer TIP STRIP Read the questions and options quickly before the recording begins. In Question 1, you will hear statements related to the ideal duration and benefits of a midday sleep. Focus on that information to confirm or eliminate the options as you listen.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 54 for help. Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 73 What is the main point the speaker is making about sleeping in the

afternoon? A A midday sleep of any duration has both immediate and longer-lasting health benefits. B Going to sleep at midday for less than half an hour can have adverse effects on a person’s health.

TEST

2

C A midday sleep has been shown to cause a variety of problems such as influencing a person’s ability to reason clearly.

LISTENING

D Having a nap during the day can have both positive and negative outcomes depending on the length of time the person remains asleep. 2 74 What is the speaker’s opinion about the subject of photographic

memory? A It is impossible for a person to remember large numerical figures or foreign language poems. B The existence of photographic memory has been undisputedly proven in a number of cases. C Only a few people have a photographic memory and it is limited to remembering numbers. D Claims of photographic memory should be subjected to close scientific observation.

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Select missing word Use the instructions to orient yourself to the topic, e.g. in Question 1, the topic is urban problems. As you listen, notice the direction of the speaker’s argument, so that you can anticipate what ideas are coming, e.g. in Question 2, the speaker is arguing a point of view, so the missing words will be part of that argument.

In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the words you think complete the audio. The wording in the instructions below is the same as you will see in the actual test. See page 56 for help. 1 75 You will hear a recording about urban problems. At the end of the

recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording. A great opportunity B health problem C loss of hearing D traffic problem 2 76 You will hear a recording about supermarkets. At the end of the

recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording.

TEST

2

A limiting the use of self-service checkouts B increasing the range of fruit and vegetables C installing more self-service checkouts D asking the directors for more money

LISTENING

TIP STRIP

87

Highlight incorrect words TIP STRIP Skim the transcription briefly to give you a general idea of the passage, and as you listen, read each word carefully. Often, the word you read and the word you hear have the same grammatical form. There is a word like this in the second sentence of Transcription 1.

TEST

LISTENING

2

88

In the test, there are 2–3 tasks. For each task, you listen to the audio and follow the words in the text on the screen. You click on the words that are different on the screen and the audio. The wording in the instructions below is the same as you will see in the actual test. See page 58 for help. You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker said. Please click on the words that are different. 1 77 Transcription:

Humans are one of the reasons that the snow leopard is in danger of extinction. Farmers have pushed deeper into the leopard’s habitat and their livestock are overgrazing, which in turn damages the grasslands. The number of wild sheep and goats that feed on the grasslands has fallen and, because these are the main prey of the leopard, it has no option but to kill the domestic livestock for its survival. The farmer, on finding that his animals have been slaughtered by a leopard, often retaliates by killing it. Another incentive for hunting down the leopard is that the farmer can sell the animal for its lucrative body parts. 2 78 Transcription:

Today we are going to explore one of the techniques that engineers in Japan have devised to protect buildings in the event of an earthquake. It’s called base isolation and it involves temporarily detaching the upper part of the structure from its foundations. The system functions by levitating the building on a cushion of air. Sensors detect seismic movements in the ground and activate an air compressor. This pumps air in between the structure and the foundations, raising the building three centimetres above the ground. When the earthquake subsides, the compressor is switched off and the building returns to its original position.

Write from dictation TIP STRIP

You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the sentence as you can. You will hear the sentence only once. 1 79

TEST

2

2 80

LISTENING

Write as much as you can, and continue writing so that you do not miss the rest of the sentence. Do not go back and correct words until the sentence has finished. Before you click ‘Next’, check the grammar and spelling; and if you are unsure of the spelling, think of the rules of spelling.

In the test, there are 3– 4 tasks. For each task, you listen and type the sentence you hear into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 60 for help.

3 81

89

TEST 3 Read aloud In the test, there are 6–7 tasks. For each task, you read the text aloud into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 12 for help.

40 sec. Look at the text below. In 40 seconds, you must read this

text aloud as naturally and as clearly as possible. You have 40 seconds to read aloud. 1 Trade in textiles and clothing can be traced back to the process of

TEST

3

industrialization of a number of economies, often serving as the engine for their economic growth. The period after the Second World War was particularly important for countries like Japan, which, in 1956, received as much as 38 per cent of its export earnings from this sector.

SPEAKING

2 Results of a longitudinal study of UK schoolchildren interviewed over a

period of three years seem to suggest that children from poorer families achieve a significantly lower median score than those from better-off backgrounds. The results lend weight to recent theories on the relationship between social factors and children’s educational performance. 3 The term ‘stress test’ is now widely used when discussing financial markets.

We need to examine how a country’s banking system would cope in the event of a financial crisis. A key question here is whether or not such results should be made available to the public. 4 It needs to be emphasized that the success of new educational policy

decisions is not dependent on the number of novel initiatives but, rather, on their implementation. They need to be executed and funded in a realistic way. With sufficient backing from the government, we will be able to correctly monitor these new programmes. 5 The report shows that women in rural areas are facing increasing challenges

as a result of environmental changes brought about by globalization. Problems arising from the fuel and food predicament will likely contribute to existing gender inequalities because of the sharp increase in prices, especially for female-headed households. 6 The type of water used in beer production, which will depend on an area’s

geology, has an influence on the final product. Water with a very low mineral content will not produce a chemical reaction in the other raw materials used and will consequently have a positive effect on the taste of the beers produced.

90

Repeat sentence In the test, there are 10–12 tasks. For each task, you listen and repeat the sentence you hear into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 14 for help.

15 sec. You will hear a sentence. Please repeat the sentence exactly as you hear it. You will hear the sentence only once.

82–91

TEST

SPEAKING

3

Repeat sentence: Each question is displayed on a new screen.

91

Describe image In the test, there are 6–7 tasks. For each task, you look at the image and describe it into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 16 for help.

1

40 sec. Look at the chart below. In 25 seconds, please speak into

the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response. Unemployment rate (%) in EU in 2017 and 2010 20.6

11.1

TEST

11.1

3

8.1

7.4

9.5

7.6 4.2

Greece

SPEAKING

2017 2010

2

Italy

EU

6.3 3.5

Britain

Malta

40 sec. Look at the diagram below. In 25 seconds, please speak into

the microphone and describe in detail what the diagram is showing. You will have 40 seconds to give your response.

Cheese production 12 9

3 6

Raw milk

Cheeses ripening

Enzymes

Cheese press

Curds and whey

Moulds

Cheese cutting

Curds and whey separated

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3

40 sec. Look at the pie chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

Reasons for transferring to homeschool 3% 14% 21% 18% 18% 16% 10%

40 sec. Look at the chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

TEST

3

SPEAKING

Spending by overseas residents in the UK and spending by UK residents overseas by month September 2014 to September 2017 6,000 £ million

4

Never been in public school Dissatisfaction with former school (behaviour, class size, etc.) School curriculum Faith Desired more family time Special needs Private school closed

5,000 4,000 3,000 2,000 1,000 0 Sep 14

Mar 15

Sep 15

Mar 16

Sep 16

Mar 17

Sep 17

Spending by overseas residents (£ millions earnings) Spending by UK residents (£ millions expenditure)

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5            40 sec. Look at the table below. In 25 seconds, please speak into the

microphone and describe in detail what the table is showing. You will have 40 seconds to give your response.

Clothes shopping habits (current and forecast) Mostly online

Mostly in large department Mostly in local stores markets

2017

2030

2017

2030

2017

24%

63%

64%

32%

12%

6           Look 40 sec. at the diagram below. In 25 seconds, please speak into

TEST

3

the microphone and describe in detail what the diagram is showing. You will have 40 seconds to give your response.

Traditional book publishing

SPEAKING

The complete process Content submission

Quality check

$

Editing and designing

Sales and marketing

94

Approval and negotiation

Printing

Distribution

Re-tell lecture In the test, there are 3–4 tasks. For each task, you see an image on the screen. Listen to the lecture and then speak into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 20 for help.

40 sec. You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone and retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response. 1 92

TEST

2 93

SPEAKING

3

3 94

95

Answer short question In the test, there are 10–12 tasks. For each task, you hear a question and speak your answer into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 22 for help.

10 sec. You will hear a question. Please give a simple and short answer. Often just one or a few words is enough.

95–104

TEST

SPEAKING

3

Answer short question: Each question is displayed on a new screen.

96

Summarize written text In the test, there are 2–3 tasks. Each task has a text on the screen. You type your summary of the text into the box at the bottom of the screen. The wording in the instructions below is the same as you will see in the actual test. See page 24 for help.

10 min. Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

The global fast-food market currently accounts for approximately 600 billion dollars of consumer spending each year. Those revenues may be disrupted, however, as ‘slow food’ gains ground as a viable culinary substitute. ‘Slow food’ refers to a movement that seeks to promote alternatives to the frantic pace of life in the modern world, especially its reliance on quick, mass-produced, and unhealthy food. Instead, the movement emphasizes the benefits of eating traditional, regional cuisine cooked with locally-grown produce. Not only do slow-food proponents advocate taking more time over meals, emphasizing that they can be mindful, sociable experiences, but they encourage sustainable farming practices and conservation activity. The movement is firmly rooted in a sense of responsibility towards the local community as well as the natural environment. The slow-food movement began in Italy in 1986 when a group of likeminded people came together to contest the opening of a McDonald’s fast-food outlet near the monumental Spanish Steps in Rome. They argued that the franchise had not obtained the necessary construction permits and would destroy the area’s historical ambience. Their protest recognized the company as a symbol of the globalization of the world’s food, and thousands of people joined demonstrations against the shift. Although the group failed to stop McDonald’s from opening, its principles attracted many supporters locally and overseas. In 1989, the first meeting of the international slow-food movement in Paris saw representatives from fifteen different countries in attendance. Together, they drafted a manifesto that demanded the universal right to eat good-quality food produced in an environmentally-friendly way which is fair to both consumers and suppliers.

TEST

3

WRITING

1

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2           Read 10 min. the passage below and summarize it using one sentence.

Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

TEST

The Roman Empire was a superstate which, at the height of its power, encompassed territory extending over much of what is now Western Europe, North Africa and Asia Minor. It was governed from Rome for almost 500 years but eventually collapsed at the end of the fourth century. Historians offer many explanations to account for this decline, citing a failing economy, military weakness, the rise of Christianity, natural disasters and even climate change as contributing factors. One of the most widely accepted theories attributes the downfall of Rome to a complacency that led to a series of invasions by barbarian tribes. As the imperial army had become too underfunded to maintain the borders of its enormous empire, soldiers were powerless to prevent the migration and settlement of entire tribal populations into Roman territory.



This influx of outsiders eventually transformed the political structure of Western Europe. They were hostile to Roman rule, and the centralized governing body fragmented as local rulers began to emerge from the ranks of the tribal groups.



As the invading tribesmen took up important leadership positions, their status as non-Romans eventually diminished: tribal leaders married into aristocratic Roman families, and they began to exercise influence over political decisions. As the two cultures combined over a number of generations, however, they did not resolve the financial problems plaguing the empire. The new tribal leaders refused to pay taxes, which further deprived the military of necessary funding. Instead of being paid in money, soldiers were given land or had their rents forgiven; consequently, they too paid no tax, and the system deteriorated further and further.

WRITING

3



    

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Write essay In the test, there are 1–2 tasks. For each task, the essay question is on the screen. You type your essay into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 27 for help.

20 min. You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200–300 words. 1 ‘Working from home is now easier than ever due to advances in

technology.’ Do you think this model of working has more advantages or disadvantages for employees? Support your point of view with reasons and examples from your own experience or observations. 2 UK laws set the voting age at 18 years old. What do you think is the

TEST

3

appropriate age to be considered old enough to vote?

WRITING

Support your point of view with reasons and examples from your own experience.

Write essay: Each question is displayed on a new screen.

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Multiple-choice, choose single answer In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 30 for help. Read the text and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 Though the body may seem inactive during sleep, the brain, most definitely,

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3

is not. One of the main functions of the brain during sleep is to dream—an experience that often seems to resemble waking life but which can later be distinguished as fantasy. Dreaming performs a healing role by helping to resolve real-life’s emotionally upsetting incidents. Due to the absence of the stress-triggering molecule noradrenaline in REM sleep, distressing memories can be re-enacted in dreams with less anxiety. Furthermore, dreaming can enhance creative problem-solving skills. During REM sleep memories can be merged in abstract ways, and assimilated knowledge can be used to create solutions to previously unresolvable problems.

READING

According to the author, dreams allow us to A recover from traumas and get wiser. B invent a new reality and learn from it. C alleviate fears and reduce stress. D rest and develop our imagination. 2 Lunch breaks at work are obligatory by law yet many people work through

them in the belief that they will get more work done or to give the impression that they are hardworking and constantly on the job. A recent study reported that 56 per cent of workers don’t take their full lunch break or eat at their desk, and a staggering 25 per cent skip lunch altogether a few times a week. However, it has been shown that this is the wrong approach and, in fact, reduces productivity. Taking time out to wind down is necessary to help concentration and to combat stress and fatigue, especially if you work in a cognitively demanding field.

What does the author say about lunch breaks? A Employers act illegally by not giving breaks. B Working through the break increases the amount of work completed. C Less work gets done during the lunch hour. D Too many workers misuse their allotted breaks.

100

Multiple-choice, choose multiple answers In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 32 for help. 1 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. Geometric vanishing puzzles use principles of mathematics to create a magical optical illusion. The most famous one, Get off the Earth, sold over ten million copies, and was created in 1898 by Sam Lloyd. He was an American puzzle maker, mathematician, chess player and occasional conman who sometimes took credit for other toys which he hadn’t actually invented.

The principle behind this nowclassic puzzle can easily be demonstrated by drawing ten parallel and equidistant lines on a piece of paper (see Fig.  1). The two outer lines need to meet with a diagonal dotted line on the paper. Once the Fig.1 paper is cut in half along the dotted line the lower piece can be angled so that one of the lines cannot be seen. As in the warrior puzzle the remaining lines have become slightly longer because they have each taken a small slice of the vanishing line. Many such variations of this vanishing puzzle have been catalogued; all showing maths can be magic.

TEST

3

READING

The puzzle portrays thirteen Chinese warriors around the rim of circular pieces of cardboard which are attached in such a way as to form a rotatable dial. By rotating the outer ring, one of the warriors mysteriously drops out of sight; the challenge is to work out how this has happened. The solution to the puzzle has a mathematical explanation based on what is known as ‘the principle of concealed distribution’. The warriors are arranged so that, by turning the ring, a small portion of one warrior is added to each of the other warriors, they become fractionally bigger and one of them apparently vanishes!

Which of the following statements are true about the puzzle according to the information in the passage? A One soldier becomes larger than the others. B The puzzle’s designer was a dishonest man. C It is based on a mathematical principle. D The circles must be turned in opposite directions. E Its functioning depends on the length of the lines.

101

2 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response.

Animals use concealing coloration as a form of protection in order to disguise their location or identity and guard against their predators. This can take many forms. One type is background matching, where the prey takes on colours and textures which allow them to visually resemble their surroundings and blend with the environment. Chameleons, for example, can change their skin colour by exploiting chromatophores, the pigment and light-reflecting cells which produce skin colour, in order to match the background.



Batesian mimicry is the term given to describe the process whereby animals mimic a threatening or inedible species. This can be achieved through changes in appearance, behaviour, sound or scent, thus enabling the animals to give deceptive information about their identity. In this way animals avoid being preyed upon. Conversely, predators use aggressive resemblance—they appear to be harmless and so are able to lure their prey. Think of the mantis flower with its orchid-like appearance or a leopard lying in tall grass.



Animals’ ability to blend into the background was imitated in a military context as a means of disguising soldiers and equipment; they were camouflaged so as not to be recognized by the enemy. Indeed the word itself, from the French word camoufler, meaning ‘to disguise’, was first introduced into the English language during World War I. The concept of camouflage was further extended to include the supply of incorrect information intended to confuse the enemy, for example, decoys were used to distract attention in the wrong direction. In these examples, we can clearly see how humankind has learnt from the animal world.

TEST

READING

3

Which of the following statements about camouflage are true according to the information in the passage? A The term was first used by the army in France. B Hunting animals use camouflage to trick their victims. C Animals lose their fur to disguise themselves. D Dangerous animals use Batesian mimicry to hide. E The army exploited principles of Batesian mimicry.

102

Re-order paragraphs In the test, there are 2–3 tasks. For each task, you drag paragraphs from the left and drop them into the correct order on the right. The wording in the instructions below is the same as you will see in the actual test. See page 35 for help. The text boxes in the left panel have been placed in a random order. Restore the original order by dragging the text boxes from the left panel to the right panel. 1

B However, scientists who have since examined the claim have found no such supporting evidence and an inspection of the original study showed the increase in spatial skills to be trivial. C Listening to music by Austrian composer Mozart is widely believed to boost the development of a child’s intelligence even while it is in the womb. D For example, in Georgia, the governor sent classical music CDs to families who had recently become parents. E Nevertheless, the only scientific evidence which exists to support this theory can be found in a small-scale study carried out in 1993.

TEST

3

READING

A It was discovered that students who listened to Mozart’s 1781 Sonata for Two Pianos in D Major presented fractional improvements in spatial reasoning. This claim was further perpetrated in a bestselling book, which was subsequently bolstered by various events reported in the media.

2

A This should include a critical analysis of other researchers’ work along with the identification of any gaps in current knowledge. B When you write a dissertation, you usually begin by writing a literature review; an evaluation of the relevant literature in your chosen topic area. C As a result you will be able to decide on, and build, an argument for your own topic. D It should document the state of your field and summarize the most relevant writings about your subject. E By highlighting areas which have not been fully researched you should be able to identify focuses which merit further investigation.

103

Reading: Fill in the blanks In the test, there are 4–5 tasks. For each task, you drag the words at the bottom of the text and drop them into the correct space in the text. The wording in the instructions below is the same as you will see in the actual test. See page 37 for help. In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text. 1 The build-up of man-made plastics in the environment is 1

serious

complications for marine wildlife and their habitats. Recent studies, that over 8 million tons of plastic waste has ended up in our oceans, paint a bleak picture. They highlight that the pollution is not simply unsightly but that it can be lethal to animals mistakenly 3 on it. Intestinal blockage is one 4 consequence of plastic, often resulting in death. 2

TEST

3

encouraging feeding

nourishing

estimating

dominating

ingesting

producing

READING

2 Securing a good nursing job may be an easier task if you are willing to

move abroad, where employment 1 tend to be better. If you are interested in professional 2 and are motivated to learn a new language, then you can avoid career stagnation by taking up a 3 overseas. For example, several regions in Sweden and Denmark are currently recruiting nurses for long-term contracts with inbuilt training 4 . schemes position

move

purpose

prospects

assignment

development

3 In most countries, legislation bans the 1

keeping of animals and government bodies are responsible for sanctioning offenders. Nongovernment organizations and other associations have no such 2 powers. So, they cannot enter private property or seize badly-treated animals, nor do they have the 3 to charge or convict individuals they suspect of wrongdoing. The general public should, therefore, inform the police as soon as possible in cases of 4 danger to an animal’s health and life.

mistaken official

legislation

authority

inappropriate

approved

immediate

4 Successful business deals often depend upon the 1

of cultural differences in order to avoid 2 . In Japan, for instance, consensus is the norm, so decisions should not be imposed by individuals. Also, when 3 the issues being discussed, the Japanese may close their eyes and think in silence; they would certainly frown upon an aggressive or 4 style of negotiation.

considering confusing knowing mistaking

104

misunderstandings

awareness

confrontational

Reading & writing: Fill in the blanks In the test, there are 5–6 tasks. For each task, you have a text with several gaps. You select the correct answer for each gap from the drop-down list on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 40 for help. Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. a tomato is a fruit or a vegetable can be answered in three ways, from a botanical, a culinary or a nutritional 2 . Considered scientifically, a tomato is a fruit because it has seeds. In cooking 3 , however, a tomato is regarded as a vegetable because it is mainly used in savoury dishes. Finally, nutritionally speaking, tomatoes are 4 as vegetables because they do not possess the high fructose content of fruit. 1

1

A if

B why

C whether

D because

2

A perspective

B idea

C knowledge

D opinion

3

A groups

B circles

C fields

D subjects

4

A decided

B named

C organized

D classified

2 Everyday, toxic waste involving millions of tons of

residues is transported by sea to developing countries in South Asia. It is left 2 to these countries to pay the costs of guaranteeing that such waste products are retrieved and disposed of without contaminating the environment or threatening human well-being. The practice is not only illegal 3 to international law but infringes the 4 principles which place responsibility on the ship’s owner as the contaminator. 1

1

A painful

B harmful

C malicious

D cruel

2

A on

B by

C for

D up

3

A according

B admitting

C agreeing

D stating

4

A well-educated B widely-dispersed C well-established D widely-available

TEST

3

READING

1 The question of

105

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer for each blank. 3 Multiplayer online role-playing games, in which a 1

number of players control characters that interact in a virtual world, have only become possible because of technological 2 . Their precursors were played through mainframe computers connected by telephone, so memory and speed were 3 . As a result, these early games could only support a 4 few players and graphics.

TEST

1 A wide

B various

C large

D growing

2

A repairs

B rises

C increases

D advances

3

A limited

B controlled

C fixed

D dependent

4

A mainly

B basic

C interesting

D full

4 Studies have linked increases in company productivity to rising education

levels among the workforce. Although businesses profit from this trend, poorer people may find it even more difficult 1 employment since they are less 2 to hold qualifications. How can educational opportunities be extended to the most disadvantaged members of the working population? Companies should play an active 3 in answering that question because, by offering apprenticeships or other training schemes, both they and their employees would 4 .

READING

3

106

1 A finding

B to find

C to be found

D by finding

2

A expected

B educated

C probably

D likely

3

A part

B decision

C factor

D plan

4

A grow

B increase

C benefit

D share

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer for each blank. 5 A polygraph, more 1

known as a lie detector, is a device which records the physical reactions, such as blood 2 and pulse rate, of a person being interrogated. The test begins with control questions, and the 3 data is then compared with the physical responses to the questions relevant to the 4 . It is now known that people can fake their reactions to the control questions, however, making it impossible even for experts to draw firm 5 from the test. B commonly

C likely

D probably

2

A pressure

B level

C group

D mass

3

A ending

B deriving

C emerging

D resulting

4

A survey

B observation

C investigation

D search

5

A answers

B conclusions

C suggestions

D results

TEST

3

READING

1 A largely

107

Summarize spoken text In the test, there are 2–3 tasks. For each task, you listen to the audio then type your summary into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 45 for help. You will hear a short lecture. Write a summary for a fellow student who was not present at the lecture. You should write 50 –70 words. 10 min. You will have 10 minutes to finish this task. Your response will

be judged on the quality of your writing and on how well your response presents the key points presented in the lecture. 1 105

TEST

LISTENING

3

2 106

108

Multiple-choice, choose multiple answers In the test, there are 2–3 tasks. For each task, you listen to the audio then click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 47 for help. Listen to the recording and answer the question by selecting all the correct responses. You will need to select more than one response. 1 107 What does the speaker say about study skills?

A Students should develop a personal approach to studying. B One of the study skills involves selecting the relevant literature. C Students need to develop clear individual objectives. D The study skills students need are completely dependent on the subject studied. E Students who write down what lecturers say are more likely to succeed.

TEST

3

2 108 According to the speaker, what are reasons for problems

A anger and distrust B choice of words used C not sharing chores D differences of opinion E generalizations

LISTENING

in relationships?

109

Fill in the blanks In the test, there are 2–3 tasks. For each task, there is a text with several gaps. You type the correct answer for each gap into the box in the text. The wording in the instructions below is the same as you will see in the actual test. See page 49 for help. You will hear a recording. Type the missing words in each blank. 1 109

TEST

LISTENING

3

110

Well, where to start? It’s a stunning six and a half thousand square-metre building. It’s purpose-built, and we have, for example, a 200-seat 1 block and 44 classrooms, 2 and photography studios, and a multi3 media resource centre. The are state-of-the-art. It’s in a central location, and one of the driving forces behind the whole scheme is to involve the 4 in the different things that we are doing. We have built relationships with local 5 , as well as the local sixth-form colleges, and have a number of amenities that are open to the public, run mainly by our students, providing them with real-life work experience. So, it’s just another step for people to have more 6 , and everyone benefits. 2 110

According to new research, part-time study helps boost your career before you graduate. Tracking the professional 1 of part-time students over time, the study involved more than 2500 students from 4 different universities. The participants were originally interviewed in 2014, and then they completed a follow-up survey in 2017. Demographically speaking, they were mostly in their twenties, 2 , white, living with a partner. The majority had no previous qualifications but were working in professional positions. At least 3 of them reported having enrolled in part-time study in order to update their skills while continuing to work full-time. Their median 4 pay was $35,000 and most had been working for between 2 and 10 years. Three years on, around three-quarters of the participants claimed that they had already seen benefits from studying: their job performance improved, and they had more 5 at work.

Highlight correct summary In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the summary you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 51 for help. You will hear a recording. Click on the paragraph that best relates to the recording. 1 111

A The dengue mosquito spreads yellow fever by biting people and monkeys. A victim of the disease has a fever for three days, usually followed by aches and pains in their body. The disease can only be completely eradicated by wiping out the mosquitos.

C One well-known disease spread by mosquitos is Dengue disease. Once a person has the disease they suffer from high temperatures and hysteria. The only method to stamp out the disease is by killing the mosquitos using chemicals, which can be added to water supplies. D Dengue disease is passed on by mosquito bites. If the victim spends some time in isolation their symptoms will disappear and they will no longer be carriers. To stop the disease from spreading, attempts should be made to destroy the areas where the carriers live.

TEST

3

LISTENING

B Mosquitos transfer Dengue disease from people in the early stages of the illness to other individuals, who then experience extreme discomfort, especially in their bones. In order to limit the disease, the mosquitos need to be prevented from laying eggs.

111

You will hear a recording. Click on the paragraph that best relates to the recording. 2 112

A Chess was one of the first board games to be invented. It was first played in India and then came to Europe through Persia, where it was considered to be chic. Presently, most chess competitions are played online following international rules, which are based on the basic principles of the game. B Chaturanga is the original name of the board game which we now know as chess. In Persia it was mostly played by the nobility who wanted to show off their riches by using pieces decorated with expensive jewels. Nowadays, the game is very competitive and has complicated rules.

TEST

LISTENING

3

112

C The game of chess has been around for a long time, though the very first game is undocumented. In Europe, successful players take part in a more competitive form of the game, and they have to follow strict rules such as penalties if they take too long to make a move. D The exact origins of chess are unknown, although there are theories that it is based on a battle-type game once played in India. The game has changed since then and has been used to demonstrate social status. Currently, it is widely played both in its basic form and in a more professional form.

Multiple-choice, choose single answer In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 54 for help. Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. What is the main idea about internships that the speaker is trying to convey?

1 113

A They are expensive as you have to move to a different city. B They are worthwhile because you become more employable. C The best ones are in London because the big companies are there. D The experience you have is more important than what you earn. 2 114

What is the main idea that the speaker is trying to convey?

TEST

3

B Well-designed stores make you spend more. C Gruen was successful despite an economic crisis. D People are generally big consumers by nature.

LISTENING

A Shopping is a great way to enjoy yourself.

113

Select missing word In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the words you think complete the audio. The wording in the instructions below is the same as you will see in the actual test. See page 56 for help.

1 115 You will hear a recording about crime. At the end of the recording the

last word or group of words has been replaced by a beep. Select the correct option to complete the recording. A disagreeable opinions B an inoffensive habit C an unsociable addiction D unacceptable behaviour

TEST

3

2 116 You will hear a recording about cruise-liner companies. At the end

of the recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording.

LISTENING

A for an alternative location

114

B at a higher cost C at a discounted tariff D which are over budget

Highlight incorrect words In the test, there are 2–3 tasks. For each task, you listen to the audio and follow the words in the text on the screen. You click on the words that are different on the screen and the audio. The wording in the instructions below is the same as you will see in the actual test. See page 58 for help. You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker said. Please click on the words that are different. 1 117 Transcription:

2 118 Transcription:

One of the largest retail shopping outlets has announced its intention to cut over 1000 jobs from shops in the north of England. Further closures may be seen in the near future due to plans to close down some of its smaller stores. These propositions are said to be part of the company’s long-term goals to make a move to online-led business, which has increased recently. However, some of the job losses will be offset by the offer of relocation to other places of the country. A spokesman said that the move has been unavoidable as consumers are changing the way they shop.

TEST

3

LISTENING

Earlier this month, researchers at a Scottish university announced the development of a new robot which combines artificial intelligence with robotics and automation. The robot will be used to conduct research in the field of geology . The inventors said that they feel extremely animated about the robot’s ability to devise new lines of investigation and test them scientifically to discover if they are true or not. Databases are stowed in different computers, allowing the robot to think using artificial intelligence. By using the information from the databases, omitted information can be used to work out new hypotheses.

115

Write from dictation In the test, there are 3–4 tasks. For each task, you listen and type the sentence you hear into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 60 for help. You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the sentence as you can. You will hear the sentence only once. 1 119

TEST

3

LISTENING

2 120

116

3 121

TEST 4 Read aloud In the test, there are 6–7 tasks. For each task, you read the text aloud into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 12 for help.

40 sec. Look at the text below. In 40 seconds, you must read this text aloud as naturally and as clearly as possible. You have 40 seconds to read aloud. 1 We regret to inform students that, due to unforeseen damage to the

college building, this week’s remaining lectures will be cancelled. These classes will be rescheduled in the near future, and students will be informed via email as soon as we have notice of the extent of the necessary repairs.

TEST

4

critical for people working in the sciences. Provision needs to be made for researchers to have ongoing access to the latest developments in their fields. Not only will this ensure the steady production of high-quality knowledge, but it will enable the employers to innovate and remain competitive. 3 In order to meet our customers’ expectations, we invest heavily in new

methods of extracting natural flavours from foods to include them as ingredients within our products. Our culinary research and inventions help us to respond to consumer demand for enhanced taste without the health concerns associated with chemically-produced artificial flavours.

