Cambridge IELTS 9

(1)

Ðây là phiên bản html của tệp

ftp://ftp.cup.cam.ac.uk/pub/elt/outgoing/Cambridge%20IELTS%209_2nd%20proofs/9781107615502p001-176.pdf. Goog l e tự động tạo ra những phiên bản html của các tài liệu khi chúng tôi crawl web.

Những cụm từ tìm kiếm này đã được tô sáng: cambridge ielts 9

Page 1

Cambridge IELTS 9

Authentic examination

papers from

(2)

10/14/12 Cambridge IELTS 9

2/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm

9781107615502p001-176.indd 1 24/09/2012 12:09

Page 2

CAMBRIDGE UNIVERSITY PRESS

Cambridge,New York,Melbourne,Madrid,Cape Town, Singapore,São Paulo,Delhi,Mexico City

Cambridge University Press

The Edinburgh Building,Cambridge CB2 8RU,UK www.cambridge.org

Information on thistitle:www.cambridge.org/9781107615502 © Cambridge University Press2013

Thispublication isin copyright.Subjectto statutory exception and to the provisionsofrelevantcollective licensing agreements, no reproduction ofany partmay take place withoutthe written

permission ofCambridge University Press.Only those pageswhich carry the wording ‘© UCLES 2013 Photocopiable ’may be copied.

Firstpublished 2013

Printed in the United Kingdom atthe University Press,Cambridge

A catalogue record for this book is available from the British Library

ISBN 978-1-107-61550-2 Student’sBook with answers ISBN 978-1-107-66534-7 Audio CD Set

ISBN 978-1-107-64562-2 Self-study Pack

Cambridge University Presshasno responsibility forthe persistence or accuracy ofURLsforexternalorthird-party internetwebsitesreferred to in thispublication,and doesnotguarantee thatany contenton such websitesis, orwillremain,accurate orappropriate.Information regarding prices,travel timetablesand otherfactualinformation given in thiswork iscorrectat the time offirstprinting butCambridge University Pressdoesnotguarantee the accuracy ofsuch information thereafter.

(3)

9781107615502p001-176.indd 2 24/09/2012 12:09

Page 3

Cont

e

nt

s

Introduction 4 Test1 10 Test2 33 Test3 56 Test4 79 GeneralTraining:Reading and Writing TestA 104 GeneralTraining:Reading and Writing TestB 118 Tapescripts131 Listening and Reading AnswerKeys152 Modeland sampleanswersforWriting tasks162 Sampleanswersheets175 Acknowledgements176

(4)

10/14/12 Cambridge IELTS 9 4/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 9781107615502p001-176.indd 3 24/09/2012 12:09

Page 4

I

nt

r

oduc

t

i

on

TheInternationalEnglish LanguageTesting System (IELTS)iswidely recognised as areliablemeansofassessing thelanguageability ofcandidateswho need to study orwork whereEnglish isthelanguageofcommunication.ThesePracticeTestsare designed to givefutureIELTS candidatesan ideaofwhethertheirEnglish isatthe required level.

IELTS isowned by threepartners,theUniversity ofCambridge ESOL Examinations, theBritish Counciland IDP Education Pty Limited (through itssubsidiary company, IELTS AustraliaPty Limited).Furtherinformation on IELTS can befound on theIELTS website(www.ielts.org).

WHAT IS THE TEST FORMAT?

IELTS consists offourcomponents.Allcandidates take the same Listening and Speaking tests.There is a choice ofReading and Writing tests according to whethera candidate is taking the Academic orGeneralTraining module.

Academic

Forcandidates wishing to study at undergraduate orpostgraduate levels, and forthose seeking professional registration.

General Training

Forcandidates wishing to migrate to an English-speaking country (Australia,Canada, New Zealand,UK),and forthose wishing to train orstudy atbelow degree level.

Thetestcomponentsaretaken in thefollowing order:

(5)

4

4 sections,40 items approximately 30 minutes Academic Reading

3 sections,40 items 60 minutes

or

General Training Reading 3 sections,40 items

60 minutes Academic Writing

2 tasks 60 minutes

or

General Training Writing 2 tasks 60 minutes Speaking

11 to 14 minutes Total Test Time 2 hours 44 minutes

9781107615502p001-176.indd 4 24/09/2012 12:09

Page 5

Introduction

Listening

This testconsists offoursections,each with ten questions.The firsttwo sections are concerned with socialneeds.The firstsection is a conversation between two speakers and the second section is a monologue.The finaltwo sections are concerned with situations related to educationalortraining contexts.The third section is a conversation between up to fourpeople and the fourth section is a monologue.

A variety ofquestion types is used,including:multiple choice,matching,plan/map/ diagram labelling,form completion,note completion,table completion,flow-chart completion,summary completion,sentence completion,short-answerquestions.

Candidates hearthe recording once only and answerthe questions as they listen.Ten minutes are allowed atthe end forcandidates to transfertheiranswers to the answersheet.

Academic Reading

This testconsists ofthree sections with 40 questions.There are three texts,which are taken from journals,books,magazines and newspapers.The texts are on topics ofgeneral interest.Atleastone textcontains detailed logicalargument.

A variety ofquestion types is used,including:multiple choice,identifying information (True/ False/NotGiven),identifying writer’s views/claims (Yes/No/NotGiven),matching information, matching headings,matching features,matching sentence endings,sentence completion, summary completion,note completion,table completion,flow-chartcompletion,diagram labelcompletion,short-answerquestions.

General Training Reading

This testconsists ofthree sections with 40 questions.The texts are taken from notices, advertisements,leaflets,newspapers,instruction manuals,books and magazines.The firstsection contains texts relevantto basic linguistic survivalin English,with tasks mainly concerned with providing factualinformation.The second section focuses on the work contextand involves texts ofmore complexlanguage.The third section involves reading

(6)

5

extended text,with a more complexstructure,butwith the emphasis on descriptive and instructive ratherthan argumentative texts.

A variety ofquestion types is used,including:multiple choice,identifying information (True/ False/NotGiven),identifying writer’s views/claims (Yes/No/NotGiven),matching information, matching headings,matching features,matching sentence endings,sentence completion, summary completion,note completion,table completion,flow-chartcompletion,diagram labelcompletion,short-answerquestions.

Academic Writing

This testconsists oftwo tasks.Itis suggested thatcandidates spend about20 minutes on Task 1,which requires them to write atleast150 words,and 40 minutes on Task 2,which requires them to write atleast250 words.Task 2 contributes twice as much as Task 1 to the Writing score.

Task 1 requires candidates to look ata diagram orsome data (graph,table orchart)and to presentthe information in theirown words.They are assessed on theirability to organise, presentand possibly compare data,describe the stages ofa process,describe an objector event,orexplain how something works.

9781107615502p001-176.indd 5 24/09/2012 12:09

Page 6

Introduction

In Task 2 candidates are presented with a pointofview,argumentorproblem.They are assessed on theirability to presenta solution to the problem,presentand justify an opinion, compare and contrastevidence and opinions,and evaluate and challenge ideas,evidence orarguments.

Candidates are also assessed on theirability to write in an appropriate style.

General Training Writing

This testconsists oftwo tasks.Itis suggested thatcandidates spend about20 minutes on Task 1,which requires them to write atleast150 words,and 40 minutes on Task 2,which requires them to write atleast250 words.Task 2 contributes twice as much as Task 1 to the Writing score.

In Task 1 candidates are asked to respond to a given situation with a letterrequesting information orexplaining the situation.They are assessed on theirability to engage in personalcorrespondence,elicitand provide generalfactualinformation,express needs, wants,likes and dislikes,express opinions,complaints,etc.

