giao trinh 56

while had taken action and additional troops had been sent to those areas
where Chartism was strongest. Disturbances in Birmingham were crushed,
and William Lovett was arrested. The only other Chartist rising occurred in
Monmouthshire where a group of miners marched in Newport. Again, this
Newport Rising was quickly crushed and its leaders transported for life.

In 1842, a second petition was presented to parliament but was again re-
jected by 287 votes to 49. A series of riots and strikes followed, most notably
the Lancashire Plug Plot, where strikers went round the mills removing
the plugs from boilers. Again, government troops moved in to crush all
such disturbances and many chartists were arrested. William Lovett subse-
quently abandoned the cause, and Fergus O’Connor rose to prominence as
the main Chartist leader.

In 1848, under the leadership of O’Connor, a third Chartist petition was
drawn up, known as the ‘Monster Petition’. It was intended to be taken to
parliament in a large procession, but the government took elaborate mil-
itary precautions, and the procession was forbidden to cross the Thames.
It was therefore taken to parliament in three cabs instead. O’Connor had
claimed that the petition contained five million signatures, but in the event,
it was found to contain less than two million, and a great many of these
were false. Parliament refused to discuss it, and the Chartist movement
was discredited.

Despite the fiasco of the third petition, the Chartist movement gave ex-
pression to a number of proposals which were later adopted to produce a
reformed parliamentary system. Universal manhood suffrage, the abolition
of the property qualification, and a secret ballot all featured among the
Chartists’ demands and all of them were eventually granted. In essence,
the demands of the Chartists were too far ahead of the times, and con-
sequently, the government took very resolute action to control and sup-
press their actions. Doubtless, the contemporary essayist Thomas Carlyle
expressed the fear of many MPs when he wrote, ‘These chartisms are our
French Revolution. God grant that we, with our better methods, may be
able to transact it by argument alone.’

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Technique: Sentence completion (matching endings)
1. Look at the beginnings. Put a box around any scanning words such as
names or places.
2. Skim the endings. Look tor relationships like examples, or cause and
effect.
3. Predict the answers by deciding what is likely to go together.
4. Eliminate endings which cannot match. Think about collocations and
meaning.
5. Use the scan words to find the right part of the text and check your
answers

Questions 1-7
Complete each sentence with the correct ending A-H.
1. The GNCTU _______
2. The London Working Men’s Association _______
3. The Chartist National Convention _______
4. The first Chartist petition _______
5. The Newport Rising _______
6. The Lancashire Plug Plot _______
7. The third Chartist petition _______

A. was not debated in parliament.
B. was a response to the government’s rejection of the 1842 Chartist peti-
tion.
C. was a failed attempt to establish a universal workers’ movement.
D. was an example of the unrest following the rejection of the 1839 petition.
E. was a response to the transportation of a number of Chartist leaders.
F. made an empty threat of industrial action.
G. was rejected in parliament by a large majority.
H. anticipated many of the demands of later Chartist petitions.

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Questions 8-11
Look at the following statements (Questions 8-11 ) and the list of people in
the box
below.
Match each statement with the correct person A-C.
NB You may use any letter more than once.

A. William Lovett
B. Thomas Attwood
C. Fergus O’Connor
8. He led the Chartist movement in the North of England. ______
9. He was head of the London Working Men’s Association. ______
10. He campaigned for parliamentary reform in the Midlands. ______
11. He was the movement’s figurehead when the third ‘Monster’ petition
was compiled.

Questions 12-14
Choose THREE letters A-F.
NB Your answer may be in any order.
Which THREE of the following are mentioned as reasons for the failure of
the Chartist movement?
A. the government’s response to Chartist uprisings
B. warnings about the movement from contemporary writers
C. improved conditions in factories in the North
D. false claims made about the third petition
E. excessively radical demands
F. communication problems between London and the North

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IV Improve your IELTS word skills

1 Match each precise date below with the more general period.

1952 1798 1891 1803
2001 1921 1854

a. in the early decades of the twentieth century
b. in the late nineteenth century
c. just after the turn of the nineteenth century
d. in the 1850s
e. in the mid twentieth century
f. close to the millennium
g. in the late eighteenth century

2 Complete each sentence a-g with the most suitable ending 1-7

a. The committee will make every
b. On the whole, the government achieved
c. Unfortunately, he did not fulfil
d. The campaigners worked
e. The local authority drew up
f. The directors set
g. The king declared that he had no

1. his ambition to become a historian.
2. a scheme to restore the old mill to working order.
3. endeavour to help those most in need.
4. very high sales targets for the final quarter.
5. its main aim of redistributing wealth.
6. towards their goal for many years.
7. intention of giving up his authority.

3 In which sentences is it possible to say whether the intentions,
schemes, etc. were successful or not?

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READING EXERCISE

Reading passage 3
You should spend about 20 minutes on Questions 27-40 which are
based on Reading Passage 3 below

Austerity Measures
Austerity measures are actions that a state undertakes in order to pay back
its creditors. These measures typically involve slashing government expen-
diture and hiking taxes, and most of the time these are imposed on a coun-
try when its national deficit is believed to have become unsustainable. In
this situation, banks may lose trust in the government’s ability or willingness
to repay existing debts, and in return can refuse to roll over current loans
and demand cripplingly excessive interest rates on new lending. Govern-
ments frequently then turn to the International Monetary Fund (IMF), an
inter-governmental organisation that functions as a lender of last resort. In
return, the IMF typically demands austerity measures so that the indebted
country is able to curtail its budget deficit and fulfil their loan obligations.

A wave of austerity measures across Europe in 2010 has seen cuts and freez-
es to pensions, welfare and public sector salaries as well as hikes to some
taxes and excises. The Greek programme attempts to narrow its budget
shortfall from 8.1 percent of GDP in 2010 to 2.6 percent of GDP in 2014 pri-
marily by freezing public sector incomes during that period and reducing
public sector allowances by 8 percent. Additionally, VAT—the Greek sales
tax—will be elevated to 23 percent, and excises on fuel, tobacco and alcohol
are also subject to an increase. The statutory retirement age for women will
be raised to 65, matching it with the current retirement age for men. These
reforms have been deeply unpopular in Greece, prompting a succession of
general strikes that have further dented the economy.

IMF-imposed austerity measures have been indicted for encouraging the
deep recession following the Asian financial crisis of 1997. Starting from the
early 1990s, international investors from wealthier countries such as Japan
and the United States began pouring money into Southeast Asia, looking
to make some quick returns, and the soaring economies of Thailand, Phil-
ippines, Malaysia and others earned themselves the title “the Asian tigers”.

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When things started to turn sour, however, the foreign investors panicked
and retracted their investments en masse, decimating Asian currencies
and turning millions of employees out of work. The IMF’s role in the recov-
ery was to impose austerity measures that kept interest rates high while
driving down wages and labour standards at a time when workers were
already suffering. According to one former IMF economist, these interven-
tions on a global scale have caused the deaths of 6 million children every
year.

Many economists consequently view austerity measures as a terrible blun-
der. John Maynard Keynes was the first to propose an alternative meth-
od, long before the Asian financial crisis. Governments, he attempted to
demonstrate, could conceivably spend their national economy out of debt.
Although logically implausible at first blush, this argument is based on the
notion that recessions deepen from a persistent cycle of low incomes, low
consumer spending and low business growth. A government can theoret-
ically reverse this downward spiral by injecting the economy with much
needed ( albeit borrowed ) capital. This is not equivalent to an indebted
consumer spending further into the red, Keynes argued, because while the
consumer gains no further income on that expenditure, the government’s
dollar goes into the economy and then partially boomerangs later on in the
form of taxation.