SPEAKING

2 Continuing education is important for all employees, but it is especially

4 The latest statistics reveal that the employment status of the 21–30

demographic is largely unchanged from previous years. In 2017, roughly 55 per cent of people in this age band were in permanent positions while 25 per cent were in temporary employment. Unemployment among this group was also steady at 4 per cent. The remaining respondents reported that they were not actively seeking paid employment. 5 Initial studies suggest that many companies’ websites do not have adequate

security measures in place to protect customer data. Their identityverification systems, designed to prevent unauthorized access to personal information, rely on outdated technology that may be easily hacked by sophisticated criminals. While the extent of the problem is still unclear, companies should take immediate action to introduce additional safeguards. 6 As a minimum requirement, future members will be expected to draw

up a five-year emissions-reduction programme in order to be eligible for consideration by the board. Furthermore, their application will be regarded more favourably if they also provide evidence of their intention to meet at least 70 per cent of their targets over the first four years.

117

Repeat sentence In the test, there are 10–12 tasks. For each task, you listen and repeat the sentence you hear into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 14 for help.

15 sec. You will hear a sentence. Please repeat the sentence exactly as you hear it. You will hear the sentence only once.

122–131

TEST

SPEAKING

4

Repeat sentence: Each question is displayed on a new screen.

118

Describe image In the test, there are 6–7 tasks. For each task, you look at the image and describe it into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 16 for help.

1

40 sec. Look at the chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

Current preferences for reading books 2% 4%

8%

TEST

4

40 sec. Look at the chart below. In 25 seconds, please speak into the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

Comparison of quality of life by age group

SPEAKING

59%

27%

2

E-book Paperback Hardbound Audiobook Don’t read books

Feel respected Have financial security Travel enough Feel stressed Spend enough time with family Have enough free time 0

10

20

30 50-70s

40

50

60

70

80

30-50s

119

3           Look 40 sec. at the diagram below. In 25 seconds, please speak into

the microphone and describe in detail what the diagram is showing. You will have 40 seconds to give your response.

Roasted coffee production Coffee bean storage

Selection and blending of beans

Roasting

TEST

4

Roasted coffee silos

SPEAKING

Grinders

Packing

4           Look 40 sec. at the graph below. In 25 seconds, please speak into

the microphone and describe in detail what the graph is showing. You will have 40 seconds to give your response.

Social networking sites usage by age group, 2005–2011 100% 90% 80%

86%

70%

72%

60% 50%

50% 40%

34%

30% 20% 10%

0% Mar-2005 Mar-2006 Mar-2007 Mar-2008 Mar-2009 Mar-2010 Mar-2011 18–29

120

30–49

50–64

65+

5           Look 40 sec. at the chart below. In 25 seconds, please speak into

the microphone and describe in detail what the chart is showing. You will have 40 seconds to give your response.

Reasons students pursue additional learning, 2016 100% 75% 50% 25% 0%

Help others more effectively

Make their life more interesting

Pursue their interests

Generate income from hobbies

Keep up with their children’s schoolwork

6           Look 40 sec. at the diagram below. In 25 seconds, please speak into

the microphone and describe in detail what the diagram is showing. You will have 40 seconds to give your response.

TEST

4

1

Package & Design brief

Select a logo design package and send your design brief to us

2

Receive logo concepts

We send you first draft of logo design concepts within 3 working days

3

Send revisions

4

Select a logo concept and send

;

m designs

5

Receive final files

SPEAKING

Logo design process

Finally, we send you the final logo files in different file formats

121

Re-tell lecture In the test, there are 3–4 tasks. For each task, you see an image on the screen. Listen to the lecture and then speak into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 20 for help.

40 sec. You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone and retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response. 1 132

TEST

SPEAKING

4

2 133

3 134

122

Answer short question In the test, there are 10–12 tasks. For each task, you hear a question and speak your answer into the microphone. The wording in the instructions below is the same as you will see in the actual test. See page 22 for help.

10 sec. You will hear a question. Please give a simple and short answer. Often just one or a few words is enough.

135–144

TEST

SPEAKING

4

Answer short question: Each question is displayed on a new screen.

123

Summarize written text In the test, there are 2–3 tasks. Each task has a text on the screen. You type your summary of the text into the box at the bottom of the screen. The wording in the instructions below is the same as you will see in the actual test. See page 24 for help.

1

TEST

WRITING

4

124

10 min. Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

Recently, there has been a sharp increase in the number of articles discussing the negative effects of the so-called ‘selfie’ phenomenon—a growing trend in which people take self-portraits with their mobile phones and upload them to social-media websites. Fears exist that this application of mobile and Internet technology may have unforeseen but potentially damaging cultural and psychological consequences. Selfies have been linked with adverse personality traits, including self-obsession, poor self-esteem, and narcissism, amongst others. Particularly alarming, critics say, is that the threat of negative influence looms largest among the group most likely to take selfies: adolescents, whose personalities are still developing. Their hypothesis is that selfies encourage people to fixate on their appearance and, because the photographs can be edited, to project only the best version of themselves in the virtual world. This creates a psychologically stressful situation in which people’s real-life appearances can never match up to the online façade, and many people end up becoming obsessed by their flaws. The reality of the selfie phenomenon, however, seems somewhat more complicated. Although some recent studies have indeed suggested a link between selfies and poor self-image, others have demonstrated the opposite. Some psychologists posit the theory that selfies may actually help people to ‘construct’ their ideal self and allow them to model the behaviours and lifestyle changes they want to adopt. Other studies have found no correlation at all between self-esteem and the selfie. This complex new behaviour may well depend on multiple interrelated personal and interpersonal factors and thus merits further investigation.

2           Read the passage below and summarize it using one sentence. 10 min.

Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

While anthropologists study contemporary cultures and can observe how everyday objects are used, archaeologists excavating similar objects from earlier societies often find it difficult to make sense of them. How can they reconstruct what the objects meant to the people who used them? Even fragments of pottery or metal must be understood as part of the network of cultural practices and beliefs that our ancestors held and engaged with on a daily basis. Examining the objects carefully can tell us a lot about how they were used; the challenge to archaeologists is to try to build up a picture of what such activities tell us about the motivations, values and beliefs of the people who made and used them.

TEST

4

WRITING

The culture we acquire from our families, schools, and communities is something that we often take for granted. It can, however, greatly affect many of our attitudes and everyday actions, for example what, where and when we eat. Do you have two meals a day or three? Is breakfast coffee in a café, sugared cereals at home, or bread from a communal dish? There is very often a historical reason underlying how we sleep, what we eat and how we wash ourselves, to name just a few. Such customs tell anthropologists a great deal about us and our societies—about how we organize ourselves, exhibit ourselves, interact with others. Our clothes reflect what parts of the body are acceptable to show in public; our furniture and plates and cutlery speak volumes about our eating and social habits. Even our mobile phones and apps reveal what we find important. Our sense of self and our understanding of our own bodies and minds are intrinsically connected to our cultural backgrounds and the societies in which we live.

    

125

Write essay In the test, there are 1–2 tasks. For each task, the essay question is on the screen. You type your essay into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 27 for help.

20 min. You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200–300 words. 1 ‘Producing clean energy is an impossible goal. Instead, we need to focus on

reducing energy consumption.’

TEST

WRITING

4

How far do you agree with this statement? Support your views with justifications and examples. 2 ‘In the future, rather than having one job for life, people are likely to have

three or more different careers before they retire.’ What advantages and disadvantages do you see in this development? How might people adapt to these changes? Support your point of view with reasons and examples from your own experience.

Write essay: Each question is displayed on a new screen.

126

Multiple-choice, choose single answer In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 30 for help. Read the text and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1 Web 2.0 is a key development in online interaction because it has radically

changed people’s roles, attitudes and involvement on the Internet, changing them from being simply consumers of content to become contributors as well. With large technological companies introducing cheaper and more mobile devices, non-expert users can now express themselves through photos, videos, podcasts, blogs and comments uploaded to sites accessible to vast numbers of people all over the world. To some extent, this shift has made web content more democratic, representing more perspectives than ever before; however, in reality, the majority of web content is still created by a very small percentage of the total global population.

TEST

4

A Online communication is becoming more difficult. B Online content is no longer being produced by large companies. C It is becoming harder to find high-quality online content. D Online users are influencing what content is available on the Internet.

READING

According to the article, what effect is Web 2.0 having on the Internet?

2 When oil flows from reservoirs underground to the earth’s surface, it

becomes exposed to bacteria and air. This causes the oil to degenerate into a thick, syrup-like substance called bitumen. Bitumen’s thickness and tendency to mix with other surface elements, such as sand and clay, make it extremely complicated to ‘mine’. The extraction process requires digging up huge amounts of sand or earth with enormous machines and heating it to 80 degrees centigrade in order to liquefy the bitumen and make it easier to separate. Compared to traditional oil drilling, extracting surface oil is expensive and inefficient. Nevertheless, surface oil is becoming more competitive as traditional oil sources become more scarce.

What are the writer’s views on surface oil? A The quality of the oil obtained is lower than conventional oil. B It is increasingly popular despite collection difficulties. C Collection is straightforward because it lies near the surface. D It is ruined by contact with other elements such as sand.

127

Multiple-choice, choose multiple answers In the test, there are 2–3 tasks. For each task, you read the text on the left of the screen and look at the options on the right of the screen. You click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 32 for help. 1 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. In a recently published paper, a team of investigators have pointed to evidence that suggests ageing may be closely linked to the presence of a small number of key stem cells in the hypothalamus region of the brain. Initial findings seem to indicate that the natural loss of these cells with age speeds up the ageing process elsewhere in the body.

TEST

READING

4

When researchers noticed that certain stem cells in the hypothalamus of a mouse began to die as it reached the age of ten months, they hypothesised that, by replacing these cells, they might be able to delay the ageing process. By injecting the stem cells from younger mice into the hypothalamus of middle-aged mice, the team was able to significantly slow down the effects of ageing, reducing the decline of memory, learning and muscle function. Conversely, when the scientists removed the same cells from middleaged mice, they observed a significant increase in the speed of ageing. The researchers believe that the stem cells emit hormonal signals that affect gene expression. They are now attempting to isolate the particular signals with anti-ageing properties as an initial step towards the use of a potentially similar process to treat age-related diseases in humans.

Which of the following statements about stem cells match the information in the passage? A They accelerate the process of ageing. B They are taken from mice to use in treatments for humans. C They start to disappear with age. D They are no longer produced as we age. E They may transmit messages that slow ageing.

128

2 Read the text and answer the question by selecting all the correct

responses. You will need to select more than one response. Currently, there is great debate about the benefits of organic farming. Critics have argued that its techniques, including the cyclical planting of a wide variety of crops, as well as the use of manure and bone meal as alternatives to chemical fertilizers, are inefficient. They have claimed that organic farming uses more land but produces less food than standard agricultural methods. Advocates of organic farming have insisted that its health and environmental advantages outweigh any shortcomings in output. Agricultural scientists have now demonstrated, however, that the perceived inefficiency of organic growing methods that exists on both sides of the debate is a misconception.

Which of the following statements about organic farming match the information in the passage? A It is just as productive as industrial agriculture practices. B It produces enough food to be a viable future option.

TEST

4

READING

Based on a recent meta-study of almost one hundred farming case studies, researchers have concluded that organic farming is capable of producing sufficient food to feed not only current global populations but also projected future increases. The case studies showed that farms using organic methods were capable of producing 80 per cent of the food quantities achieved using intensive industrial techniques on a similarly-sized plot of land. These outcomes suggest that organic should be the preferred direction for future farming, especially considering the high energy costs of the industrial alternative and its negative effects on species biodiversity and soil quality. What remains to be seen, however, is to what extent organic methods will be taken up in developing countries, where farmers are often encouraged by governments and multinational companies to adopt chemical fertilizers and single-plant crops in order to maximize profit, without thought for the environmental consequences.

C It continues to be controversial. D It will not be able to sustain increases in world population. E It requires constant support from industrial farming techniques.

129

Re-order paragraphs In the test, there are 2–3 tasks. For each task, you drag paragraphs from the left and drop them into the correct order on the right. The wording in the instructions below is the same as you will see in the actual test. See page 35 for help. The text boxes in the left panel have been placed in a random order. Restore the original order by dragging the text boxes from the left panel to the right panel. 1

A The researchers left an envelope with a visible five-euro note sticking out of a postbox on a city street. Initially, just 13 per cent of people passing by took the envelope.

TEST

4

B Similarly, when the ground around the postbox was covered in litter, 25 per cent of passers-by gave in to temptation. C It seems fairly clear that people’s perceptions of the state of the surroundings affected their moral decision-making.

READING

D However, when the exact same postbox was painted in graffiti, more than twice as many people, 27 per cent, took the money. E A recent experiment by Dutch scientists suggests that human behaviour and morality may be influenced by environmental signs of disorder or neglect. 2

A Despite recent technological advances in music notation and recording, the most common form of communication in human musical experience is still live oral transmission. B For example, children learn songs from each other in the playground, and fans pick up the chants sung during football matches. C Therefore, when musicians rehearse new pieces of music, they still need to play together in order to learn all the elements that are too complex or subtle to be conveyed on paper. D Even people who have never taken music lessons will have some experience of learning music directly from other people, without the use of specialized notation. E Furthermore, even professional musicians who do use notation often need extra information that has to be explained or communicated in person.

130

Reading: Fill in the blanks In the test, there are 4–5 tasks. For each task, you drag the words at the bottom of the text and drop them into the correct space in the text. The wording in the instructions below is the same as you will see in the actual test. See page 37 for help. In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice, drag the word back to the box below the text. 1 Education reform could be said to 1

to any campaign that aims to change state or public education . Such attempts at reform have been driven by a wide 3 of motives, including religious beliefs, political or social 4 , or concerns over student performance or wellbeing. In fact, the concept of providing public education itself may be 5 one of the earliest acts of education reform. 2

represent proliferation considered upheaval

refer

schemes

variety

TEST

4

ideologies

2 Passengers on board commercial ships are provided with an on-board

safety 1

known as a marine-evacuation system. The equipment, invented in the 1970s for high-speed craft, has an inflatable escape slide which allows passengers on ships to 3 safely and quickly if the vessel is in danger of 4 . Passengers slide down the ramp onto life rafts in order to evacuate the boat in a similar 5 to the escape systems found on aeroplanes. device

originally

trialled

avoidance

exit

sinking

fashion

strategies

READING

2

3 Kore is the name for a 1

style of ancient sculpture representing female figures that was produced in Greece between the seventh and the fifth centuries BCE. These statues served two principal 2 : firstly, many were installed in temples as 3 to individual goddesses. Others, 4 portraying young maidens, were placed in front of tombs as grave markers. The statues are 5 by a gracious but cool smile expressing little emotion.

voyages recent particular characterized sacrificing

functions

offerings

seemingly

4 The ‘Out of Africa’ model is a 1

of human population movement referring to the origin of modern humans, Homo sapiens. The model proposes that anatomically modern humans 2 in East Africa and dispersed through southern Europe in two 3 recent waves, approximately 130,000 and 70,000 years ago. The proposal is currently the most elegant at 4 the archeological and genetic 5 to date and enjoys the highest level of consensus among scientists.

originated relatively explaining evidence dating analysis perished theory

131

Reading & writing: Fill in the blanks In the test, there are 5–6 tasks. For each task, you have a text with several gaps. You select the correct answer for each gap from the drop-down list on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 40 for help. Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. 1 The Stoner Site, an important archaeological site 1

eastern Illinois in the USA, was first discovered in the 1930s. It is the 2 of the remains of a prehistoric village from the Allison-Lamotte culture, which 3 from 100 CE to 600 CE. Large quantities of artefacts have been unearthed there, including 4 of pottery and stone tools and weapons. As 5 , the site is one of the foremost areas of interest to scientists studying prehistoric North American remains.

TEST

READING

4

132

1

A from

B of

C in

D at

2

A location

B situation

C station

D setting

3

A boosted

B raised

C succeeded

D prospered

4

A slices

B fragments

C bricks

D balls

5

A so

B such

C which

D quite

2 The General Course 1

by the London School of Economics is a study- 2 programme that offers a fully-integrated, year-long undergraduate course to students from over 100 different countries. It is 3 as one of the most significant and highly-competitive programmes of its kind. Students must demonstrate that they meet the demanding entrance 4 in their application essays and subsequent telephone interviews. To 5 for the course, applicants must already have completed a minimum of two years of their own degree.

1

A found

B done

C made

D provided

2

A out

B over

C around

D abroad

3

A recalled

B revealed

C recognized

D resembled

4

A necessities

B appeals

C requirements

D requests

5

A qualify

B accomplish

C gain

D succeed

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. 3 The Oxyrhynchus Papyri is the name given to the 1

of ancient that were excavated from Oxyrhynchus, a site in modernday Egypt, at the end of the nineteenth century. Archaeologists working at several international 3 are interested in the papyri because, although discovered together, they appear to come from many different sources. For example, while many of the papyri 4 were written in Ancient Greek, others use Egyptian, Latin or Arabic. 2

1

A accumulation

B assemblage C assortment

D agglomeration

2

A documents

B dates

C files

D certificates

3

A institutions

B economies

C appointments

D generations

4

A repossessed

B recaptured C recovered

D recalled

of wetland that are often found along lowland river banks, lakes or other large bodies of water. They are typically alkaline 2 and are usually home to many types of grasses and other mossy plants. Because fens are 3 land for growing food 4 or building houses, they have relatively untouched by human expansion and are often rich in insect and birdlife. 5  , many fens have been designated as nature preserves.

1

A brand

B breed

C variety

D version

2

A conditions

B elements

C neighbourhoods D environments

3

A misapplied

B unsuitable

C unemployed

D impaired

4

A kept

B waited

C remained

D persisted

5

A Consequently

B Variously

C Stereotypically

D Disturbingly

TEST

4

READING

4 Fens are a particular 1

133

Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate choice for each blank. 5 A dancing robot is the latest must-have toy. Its 1

detect music from an 2 source, like a CD player, and trigger lights and movement that make the robot appear to dance in time to the rhythm. Coloured LEDs on its face light up in different patterns, 3 on the musical style, and it dances 4 lifting its legs and moving its arms. If connected to a computer, the robot can be programmed to 5 using different movement combinations.

TEST

READING

4

134

1

A sensors

B signals

C switches

D servers

2

A away

B abroad

C outside

D through

3

A moving

B depending

C seeming

D listening

4

A in

B by

C of

D out

5

A return

B resume

C respond

D remove

Summarize spoken text In the test, there are 2–3 tasks. For each task, you listen to the audio then type your summary into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 45 for help. You will hear a short lecture. Write a summary for a fellow student who was not present at the lecture. You should write 50–70 words. 10 min. You will have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points presented in the lecture. 1 145

TEST

LISTENING

4

2 146

135

Multiple-choice, choose multiple answers In the test, there are 2–3 tasks. For each task, you listen to the audio then click the buttons next to all of the answers you think are correct. The wording in the instructions below is the same as you will see in the actual test. See page 47 for help. Listen to the recording and answer the question by selecting all the correct responses. You will need to select more than one response. 1 147 What does the article say about the use of periodicals in research?

A It has been made easier through the application of technology. B It can only be performed by specialists in archives. C It requires the researcher to have strong computer skills. D It contributes a valuable perspective on historical events.

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4

E It is always a very time-consuming process. 2 148 What does the speaker say about migration?

LISTENING

A It is especially dangerous for northern birds.

136

B It can take longer than one insect’s lifetime. C It is often interrupted by unexpected circumstances. D It can be initiated by unexpected circumstances. E It can occur daily, weekly, monthly, or yearly.

Fill in the blanks In the test, there are 2–3 tasks. For each task, there is a text with several gaps. You type the correct answer for each gap into the box in the text. The wording in the instructions below is the same as you will see in the actual test. See page 49 for help. You will hear a recording. Type the missing words in each blank. 149

In today’s class, we’ll be giving a brief 1 to the course structure and content and looking at the 2 platform where a large part of our 3 will take place. As well as showing you where you can find 4 of lectures and links to extra materials, we’ll see how you can take advantage of the forums to 5 on work with fellow students. We’ll also be going over the academic 6 for your written work, expected referencing standards, and the deadlines for both drafts and final submissions. 2

150

On today’s show we talk to Robert and Jenny Fox, a British couple who successfully left behind their high-powered 1 careers in London to move to Italy and take over a run-down vineyard. We’ll be hearing about just what exactly 2 them to make such a bold move, as well as some hilarious stories of their initial ordeals with learning the language and culture and the 3 they made while trying to get their new 4 off the ground. Of course, they did manage to get their business up and running and we’ll also be trying some of their award-winning 5 and learning a little bit about what it takes to make a world-class vintage. Rob and Jenny, welcome …

TEST

4

LISTENING

1

137

Highlight correct summary In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the summary you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 51 for help. You will hear a recording. Click on the paragraph that best relates to the recording. 1 151

A The Steady State theory was a fairly influential alternative to the Big Bang theory. It described a basically unchanging universe. It is now generally rejected due to contradictory evidence.

TEST

LISTENING

4

138

B The Steady State theory shares some principles with the Big Bang theory but differs in its approach to observable data. While most scientists initially supported it, it has fallen out of favour due to more recent research. C The Steady State theory is an alternative form of the Big Bang model developed to account for changes in the observable universe. While many scientists initially supported it, it contradicted basic premises of theoretical physics and has drawn criticism. D The Steady State theory was an alternative to the Big Bang model that rejected the possibility of an expanding universe and which proposed that all matter remains unchanged. It originally enjoyed little success but the discovery of microwave radiation has helped convince some scientists.

You will hear a recording. Click on the paragraph that best relates to the recording. 2 152

A The Renaissance is the term used to describe the period between the Classical period and Modernity. The name refers to the continual changes and progress which took place during this period, which were seen as a kind of constant ‘rebirth’. Later authors have also used the term Enlightenment. B The Renaissance refers to a cultural movement between the fourteenth and seventeenth centuries which focused on leaving behind traditional culture and making scientific innovations. The term referred to the progressive activities of new culture which had abandoned the philosophical ideas and practices of its ancestors.

D The Renaissance period combined an interest in classical Greece and Rome with new philosophies inherited from Arab thinkers. Renaissance thinkers would not have seen themselves as traditional thinkers but rather as progressives making many social changes and technical improvements to the cities and societies in which they lived. However, historians tend to view them as actually strongly conservative.

TEST

4

LISTENING

C The Renaissance was a period following on from the European Middle Ages in which thinkers looked to the Classical period to inspire their cultural production. While they did not necessarily see themselves as progressive, many of their ideas and works led to profound changes in the make-up of European society.

139

Multiple-choice, choose single answer In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the answer you think is correct. The wording in the instructions below is the same as you will see in the actual test. See page 54 for help. Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. 1

153

What do the terms superstrata and substrata refer to?

A The effect one language has on the evolution of a second. B The influence of war and trade on the development of languages. C The differences between formal and informal speech contexts. D The effects that learning a second language has on speakers.

TEST

LISTENING

4

140

2

154 What is the process for amplifying stringed musical instruments with pickups?

A Sensors turn string vibrations into an electrical signal which is sent to a speaker. B Special metal pieces on the strings vibrate to increase the signal strength. C Ceramic-coated strings create more air disturbance and increase the volume. D Magnets vibrate the strings with stronger oscillations causing a stronger signal.

Select missing word In the test, there are 2–3 tasks. For each task, you listen to the audio then click the button next to the words you think complete the audio. The wording in the instructions below is the same as you will see in the actual test. See page 56 for help. 1 155 You will hear a recording about deep-sea exploration. At the end

of the recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording. A data B research C education D evidence 2 156 You will hear a recording about a survey on people’s attitudes to

work. At the end of the recording the last word or group of words has been replaced by a beep. Select the correct option to complete the recording.

TEST

4

B level C emphasis D needs

LISTENING

A productivity

141

Highlight incorrect words In the test, there are 2–3 tasks. For each task, you listen to the audio and follow the words in the text on the screen. You click on the words that are different on the screen and the audio. The wording in the instructions below is the same as you will see in the actual test. See page 58 for help. You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker said. Please click on the words that are different. 1 157 Transcription:

TEST

LISTENING

4

142

Cash is quickly becoming a thing of the past it seems, even for small payments that once we wouldn’t have thought of paying for by card. And the tendency shows no sign of slowing down as banks make it easier and easier to make small payments without carrying cash. Not only can you now use your chip card without keying in your pin for amounts under £30, but a number of smart phone giants are getting in on the act with apps that allow you to pay for things with your phone. 2 158 Transcription:

And finally, I’d just like to remind you of the upcoming international students’ sessions this Friday and Saturday. As I’m sure you’re aware, every term, the university arranges two extremely useful introduction days for our international students. I’d encourage you to go along and take advantage of all the contacts, information, and advice about living in Berlin—we know you won’t forget it! The events will help you find out about some of the best places in the city, as well as giving you the chance to meet up with students from some of the other international programmes.

Write from dictation In the test, there are 3–4 tasks. For each task, you listen and type the sentence you hear into the box on the screen. The wording in the instructions below is the same as you will see in the actual test. See page 60 for help. You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the sentence as you can. You will hear the sentence only once. 1 159

TEST

4

3 161

LISTENING

2 160

143

SCORE GUIDE Reported scores: an overview PTE Academic reports an overall score, communicative skills scores and enabling skills scores.

Overall score The overall score is based on performance on all test tasks. Each student does between 70 and 91 tasks in any given test and there are 20 different task types. For each task, the score given contributes to the overall score. The score range is 10–90 points.

SCORE GUIDE

Communicative skills scores

144

The communicative skills measured are listening, reading, speaking and writing. Tasks testing these communicative skills also test specific subskills. For integrated skills tasks (i.e. those assessing reading and speaking, listening and speaking, reading and writing, listening and writing, or listening and reading), the task score contributes to the score for the communicative skills that the task assesses. The score range for each skill is 10–90 points.

Enabling skills scores The enabling skills are used to rate performance in the productive skills of speaking and writing. The enabling skills measured are: grammar, oral fluency, pronunciation, spelling, vocabulary and written discourse. The scores for enabling skills are based on performance on only those tasks that assess these skills specifically. The score range for each skill is 10–90 points. The enabling skills reported are described as follows: GRAMMAR

Correct use of language with respect to word form and word order at the sentence level.

ORAL FLUENCY

Smooth, effortless and natural-paced delivery of speech.

PRONUNCIATION

Production of speech sounds in a way that is easily understandable to most regular speakers of the language. Regional or national varieties of English pronunciation are considered correct to the degree that they are easily understandable to most regular speakers of the language.

SPELLING

Writing of words according to the spelling rules of the language. All national variations are considered correct, but one spelling convention should be used consistently in a given response.

VOCABULARY

Appropriate choice of words used to express meaning, as well as lexical range.

WRITTEN DISCOURSE

Correct and communicatively efficient production of written language at the textual level. Written discourse skills are represented in the structure of a written text, its internal coherence, logical development and the range of linguistic resources used to express meaning precisely.

Task scoring: an overview All tasks in PTE Academic are machine scored. Scores for some task types are based on correctness alone, while others are based on correctness, formal aspects and the quality of the response. Formal aspects refer to the form of the response, e.g. whether it is over or under the word limit for a particular task type. The quality of the response is represented in the enabling skills, e.g. in the task type Re-tell lecture the response is scored on skills such as oral fluency and pronunciation. Scores for task types assessing speaking and writing skills are generated by automated scoring systems. There are two types of scoring:

Correct or incorrect Some task types are scored as either correct or incorrect. If responses are correct, one score point will be given, but if they are incorrect, no score points will be awarded.

Other task types are scored as correct, partially correct or incorrect. If responses to these tasks are correct, the maximum score points available will be received. If responses are partly correct, some score points will be given; but less than the maximum available. If responses are incorrect, no score points will be received.

Task scoring In this section, the scoring criteria used by human raters for PTE Academic are given. This serves to give an understanding of what students need to demonstrate in their responses. The automated scoring engines are trained on scores given by human raters. The scores indicated for each trait, or quality, undergo a number of complex calculations to produce the total task score.

SCORE GUIDE

Partial credit

145

Part 1 SPEAKING AND WRITING Read aloud COMMUNICATIVE SKILLS

Enabling skills and other traits scored

READING AND SPEAKING

Content: Each replacement, omission or insertion of a word counts as one error. Maximum score: depends on the length of the task prompt. Pronunciation and oral fluency: (Detailed criteria on page 150.)

SCORE GUIDE

Repeat sentence COMMUNICATIVE SKILLS

Enabling skills and other traits scored

LISTENING AND SPEAKING

Content: Errors = replacements, omissions and insertions only. Hesitations, filled or unfilled pauses, leading or trailing material are ignored in the scoring of content. 3

All words in the response from the prompt in the correct sequence.

2

At least 50 percent of words in the response from the prompt in the correct sequence.

1

Less than 50 percent of words in the response from the prompt in the correct sequence.

0

Almost nothing from the prompt in the response.

Pronunciation and oral fluency: (Detailed criteria on page 150.)

146

COMMUNICATIVE SKILLS

Enabling skills and other traits scored

SPEAKING

Content: 5

Describes all elements of the image and their relationships, possible development and conclusion or implications.

4

Describes all the key elements of the image and their relations, referring to their implications or conclusions.

3

Deals with most key elements of the image and refers to their implications or conclusions.

2

Deals with only one key element in the image and refers to an implication or conclusion. Shows basic understanding of several core elements of the image.

1

Describes some basic elements of the image, but does not make clear their interrelations or implications.

0

Mentions some disjointed elements of the presentation.

Pronunciation and oral fluency: (Detailed criteria on page 150.)

Re-tell lecture COMMUNICATIVE SKILLS

Enabling skills and other traits scored

LISTENING AND SPEAKING

Content: 5

Re-tells all points of the presentation and describes characters, aspects and actions, their relationships, the underlying development, implications and conclusions.

4

Describes all key points of the presentation and their relations, referring to their implications and conclusions.

3

Deals with most points in the presentation and refers to their implications and conclusions.

2

Deals with only one key point and refers to an implication or conclusion. Shows basic understanding of several core elements of the presentation.

1

Describes some basic elements of the presentation, but does not make clear their interrelations or implications.

0

Mentions some disjointed elements of the presentation.

SCORE GUIDE

Describe image

Pronunciation and oral fluency: (Detailed criteria on page 150.)

147

Answer short question COMMUNICATIVE SKILLS LISTENING AND SPEAKING

Correct/Incorrect: 1

Appropriate word choice in response.

0

Inappropriate word choice in response.

Summarize written text COMMUNICATIVE SKILLS

Enabling skills and other traits scored

READING AND WRITING

Content: 2

Provides a good summary of the text. All relevant aspects mentioned.

1

Provides a fair summary of the text, but misses one or two aspects.