In Task 2 candidates are presented with a pointofview,argumentorproblem.They are assessed on theirability to provide generalfactualinformation,outline a problem and presenta solution,presentand justify an opinion,and evaluate and challenge ideas, evidence orarguments.

Candidates are also assessed on theirability to write in an appropriate style. More information on assessing both the Academic and GeneralTraining Writing tests, including the Writing AssessmentCriteria (public version),is available on the IELTS website.

Speaking

This testtakes between 11 and 14 minutes and is conducted by a trained examiner.There are three parts:

(7)

6

Part 1

The candidate and the examinerintroduce themselves.Candidates then answergeneral questions aboutthemselves,theirhome/family,theirjob/studies,theirinterests and a wide range ofsimilarfamiliartopic areas.This partlasts between fourand five minutes. Part 2

The candidate is given a task card with prompts and is asked to talk on a particulartopic. The candidate has one minute to prepare and they can make some notes ifthey wish, before speaking forbetween one and two minutes.The examinerthen asks one ortwo questions on the same topic.

Part 3

The examinerand the candidate engage in a discussion ofmore abstractissues which are thematically linked to the topic in Part2.The discussion lasts between fourand five minutes.

The Speaking testassesses whethercandidates can communicate effectively in English. The assessmenttakes into accountFluency and Coherence,LexicalResource,Grammatical Range and Accuracy,and Pronunciation.More information on assessing the Speaking test, including the Speaking AssessmentCriteria (public version),is available on the IELTS website.

9781107615502p001-176.indd 6 24/09/2012 12:09

Page 7

Introduction

HOW IS IELTS SCORED?

IELTS results are reported on a nine-band scale.In addition to the score foroveralllanguage ability,IELTS provides a score in the form ofa profile foreach ofthe fourskills (Listening, Reading,Writing and Speaking).These scores are also reported on a nine-band scale.All scores are recorded on the TestReportForm along with details ofthe candidate’s nationality, firstlanguage and date ofbirth.Each OverallBand Score corresponds to a descriptive statementwhich gives a summary ofthe English language ability ofa candidate classified at thatlevel.The nine bands and theirdescriptive statements are as follows:

9 Expert User – Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.

8 Very Good User – Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

7 Good User – Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.

6 Competent User – Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

(8)

7

most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.

4 Limited User – Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.

3 Extremely Limited User – Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.

2 Intermittent User – No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English. 1 Non User – Essentially has no ability to use the language beyond possibly a few isolated

words.

0 Did not attempt the test – No assessable information provided.

Mostuniversities and colleges in the United Kingdom,Australia,New Zealand,Canada and the USA acceptan IELTS OverallBand Score of6.0 – 7.0 forentry to academic programmes.

9781107615502p001-176.indd 7 24/09/2012 12:09

Page 8

Introduction

MARKING THE PRACTICE TESTS

Listening and Reading

The AnswerKeys are on pages 152–161.

Each question in the Listening and Reading tests is worth one mark.

Questions which require letter / Roman numeral answers

•Forquestions where the answers are letters orRoman numerals,you should write only

the numberofanswers required.Forexample,ifthe answeris a single letterornumeral you should write only one answer.Ifyou have written more letters ornumerals than are required,the answermustbe marked wrong.

Questions which require answers in the form of words or numbers

•Answers may be written in upperorlowercase.

•Words in brackets are optional – they are correct,butnotnecessary. •Alternative answers are separated by a slash (/).

•Ifyou are asked to write an answerusing a certain numberofwords and/or(a)

number(s),you willbe penalised ifyou exceed this.Forexample,ifa question specifies an answerusing NO MORE THAN THREE WORDS and the correctansweris ‘black leathercoat’,the answer‘coatofblack leather’is incorrect.

•In questions where you are expected to complete a gap,you should transferonly the necessary missing word(s)onto the answersheet.Forexample,to complete ‘in the ...’, and the correctansweris ‘morning’,the answer‘in the morning’would be incorrect.

(9)

8

•Both US and UK spelling are acceptable and are included in the AnswerKey. •Allstandard alternatives fornumbers,dates and currencies are acceptable. •Allstandard abbreviations are acceptable.

•You willfind additionalnotes aboutindividualanswers in the AnswerKey.

Writing

The modeland sample answers are on pages 162–173.Itis notpossible foryou to give yourselfa mark forthe Writing tasks.ForTask 2 in Tests 1 and 3,and Task 1 in Tests 2 and 4,and forTask 1 in GeneralTraining TestA and Task 2 in GeneralTraining TestB,we have provided modelanswers (written by an examiner).Itis importantto note thatthese show justone way ofcompleting the task,outofmany possible approaches.ForTask 1 in Tests 1 and 3,and Task 2 in Tests 2 and 4,and forTask 2 in GeneralTraining TestA and Task 1 in GeneralTraining TestB,we have provided sample answers (written by candidates),showing theirscore and the examiner’s comments.These modelanswers and sample answers will give you an insightinto whatis required forthe Writing test.

9781107615502p001-176.indd 8 24/09/2012 12:09

Page 9

Introduction

HOW SHOULD YOU INTERPRET YOUR SCORES?

Atthe end ofeach Listening and Reading Answerkey you willfind a chartwhich willhelp you assess whether,on the basis ofyourPractice Testresults,you are ready to take the IELTS test.

In interpreting yourscore,there are a numberofpoints you should bearin mind.Your performance in the realIELTS testwillbe reported in two ways:there willbe a Band Score from 1 to 9 foreach ofthe components and an OverallBand Score from 1 to 9,which is the average ofyourscores in the fourcomponents.However,institutions considering yourapplication are advised to look atboth the OverallBand Score and the Bands for each componentin orderto determine whetheryou have the language skills needed fora particularcourse ofstudy.Forexample,ifyourcourse has a lotofreading and writing,but no lectures,listening skills mightbe less importantand a score of5 in Listening mightbe acceptable ifthe OverallBand Score was 7.However,fora course which has lots oflectures and spoken instructions,a score of5 in Listening mightbe unacceptable even though the OverallBand Score was 7.

Once you have marked yourtests you should have some idea ofwhetheryourlistening and reading skills are good enough foryou to try the IELTS test.Ifyou did wellenough in one componentbutnotin others,you willhave to decide foryourselfwhetheryou are ready to take the test.

The Practice Tests have been checked to ensure thatthey are ofapproximately the same levelofdifficulty as the realIELTS test.However,we cannotguarantee thatyourscore in the Practice Tests willbe reflected in the realIELTS test.The Practice Tests can only give you

(10)

9

an idea ofyourpossible future performance and itis ultimately up to you to make decisions based on yourscore.

Differentinstitutions acceptdifferentIELTS scores fordifferenttypes ofcourses.We have based ourrecommendations on the average scores which the majority ofinstitutions accept. The institution to which you are applying may,ofcourse,require a higherorlowerscore than mostotherinstitutions.

Further information

Formore information aboutIELTS orany otherUniversity ofCambridge ESOL examination, write to:

University ofCambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Telephone:+44 1223 553355 Fax:+44 1223 460278 email:[email protected]

http://www.cambridgeesol.org http://www.ielts.org 9781107615502p001-176.indd 9 24/09/2012 12:09

Page 10

Te

s

t

1 LISTENING

SECTION 1 Questions 1–10

Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

JOB ENQUIRY

Example

• Work at:

a

r

e

s

t

a

u

r

a

n

t

(11)

10

• Number of hours per week: 12 hours

• Would need work permit

• Work in the: 2 branch

• Nearest bus stop: next to 3

• Pay: 4 £ an hour

• Extra benefits: – afreedinner

– extrapay when you work on 5 – transporthomewhen you work 6 • Qualities required:

– 7

– ability to 8

• Interview arranged for: Thursday 9 at6 p.m.