Nobel-prize winning economist Joseph Stiglitz follows up on this approach
by noting that households across the world are currently burdened with
debt. For businesses to grow, he argues, government and consumer ex-
penditure must kick in first. Austerity measures lower the spending capac-
ity of households, and are therefore considered under-productive. Another
recipient of the Nobel Prize, Paul Krugman, points to the recent experienc-
es of countries such as Ireland, Latvia and Estonia . Countries that imple-
ment austerity are the “good soldiers” of the crisis, he notes, implementing
savage spending cuts. “But their reward has been a slump—and financial
markets continue to treat them as a serious default risk”.

In the United Kingdom, Prime Minister David Cameron defended the ne-
cessity of austerity measures for his country by denouncing the frivolity of
governments that ratchet up spending at a time the economy is contract-

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ing. This is in line with the counter-Keynesian viewpoint, known broadly as
the neoclassical position. Neoclassical economists argue that business is
“inspired” by fiscally conservative governments, and this “confidence” helps
re-ignite the economy. A British think-tank economist, Marshall Auerback,
questions this line of thinking, wondering if Cameron suggests govern-
ments should only “ratchet up spending when the economy is growing.”
This, Auerback warns, should be avoided because it presents genuine infla-
tionary dangers.

Questions 27-31
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 27-31 on your answer sheet.
A government can undergo austerity measures by cutting spending and/
or raising 27________________ do not believe that a government will settle
its debts, they may ask for 28________________ pay back. In these cases, the
IMF is sometimes prepared to lend money to these governments. One of
the conditions of IMF loans is that recipient countries undergo austerity
measures to reduce their 29________________ and repay any debts.
The IMF has attracted criticism for its role in Asia after the 1997 financial
crisis. The crisis was caused when international investors pulled their mon-
ey out of the region at once, causing 30________________ unemployment to
rise. The IMF’s austerity measures set conditions that lowered incomes and
31________________ These policies have caused great suffering internation-
ally.

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Questions 32-35
Choose FOUR letters, A-G.
Write the correct letters in boxes 32-35 on your answer sheet.
Which four items are identified as features of the Greek government’s aus-
terity measure programme in 2010?
A. reducing public sector wages between 2010 and 2014
B. cutting allowances for public sector workers
C. raising the sales tax
D. making the compulsory retirement age the same for both genders
E. multiple general strikes
F. making cigarettes more expensive
G. eliminating the.budget deficit

Questions 36-40
Look at the following statements ( Questions 36-40 ) and the list of people
below.
Match each person with an appropriate statement, A-F.
Write the correct letter, A-F, in boxes 36-40 on your answer sheet.
36. John Maynard Keynes
37. David Cameron
38. Marshall Auerback
39. Joseph Stiglitz
40. Paul Krugman

List of Statements
A. Businesses will grow after the government and consumers spend
more.
B. Harsh austerity measures have caused some economies to decline.
C. Government spending can help a country get out of debt.
D. Governments should not raise spending while the economy is ex-
panding.
E. It is wasteful for governments to spend while the economy is getting
smaller.
F. Governments that introduce austerity measures are rewarded with
economic success.

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

Great Migration
Animal migration, however it is defined, is far more than just the movement
of animals. It can loosely be described as travel that takes place at regular
intervals - often in an annual cycle - that may involve many members of
a species, and is rewarded only after a long journey. It suggests inherit-
ed instinct. The biologist Hugh Dingle has identified five characteristics
that apply, in varying degrees and combinations, to all migrations. They are
prolonged movements that carry animals outside familiar habitats; they
tend to be linear, not zigzaggy; they involve special behaviours concerning
preparation (such as overfeeding) and arrival; they demand special allo-
cations of energy. And one more: migrating animals maintain an intense
attentiveness to the greater mission, which keeps them undistracted by
temptations and undeterred by challenges that would turn other animals
aside.

An arctic tern, on its 20,000 km flight from the extreme south of South
America to the Arctic circle, will take no notice of a nice smelly herring of-
fered from a bird-watcher’s boat along the way. While local gulls will dive
voraciously for such handouts, the tern flies on. Why? The arctic tern resists
distraction because it is driven at that moment by an instinctive sense of
something we humans find admirable: larger purpose. In other words, it
is determined to reach its destination. The bird senses that it can eat, rest
and mate later. Right now it is totally focused on the journey; its undivided
intent is arrival.

Reaching some gravelly coastline in the Arctic, upon which other arctic
terns have converged, will serve its larger purpose as shaped by evolution:
finding a place, a time, and a set of circumstances in which it can success-
fully hatch and rear offspring.

But migration is a complex issue, and biologists define it differently, de-
pending in part on what sorts of animals they study. Joe! Berger, of the
University of Montana, who works on the American pronghorn and other
large terrestrial mammals, prefers what he calls a simple, practical defini-
tion suited to his beasts: ‘movements from a seasonal home area away to

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another home area and back again’. Generally the reason for such seasonal
back-and-forth movement is to seek resources that aren’t available within
a single area year-round.

But daily vertical movements by zooplankton in the ocean - upward by
night to seek food, downward by day to escape predators - can also be con-
sidered migration. So can the movement of aphids when, having depleted
the young leaves on one food plant, their offspring then fly onward to a
different host plant, with no one aphid ever returning to where it started.

Dingle is an evolutionary biologist who studies insects. His definition is
more intricate than Berger’s, citing those five features that distinguish mi-
gration from other forms of movement. They allow for the fact that, for
example, aphids will become sensitive to blue light (from the sky) when it’s
time for takeoff on their big journey, and sensitive to yellow light (reflected
from tender young leaves) when it’s appropriate to land. Birds will fatten
themselves with heavy feeding in advance of a long migrational flight. The
value of his definition, Dingle argues, is that it focuses attention on what
the phenomenon of wildebeest migration shares with the phenomenon of
the aphids, and therefore helps guide researchers towards understanding
how evolution has produced them all.

Human behaviour, however, is having a detrimental impact on animal mi-
gration. The pronghorn, which resembles an antelope, though they are
unrelated, is the fastest land mammal of the New World. One population,
which spends the summer in the mountainous Grand Teton National Park
of the western USA, follows a narrow route from its summer range in the
mountains, across a river, and down onto the plains. Here they wait out the
frozen months, feeding mainly on sagebrush blown clear of snow. These
pronghorn are notable for the invariance of their migration route and the
severity of its constriction at three bottlenecks. If they can’t pass through
each of the three during their spring migration, they can’t reach their boun-
ty of summer grazing; if they can’t pass through again in autumn, escaping
south onto those windblown plains, they are likely to die trying to overwin-
ter in the deep snow. Pronghorn, dependent on distance vision and speed
to keep safe from predators, traverse high, open shoulders of land, where
they can see and run. At one of the bottlenecks, forested hills rise to form a
V, leaving a corridor of open ground only about 150 metres wide, filled with
private homes. Increasing development is leading toward a crisis for the

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pronghorn, threatening to choke off their passageway.