0

Omits or misrepresents the main aspects of the text.

SCORE GUIDE

Form: 1

Is written in one, single, complete sentence.

0

Not written in one, single, complete sentence or contains fewer than five or more than 75 words. Summary is written in capital letters.

Grammar: 2

Has correct grammatical structure.

1

Contains grammatical errors but with no hindrance to communication.

0

Has defective grammatical structure which could hinder communication.

Vocabulary:

148

2

Has appropriate choice of words.

1

Contains lexical errors, but with no hindrance to communication.

0

Has defective word choice which could hinder communication.

Write essay COMMUNICATIVE SKILLS

Enabling skills and other traits scored

WRITING

Content: 3 Adequately deals with the prompt. 2 Deals with the prompt, but does not deal with one minor aspect. 1 Deals with the prompt, but omits a major aspect or more than one minor aspect. 0 Does not deal properly with the prompt.

Development, structure and coherence: 2 Shows good development and logical structure. 1 Is incidentally less well structured, and some elements or paragraphs are poorly linked. 0 Lacks coherence, and mainly consists of lists or loose elements. Grammar: 2 Shows consistent grammatical control of complex language. Errors are rare and difficult to spot. 1 Shows a relatively high degree of grammatical control. No mistakes which would lead to misunderstandings. 0 Contains mainly simple structures and/or several basic mistakes.

SCORE GUIDE

Form: 2 Length is between 200 and 300 words. 1 Length is between 120 and 199 or between 301 and 380 words. 0 Length is less than 120 or more than 380 words. Essay is written in capital letters, contains no punctuation or only consists of bullet points or very short sentences.

General linguistic range: 2 Exhibits smooth mastery of a wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No sign that the test taker is restricted in what they want to communicate. 1 Sufficient range of language to provide clear descriptions, express viewpoints and develop arguments. 0 Contains mainly basic language and lacks precision. Vocabulary range: 2 Good command of a broad lexical repertoire, idiomatic expressions and colloquialisms. 1 Shows a good range of vocabulary for matters connected to general academic topics. Lexical shortcomings lead to circumlocution or some imprecision. 0 Contains mainly basic vocabulary insufficient to deal with the topic at the required level. Spelling: 2 Correct spelling, but there may be one typing error. 1 One spelling error and/or more than one typing error. 0 More than one spelling error and/or numerous typing errors.

149

Scoring criteria: Pronunciation and oral fluency

SCORE GUIDE

PRONUNCIATION 5 Native-like All vowels and consonants are produced in a manner that is easily understood by regular speakers of the language. The speaker uses assimilation and deletions appropriate to continuous speech. Stress is placed correctly in all words and sentence-level stress is fully appropriate. 4 Advanced Vowels and consonants are pronounced clearly and unambiguously. A few minor consonant, vowel or stress distortions do not affect intelligibility. All words are easily understandable. A few consonants or consonant sequences may be distorted. Stress is placed correctly on all common words, and sentence level stress is reasonable. 3 Good Most vowels and consonants are pronounced correctly. Some consistent errors might make a few words unclear. A few consonants in certain contexts may be regularly distorted, omitted or mispronounced. Stress-dependent vowel reduction may occur on a few words. 2 Intermediate Some consonants and vowels are consistently mispronounced in a non-native-like manner. At least two-thirds of speech is intelligible, but listeners might need to adjust to the accent. Some consonants are regularly omitted, and consonant sequences may be simplified. Stress may be placed incorrectly on some words or be unclear. 1 Intrusive Many consonants and vowels are mispronounced, resulting in a strong intrusive foreign accent. Listeners may have difficulty understanding about one-third of the words. Many consonants may be distorted or omitted. Consonant sequences may be non-English. Stress is placed in a non-English manner; unstressed words may be reduced or omitted, and a few syllables added or missed. 0 Non-English Pronunciation seems completely characteristic of another language. Many consonants and vowels are mispronounced, misplaced or omitted. Listeners may find more than half of the speech unintelligible. Stressed and unstressed syllables are realized in a non-English manner. Several words may have the wrong number of syllables.

ORAL FLUENCY 5 Native-like Speech shows smooth rhythm and phrasing. There are no hesitations, repetitions, false starts or non-native phonological simplifications. 4 Advanced Speech has an acceptable rhythm with appropriate phrasing and word emphasis. There is no more than one hesitation, one repetition or false start. There are no significant non-native phonological simplifications. 3 Good Speech is at an acceptable speed but may be uneven. There may be more than one hesitation, but most words are spoken in continuous phrases. There are few repetitions or false starts. There are no long pauses and speech does not sound staccato. 2 Intermediate Speech may be uneven or staccato. Speech (if more than 6 words) has at least one smooth three-word run, and no more than two or three hesitations, repetitions or false starts. There may be one long pause, but not two or more. 1 Limited Speech has irregular phrasing or sentence rhythm. Poor phrasing, staccato or syllabic timing, and/or multiple hesitations, repetitions, and/or false starts make spoken performance notably uneven or discontinuous. Long utterances may have one or two long pauses and inappropriate sentence-level word emphasis. 0 Disfluent Speech is slow and laboured with little discernable phrase grouping, multiple hesitations, pauses, false starts and/or major phonological simplifications. Most words are isolated, and there may be more than one long pause.

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Part 2 READING Multiple-choice, choose single answer COMMUNICATIVE SKILLS READING

Correct / Incorrect: 1

Correct response

0

Incorrect response

Multiple-choice, choose multiple answers COMMUNICATIVE SKILLS

Partial credit, points deducted for incorrect options chosen: 1

Each correct response

−1 Each 0

incorrect response

Minimum score

Re-order paragraphs COMMUNICATIVE SKILLS READING

Partial credit: 1

Each pair of correct adjacent textboxes

0

Minimum score

Reading: Fill in the blanks

SCORE GUIDE

READING

COMMUNICATIVE SKILLS READING

Partial credit: 1

Each correctly completed blank

0

Minimum score

Reading & writing: Fill in the blanks COMMUNICATIVE SKILLS READING AND WRITING

Partial credit: 1

Each correctly completed blank

0

Minimum score

151

Part 3 LISTENING Summarize spoken text COMMUNICATIVE SKILLS

Enabling skills and other traits scored

LISTENING AND WRITING

Content: 2

Provides a good summary of the text. All relevant aspects are mentioned.

1

Provides a fair summary of the text, but one or two aspects are missing.

0

Omits or misrepresents the main aspects.

SCORE GUIDE

Form: 2

Contains 50–70 words.

1

Contains 40–49 words or 71–100 words.

0

Contains less than 40 words or more than 100 words. Summary is written in capital letters, contains no punctuation, or consists only of bullet points or very short sentences.

Grammar: 2

Correct grammatical structures.

1

Contains grammatical errors with no hindrance to communication.

0

Defective grammatical structures which could hinder communication.

Vocabulary: 2

Appropriate choice of words.

1

Some lexical errors but with no hindrance to communication.

0

Defective word choice which could hinder communication.

Spelling:

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2

Correct spelling, but there may be one typing error.

1

One spelling error and/or more than one typing error.

0

More than one spelling error and/or numerous typing errors.

Multiple-choice, choose multiple answers COMMUNICATIVE SKILLS LISTENING

Partial credit, points deducted for incorrect options chosen: 1

Each correct response

−1 Each 0

incorrect response

Minimum score

Fill in the blanks COMMUNICATIVE SKILLS LISTENING AND WRITING

Partial credit: 1

Each correct word spelled correctly

0

Minimum score

COMMUNICATIVE SKILLS LISTENING AND READING

Correct / Incorrect: 1

Correct response

0

Incorrect response

Multiple-choice, choose single answer COMMUNICATIVE SKILLS LISTENING

SCORE GUIDE

Highlight correct summary

Correct / Incorrect: 1

Correct response

0

Incorrect response

153

Select missing word COMMUNICATIVE SKILLS LISTENING

Correct / Incorrect: 1

Correct response

0

Incorrect response

Highlight incorrect words COMMUNICATIVE SKILLS LISTENING AND READING

Partial credit, points deducted for incorrect options chosen: 1

Each correct word

−1 Each 0

incorrect word

Minimum score

SCORE GUIDE

Write from dictation

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COMMUNICATIVE SKILLS LISTENING AND WRITING

Partial credit: 1

Each correct word spelled correctly

0

Each incorrect or misspelled word

PTE Academic is aligned to the Common European Framework of Reference for Languages (CEF or CEFR), a widely recognized benchmark for language ability. The CEF includes a set of language levels defined by descriptors of language competencies. The six-level framework was developed by the Council of Europe (2001) to allow language learners, teachers, universities or potential employers to compare and relate language qualifications gained in different educational contexts. The CEF describes language proficiency in listening, reading, speaking and writing on a six-level scale, grouped in three bands: A1–A2 (Basic User), B1– B2 (Independent User), C1– C2 (Proficient User). To stand a reasonable chance at successfully performing any of the tasks described at a particular CEF level, you must be able to show that you can do the average tasks at that level. As you grow in ability, for example within the B1 level, you will become successful at doing even the most difficult tasks at that level and will also find you can manage the easiest tasks at the next level. In other words, you are entering into the B2 level. The table below shows PTE Academic scores aligned to the CEF levels A2 to C2. The dotted lines on the scale show the PTE Academic score ranges that predict that you are likely to perform successfully on the easiest tasks at the next level. For example, if you score 51 on PTE Academic, you can probably do the more difficult tasks in the CEF B1 level and the easier tasks at B2.

SCORE GUIDE

The PTE Academic Score Scale and the CEF

Alignment of PTE Academic scores to CEF levels

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AUDIO SCRIPTS Test 1, Repeat sentence (page 15) 2 1 Traffic congestion on nearby streets may influence the investors’ decision. 3 2 University research budgets have been reduced dramatically over the last decade. 4 3 The earthquake caused widespread damage to numerous buildings on campus.

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5 4 It is easy to see why so many tourists return to this popular resort year after year. 6 5 Adverse weather conditions will make driving particularly risky this evening. 7 6 All employees are expected to attend weekly meetings to discuss work in progress. 8 7 This documentary provides important insights into the day-to-day life of local people. 9 8 Please make sure that all children are fully supervised when using these facilities. 10 9 Global temperatures have been increasing ever-faster since the 1960s. 11 10 Transport will be provided to take passengers from the bus terminal to the airport.

Test 1, Re-tell lecture (page 21) 12 1 In order to understand great art, we also need to understand the artist … and this is certainly the case with the work of Frida Kahlo. Her self-portraits are a stark portrayal of despair, solace and suffering and, to discover the inspiration for those emotions, we need to look at her life. She began painting as a young girl

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whilst recovering from severe life-changing injuries she had sustained in a traffic accident. Despite months of convalescing, she never completely recovered from these injuries and spent much of the rest of her life in crippling pain. She also suffered greatly on an emotional level as a result of her turbulent relationship with the Mexican painter, Diego Rivera, who had numerous affairs throughout their marriage. Although she longed to have a child, her two pregnancies ended in miscarriages and profound misery too. The way in which these experiences were reflected in her art can be seen in one of her most famous paintings, ‘The Two Fridas’. In this work, Kahlo painted two versions of herself, each with a visible heart. One of the Fridas is dressed in a European style white dress and her heart—which is clearly visible—is intact. She is holding a pair of surgical scissors in her hand and there are spots of blood all over her dress. The second Frida is dressed in traditional colourful Tehuana costume and her heart is torn because the main artery has been cut. The traditional Frida is also holding a small picture of Diego Rivera. Kahlo painted ‘The Two Fridas’ in 1939 shortly after her divorce from Rivera and, although at first she said that it symbolized her memory of having an imaginary childhood friend, she later confessed that it reflected the depression and loneliness she was enduring at the time. 13 2 The main focus of today’s lecture is recent immigration patterns. But in order to provide you with some background, I will begin by briefly outlining the history of immigration to the United Kingdom during the twentieth century. So … if we look back firstly to the period before World War I, we can see that there was a certain amount of immigration to the UK, but it was comparatively small in relation to the rest of the century. During the first and second world wars, however, numbers began to rise as Belgians, Germans and other Europeans fled their countries in order to escape the conflict. There were some controls in place at this time so not all of the people who sought to emigrate were successful. It was during the post-war period that we first saw a dramatic increase in the immigration rate. British industries needed labour in order to recover from the economic losses they endured during the war, and this attracted many workers from other European countries such as Poland and the Ukraine. Britain also opened its doors to immigrants from all the countries that were part of the British Empire, such as India or Jamaica, by passing the British Nationality Act in 1948. Workers from these countries were now allowed to move freely to Britain in order to live and work for the first time without need of a visa. By the 1960s concerns

14 3 The term ecotourism was first coined in 1965 by academic and adventurer Dr Nicolas Hetzer of Forum International, Berkeley, California. He organized the first eco tours in Mexico in the 1970s, launching a movement that reframes tourism as a potential tool for conservation. Over recent years, ecotourism has become increasingly popular as people have begun to search for an alternative to traditional mass tourism—4 star hotels, sightseeing and sitting on beaches—and become more aware of the need to protect the environment. So what are the main principles behind this type of tourism? Well, first, as I have already said, it’s about conservation. It’s about the need to minimize the impact that travellers have on the local environment. This could mean anything from encouraging the use of local forms of public transport to the careful disposal of all rubbish in designated places. Secondly, it’s about education and cultivating respect. Eco tourists learn about the geography of the area and the culture and traditions of local people. They get involved in local projects, rather than just watching from a distance. Thirdly, it’s a question of economics. Tours should be of financial benefit to local communities and foster the sustainable growth of local businesses. Eco tour companies usually give direct financial aid to environmental-conservation projects, reinvesting profits in the local areas visited on their tours.

Test 1, Answer short question (page 23) 15 1 What do people wear to keep their hands warm when it is cold? 16 2 What is the job title of somebody who repairs water pipes? 17 3 What term is used for the money you borrow from the bank in order to buy a house? 18 4 What is the name of the utensil we use for cutting up food? 19 5 If a woman is expecting a baby, what adjective do we use to describe her?

20 6 What kind of food do people usually eat fried, boiled or scrambled? 21 7 What do we call the special place where people play tennis or badminton? 22 8 What is the name of the liquid that runs through the veins and arteries of a human body? 23 9 What do we call a person who no longer works because they have reached a certain age? 24 10 What is the name we use for the loud noise we can hear during a storm?

Test 1, Summarize spoken text (page 46) 25 1 As you already know, students have to deliver a presentation as part of the ongoing evaluation for this course. So, I want to offer a few tips on how to give a successful talk. First, think carefully about your introduction. It’s essential to engage your audience immediately—you can do this by telling a joke or revealing some surprising statistics—because if they’re not paying attention at the beginning of your presentation, they certainly won’t be with you by the end. Secondly, involve your audience whenever possible—maybe ask them a question and get a show of hands. The more active your listeners are, the more likely they are to enjoy and remember the talk. Thirdly, keep your ideas focused. From the very beginning, present an outline of your talk with the points you are going to cover, and stay on course as you develop your talk, using only relevant examples and anecdotes. Fourthly, use media and visuals only when they enhance your presentation. PowerPoint, for example, can be a powerful tool but only when it is used appropriately. Don’t read from your slides as this leaves the audience feeling that you could simply have emailed them the information. Use visuals carefully to exemplify, clarify or structure your explanations. Finally, think carefully about how to end your talk. Always leave a little time for questions, but be prepared to fill any extra time you may have if nobody asks anything. And everybody likes to go home from a talk with something so, if possible, give or send the audience members a related article, your PowerPoint presentation or access to some online forum.

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about immigration led the British government to begin legislating in order to control immigration. However, this legislation had little real effect and numbers remained high with around 72,000 Commonwealth immigrants arriving every year. Numbers dropped slightly in the 1980s due to more restrictive legislation, but started to rise again in the 1990s.

26 2 Today we’re going to look at the topic of human happiness and try to answer two main questions. Firstly, who are the happiest people in the world? And secondly,

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what makes them happy? Let’s start with the World Happiness Report, which has been published annually by the United Nations since 2012. It is written by experts in the fields of psychology, economics, sociology and statistics and draws on data collected mainly in worldwide public-opinion polls. Erm … and it provides us with a happiness ranking for 155 countries. The latest report published in 2017 ranked Norway as the happiest country, pushing three-time winner Denmark into second place. These countries were followed closely by other wealthy nations, including Switzerland, Canada and New Zealand … And, not surprisingly, the unhappiest people were found to live in some of the world’s poorest places—Central African Republic and Rwanda. So is the answer to my second question money? Well partly, yes, but it’s not the only factor. According to experts, although money is important, it’s also a question of whether that money is used in the right way. In order to be happy, people need to have access to a universal education system and good working conditions. They also need to feel they have freedom of choice and that the political and economic system is free from corruption. And they need to feel strong social bonds with family and friends and within local communities. In the USA, for example—a supposedly wealthy nation—happiness was found to be decreasing recently due to the fact that people feel they have less access to social support and less personal freedom.

Test 1, Multiple-choice, choose multiple answers (page 48) 27 1 Last week, we started talking about problems related to rural depopulation, and today I want to look at a specific case study in the French region of Limousin, where the population had been steadily decreasing—and steadily aging too—up until the year 1990. That was the year the Regional Council set up a special commission focused on repopulation, and they introduced what is known as a ‘voluntarist policy’ in the attempt to attract newcomers. Curiously, one of the first problems they came up against was persuading the local population that it was necessary and possible to attract new people to the area. They found that many villagers, whose own kids had gone off to live elsewhere, couldn’t believe that their region was actually capable of attracting what they considered to be sophisticated people from the cities. But eventually, they succeeded in getting the majority of locals on board and, over one decade, Limousin managed to attract 15,000 new residents. So how did they go about it? Well, basically, they worked in collaboration with the media and several organizations dedicated to bettering rural life. They did presentations at local trade fairs and conferences and they managed to make contact with a large number of city dwellers who wanted to move to the country. They also provided help and follow-up for newcomers as they were settling in. And, in my opinion, one of the important things about this campaign is that the

commission was aware of the city’s limitations. The president of the Regional Council made it clear from the start that their aim was only to attract the number of newcomers that the area could productively absorb. In other words, the project had sustainability at its core. 28 2 Good morning, everybody. My name’s Steven Holmes and I’ve been invited here today to talk about the results of the recent opinion poll that we have carried out in the local area. This research was commissioned by the council who believe that knowledge of local residents’ concerns might guide future policy making. I will begin by summarizing the most important results. The vast majority of residents stated that quality local health care was their biggest concern, not surprisingly considering the recent budget cuts and the closure of Billington Central Hospital. They also expressed great concern about access to affordable housing and clear opposition to the recent property speculation that has been going on in the area. Residents are also worried about a number of educational issues. They believe that some of the local schools are underfunded and understaffed and are not providing an adequate learning environment for their children. Crime rates, however, do not seem to be of great concern. Most of the people interviewed said that local policing policies had been successful in tackling threats to personal safety and property. They also expressed a high degree of satisfaction with many other council-run services such as refuse collection, recycling facilities and community centre provision. Finally, it’s worth noting that many people feel that bus and underground services and schedules are inadequate to deal with local demand and that the council should consider revising and extending these services.

Test 1, Fill in the blanks (page 50) 29 1 When a human baby is born, it has about 270 soft bones. As he or she grows, these bones become bigger and harder and some of them will fuse together. As such, a fully grown adult skeleton has fewer bones than an infant skeleton—just 206. It could be argued that the most important part of the human skeleton is the skull. The 22 bones found there act as a kind of case that protects the brain. The smallest human bone is also found here. It is called the stapes and it is part of the ear. It measures 2.5 to 3.3 millimetres in length. The only part of the skull that humans can move is the jaw, which is made up of two bones, the mandible and the maxilla, and forms the framework of the mouth. 30 2 Erosion is a process by which the surface of the earth is worn away by naturally occurring or man-made forces. If you look at any coastline, you will be able to observe how the continual pounding of the wind and waves has caused erosion of the rocky surfaces, leaving

Test 1, Highlight correct summary (page 52) 31 1 A recent government report shows an increase in the number of graduates who are choosing to work abroad after finishing university. It seems that this trend may have been fuelled by the latest recession and the corresponding changes in the labour market. It follows that if fewer jobs are available in their own countries—particularly in specialized fields—graduates will turn elsewhere to pursue their chosen career. On the other hand, it may be due to increasing globalization and a willingness on the part of the young people to seek opportunities and experiences beyond their nation’s borders. Whatever the reasons for the trend, government economists are concerned by its consequences. Some have argued that the country is losing vital resources and as a result will become less competitive on a global scale—what is commonly known as ‘the brain drain’. Having invested in the education of the younger generation, a country would hope to reap the benefits in the future when these people join the labour force and contribute to the economy. But if graduates emigrate, it will be other countries that benefit from this investment and may, as a result, become more competitive. 32 2 The subject of this lecture is economic development in Africa. So, let’s begin by outlining the historical context. In the 1960s, many African countries gained independence and had great hopes for a prosperous future. They realized that they couldn’t just rely on their wealth of raw materials but would have to foment the process of industrialization within their own countries. Basically—instead of exporting cheap raw materials to more developed countries which, in turn, would process these materials thus making them more profitable, they would process their own raw materials and generate more wealth for their own countries. State-led strategies encouraged local industries to produce manufactured goods, but how successful was the initiative? Well, many of these companies were not very efficient, but they did create a different type of employment and they did begin to manufacture goods—so, some degree of success was achieved. In the 1980s, however, many African governments adopted policies advocated by the World Bank and

International Monetary Fund, which translated into structural readjustments. They reduced the role of the state and sold off many public enterprises—some of which were responsible for industrial production—and often to companies from abroad. African-owned businesses started to struggle, and most countries returned to a dependency on primary products. As a result, African exports that are not oil are now half what they were in the 1980s.

Test 1, Multiple-choice, choose single answer (page 55) 33 1 A As we’re talking about unusual remedies for eye infections or blindness, I know one that comes from Ancient Egyptian times. B Oh yeah, I remember that now—was it something to do with bat’s blood? A Yes, it was. They used to put drops of bat’s blood into their eyes or inject it into their ears. Disgusting, but I suppose they had their reasons for doing it. B Well yes—After all bats can fly around in the dark without bumping into anything, so they must have thought they had good eyesight. 34 2 One genre of TV programmes that is increasingly popular these days is the forensic science police drama, but some people have questioned whether such an interest could be detrimental to the human psyche. Could watching this kind of show teach people how to commit the perfect crime or affect people’s views of criminality? Recent research suggests not. One German study of the so-called ‘CSI effect’ reached the following conclusions: first, watching this type of programme doesn’t improve a criminal’s ability to get away with a crime and, second, it has no influence over the way jury members think or the decisions they make during a trial.

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behind many different kinds of structural landmarks, cliffs and caves. Soil, or more specifically, the top layer of the soil, is also subject to erosion by water, wind and some farming practices, although often it is not so dramatically visible to the naked eye. It is, nevertheless, of great importance, particularly to farmers because this top layer of the soil is the most fertile, containing an organic, nutrient-rich mixture of materials. Farmers need to protect this subsoil if they want to maximize crop production and ensure extensive grazing areas for their cattle.

Test 1, Select missing word (page 57) 35 1 So, I’ve been looking at the assignments that you have handed in to me during the course and at the results of the continuous evaluation that we have been doing in class and, on the whole, I have to say that I’ve been quite pleased with your work and the progress you seem to be making. I do, however, realize that the workload of this course is quite demanding and that many of you still have to complete the final project. So, although I originally said I wanted it by the end of the week, I’ve decided to give you more time by 36 2 Hatfield Housing Association is an extremely large inner-city organization that was originally intended to have the social purpose of providing housing for those in

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need. But, it seems that in recent years the policies it has adopted have actually been detrimental to lower-income families, and concern among tenants is growing. It’s true that a lot of money has been spent on renovating apartment blocks—which may seem like a positive development on the surface—but this investment has led to an increase in rents and, in many cases, to the sale of the newly improved properties to wealthier people from outside the area. Residents fear that they will be forced to relocate to the outskirts in poorer areas. People who have lived in Hatfield all their lives feel they are losing their neighbourhood, their friends and even their way of life. So, to sum up, there is concern that Hatfield Housing Association ———

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Test 1, Highlight incorrect words (page 59) 37 1 A recent government report states that standards in forensic testing have been steadily falling since a 2015 policy change which permitted the outsourcing of these services. Before 2012, all laboratories had to follow strict guidelines and were subjected to periodic inspection by an independent body. This is now no longer the case, and some of the laboratories that are being contracted do not meet the required standards. This could lead to unreliable evidence being presented in court and wrongful convictions of innocent people or the non-conviction of offenders. 38 2 Visitors to Australia are always astonished by the number and variety of unusual animal and plant species that can be found throughout the country. Indeed, we can find both sea and land creatures there that exist nowhere else on earth. The drawback of such uniqueness, however, is that if an Australian species becomes extinct, all traces of that species disappear from the entire planet. According to Graham Edgar from the University of Tasmania, many of Australia’s rarest life forms have not yet been discovered and, if scientists don’t turn attention to them soon, they might disappear before we are even aware of their existence.

Test 1, Write from dictation (page 61) 39 1 You must include a bibliography at the end of the assignment. 40 2 Statistics show a dramatic increase in child obesity. 41 3 Rising sea levels are of particular concern in the region.

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Test 2, Repeat sentence (page 63) 42 1 There will be an interval of ten minutes between the speakers. 43 2 The company’s results showed a steep decline in sales. 44 3 Are you going to the game next Saturday night? 45 4 The restaurant was cheap but I didn’t really like the food. 46 5 No refunds can be given for goods returned after fourteen days. 47 6 Merchandising is the activity of promoting the sale of goods at retail. 48 7 The introduction of sound changed movies forever. 49 8 There are so many apps available today to help you learn a language. 50 9 Did anyone understand the lecture we just heard? 51 10 I like horror stories much more than romantic novels.

Test 2, Re-tell lecture (page 67) 52 1 Good morning, everyone. I’ve been invited here today to talk about a relatively new architectural feature that is gaining popularity in many cities around the world. Now, have any of you seen a roof covered with vegetation and asked yourself ‘What’s that?’ What you saw is known as a Green or a Living Roof. Plants and small shrubs are grown in up to six inches of soil on a flat roof. You probably think it looks a lot more pleasing to the eye than the black or grey asphalt coverings we normally see, and you’d be right. But Green Roofs don’t just look pretty; they have distinct environmental benefits too. Firstly, they absorb heat from the sun and so insulate the building. This means they reduce the energy needed to power air conditioning systems, by up to 75 per cent in some cases, and so cut down on toxic gas emissions. Another important benefit of

53 2 Welcome, everybody, to the first class of your philosophy degree. Now I’m sure many of you have experienced surprise from members of your family when you said you were going to study philosophy. Well, I’m here today to tell you of the benefits this subject can bring to you personally and of the high regard placed on it by employers. By studying philosophy, you will learn to evaluate complex logical arguments and issues. You will learn to be critical thinkers, not just accepting as true or right what you read and hear. You will develop the ability to analyse your own thoughts and identify where you might have made a mistake. This will in turn increase your ability to form strong arguments and defend them against criticism. An education in philosophy will widen your horizons and remove narrow-minded thinking. To my second point, who is going to employ you? Maybe in a philosophy department as a professor, but philosophy students have abilities that are useful for a wide range of professions. Employers know that you have an ability to communicate clearly, for example many lawyers, marketing executives and journalists have studied philosophy either as a principle or as a second subject. 54 3 Good evening. My name is John Drayton and I’ve been a secondary school teacher for the last thirty years. Like many of you here today, I’ve seen a lot of changes in teaching methods and teaching practices. I am here today to tell you about a major development that will change the nature of teaching forever. I’m talking about Virtual Interactive Reality, or V.I.R. I now use V.I.R. for about 50 per cent of my teaching assignments and I can honestly say the results have been incredible. V.I.R. can bring any world into the classroom, be it our solar system, life in the ocean or the internal workings of the human body. Previously we had to rely on books and photographs, but now students can experience these worlds in action—real, as it were—and they can interact with them. They can change various parts to see how that affects the whole system. Take history for example. Not a very exciting subject for many, but with V.I.R. students can see the pyramids being built or take part in a seventeenth-century battle, making history come alive. Another subject area students often find

difficult is languages. They tend to feel embarrassed about making mistakes. With V.I.R. they can walk into a French café or an Italian household and converse with a virtual person. Then, they replay the scene and the system highlights any errors and offers correct alternatives. It’s a completely new way to learn.

Test 2, Answer short question (page 68) 55 1 What is the word for someone who makes and sells bread? 56 2 In which room of a house would you expect to find an oven? 57 3 What is the name of the grassy surface where professional footballers play? 58 4 What does water become when the temperature falls below zero degree Celsius? 59 5 What member of your family is the son of your sister? 60 6 What piece of clothing do people wear around their necks in cold weather? 61 7 What do we call the line that goes from the centre of a circle to the circumference?

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Green Roofs is their ability to reduce water run-off. Because traditional roofs are impermeable, an area of a city produces four times as much run-off as that of a rural area of the same size, and this can lead to flooding. Green Roofs absorb up to 40 per cent of the precipitation in the rainiest months of the year. And there’s more. Living Roofs remove impurities from the air, produce oxygen and provide shade and a living environment for wildlife. So, you might ask yourself ‘if they’re so good, why don’t we have more of them?’ Well, it’s a question of economics. These roofs cost up to three times as much as the conventional kind. The good news is that city councils are taking notice of the benefits they offer and are now subsidizing their construction in even greater numbers.

62 8 What geometrical shape has five sides? 63 9 Who is the highest authority in a court of law? 64 10 What is the scientific study of plant life called?