• Bring the names of two referees

• Ask for: Samira10 9781107615502p001-176.indd 10 24/09/2012 12:09

Page 11

Listening

SECTION 2 Questions 11–20

Questions 11–16

Write ONE WORD AND/OR A NUMBER for each answer.

Spor

t

s

Wor

l

d

•anew 11 ofan internationalsportsgoodscompany

•located in theshopping centreto the12 ofBradcaster

•hassports13 and equipmenton floors1 – 3

•can getyou any item within 14 days

•shop specialisesin equipmentfor15 •hasaspecialsection which justsells16

(12)

10/14/12 Cambridge IELTS 9 12/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 11 9781107615502p001-176.indd 11 24/09/2012 12:09

Page 12

Test 1

Questions 17 and 18

Choose the correct letter, A, B or C.

17 A champion athletewillbein theshop A on Saturday morning only. B allday Saturday.

C forthewholeweekend.

18 Thefirstperson to answer20 quizquestionscorrectly willwin

A gym membership.

B avideo.

C acalendar.

Questions 19 and 20

Choose TWO letters, A–E.

(13)

12

A You need to reserveaplace. B Itisfreeto accountholders.

C You getadviceon how to improveyourhealth. D Ittakesplacein aspecialclinic. E Itischeaperthismonth. 9781107615502p001-176.indd 12 24/09/2012 12:09

Page 13

Listening

SECTION 3 Questions 21–30

Questions 21–30

Course Feedback

21 Onereason why Spirosfelthappy abouthismarketing presentation wasthat

A hewasnotnervous.

B hisstylewasgood.

C thepresentation wasthebestin hisgroup.

22 Whatsurprised Hiroko abouttheotherstudents’presentations? A Theirpresentationswerenotinteresting.

B They found theirpresentationsstressful. C They didn’tlook attheaudienceenough.

(14)

10/14/12 Cambridge IELTS 9 14/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 13 23 Aftershegaveherpresentation,Hiroko felt A delighted. B dissatisfied. C embarrassed.

24 How doesSpirosfeelabouthisperformancein tutorials?

A notvery happy

B really pleased C fairly confident

25 Why can theotherstudentsparticipateso easily in discussions? A They arepoliteto each other.

B They agreeto taketurnsin speaking. C They know each otherwell.

26 Why isHiroko feeling morepositiveabouttutorialsnow? A Shefindstheotherstudents’opinionsmoreinteresting. B Sheismaking moreofacontribution.

C Thetutorincludesherin thediscussion. 27 To help herunderstand lectures,Hiroko

A consulted referencematerials. B had extratutorialswith herlecturers. C borrowed lecturenotesfrom otherstudents.

9781107615502p001-176.indd 13 24/09/2012 12:09

Page 14

Test 1

28 WhatdoesSpirosthink ofhisreading skills? A Hereadsfasterthan heused to. B Itstilltakeshim along timeto read. C Hetendsto strugglewith new vocabulary. 29 WhatisHiroko’ssubjectarea?

A environmentalstudies B health education C engineering

30 Hiroko thinksthatin thereading classesthestudentsshould A learn morevocabulary.

B read morein theirown subjectareas. C develop betterreading strategies.

(15)

14

9781107615502p001-176.indd 14 24/09/2012 12:09

Page 15

Listening

SECTION 4 Questions 31–40

Write NO MORE THAN TWO WORDS for each answer.

Mass Strandings of Whales and Dolphins

Massstrandings:situationswheregroupsofwhales,dolphins,etc.swim onto thebeach and die

Common in areaswherethe31 can changequickly

(16)

10/14/12 Cambridge IELTS 9 16/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 15

Parasites

e.g.someparasitescan affectmarineanimals’32 ,which they depend on fornavigation

Toxins

Poisonsfrom 33 or arecommonly consumed by

whales

e.g.CapeCod (1988)– whaleswerekilled by saxitoxin

Accidental Strandings

Animalsmay follow prey ashore,e.g.Thurston (1995)

Unlikely becausethemajority ofanimalswerenot34 when they

stranded

Human Activity

35 from military testsarelinked to somerecentstrandings

TheBahamas(2000)stranding wasunusualbecausethewhales

•wereall36 •werenotin a37 9781107615502p001-176.indd 15 24/09/2012 12:09

Page 16

Test 1

Group Behaviour

•Morestrandingsin themost38 speciesofwhales

•1994 dolphin stranding – only the39 wasill

Page 17

Reading

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3.

Wi

l

i

am

He

nr

y

Pe

r

ki

n

(18)

17

William Henry Perkin was born on March 12,1838,in London,England. As a boy,Perkin’s curiosity prompted early interests in the arts,sciences, photography,and engineering.Butitwas a chance stumbling upon a run-down, yetfunctional,laboratory in his late grandfather’s home thatsolidified the young man’s enthusiasm forchemistry. As a studentatthe City ofLondon School, Perkin became immersed in the study of chemistry.His talentand devotion to the subjectwere perceived by his teacher, Thomas Hall,who encouraged him to attend a series oflectures given by the eminentscientistMichaelFaraday atthe RoyalInstitution.Those speeches fired the young chemist’s enthusiasm further, and he laterwenton to attend the Royal College ofChemistry,which he succeeded in entering in 1853,atthe age of15. Atthe time ofPerkin’s enrolment,the RoyalCollege ofChemistry was headed by the noted German chemistAugust Wilhelm Hofmann.Perkin’s scientific gifts soon caughtHofmann’s attention and,within two years,he became Hofmann’s youngestassistant.Notlong afterthat,Perkin made the scientific breakthrough thatwould bring him both fame and fortune.

Atthe time,quinine was the only viable medicaltreatmentformalaria.The drug is derived from the bark ofthe cinchona tree,native to South America, and by 1856 demand forthe drug was surpassing the available supply.Thus, when Hofmann made some passing comments aboutthe desirability ofa synthetic substitute forquinine,itwas unsurprising thathis starpupilwas moved to take up the challenge. During his vacation in 1856,Perkin spenthis time in the laboratory on the top floorofhis family’s house.He was attempting to manufacture quinine from aniline,an inexpensive and readily available coaltarwaste product.Despite his bestefforts,however,he did notend up with quinine.Instead,he produced a mysterious dark sludge.Luckily,Perkin’s scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcoholinto the aniline atvarious stages ofthe experimentalprocess,he finally produced a deep purple solution.And, proving the truth ofthe famous scientist Louis Pasteur’s words ‘chance favours only the prepared mind’,Perkin saw the potentialofhis unexpected find.

9781107615502p001-176.indd 17 24/09/2012 12:09

Page 18

Test 1

Historically,textile dyes were made from such naturalsources as plants and animalexcretions.Some ofthese, such as the glandularmucus ofsnails, were difficultto obtain and outrageously expensive.Indeed,the purple colour extracted from a snailwas once so costly thatin society atthe time only the rich could afford it.Further,naturaldyes tended to be muddy in hue and fade quickly.Itwas againstthis backdrop that Perkin’s discovery was made.

With the help ofhis fatherand brother, Perkin setup a factory notfarfrom London.Utilising the cheap and plentiful coaltarthatwas an almostunlimited byproductofLondon’s gas streetlighting, the dye works began producing the world’s firstsynthetically dyed material in 1857.The company received a commercialboostfrom the Empress Eugénie ofFrance,when she decided the new colourflattered her.Very soon, mauve was the necessary shade forall

(19)

18

Perkin quickly grasped thathis purple solution could be used to colour fabric,thus making itthe world’s first synthetic dye.Realising the importance ofthis breakthrough,he lostno time in patenting it.Butperhaps the most fascinating ofallPerkin’s reactions to his find was his nearly instantrecognition thatthe new dye had commercial possibilities.