Conservation scientists, along with some biologists and land managers
within the USA's National Park Service and other agencies, are now work-
ing to preserve migrational behaviours, not just species and habitats. A
National Forest has recognised the path of the pronghorn, much of which
passes across its land, as a protected migration corridor. But neither the
Forest Service nor the Park Service can control what happens on private
land at a bottleneck. And with certain other migrating species, the chal-
lenge is complicated further - by vastly greater distances traversed, more
jurisdictions, more borders, more dangers along the way. We will require
wisdom and resoluteness to ensure that migrating species can continue
their journeying a while longer.

Questions 14-18
Do the following statements agree with the information given in Reading
Passage 2?
In boxes 14-18 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
14. Local gulls and migrating arctic terns behave in the same way when
offered food.
15. Experts’ definitions of migration tend to vary according to their area of
study.
16. Very few experts agree that the movement of aphids can be considered
migration.
17. Aphids’ journeys are affected by changes in the light that they perceive.
18. Dingle’s aim is to distinguish between the migratory behaviours of dif-
ferent species.

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Questions 19-22
Complete each sentence with the correct ending, A-G. below.
Write the correct letter, A-G. in boxes 19-22 on your answer sheet.
19. According to Dingle, migratory routes are likely to
20. To prepare for migration, animals are likely to
21. During migration, animals are unlikely to
22. Arctic terns illustrate migrating animals’ ability to

A. be discouraged by difficulties.
B. travel on open land where they can look out for predators.
C. eat more than they need for immediate purposes.
D. be repeated daily.
E. ignore distractions.
F. be governed by the availability of water.
G. follow a straight line.

Questions 23-26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.

The migration of pronghorns
Pronghorns rely on their eyesight and 23_____________ to avoid predators.
One particular population’s summer habitat is a national park, and their
winter home is on the 24_____________, where they go to avoid the danger
presented by the snow at that time of year. However, their route between
these two areas contains three 25_____________ One problem is the con-
struction of new homes in a narrow 26_____________ pronghorns’ route.

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READING WEEK 3

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READING WEEK 3

EDUCATION
Unit aims:

● Predicting
● Yes/No/Not Given (writer’s claims)
● Matching headingsSentence Completion (Matching endings)

I Predicting

1 Look at the photos and answer questions a-d.

a. How are the learning environments different in each picture? What oth-
er patterns of learning can you think of?
b. Which of these ways of learning do you prefer? Why?
c. Which pattern of learning has been most frequent in your education?
d. Is the way people learn in the modern world changing? How?

2 Written texts in English follow patterns. Consequently, it is of-
ten possible to predict the order of headings. Read headings
i-iv, taken from a Matching headings task, and answer ques-
tions a-c about the words in italic.

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i. Types of jobs where literacy needed
ii. Prediction about developments
iii. The reasons behind illiteracy
iv. Problem of illiteracy facing many advanced economies

a. Which word relates to a general issue?
b. Which word relates to causes?
c. Which word relates to a future situation?

Read this explanation from a student predicting the order of the
3 headings.

Decide the correct sequence for i-iv.
If you are writing about illiteracy in advanced economies, it is logical to
state the general issue or problem first. Then, you say where it is found.
After that, you can talk about the causes, and then what is going to hap-
pen next.

Read headings i-iv taken from a Matching headings task and an-
4 swer questions a-c.

i. A problem faced by education systems in advanced nations
ii. The importance of the state in providing education
iii. The influence of private enterprise
iv. The impact of recent change

a. Which heading relates to an effect or consequence?
b. Which headings relate to causes?
c. Which heading contains an indefinite article? Why?

Based on the heading in 4, which of these descriptions best fits
5 the likely pattern of the article?

a. The writer begins by stating the effects of a problem. Then the writer
gives a description of the problem. Finally, the writer details its causes.

b. The writer begins by stating the problem. Then the writer gives details
of the factors which contribute to this problem. Finally, the writer de-
scribes the consequences.

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II Yes/No/Not Given (writer’s claims)

6 Statements 1-7 below are taken from a Yes/No/Not Given task.
These are similar to True/False/Not Given, but they are used in
passages where the writer is presenting an opinion. Read the
statements, then answer questions a-d.

1. Some journalists take the view that more British schoolchildren
should study languages.

2. The number of English speakers worldwide makes it unnecessary
for British tourists to learn languages.

3. Only British teenagers find languages boring.
4. British teenagers’ reluctance to learn languages is linked to the

availability of films and music in English.
5. In the past, studying French made it easier for British people to

learn further languages.
6. The lack of linguistic skills within British companies has resulted

in business being lost.
7. American business people are less interested in learning languag-

es than British business people

a. Which statements contain a comparison?
b. Which contain a cause and effect?
c. Which contain words with negative connotations? Underline them.
d. Using the title of the passage and the information from all the ques-

tions together, can you predict any of the answers? Make a note.

7 For each of the statements 1-7 in 6, decide if they agree with
(Yes) or contradict (No) the writer’s opinion. Write Not Given if it
is impossible to say what the writer thinks in the passage be-
low.

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An answer to the belief that British people cannot learn languages

A. Every so often, the educational supplements of our broadsheets de-
vote an entire issue to the danger the British face of falling behind in
Europe because so few of our schoolkids take up the study of foreign
languages. Most recently, the German ambassador lambasted us for
only ever speaking English, a rebuke echoed by his French and Span-
ish counterparts.

B. The truth is that foreign languages are phenomenally unpopular in
secondary schools. Poor teaching and the late introduction of the
subject are often cited as the main reasons youngsters are so loath to
study them. Another factor for our notorious laziness vis-a-vis other
tongues has to be that we are brought up to believe that the whole
world speaks English, so why bother? Why indeed? Struggling to
communicate in another language is, for all but the committed and
enthusiastic linguist, a frustrating experience, which, if not neces-
sary, is best avoided. And yes, when millions of Brits take their annual
holidays abroad, local tourism, travel, catering, and retail staff are all
trained in at least rudimentary English. So, again, there is little moti-
vation to learn more than a couple of word for a few days’ stay.

All this is true, and yet illuminates only part of the picture. British
teenagers are generally bored by French or German verbs, but the
underlying reasons are more complex than a vague assumption that
they only need to speak English because everyone else does. Their lei-
sure activities revolve around pop music, sport, computers, television,
and films. These things are already in English; translations and sub-
titles are the exception. Furthermore, the most powerful country in
the world happens to speak our language, and we absorb its cultural
exports easily and readily. So, for us, language is not a major issue.

C. Of course, should the world situation change, and the United States
become a Hispanic country, as some boffins have predicted, the Brit-
ish would see the benefit of learning Spanish and do so. Not so long
ago, knowledge of French was more widespread here, and eagerly
acquired, when that language was of paramount international im-
portance.

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D. The belief that we will lag behind our European business partners also
needs to be dissected. The canard here is that we lose out because
our businessmen and women can’t keep up with the local lingo. But
surely, it’s competitiveness and the attraction of lucrative offers that
count. After all, American executives don’t wring their hands at their
lack of linguistic skills.