Test 2, Summarize spoken text (page 81) 65 1 Today I’d like to talk about how the stock market came about, its origin if you like. The stock market we know today has its beginnings in the colonization of the East and West Indies by European powers in the early seventeenth century. Ships travelled from Europe to the colonies to bring back minerals, spices, sugar and other commodities. Each ship was owned by a small group of individuals and if the voyage was successful, they made a lot of money. But sea travel was dangerous; attacks by

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pirates and bad weather meant that a high percentage of ships never returned. This was catastrophic for those involved. So what could be done to reduce the risk of a 100 per cent loss? Well, why not establish a company that owns 10 ships and have people buy shares in that company? Then, if one ship is lost at sea, the other nine ships would cover that loss. This was the idea that led to the formation of the East India Company in 1602. Investors bought shares in the company and could sell their shares to other investors. At the same time, the company received money to invest in more and more ships. In those days a formal stock exchange did not exist and investors bought and sold their shares in coffee houses. This was a very informal arrangement and the need for an established stock exchange grew. Finally, in 1801 the London Stock Exchange opened its doors, followed shortly after by the New York Stock Exchange in 1817. 66 2 We talked earlier about how the ever increasing world population has led to urban expansion into land previously used for agricultural food production and how this is putting the world’s ability to feed itself in the future at risk. I’d like now to discuss some of the ways this problem is being addressed and how it might be dealt with in the future. Firstly, building upwards, that is the construction of skyscrapers and tower blocks within the confines of a city, does go some way to relieving pressure on rural areas. At the same time, these tall constructions come with some drawbacks. One concern is that despite the safety measures installed in the most modern buildings, they are still susceptible to extensive damage from earthquakes and fire. There is also a social aspect with many residents in poorer city areas saying they are not pleasant environments to live in and that crime rates are high. A second solution to the problem is the reclamation of land unfit for agricultural production such as swampland and coastal marshes near river deltas. However, in places where this has been carried out it has met with strong opposition from environmentalists. The last idea I want to talk about may sound like science fiction but it is attracting a lot of interest, and more importantly, financial backing. The idea is to build huge floating cities in the sea just a short distance from the coastline. This will be a huge challenge from a technical point of view but one many scientists are confident they can deal with. There are now companies, academics, architects and even a government working together on a prototype for the ‘Floating Island Project’ in French Polynesia, which is expected to be ready by 2020.

Test 2, Multiple-choice, choose ­ multiple answers (page 82) 67 1 Robert Falcon Scott was a British explorer who, on June 17, 1912, reached the South Pole in Antarctica only to find that the Norwegian explorer, Amundsen, had got there first—thirty-four days earlier. Although

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Amundsen’s team returned safely, Scott and his four companions died on their way back to base camp. Both teams faced the same extreme weather conditions and had to navigate inhospitable terrain with dangerous crevasses and floating ice shelves, so it wasn’t long after the event that people began to speculate about why Scott’s journey had ended in disaster. Some said it was the choice of clothing. Amundsen’s team wore furs, which they argued were better protection against the icy weather, whereas Scott’s men wore woollen clothing. I don’t believe this was a significant factor as notes from both expeditions hardly mention the matter. Scott used ponies and motorized vehicles to pull the sledges loaded with equipment but Amundsen took only dogs. The ponies were unable to cope with the difficult conditions and died. The motorized vehicles broke down. Amundsen’s dogs, on the other hand, performed well. One final point to note: it was usual at that time for expeditions to incorporate an element of scientific exploration. As a result, Scott’s men carried around 14 kilograms of rock samples with them all the way to the pole. This must have intensified their state of exhaustion and malnourishment. Amundsen’s expedition, by contrast, was unburdened by scientific equipment and samples. They had had one goal only: to reach the pole as quickly as possible. 68 2 Ok, so you are just beginning your teacher-training course. I’ve been a school teacher for twenty-five years and I’m here today to highlight the qualities I believe you need to become not just a good teacher but a great teacher. In my last talk on this question, the students said that an indepth knowledge of the subject was the most important factor. I think that’s true for university professors, but it’s not that high on my list for school teachers. Other people have said that a teacher should be well dressed otherwise they won’t get respect. Now I’m not suggesting you should turn up to class in scruffy jeans and a T-shirt, but I don’t put much emphasis on appearance. In my view, a great teacher is someone who takes time to understand each student and to value them as individuals. Everyone has different abilities and learns at a different pace, and you have to be aware of that. And another thing, all of you will spend a great deal of your working life in the classroom with your students but a great teacher also knows they are a member of a wider professional team. So a great teacher is someone who is as prepared to ask for help from colleagues as they are to give it.

Test 2, Fill in the blanks (page 83) 69 1 Shortly after arriving at Durham University, all first-year students are taken on a day tour of the surrounding area. The primary purpose is to introduce them to the region and for students to get to know each other and our teaching staff. On the trip we visit some local field sites to learn about the social and environmental regeneration of coalfields and coastal industries, and

70 2 And now, to conclude my talk, I would like to recommend an excellent book by Simon Swann, which you can see on the screen. I’m sure this will be of great help to you on your English Literature course. The book is structured according to the different types of literature—plays, poems or novels for example—and travels through the history of each one, with wonderful insights into the lives of different writers. Particularly interesting are the last two chapters which examine the novel and multicultural English. Swann explores the diversity that has characterized the literature of Britain, reflecting its sharp political, religious and social divisions. Anyone wishing further information on this wonderful book, please feel free to ask me at the end.

Test 2, Highlight correct summary (page 84) 71 1 You may be familiar with the word fungi but, if you aren’t, well, mushrooms are fungi. Today I want to talk about their relationship with plants. Fungi, unlike plants, cannot extract the nutrients they need from soil, water and sunlight because they possess no chlorophyll. They have to absorb the food they require from plants. They are parasites, if you like. Some, like mycorrhiza, have a mutually beneficial relationship with plants, meaning that neither organism is harmed. In fact, it’s quite the opposite. The fungi attach themselves to the plant’s root and provide it with essential elements such as phosphorus. The plant, in return, gives the fungi sugars. Other types of fungi are what we call pathogenic. These fungi enter the plant by piercing the outer layer of the leaves or roots, and then poisoning the plant cells and absorbing them. 72 2 It is an age-old question ‘does money buy happiness?’ and one that a recent study tried to answer. You might think that owning a large house, an expensive car and having a healthy bank account would put a smile on anyone’s face. Well, the study concluded that there are actually two types of well-being or contentedness: life evaluation, which is a person’s appraisal of their life over a long period, and emotional well-being, which measures their daily emotions, such as happiness and anxiety. It found that people in income brackets above $75,000 per year experience the same ratio of positive and negative emotions on a daily basis, but those with the most money felt happier with their life as a whole. However, this is not the case with people in the lower income brackets. Respondents earning below $75,000 annually reported decreasing levels of happiness, and diminished ability to deal with life’s problems.

Test 2, Multiple-choice: choose single answer (page 86) 73 1 There is increasing evidence that a sleep after lunch, or siesta as the Spanish call it, can improve performance at work. Not only does it produce short-term benefits such as increased alertness and concentration in the late afternoon, but it has long-term effects like reducing the risk of heart problems and strokes. Research also highlights the dangers of sleeping for too long. Ideally, a midday nap should not exceed thirty minutes as anything longer can reduce your ability to think and function immediately after waking. It can also interfere with nighttime sleeping. The reason for this is that sleep cycles enter a deep phase after about thirty minutes. 74 2 There have been numerous cases of people claiming to possess a photographic memory. For example, Akira Haraguchi recited from memory the first 83,431 decimal places of pi, earning him a place in the Guinness Book of World Records. An incredible achievement, I agree, but other examples of so-called photographic memory such as that of Elizabeth Stromeyer, are more dubious. She claimed that she could recall poetry written in a language that she did not understand years after she had first seen the poem. Unlike in the first case, the methods and procedures that were used to test Stromeyer could be considered questionable, and the fact that she never repeated the experiment makes me doubt it even further.

Test 2, Select missing word (page 87) 75 1 People living in the small coastal town of Chipton have been complaining to the Council for years about the high level of noise coming from bars in the town centre, the sound of car horns at night and graffiti painted on the walls of houses and public buildings. Now the residents are angry about the unacceptable amount of rubbish left on the streets on Friday and Saturday nights. They say that unless the authorities take action they will have to clean it up themselves as the rubbish is attracting rats which could cause a ———

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about the urban night-time economy of Newcastle’s Quayside. We will take a lunch break at the famous White Swan, a seventeenth-century pub in the village of Branston. Those of you who are unable to come along with us should inform professor Roberts, who is making a record of those attending. Are there any questions?

76 2 From a business perspective, self-service checkout tills in supermarkets make sense. A large percentage of the costs involved in operating a supermarket are the salaries paid to cashiers, so employing fewer workers should save money. Apparently this isn’t the case. According to a recent survey, Britons are stealing over three billion pounds worth of goods from supermarket self-service tills every year. Some shoppers said they didn’t actually steal the goods but that the machine wasn’t working properly and didn’t scan some of the items, especially fruit and vegetables. So serious is the problem that many supermarket managers say they are thinking of ———

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77 1 Humans are one of the reasons that the snow leopard is in danger of annihilation. Farmers have pushed further into the leopard’s habitat, and their livestock are overgrazing which in turn damages the grasslands. The number of wild sheep and goats that feed on the grasslands has dropped and, because these are the main prey of the leopard, it has no choice but to kill the domestic livestock for its survival. The farmer, on finding that his animals have been killed by a leopard, often retaliates by killing it. Another incentive for hunting down the leopard is that the farmer can sell the animal for its valuable body parts. 78 2 Today we are going to examine one of the techniques that engineers in Japan have designed to protect buildings in the event of an earthquake. It’s called base isolation and it involves temporarily separating the upper part of the structure from its foundations. The system works by levitating the building on a cushion of air. Sensors detect seismic movements in the ground and activate an air compressor. This pumps air in between the structure and the foundations, lifting the building three centimetres above the ground. When the earthquake subsides, the compressor is turned off and the building returns to its original position.

Test 2, Write from dictation (page 89) 79 1 Due to a staff shortage, the canteen will be closed on Monday. 80 2 The car park is for the use of university professors only. 81 3 Construction on the school was delayed for two weeks because of bad weather.

Test 3, Repeat sentence (page 91) 82 1 Before submitting your assignment, carefully edit it for language errors. 83 2 You want others to be aware of your research and how valuable the contribution to your field is. 84 3 On behalf of the department, and indeed the whole organization, I would like to welcome you here today.

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85 4 Using automatic-translation software can considerably ease the work of researchers when they need to translate documents. 86 5 The conclusions of the investigation have significant implications for the citizens of the European Union. 87 6 Anyone who wishes to volunteer to help with the conference organization should send an email to the head of department. 88 7 Natural disasters may occur at any moment and with no prior warning. 89 8 The move to the new premises means that we anticipate some potential short-term disruption, which we hope won’t cause too much inconvenience. 90 9 You will need to clarify your role in the group before distributing the tasks. 91 10 These results, however, must be interpreted as representative of the sample population used in the study.

Test 3, Re-tell lecture (page 95) 92 1 So today we’re going to talk about food hygiene. Anyone making or selling food needs to understand what good food hygiene involves. The risk of food poisoning must be reduced to the absolute minimum. This has obvious implications for your business’s reputation, which you want to protect. Bacteria and fungi or yeasts are the main cause of food poisoning, and foods can be contaminated at any time throughout the production process. Harmful bacteria must, therefore, be controlled, and here there are four things to remember—The 4 C’s: cross-contamination, cleaning, chilling, and cooking. Cross-contamination is probably the most common cause of food poisoning. It occurs when raw food comes in contact with readyto-eat food. It can be avoided by making sure everything is clean—work surfaces and other equipment should be disinfected, always wash your hands to get rid of any bacteria and keep raw food-preparation areas separate. Proper chilling stops harmful bacteria from growing. If the food has been cooked properly, harmful bacteria will have been killed off. This is especially important when serving things like poultry or pork. 93 2 Research shows that outdoor play is essential to child development because it contributes to their cognitive, physical, social, and emotional well-being. Outdoor

94 3 Trees that lose their leaves in winter are known as deciduous. The technical term for this process is leaf abscission. Leaf abscission is a defense mechanism: in colder climates, the water contained in the broad leaves of deciduous trees could easily freeze and expand, destroying the leaf cells. It is unlikely the leaves would survive. By dropping their leaves, trees protect themselves from frost damage and conserve energy in the winter months. During this dormant phase, the tree does not expend energy on growing new leaves. The leaves of deciduous trees normally have a green colour due to the presence of the chlorophyll pigment they contain, which is used to carry out photosynthesis. During the leaf-abscission process, chlorophyll is reduced, and, in some trees, orange and yellow pigments become visible as the green disappears. Evergreen plants don’t need to drop their leaves because they are covered in wax and resins which stop them from freezing.

Test 3, Answer short question (page 96) 95 1 What is the name for the type of scientific methods used in solving crimes? 96 2 What is the season in which December falls called? 97 3 What term is used for the money students freely receive from the government to help pay for their studies? 98 4 If a house is permanent accommodation, what type of accommodation is a hotel?

99 5 What do we call the three-dimensional shape of, for example, a globe? 100 6 If a novice is a beginner at a particular subject, what is a specialist at a particular subject? 101 7 What do we call a doctor who specializes in surgery? 102 8 Solar energy is so-called because it is taken from where? 103 9 Which organ is responsible for pumping blood around the body? 104 10 In economics, a time of low productivity is called a slump. What is a time of economic prosperity called?

Test 3, Summarize spoken text (page 108) 105 1 As applied linguists we study language in use in different contexts, and my colleagues and I started to get interested in the language being used in new media. So, briefly, how did we go about looking into this? Well, when we started, back in 2003, applications like Facebook or Twitter didn’t exist, so we began by looking at text messaging. Data collection was difficult at first because people didn’t want to share their personal messages, so we had to ask people we knew—friends and family, mostly. Eventually, we collected a corpus of over 20,000 text messages. This process took about four years in total—a long time. The results showed that people were generally sending fairly long messages. They weren’t cutting the messages down or using abbreviations; the important thing was to get their message across correctly. Online communication doesn’t give us the possibility of using gesture and other forms of non-verbal communication. What we saw in this study, though, was that people were not using the full range of emoticons; they were mostly only using smiley faces to change the tone of the message or to express irony.

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play isn’t just fun, it’s essential to help children keep physically fit and healthy. They improve their motor skills and learn about reflexes and movement control. Muscle strength and bone density is improved, along with heart and lung functioning. In turn, this can reduce possibilities of obesity and diabetes. Another benefit of free play is a child’s emotional growth, and research shows that through play children build self-confidence. For example, by taking risks presented by physical challenges they see themselves to be successful at something and develop a sense of accomplishment. Free play allows children to experiment with different emotions. They often invent imagined situations; they can create and explore a new world. This allows them to fully express their emotions; they don’t need to hold back. And they can learn to confront things which are scary. This often takes the form of releasing emotions from traumatic situations. They can ‘play out’ their traumas, sharing their feelings. Social interaction is another benefit and group play teaches children about social and cultural norms. They can practice language skills and learn to sort out conflicts, which will benefit them as they grow older.

106 2 So, what do we know about the Rosetta Stone? Well, it was unearthed in Egypt, in the late 1700’s during the time of the French occupation. It’s made of black granite and has parallel inscriptions in three languages: Ancient Greek, Egyptian demotic, and Egyptian hieroglyphics. Scholars in the nineteenth century studied the inscriptions and, because they could read the Ancient Greek text, they were able to decode the meaning of the Egyptian hieroglyphics for the first time. So, although to us—as a translation tool—the stone’s importance is huge, it was not very significant for the people writing at the time. The text of the Rosetta

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Stone is a reproduction of an administrative law passed in 196 BCE. At the time the king was Ptolemy, and the law was introduced by a council of Egyptian priests to commemorate the anniversary of his coronation. It includes lists of the king’s achievements, such as the restoration of peace and the reduction of taxes. It’s highly likely that what we call the Rosetta Stone was just one of hundreds of copies of the same message that were put on show all over Egypt.

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Test 3, Multiple-choice, choose ­ multiple answers (page 109) 107 1 There seems to be an expectation that people just know what to do when they get to university—they are left to just get on with it. Some people figure out what they should do and others, perhaps, don’t. Students have some pretty heavy demands placed on them, and I really want to help them understand what they are supposed to be doing. It can all be pretty overwhelming. So, here are some of the things that I think are important for students to know. First, they need to be aware that a one-size-fits-all approach to studying doesn’t exist; individuals need to discover what works best for them. They need to understand their own goals and set clear targets for achieving them. That sounds really challenging, but my second point is that there are lots of tools and techniques that can make studying easier. Study skills tend to be pretty general—they can be applied to all subjects. Ah, that’s not to say that students won’t also need to build up some discipline-specific skills, but, overall, study skills are transferable. Let’s take an example from a recent study: it was found that using ‘mind maps’, a way of organizing ideas on paper, is an effective way of taking lecture notes. A very strong correlation was found between using mind maps and doing well at university. This is a skill that can be used in any lecture-oriented subject or, even, as a brainstorming tool. Just like anything else, mind mapping or other techniques may seem uncomfortable at first, but, with practice they become easier to use and students begin to feel more confident. 108 2 Studies have shown that poor communication is one of the main reasons couples seek therapy. So today I wanted to look at some of the mistakes people make in their interpersonal communication—the kinds of things that often lead to conflict. First of all, try to avoid ‘directives’ when talking to your partner—for example, ‘you need to do this’ or ‘you should do this or that’. Most of us don’t like to be told what to do, but, worse, this kind of statement tends to come across as a negative judgement. When you use ‘you’ with a directive, you seem to be making a personal attack. So, the other person becomes resentful or defensive, often retaliating with hurtful responses that accelerate the bad feelings on both sides. Another mistake to avoid is the use of universal statements that oversimplify your partner’s behaviour—something like

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‘you always do this’ or ‘you never do that’. These types of statements are problematic for a few reasons: their underlying message is that you’ve given up expecting that the other person will ever change … and that doesn’t really encourage them to try to change. Also, it’s easy to dispute these accusations by thinking of an exception. For example, if one person says ‘you never wash up’, the other one can contradict the statement by responding ‘I washed up last week!’. This doesn’t get at the root of the problem. To be an effective communicator—especially in relationships—you’ve got to be able to separate the person from the issue.

Test 3, Fill in the blanks (page 110) 109 1 Well, where to start? It’s a stunning six and a half thousand square-metre building. It’s purpose-built, and we have, for example, a 200-seat lecture block, 44 classrooms, fashion and photography studios, and a multi-media resource centre. The facilities are stateof-the-art. It’s in a central location, and one of the driving forces behind the whole scheme is to involve the community in the different things that we are doing. We have built relationships with local businesses, as well as the local sixth-form colleges, and have a number of amenities that are open to the public. These are run mainly by our students, so they also provide opportunities for real-life work experience. So, it’s just another step for people to have more opportunities … and everyone benefits. 110 2 According to new research, part-time study helps boost your career before you graduate. Tracking the professional development of part-time students over time, the study involved more than 2,500 students from four different universities. The participants were originally interviewed in 2014, and then they completed a follow-up survey in 2017. Demographically speaking, they were mostly in their twenties, female, white, and living with a partner. The majority had no previous qualifications but were working in professional positions. At least half of them reported having enrolled in part-time study in order to update their skills while continuing to work full-time. Their median annual pay was $35,000 and most had been working for between 2 and 10 years. Three years on, around three-quarters of the participants claimed that they had already seen benefits from studying: their job performance improved, and they had more confidence at work.

Test 3, Highlight correct summary (page 111) 111 1 Dengue disease is carried and spread by mosquitos. The most famous of these is the yellow-fever mosquito, or Aedes aegypti, to give it its scientific name. The mosquito

112 2 Chess is one of the oldest board games in the world, originating in the sixth century in India. Though its actual origin remains a matter of controversy, some believe that it originated from a war game called chaturanga, which made its way to Europe via Persia. Since these early times, the set designs have changed considerably, with ornate pieces adorned with precious stones becoming fashionable at one time—a mark of wealth and success. The game’s popularity has steadily increased, and today we can find many chess tournaments, even on the Internet. The rules of competitive chess supplement the rudimentary rules and give guidelines concerning how games should be recorded or timed and the penalties for illegal moves.

Test 3, Multiple choice, choose single answer (page 113) 113 1 I decided to choose a graduate internship here at UPA because of its good reputation, and they’ve got the awards to prove it. I wanted to learn and show to future employers that I had the experience that they were looking for, and I thought that by coming here I would have an edge over other graduates … competition for graduate business roles is tough, and this is especially so if you leave university with no practical work experience. But seven of the top ten jobs held by graduates working in the UK are related to business, sales and HR. London is considered to be a business hub—many companies have their headquarters there—but there are still plenty of other good opportunities around the country, and this one is no exception. On the downside, I had a really tough time trying to finance my first three weeks in the internship before getting the first pay cheque. Everybody has a different background, so, for some people money is not an issue. Speaking for myself, I had to take out a loan in order to make a down-payment for the first month’s accommodation. 114 2 We’ve all been there; you go to the store for some milk and come out with chocolates and soda. You probably knew it already, but retail spaces are planned to encourage you to do this. The store is trying its best to look enticing … welcoming. The items are beautifully displayed and you cannot help but be drawn in … and then drawn towards something you don’t need. This is the ‘Gruen Effect’ or sometimes called

the ‘Gruen Transfer’. It’s that moment when you walk into a store and the way the store is laid out is so overwhelming that you begin to consume … mindlessly. Gruen Transfer is so-called after Victor Gruen whose biography explains how he arrived in New York and began drafting blue prints for shops, which was challenging at the time … in the late 1930s. Because people didn’t have money, they wouldn’t even go in. Gruen managed to lure people inside by using fantastic window displays. He argued that this would make people consume more, equalling good profits. If people liked being in stores they’d stay there longer.

Test 3, Select missing word (page 114) 115 1 New statistics have been released which suggest that there was a 5 per cent drop in violent crime this month in comparison with the same period the year before. These figures seemingly coincide with the recent police campaign aimed at reducing alcohol-related incidents. Local community leaders welcomed the news and applauded what they claim is a major leap forward in the fight to eliminate ——— 116 2 Some cruise-liner companies are considering the possibility of relocating their headquarters to Europe. Such a move would mean that prices would be pushed up as a result of increased boat registration fees and, consequently, some experts in the industry have expressed reservations about customers’ willingness to pay for tickets ———

Test 3, Highlight incorrect words (page 115)

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becomes infected if it bites an infected person or monkey during the first three days of illness. After the disease has incubated in the mosquito’s body for nine days, the mosquito can then transmit the disease by injecting tiny droplets of saliva into other people or monkeys. Symptoms of the disease include fever and excruciating joint pain. That’s why it’s sometimes called ‘breakbone fever’. One way of stopping the disease from spreading is to prevent the mosquitos from accessing their breeding grounds. Insecticides can be sprayed during outbreaks and applied to water-storage areas.

117 1 Earlier this week, researchers at a Scottish university announced the development of a new robot which combines artificial intelligence with robotics and automation. The robot will be used to conduct research in the field of biology. The inventors said that they feel extremely excited about the robot’s ability to devise new lines of investigation and test them scientifically to discover if they are true or not. Databases are stored in different computers, allowing the robot to think using artificial intelligence. By using the information from the databases, missing information can be used to work out new hypotheses. 118 2 One of the largest retail shopping outlets has announced its intention to cut over 1,000 jobs from stores in the north of England. Further closures may be seen in the near future due to plans to shut down some of its smaller stores. These proposals are said to be part of the company’s long-term goals to make a move to online-led business, which has increased recently. However, some of the job losses will be offset by the

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offer of relocation to other parts of the country. A spokesman said that the move has been unavoidable as customers are changing the way they shop.

Test 3, Write from dictation (page 116) 119 1 Assessment for this course will take the form of a written task. 120 2 Due to renovation work, tomorrow’s class will be held in Lecture Room B. 121 3 Assignments must be uploaded by the deadline given in the course handbook.

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Test 4, Repeat sentence (page 118) 122 1 We do not collect personal data without your knowledge or consent. 123 2 Numerous allegations were made in the press before the case went to court. 124 3 The researchers systematically recorded the test parameters. 125 4 The success of the operation can be attributed to the team’s careful preparations. 126 5 Should you decide to apply, please allow up to three weeks for a response. 127 6 A key challenge has been shareholders’ lack of support over the proposed changes. 128 7 The idea of sustainable development is being increasingly questioned by environmentalists. 129 8 Initially, there was widespread opposition to the government’s position. 130 9 Recent years have seen a severe shift in public opinion on taxation. 131 10 The project will begin with a profiling phase in order to establish the necessary boundaries.

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Test 4, Re-tell lecture (page 122) 132 1 When we look at classical languages, such as Ancient Greek, there is often an initial tendency to think of them as fixed systems that show little variation over time. This is probably a consequence of the fact that we only encounter Ancient Greek in the written form. Consider a modern language, like English. It is extremely difficult to be aware of the changes in usage taking place within your own lifetime—the way you used to say things versus how you say them now. However, if you examine the English used in earlier periods, it becomes clear that the language has undergone significant change over time. Works like Chaucer’s Canterbury Tales, for example, are now extremely difficult to read without intensive study. So, if you consider a large-enough time frame, it becomes clear that the English language, even in written form, has gone through profound changes. It’s much easier to observe changes in spoken language—you only have to consider the difference in speech patterns between older and younger generations of the same family. Often, the language used by teenagers is unintelligible to their grandparents, for example. Therefore, it’s fundamental to differentiate between spoken and written forms when thinking about a language’s evolution; while written language tends to be more conservative due to the influence of institutions and traditions, speech is less easily monitored and is constantly changing. And, studies into Ancient Greek demonstrate that it was subject to the same variation. 133 2 As a literary agent there are, unfortunately, always market factors involved when making choices about whether or not to enter into a new relationship with an author—it’s something which cannot be ignored. Even though we all come into the publishing industry out of a passion for books, and we look for quality work—at the end of the day, it’s a product. And publishers invest a huge amount of money, energy, and time—often months on a script—in editing, asking authors to rewrite, etcetera. So, it’s impossible to go through this process without being concerned with whether or not the book will find a market. If we don’t produce books that people want to buy, we don’t get to stay in business. So … you’re continually assessing the likely outcome when weighing up whether or not to take on a new author. What you normally find is that you try to sign up a spread of authors. If you’ve got a few crème de la crème—famous writers whose books are sure to sell—then hopefully they’ll make the publishing house enough money to support lesser-known writers who are on the way up. So, it’s a question of balance: you want to find writers who are of value, both culturally and commercially; and of course the ultimate goal is trying to publish books that will still be read in a hundred years’ time.

Test 4, Answer short question (page 123) 135 1 What do you call a person who doesn’t eat meat or fish? 136 2 What kind of structure is used to connect the two banks of a river? 137 3 What kind of vehicle can travel underwater? 138 4 What do you call a large inland body of water? 139 5 What is the name for two babies born to the same mother at the same time? 140 6 What do you call a period of hot, dry weather with a shortage of water? 141 7 What is the name of the institution where people buy and sell shares in a company? 142 8 What is the name of the paper you write when you do a doctorate?

143 9 What name do we commonly give to an angle of 90 degrees? 144 10 What do you call a person who studies the human mind and its influence on behaviour?

Test 4, Summarize spoken text (page 135) 145 1 Today I’ll be giving a brief overview of the European Union, including its historical and present-day functions. The European Union—more often known simply as the EU—is a unified political, legal and economic entity, currently comprising 28 member states. The EU arose out of trade agreements put in place after World War II, in the early 1950s, to promote peaceful stability and economic cooperation within Europe. Initially, there were just six participating countries: France, Belgium, Italy, Luxembourg, the Netherlands, and West Germany. Over the following decades, the early agreements were developed into a series of formalized treaties, drawing the member states into closer union. They defined new laws that would be applicable to all member states and established a shared economy. Since 2002, the EU has even adopted a common currency, the euro, but not all countries are required to use it. These days, although it has admitted many new member states in the intervening years, the European Union still functions in line with the principles upon which it was originally founded. Its primary goal is to guarantee the free movement of people, goods, services, and capital within its territorial borders, but it also seeks to standardize elements of justice, citizens’ rights and home affairs, and to encourage common policies on trade, industry, and development.

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134 3 The study under discussion today is an investigation into the mapping of the three-dimensional structure of the brain’s neural pathways. For the past hundred years or more, scientists have thought of these pathways as separate connections—a little bit like electric cables, or, even more chaotically, like a bowl of spaghetti … basically, separate strands that have no bearing on each other. These primitive models were little more than guesses, however, as the brain’s inaccessibility meant its structural organization was something of a ‘black box’. All this has changed dramatically with the advent of magnetic-resonance imaging, however, as it offers researchers much better access to the living brain. Using MRI technology, scientists have been able to scan the brain three-dimensionally and observe its activity in real time. What the scans have shown, fairly conclusively, is that the earlier models were incorrect. Rather than being randomly arranged like independent circuits, all of the brain’s pathways are connected together in an extremely simple structure—more or less like a cube. The pathways extend in three perpendicular directions, and the ones running in the same direction are arranged in orderly, parallel rows. So, instead of being made up of independent pathways of ‘spaghetti’, the brain exhibits a high degree of connectedness; functioning as a single, coherent structure.

146 2 Most commonly, children are raised in the same culture, often even in the same town, as their parents. Increasingly, however, as people relocate their families for political or economic reasons, their children are exposed to a wider than usual range of cultural views and norms during a critical phase of childhood development. As they grow up, children in this situation blend the first culture that they learn from their parents with the second culture of their residential environment into a distinctive third culture, and so they are called ‘third-culture kids’. While such children are often exposed to their parent’s native language because it is spoken in the home, they frequently need to learn at least one second language for use in the wider community, for example, at school, in shops, or with their local carers. But the language barrier is just one of hundreds of challenges that third-culture kids

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face when navigating the strange and sometimes hostile environment of the local culture. They often struggle to feel a sense of belonging in the wider group—a critical factor for the psychological development of self-esteem in adolescents. Nevertheless, many young people are able to successfully adapt and end up thriving in both cultures, often demonstrating deeper interpersonal and cross-cultural sensitivity than their single-culture peers.