Perkin originally named his dye Tyrian Purple,butitlaterbecame commonly known as mauve (from the French for the plantused to make the colourviolet). He asked advice ofScottish dye works ownerRobertPullar,who assured him thatmanufacturing the dye would be wellworth itifthe colourremained fast(i.e.would notfade)and the cost was relatively low.So,overthe fierce objections ofhis mentorHofmann,he leftcollege to give birth to the modern chemicalindustry.

the fashionable ladies in thatcountry. Notto be outdone,England’s Queen Victoria also appeared in public wearing a mauve gown,thus making itallthe rage in England as well.The dye was bold and fast,and the public clamoured formore.Perkin wentback to the drawing board.

Although Perkin’s fame was achieved and fortune assured by his first discovery,the chemistcontinued his research.Among otherdyes he developed and introduced were aniline red (1859)and aniline black (1863)and, in the late 1860s,Perkin’s green.Itis importantto note thatPerkin’s synthetic dye discoveries had outcomes farbeyond the merely decorative.The dyes also became vitalto medicalresearch in many ways.Forinstance,they were used to stain previously invisible microbes and bacteria,allowing researchers to identify such bacillias tuberculosis,cholera, and anthrax.Artificialdyes continue to play a crucialrole today.And,in what would have been particularly pleasing to Perkin,theircurrentuse is in the search fora vaccine againstmalaria.

9781107615502p001-176.indd 18 24/09/2012 12:09

Page 19

Reading

Questions 1 – 7

Do the following statements agree with the information given in Reading Passage 1? In boxes 1-7 on your answer sheet, write

TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this

(20)

19 1 MichaelFaraday wasthefirstperson to recognisePerkin’sability asastudentof

chemistry.

2 MichaelFaraday suggested Perkin should enrolin theRoyalCollegeofChemistry. 3 Perkin employed AugustWilhelm Hofmann ashisassistant.

4 Perkin wasstillyoung when hemadethediscovery thatmadehim rich and famous. 5 Thetreesfrom which quinineisderived grow only in South America.

6 Perkin hoped to manufactureadrug from acoaltarwasteproduct.

7 Perkin wasinspired by thediscoveriesofthefamousscientistLouisPasteur.

9781107615502p001-176.indd 19 24/09/2012 12:09

Page 20

Test 1

Questions 8 – 13

Answer the questions below.

Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 8-13 on your answer sheet.

8 BeforePerkin’sdiscovery,with whatgroup in society wasthecolourpurple associated?

(21)

20

9 Whatpotentialdid Perkin immediately understand thathisnew dyehad? 10 Whatwasthenamefinally used to referto thefirstcolourPerkin invented? 11 Whatwasthenameoftheperson Perkin consulted beforesetting up hisown dye

works?

12 In whatcountry did Perkin’snewly invented colourfirstbecomefashionable? 13 According to thepassage,which diseaseisnow being targeted by researchers

using synthetic dyes?

9781107615502p001-176.indd 20 24/09/2012 12:09

Page 21

Reading

READING PASSAGE 2

You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2 on the following pages.

Questions 14–17

(22)

21

Choose the correct heading for paragraphs B–E from the list of headings below. Write the correct number, i–vii, in boxes 14–17 on your answer sheet.

List of Headings

i Seeking thetransmission ofradio signalsfrom planets ii Appropriateresponsesto signalsfrom othercivilisations iii Vastdistancesto Earth’sclosestneighbours

iv Assumptionsunderlying thesearch forextra-terrestrialintelligence v Reasonsforthesearch forextra-terrestrialintelligence vi Knowledgeofextra-terrestriallifeforms vii Likelihood oflifeon otherplanets Example Answer Paragraph A v 14 Paragraph B 15 Paragraph C 16 Paragraph D 17 Paragraph E 9781107615502p001-176.indd 21 24/09/2012 12:09

Page 22

Test 1

I

S

THERE

ANYBODY

OUT

THERE?

(23)

22

Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent civilisations. This search, often known by the acronym SETI (search for extra-terrestrial intelligence), is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.

A

The primary reason forthe search is basic curiosity – the same curiosity aboutthe natural world thatdrives allpure science.We wantto know whetherwe are alone in the Universe. We wantto know whetherlife evolves naturally ifgiven the rightconditions,orwhetherthere is something very specialaboutthe Earth to have fostered the variety oflife forms that we see around us on the planet.The simple detection ofa radio signalwillbe sufficientto answerthis mostbasic ofallquestions.In this sense,SETIis anothercog in the machinery ofpure science which is continually pushing outthe horizon ofourknowledge.However, there are otherreasons forbeing interested in whetherlife exists elsewhere.Forexample, we have had civilisation on Earth forperhaps only a few thousand years,and the threats of nuclearwarand pollution overthe lastfew decades have told us thatoursurvivalmay be tenuous.Willwe lastanothertwo thousand years orwillwe wipe ourselves out? Since the lifetime ofa planetlike ours is severalbillion years,we can expectthat,ifothercivilisations do survive in ourgalaxy,theirages willrange from zero to severalbillion years.Thus any othercivilisation thatwe hearfrom is likely to be farolder,on average,than ourselves.The mere existence ofsuch a civilisation willtellus thatlong-term survivalis possible,and gives us some cause foroptimism.Itis even possible thatthe oldercivilisation may pass on the benefits oftheirexperience in dealing with threats to survivalsuch as nuclearwarand global pollution,and otherthreats thatwe haven’tyetdiscovered.

B

In discussing whetherwe are alone,mostSETIscientists adopttwo ground rules.First, UFOs (Unidentified Flying Objects)are generally ignored since mostscientists don’t considerthe evidence forthem to be strong enough to bearserious consideration (although itis also importantto keep an open mind in case any really convincing evidence emerges in the future).Second,we make a very conservative assumption thatwe are looking fora life form thatis pretty welllike us,since ifitdiffers radically from us we may wellnotrecognise itas a life form,quite apartfrom whetherwe are able to communicate

9781107615502p001-176.indd 22 24/09/2012 12:09

Page 23

Reading

with it.In otherwords,the life form we are looking formay wellhave two green heads and seven fingers,butitwillnevertheless resemble us in thatitshould communicate with its fellows,be interested in the Universe,live on a planetorbiting a starlike ourSun,and perhaps mostrestrictively,have a chemistry,like us,based on carbon and water.

(24)

23

Even when we make these assumptions,ourunderstanding ofotherlife forms is still severely limited.We do noteven know,forexample,how many stars have planets,and we certainly do notknow how likely itis thatlife willarise naturally,given the rightconditions. However,when we look atthe 100 billion stars in ourgalaxy (the Milky Way),and 100 billion galaxies in the observable Universe,itseems inconceivable thatatleastone of these planets does nothave a life form on it;in fact,the besteducated guess we can make,using the little thatwe do know aboutthe conditions forcarbon-based life,leads us to estimate thatperhaps one in 100,000 stars mighthave a life-bearing planetorbiting it.Thatmeans thatournearestneighbours are perhaps 100 lightyears away,which is almostnextdoorin astronomicalterms.