III Matching headings

8 Match the organizing words in 1-4 with the sections A-D above.

1. The belief
2. The consequence
3. Reasons
4. A criticism

Complete the headings in 8 above by choosing an appropriate
9 ending from a-f below.

a. that business lost due to lack of linguistic ability disproved
b. why young British people learn languages
c. why young people don’t learn languages
d. of English not being a major language
e. why foreign language learning disliked
f. of British attitudes to learning languages

Sentences a-f give techniques for doing Matching headings
10 tasks. These were listed by a student revising for the IELTS

reading. Do you agree with her choice? Which do you think is
the most important? Why?

a. Skim the headings for a summary of the passage,
b. Scan the text using the organizing words like effects, problem, etc.
c. Scan for words in the heading which help locate the information,
d. Predict the likely position in the passage for some of the paragraph

headings.

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e. Read and match each paragraph in turn, thinking of the writer’s over-
all purpose.

f. Check that the sequence of paragraphs makes sense.

A student skimmed three paragraphs 1-3, paying attention only
10 to the words which give meaning. Skim quickly the words he

looked at below, and decide which title, a or b, is better in each
case.

1. Formal education - academic or vocational - obviously of value - however
- education outside formal school-greater impact on individual- main crit-
icism of schools/universities: don’t prepare students for work- many peo-
ple successful without formal education- informal education influences
countless businessmen/women - Einstein, left school when sixteen-other
self -taught people- formal education considered as stifling entrepreneurs
- not providing skills in all fields- no problem going straight into work even
after basic education - learn on the job.

a. The importance of academic education
b. The impact of education outside formal settings

2. Education - different forms - formal from primary to university - voca-
tional - students learn work-related skills, e.g. construction/engineering/
catering or apprentices- trainees learn while working-e.g. with experi-
enced plumbers, etc.- in UK /many other countries latter generally consid-
ered inferior- but now apprenticeships important- lack of skilled workers
in construction driving up demand.

a. Different types of education
b. A skills-based approach to education

3. Education radically different in future: autonomy of the learner will
be central - teachers disappear- replaced by robots/machines- transmit
knowledge and skills directly to the brain- languages/musical instruments
-data transmission via satellite to human brain.

a. Future developments in education
b. Learning languages in the future

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Technique: Matching headings
1. Skim the headings to form a general idea of the topic. Note repeated

words.
2. Identify and underline the organizing words in the headings. Look

for connections and logical orderings between the organizing words.
3. Make predictions about which paragraph each heading relates
4. Skim read the paragraphs to check your predictions and complete

the matching.
5. Check your answers by reading your headings in order.

Reading passage 4:

You should spend 20 minutes on questions 1-13 which are based on read-
ing passage 4.

The reading passage has nine paragraphs, A-I.Choose the correct
headings for paragraphs B-H from the list of headings below.

List of headings Example: Paragraph A xi
i. The effect of emphasis on short-term
educational goals 1. Paragraph B _____
ii. The limited effects of music 2. Paragraph C _____
iii. The future of music 3. Paragraph D _____
iv. Benefits for health 4. Paragraph E _____
v. The effects of early exposure to music 5. Paragraph F _____
vi. The skills involved in musical activity 6. Paragraph G _____
vii. A playwright’s perception of music 7. Paragraph H _____
viii. Early exposure to Music in the USA 8. Paragraph I _____
ix. Music without instruments
x. The ‘Mozart effect’
xi. Order or chaos?
xii. The creation of The Voices Foundation
xiii. A method for training singers
xiv. The use of music in Shakespeare’s plays

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A. Even the Greeks couldn’t agree about it. Was music a source of order
and proportion in society, regulating its innate chaos in ways simi-
lar to the disciplines of geometry and architecture? Or did its abili-
ty to express passionate emotions beyond the reach of words create
the potential for disorder and anarchy? Compare the behaviour of an
audience listening to classical string quartets with headbangers at a
rave, and the age-old conflict between Apollo and Dionysius is made
manifest all over again in our own time.

B. Shakespeare, though, came clean. For him, ‘the man who hath no
music in himself, Nor is not mov’d with concord of sweet sounds, Is
fit for treasons, strategems and spoils; The motions of his spirit are
dull as night. Throughout his plays, Shakespeare perceives music as a
healing force, an art whose practice makes man whole.

C. Yet, despite the growth of the science of music therapy within the
last two centuries, and despite the huge weight of books published
on the miraculous ‘Mozart effect’, our schools and colleges have fallen
strangely silent. The so-called ‘Mozart effect’ presents anecdotal and
statistical evidence for advances in both social and academic skills in
those children exposed in their formative years to the music of Mo-
zart. But, in an age obsessed by pragmatism and by short-term vo-
cational learning, music has been marginalized in both primary and
secondary education. Compared with the holy trinity of reading, writ-
ing, and arithmetic, music is regarded as a luxury pastime. As a result,
children are leaving school not only totally ignorant of their own mu-
sical heritage, but lacking in social, physical, and mental skills which
musical performance can uniquely promote.

D. Playing an instrument requires a degree of concentration and co-
ordination which brings into play a plethora of mental and physical
skills which are being eroded in our push-button world. Socialization
and team-work are also involved. Schools with wind bands, string en-
sembles, jazz groups, and orchestras are right up there at the top of
the league tables. In excelling in musical activity, the students’ per-
formance in many other fields of learning is refocused and radically
improved.

GIÁO TRÌNH IELTS 56 171

E. There are medical aspects too. Long before British primary schools dis-
covered the recorder- that most basic of all modern woodwind instru-
ments-Australian Aborigines had developed the didgeridoo. Like the
clarinet and the flute, this haunting and beautiful instrument helped
to overcome both upper and lower respiratory tract problems and en-
couraged better sleep. In playing a wind instrument, abdominal mus-
cles are used to support the breathing system. And these are the very
muscles which come into play when an asthmatic is experiencing an
attack.

F. But what of those individuals and schools which simply cannot afford
a musical instrument? What of those institutions where not a single
member of staff can read music? This is where the human being’s most
primitive form of music-making comes into its own. Singing is free. Ev-
eryone possesses a voice. And, with it, the body expresses itself in the
most fundamental and organic way.

G. The Hungarian composer Zoltan Kodaly knew this, and developed his
own system of training ear and voice within a simple yet comprehen-
sive system of body language. Today, an organization called The Voic-
es Foundation adapts and applies Kodaly’s methods, aiming to give
children back their singing voices, and to make our schools ring with
music-making once again. Their advisors and teachers have already
achieved extraordinary turn-around effects the length and breadth of
Britain and in schools in the troubled areas of South Africa.

H. Important work is currently being done in Finland, Israel, and the Unit-
ed States on pre-school, even pre-birth, musical education. Music in the
womb is very much part of the life of the unborn future citizens of Fin-
land. And one has only to look at the educational standards, health re-
cords, and professional musical activity in this small nation to see what
dividends music in education pays from the earliest days of human life.

I. Mozart has been celebrated in his anniversary years of 1991 and again in
2006. By the time of the next Mozart-Year, shall we have allowed music
to conjure a better society for us all? Or, relegated to the ranks of mere
entertainment, will music be eroded of its unique power to heal and to
make whole?

172 IZONE - IELTS TRAINING ACADEMY

Questions 8-10
Do the following statements agree with the claims of the writer in the
reading passage?

Write

YES if the statement agrees with the writer’s claims
NO if the statement contradicts the writer’s claims

NOT GIVEN if it is impossible to say what the writer thinks about this.