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Test 4, Multiple-choice, choose multiple ­answers (page 136) 147 1 Newspapers, journals and magazines published during the nineteenth century are an invaluable primary resource for historians because they offer commentary on the events and ideas of the past from the people who were around to witness them. The quantity and largely unindexed nature of these periodicals, though, has made researching their printed contents an onerous prospect. To locate a particular article within them has often required scholars to spend weeks or months in specialist archives, reading through thousands of pages of text to find what they are looking for—a task that required as much luck as it did persistence. The development of computer technologies in recent decades, however, has transformed this research process. Because the copyright on many nineteenth-century works has also recently expired, these periodicals have been included among a first wave of large-scale digitization projects. Thanks to these initiatives, millions of pages from the historical periodicals have been scanned, transformed into digital formats, and made available online. Not only has this meant that they are able to be viewed by many more people, but they are also more easily searched. By entering key search terms, historians can now sift through many more sources in a much shorter time. 148 2 Animal migration is a phenomenon whereby animals travel long distances from one environment to another. The reasons for it often relate to the availability of food, to climatic changes or to mating cycles. Usually, the animals travel in large groups. For example, in the Serengeti National Park in Tanzania, some 1.7 million wildebeest make a mass migration to new grazing pastures every year, together with hundreds of thousands of other large mammals such as zebras and gazelles. Although we often think of migration as only affecting larger animals, it occurs in species at all levels of the animal kingdom, including mammals, fish, birds, reptiles, amphibians, crustaceans, and insects. Ordinarily, migration takes place seasonally or annually, such as when northernhemisphere birds fly south for the winter, or else relates to a major change in an animal’s life cycle, such as the ‘salmon run’ when salmon swim from the ocean into rivers to lay their eggs. Some butterflies, including

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the Monarch butterfly, engage in multi-generational migrations over thousands of miles—a distance that takes so long to cover that no individual butterfly will complete the whole journey. While most migrations are a normal response to cyclical environmental changes, irregular migrations can also take place in response to dramatic, unforeseen changes, such as famine, overpopulation, or unexpected weather patterns.

Test 4, Fill in the blanks (page 137) 149 1 In today’s class, we’ll be giving a brief introduction to the course structure and content and looking at the virtual platform where a large part of our interaction will take place. As well as showing you where you can find uploads of lectures and links to extra materials, we’ll see how you can take advantage of the forums to collaborate on work with fellow students. We’ll also be going over the academic procedures for your written work, expected referencing standards, and the deadlines for both drafts and final submissions. 150 2 On today’s show we talk to Robert and Jenny Fox, a British couple who successfully left behind their highpowered marketing careers in London to move to Italy and take over a run-down vineyard. We’ll be hearing about just what exactly inspired them to make such a bold move, as well as some hilarious stories of their initial ordeals with learning the language and culture and the mistakes they made while trying to get their new venture off the ground. Of course, they did manage to get their business up and running, and we’ll also be trying some of their award-winning produce and learning a little bit about what it takes to make a worldclass vintage. Rob and Jenny, welcome …

Test 4, Highlight correct summary (page 138) 151 1 The Steady State theory is a competing model to the Big Bang theory of the origins of our universe. The Steady State theory asserts that, while the universe is continually expanding, the density of matter remains unchanged because new matter is constantly being created. According to this model, the observable universe has neither a beginning nor an end and is basically the same at any given point in time or place. While never as popular as the Big Bang theory, the model initially gained the support of some cosmologists in the early to mid-twentieth century. More recently, however, it has been dismissed by the large majority of scientists working in the field due to an increase in observational evidence supporting a Big Bang cosmology and a finite universe—in particular, the discovery in the

152 2 The Renaissance, a term derived from the French word for ‘rebirth’, normally refers to both a cultural movement and to a period in European history between the 1400s and 1700s, which links the Middle Ages and early Modernity. It is traditionally associated with advances in art, science, architecture, and medicine, as well as with political and social changes; including the rise of a powerful urban trading class. The rebirth implied by the name refers to the surge of interest in the classical civilizations of Ancient Greece and Rome, particularly in reviving their artistic, literary, and philosophical traditions. Although the name ‘Renaissance’ was first applied in this context by the art historian Vasari in 1550, the term only came into common use during the 1800s. Renaissance thinkers themselves would have been more familiar with the term ‘classicist’ or ‘humanist’. Some historians have questioned the extent to which the Renaissance was actually progressive, understanding its obsession with the classical world as a form of nostalgia or melancholy and many of its features as continuations of medieval thought. Nevertheless, its focus on humanism, a more material emphasis on ‘man as the measure of all things’, as opposed to the earlier focus on religion and the spiritual, ushered in new ways of thinking that would eventually lead to the Enlightenment, the separation of Church and State, and the development of more secular types of government in European society.

Test 4, Multiple choice, choose single answer (page 140) 153 1 Today we’re looking at two kinds of strata—not the rocky kind, but the linguistic kind. A stratum, or ‘layer’, describes the influence one language has on the development of another in terms of its vocabulary, grammar, syntax, or other features. Historically, linguistic changes have come about largely due to migration, when one group brings its language into the territory where another language is already in use. When the migration is the result of war or takeover, the language of the conquering group is called a superstratum, whereas the preexisting language of the region is called the substratum. Although the name substratum and the subservient position of the conquered group imply a lower status, often its language is the one that endures. In France, for example, the original Gaulish language is a substratum because it was largely superseded by Latin after the Roman conquest. Later, though, the Germanic Franks conquered France—so their Frankish language is the superstratum—but they gradually adopted the Latin of their subjects.

154 2 An electric pickup is a type of sensor that translates the vibrations of stringed musical instruments—such as guitars, basses, or cellos—into an electrical signal. This signal is then fed into an amplifier in order to play the instrumental sounds through a loudspeaker at a higher volume. Although there are many types of pickups, two are most commonly used: magnetic and piezoelectric. Magnetic pickups are the kind normally found on modern electric guitars. Mounted on the guitar’s solid body or neck, they have magnetized poles that create a field which capture the vibrations from the instrument’s metal strings. Piezoelectric pickups, on the other hand, are used on instruments with non-metal strings. They are made from a mixture of metal and ceramic material which responds both to vibrations from the strings and resonance from the instrument’s hollow body.

Test 4, Select missing word (page 141) 155 1 The Omega 7n deep-sea exploration robot is due to descend next Tuesday into the Mariana Trench, the deepest known part of the Pacific Ocean. Initially, it will stay at a depth of 5,000 metres while tests are carried out. It will then descend to 10,000 metres where it will conduct the majority of its scientific ——— 156 2 A recent survey into attitudes to work found that more people than ever would prefer to work from home, irrespective of reported levels of happiness toward their current position. While many cited social interaction as an important benefit of office-based work, respondents think that this is outweighed by the advantages of homeworking, including lower commuting costs, more flexible working hours, and less stress. Furthermore, 76 per cent felt that working from home led to increased ———

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1950s of cosmic-microwave radiation, a remnant from an earlier phase of the universe. The existence of such residual matter had been predicted by the Big Bang model but could not be explained by the Steady State theory.

Test 4, Highlight incorrect words (page 142) 157 1 Cash is quickly becoming a thing of the past it seems, even for small transactions that once we wouldn’t have dreamed of paying for by card. And the trend shows no sign of slowing down as banks make it easier and easier to make small payments without carrying money. Not only can you now use your chip card without punching in your pin for amounts under £30, but a number of mobile phone giants are getting in on the act with apps that allow you to pay for things with your phone.

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158 2 And finally, I’d just like to remind you of the upcoming international students’ events this Friday and Saturday. As I’m sure you’re aware, every semester, the university organizes two extremely useful introduction days for our international students. I’d encourage you to go along and take advantage of all the contacts, information, and tips about living in Berlin—we know you won’t regret it! The events will help you find out about some of the best places in the city, as well as giving you the opportunity to meet up with students from some of the other international programs.

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Test 4, Write from dictation (page 143) 159 1 The findings also bring with them both social and political implications. 160 2 A currently unknown number of barrels was on board, some of which are thought to contain potentially dangerous chemicals. 161 3 New research suggests that young adults are not necessarily more digitally aware.

ANSWER KEY See texts on page 13.

Test 1, Repeat sentence (page 15) See audio script on page 156.

Test 1, Describe image (pages 17–19)

4 (Model answer) The graph shows the distribution of world population and world wealth (overview). Although only 5 per cent of the population lives in the USA and Canada, 24 per cent of the wealth is concentrated in that region (point 1). More than half of the world’s population lives in Asia yet only 31 per cent of the wealth is concentrated there (point 2). One of the most significant differences in population and wealth distribution can be found in Africa, however, where 11 per cent of the world’s population own just 2 per cent of the world’s wealth (point 3).

1 (Model answer) The graph shows trends in the percentage population living in urban areas in the world and in North America and Sub-Saharan Africa between 1960 and 2016 (overview). In general, the global urban population has increased from 34 per cent to 54 per cent (point 1). North America has a much higher proportion of its population living in urban areas than Sub-Saharan Africa (point 2). Although in both regions there is a trend towards increasing urbanisation, the change is more marked in Sub-Saharan Africa where the percentage of the population living in urban areas has more than doubled.

5 (Model answer) The illustrations show different ways in which we can protect the environment (overview). The first picture shows a woman opting to travel by bike rather than by car. This form of transport causes less pollution (point 1). The second picture shows a man unplugging a microwave and so saving electricity (point 2). The third picture highlights the importance of recycling the waste we produce (point 3). The fourth picture illustrates the importance of saving water. When we are using water, we shouldn’t leave the tap running (point 4). The last picture shows the importance of making good decisions when we go shopping, like buying ecological products from local markets (point 5).

2 (Model answer) The graph shows the distribution of male and female students in various degree subjects (overview). The most popular degree for male students is computing where only 10 per cent of the students are female (point 1). The most popular degree with female students is sociology where only 22.3 per cent of the students are male (point 2). The degree subject which has the most even proportion of male and female students is history, where 48.5 per cent of students are men and 51.5 per cent of students are female (point 3). On the whole, science subjects are still dominated by male students and the arts are still dominated by female students.

6 (Model answer) The graph shows changes in the consumption of butter and margarine between 1910 and the year 2000 (overview). In 1910, butter was by far the most popular of the two but from the 1930s onwards there was a sharp decline in its popularity (point 1). Between 1910 and 1940, the consumption of margarine remained low but from the 1940s it began to increase (point 2). By the 1950s, margarine was as popular as butter and in the years between the late 1950s and the 1990s, people were eating more margarine than butter (point 3). By the year 2000, however, consumption of the two products was almost the same.

3 (Model answer) The charts show the amount of time that people under and over the age of forty spend doing different leisure activities (overview). The most popular activity for people over forty is watching TV whereas the most popular activity for people under forty is going out (point 1). The least popular activity for the over-forties is using social media and the least popular for the under-forties are both watching TV and reading (point 2). Both age groups spend approximately the same amount of time doing sport (point 3). Both groups also spend quite a lot of time doing other activities that were not included in the survey.

ANSWER KEY

Test 1, Read aloud (page 13)

Test 1, Re-tell lecture (page 21) 1 (Model answer) The lecture is about Mexican painter Frida Kahlo and how her life experiences could have affected her painting (main topic). When she was young, she was seriously injured in an accident and she spent the rest of her life in great pain (point 1). She also had problems with her husband who was unfaithful and she was unable to have a child (point 2). Frida’s suffering can

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be seen in her work. In one self-portrait, she painted two versions of herself, one dressed like a European and the other dressed in traditional Mexican costume (point 3). The hearts of both women are visible, but the traditional Frida’s heart is broken (point 4). Frida painted this just after her divorce and it reflects how lonely and depressed she was feeling at the time (point 5).

ANSWER KEY

2 (Model answer) The lecture focuses on immigration to the United Kingdom in the twentieth century (main topic). Before the First World War, there was only a little immigration but it increased during both the First and the Second World Wars as people had to leave their countries because of the fighting (point 1). After the Second World War, immigration started growing quickly and significantly. British industry attracted workers from both Europe and countries that were part of the British Empire at the time because they no longer needed a visa to live and work in the UK (point 2). In the 1960s, immigration was becoming a cause for concern and some laws were passed to try to control it (point 3). This legislation failed to be effective, however, and immigration continued to rise (point 4). 3 (Model answer) In the lecture, the speaker explains the meaning of ecotourism, a term introduced by an American academic (main topic). It started in the 1970s in Mexico, but has recently become an increasingly popular alternative to traditional tourism (point 1). It is based on three main principles (point 2): firstly, ecotourism is about conservation of the local environment, using public transport, for example, or taking care that rubbish is properly disposed of (point 3); secondly, it involves teaching people to respect local cultures and appreciate local geography (point 4); and thirdly, it benefits the areas economically when ecotourists visit because the tours support local businesses and also provide money in aid for local projects (point 5).

Test 1, Answer short question (page 23) 1 gloves/mittens 2 a plumber 3 a mortgage 4 a knife 5 pregnant 6 eggs 7 a court 8 the blood 9 retired 10 thunder

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Test 1, Summarize written text (pages 25–26) 1 (Model answer) The valuable skill of bilingualism is being promoted by schools throughout the world (point 1) because it is believed to have a number of benefits for the developing child (point 2), including increased flexibility and efficiency during cognitive processing (point 3), enhanced awareness of other cultures and languages (point 4), and a greater understanding of the mother tongue (point 5). 2 (Model answer) Although the popular drink coffee (point 1), which is grown in countries like Brazil but also increasingly in many Asian countries (point 2), has been linked to physical and emotional health problems such as addiction or depression (point 3), there is also evidence to suggest that it can have important health benefits in the fight against toxins and the improvement of physical and mental performance (point 4).

Test 1, Write essay (page 28) 1 (Model answer) Nowadays, people who have a lot of money are often considered to be successful. To the contrary, those who make a modest living are usually seen as failures. Although this definition of success and failure is true to an extent, it overlooks the way in which people gain their wealth and other important factors that are not related to money (introduction to topic). Wealth is sometimes achieved through hard work and skilled performance. Many rich people achieved high grades at school and university and went on to have an outstanding career (main point in favour). As such, their high salaries can be seen as a reflection of their educational and professional success and in such cases, to equate wealth and success is logical (explanation of main point). Likewise, those who fail at school are not likely to get high-paid jobs, so lack of success at school can be equated with an inability to gain wealth as an adult (main point in favour). Other wealthy people, however, achieve their prosperity through no merit of their own. Some rich people are born into wealth or inherit it and do not necessarily perform well at school or succeed professionally. Likewise, some people who come from underprivileged backgrounds have so few opportunities that they are unable to turn success into wealth (main point against). If a person has a brilliant idea for a business, for example, but has no money to set it up, he or she will struggle to make money from their initiative (supporting example).

1 (Model essay outline) Introduction to the topic: challenge to idea of wealth equals success. Arguments for: • Some rich people are successful at school/work • Some poor people fail at school/work. Arguments against: • Some rich people are not successful • Some poor people are brilliant but don’t have opportunities • There are other measures of success. Conclusion: • Partially true that success sometimes equals wealth. 2 (Model answer) Over the last few decades, smartphones have become increasingly essential to everyday life. In extreme cases, they have become an addiction. While many people think this technological development is positive, others argue that it is detrimental in a number of ways (introduction to the topic). Smartphones are, without doubt, extremely useful tools. They allow us to communicate with others wherever we are, which may be of great importance especially in cases of emergency. They can also make our job or studies much easier; if we need to search for an important piece of information quickly and efficiently, our mobile is the perfect solution. Smartphones are key to having a good social life too; we can check all the latest events, keep in touch with old friends and make new ones in no time at all. The world is our oyster if we have the latest mobile device (main point in favour)! On the other hand, overuse of mobile technology can be a cause for concern. They can hinder communication rather than helping it. It’s not uncommon to see a group of friends out together, yet each one of them is glued to their mobile, and has virtual conversations instead of real ones. Mobiles are expensive too and everybody wants the latest model. Constant upgrades are not only costly, but they also create electronic waste, which is detrimental for the environment. Furthermore, many traffic accidents have been caused by people driving while using their mobile. In fact, this type of incident is

now more common than accidents caused by drinkdriving (main point against). On balance, the benefits probably outweigh the drawbacks. Smartphones can contribute to making our lives better but only if they are used responsibly. People need to use their mobile device with moderation and be aware that the real world cannot be found in a screen (summing up of point of view). 2 (Model essay outline) Introduction to the topic: mobiles can be both positive and negative. Arguments for: • Phone wherever and whenever • Easy access to information • Good for social life. Arguments against: • People don’t talk face to face • Expensive and constant upgrading • Cause of traffic accidents. Conclusion: • Mobiles can be positive if they are used responsibly.

Test 1, Multiple-choice, choose single answer (page 31) 1 B (It can lead to more fish being born). The main focus is why some fish change sex. The text says that ‘there is an overall reproductive advantage’. 2 D (Experimental methodology is extremely important). The main focus is that choice of research method can influence results: ‘seemingly minor decisions that can significantly affect their results’.

ANSWER KEY

Moreover, it could be argued that people are successful in ways that are not financially beneficial (main idea against). Parents, rich or poor, may succeed in bringing up their children to be responsible, tolerant adults. Doctors who work for international aid projects are unlikely to get rich, but are undoubtedly successful if they manage to save lives (supporting example). Therefore, wealth is a partial measure of success, but it should not be seen as the same thing. Success is as an independent achievement that can occur in a range of contexts (summary of main ideas).

Test 1, Multiple-choice, choose multiple answers (pages 33–34) 1 C (Young players who are injured may also have health problems as adults): some rugby-related injuries can have lifelong or even fatal consequences. D (The usefulness of protective headgear has been disputed): … the headgear … often fails to reduce the incidence of more serious injuries like concussion. F (Banning tackling in schools could negatively affect the safety of adult players): if not coached in safe tackling techniques when young, players will be more likely to sustain serious injuries when they are older. 2 C (Scientists need to study every volcano individually): Forecasting a volcanic eruption, therefore, requires specific knowledge of the volcano in question. E (Changes in the volcano’s size may indicate a future eruption): an observed increase in the volcano’s height … signals pending activity

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ANSWER KEY

Test 1, Re-order paragraphs (page 36) 1 B A recently published report shows that, in the United Kingdom, boys across all social classes consistently underachieve academically in both primary and secondary school (introduces central idea and stands alone). A It offers several reasons to explain this underperformance, but the most widespread of these is poor literacy and language skills (It = the recently published report). E It is unclear if this linguistic deficiency results from parents’ tendency to spend less time reading with their young sons than with their daughters (linguistic deficiency = poor literacy and language skills/sentence offers a possible cause). D On the other hand, it may be due to the fact that mothers are still largely responsible for reading with young children and the activity is thus seen as feminine (‘On the other hand’ introduces a contrasting reason). C Therefore, amongst its other recommendations, the report encourages fathers to get involved in reading with all of their children – but particularly with their sons (‘Therefore’ introduces the concluding paragraph). 2 D Over the last few years, US production of gas and oil has risen dramatically due to new technological developments in the sector (Introduces topic of rise in gas and oil production). A In particular, this increased output has been made possible by the use of new techniques like precise horizontal drilling and hydraulic fracturing, or ‘fracking’ as it is often called (this increased output = gas and oil has risen/fracking = technological development). C The energy companies who use these new methods of production say that they have both economic and security benefits (new methods of production = horizontal drilling and hydraulic fracturing). E Those who oppose horizontal drilling and fracking, however, are unconvinced by these arguments and claim that their continued use will result in catastrophic environmental consequences (‘however’ signals contrasting argument). B At the moment, both groups are unwavering, and the debate on the future of oil and gas production remains unresolved (both groups = energy companies and those who oppose fracking).

Test 1, Reading: Fill in the blanks (pages 38–39) 1 1 reflect (the other verbs don’t create meaning in context) 2 throughout (preposition used with period of time)

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3 date (verb which collocates with back) 4 century (the other nouns don’t create meaning in context) 5 expansion (fits with beyond the enclosure) 2 1 discovered (past participle needed, the other verbs don’t create meaning in context) 2 known (past participle needed, the other verbs don’t create meaning in context) 3 high (adjective which collocates with altitude) 4 habitat (noun which refers to the cloud forest) 3 1 surveying (agrees with grammar of gerund after a preposition, fits with the idea of collecting data) 2 valuable (adjective required, collocates with insight) 3 average (collocates with on) 4 halved (past participle required) 5 decline (the other noun doesn’t create meaning in context) 4 1 upgrade (infinitive verb required, fits with latest gadget) 2 threat (noun required, collocates with looming) 3 trend (noun required, the other nouns don’t create meaning in context) 4 growth (noun required, the other nouns don’t create meaning in context) 5 available (verb required, the other words don’t create meaning in context)

Test 1, Reading & writing: Fill in the blanks (pages 41–43) 1 1  B (to meet): full infinitive required after in order 2 C (role): other nouns don’t create meaning in context 3 C (For): correct preposition 4 D (severely): modifier which collocates with threatened 5 D (have been eating): present perfect required to refer to action starting in the past and continuing in the present 2 1 A (which): relative pronoun which refers to inanimate subjects thought and language 2 C (from): preposition that collocates with differ 3 C (widely): adverb that collocates with known, meaning in many different places 4 A (own): collocates with on its 5 B (involvement): noun required 3 1 2 3 4

B (fully): adverb that collocates with qualified A (such): collocates with as to mean for example C (to succeed): full infinitive require after need D (expected): other past participles don’t create meaning in context 5 B (deal): collocates with a great to signify quantity

4 1 C (existence): noun required 2 B (more): word required to form the comparative of frequent 3 A (keep on): phrasal verb which creates meaning in context 4 D (however): used to signify a contrasting idea 5 C (take): verb which collocates with advantage

Test 1, Fill in the blanks (page 50)

5 1 C (easily) adverb which collocates with accessible 2 B (is traced) present passive structure required 3 B (contact) other nouns don’t create meaning in context 4 A (being) gerund required after the preposition with 5 A (in accordance with) other expressions don’t create meaning in context

Test 1, Highlight correct summary (pages 52–53)

Test 1, Summarize spoken text (page 46)

2 D … many African countries gained independence and had great hopes for a prosperous future … some degree of success was achieved. In the 1980s, however, many African governments … sold off many public enterprises … African owned businesses started to struggle.

2 (Model answer) The World Happiness Report, which is published every year, provides a list of countries ranked according to how happy their citizens are. In 2017, Norway was ranked the happiest country, followed by other wealthy nations. The unhappiest countries were poor nations like Rwanda. The report found, however, that money is not the only important factor. Social and political issues like education, working conditions and freedom of choice also influence happiness.

Test 1, Multiple-choice, choose multiple answers (page 48) 1 B (given promotional talks): They did presentations at local trade fairs and conferences. C (convinced locals of the problem): one of the first problems they came up against was persuading the local population … But eventually, they succeeded in getting the majority of locals onboard. 2 A (quality of schools): Residents are also worried about a number of educational issues. They believe that some of the local schools are underfunded and understaffed and are not providing an adequate learning environment for their children. E (reasonably priced accommodation): They also expressed great concern about access to affordable housing and clear opposition to the recent property speculation that has been going on in the area.

2 1 forces  2 waves  3 caves  4 particularly  5 maximize

1 A A recent government report shows an increase in the number of graduates who are choosing to work abroad …. Whatever the reasons for the trend, government economists are concerned by its consequences … the country is losing vital resources and as a result will become less competitive on a global scale.

Test 1, Multiple-choice, choose single answer (page 55) 1 C (It was based on some kind of logic): … but I suppose they had their reasons for doing it. … Well yes – After all bats can fly around in the dark without bumping into anything so they must have thought they had good eyesight. 2 D (TV shows about crime don’t affect people’s behaviour): first, watching this type of programme doesn’t improve a criminal’s ability to get away with a crime and, second, it has no influence over the way jury members think or the decisions they make during a trial.

ANSWER KEY

1 (Model answer) Improve your presentation by thinking about the following things. Firstly, start the presentation by getting the audience’s attention. Secondly, give the audience a chance to participate in some way. Thirdly, stick to the main points of your talk, don’t go off the point. Fourthly, think carefully about how you are going to use visual aids and finally, leave time for questions at the end.

1 1 soft  2 fuse  3 case  4 measures  5 framework

Test 1, Select missing word (page 57) 1 B (extending the deadline): I do, however, realize that the workload of this course is quite demanding and that many of you still have to complete the final project. So, although I originally said I wanted it by the end of the week, I’ve decided to give you more time by . . . 2 D (isn’t helping local people): So, to sum up, there is concern that Hatfield Housing Association . . .

Test 1, Highlight incorrect words (page 59) 1 A recent government report claims (states) that standards in forensic testing have been steadily falling since a 2015 policy change which allowed (permitted) the outsourcing of these services. Before 2012, all laboratories had to follow strict rules (guidelines) and were subjected to periodic inspection by an independent body. This is now no longer the case, and some of the

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laboratories that are being employed (contracted) do not meet the required standards. This could lead to unreliable evidence being presented in court and mistaken (wrongful) convictions of innocent people or the non-conviction of offenders. 2 Visitors to Australia are always amazed (astonished) by the number and variety of unusual animal and plant species that can be found throughout the country. Certainly (Indeed), we can find both sea and land creatures there that exist nowhere else on earth. The disadvantage (drawback) of such uniqueness, however, is that if an Australian species becomes extinct, all remnants (traces) of that species disappear from the whole (entire) planet. According to Graham Edgar from the University of Tasmania, many of Australia’s strangest (rarest) life forms have not yet been discovered and, if scientists don’t turn attention to them soon, they may (might) disappear before we are even aware of their existence.

Test1, Write from dictation (page 61)

ANSWER KEY

See audio script on page 160.

Test 2, Read aloud (page 62) See texts on page 62.

Test 2, Repeat sentence (page 63) See audio script on page 160.

Test 2, Describe image (pages 64–66)

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uses 13 per cent and washing the dishes 8 per cent (point 2). The water used for drinking is only 4 per cent of the total, and 7 per cent is used for outdoor activities such as watering the garden (point 3). A further 5 per cent is attributed to other, which are non-defined activities. This category may include water loss through leaks and water used in general cleaning (point 4). 3 (Model answer) The diagram shows the life cycle of a beetle (overview). Life for a beetle begins as an egg from which a larva hatches. This newly hatched larva grows in size but maintains the same physical appearance until it turns into what is called a pupa (point 1). This is an intermediary stage between a larva and a fully formed beetle (point 2). Finally the pupa turns into a beetle which later produces eggs and the cycle begins again (point 3). 4 (Model answer) The graph shows the annual rainfall and temperature statistics for the town of Sockhold (overview). The rainiest month is May with over 80 millimetres of rain and the hottest month is July when temperatures reach just over 20 degrees Celsius (point 1). Autumn and winter are the driest and coldest periods with monthly rainfall measuring less than five millilitres and average temperatures below 10 degrees Celsius (point 2). 5 (Model answer) The diagram shows the processes that take place when a volcano erupts (overview). Deep underneath the volcano there is a magma chamber which contains molten rock. When this becomes extremely hot it begins to move upwards through the volcano towards the summit (point 1). Eventually there is an explosion and the top of the volcano is blown off allowing the molten rock, or lava, to run down the sides of the volcano (point 2). At the same time, gases are released into the atmosphere and form eruption clouds. The clouds then produce acid rain (point 3). 6 (Model answer) The Venn diagram shows the characteristics birds and bats share and those in which they differ (overview). Both birds and bats possess two legs, vertebrae and wings which are modified limbs (point 1). They differ in that birds lay eggs, whereas bats give birth to live babies (point 2). Also, birds have feathers but bats have fur on their bodies and finally birds have a beak and no teeth but bats have teeth (point 3).

1 (Model answer) The bar chart shows a comparison of the reading habits of British people over the age of fifty (overview). Women read more comedy and romance novels than men while men prefer action stories with 32 per cent of them choosing this genre over just 6 per cent of women (point 1). One genre that is liked equally by both men and women is horror with 17 per cent of both sexes saying they like horror novels (point 2). Drama is the least popular category with only 4 per cent of men and 8 per cent of women of all those surveyed choosing this type of fiction.

Test 2, Re-tell lecture (page 67)

2 (Model answer) The pie chart shows a breakdown of how much water is used for various household activities in the United States (overview). Over 60 per cent is consumed on personal hygiene, with toilet flushing accounting for 30 per cent and the rest by showers and baths (point 1). Laundry

1 (Model answer) The lecturer talks about the environmental benefits of constructing green or living roofs in city centres (main topic).These types of roofs act as insulation for the building by protecting it from the sun’s rays. This means less electricity is needed to cool the building resulting in

2 (Model answer) The lecturer discusses the advantages of studying philosophy, both on a personal level and in terms of finding employment after university (main topic). Students of philosophy learn to analyse arguments on a logical basis rather than accepting them on face value (point 1). This ability will enable them to form their own arguments and opinions and be able to recognize any errors in their own thinking (point 2). The last part of the talk explains why having an ability to communicate clearly is regarded highly by employers and is the reason many philosophy graduates find jobs as lawyers, marketing professionals or journalists (point 3). 3 (Model answer) A teacher lectures about the advantages of using Virtual Interactive Reality in the classroom (main topic). In the past, students had to rely on books or photos to study subjects such as the human body or the planets but with VIR the workings of these systems can be observed in real time and, more importantly, students can interact and make changes (point 1). The lecturer goes on to say that VIR is not limited to the present day. It makes the study of history far more interesting as the students can see history in action and can join in (point 2). The teacher finishes by pointing out that VIR is a useful tool for learning languages because students can act out a real situation without feeling embarrassed about their language skills (point 3).

Test 2, Answer short question (page 68) 1 baker 2 kitchen 3 pitch 4 ice 5 nephew 6 scarf 7 radius 8 pentagon 9 judge 10 botany

Test 2, Summarize written text (pages 69–70) 1 (Model answer) Several theories have been put forward to explain the disappearance of Neanderthals with some scientists arguing that they were killed by Cro-Magnons (point 1) or that they died from diseases they caught from that species (point 2), and lastly that they were anatomically inferior and were not able to communicate as effectively as Cro-Magnons (point 3). 2 (Model answer) Robots of the future will affect our lives in numerous ways, be it in the medical professions where they will carry out micro-surgery (point 1), in terrestrial and space travel where they will pilot planes and accompany astronauts (point 2), or in the home where they will do household tasks and provide companionship.

Test 2, Write essay (page 71) 1 (Model answer) The history of the Internet dates back to the 1950s but it is only in the last twenty years that it has become a part of everyday life. The vast amount of information stored on the web and the ease of access through mobile devices poses the question: is it really a positive tool or is it harmful to society in general? Personally, I believe the former is true for reasons of communication, acquisition of knowledge and entertainment. (introduction to topic). There is no doubt that the Internet has revolutionized our working lives. In the past, businesses relied on postal services to send written information but now email messages and files containing huge amounts of data can be sent anywhere in the world in a matter of seconds. Also, video conferences mean executives no longer need to travel abroad to meetings (positive point 1). The sheer volume of information on the Internet is such that it could not be housed in a traditional library. We have at our fingertips access to information on a multitude of subjects that would have taken us months to assimilate in the past. This greatly facilitates research and is invaluable to teachers of all subjects (positive point 2). The Internet has changed the world of entertainment beyond recognition. Interactive computer games have replaced traditional leisure activities for children and I believe that they mostly improve a child’s cognitive development. The Internet has also made it possible for us to view a wide range of programmes as we are no longer restricted to watching programmes transmitted by a handful of TV stations (positive point 3). For these reasons, I believe the Internet has changed our lives for the better. Bearing in mind it is still relatively new, the opportunities it offers us in the future are limitless.