D

An alien civilisation could choose many differentways ofsending information across the galaxy,butmany ofthese eitherrequire too much energy,orelse are severely attenuated while traversing the vastdistances across the galaxy.Itturns outthat,fora given amount oftransmitted power,radio waves in the frequency range 1000 to 3000 MHztravelthe greatestdistance,and so allsearches to date have concentrated on looking forradio waves in this frequency range.So farthere have been a numberofsearches by various groups around the world,including Australian searches using the radio telescope atParkes,New South Wales.Untilnow there have notbeen any detections from the few hundred stars which have been searched.The scale ofthe searches has been increased dramatically since 1992,when the US Congress voted NASA $10 million peryearforten years to conducta thorough search forextra-terrestriallife.Much ofthe money in this projectis being spent on developing the specialhardware needed to search many frequencies atonce.The project has two parts.One partis a targeted search using the world’s largestradio telescopes,the American-operated telescope in Arecibo,Puerto Rico and the French telescope in Nancy in France.This partofthe projectis searching the nearest1000 likely stars with high sensitivity forsignals in the frequency range 1000 to 3000 MHz.The otherpartofthe projectis an undirected search which is monitoring allofspace with a lowersensitivity,using the smallerantennas ofNASA’s Deep Space Network.

E

There is considerable debate overhow we should reactifwe detecta signalfrom an alien civilisation.Everybody agrees thatwe should notreply immediately.Quite apartfrom the impracticality ofsending a reply oversuch large distances atshortnotice,itraises a host ofethicalquestions thatwould have to be addressed by the globalcommunity before any reply could be sent.Would the human race face the culture shock iffaced with a superior and much oldercivilisation? Luckily,there is no urgency aboutthis.The stars being searched are hundreds oflightyears away,so ittakes hundreds ofyears fortheirsignalto reach us,and a furtherfew hundred years forourreply to reach them.It’s notimportant, then,ifthere’s a delay ofa few years,ordecades,while the human race debates the question ofwhetherto reply,and perhaps carefully drafts a reply.

9781107615502p001-176.indd 23 24/09/2012 12:09

Page 24

Test 1

Questions 18–20

(25)

24

Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

Write your answers in boxes 18–20 on your answer sheet.

18 Whatisthelifeexpectancy ofEarth?

19 Whatkind ofsignalsfrom otherintelligentcivilisationsareSETIscientistssearching for?

20 How many starsaretheworld’smostpowerfulradio telescopessearching?

Questions 21–26

Do thefollowing statementsagreewith theviewsofthewriterin Reading Passage2?

In boxes 21–26 on your answer sheet, write

YES ifthestatementagreeswith theviewsofthewriter

NO ifthestatementcontradictstheviewsofthewriter

NOT GIVEN ifitisimpossibleto say whatthewriterthinksaboutthis 21 Alien civilisationsmay beableto help thehuman raceto overcomeserious

problems.

22 SETIscientistsaretrying to find alifeform thatresembleshumansin many ways. 23 TheAmericansand Australianshaveco-operated on jointresearch projects. 24 So farSETIscientistshavepicked up radio signalsfrom severalstars. 25 TheNASA projectattracted criticism from somemembersofCongress. 26 Ifasignalfrom outerspaceisreceived,itwillbeimportantto respond promptly.

9781107615502p001-176.indd 24 24/09/2012 12:09

Page 25

Reading

READING PASSAGE 3

(26)

10/14/12 Cambridge IELTS 9 26/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 25 Passage 3 below. Ifyou go back farenough,everything lived in thesea.Atvariouspointsin evolutionary history,enterprising individualswithin many differentanimalgroupsmoved out onto theland,sometimeseven to the mostparched deserts,taking theirown privateseawaterwith them in blood and cellularfluids.In addition to thereptiles, birds,mammalsand insectswhich we seeallaround us,othergroupsthathave succeeded outofwaterincludescorpions, snails,crustaceanssuch aswoodliceand land crabs,millipedesand centipedes, spidersand variousworms.And we mustn’tforgettheplants,withoutwhose priorinvasion oftheland noneoftheother migrationscould havehappened.

Moving from waterto land involved amajorredesign ofevery aspectoflife, including breathing and reproduction. Nevertheless,agood numberof thoroughgoing land animalslaterturned around,abandoned theirhard-earned terrestrialre-tooling,and returned to thewateragain.Sealshaveonly gone partway back.They show uswhatthe intermediatesmighthavebeen like,on theway to extremecasessuch aswhales and dugongs.Whales(including thesmall whaleswecalldolphins)and dugongs, with theirclosecousinsthemanatees, ceased to beland creaturesaltogether and reverted to thefullmarinehabitsof

theirremoteancestors.They don’teven comeashoreto breed.They do,however, stillbreatheair,having neverdeveloped anything equivalentto thegillsoftheir earliermarineincarnation.Turtleswent back to theseaavery long timeago and, likeallvertebratereturneesto thewater, they breatheair.However,they are,in one respect,lessfully given back to thewater than whalesordugongs,forturtlesstilllay theireggson beaches.

Thereisevidencethatallmodern turtlesaredescended from aterrestrial ancestorwhich lived beforemostofthe dinosaurs.Therearetwo key fossils called Proganochelys quenstedti and

Palaeochersis talampayensis dating from early dinosaurtimes,which appear to becloseto theancestry ofallmodern turtlesand tortoises.You mightwonder how wecan tellwhetherfossilanimals lived on land orin water,especially if only fragmentsarefound.Sometimes it’sobvious.Ichthyosaurswerereptilian contemporariesofthedinosaurs,with fins and streamlined bodies.Thefossilslook likedolphinsand they surely lived like dolphins,in thewater.With turtlesitisa littlelessobvious.Oneway to tellisby measuring thebonesoftheirforelimbs. WalterJoyceand JacquesGauthier, atYaleUniversity,obtained three measurementsin theseparticularbones

The

hi

s

t

or

y

of

t

he

t

or

t

oi

s

e

9781107615502p001-176.indd 25 24/09/2012 12:09

Page 26

Test 1 of71 speciesofliving turtlesand tortoises. They used akind oftriangulargraph paper

not.Ifyou draw outthefamily treeof allmodern turtlesand tortoises,nearly

(27)

26 to plotthethreemeasurementsagainst oneanother.Alltheland tortoisespecies formed atightclusterofpointsin theupper partofthetriangle;allthewaterturtles clusterin thelowerpartofthetriangular graph.Therewasno overlap,exceptwhen they added somespeciesthatspend time both in waterand on land.Sureenough, theseamphibiousspeciesshow up on the triangulargraph approximately halfway between the‘wetcluster’ofland tortoises and the‘dry cluster’ofseaturtles.Thenext step wasto determinewherethefossils fell.ThebonesofP. quenstedti and P. talampayensis leaveusin no doubt.Their pointson thegraph arerightin thethick ofthedry cluster.Both thesefossilswere dry-land tortoises.They comefrom theera beforeourturtlesreturned to thewater. You mightthink,therefore,thatmodern land tortoiseshaveprobably stayed on land eversincethoseearly terrestrial times,asmostmammalsdid afterafew of them wentback to thesea.Butapparently

allthebranchesareaquatic.Today’s land tortoisesconstituteasinglebranch, deeply nested among branchesconsisting ofaquatic turtles.Thissuggeststhat modern land tortoiseshavenotstayed on land continuously sincethetimeofP. quenstedti and P. talampayensis.Rather, theirancestorswereamong thosewho wentback to thewater,and they then re -emerged back onto theland in (relatively) morerecenttimes. Tortoisesthereforerepresenta remarkabledoublereturn.In common with allmammals,reptilesand birds,their remoteancestorsweremarinefish and beforethatvariousmoreorlessworm-like creaturesstretching back,stillin thesea,to theprimevalbacteria.Laterancestorslived on land and stayed thereforavery large numberofgenerations.Laterancestorsstill evolved back into thewaterand became seaturtles.And finally they returned yet again to theland astortoises,someof which now livein thedriestofdeserts. 9781107615502p001-176.indd 26 24/09/2012 12:09

Page 27

Reading

(28)

file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm

27

Questions 27–30

Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 27–30 on your answer sheet.