8. In Shakespeare’s dramas, music is seen in a positive light.
_______________
9. Schools lack the funds to buy luxury items like musical instruments.
_____________
10. Musical activity can only lead to a slight improvement in children’s so-
cial, physical, and mental skills. _______________

Questions 11-13
Choose the correct letter, A, B, C or D.
11. According to the writer, studying music

A may not help all students to improve in other areas of their studies.
B means that students spend less time on reading, writing, and arith-
metic.
C helps students to improve enormously in other areas of their studies.
D means that students will excel as professional musicians.
12. The didgeridoo is an instrument that
A has a negative effect on those suffering with breathing problems.
B benefits those suffering with breathing problems.
C tends to send those who listen to it to sleep.
D sounds sad to most people.
13. Which of the following is the most suitable heading for Reading Pas-
sage 4?
A The growth of music in the school curriculum
B Music throughout the ages
C Music for everyone
D The beneficial effects of a musical education

GIÁO TRÌNH IELTS 56 173

IV Improve your IELTS word skills

1 Make the following adjectives negative by adding the prefixes
un-, in-, dis-, im-, il-, ir-, a-

_____ambitious ______conscious ______accurate ______literate
_____mortal ______replaceable ______relevant ______similar
_____satisfied ______symmetrical ______political

Complete the following sentences using the negative form of
2 one of the above adjectives.

a. Coral reefs are _______________. Once they are destroyed, they are gone
forever.

b. If the patient remains __________________ , he should be put in the re-
covery position.

c. Some students do not see the point of studying history as they find it
___________ to the modern world.

d. The two students’ background was not ___________________as they both
came from working-class families.

Use your knowledge of prefixes to work out the meanings of
3 the words in italic in sentences a-f.

a. Awkward is one of the most frequently misspelt words in English.
b. The health service has been drastically underfunded for the last ten

years.
c. There are plans for the rail industry to be denationalized.
d. Some environmentalists are concerned about the effect of overfishing

on our oceans.
e. Students who fail the exam will have a chance to resit the following

year.
f. The growth in obesity among young people means that a significant

number of parents will outlive their children.

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READING EXERCISE

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

Questions 14-19
The Reading Passage has six sections, A-F.
Choose the correct headings for sections A-F from the list of headings
below.
Write the correct number, i-x, in boxes 14-19 on your answer sheet.

List of Headings
i Construction of special cinemas for 3-D
ii Good returns forecast for immediate future
iii The greatest 3-D film of all time
iv End of traditional movies for children
v Early developments
vi New technology diminishes the art
vii The golden age of movies
viii In defence of 3-D
ix 3-D is here to stay
x Undesirable visual effects

14. Section A _____
15. Section B _____
16. Section C _____
17. Section D _____
18. Section E _____
19. Section F _____

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Three dimensional film

A. In the theatre of the Ambassador Hotel in Los Angeles, on the evening
of 27 September 1922, a new form of film-making made its commercial de-
but: 3-D1. The film, The Power of Love, was then shown in New York City to
exhibitors and press, but was subsequently not picked up for distribution
and is now believed to be lost. The following three decades were a period of
quiet experimentation for 3-D pioneers, as they adapted to new technolo-
gies and steadily improved the viewing experience. In 1952 the “golden era”
of 3-D is considered to have begun with the release of Bwana Devil, and
over the next several years audiences met with a string of films that used
the technology. Over the following decades it waxed and waned within
filmmaking circles, peaking in the 1970s and again in the 1990s when IMAX
gained traction, but it is only in the last few years that 3-D appears to have
firmly entered mainstream production.

B. Released worldwide in December 2009, the fantasy film Avatar quickly
became the highest-grossing film ever made, knocking Titanic from the
top slot. Avatar, set in 2154 on a planet in a distant solar system, went on to
become the only film to have earned US$2 billion world-wide, and is now
approaching the $3 billion mark. The main reason for its runaway popular-
ity appears to be its visual splendour; though most critics praised the film,
it was mostly on account of its ground-breaking special effects. Kenneth
Turan of the Los Angeles Times praised Avatar’ s “ powerful ” visual accom-
plishments , but suggested the dialogue was characterisations “obvious”.
A film analyst at Exhibitor Relations has agreed, noting that Avatar has ce-
mented the use of 3-D as a production and promotional tool for blockbust-
er films, rather than as a mere niche or novelty experiment. “This is why all
these 3-D venues were built”, he said. “This is the one. The behemoth… The
holy grail of 3-D has finally arrived”.

C. Those who embrace 3-D note that it spices up a trip to the cinema by
adding a more active “embodied” layer of experience instead of the view-
er passively receiving the film through eyes and ears only. A blogger on
Animation Ideas writes, “...when 3-D is done well—like in the flying scenes
in Up, How to Train Your Dragon and Avatar, there is an added feeling of
vertigo. If you have any fear of heights, the 3-D really adds to this element...”
Kevin Carr argues that the backlash against 3-D is similar to that which oc-
curred against CGI2 several years ago, and points out that CGI is now widely

176 IZONE - IELTS TRAINING ACADEMY

regarded as part of the film-makers artistic toolkit. He also notes that new
technology is frequently seen to be a “gimmick” in its early days, pointing
out that many commentators slapped the first “talkie” films of the early
1920s with this same label.

D. But not everyone greets the rise of 3-D with open arms. Some ophthal-
mologists point out that 3-D can have unsettling physical effects for many
viewers. Dr. Michael Rosenberg, a professor at Northwestern University, has
pointed out that many people go through life with minor eye disturbanc-
es—a slight muscular imbalance, for example—that does not interrupt day-
to-day activities. In the experience of a 3-D movie, however, this problem
can be exacerbated through the viewer trying to concentrate on unusual
visual phenomena. Dr. Deborah Friedman, from the University of Roches-
ter Medical Center, notes that the perception of depth conjured through
three dimensions does not complement the angles from which we take in
the world. Eyestrains, headaches and nausea are therefore a problem for
around 15% of a 3-D film audience.

E. Film critic Roger Ebert warns that 3-D is detrimental to good film-mak-
ing. Firsdy, he argues, the technology is simply unnecessary; 2-D movies are
“already” 3-D, as far as our minds are concerned. Adding the extra dimen-
sion with technology, instead of letting our minds do the work, can actually
be counter-purposeful and make the over-all effect seem clumsy and con-
trived. Ebert also points out that the special glasses dim the effect by soak-
ing up light from the screen, making 3-D films a slightly duller experience
than they might otherwise be. Finally, Ebert suggests that 3-D encourages
film-makers to undercut drama and narrative in favour of simply piling on
more gimmicks and special effects. “Hollywood is racing headlong toward
the kiddie market,” he says, pointing to Disney’s announcement that it will
no longer make traditional films in favour of animation, franchises, and su-
perheroes.

F. Whether or not 3-D becomes a powerful force for the film-maker’s vision

and the film-going experience, or goes down in history as an over-hyped,

expensive novelty, the technology certainly shows no signs of fading in the

popularity stakes at the moment. Clash of the Titans, Alice in Wonderland

and How to Train Your Dragon have all recently benefited at the box office

due to the added sales that 3-D provides, and with Avatar’s record set to

last some time as a totem of 3-D’s commercial possibilities, studios are not

prepared to back down.

GIÁO TRÌNH IELTS 56 177

Questions 20-26
Look at the following statements ( Questions 20-26) and the list of people
below.
Match each statement with the correct person, A-G.
Write the correct letter, A-G, in boxes 20-26 on your answer sheet.
NB You may use any letter more than once.
NB Some options may not be used.