ANSWER KEY

lower levels of dangerous gases from air conditioning systems being released into the atmosphere (point 1). Secondly, green roofs reduce the risk of flooding because they absorb a large percentage of rainfall which would otherwise have run-off into the city (point 2). The lecturer mentions some other beneficial factors such as the roofs capacity to remove impurities from the air and produce oxygen (point 3). The lecturer ends by saying the high cost of installing this type of roof is being met in some part by city councils (Point 4).

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ANSWER KEY

1 (Model essay outline) Introduction: History of Internet. Thesis statement: The Internet is beneficial. Three reasons: communication tool, knowledge acquisition, and entertainment. Arguments for: • Business correspondence • Ease of bringing together information • Computer games and internet TV. Conclusion: • The future will see expanded Internet use. 2 (Model answer) The need to explore the world has been at the heart of our existence since the beginning of humankind and today we are looking outwards into space. Given that space exploration is hugely expensive, can we justify the use of public money to finance it? I don’t believe we can for several reasons. Firstly, many poorer areas of the world suffer from a variety of problems such as pollution, war, famine, and the spread of infectious diseases. I believe further investment in the fight against these problems is needed and if the money has to come from the space exploration budgets of wealthier governments, I think this is justified. Secondly, the developed world is not immune to social problems either. In many areas healthcare is deteriorating, schools are underfunded, and homelessness is on the rise. When faced with this situation, I cannot see any reason for spending millions on space travel. After all, government money is the people’s money and should be spent for their benefit. Impressive as it may be to send rockets into space, I cannot see how the public benefits from this. My third point is an argument against those who believe space exploration does bring benefits in the form of technological advances and the invention of new products that are used on earth. I accept that space travel has resulted in technological breakthroughs, but these are not significant enough to outweigh the cost. Also, commercial products that are sold to the public should not be financed by governments, but by the private sector. Whilst it is not my opinion that space exploration is a total waste of money, I don’t think at the present time governments should invest in it. Perhaps, when the world is a safer and more prosperous place, it will be the right time. 2 ( (Model essay outline) Introduction: Exploration in history. Thesis statement: Space exploration is not justified. Arguments against: • First reason: Major problems in developing countries need to be addressed first. • Second reason: Problems in developed nations need to be addressed.

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• Third reason: Space exploration does not give us any benefits. Conclusion: • Now is not the time to spend money on space exploration, but maybe in the future.

Test 2, Multiple-choice, choose single answer (page 72) 1 C (The government is encouraging the use of a dangerous fuel.) Traffic and burning agricultural waste are secondary causes of pollution. The main reason is a government tax policy. 2 C (Gases were compressed to form solid particles.) The alternative answers are all incorrect statements.

Test 2, Multiple-choice, choose multiple answers (pages 73–74) 1 B (A place where people came together to pray and carry out funeral services.) F (A place where sick people went to be cured.) G (A monument to celebrate the coming together of groups of people.) 2 D (Naturally resistant bacteria pass information to non-resistant bacteria.) E (Doctors are using antibiotics too frequently.)

Test 2, Re-order paragraphs (page 75) 1 C The artificial language of Esperanto was invented in 1887 by the Polish doctor Ludwik Zamenhof, who hoped that a language designed to be spoken by everyone, would contribute to world peace (Introduces the topic of Esperanto). D He made it as easy to learn as possible, with no irregular verbs, a vocabulary adapted from the Latin languages, and a simple grammar without gender or case (Describes the characteristics of Esperanto). A Esperanto had some early success, but the intervention of two world wars did not help its widespread adoption. In the Second World War, some leaders thought it was a secret language that could be used by spies (Describes the early history of the language and the problems it encountered). E However, Esperanto survived the twentieth century and spread by word of mouth and in books, newspaper articles, and four feature-length movies (Describes how the problems were overcome). B And there’s hope that the Internet will further assist the spread of the language. Wikipedia already has 215,000 pages in Esperanto, and there are several translation and social media apps on the market (Talks about the future of the language).

Test 2, Reading: Fill in the blanks (pages 76–77) 1 1 point (alternatives do not create meaning in context) 2 touch (noun which collocates with lost) 3 based (alternatives do not create meaning in context) 2 1 attempt (alternate choice ‘wish’ cannot go after ‘an’) 2 noticeable (alternatives do not create meaning in context) 3 trend (alternate choice ‘fashion’ cannot refer to a policy of an advertising company) 4 encourages (alternate choice ‘persuades’ cannot precede ‘the buying’) 3 1 aim (noun which collocates with single) 2 extreme (adjective which collocates with poverty) 3 acquire (alternatives do not create meaning in context) 4 1 throughout (alternate choice ‘along’ could only refer to a linear space like a road or a coast) 2 allow (alternatives do not create meaning in context) 3 left (alternatives do not create meaning in context) 4 drought (alternatives do not create meaning in context)

5 1 offering: (alternatives do not create meaning in context) 2 devise: (alternate choice ‘discover’ suggests chance and not application) 3 opportunity: (alternatives do not create meaning in context)

Test 2, Reading & writing: Fill in the blanks (pages 78–80) 1 1 D (but): a contrast is being presented. The other alternatives suggest addition, choice and degree. 2 A (fastest): correct superlative use 3 C (which): correct use of relative pronoun. The alternative ‘when’ refers to time, ‘who’ to people. ‘That’ is incorrect because the phrase in question is a non-defining relative clause. 4 A (cause): verb which collocates with damage 5 B (rate): correct word and number, singular: ‘mortality rate’ 2 1 C (preservative): correct use of noun part of speech. The alternatives are verbs. 2 B (In addition): correct linking word for additional information. The alternative ‘another’ does not collocate with ‘these’. ‘Although’ suggests contrast and ‘firstly’ suggests ordering. 3 D (in): correct preposition to collocate with effective 4 D (has been shown): correct use of present perfect passive 5 A (put on): correct phrasal verb use 6 B (powers): correct noun. The alternatives do not collocate with reasoning

ANSWER KEY

2 B Sending people to the planet Mars is fast becoming a reality and one that poses far greater problems than going to the moon, not least because the journey to the red planet will take nine months to complete (Introduces the topic of space travel). D This means the spacecraft will have to be very large because it will need carry vast amounts of fuel and food to complete such a long journey, not just to get to Mars but to get back as well (Discusses one reason for large spacecraft). A Also, prolonged periods in space trapped in a tiny capsule could have serious psychological consequences for the crew and passengers. Having more room to move about, exercise and enjoy entertainment facilities would help to offset these problems (Discusses a second reason for large spacecraft and begins with ‘also’ so must come after sentence D). E While giant spaceships might help to alleviate stress and other mental disorders, they themselves create a problem. Their enormous weight makes it impossible to use the traditional parachute-landing procedure used on lunar missions (Describes a problem with large spacecraft). C Scientists are working on a way to overcome this problem. They are devising a system which will employ retrorockets to slow the craft down sufficiently for it to land on the surface of Mars (Suggests a solution to the problem mentioned in D).

3 1 A (varying): correct use of adjective with ‘widths’ and ‘depths’ 2 D (has been dissolved): correct use of present perfect passive 3 C (when): correct use of linking word for cause and effect 4 A (collapses): correct use of present simple, third person. 5 C (its): correct possessive pronoun with inanimate object. The alternatives refer to people. 4 1 B (out): preposition which collocates with of business 2 C (began): correct use of the past tense 3 D (longer): adjective which collocates with no to mean not anymore. 4 A (ever): correct adverb use 5 A (restricts): correct verb form in relative clause introduced by which 5 1 B (inspired by): correct preposition in set phrase to be inspired by 2 A (During): correct linking word 3 C (became): correct use of past tense

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4 D (the most): correct form of superlative 5 D (loss): noun which collocates with of faith

Test 2, Summarize spoken text (page 81) 1 (Model answer) The stock market began in the seventeenth century when European countries started to colonize parts of the East and West Indies. Ships sailed from Europe to bring back commodities but many of these ships were lost. To reduce the risk for owners of single ships, a company was formed that owned many ships. People bought shares in the company, so when one ship didn’t return the other ships could cover the loss.

ANSWER KEY

2 (Model answer) Cities are growing and spreading into land used for farming. This is becoming a problem and solutions need to be found. One answer is to build more skyscrapers in the city but these buildings can be dangerous (point 1). Another is to use land that can’t be used for farming but this is not popular with environmentalists (point 2). The last solution is to build cities in the sea (point 3).

Test 2, Multiple choice, choose multiple answers (page 82) 1 D (Transport methods): The ponies were unable to cope with the difficult conditions and died and the motorized vehicles broke down. Amundsen’s dogs, on the other hand, performed well. E (Objectives of Scott’s expedition): It was usual at that time for expeditions to incorporate an element of scientific exploration. As a result, Scott’s men carried around 14 kilograms of rock samples with them all the way to the pole. This must have intensified their state of exhaustion and malnourishment. 2 A (Teamwork): It is a sign of a great teacher that they are as prepared to ask for help from colleagues as they are prepared to offer it. C (Attitude): In my view, a great teacher takes time to understand each student and to value them as individuals.

Test 2, Fill in the blanks (page 83) 1 1 year  2 primary  3 staff   4 field  5 coastal  6 economy  7 unable  8 attending 2 1 recommend  2 screen  3 types  4 travels  5 lives  6 explores  7 reflecting  8 sharp  9 social

Test 2, Highlight correct summary (pages 84–85) 1 C The relationship between fungi and plants is dependent on the species of fungi in question. Whereas some

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fungi have a positive impact on plants, others can cause death by breaking down the plant tissue. … have a mutually beneficial relationship with plants … … fungi enter the plant by piercing the outer layer of the leaves or roots, and then poisoning the plant cells … 2 B People earning over $75,000 a year experience the same level of everyday happiness regardless of how much more money they earn, but the richer are happier overall. All those earning below this level are more negatively affected by unwelcome everyday events. It found that people in income brackets above $75,000 per year experience the same ratio of positive and negative emotions on a daily basis, but those with the most money felt happier with their life as a whole. … earning below $75,000 annually reported decreasing levels of happiness …

Test 2, Multiple-choice, choose single answer (page 86) 1 D Having a nap during the day can have both positive and negative outcomes depending on the length of time the person remains asleep. … or siesta as the Spanish call it, can improve performance at work. Not only does it produce short-term benefits … Research also highlights the dangers of sleeping for too long. 2 D Claims of photographic memory should be subjected to close scientific observation. … other examples of so-called photographic memory such as that of Elizabeth Stromeyer, are more dubious.

Test 2, Select missing word (page 87) 1 B (health problem): the rubbish is attracting rats which could cause a 2 A (limiting the use of self-service checkouts): So serious is the problem that many supermarket managers say they are thinking of

Test 2, Highlight incorrect words (page 88) 1 Humans are one of the reasons the snow leopard is in danger of extinction (annihilation). Farmers have pushed deeper (further) into the leopard’s habitat, and their livestock cause overgrazing which damages the grasslands. The number of wild sheep and goats that feed on the grasslands has fallen (dropped) and, because these are the main prey of the leopard, it has no option (choice) but to kill domestic livestock for its survival. The farmer, on finding his animals have been slaughtered (killed) by a leopard, often retaliate by killing it. A further incentive for hunting down the leopard is that the farmer can sell the animal for its lucrative (valuable) body parts.

Test 2, Write from dictation (page 89) See audio script on page 164.

Test 3, Read aloud (page 90) See texts on page 90.

Test 3, Repeat sentence (page 91) See audio script on page 164.

Test 3, Describe image (pages 92–94) 1 (Model answer) The graph shows the unemployment rate in Europe in 2017 and 2010 (overview). Overall unemployment in the EU has decreased by 2.1 per cent between 2010 and 2017 (overall trend). This trend can be seen in countries such as Britain and Malta, which have both seen drops in the unemployment rate greater than the EU average (point 1). However, this trend has not occurred in all countries and both Italy and Greece have seen an increase in unemployment (point 2). This increase has been particularly steep in Greece, where unemployment rose to 20.6 per cent in 2017 (point 3), which is the highest rate in the EU (point 4). 2 (Model answer) The diagram illustrates the process for making cheese (overview). First the raw milk is poured into a machine where curdling takes place and enzymes are added (process description 1). During the next stage the mixture goes through the cutting process before being put through a machine which separates the curd from the whey (process description 2). Once the cheese is ready it is put into moulds. These moulds are subsequently placed on a conveyor belt and passed through the pressing machine (process description 3). During the final phase the cheese is left for a time to ripen before it is ready to eat (end of process).

3 (Model answer) The chart shows the reasons why people decide to change to homeschooling (overview). The main reason for taking this decision, which was given by 21 per cent of the people surveyed, is shown to be because of special needs (point 1). This is closely followed by both the desire to spend more time with the family and being dissatisfied with the former school (point 2). Other reasons given by the participants who took part in the survey include school curriculum, faith and the fact that they had never been to a public school (point 3). Only 3 per cent, a very small proportion, made the decision because their private school closed (point 4). 4 (Model answer) The line graph shows spending patterns by overseas residents in the UK and UK residents overseas, over a three year period (overview). It can clearly be seen that UK residents consistently spend more than overseas residents (general trend). This pattern is seen to peak in the summer months between March and September when the difference in spending is much greater (point 1). However, in December 2014 spending by the two groups was exactly the same (point 2). 5 (Model answer) The table shows the percentage of people who did their clothes shopping in three different venues in 2017, as well as the forecasted percentages for 2030 (overview). The number of people who do their shopping online is forecast to rise by about 40 per cent by 2030 (point 1). This will be accompanied by a large drop of 32 per cent in those who clothes shop in large department stores (point 2), along with a smaller drop of 7 per cent of those who shop in local markets (point 3). The most popular venue for shopping for clothes will see a switch from department stores to online by 2030 (point 4).

ANSWER KEY

2 Today we are going to explore (examine) one of the techniques that engineers in Japan have devised (designed) to protect buildings in the event of an earthquake. It’s called base isolation and it involves temporarily detaching (separating) the upper part of the structure from its foundations. The system functions (works) by levitating the building on a cushion of air. Sensors detect seismic movements in the ground and activate an air compressor. This pumps air in between the structure and foundations, raising (lifting) the building 3 centimetres above the ground. When the earthquake subsides, the compressor is switched (turned) off and the building returns to its original position.

6 (Model answer) The diagram shows the steps to be taken to complete the book publishing process (overview). Once a manuscript is completed, it is submitted to the publisher for quality checks (process description 1). If the manuscript passes these checks, it gets given to the editor who negotiates property rights and royalties (process description 2). The next stage is editing and design, the quality is checked again and layout decisions are made (process description 3). Once completed, the manuscript is sent to the printers for binding and publishing and the marketing department begin to promote the book (process description 4). Finally, it is distributed to the retailers to be sold to the general public (end process).

Test 3, Re-tell lecture (page 95) 1 (Model answer) The lecture is about food hygiene and how to avoid giving customers food poisoning, which is usually caused by bacteria and fungi (overview). Harmful bacteria can be controlled by following four simple rules (point 1). Avoid

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cross-contamination, probably the most common cause, by keeping raw food away from cooked food (point 2). Make sure all areas and equipment are clean and always wash your hands (point 3). Food should be properly chilled and cooked so bacteria cannot survive (point 4).

ANSWER KEY

2 (Model answer) The lecture explains the importance of play for child development (overview). Play helps with children’s physical health and growth (point 1), and can reduce the possibility of illness (point 2). Furthermore, a child benefits emotionally and their self-confidence can increase (point 3). Play can be a time to fully express their emotions, and even resolve their traumas (point 4). It also helps them to learn about social interaction, which will help them as they grow older (point 5).

Test 3, Write essay (page 99)

Test 3, Summarize written text (pages 97–98)

1 (Model answer) Technological innovation, especially with the advent of the Internet, has allowed an increasing number of professionals to work remotely from home. While this working arrangement may produce a better work-life balance for employees, there may also be a number of disadvantages to not travelling to the workplace every day (introduction). Perhaps the biggest advantage is flexibility. Workers can manage their time to suit their life-style, and as such have a lot more freedom to plan the working day without having to follow strict schedules imposed by others (point 1: advantage). This is especially true for mothers of young children who have to juggle their professional life and childcare demands (point 2: advantage). Furthermore, by not having to commute to the office savings are made in terms of both time and money, particularly in large cities where traffic congestion and transport costs are a problem (point 3: advantage). Nevertheless, working from home can have its drawbacks. Isolation has been reported to be a problem, and the lack of social contact could even lead to depression for some people (point 1: disadvantage). Additionally, co-ordination and interaction with work colleagues, which encourages discussion and a better flow of ideas, would be limited (point 2: disadvantage). Homeworkers not only need to be very self-disciplined in order to get the work done on time (point 3: disadvantage), but they should develop strategies to avoid distractions. For example, it may be difficult to get down to work instead of doing household chores or to convince family members not to interrupt (point 4: disadvantage). The decision to work from home should therefore be based on an understanding of the pros and cons and would probably depend on the character and personal situation of each individual (conclusion).

1 (Model answer) The slow-food movement, an alternative to globalized fast food (point 1) which promotes locally grown produce (point 2) and environmentally friendly farming practices (point 3), has grown from small beginnings when it unsuccessfully opposed the opening of a new McDonald’s in Italy (point 6) into an international organization (point 7).

1 (Model essay outline) Working from home: advantages and disadvantages for employees. Advantages: • Flexible working hours, could be especially beneficial to women with children • Not commuting saves time and money.

3 (Model answer) The lecture explains the process of leaf abscission, where trees drop their leaves in Autumn (overview). Deciduous trees will not normally survive in cold climates because their leaves contain water and so expand when they freeze (point 1). By dropping their leaves they protect themselves and conserve energy (point 2). The chlorophyll which makes the leaves green and is used for photosynthesis diminishes and they turn yellow or orange (point 3). The leaves of evergreens, on the other hand, are protected by wax and so it isn’t necessary for these trees to drop their leaves (point 4).

Test 3, Answer short question (page 96) 1 forensic 2 winter 3 a grant 4 temporary 5 sphere 6 expert 7 a surgeon 8 the sun 9 the heart 10 a boom

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2 (Model answer) The fall of the Romans, who had reigned over their vast empire for centuries (point 1), has been attributed to a number of circumstances (point 2), including the rise to power of the leaders (point 3) of many immigrating tribes (point 4) who married into Roman society (point 5) and contributed to the demise of the taxation system (point 6), which meant that the armies could no longer be financed (point 7).

2 (Model answer) In Britain people can marry, pay taxes or leave home when they are sixteen, they are considered to be an adult in the eyes of the law for these activities. Yet a young person is only allowed to vote once they have reached 18 years old; some would even argue that this is too young (introduction). If you are deemed old enough to get married, become a parent and contribute to the treasury, then you should be deemed old enough to decide who makes the policies that so greatly affect your life. Many sixteen-year-olds could be considered mature enough to understand political issues (point 1: lower age). Furthermore, by engaging younger people in political decision-making we would be addressing the problem of apathy and encouraging them to take part in political debates (point 2: lower age). However, this argument largely rests on the question of education and it is often argued that even eighteenyear-olds do not have enough life experience to make political decisions. The extra years spent at university or working before people reach 21 would help young people gain the experience to make informed decisions (point 1: increase age). By waiting until this age, they may also have an increased desire to vote once they are old enough (point 2: increase age). Furthermore, if political knowledge has only been accessed within the school system, there may well be opportunities for teachers to influence their students’ opinions (point 3: increase age). On balance, I would argue that the legal voting age should remain as it is. I believe that most people would not be mature enough to have the vote whilst they are still at school and political parties could make ridiculous promises to win votes from this section of society. However, many eighteen-year-olds are already living independent lives and can be considered to be adults (conclusion). 2 (Model essay outline) Present situation: appropriate age to be considered an adult is different for different activities. Arguments for lowering voting age: • considered an adult for other activities, many educated mature sixteen-year-olds • encourage engagement in politics. Arguments for increasing voting age: • more mature and experienced • likely to be more interested in political issues • bias in education system. Conclusion: • Voting age should remain the same

Test 3, Multiple-choice, choose single answer (page 100) 1 1 A (recover from traumas and get wiser): Dreaming performs a healing role by helping to resolve real-life’s emotionally upsetting incidents …/ assimilated knowledge can be used to create solutions to previously unresolvable problems. 2 2 D (Too many workers misuse their allotted breaks.): it has been shown that this is the wrong approach …/Taking time out to wind down is necessary to help concentration and to combat stress and fatigue.

Test 3, Multiple-choice, choose multiple answers (pages 101–102) 1 B (The puzzle’s designer was a dishonest man.): … occasional con man who sometimes took credit for other toys which he hadn’t actually invented. C (It is based on a mathematical principle.): … use principles of mathematics/… has a mathematical explanation … 2 B (Hunting animals use camouflage to trick their victims.): Conversely, predators use aggressive resemblance — they appear to be harmless and so are able to lure their prey. E (The army exploited principles of Batesian mimicry.): The concept of camouflage was further extended to include the supply of incorrect information intended to confuse the enemy, for example, decoys were used to distract attention in the wrong direction.

Test 3, Re-order paragraphs (page 103)

ANSWER KEY

Disadvantages: • Isolation • Limited co-ordination with colleagues • Self-discipline and coping with distractions.

1 C Listening to music by Austrian composer Mozart is widely believed to boost the development of a child’s intelligence even while it is in the womb. E Nevertheless, the only scientific evidence which exists to support this theory can be found in a small-scale study carried out in 1993. A It was discovered that students who listened to Mozart’s 1781 Sonata for Two Pianos in D Major presented fractional improvements in spatial reasoning. This claim was further perpetrated in a bestselling book, which was subsequently bolstered by various events reported in the media. D For example, in Georgia, the governor sent classical music CDs to families who had recently become parents. B However, scientists who have since examined the claim have found no such supporting evidence, and an inspection of the original study showed the increase in spatial skills to be trivial.

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ANSWER KEY

2 B When you write a dissertation, you usually begin by writing a literature review; an evaluation of the relevant literature in your chosen topic area. D It should document the state of your field and summarize the most relevant writings about your subject. A This should include a critical analysis of other researchers’ work along with the identification of any gaps in current knowledge. E By highlighting areas which have not been fully researched, you should be able to identify focuses which merit further investigation. C As a result you will be able to decide on, and build, an argument for your own topic.

1 1 C (whether): we use whether (not if) after prepositions, and the other words don’t create meaning in context 2 A (perspective): the other words don’t create meaning in context 3 B (circles): noun which collocates with cooking 4 D (classified): use with as, and the other words don’t create meaning in context

Test 3, Reading: Fill in the blanks (page 104)

2 1 B (harmful): adjective which collocates with residues 2 D (up): expression ‘to be left up to’ 3 A (according): must be used with to, and agreeing does not create meaning in context 4 C (well-established): adjective which collocates with principles in context

1 1 producing (the other words don’t create meaning in context) 2 estimating (the other words don’t create meaning in context) 3 feeding (must be used with on) 4 ingesting (the other words don’t create meaning in context)

3 1 C (large): adjective which collocates with number in context 2 D (advances): noun which collocates with technological 3 A (limited): the other words don’t create meaning in context 4 B (basic): adjective which collocates with graphics in context

2 1 prospects (noun which collocates with employment, and the other words don’t create meaning in context) 2 development (noun which collocates with professional, and the other words don’t create meaning in context) 3 position (the other words don’t create meaning in context) 4 schemes (noun which collocates with training, and the other words don’t create meaning in context)

4 1 B (to find): use infinitive after adjective, active sentence 2 D (likely): use followed by infinitive, and the other words don’t create meaning in context 3 A (part): noun which collocates with active in context 4 C (benefit): the other words don’t create meaning in context

3 1 inappropriate (negative adjective needed, and the other words don’t create meaning in context) 2 official (adjective which collocates with powers, and the other words don’t create meaning in context) 3 authority (noun needed, and the other words don’t create meaning in context) 4 immediate (the other words don’t create meaning in context) 4 1 awareness (noun needed, and the other words don’t create meaning in context) 2 misunderstanding (noun needed, and the other words don’t create meaning in context) 3 considering (verb needed, the other words don’t create meaning in context) 4 confrontational (adjective needed, and the other words don’t create meaning in context)

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Test 3, Reading & writing: Fill in the blanks (pages 105–107)

5 1 B (commonly): adjective which collocates with known 2 A (pressure): noun which collocates with blood 3 D (resulting): the other words don’t create meaning in context 4 C (investigation): the other words don’t create meaning in context 5 B (conclusions): noun which collocates with draw

Test 3, Summarize spoken text (page 108) 1 (Model answer) A study was carried out to investigate language use on social media (topic overview). Data, which was taken from family and friends and took around 4 years to collect, consisted of a corpus of more than 20,000 text messages (point 1: research). It was found that, generally, people do not try to shorten their text messages and only use emoticons to change the tone of their message (point 2: results).

Test 3, Multiple-choice, choose multiple answers (page 109) 1 A (Students should develop a personal approach to studying.): … a one-size-fits-all approach to studying doesn’t exist; individuals need to discover what works best for them. C (Students need to develop clear individual objectives.): They need to understand their own goals and set clear targets for achieving them. 2 B (choice of words used): try to avoid ‘directives’ when talking to your partner — for example, ‘you need to do this’ or ‘you should do this or that’ …/When you use ‘you’ with a directive, you seem to be making a personal attack. E (generalisations): Another mistake to avoid is the use of universal statements that oversimplify your partner’s behaviour.

Test 3, Fill in the blanks (page 110) 1 1 lecture  2 fashion  3 facilities  4 community  5 businesses  6 opportunities 2 1 development  2 female  3 half  4 annual  5 confidence

Test 3, Highlight correct summary (pages 111–112) 1 B Mosquitos transfer Dengue disease from people in the early stages of the illness to other individuals, who then experience extreme discomfort, especially in their bones. In order to limit the disease, the mosquitos need to be prevented from laying eggs. 2 D The exact origins of chess are unknown, although there are theories that it is based on a battle-type game once played in India. The game has changed since then and has been used to demonstrate social status. Currently, it is widely played both in its basic form and in a more professional form.

Test 3, Multiple-choice, choose single answer (page 113) 1 B (They are worthwhile because you become more employable.): I thought that by coming here I would have an edge over other graduates … competition for graduate business roles is tough, and this is especially so if you leave university with no practical work experience. But seven of the top ten jobs held by graduates working in the UK are related to business, sales and HR. 2 B (Well-designed stores make you spend more.): … you go to the store for some milk and come out with chocolates and soda … retail spaces are planned to encourage you to do this … The items are beautifully displayed and you cannot help but be drawn in … and then drawn towards something you don’t need … the way the store is laid out is so overwhelming that you begin to consume … Gruen managed to lure people inside by using fantastic window displays …

Test 3, Select missing word (page 114) 1 D (unacceptable behaviour) indicated by drop in violent crime due to reducing alcohol-related incidents because they want to eliminate … 2 B (at a higher cost) indicated by prices would be pushed up and customers would have to pay for tickets …

Test 3, Highlight incorrect words (page 115) 1 Earlier this month (week), researchers at a Scottish university announced the development of a new robot which combines artificial intelligence with robotics and automation. The robot will be used to conduct research in the field of geology (biology). The inventors said that they feel extremely animated (excited) about the robot’s ability to devise new lines of investigation and test them scientifically to discover if they are true or not. Databases are stowed (stored) in different computers, allowing the robot to think using artificial intelligence. By using the information from the databases, omitted (missing) information can be used to work out new hypotheses.

ANSWER KEY

2 (Model answer) The Rosetta stone was discovered in Egypt at the end of the 1700s (point 1). It has been studied in order to translate Egyptian hieroglyphics, which was made possible because its inscriptions are in three parallel languages (point 2). The text is the reproduction of a law passed in 196 BC (point 3) to commemorate King Ptolemy’s coronation and thank him for his achievements, which include restoring peace and reducing taxes (point 4).

2 One of the largest retail shopping outlets has announced its intention to cut over 1000 jobs from shops (stores) in the North of England. Further closures may be seen in the near future due to plans to close (shut) down some of its smaller stores. These propositions (proposals) are said to be part of the company’s long-term goals to make a move to online-led business, which has increased recently. However, some of the job losses will be offset

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by the offer of relocation to other regions (parts) of the country. A spokesman said that the move has been unavoidable as consumers (customers) are changing the way they shop.

Test 3, Write from dictation (page 116) See audio script on page 168.

Test 4, Read aloud (page 117) See texts on page 117.

Test 4, Repeat sentence (page 118) See audio script on page 168.

ANSWER KEY

Test 4, Describe image (pages 119–121) 1 (Model answer) The chart shows a breakdown of people’s reading preferences. We can clearly see that, nowadays, a significant majority prefer reading e-books — just under sixty per cent. Just over a quarter of those interviewed expressed a preference for paperbacks. Very few people seem to choose hardbacks these days — just four per cent — and hardly any readers would choose to listen to an audiobook; just two per cent of the people interviewed. Interestingly, of the people interviewed, almost ten per cent claimed they don’t read books at all. 2 (Model answer) Looking at the bar chart we can see some clear differences between the two groups. In general, I would say fifty- to seventy-year-olds seem to show a higher level of satisfaction with their lives. For example, they have considerably lower levels of stress and almost three times as much financial security, as well as more than five times as much free time. Nevertheless, a possibly surprising result is the fact that neither group felt particularly well respected: just over a quarter in both cases. 3 (Model answer) The illustration shows the manufacturing process for roasting and packing coffee. First, the stored coffee beans are selected, cleaned and blended. Then, the beans are roasted before being moved along a transporting screw to an elevator which transports them to silos. From here they are fed into grinders and ground. Finally, the ground coffee is stored in silos to await packing and transportation.