27 Whathad to transferfrom seato land beforeany animalscould migrate? 28 Which TWO processesarementioned asthosein which animalshad to makebig

changesasthey moved onto land?

29 Which physicalfeature,possessed by theirancestors,do whaleslack? 30 Which animalsmightichthyosaurshaveresembled?

Questions 31–33

Do thefollowing statementsagreewith theinformation given in Reading Passage3?

TRUE ifthestatementagreeswith theinformation

FALSE ifthestatementcontradictstheinformation

NOT GIVEN ifthereisno information on this

31 Turtleswereamong thefirstgroup ofanimalsto migrateback to thesea.

32 Itisalwaysdifficultto determinewherean animallived when itsfossilised remains areincomplete.

33 Thehabitatofichthyosaurscan bedetermined by theappearanceoftheirfossilised remains.

9781107615502p001-176.indd 27 24/09/2012 12:09

Page 28

(29)

28

Questions 34–39

Complete the flow-chart below.

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

Method of determining where the ancestors of

turtles and tortoises come from

Step 1

71 speciesofliving turtlesand tortoiseswereexamined and atotalof34 weretaken from thebonesoftheirforelimbs.

Step 2

Thedatawasrecorded on a35 (necessary forcomparing theinformation).

Outcome:Land tortoiseswererepresented by adense36 ofpointstowards

thetop.

Seaturtlesweregrouped togetherin thebottom part.

Step 3

Thesamedatawascollected from someliving 37 speciesand added to the

otherresults.

Outcome:Thepointsforthesespeciesturned outto bepositioned about38 up thetrianglebetween theland tortoisesand theseaturtles.

Step 4

BonesofP. quenstedti and P. talampayensis wereexamined in asimilarway and the resultsadded.

Outcome:Theposition ofthepointsindicated thatboth theseancientcreatureswere

39 .

9781107615502p001-176.indd 28 24/09/2012 12:09

(30)

10/14/12 30/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm Reading 29

Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

According to thewriter,themostsignificantthing abouttortoisesisthat A they areableto adaptto lifein extremely dry environments. B theiroriginallifeform wasakind ofprimevalbacteria. C they haveso much in common with seaturtles. D they havemadethetransition from seato land morethan once. 9781107615502p001-176.indd 29 24/09/2012 12:09

Page 30

(31)

Test 1

30

WRITING

WRITING TASK 1

You should spend about20 minuteson thistask.

The two maps below show an island, before and after the construction of some tourist facilities.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

(32)

Page 31

Writing

31

WRITING TASK 2

You should spend about40 minuteson thistask. Writeaboutthefollowing topic:

Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school.

Do the advantages of this outweigh the disadvantages?

Givereasonsforyouranswerand includeany relevantexamplesfrom yourown knowledgeorexperience.

Writeatleast250 words.

(33)

Page 32

Test 1

32

SPEAKING

PART 1

Theexaminerasksthecandidateabouthim/herself,his/herhome,work orstudiesand otherfamiliartopics.

EXAMPLE Games

•

Whatgamesarepopularin yourcountry?[Why?]

•

Do you play any games?[Why/Why not?]

•

How do peoplelearn to play gamesin yourcountry?

•

Do you think it’simportantforpeopleto play games?[Why/Why not?]

PART 2

Describe an open-air or street market which you enjoyed visiting. You should say:

where the market is what the market sells how big the market is and explain why you enjoyed visiting this market.

You willhaveto talk aboutthetopic foroneto two minutes.You haveone minuteto think aboutwhatyou are going to say.You can makesome notesto help you ifyou wish.

PART 3 Discussion topics:

Shopping at markets

Example questions:

Do peoplein yourcountry enjoy going to open-airmarketsthatsellthingslikefood or clothesorold objects?Which typeofmarketismorepopular?Why?

Do you think marketsaremoresuitableplacesforselling certain typesofthings?Which ones?Why do you think thisis?

Do you think young peoplefeelthesameaboutshopping atmarketsasolderpeople? Why isthat?

Shopping in general

Example questions:

Whatdo you think aretheadvantagesofbuying thingsfrom shopsratherthan markets? How doesadvertising influencewhatpeoplechooseto buy?Isthistrueforeveryone? Do you think thatany recentchangesin theway peoplelivehaveaffected general shopping habits?Why isthis?

(34)

9781107615502p001-176.indd 32 24/09/2012 12:09

Page 33

33

Te

s

t

2 LISTENING

SECTION 1 Questions 1–10

Complete the form below.

Write ONE WORD AND/OR A NUMBER for each answer.

Accommodation Form – Student Information

Example

Typeofaccommodation:

h

a

l

ofresidence

Name: Anu 1 Dateofbirth: 2 Country oforigin: India Courseofstudy: 3 Numberofyearsplanned in hall: 4 Preferred catering arrangement: halfboard Specialdietary requirements: no 5 (red) Preferred room type: asingle6 Interests: the7 badminton

(35)

9781107615502p001-176.indd 33 24/09/2012 12:09

Page 34

Test 2

34

Prioritiesin choiceofhall: to bewith otherstudentswho are

8

to liveoutsidethe9

to havea10 areaforsocialising

(36)

10/14/12 Cambridge IELTS 9 36/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 9781107615502p001-176.indd 34 24/09/2012 12:09

Page 35

Listening

SECTION 2 Questions 11–20

Questions 11–13

Complete the table below.

Write NO MORE THAN THREE WORDS for each answer.

Parks and open spaces

Name of place Of particular interest Open

Halland Common sourceofRiverOuse 24 hours

HoltIsland many different

11

between 12

and

Longfield Country Park reconstruction ofa

2,000-year-old

13 with

activitiesforchildren

daylighthours

Questions 14–16

Longfield Park 14 AspartofMonday’sactivity,visitorswill A preparefood with herbs. B meetawell-known herbalist. C dyecloth with herbs. 15 Fortheactivity on Wednesday,

A only group bookingsareaccepted. B visitorsshould book in advance. C attendanceisfree.

16 Fortheactivity on Saturday,visitorsshould A comein suitableclothing.

B makesurethey areableto stay forthewholeday. C telltherangersbeforetheeventwhatthey wish to do.

(37)

9781107615502p001-176.indd 35 24/09/2012 12:09

Page 36

Test 2

Questions 17–20

Label the map below.

Write the correct letter, A–I, next to questions 17–20.

Hinchingbrooke Park

Lake

17 bird hide 18 dog-walking area 19 flowergarden 20 wooded area

(38)

10/14/12 Cambridge IELTS 9 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 36 9781107615502p001-176.indd 36 24/09/2012 12:09

Page 37

Listening

SECTION 3 Questions 21–30

Questions 21–24

Self-Access Centre

21 Studentswantto keep theSelf-AccessCentrebecause A they enjoy thevariety ofequipment.

B they likebeing ableto work on theirown. C itisan importantpartoftheirstudies. 22 Someteacherswould preferto

A closetheSelf-AccessCentre.

B movetheSelf-AccessCentreelsewhere. C restrictaccessto theSelf-AccessCentre.

23 Thestudents’main concern aboutusing thelibrary would be A thesizeofthelibrary.

B difficulty in getting help. C thelack ofmaterials.

24 TheDirectorofStudiesisconcerned about A thecostofupgrading thecentre. B thelack ofspacein thecentre. C thedifficulty in supervising thecentre.