20. 3-D conflicts with our mental construct of our surroundings._____

21. 3-D encourages an over-emphasis on quick visual thrills._____

22. Effective use of 3-D technology may increase our sensation of
elevation._____

23. 3-D viewing can worsen an existing visual disorder._____

24. Avatar is the most powerful example of 3-D yet to arrive in cinemas._____

25. Avatar’s strength is found in its visual splendour, not in aspects of
story._____

26. People already have the mental capacity to see ordinary movies in three
dimensions._____

List of People:

A. Kenneth Turan

B. Exhibitor Relations’ analyst

C. Animation Ideas’ blogger

D. Kevin Carr

E. Dr Michael Rosenberg

F. Dr Deborah Friedman

G. Roger Ebert

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READING WEEK 4

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READING WEEK 4
MACHINES, PROCESSES AND CYCLES

Unit aims:
● Labelling a diagram
● Completing tables
● Completing flowcharts

I Labelling a diagram

1 Look at the list of energy sources and answer the questions
below.

wood wind water nuclear coal
human power animals gas oil

a. How has each one had an impact on human history?
b. Which sources do you think have a future?
c. What other sources are there?

2 Look at the diagram and answer questions a and b

a. What does the diagram
show?

b. What types of words
are needed to label the
diagram? Make some
predictions.

180 IZONE - IELTS TRAINING ACADEMY

Label the diagram using no more than TWO words from the
3

passage below for each blank space.

Thomas Newcomen’s steam engine was one of the first devices to use
the power of steam for mechanical work. It was originally used to pump
water from mines. A boiler, encased in brick and sitting over a coal fire,
generated steam, which drove the piston in the open top cylinder above
the boiler. When the steam built up, the pressure opened a valve allowing
the steam to fill the cylinder and push the piston up. When the piston
reached the top of the cylinder, the first valve was closed and the second
valve opened. This second valve sprayed cold water into the cylinder from
a cistern, condensing the steam and creating a vacuum. The air pressure
from the open-top cylinder pushed the piston down again, thus pulling
the rod down with it. The cycle then repeated itself all over again.

Decide if the following sentences about machines are true or
4 false. Use a dictionary to help you.

a. A washing machine contains a pump and a motor,
b. An air conditioning unit contains a coil and a fan.
c. A photocopier has various components, including rollers and a piston,
d. A filter and a tube can be found in a television ,
e. A lever and a spring are component parts of a toaster,
f. A valve and a switch can be found in an aerosol spray,
g. Inside a hoover, there is a filter and rotating brushes.

5 Name one object for each of the following components.

battery axle blade handle lens turbine switch

Before you look at the passage below, decide which of the fol-
6 lowing words are associated with advantage and which with

disadvantage?

downside benefit drawback stumbling block
problem upside plus handicap

GIÁO TRÌNH IELTS 56 181

The future of energy sources

A. The future for petroleum use at the moment looks rather uncertain,
despite enjoying the major benefit of a very advanced infrastruc-
ture already in place. The downsides from the environmental point
of view are patently obvious: harm to public health through carbon
dioxide emissions in exhaust fumes, which are linked to respiratory
problems, and to precious ecosystems from oil spills and seepage.
But the most significant weakness is that oil is a finite resource.

B. The picture for natural gas is similarly mixed. While its main strength
lies in its being a relatively clean fuel involving little processing and
being easily transportable via pipelines, natural gas requires com-
pression or low temperatures if it is to be used for cars or other vehi-
cles. Thus, it has not previously been a serious contender to provide
private transportation. There are now signs, however, that this obsta-
cle may have been overcome.

C. Yet there is another problem with natural gas. It may produce less
carbon dioxide than other fossil fuels, but the major stumbling block
to its use is that the methane released lives for a long time in the
atmosphere. In addition, as it is a nonrenewable energy source like
petroleum, in coming years natural gas will not be in use. But in the
short term at least, the situation looks rosy.

D. Ethanol, despite the drawback of a dearth of commercial outlets,
heralds a new dawn for the energy market. But, before we consid-
er ethanol in depth, let us look at hydrogen. It is perhaps the most
attractive of all renewable fuels. Its greatest appeal is that it is readily
available everywhere in the form of water (H20). Solar energy is used
to split the water into hydrogen and oxygen and then recombine it,
with water being the waste by-product in the form of steam in vehi-
cles. Perhaps its main drawback is making the hydrogen production
units small enough to fit cars. But once this happens, the future of
hydrogen is bright indeed.

Scan the passage for the words in 6, or other words with similar
7

meanings, and underline them.

II Completing tables

182 IZONE - IELTS TRAINING ACADEMY

The table below is taken from a Table completion task. Look at
8

the headings at the top and side of the table. Which headings
give you the topic of the passage? Which help you with the
organization?

Types of fuel Main advantage Main disadvantage Future

Petroleum very advanced 1. ________ Uncertain
Natural gas inf rastructure
Ethanol Relatively clean Produces 3. _________
Hydrogen 2. ________
None given
Lack of Signals a
6. ________ 4. _________ 5. _________

Hydrogen production 7. _________
units for cars not small
enough

Complete the table. Use no more than TWO words from the text
9

above.

10 In Table completion tasks, it is important to understand the
relationship between the headings and the details. Look at the
extract from a table below and insert four headings from the
list in spaces 1-4.

Method Types of power Types of Types of
Location organization environmental risks

Homes supplied Environmental
impact

1. _______ 2. _______ 3. _______ 4. _______
South Coast wave
Mouth of river tidal high sufficient for 26,000
wind
At sea low sufficient for 15,000

low sufficient for 31,000

GIÁO TRÌNH IELTS 56 183

What other words do you know for the nouns method, types,
11

and impact?

III Completing flowcharts

Flowchart tasks normally relate to processes or sequences.
12 Match each linking phrase below with a stage from the flow-

chart in 13? Which can relate to any stage? Which cannot relate
to any stage? The first one is done for you.

firstly stage one finally ___________
thirdly ___________ at first ___________
after that ___________ in the next phase ___________
subsequently ___________ following that ___________
simultaneously ___________

13 The flowchart below is taken from a Flowchart completion task.
Skim the flowchart, and where possible predict the words to
complete the chart.

184 IZONE - IELTS TRAINING ACADEMY

Now complete the chart using no more than TWO WORDS from
14

the passage below.

The production of fuel-ethanol or ‘grain spirit’ from grain is relatively
straightforward. It is made from harvested crops. As the demand for alter-
native ‘clean’ fuels increases, farmers are switching from planting crops for
consumption to fuel crops like corn, barley, wheat, or others that produce
oil like palm oil and rape seed. The growing process is no different from that
of any crop. A farmer simply plants a field of corn, 10 which is then harvest-
ed. Instead of being taken to a mill to produce flour, the corn is delivered
by lorry to a distillery where it goes through four main stages before it can
be used as fuel. First, during a preparation phase, the grain is ground and
then cooked prior to the fermentation process commencing.Then, before
the distillation of the liquid to produce the ethanol takes place, solid mat-
ter has to be removed by filtration. At a fuel-ethanol plant, the blending of
ethanol and petroleum is carried out to produce E-10, a mix of 10 per cent
ethanol and 90 per cent petroleum, or E- l 5, which is 15 per cent ethanol
and 85 per cent petroleum.The liquid is then put into storage and the dis-
tribution process is ready to begin.