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4 (Model answer) The graph shows the general increase in a social networking site used by different age groups between the years 2005-2011. Clearly, the group which has adopted this technology the quickest is the 18–29 age group, which more than quadrupled its use from 2005 to 2006. In comparison, the 30–49 age group took four years to reach similar levels and the 65 plus age group took seven years just to move from 0 to 35 per cent. Overall, the relationship between age and usage is maintained from 2005 to 2011, with younger users favouring the medium in comparison to older ones. 5 (Model answer) The chart shows the range of reasons that people quote as influencing their decision to pursue additional learning. The most important reason is clearly to add interest to their lives, with more than three quarters choosing this option. Similarly popular options were related to helping others or pursuing interests. Along similar lines, fewer people were interested in financial gain. Finally the least popular reason for studying was to help with children’s homework, with just over a quarter stating this as one reason. 6 (Model answer) The diagram shows the processes involved in collaborating with a design company to create a company logo. First, the client chooses a logo package and sends this to the designers, together with company information. The second step is to make changes based upon the designers’ feedback, after which the revised designs are sent through to the design company with a more complete logo concept. Subsequent feedback is incorporated into the design. Finally the designers send the client the final designs.

Test 4, Re-tell lecture (page 122) 1 (Model answer) It is often thought that languages do not change but studies show this is not true. The misunderstanding is due to the fact that we confuse spoken language with written language. While written language is fairly static and is held in place by tradition and institutions, for example Ancient Greek, spoken language can evolve at a fast pace and changes from one generation to the next. It is therefore important to consider the distinction between spoken and written language. 2 (Model answer) A literary agent’s work is a balance between looking for interesting authors with cultural value, and responding to market pressures. Working with an author is a hugely intensive process that a publisher cannot afford to undertake unless they are confident they can sell the book. Normally, publishers will choose a range of authors so that the older, more famous writers will help the agent fund the newer, riskier ones.

Test 4, Answer short question (page 123) 1 a vegetarian/a vegan 2 a bridge 3 a submarine 4 a lake/reservoir 5 twins 6 a drought 7 a stock market 8 a thesis 9 a right angle 10 a psychologist

Test 4, Summarize written text (pages 124–125) 1 (Model answer) Many recent articles criticize the cultural phenomenon of ‘selfies’ for contributing to an unhealthy selfobsession with personal appearance (point 1), which some studies suggest could lead to more serious psychological problems, particularly for young people (point 2); other studies underscore the complexity of the issue by stressing that it could also have positive consequences for self-esteem, while yet other studies imply that is has no impact whatsoever (point 3). 2 (Model answer) Cultural habits that seem natural and neutral can tell anthropologists a lot about how our beliefs (point 1), attitudes and values reflect the development of our society (point 2) down to the objects we use, so it is important for archaeologists to follow a similar approach with findings from excavation sites in order to build up an account of ancient peoples’ values and customs (point 3).

Test 4, Write essay (page 126) 1 (Model answer) The idea of clean sustainable energy production, which does not deplete resources or pollute the environment, is obviously an appealing one to both politicians and consumers. More people than ever before are aware

that drastic changes need to take place if we are to slow down the rapidly increasing processes of global warming. Yet, just how plausible is the concept? (introduction) Certainly, solar-powered wind and wave generators have become more efficient in recent decades, and there are those who claim that, given the right political will-power, they are capable of producing more than enough for the planet’s increasing needs (point 1: possible). Yet, such a claim remains to be proven; at present, these technologies are limited in scope and remain logistically difficult and expensive to implement on a large scale (point 1: impossible). Others claim that a clean-energy future can only be adequately provided by nuclear power. However, nuclear power is not only expensive, it also brings with it both a high level of risk—as testified by the disasters at Chernobyl and Fukushima—and the issue of how to dispose of radioactive bi-products (point 2: impossible). The idea of clean, efficient energy may well be a pipe dream. Solar panels require much energy to produce and are only productive in particular environments. It is difficult to see why developing countries should be persuaded to forego accessible energy sources for new technology they cannot afford (point 3: impossible). Furthermore, new technologies bring their own challenges. Electric cars, currently being promoted as a move towards a clean future, are only as clean as the means of production of the electricity they use. What’s more, electrical storage is based on batteries whose production is also an environmental concern (point 4: impossible). It is clear that traditional energy production contributes both to global warming and the pollution of our seas and green spaces. Yet, as we have seen, efforts to produce clean energy, while welcome, are still a long way from the coherent solution we need if we are to provide enough energy to satisfy current levels of consumption. In order to take immediate action and cut emissions, we may simply have to accept the fact that, in the short term at least, we have to reduce our energy consumption (conclusion).

ANSWER KEY

3 (Model answer) Scientists used magnetic imaging techniques to scan and investigate the pathways of the human brain. Traditionally, scientists have thought of the pathways of the brain as a complex, individual, spaghetti-like structure. In contrast the magnetic imaging showed that the pathways had a very simple structure, like a cube. The study shows that the brain’s pathways are highly connected.

1 (Model essay outline) Introduction: Clean energy is appealing yet difficult to achieve. Clean energy: • Alternative sources • Possibilities – e.g. solar/wind. Problems: • Expense • Nuclear waste • Electricity. Conclusion: • Reduce consumption. 2 (Model answer) For over fifty years many countries have been used to a career model in which individuals often train for

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ANSWER KEY

one particular profession when young and continue to develop that career over the course of their working life. Such ‘jobs for life’ were highly sought after and brought with them a number of benefits, including financial stability, good pensions and healthcare, and the possibility of promotion. Many companies sold themselves as a kind of family and expected loyalty from their workers (introduction). The rise of the Internet and the information society and the decline and decentralisation of traditional industrial production lines has meant that these kinds of positions now seem to be few and far between (present situation 1). Graduates now coming out of the university system are unlikely to join a company and remain there until they retire. Instead, many will work in a succession of jobs, moving quickly from one position to another in search of promotion (present situation 2). Others will freelance or set up independent companies. Partly, this is a response to the fast pace of change in business and finance; partly, it reflects a change towards a more flexible, individualistic dynamic in society, where people are no longer prepared to work their whole lives in one company but instead expect more exciting and interesting challenges (present situation 3). These changes have obvious benefits: employees regularly moving between companies gain a wealth of experience unavailable to their predecessors (point 1: advantage). Furthermore, they no longer suffer from the monotony that a long-term position would entail. Instead, they work in fast-paced, challenging environments on more short-term projects that can bring with them a sense of achievement (point 2: advantage). On the other hand, current and future generations may experience a level of job precariousness previously unknown to their parents (point 1: disadvantage). Emotionally, workers may no longer feel such a valued part of a community as they did in the past — which could lead to feelings of alienation and loneliness (point 2: disadvantage). From a financial perspective, a lack of stability means they are less likely to be able to borrow money to invest in a home and pensions and health care must be handled personally (point 3: disadvantage). Certainly, for many, the working environment that their parents enjoyed is becoming less and less familiar. Many professionals in IT, software and media now work online and such work obviously brings with it a host of advantages, such as freedom, independence and flexibility. Nevertheless, people working in these fields need to remember that independence brings with it individual responsibilities and the need for good personal organisational skills. They may also find they need to look to other areas for personal and social satisfaction (conclusion). 2. (Model essay outline) Introduction: Past situation – Jobs for life. Present situation: Changes – e.g. Internet. Advantages: • Experience gained • Interesting.

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Disadvantages: • Insecurity • Isolation • Finances Conclusion: • If working for yourself, you will need good personal organisational skills and, possibly, the need to look to other areas for personal and social satisfaction.

Test 4, Multiple-choice, choose single answer (page 127) 1 D (Online users are influencing what content is available on the Internet.): … changing them from being simply consumers of content to become contributors as well /… non-expert users can now express themselves through photos, videos, podcasts, blogs and comments uploaded to sites accessible to vast numbers of people all over the world / To some extent, this shift has democratised web content, representing many more perspectives than ever before … 2 B (It is increasingly popular despite collection difficulties.): Compared to traditional oil drilling, extracting surface oil is expensive and inefficient. Nevertheless, surface oil is becoming more competitive as traditional sources grow scarcer.

Test 4, Multiple-choice, choose multiple answers (pages 128–129) 1 C (They start to disappear with age.): When researchers noticed that certain stem cells in the hypothalamus of a mouse began to die as it reached the age of ten months … E (They may transmit messages that slow ageing.): By injecting the stem cells from younger mice into the hypothalamus of middle-aged mice, the team was able to significantly slow down the effects of ageing, reducing the decline of memory, learning and muscle function./ The researchers believe that the stem cells emit hormonal signals that affect gene expression. 2 B (It produces enough food to be a viable future option.): Organic farming is capable of producing sufficient food to feed not only current global populations but also projected future increases. The case studies showed that farms using organic methods were capable of producing 80 per cent of the food quantities achieved using intensive industrial techniques on a similarly-sized plot of land. C (It continues to be controversial.): Currently, there is great debate about the benefits of organic farming. Critics have argued that its techniques, including the cyclical planting of a wide variety of crops, as well as the use of manure and bone meal as alternatives to chemical fertilizers, are inefficient. They have claimed

Test 4, Re-order paragraphs (page 130) 1 E A recent experiment by Dutch scientists suggests that human behaviour and morality may be influenced by environmental signs of disorder or neglect. (A recent experiment = General introductory sentence, not previously mentioned) A The researchers left an envelope with a visible fiveeuro note sticking out of a post box on a city street. Initially, just 13 per cent of people passing by took the envelope. (Follow-on sentence: The researchers = Dutch scientists ; Initially = primary specific description of experiment) D However, when the exact same post box was painted in graffiti, more than twice as many people (27 per cent) stole the money. (However = contrast with sentence 2; exact same postbox = second reference to post box; more than twice as many = comparison to previous sentence) B Similarly, when the ground around the postbox was covered in litter, 25 per cent of passers-by gave in to temptation. (Similarly = continuation of similar amount, i.e. 25 per cent vs. 27 per cent but not 13 per cent) C It seems fairly clear that people´s perceptions of the state of the surroundings affected their moral decision-making. (It seems = the situation: concluding remarks; affected = impossible for this sentence to be the first because the verb is in past simple, referring to the previous narrative) 2 A Despite recent technological advances in music notation and recording, the most common form of communication in human musical experience is still live oral transmission. (General introductory sentence: despite = contrast can only fit at beginning — in other positions it contradicts without making sense) D Even people who have never taken music lessons will have some experience of learning music directly from other people, without the use of specialized notation. (Even people = reinforces previous statement) B For example, children learn songs from each other in the playground, and fans pick up the chants sung during football matches. (For example = introduces specific examples for previous sentence; children learn songs = example 1; fans pick up the chants = example 2) E Furthermore, even professional musicians who do use notation often need extra information that needs to be explained or communicated in person. (Furthermore = continuing examples and reasons)

C Therefore, when musicians rehearse new pieces of music, they still need to play together in order to learn the all the elements that are too complex or subtle to be conveyed on paper. (Therefore = consequence: follows on from previous idea of professional musicians needing extra information)

Test 4, Reading: Fill in the blanks (page 131) 1 1 (refer): infinitive verb required (the other infinitive, represent, does not fit the following preposition to) 2 (schemes): noun required (the other words don’t create meaning in context) 3 (variety): noun required (wide variety = common collocation; the other words don’t create meaning in context) 4 (ideologies): noun required (political/social ideologies follows logically from religious beliefs) 5 (considered): verb past participle required 2 1 (device): singular noun required (the other possible option, sinking, doesn’t create meaning) 2 (originally): adverb required 3 (exit): verb infinitive required 4 (sinking): noun required (the other words don’t create meaning in context) 5 (fashion): noun required (fashion = way/manner, a common high register collocation; the other words don’t create meaning in context) 3 1 (particular): adjective required (the other words don’t create meaning in context: characterized is redundant, and recent is contradicted by ancient) 2 (functions): noun required (serve + function = common collocation; the other words don’t create meaning in context) 3 (offerings): noun required (temple context; the other words don’t create meaning in context) 4 (seemingly): adverb 5 (characterized): verb past participle required

ANSWER KEY

that organic farming uses more land but produces less food than standard agricultural methods.

4 1 (theory): noun required (the other words don’t create meaning in context) 2 (originated): verb required (the other words don’t create meaning in context) 3 (relatively): adverb required 4 (explaining): gerund required 5 (evidence): noun required (the other words don’t create meaning in context)

Test 4, Reading & writing: Fill in the blanks (pages 132–134) 1 1 C (in): preposition which collocates with area 2 A (location): the other words don’t create meaning in context

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3 D (prospered): the other words don’t create meaning in context 4 B (fragments): noun which collocates with pottery — the other words don’t create meaning in context 5 B (such): determiner which collocates with as 2 1 D (provided): the other words don’t create meaning in context 2 D (abroad): compound noun with study; the sense is of international program 3 C (recognized): the other words don’t create meaning in context 4 C (requirements) noun which collocates with entrance 5 A (qualify) the only option that matches the preposition for

ANSWER KEY

3 1 C (assortment): the other words don’t create meaning in context 2 A (documents): the other words don’t create meaning in context 3 A (institutions): the other words don’t create meaning in context 4 C (recovered): the other words don’t create meaning in context 4 1 C (variety): the other words don’t create meaning in context 2 D (environments): the other words don’t create meaning in context 3 B (unsuitable): the other words don’t create meaning in context 4 C (remained): the other words don’t create meaning in context: kept would require a passive construction with be. 5 A (consequently): the other words don’t make meaning in context 5 1 A (sensors): the sense of detection here requires sensors; the other words don’t create meaning in context 2 C (outside): the other words don’t create meaning in context 3 B (depending): the other words don’t create meaning in context 4 B (by): preposition expressing manner 5 C (respond): the other words don’t create meaning in context

Test 4, Summarize spoken text (page 135) 1 (Model answer) The lecturer is talking about the general structure and history of the European Union (overview). The European Union consists of 28 members (point 1) and grew out of trade agreements following World War II (point 2). Its aim was to encourage peace on the continent (point 3). The agreements have subsequently developed into

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common laws and currency (point 4). The EU’s main roles are to ensure free movement and trade, and to encourage common political policies (point 5). 2 (Model answer) More and more children are coming into contact with other outside cultural influences as their parents move to different areas for economic or political reasons (overview). These children are known as ‘third-culture kids’ because they mix their parents culture and the surrounding one into their own (point 1). They generally speak at least two languages: their parents’ and those of the larger community (point 2). These children can often have problems reconciling conflicting elements of the different cultures they inhabit (point 3). However, they often develop particularly good social skills and are culturally sensitive (point 4).

Test 4, Multiple choice, choose multiple answers (page 136) 1 A (It has been made easier through the application of technology): Not only has this meant that they are able to be viewed by many more people, but they are also more easily searched. By entering key search terms, historians can now sift through many more sources in a much shorter time. D (It contributes a valuable perspective on historical events.): … they offer commentary on the events and ideas of the past from the people who were around to witness them. 2 B (It can take longer than one insect’s lifetime): a distance that takes so long to cover that no individual butterfly will complete the whole journey. D (It can be initiated by unexpected circumstances): While most migrations are a normal response to cyclical environmental changes, irregular migrations can also take place in response to dramatic, unforeseen changes, such as famine, overpopulation or unexpected weather patterns.

Test 4, Fill in the blanks (page 137) 1 1 introduction  2 virtual  3 interaction  4 uploads  5 collaborate  6 procedures 2 1 marketing  2 inspired  3 mistakes  4 venture  5 produce

Test 4, Highlight correct summary (pages 138–139) 1 A The Steady State theory was a fairly influential alternative to the Big Bang theory. It described a basically unchanging universe. It is now generally rejected due to contradictory evidence (the other summaries contain inaccurate information).

Test 4, Multiple-choice, choose single answer (page 140) 1 A (The effect one language has on the evolution of a second): A stratum, or ‘layer’, describes the influence one language has on the development of another in terms of its vocabulary, grammar, syntax or other features. 2 A (Sensors turn string vibrations into an electrical signal which is sent to a speaker.): … an electric pickup is a type of sensor that translates the vibrations of stringed musical instruments—such as guitars, basses, or cello— that translates the vibrations of stringed instruments into an electrical signal. This signal is then fed into an amplifier in order to play the instrumental sounds through a loudspeaker at a higher volume.

Test 4, Select missing word (page 141) 1 B (research): the only option which collocates with conduct in context. 2 A (productivity): the other options don’t create meaning in context.

Test 4, Highlight incorrect words (page 142) 1 Cash is quickly becoming a thing of the past it seems, even for small payments (transactions) that once we wouldn’t have thought (dreamed) of paying for by card. And the tendency (trend) shows no sign of slowing down as banks make it easier and easier to make small payments without carrying cash (money). Not only can you now use your chip card without keying (punching) in your pin for amounts under £30, but a number of mobile phone giants are getting in on the act with apps that allow you to pay for things with your phone. 2 And finally, I’d just like to remind you of the upcoming international students’ sessions (events) this Friday and Saturday. As I’m sure you’re aware, every term (semester), the university arranges (organizes) two extremely useful introduction days for our international students. I’d encourage you to go along and take advantage of all the contacts, information, and advice (tips) about living in Berlin—we know you won’t forget (regret) it! The events will help you find out about some of the best places in the city, as well as giving you the chance (opportunity) to meet up with students from some of the other international programs.

Test 4, Write from dictation (page 143) See audio script on page 172.

ANSWER KEY

2 C The Renaissance was a period following on from the European Middle Ages in which thinkers looked to the Classical period to inspire their cultural production. While they did not necessarily see themselves as progressive, many of their ideas and works led to profound changes in the make-up of European society (the other summaries contain inaccurate information).

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STUDENT ANSWERS Introduction

There are three sample answers for each of the tasks with spoken or written answers in the Speaking and Writing, and Listening sections. Each answer has a comment from an examiner explaining what is good about it and what could have been done better. The samples are not scored, but they represent the level of answer a student would be expected to give to achieve a low (45-65), middle (65-75) or high (75-90) score on the PTE Academic test overall.

Test 1, Speaking Read aloud

1 Topic: Starting a business

TEST

1

LOW In today’s economic climate, starting business may … make good financial sense. Some people are motivated for – to become self-employed because of a lack of good job opportunities in their field. Others identify a … gap … a gap in the market and set up their own company in order to bring their business ideas to fruition.

STUDENT ANSWERS

Examiner’s comments: This speaker’s fluency is quite uneven, with some repetitions and false starts. Some words are mispronounced (‘business’, ‘fruition’) or omitted (‘starting a business’).

MIDDLE In … today’s economic clim … climate, starting a business may make good fi… financial sense. Some people are motivated to become self-employed because of a lack of good job opportunities in their field. Others identify a gap in the market and set up their own company in order to bring their business ideas to fruition. Examiner’s comments: This speaker has read the text completely with generally good fluency, although his speech was slow at the beginning. He pronounces most words correctly but a few words are mispronounced (‘identify’, ‘fruition’).

HIGH In today’s economic climate, starting a business may make good financial sense. Some people are motivated to become self-employed because of a lack of good job opportunities in their field. Others identify a gap in the market and set up their own company in order to bring their business ideas to fruition. Examiner’s comments: This response includes every word from the text and there is no repetition. The speaker’s pronunciation is native-like, with appropriate sentence-level and word stress and natural fluency. 2 Topic: Rail transportation

LOW When rail transportation first appeared in early nineteenth-century, some people thought it unfit for human use. They believed that high-speed travel would make it impossible to breathe and that the shaking of the carriages would cause great physical discomfort. By the 1880s, however, the railway had became an extremely popular mode of travelling around the country. Examiner’s comments: This speaker misses ‘and/or’ and changes some words from the text (‘in the early’, ‘railway had became’). Many words are mispronounced (‘unfit’, ‘physical’, ‘mode’) making it quite hard for the listener to understand.

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MIDDLE When rail transportation first appeared in the early nineteenth-century, some people thought unfit for human use. They believed that high-speed travel would make it impossible to breathe and that the shaking of the carriages would cause great physical discomfort. By the 1880s, however, the railway had become an extremely popular mode of travelling around the country. Examiner’s comments: This speaker has read every word from the text apart from one (‘thought it fit’). Fluency and speed are acceptable but there is some mispronunciation of words (‘rail’, ‘railway’) and sounds (‘thought’, ‘they’).

HIGH When rail transportation first appeared in the early nineteenth-century, some people thought it unfit for human use. They believed that high-speed travel would make it impossible to breathe and that the shaking of the carriages would cause great physical discomfort. By the 1880s, however, the railway had become an extremely popular mode of travelling around the country. Examiner’s comments: This speaker’s response is clear and each word is pronounced in a native-like way. There is no hesitation, and stress and rhythm are appropriate throughout. 3 Topic: Writer’s block

Finding inspiration is an … integral part for – of the creative-writing process, but, on some days, even the most experienced and professional authors face writer’s block. They recommend change of environment to stru … struggling writers, knowing that, often, simply wandering the streets and observing people or sitting in a café and listening on others’ conversations can try … trigger new ideas. Examiner’s comments: This speaker’s fluency is poor, with multiple hesitations, omissions and false starts. There is more than one long pause.

MIDDLE Finding inspiration is an integral part of the creative-writing process, but, on some days, even the most experienced and professional authors face writer’s block. They recommend a change of environment to struggling writers, knowing that, often, simply wandering the streets and observing people or sitting in a café and listening in on others’ conversations can trigger new ideas.

TEST

1

STUDENT ANSWERS

LOW

Examiner’s comments: This response includes every word from the text and fluency is acceptable if a little uneven at times. However, word stress is incorrect in some words (‘integral’, ‘creative’, ‘environment’) meaning the listener might need to adjust to the accent.

HIGH Finding inspiration is an integral part of the creative-writing process, but, on some days, even the most experienced and professional authors face writer’s block. They recommend a change of environment to struggling writers, knowing that, often, simply wandering the streets and observing people or sitting in a café and listening on – in on others’ conversations can trigger new ideas. Examiner’s comments: This speaker reads all words from the text accurately, although there is one minor insertion (‘listening on – in on’) which would reduce the score slightly. His pronunciation is clear and fluency is natural.

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4 Topic: Traffic in city centres

LOW Pollution caused by traffic in city centres is … um … an increasing hazard for … pedestrians and for the environment. Local authorities have tried … various schemes to reduce private-car use. These solutions have … included charging drivers for the use of … inner-city roads, limiting central parking … facilities, increasing the number of … pedestrianized areas, improving public transport and providing … additional cycle lanes. Examiner’s comments: This speaker has read every word from the text, but speech is very slow with long pauses between phrases and many mispronunciations of vowels and consonants. Communication is affected.

MIDDLE Pollution caused by traffic in city centres is an increasing hazard to pedestrians and for the environment. Local authorities have tried various schemes to reduce private-car use. These solutions has – have included charging drivers for the use of inner-city roads, limiting central parking facilities, increasing the number of pedestrianized areas, improving public transport and providing additional cycle lanes. Examiner’s comments: This response includes most words from the text, with just one insertion (‘has’) and one replacement (‘hazard to’). Fluency is good, but not native-like and there are a few mispronounced vowel sounds.

TEST

STUDENT ANSWERS

1

HIGH Pollution caused by traffic in city centres is an increasing hazard for pedestrians and for the environment. Local authorities have tried various schemes to reduce private-car use. These solutions have included charging drivers for the use of innercity roads, limiting central parking facilities, increasing the number of pedestrianized areas, improving public transport and providing additional cycle lanes. Examiner’s comments: This speaker pronounces every word from the text clearly with no insertion of extra words. There are a few minor distortions of the consonant /s/, but this does not affect fluency or communication. 5 Topic: Ageing populations

LOW Due to increases in life expectancy, the majority of countries in the developed world are been confronted with challenges related to an ageing population. Growth in the number and the proportion of old people in society has significant implications across all sectors—housing, transport, health and social care, and the labour market—that now only beginning to be addressed. Examiner’s comments: This speaker misses and replaces several words from the text (‘are been’, ‘old people’, ‘that now only’), which would reduce her score. Fluency is acceptable, but mispronunciation of many words makes understanding difficult.

MIDDLE Due to increases in life expectancy, the majority of countries in the developed world are being confronted with challenges related to an ageing population. Growth in the number and the proportion – the proportion of older people in society has significant implications across all sectors—housing, transport, health and social care, and the labour market—that are only now beginning to be addressed. Examiner’s comments: Most vowels and consonants are pronounced correctly, although there is some occasional misplacement of word stress. Fluency is generally good and there is just one instance of repetition (‘the proportion’).

HIGH Due to increases in life expectancy, the majority of countries in the developed world are being confronted with challenges related to an ageing population. Growth in the number and the proportion of older people in society has significant implications across all sectors—housing, transport, health and social care, and the labour market—that are only now beginning to be addressed. Examiner’s comments: This response includes all words from the text pronounced clearly and accurately. Rhythm and speed are acceptable, word stress is correct and sentence stress is reasonable.

196

6 Topic: Exam anxiety

LOW Exam anxiety can affect even the best students, resulting in marks that do not reflect their abilities or preparation. Despite having the knowledge, skills and attitude to succeed, they often become overwhelmed by the pressure of the exam’s significance. Students worry that a poor performance might impact their future prospects and, ironically, this often causes them to underperform. Examiner’s comments: All words from the text are included. However, the speaker’s rhythm is staccato and hesitant, making spoken performance notably uneven and discontinuous, which make communication difficult.

MIDDLE Exam anxiety can affect even the best students, resulting in marks that do not reflect their abilities or preparation. Despite having the knowledge, skills and attitude to succeed, they often become overwhelmed by the pressure of the exam’s significance. Students worry that a poor performance might impact their future prospects and, ironically, this often causes them to underperform. Examiner’s comments: This response includes all words from the text. Some words are mispronounced (‘anxiety’, ‘overwhelmed’, ‘ironically’) but most speech is still intelligible.

Exam anxiety can affect even the best students, resulting in marks that do not reflect their abilities or preparation. Despite having the knowledge, skills and attitude to succeed, they often become o … overwhelmed by the pressure of the exam’s significance. Students worry that a poor performance might impact their future prospects and, ironically, this often causes them to underperform. Examiner’s comments: All words from the text are pronounced accurately with correct word and sentence-level stress. Fluency is advanced, and the speaker hesitates in only one place (‘overwhelmed’).

Test 1, Speaking Repeat sentence

1 Topic: Traffic congestion

TEST

1

STUDENT ANSWERS

HIGH

LOW Traffic in streets … er … influence … decision. Examiner’s comments: Less than 50 per cent of the sentence is repeated accurately. Long pauses mean fluency is poor.

MIDDLE Traffic … congestion on nearby streets may … influence the … investors’ decision. Examiner’s comments: This speaker repeats every word in the sentence, but there are some pauses and speech is slow, which affect sentence stress.

HIGH Traffic congestion on nearby streets may influence the investors’ decision. Examiner’s comments: This speaker accurately repeats every word, with appropriate fluency and pronunciation.

197

2 Topic: University budgets

LOW University search budgets … have reduced … dramatically over the last decade. Examiner’s comments: This speaker repeats most words, apart from saying ‘search’ instead of ‘research’ and omitting ‘been’. However, her speech is slow and she mispronounces some words (‘budgets’, ‘dramatically’).

MIDDLE University research budgets have been reduced dramatically over the last decade. Examiner’s comments: This speaker repeats every word but some words are mispronounced (‘budgets’) or have incorrect word stress (‘decade’), making speech slightly uneven.

HIGH University researcher budgets have been reduced dramatically over the last decade. Examiner’s comments: This speaker has native-like fluency and clear pronunciation, but the score would be reduced slightly as he says ‘researcher’ instead of ‘research’.

TEST

1

3 Topic: Earthquake

LOW The earthquake … damage … buildings … er …

STUDENT ANSWERS

Examiner’s comments: This speaker repeats less than 50 per cent of the sentence, so the response would receive a relatively low score. Fluency is also poor.

MIDDLE The earthquake caused widespread damage to buildings in campus. Examiner’s comments: Fluency and pronunciation are good overall but the speaker misses out one word (‘numerous’) and says ‘in’ instead of ‘on’.

HIGH The earthquake caused widespread damage to numerous buildings on campus. Examiner’s comments: This speaker repeats every word with appropriate pronunciation of all vowels and consonants, and native-like sentence stress and fluency. 4 Topic: Tourist resort

LOW It is easy see why many tourist return this popular resort year by year. Examiner’s comments: This speaker does not repeat the sentence accurately, missing out and replacing many words. In addition, several words are mispronounced (‘return’, ‘popular’).

MIDDLE It is easy to see why many – so many tourists … return to this popular re … resort year after year. Examiner’s comments: This speaker repeats every word but would lose points for several hesitations and false starts, which affect the fluency of his speech. Pronunciation is generally correct.

198

HIGH It is easy to see why so many tourist return to this popular resort year after year. Examiner’s comments: This speaker repeats most of the sentence accurately, although she says ‘tourist’ instead of ‘tourists’. Pronunciation is clear and unambiguous and there are no hesitations or false starts. 5 Topic: Weather conditions

LOW …weather conditions will make driving teekll … er … dangerous this evening. Examiner’s comments: The speaker replaces ‘risky’ with ‘dangerous’ and misses out ‘adverse’. The pronunciation of ‘particularly’ is incorrect and speech is hesitant.

MIDDLE Adverse weather conditions make driving particularly risk this evening. Examiner’s comments: The speaker misses out ‘will’ and says ‘risk’ instead of ‘risky’, but fluency and pronunciation are otherwise acceptable.

HIGH Adverse weather conditions will make driving particularly risky this evening.

TEST

1

6 Topic: Weekly meetings

LOW All employees expect … attend meeting each week … discuss work … er … Examiner’s comments: This speaker repeats less than 50 per cent of the sentence accurately. Speech is slow with many pauses and major phonological simplifications.

STUDENT ANSWERS

Examiner’s comments: This speaker accurately repeats every word from the sentence. Fluency and pronunciation are mostly native-like.

MIDDLE All employees are expected to attend weekly meetings to discuss work on progress. Examiner’s comments: This speaker says ‘on’ instead of ‘in’, but otherwise repeats every word. Fluency is a little staccato and a few vowel sounds are mispronounced (‘attend’, ‘discuss’).

HIGH All employees are expected to attend weekly meetings to discuss work in progress. Examiner’s comments: The speaker repeats all words from the sentence with accurate pronunciation, although the pronunciation of ‘attend’ is slightly distorted. Speech shows smooth rhythm with no hesitations. 7 Topic: Documentary

LOW This documentary provides … er … sight to … local people day-to-day life. Examiner’s comments: This response starts accurately, but the speaker then misses out or replaces words, or repeats them in the wrong sequence. Speech is hesitant.

199

MIDDLE The documentary provides an important insight into the day-to-day life of local people. Examiner’s comments: The speaker says ‘the’ instead of ‘this’ at the beginning of the sentence, and has added one word (‘provides an important’). Speech is at an acceptable speed, but some words are mispronounced (‘documentary’, ‘insight’).