(39)

9781107615502p001-176.indd 37 24/09/2012 12:09

Page 38

Test 2

Questions 25–30

Write NO MORE THAN TWO WORDS for each answer.

Necessary improvements to the existing Self-Access Centre Equipment

Replacecomputersto createmorespace. Resources

Thelevelofthe25 materials,in particular,should bemoreclearly

shown.

Updatethe26 collection.

Buy some27 and dividethem up.

Use of the room

Speak to theteachersand organisea28 forsupervising thecentre.

Installan 29 .

(40)

10/14/12 40/120 file:///C:/Users/kohaku/Desktop/Cambridge IELTS 9.htm 38 9781107615502p001-176.indd 38 24/09/2012 12:09

Page 39

Listening

SECTION 4 Questions 31–40

Write ONE WORD ONLY for each answer.

Business Cultures

Power culture Characteristicsoforganisation •small •31 powersource •few rulesand procedures •communication by 32 Advantage: •can actquickly Disadvantage: •mightnotact33

Suitableemployee: •notafraid of34

•doesn’tneed job security Role culture Characteristicsoforganisation: •large,many 35 •specialised departments •rulesand procedure,e.g.job 36 and rulesfor discipline

(41)

39 9781107615502p001-176.indd 39 24/09/2012 12:09

Page 40

Test 2 Advantages: •economiesofscale •successfulwhen 37 ability isimportant Disadvantages: •slow to seewhen 38 is needed •slow to react

Suitableemployee: •valuessecurity

•doesn’twant39 Task culture Characteristicsoforganisation: •projectorientated •in competitivemarketormaking product with shortlife •alotofdelegation Advantage: •40 Disadvantages: •no economiesofscaleorspecial expertise

(42)

Page 41

Reading

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1–13, which are based on Reading Passage 1 below.

A Hearing impairmentorotherauditory function deficitin young children can have a majorimpact on theirdevelopmentofspeech and communication,resulting in a detrimentaleffecton their ability to learn atschool.This is likely to have majorconsequences forthe individualand the population as a whole.The New Zealand Ministry ofHealth has found from research carried out overtwo decades that6–10% ofchildren in thatcountry are affected by hearing loss.

B A preliminary study in New Zealand has shown thatclassroom noise presents a major concern forteachers and pupils.Modern teaching practices,the organisation ofdesks in the classroom,poorclassroom acoustics,and mechanicalmeans ofventilation such as air-conditioning units allcontribute to the numberofchildren unable to comprehend the teacher’s voice.Education researchers Nelson and Solihave also suggested thatrecent trends in learning often involve collaborative interaction ofmultiple minds and tools as much as individualpossession ofinformation.This allamounts to heightened activity and noise levels,which have the potentialto be particularly serious forchildren experiencing auditory function deficit.Noise in classrooms can only exacerbate theirdifficulty in comprehending and processing verbalcommunication with otherchildren and instructions from the teacher.

C Children with auditory function deficitare potentially failing to learn to theirmaximum

potentialbecause ofnoise levels generated in classrooms.The effects ofnoise on the ability ofchildren to learn effectively in typicalclassroom environments are now the subjectof increasing concern.The InternationalInstitute ofNoise ControlEngineering

(I–INCE),on the advice ofthe World Health Organization,has established an international working party,which includes New Zealand,to evaluate noise and reverberation controlfor schoolrooms.

D While the detrimentaleffects ofnoise in classroom situations are notlimited to children experiencing disability,those with a disability thataffects theirprocessing ofspeech and verbalcommunication could be extremely vulnerable.The auditory function deficits in question include hearing impairment,autistic spectrum disorders (ASD)and attention deficit disorders (ADD/ADHD).

(43)

41 E Autism is considered a neurologicaland genetic life-long disorderthatcauses discrepancies

in the way information is processed.This disorderis characterised by interlinking problems with socialimagination,socialcommunication and socialinteraction.According to Janzen, this affects the ability to understand and relate in typicalways to people,understand events and objects in the environment,and understand orrespond to sensory stimuli.Autism does notallow learning orthinking in the same ways as in children who are developing normally.

9781107615502p001-176.indd 41 24/09/2012 12:09

Page 42

Test 2

Autistic spectrum disorders often resultin majordifficulties in comprehending verbal information and speech processing.Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painfuland distressing.This is difficultto scientifically quantify as such extra-sensory stimulivary greatly from one autistic individualto another.Buta child who finds any type ofnoise in theirclassroom orlearning space intrusive is likely to be adversely affected in theirability to process information.

F The attention deficitdisorders are indicative ofneurologicaland genetic disorders and are characterised by difficulties with sustaining attention,effortand persistence,organisation skills and disinhibition.Children experiencing these disorders find itdifficultto screen out unimportantinformation,and focus on everything in the environmentratherthan attending to a single activity.Background noise in the classroom becomes a majordistraction,which can affecttheirability to concentrate.

G Children experiencing an auditory function deficitcan often find speech and communication very difficultto isolate and process when setagainsthigh levels ofbackground noise. These levels come from outside activities thatpenetrate the classroom structure,from teaching activities,and othernoise generated inside,which can be exacerbated by room reverberation.Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods ofteaching.In particular,the effects ofnoisy classrooms and activities on those experiencing disabilities in the form ofauditory function deficitneed thorough investigation.Itis probable thatmany undiagnosed children existin the education system with ‘invisible’disabilities.Theirneeds are less likely to be met than those ofchildren with known disabilities.

H The New Zealand Governmenthas developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process.The strategy recognises thatpeople experiencing disability face significantbarriers in achieving a fullquality oflife in areas such as attitude,education,employmentand access to services.Objective 3 ofthe New Zealand Disability Strategy is to ‘Provide the BestEducation forDisabled People’by improving education so thatallchildren,youth learners and adultlearners willhave equalopportunities to learn and develop within theiralready existing localschool.Fora successfuleducation, the learning environmentis vitally significant,so any effortto improve this is likely to be of greatbenefitto allchildren,butespecially to those with auditory function disabilities.

I A numberofcountries are already in the process offormulating theirown standards for the controland reduction ofclassroom noise.New Zealand willprobably follow their example.The literature to date on noise in schoolrooms appears to focus on the effects on

(44)

42

schoolchildren in general,theirteachers and the hearing impaired.Only limited attention appears to have been given to those students experiencing the otherdisabilities involving auditory function deficit.Itis imperative thatthe needs ofthese children are taken into accountin the setting ofappropriate internationalstandards to be promulgated in future.

9781107615502p001-176.indd 42 24/09/2012 12:09

Page 43

Reading

Questions 1–6

Reading Passage1 hasninesections,A–I. Which section containsthefollowing information?

Write the correct letter, A–I, in boxes 1–6 on your answer sheet.

1 an accountofanationalpolicy initiative 2 adescription ofaglobalteam effort

3 ahypothesisasto onereason behind thegrowth in classroom noise 4 ademand forsuitableworldwideregulations

5 alistofmedicalconditionswhich placesomechildren moreatrisk from noisethan others

6 theestimated proportion ofchildren in New Zealand with auditory problems

Questions 7–10

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

7 Forwhatperiod oftimehashearing lossin schoolchildren been studied in New Zealand?

8 In addition to machinery noise,whatothertypeofnoisecan upsetchildren with autism?

9 Whatterm isused to describethehearing problemsofschoolchildren which have notbeen diagnosed?

(45)

43 10 Wha_opportpar_tt_uniof_t_y?theNew Zealand Disability Strategy aimsto giveschoolchildren equal

9781107615502p001-176.indd 43 24/09/2012 12:09

Page 44

Test 2

Questions 11 and 12

Choose TWO letters, A–F.