15 Stages in a flowchart are often expressed in note form. Turn
sentences a-e into notes as in the flowchart above.

Example:
Ethanol is produced once the filtering is completed.
Ethanol produced once filtering completed.

a. Diamonds are formed deep below the surface of the earth.

b. Filtration is followed by fermentation.

c. Heat is generated by the waste buried in the ground.

d. Electricity is generated by the rotating blades.

e. The recording is published, sold, and played on the radio.

GIÁO TRÌNH IELTS 56 185

Reading passage 3:

You should spend 20 minutes on questions 1-14 which are based on
Reading Passage 3.

Technique: Matching headings
Read the title and the questions first. Use the information from these
to predict the content.

Coffee rust

Why do the British drink so much tea? The answer to this question can be
traced back, unexpectedly, to a humble fungus, HEMILEIA vastatrix, which
attacks the leaves of coffee plants causing a disease popularly known as
coffee rust.The appearance of this disease was first reported in the British
colony of Ceylon (now Sri Lanka) in 1867. Over the next twenty years, coffee
production in Asia and Africa was virtually wiped out. Following a period
of severe economic and social upheaval, planters in British colonies shifted
to planting tea, and the British were gradually transformed into a nation of
tea drinkers.

Under British rule, the island of Ceylon was stripped of its forests to turn
over every available acre to coffee production. By the 1870s, Ceylon was
exporting nearly 100 million pounds of coffee a year, much of it to England.
This empire, however, was swiftly devastated by the arrival of the coffee rust
fungus.The rust organism can be recognized by the presence of yellowish
powdery lesions on the undersides of the leaves of the coffee plant. Occa-
sionally green shoots and even the green coffee berries can be infected.
The infected leaves drop prematurely, leaving long expanses of bare twigs.
This defoliation causes shoots and roots to starve and consequently to die
back, reducing the number of nodes on which coffee can be produced the
following season.

The rust fungus is dispersed by both wind and rain. By observing the pat-
terns of infection on individual leaves, it can be deduced that splashing rain
is the most important means of local, or short-range dispersal. Dispersal
over wider areas is primarily by wind, although insects such as flies and
wasps may also play a small part.How the fungus first made its way from
its native Ethiopia to Ceylon is unknown, but human intervention seems to
be the only plausible explanation. Insects as carriers can be ruled out, and
it is doubtful whether the fungus could have been blown so far.

The coffee growers probably hoped at first that the disease would disap-

186 IZONE - IELTS TRAINING ACADEMY

pear as quickly and unaccountably as it had begun. By 1879, however, it
was clear that it was not going away, and the Ceylon government made an
appeal for someone to be sent to help.The British Government responded
by sending Harry Marshall Ward, whose brief was to investigate the coffee
rust phenomenon and hopefully come up with a cure.

Ward recommended that to effectively protect the plant from invasion, the
leaves should be treated with a coating of fungicide (lime-sulphur). Unfor-
tunately in the case of the Ceylon plantations, the rust epidemic was too
well established for this protective measure to save the coffee trees. He also
pointed out the risks of intensive monoculture.The continuous planting of
coffee trees over the island, without even the benefit of windbreaks, had
created a perfect environment for a fungus epidemic to spread. Despite
Ward’s warning, when the coffee trees were replaced with tea bushes, they
were planted at the same density. It was only by good fortune that no sim-
ilar fungus arrived to invade the tea bushes and that improved fungicides
were soon available to protect the crop.

With the destruction of the coffee plantations in Ceylon and subsequent
arrival of coffee rust in Java and Sumatra, the world’s coffee production
shifted to the Americas. Plantations were swiftly established in the tropi-
cal highlands of Brazil, Colombia, and Central America, and Brazil soon be-
came the world’s major coffee supplier, closely followed by Colombia.

Coffee rust was successfully excluded from the Americas for over 100 years
by careful quarantine measures. However, in 1970, the fungus was discov-
ered in Brazil, again probably brought in accidentally by humans.Once
the barrier of the oceans had been breached, wind dispersal came into
play. Infected trees were isolated by creating an 80 km coffeeless ‘safety
zone’ around the infected area, but within eighteen months the rust had
jumped the gap in the direction of the prevailing winds.Today, the fungus
has spread throughout all the coffee-growing areas, including Colombia
and the countries of Central America.

Fungicide applications are now part of the routine production practices
on coffee plantations, despite the expense for small growers.Good cultural
management, taking into account the density of planting and the climate,
is also paramount. Rust-resistant strains of coffee have also been devel-
oped but the crop is of poorer quality. Unless a truly rust-resistant variety
with more desirable genetic traits can be produced, coffee rust will have to
be managed as a continuous epidemic on a perennial crop.

GIÁO TRÌNH IELTS 56 187

Questions 1-7
Complete the chart below.
Chose NO MORE THAN THREE WORDS from Reading Passage 3 for
each answer

Technique: Labelling a diagram
1. Study the diagram and identify the type of word for each gap
2. Underline scan reduced words. Try to predict some of the answers.
3. Scan the text to identify which section describes the information in
the diagram.
4. Read the section carefully and complete the gaps, using the scan
words to guide you to the answers.
5. Remember the sequence will probably follow the same order as the
numbers on the diagram

188 IZONE - IELTS TRAINING ACADEMY

Questions 8 and 9
Choose the correct letter, A , B , C or D.
8. The most important means of long-range dispersal is

A. rain.
B. wind.
C. wasps.
D. flies.
9. Coffee rust spread easily in Ceylon
A. due to the density of the coffee trees.
B. due to the windbreaks.
C. because the fungicide didn’t work.
D. because it was well established.

Questions 10-14
Complete each sentence with the correct ending, A-G from the box be-
low.
10. The move of coffee production to the Americas was triggered by
_______
11. Before 1970, American plantations were protected through _______
12. Attempts in the Americas to isolate the infected trees failed due to
_______
13. The coffee trees now have to be protected continuously by _______
14. In the management of the coffee crops, it is also important to consider
_______

A. the density of planting and the climate.
B. the application of fungicide.
C. the coffee rust devastation in Ceylon.
D. the increased demand for coffee in Europe.
E. careful quarantine measures.
F. the genetic traits of the coffee tree.
G. the prevailing winds.

GIÁO TRÌNH IELTS 56 189

IV Improve your IELTS word skills

1 Complete the following descriptions by inserting the verbs in
the correct tense. Choose from present active, present passive,
or infinitive with “to”.

store react filter distribute extract blend

Firstly, plant seeds are crushed 1. ___________ the oil. Then this oil
2.___________ to take out the impurities. Next, hydrogen is added to it un-
der high pressure. This hydrogen 3.__________ with the oil and makes it
hard. Following this, the oil 4.___________ with other vegetable oils. Finally,
the margarine 5.___________ in tubs until it 6.____________ to the shops

fix carry grow fall spread

A seed 7._________ from a tree to the forest floor or 8.__________along by
the wind, or by a bird or other animal. Lying dormant until the arrival of
spring, the seed then sprouts roots 9.__________it to the ground. The seed
begins 10.__________ and in time develops into a fragile sapling. Eventual-
ly, the sapling grows into a tree, whose seeds in turn 11. ___________ by the
wind.

Which text describes a life cycle and which describes a
2 production process?

Create a suitable title for each text.

Change the verbs in 1 into nouns. Be careful with the spelling

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PROGRESS TEST 1

GIÁO TRÌNH IELTS 56 191

LISTENING

SECTION 1: Questions 1-10
Questions 1-6
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.