HIGH This documentary provides important insights to the day-to-day life of local people. Examiner’s comments: The speaker repeats all words from the sentence accurately, apart from saying ‘to’ instead of ‘into’. Her pronunciation is clear and correct throughout, and her speech has an acceptable rhythm with appropriate phrasing. 8 Topic: Supervision of children

LOW … make sure children … use … facilities.

TEST

1

Examiner’s comments: This speaker only repeats a few words accurately and fluency is poor.

MIDDLE Please make sure that all children are fully supervised when using these facilities.

STUDENT ANSWERS

Examiner’s comments: The speaker repeats every word but word stress is frequently misplaced and some words are mispronounced (‘fully’, ‘supervised’, ‘facilities’), making speech uneven and staccato.

HIGH Please make sure that all children are fully supervised when using these facilities. Examiner’s comments: This speaker repeats every word from the sentence accurately and in the correct sequence. Sentence-level stress is fully appropriate, with native-like rhythm and phrasing. 9 Topic: Global temperatures

LOW Global temperatures have been increasing even faster since … Examiner’s comments: This speaker has generally good pronunciation and fluency at the beginning of the sentence, but the replacement of ‘ever’ with ‘even’ and the unfinished sentence would reduce the response’s score.

MIDDLE Global temperatures have been … er … in … increasing ever-faster since … the … the 1960s. Examiner’s comments: The speaker repeats every word accurately and the pronunciation is adequate. There is some hesitation and repetition which would reduce the score.

HIGH Global temperatures have been increasing faster since the 1960s. Examiner’s comments: This speaker has appropriate fluency and correct pronunciation throughout. The sentence is repeated correctly, apart from the omission of one word (‘ever-faster’).

200

10 Topic: Airport transport

LOW Transport will provide … passengers by bus … to airport. Examiner’s comments: The speaker repeats less than 50 per cent of the sentence, so this response would receive a relatively low score. Pronunciation is adequate but fluency is poor.

MIDDLE Transport will be provided for taking passengers from the bus terminal into the airport. Examiner’s comments: This speaker has good fluency and pronunciation but would lose points for replacing ‘to take’ with ‘for taking’ and ‘to’ with ‘into’.

HIGH Transport will be provided to take passengers from the bus terminal to airport. Examiner’s comments: The sentence is repeated accurately, apart from the omission of one word (‘the airport’). Pronunciation is clear and unambiguous with appropriate speed and fluency.

TEST

Test 1, Speaking

1

Describe image LOW

Ah, well … the graph show the percentage of world population living in urban area … and … er … this is in Sub-Saharan Africa and in North America too … This is from 1916 to 2016. The world population have a steady increase. Examiner’s comments: The speaker mentions some key information, including the main topic of the graph and the two regions shown. However, she makes a mistake with the date range (‘1916’ instead of ‘1960’) and does not show a sufficient understanding of the graph. Fluency is poor.

STUDENT ANSWERS

1 Topic: Percentage of world population living in urban areas

MIDDLE The graph shows … which percentage of population live in urban areas. This population has increased steadily from 1960 around the world up to 54 per cent now … And … er … in Sub-Saharan Africa this number has increased very rapidly. In North America it has also increased. Examiner’s comments: This speaker clearly describes some key features of the graph but does not develop the comparison between North America and Sub-Saharan Africa. The speed of speech is acceptable, although there are some hesitations. Some words are mispronounced (‘population’, rapidly’).

HIGH Er … this graph shows the percentage of the world’s population that lives in urban areas from 1960 to 2016, and is looking at North America and Sub-Saharan Africa. Well, we can see that in general the urban population around the world has increased from 34 per cent to 54 per cent, but comparing the two areas, it is North America which has much more people living in the city … However, in Sub-Sahara Africa it has increased more quickly. Examiner’s comments: This speaker mentions all key features in the graph with native-like fluency and pronunciation, including the comparisons between North America and Sub-Saharan Africa. However, it would not receive the maximum score because it does not mention any implications of the data, such as reasons why Sub-Saharan African urban populations have increased more quickly.

201

2 Topic: Popularity of degree by gender

LOW Er … this is about … er, the graph is about, um, the different popular subjects … er … for example, computing is very popular … and also physics. Er … it also show the number of male students is in … increasing … and er … for the female … Examiner’s comments: This speaker does not mention any key features of the chart and shows limited understanding of the image. His speech is slow with multiple hesitations and long pauses. Pronunciation is generally appropriate but fluency is poor.

MIDDLE In this graph we can see the percentages of male and female … er … who study different subject … Computing and physics both have much more men than women who study this subject … For example in computing there are only 10 per cent students who are female … On the other hand, sociology has more women than men – this is 78 per cent … Examiner’s comments: This speaker describes most key features of the chart and compares some aspects. However she does not mention subjects with more balanced proportions of male / female students and does not draw the overall conclusion about science and arts subjects. Pronunciation is generally clear but with some sounds consistently mispronounced.

TEST

STUDENT ANSWERS

1

HIGH This graph shows different university degree subjects and … er … compares the percentage of males and females that study different subjects. We can see that really very few women study computing, as … er … 90 per cent of computing students are male … whereas for women, the popular subjects are sociology and psychology … the subject that is more balanced is history. This has 49 per cent males and 51 per cent females … I think this is probably suggesting that men still prefer science and women prefer art subjects … but this seems surprising for me. Examiner’s comments: This speaker would receive a good score as she selects the most important aspects of the chart on which to base her comparison. She gives statistical information to support her response, draws conclusions and makes implications for the reasons behind the data. Any hesitations are natural and fluency and pronunciation are native-like. 3 Topic: Leisure time use by age groups

LOW Er … this … er… these two graphs show leisure time use of people over 40 … and er … people under 40. People over 40, they like watching TV … 29 per cent … people under 40, they like going out … 34 per cent … Everyone like doing other things … and … people over 40 they don’t like social media, only 6 per cent, people under 40, they don’t like watching TV … Examiner’s comments: This response includes some key elements shown in the charts, however it is limited to description and does not draw comparisons between the two sets of data. In addition, there are multiple hesitations and long pauses, and some intrusive mispronunciations (‘leisure’, ‘social’, ‘per cent’).

MIDDLE We can see in these graphs how people use leisure time … people over 40 and under 40 … It’s very different … er … people under 40 they prefer going out. This is 34 percent of their time … People over 40 they prefer stay in and watch TV, this is 29 per cent … Older people also do other things … this is 25 per cent so they like doing something different, not really social media or reading. Younger people they like social media … Examiner’s comments: This response describes some key differences shown in the charts and mentions some implications (older people like doing something different). However, some key elements are not mentioned, such as the similarities between the two age groups. Pronunciation is generally good with some errors making some words unclear. Fluency is acceptable but a little uneven.

202

HIGH These two charts compare how people over 40 use free time compared to people under 40. We can see that the most popular activity for people over 40 is watching TV – 29 per cent … er … whereas the most popular for under 40 is going out … 34 per cent. Sport is similar for both ages. The least popular for young people is watching TV and reading – just 2 per cent each. And the least popular for older people is social media. Older people spend a quarter of their time on other things though, so maybe the survey wasn’t for them. Examiner’s comments: This speaker describes key differences and similarities between the charts using accurate data. He comments on the implications of the chart, that people over 40 spend 25 per cent of their leisure time on other things so questions how appropriate the survey was for that age group. Pronunciation is native-like and speech shows smooth rhythm and phrasing. 4 Topic: World distribution of population and wealth

LOW The graph showing … er … world population and, er … we … wealth … In Asia, is 50 per cent of population … and … in USA and Canada is only 5 per cent of population … Other is 3 per cent, no 2 per cent … Europe and Africa is similar … Examiner’s comments: This speaker only describes one element (population) and does not demonstrate a full understanding of the chart. Stress is placed in a non-English manner and speech is slow and laboured.

Here, we can see … er … the world distribution of population and wealth … er … in different countries, er, regions in the world. The highest per centage for wealth and population is Asia. Here there’s more than 50 per cent of population and about 31 percent of the wealth, so a bit less. But for Europe and the USA and Canada, they have much more wealth than population. For example the USA and Canada have nearly 25 per cent of the wealth for only 5 per cent of the population … Examiner’s comments: This speaker mentions most key elements from the chart but does not mention Africa or draw conclusions or implications. Her fluency was quite hesitant at the start, although this did improve. Some words are mispronounced (‘distribution’, ‘population’, ‘regions’), meaning listeners have to adjust.

HIGH This chart illustrates how population and wealth are distributed in different regions around the world. Asia has more than half the world population living there but only 31 per cent of the wealth. In contrast, the USA and Canada have only 5 per cent of the population but about 24 per cent of all the wealth. This is probably because of strong economy and for political reasons … We can see Africa has the smallest percentage of wealth, just 2 or 3 per cent, but more than 10 percent of the population … also probably because of economic reasons …

TEST

1

STUDENT ANSWERS

MIDDLE

Examiner’s comments: This response would receive a very high score as the speaker mentions all key elements as well as speculating on possible implications and reasons. There are no hesitations, repetitions or false starts. Word and sentence-level stress is fully appropriate. 5 Topic: Ways to live and protect the environment

LOW In this picture there are some different things for the environment … It’s better if you go by, by bike … don’t go by car … And if you use a mi … microwave for cooking it’s better for the environment … This picture shows you can buy vegetables, and this is fresh and good for … for your health … Here we can see that you have to throw your rubbish er … carefully in the bin … er … in different bins … Examiner’s comments: This speaker mentions some key features but misrepresents two elements so shows some misunderstanding of the diagram. There are multiple repetitions and hesitations and fluency is limited. Pronunciation is generally clear.

203

MIDDLE We can see in this picture many ways to protect the environment … For example, we can go by bike … not drive in a car … and we have to put our rubbish in different … er … bins … er … recycling. Oh and we can use less electricity if we take out the plug, like from the microwave. And also use less water I think … Examiner’s comments: This response has many hesitations and long pauses, which would reduce the score for fluency. She also misplaces stress on some words (‘environment’, ‘recycling’). However, most key elements are mentioned.

HIGH This picture shows us different things we can do to protect the environment. The first illustrates using a bike instead of your car to travel around, which is also good for your health. Secondly, if you unplug electric things, we can use less electricity, and also one idea for using less water is if you use a glass when you brush your teeth. Don’t use the tap. Recycling your rubbish is also very important to keep our environment clean. And if you buy vegetables from a market, they probably come from a farmer near you and not from far … Examiner’s comments: This speaker describes all key features of the diagram with native-like fluency. The response develops beyond description to implication (they probably come from a farmer near you). Pronunciation is fully appropriate.

TEST

STUDENT ANSWERS

1

6 Topic: Consumption of butter and margarine (1910–2000)

LOW In this graph, we can see the different co … consumption of butter and margarine. Er, butter is the highest – er, was the highest – about 18 per cent in 1910. And, er, margarine was much lower, about 2 per cent only … but then they changed, er … margarine had increase and butter had decrease … Examiner’s comments: This speaker only describes limited elements of the graph, as well as misrepresenting a key element, giving percentages instead of pounds per person. Many vowel sounds (‘consumption’, ‘butter’) and consonants (‘margarine’) are mispronounced, and there are many false starts and hesitations.

MIDDLE The graph shows the consumption of butter and margarine … For butter this used to be the most popular but then … er … there was a sharp decrease … whereas for margarine er … this didn’t used to be popular but then there was a sharp increase. Now … er, in 2000 they were about the same. Examiner’s comments: This speaker mentions some key elements of the graph but does not mention any figures or dates. There are some hesitations and false starts, making speech quite slow and uneven. Pronunciation is generally intelligible.

HIGH This graph clearly shows the differences in consumption of butter and margarine from 1910 to 2000. In 1910, people were eating far more butter than margarine and this continued until about 1930 or 1940. Then there was a really sharp decrease in consumption of butter. At the same time, margarine started to become more and more popular and in about the 1950s it took over from butter as the most popular and continued to increase. By 2000 though, the consumption of both was about the same, approximately 4 to 6 pounds. Examiner’s comments: This speaker clearly describes all key features of the graph and draws comparisons between the two products. Although the response would receive a good score, it would not get maximum points as she does not mention possible causes for the change in consumption. Fluency and pronunciation are strong.

204

Test 1, Speaking Retell lecture

1 Topic: Frida Kahlo

LOW Um … so, this lecture is talking about a person called Frida … she was an artist … and the lecture tells about her life. For example, she had a car accident … when she was a young girl … and, er, so she had a lot of injuries. And, her famous painting is showing two Fridas … Er, one she has a white dress, European dress and the other she has … trad … colourful traditional dress … Examiner’s comments: This speaker describes some basic elements of the lecture but several main points are missing and he does not describe any relationships between the points or implications. His speech is slow and there are frequent pauses, false starts and hesitations.

MIDDLE

Examiner’s comments: This speaker describes some of the lecture’s main points, including some detail from the first half of the lecture. However, there are very few details from the second half of the lecture, which would reduce the score. Fluency is affected to some extent by hesitation and repetition. Most vowels and consonants are pronounced clearly.

HIGH This, er, lecture talks about an artist called Frida Kahlo, and some things that happened in her life. She had an accident when she was young and suffered many injuries for most of her life. She also had a, well a negative relationship with another painter, and was very sad because she couldn’t have a child with him. We can see her feelings in one famous painting, in this there are two pictures of her. One she’s wearing a white dress and shows her heart, the other she has traditional costume but her heart is cut. This picture shows her depression and lonely feelings … Examiner’s comments: This response would receive a high score because it clearly describes the key points of the lecture, gives relevant details and describes the relationship between Frida Kahlo’s life and her art. Fluency is very strong, with minimal hesitations. Sentence-level stress and pronunciation of vowels and consonants are fully appropriate.

TEST

1

STUDENT ANSWERS

So, er … in this lecture we learn about an artist called Frida, and she had a very difficult life … and the speaker says that in some of her paintings we can see her suffering showing clearly from … her painting. For example when she was young she had an accident which was very painful, and also she divorced from her husband, so she was very sad … Er … there are two paintings which show this. They show different dress and blood, and both of them they show her depression and loneliness …

2 Topic: Immigration to the UK

LOW Er … the speaker, er, lecture talks about the immigration of people come to the UK, and in the twentieth century when the different people came here. First, it was during the war, the two wars, there were more people from Belgium and er, Germany but not everyone were successful. Er, the sharp increase, this was after the war, people from Europe and Poland can move freely … and, still in the 1990s it started increase again … Examiner’s comments: This response mentions some elements of the lecture but these are quite disjointed showing a lack of understanding of some of the lecture’s main points. Speech has irregular phrasing making spoken performance notably uneven. Some pronunciation errors are intrusive (‘Belgium’, ‘successful’).

205

MIDDLE This lecture is about immigration to the UK and how it has increased last century. So, at the beginning immigration was quite small, but then during the war some people started to come from Europe to escape their country because of war. But the dramatic increase was mainly after the war because attract many workers from around the world … so the government was become worried about and wanted to control the immigration … Examiner’s comments: This speaker describes most, but not all, of the main points of the lecture, however, the response is lacking details and examples. Stress is placed incorrectly on some words (‘immigration’, ‘beginning’, ‘dramatic’) so the listener might need to adjust to the accent. Speech is at an acceptable speed.

HIGH The topic of this lecture is about the different periods of immigration into the United Kingdom last century, I mean the twentieth century. Before the First World War, there was a little immigration, but not very much, and it was er, mainly in the wars, the First and Second World Wars, that more people started to arrive into the UK, to escape war in their own country. Then after the war, Britain wanted to attract workers from around the world, like India and Jamaica. But in the 1960s government tried to control immigration, but this was not successful and numbers were still increasing in the 1990s. Examiner’s comments: This speaker describes all the key points of the lecture, although misses some underlying detail, such as the reason for the post-war growth (no longer required a visa), and does not describe implications or conclusion, so would not receive the maximum score. Fluency and pronunciation are native-like.

TEST

STUDENT ANSWERS

1

3 Topic: Eco tourism

LOW Er, so … here the lecture is talking about the different types of eco tourism. This was first happened in Mexico, er … in the 1960s … and is now very popular … so, because people want to protect the environment. It means that people have to, er … respect for the local people and … want to learn about the geography … and also they can have some … finance … Examiner’s comments: This speaker describes only basic elements of the lecture and does not make clear their interrelations, so would receive a low score for content. Speech also has poor phrasing and is quite staccato. Some words are mispronounced (‘eco tourism’, ‘geography’).

MIDDLE This lecture is about a … type of tourism called eco tourism. This is where tourists can help to protect the environment. For example, they can make sure they don’t have impact on the environment, like for example, by throwing their rubbish in a special place. And they have to learn more about the geography and culture of the area, and also give some money to local areas … Examiner’s comments: This response summarizes some main points from the lecture but does not describe underlying relationships between ideas, implications or conclusions. It would therefore not achieve a high score for content. However pronunciation is generally clear, and fluency generally acceptable.

HIGH This lecture explains all about eco tourism. It was first started in the 1970s in Mexico and has become more and more popular, because people want to find a different type of holiday that is not just about going to the beach. They want to use their holiday to help the local environment, for example by throwing away rubbish carefully. Eco tourism also means learning about the culture of local people, and respecting them. And also the local community should get some money from tourism to help local businesses and environmental projects. Examiner’s comments: This speaker gives a good overview of the main points of the lecture with some detail, although does not develop implications or conclusions. Speech is very fluent with no hesitations or false starts, so the response would receive a good score for this. Word stress and sentence-level stress are fully appropriate.

206

Test 1, Writing

Summarize written text 1 Topic: Second language learning

LOW Now it is very important to learn another language in school if you want get better job, which will also make you to think better and concentrate to improve your communication skill. Examiner’s comments: This answer is of the appropriate length, but is missing one or two key aspects (being promoted in schools around the world, enhanced cultural awareness) so does not contain enough information to be an effective summary. In addition, weak grammatical structures (‘if you want get better job’, ‘make you to think’) and poor word choice (‘Now it is’) might hinder communication.

MIDDLE As languages are taught in the schools around the world, it help many people to think and be concentrate more efficiently, along with learning about life in other countries and developing better comunicative skills in their own language.

HIGH The valued skill of bilingualism, which is promoted in schools globally, can not only bring economic benefits to individual and for society, but lead also to high-level cognitive development and promote broader culture awareness in children, as well as improved communication skills. Examiner’s comments: This response provides a strong summary that mentions all the main points. There are minor grammatical (singular ‘individual’) and word choice (‘culture’ instead of ‘cultural’) errors, but these do not hinder communication. 2 Topic: Coffee

LOW

TEST

1

STUDENT ANSWERS

Examiner’s comments: This answer gives a fair summary of the passage’s content in one sentence. However, it does not include one key aspect (the fact that these are benefits for the developing child). There are some grammatical errors (‘the schools’, ‘it help’, ‘be concentrate’) and lexical errors (‘comunicative’) which would reduce the score.

Many people in Americas and Continental Europe prefer coffee but in Eastern Europe and Asia they prefer tea, due to coffee has some negative effects of our health, although some other studies has been shown it has also health benefits in drinkers. Examiner’s comments: This is a fair summary of the text and is one sentence in length. However, it does not include any information about where coffee is grown or the growth in Asian production. In addition, it contains frequent grammatical errors which sometimes hinder communication.

MIDDLE Coffee beans are grown in around 80 countries and it is a very popular drink in the Americas and Europe, although it can take negative effects on human health. Examiner’s comments: This response is appropriately one sentence in length, and although some points are mentioned, it does not contain enough information to be an effective summary. Grammatical structures are generally correct and any lexical errors (‘take negative effects’) do not hinder communication.

207

HIGH The countries that consume the most coffee, such as Continental Europe and Americas, are not always the ones who produce it, as Asian countries are now some of the world’s top producers after Brazil, and although this popular drink can sometimes have negative effects on health, some studies show it can also bring health benefits. Examiner’s comments: This response provides a strong summary of all the main points of the passage in one sentence. The choice of words is appropriate and grammatical structures are mostly accurate.

Test 1, Writing Write essay

1 Topic: Definitions of success

LOW

TEST

STUDENT ANSWERS

1

Today I am going write about success in society is measured in term of wealth and what is the reson for and what is the reson against. Some peopl for this opinion is because everyone want to have more money. The rich people who have a lot of money, they can buy all the diferent things for be success. For example, they can go to a good university and study to get a better job and they can to buy nice car and house and some expensive clothes so they can look like successful. But some people against this opinion because not for everyone, for example being in success is dream for everyone but is not happen in every place. So when you want get rich, is not possible for all peopl. Sometimes only if your family is rich. Conclude, some rich peopl can be success but not everyone can be success. Examiner’s comments: This essay attempts to deal with some aspects of the question, but a limited range of language means it lacks precision and ideas are often difficult to understand. Although there is some attempt at structure, the ideas lack development and coherence. The essay is too short (139 words) so would not achieve full points for length. There are frequent basic grammar mistakes (‘going write about’, ‘can to buy’, look like successful’) and spelling errors (‘reson’, peopl’, diferent’), which would also receive a low score.

MIDDLE In our society today, we can say that success is measured in terms of wealth. I partly agree with this statement but there are some other sides that should be take into consideration. Firstly, I agree that money is important for success becuase if you study hard in school and university you can get better job and earn more money. This means you are successful because you worked hard. The students who are lazy cannot be successful, so they will not become rich. Secondly, everyone need money to buy what they need in the future. It is important to have money to buy a good house, and maybe you will need money to buy things for your family, like computer and car. If you have money for this, then you can have a good life and be successful. On other side, I disagree with this sentence because maybe it is just for rich countries and not for develloping countries. In develloping countries, for example, many people do not have any oportunity to get a good job. They work hard every day but cannot earn a good salary. But still they can be happy and successful in their society. Also people are perhaps not rich but if they have a kind family and many friends, they can also be successful. As a conclusion, I partly agree that money is important to be measure of success, as it is important for what we need in life. However, this is not everything and I think we should also think about some other reasons for success, such as your family and friends. Examiner’s comments: This response has dealt with the question fairly well, and shows generally good development, structure and linking of ideas. However, the point about the other measures of success that society should take into consideration is less well developed. The essay is of appropriate length (268 words). There is sufficient range of language to communicate ideas clearly, but the report lacks more complex language. There are grammatical errors (‘should be take’, ‘everyone need’, ‘get better job’) and some spelling mistakes (‘becuase’, ‘develloping’, oportunity’) but these do not hinder communication.

208

HIGH The media is full of stories of successful and famous people, and these people generally have one thing in common. They are all wealthy, as this is how we measure success in our society today. It can be argued that this way of measuring is fair, because wealthy people are often the ones who are talented, work hard through their lives and have climbed the ladder to gain the best job and earn the highest salary. However, this is not always true. Children from poor families often do not have the chance to succeed, despite being extremely talented, because they have to work to support their family rather than to go to university to complete their education. In addition, people who are wealthy are not always happy in life, because they may be lonely for example. Having money can also make people selfish and not care about other people, so they become unhappy. This cannot really be called success. Instead of wealth, society should measure success in terms of other factors. For example, doctors who save lives and teachers who educate children should be seen as more successful than people who create and manage wealth, like bussiness people and bankers. People who volunteer for charities and to help their local community should be seen as more successful, as they help to improve society for everyone. In conclusion, I believe that we need to change the way we measure sucess to become more balanced. Wealth can be one way to measure, but only if it is earned from talent and hard work. But we also need to recognize other, more important ways to measure success. Examiner’s comments: This essay answers the question effectively and shows good development and logical structure, supporting opinions with clear examples and explanations. It is of appropriate length (274 words). A wide range of complex language is used accurately and errors are rare. The range of vocabulary is broad enough to clearly express opinions. Spelling is generally accurate with only two typos (‘bussiness’, ‘sucess’). 2 Topic: Smart phones

TEST

1

First of all, we think is smart phone is positive trend, that means is advantage or disadvantage? Here I will give my opinon. Sometime, the smart phone is needed because can help every person to contact to anybody like your family. And it is easy to know anything which have you esential information because here you have smart phone every day and every place where you go to. In second, we can share at instant speed with our friends any thing like some pictures or song that you like. This is very convenient. However, this dependcy is also disadvantages. Such as, the smart phone is quite expensive and if you get lost your smart phone can be very expensive buy another one. Second, many people will spend their time only look at the phone and they never speak with their family so they feel their family is not too close. Finally, other think the smart phone is enough because it is… Examiner’s comments: This essay is incomplete and would therefore receive a low score for content, and also for form as it is only 161 words. There is an attempt at development and structure, but frequent grammatical errors prevent effective communication and make the response difficult to understand. Vocabulary range is insufficient to deal with the topic at the required level and there are some spelling mistakes.

STUDENT ANSWERS

LOW

MIDDLE Many people say that nowadays we are depend on our smart phones. While this is true for some people, others argue that there are many disadvantages of smart phones. In this essay, I will examine both points of view. On one hand, people have got so many advantages from smart phones. We can talk to our family and friends every day when we are in a different country so we are less culture shock. Secondly, we can use it to help us for study because study only by books can be boring. In our phone we can find some games to help us study. Thirdly, we can check everything very quickly and convinient with our phone so this can help us to solve many problems in our daily life, like what is the weather and the traffic in your city. Whereas on the other hand, there are also many disadvantages. For example, sometimes the new model can be very expensive and if you don’t buy this one your phone can be very old and not working quickly. Secondly, we can get easily distract by our phone and play games and chat with our friends instead of study and this can result to failing your exam and get a bad score. Finally, some people want to use their phone while they are driving, so this can be dangerous and can bring accidents. In summary, we can see there are some pros and cons for smart phones. However, in my point of view I believe there are more advantages than disadvantages and we have to use our smart phone for the right way. Examiner’s comments: This essay is clearly structured and deals adequately with the question, giving relevant ideas that are supported by a range of examples. It is of appropriate length (271 words) and shows an adequate degree of grammatical control. There are some grammatical errors but these do not lead to misunderstanding. Range of general vocabulary is good but some lexical shortcomings lead to imprecision and circumlocution. Spelling is mostly accurate.

209

HIGH Nowadays, most people around the world have a smart phone and rely on it for so many aspects of their daily life. Smart phones have brought us a great variety of benefits. Nevertheless, there are some disadvantages which we must take into consideration. One of the greatest advantages of smart phones is that one device can do everything, so instead of having a different device for doing different things like watching movies, messaging our friends, taking some photos and listening to music, we now just need a smart phone for all of these things. The downside of this though can be if we lose our smart phone, or it breaks down, then we have lost everything. Another advantage is that we can access the information we need at any time or place that we need it. So if you are in a new city, you can use your phone to find directions easily. However, some people think this means we rely too much on our phone because we no longer learn how to navigate ourselves and get a sense of direction in a new place. This important skill is lost. Finally, it is well-known that social media and smart phones are often used to keep in touch with our friends and family all the time. However, many people argue that this makes us only communicate with each other on our phones and forget how to communicate face to face. All in all, smart phones have brought many benefits to our society. However, we must make sure that we think carefully about how we use them and don’t rely on them too much.

TEST

1

Examiner’s comments: This essay deals with the question very effectively, providing good support for opinions with relevant examples and clear explanations. The ideas are well developed and linked together coherently, and at 272 words the essay is of appropriate length. The response shows consistent grammatical control of a wide range of complex language, which enables the writer to easily communicate what they want to say. There is a broad lexical repertoire and no spelling mistakes.

STUDENT ANSWERS

Test 1, Listening

Summarize spoken text 1 Topic: How to give a successful talk

LOW Here we have some tips for give sucessful talk. It’s very important having careful introduction and telling a joke for your audience to pay atention. Your audience should enjoy and remember the talk. Don’t read from your slids and also think about your talk ending. People like as well take something home like article or powerpoint presentation. Examiner’s comments: This response is of appropriate length (57 words) and provides an adequate summary of most main points. However, there are multiple spelling and grammar errors, and inappropriate word choice, which make communication difficult.

MIDDLE The speaker talks about how to give a successful talk. First, you should have a good introduction and ask some question to your audience. You should keep your ideas focus. Use media and visuals only if you need it and don’t read from your slides. Think about your ending of the talk and leave time for questions. Remember give the audience an article or PowerPoint presentation. Examiner’s comments: This response provides a good summary of the main aspects of the text and at 66 words is within the correct word count range. There are some grammatical (‘some question’, ‘keep your ideas focus’, ‘remember give’) and lexical (‘your ending of the talk’) errors, but these do not hinder communication. Spelling is correct.

HIGH This lecture describes how to give a successful presentation. It’s not only important to catch the audience’s attention in the introduction, with a joke perhaps, but also involve them in the whole talk. You should make an outline and keep to it and only use visuals if apropriate. Prepare for questions or maybe extra time at the end, and give your audience something to take home. Examiner’s comments: This response effectively summarizes all the main points from the lecture and contains the right number of words (66). Spelling is correct apart from one error (‘apropriate’). The choice of vocabulary and use of grammar are both accurate.

210

2 Topic: Human happiness

LOW The happy people in the world are mostly countries like Norway, Switzerland and Canada. On the other hand, the people live in Africa are unhappy. Money is very important but also need good education and strong family and friends. Examiner’s comments: This response is too short at only 39 words, and therefore misses several key aspects of the text. In addition, there are many incorrect grammatical structures and some inappropriate word choice, which hinder communication. Spelling is correct.

MIDDLE The happiest people in the world are from weallthy countries like Norway and Denmark, and the unhappiest are from poor countries. But money is not the only reason. It is also important having good education system and working conditions, as well no coruption in politics and economy. Also good family and friends are important. Examiner’s comments: This response provides a fair summary of the main aspects of the text and contains the right number of words (54). There are grammatical errors (‘having’, ‘as well no’) and spelling mistakes (‘weallthy’, ‘coruption’) but these do not hinder communication.

HIGH

Examiner’s comments: This summary contains the appropriate number of words (68) and describes all the main points. There are no spelling mistakes and, apart from one incorrect grammatical structure (‘despite it is’), the choice of vocabulary and use of grammar are both accurate.

TEST

1

STUDENT ANSWERS

In 2017, a UN report identified Norway as the happiest country, followed by Denmark and other wealthy countries. The unhappiest countries were the poorest, often in Africa. Money is an important factor, but only when used to provide good education and work, freedom and strong communities. The USA for example, has had a decrease in happiness, despite it is wealthy, because people feel they lack freedom and support.

211

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