Write the correct letters in boxes 11 and 12 on your answer sheet.

Thelistbelow includesfactorscontributing to classroom noise. Which TWO arementioned by thewriterofthepassage?

A currentteaching methods B echoing corridors C cooling systems D largeclasssizes E loud-voiced teachers

F playground games

Question 13

Choose the correct letter, A, B, C or D.

Write the correct letter in box 13 on your answer sheet.

Whatisthewriter’soverallpurposein writing thisarticle?

A to comparedifferentmethodsofdealing with auditory problems B to providesolutionsforoverly noisy learning environments

C to increaseawarenessofthesituation ofchildren with auditory problems D to promoteNew Zealand asamodelforothercountriesto follow

(46)

Page 45

Reading

READING PASSAGE 2

You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2 below.

Venus in transit

June 2004 saw the first passage, known as a ‘transit’,

of the planet Venus across the face of the Sun in

122 years. Transits have helped shape our view of

the whole Universe, as Heather Cooper and Nigel

Henbest explain

A On 8 June 2004,more than halfthe population ofthe world were treated to a rare astronomicalevent.Foroversix hours,the planetVenussteadily inched itsway overthe surface ofthe Sun.This‘transit’ofVenuswasthe firstsince 6 December1882.On that occasion,the American astronomerProfessorSimon Newcomb led a party to South Africa to observe the event.They were based ata girls’school,where – itisalleged – the combined forcesofthree schoolmistressesoutperformed the professionalswith the accuracy oftheirobservations.

B Forcenturies,transitsofVenushave drawn explorersand astronomersalike to the

fourcornersofthe globe.And you can putitalldown to the extraordinary polymath Edmond Halley.In November1677,Halley observed a transitofthe innermostplanet, Mercury,from the desolate island ofStHelena in the South Pacific.He realised that, from differentlatitudes,the passage ofthe planetacrossthe Sun’sdisc would appearto differ.By timing the transitfrom two widely-separated locations,teamsofastronomers could calculate the parallax angle – the apparentdifference in position ofan

(47)

45

would allow astronomersto measure whatwasthen the ultimate goal:the distance of the Earth from the Sun.Thisdistance isknown asthe ‘astronomicalunit’orAU.

C Halley wasaware thatthe AU wasone ofthe mostfundamentalofallastronomical measurements.JohannesKepler,in the early 17th century,had shown thatthe

distancesofthe planetsfrom the Sun governed theirorbitalspeeds,which were easily measurable.Butno-one had found a way to calculate accurate distancesto the planets from the Earth.The goalwasto measure the AU;then,knowing the orbitalspeedsof allthe otherplanetsround the Sun,the scale ofthe SolarSystem would fallinto place. However,Halley realised thatMercury wasso faraway thatitsparallax angle would be very difficultto determine.AsVenuswascloserto the Earth,itsparallax angle would be larger,and Halley worked outthatby using Venusitwould be possible to measure the

9781107615502p001-176.indd 45 24/09/2012 12:09

Page 46

Test 2

Sun’sdistance to 1 partin 500.Butthere wasa problem:transitsofVenus,unlike those ofMercury,are rare,occurring in pairsroughly eightyearsapartevery hundred orso years.Nevertheless,he accurately predicted thatVenuswould crossthe face ofthe Sun in both 1761 and 1769 – though he didn’tsurvive to see either.

D Inspired by Halley’ssuggestion ofa way to pin down the scale ofthe SolarSystem,

teamsofBritish and French astronomerssetouton expeditionsto placesasdiverse as India and Siberia.Butthingsweren’thelped by Britain and France being atwar.The person who deservesmostsympathy isthe French astronomerGuillaume Le Gentil. He wasthwarted by the factthatthe British were besieging hisobservation site at Pondicherry in India.Fleeing on a French warship crossing the Indian Ocean,Le Gentil saw a wonderfultransit– butthe ship’spitching and rolling ruled outany attemptat making accurate observations.Undaunted,he remained south ofthe equator,keeping himselfbusy by studying the islandsofMauritiusand Madagascarbefore setting off to observe the nexttransitin the Philippines.Ironically aftertravelling nearly 50,000 kilometres,hisview wasclouded outatthe lastmoment,a very dispiriting experience.

E While the early transittimingswere asprecise asinstrumentswould allow,the

measurementswere dogged by the ‘black drop’effect.When Venusbeginsto crossthe Sun’sdisc,itlookssmeared notcircular– which makesitdifficultto establish timings. Thisisdue to diffraction oflight.The second problem isthatVenusexhibitsa halo of lightwhen itisseen justoutside the Sun’sdisc.While thisshowed astronomersthat Venuswassurrounded by a thick layerofgasesrefracting sunlightaround it,both effectsmade itimpossible to obtain accurate timings.

F Butastronomerslaboured hard to analyse the resultsofthese expeditionsto observe Venustransits.Johann FranzEncke,Directorofthe Berlin Observatory,finally determined a value forthe AU based on allthese parallax measurements:

153,340,000 km.Reasonably accurate forthe time,thatisquite close to today’svalue of 149,597,870 km,determined by radar,which hasnow superseded transitsand allother

(48)

46

methodsin accuracy.The AU isa cosmic measuring rod,and the basisofhow we scale the Universe today.The parallax principle can be extended to measure the distancesto the stars.Ifwe look ata starin January – when Earth isatone pointin itsorbit– itwill seem to be in a differentposition from where itappearssix monthslater.Knowing the width ofEarth’sorbit,the parallax shiftletsastronomerscalculate the distance.

G June 2004’stransitofVenuswasthusmore ofan astronomicalspectacle than a scientifically importantevent.Butsuch transitshave paved the way forwhatmight prove to be one ofthe mostvitalbreakthroughsin the cosmos– detecting Earth-sized planetsorbiting otherstars. 9781107615502p001-176.indd 46 24/09/2012 12:09

Page 47

Reading

Questions 14–17

Reading Passage2 hasseven paragraphs,A–G. Which paragraph containsthefollowing information?

Write the correct letter, A–G, in boxes 14–17 on your answer sheet.

14 examplesofdifferentwaysin which theparallax principlehasbeen applied 15 adescription ofan eventwhich prevented atransitobservation

16 astatementaboutpotentialfuturediscoveriesleading on from transitobservations 17 adescription ofphysicalstatesconnected with Venuswhich early astronomical

instrumentsfailed to overcome

Questions 18–21

Look at the following statements (Questions 18–21) and the list of people below. Match each statement with the correct person, A, B, C or D.

Write the correct letter, A, B, C or D, in boxes 18–21 on your answer sheet.

18 Hecalculated thedistanceoftheSun from theEarth based on observationsof Venuswith afairdegreeofaccuracy.

19 Heunderstood thatthedistanceoftheSun from theEarth could beworked outby comparing observationsofatransit.

20 Herealised thatthetimetaken by aplanetto go round theSun dependson its distancefrom theSun.

(49)

47 List of People A Edmond Halley B JohannesKepler C GuillaumeLeGentil D Johann FranzEncke 9781107615502p001-176.indd 47 24/09/2012 12:09

Page 48

Test 2

Questions 22–26

Do thefollowing statementsagreewith theinformation given in Reading Passage2?

TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this

22 Halley observed onetransitoftheplanetVenus. 23 LeGentilmanaged to observeasecond Venustransit.

24 TheshapeofVenusappearsdistorted when itstartsto passin frontoftheSun. 25 Early astronomerssuspected thattheatmosphereon Venuswastoxic.

26 Theparallax principleallowsastronomersto work outhow faraway distantstars arefrom theEarth.