Test Tip
Remember that you only hear the recording once.
Check how many words you can use for each answer.
Read through the notes to get an overall idea of their content.

Test Tip
You can write a time in figures or words, but figures are quicker and
easier.

PRESTON PARK RUN

Details of run
Example
Day of Park Run: Saturday.

Start of run: in front of the 1 __________________

Time of start: 2 ___________________

Length of run: 3 ___________________

At end of run: volunteer scans 4 ___________________

Best way to register: on the 5 ___________________

Cost of run: 6 £___________

Test Tip 3
The answer is a distance. Make sure you include the unit of measure-
ment - you can write this in an abbreviated form, e.g. ‘km’ for kilometres
or ‘m’ for miles.

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Test Tip
If part of the answer is given (eg. $. £, etc.) remember not to repeat it in
your answer.

Questions 7-10
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.

Test Tip
Names are often spelled out on the recording. Make sure you know
how all the letters of the English alphabet are pronounced. Listen
carefully and write down the letters as you hear them.

Volunteering
Contact name: Pete 7 ________________
Phone number: 8 ________________
Activities: setting up course
9 ________________ the runners
10 ________________ for the weekly report

Test Tip
Check that you have spelled all the answers correctly.

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SECTION 2: Questions 11-20
Questions 11-14
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.

Test Tip
Look carefully at the table before you listen. Note the headings at the
top - they tell you what you need to listen for. Use all the information
provided in the table to help you predict answers.
You hear the answers in the same order as the questions.
Use the words that you hear to answer the questions.

PACTON-ON-SEA BUS TOUR

Bus stops Location Things to see
Bus stop 1
Bus stop 2 train station start of tour
Bus stop 3
Bus stop 4 the aquarium dolphins and 11____________

12 ____________ yachts and power boats

13 _____________ centre very old 14 _______________

Study Tip 11
‘dolphins’ is plural so the answer to this question is also likely to be plu-
ral - don’t forget the ‘s.

Study Tip 14
You may hear a synonym of ‘very old’ on the recording (e.g. ‘ancient”).
Don’t repeat it in your answer.

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Questions 15-20
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.

Test Tip
Read the sentences through in the preparation time and think about
what type of information is missing.

15. You need to have a _____________________ to buy a ticket for £10.
16. The bus tour lasts _____________________ in total.
17. The cost of the bus ticket includes entrance to the _____________________.
18. You can listen to an audio commentary which has been made by the
_____________________.
19. If the weather is wet, it is a good idea to bring _____________________.
20. Don’t forget to bring your _____________________ when you book online.

Test Tip 18
If you do not know the phrase ‘audio commentary’, use the context and
other words in the sentence to help you decide what it means, e.g. ‘It is
something you listen to on a tour bus’.

Study Tip
Check that all the sentences are grammatically correct and make
sense, e.g. don’t repeat ‘the’ before your answer to Question 18.

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SECTION 3: Questions 21-30
Questions 21-26
Choose the correct letter, A, B or C.

Study Tip
Read the questions through and underline important words that tell
you what to listen for, e.g. ‘main problem’ in Question 22.

21. Dave Hadley says that the computer system has
A. too many users.
B. never worked well.
C. become outdated

22. The main problem with the computer system is that it
A. is too slow
B. stops working
C. displays incorrect data.

23. Timetabling has become an issue because
A. here is not enough time for anyone to do it.
B. the system does not handle course options.
C. the courses are constantly changing.

24. To solve the timetabling issues, Randhir suggests that
A. students should create their own timetables.
B. Dave should have someone to assist him.
C. the number of courses should be reduced.

25. Randhir says that a new system may
A. need to be trialled.
B. still have problems.
C. be more economical.

26. Improving the existing system will take
A. a few weeks.
B. four or five months.
C. nine months.

Study Tip 23
- In addition to noting important words in the question (‘Timetabling’.
‘issue“), you need to pick out the important words in the options (‘not
enough time’, ‘system’, ‘not handle’, ‘options’ ‘courses’, ‘changing”).

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Study Tip 25
- Are any of the options positive or negative? Do the speakers’ voices
sound positive or negative? This may help you answer the question..

Questions 27-30
Complete the flow-chart below.
Write NO MORE THAN TWO WORDS for each answer.

Test Tip
Check the number of words you can use, and read through the
flow-chart to understand the process.
What type of information is missing in each gap? Are the answers likely
to be plural or singular?

Study Tip 29 &30
- You can predict answers before you listen, but be careful! Why is ‘ap-
pointment’ incorrect for Question 29? What other answers are possible?

Test Tip
Read back through the flow-chart and check your answers for both
meaning and spelling.

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SECTION 4: Questions 31-40
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.

Test Tip
There is no break in this section. Read all ten sentences carefully in the
preparation time.

Ceramics
31. Ceramics date back approximately __________________.
32. The first figurines were made in the area of __________________.
33. Early humans could not use their pots to store __________________.
34.TheChineseimprovedthequalityofceramicsbymixing__________________
with the clay.
35. Chinese porcelain was also called __________________.
36. Bottger added quartz and __________________ to clay to make porcelain.
Glass
37. Glass production is similar to clay ceramics apart from the rate of
__________________.
38. The Romans introduced the use of glass to make __________________.
Concrete
39. The discovery of concrete is probably due to observing reactions of wa-
ter and __________________.
40. The ability to build large __________________ contributed to the success
of the Roman Empire.

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Study Tip 31
- Think of the sentences as questions, e.g. When did ceramics start?’ This
can help you think of words and phrases to listen for.

Study Tip 32-34
- The answer to Question 32 is a place. What type of information is miss-
ing in the next two questions?

Study Tip
Use the headings ‘Ceramics ‘Glass’ and ‘Concrete’ to help you keep your
place as you listen.

Test Tip
Make sure that the grammar of the completed sentences is correct.
Check there are no unnecessary words. Check spellings and use of plural
‘s’.

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READING

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

Test Tip
Aim to complete the questions in the recommended time. There are
usually two or three sets of questions in each section. Each correct
answer scores one mark.

The Dover Bronze-Age Boat
A beautifully preserved boat, made around 3,000 years ago and discov-
ered by chance in a muddy hole, has had a profound impact on archaeo-
logical research.

It was 1992. In England, workmen were building a new road through the
heart of Dover, to connect the ancient port and the Channel Tunnel, which,
when it opened just two years later, was to be the first land link between
Britain and Europe for over 10,000 years. A small team from the Canterbury
Archaeological Trust (CAT) worked alongside the workmen, recording new
discoveries brought to light by the machines.

At the base of a deep shaft six metres below the modern streets a wooden
structure was revealed. Cleaning away the waterlogged site overlying the
timbers, archaeologists realised its true nature. They had found a prehis-
toric boat, preserved by the type of sediment in which it was buried. It was
then named the Dover Bronze-Age Boat.

About nine metres of the boat’s length was recovered; one end lay beyond
the excavation and had to be left. What survived consisted essentially of
four intricately carved oak planks: two on the bottom, joined along a cen-
tral seam by a complicated system of wedges and timbers, and two at the
side, curved and stitched to the others. The seams had been made water-
tight by pads of moss, fixed by wedges and yew stitches.

The timbers that closed the recovered end of the boat had been removed
in antiquity when it was abandoned, but much about its original shape

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