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MODEL TEST - GENERAL TRAINING IELTS
(Time: 90 minutes)

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Section 1

Script:

Man: Good afternoon. Plainfield Community Center.

Woman: Yes, hi. I’m new in town, and I was curious about the services the Community Center has to offer.

Man: We offer a variety of recreational activities. What were you interested in, in particular?

Woman: Well, everything, I guess. OK, let’s start with kids. I have a teenageson. What activities do you have for teens?

Man: Right now, during the school year, we have tutoring sessions forchildren and teens, in all subjects.

Woman: That would be good. He needs help with algebra.

Man: We can certainly help with that. Just have him come by anyWednesday or Saturday afternoon. That’s when the tutoring sessions are scheduled.

Woman: Fantastic. What about sports? Do you have sports activitiesfor teens?

Man: We have tennis lessons on Sunday mornings for teens and Sunday afternoons for adults.

Woman: Hmmm, I don’t think my son would like that, but my husband might. For myself, I’d be more interested in yoga. Do you offer yoga classes?

Man: We do. Our yoga classes take place on Tuesday and Thursdayevenings. We divide it up into several groups, so there’s one class for younger children, one for teens, and one for adults.

Woman: Really? I doubt my husband and son would be interested, but I’d like to sign up for yoga. I also like reading. Do you have any book clubs?

Man: We have one just about to start. The first meeting will be next Fridaymorning. It will focus on early twentieth-century novels.

Woman: Too bad it’s Friday morning. I think my son would enjoy it, but ofcourse he’s in school at that time.

Man: Well, actually, that book club is for adults only. We may start one up for teens next summer, but we have nothing for that age group right now.

Woman: Oh, well. I suppose he has enough to keep him busy for now. Now,what about fees? Do these classes and activities cost anything?

Complete the chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

PLAINFIELD COMMUNITY CENTER Classes and Activities
Days	Class/Activity	Age Group
Wednesday, Saturday	(1)………	children, teens
(2)………	Tennis	(3)………
Tuesday, Thursday	(4)………	children, teens, adults
Friday	Book club	(5)………

teens, adults tutoring sessions Sunday Yoga adults

(1)
(2)
(3)
(4)
(5)

Script:

Man: There’s a small charge for non-members for each class. However, they’re all free to members. Would you be interested in becoming a member?

Woman: How much does the membership cost?

Man: Not much at all. The yearly fee is $75 for individuals and $225 for families.

Woman: What do I get with the membership?

Man: You get free access to all classes and activities, and you can use our facilities, like the tennis court, the exercise room, and the meeting room.

Woman: It’s not a bad deal, really. Could you tell me exactly where the cen ter is located?

Man: It’s at 107 one-oh-seven Eliot Street.

Woman: Is that Eliot with two Ls or one L?

Man: One L. E-L-I-O-T. It’s right downtown.

Woman: I think I know where it is. Do you have free parking?

Man: Yes. You can park just across the street. There’s a garage there.

Woman: That sounds easy enough. Maybe I’ll come in one day next week and sign up for some classes.

Man: That would be fine, but don’t come on Monday because we’re closed that day. We’re open Tuesday through Sunday.

Woman: Oh. Thanks for telling me. Maybe I’ll stop in on Tuesday then. Can I pay for the classes with a personal check?

Man: We accept checks and credit cards.

Woman: OK. Thank you very much. You’ve been very helpful.

Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Membership fees: $ (1)……… (individual)

$ (2) ……… (family)

Located at 107 (3) ……… Street

Parking is located (4) ………

The Center is closed on (5) ………

75 Monday 225 Elio across the street/in a garage

(1)
(2)
(3)
(4)
(5)

Section 2

Script:

Leisure center manager: Good morning, everyone, and thank you for coming to find out more about the new Teen Programme here at the Park Hill Leisure Centre. I’d like to take you through the programme, the classes available, describe the building itself, and then give you some information about how to register and sign up for the sports and activities we offer. Afterwards, you'll have an opportunity to take a tour of the centre. We also have some taster sessions with our instructors, which we hope you’ll enjoy, and which will motivate you to sign up!

Let's go through the classes first. As you can see from the Teen Programme handout in your pack, we have lots of classes on offer. Our instructors are highly qualified and have lots of experience training young people. Diana is our dance instructor, and she gives classes in jazz and salsa on Wednesday and Thursday evenings respectively. Jim usually takes the football practice sessions, but this year he is branching out into American sports and will be running the baseball club on Saturday afternoons. We think this will be very popular. So Steve will now run the football practice. This class has been changed from Saturday to Sunday afternoons. Steve will also take the skateboarding class on Monday evening. The roller-skating course is for beginners, and this will be taken by Stella, who was last year’s under-21 London roller-skating champion, so you’ll be in good hands with her expert advice. The day of this course is still to be arranged but it’s likely to be Tuesday. We'll confirm the day by the end of this week.

Complete the table below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

PARK HILL TEEN PROGRAMME
Class	Day	Teacher
Jazz	Wednesday	Diana
(1)………	Thursday	Diana
Baseball	Saturday	(2)………
(3)……	Sunday	Steve
Skateboarding	Monday	Steve
(4)……	Tuesday (to be confirmed)	Stella

Roller skating/Roller-skating Football Jim Salsa

(1)
(2)
(3)
(4)

Script:

Leisure centre manager: Now some of you won’t have been to Park Hill Leisure Centre before, so let me just tell you a little about the layout. As you can see, the reception area here is very spacious, and there is plenty of room to meet your friends and have a drink. We also have brand-new dance studios with floor-to- ceiling mirrors and the latest audio equipment. The dance studios are to the left of the reception area, behind the swimming pool. No ... sorry ... I meant opposite the swimming pool. Both the roller skating and skateboarding classes will be held in the Skate Arena. This has also been refurbished and we have a new five-metre ramp in there which is proving to be popular. The arena is behind the changing rooms, which you can see behind us. between the gym and tennis courts. The tennis courts are on the right of the arena. You'll see both of these new spaces on the tour later.

Now, the final thing I want to talk about is how to join the Park Hill Leisure Centre and enrol for the classes. First you need to complete an enrolment form with some of your personal details, including your address and telephone number and the name of your school. If you’re under sixteen years old, then you'll also be required to get your parents’ permission to take part in the classes. Please ask one of your parents to sign the authorisation form attached to the enrolment form. You'll find the form in your information pack. When you’ve done this, you just hand the forms to reception. You can pay an annual subscription of twenty pounds, or alternatively, you can pay each time you use the facilities. There is a one pound sixty admission fee in this case. Whether you decide to pay in one go or with each visit, you still need to complete the forms in your pack and become a member. Once we have the forms, we’ll send your membership card to your home address. All you need to do is show this card every time you come to the centre, and if you want to book a class, you just need your membership number on your card.

Label the plan below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Tennis Dance Studios Changing Rooms

(1)
(2)
(3)

Script:

Complete the flow chart below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

reception membership card sign

(1)
(2)
(3)

Section 3

Section 4

Script:

Hello everyone and welcome. As part of this series of lectures on the development of early humans, today we are looking at rock art: the paintings and drawings produced by prehistoric peoples as they spread across the continents. If you've been lucky enough to look at a piece of rock art close up, you'll know it's an experience that makes you wonder about the passage of time and our own history. But rock art also has a practical value for researchers and let's start by considering why that is. Firstly it provides vital information about the way that people evolved - information not always easily obtainable from excavated artefacts alone. Secondly, rock art tells us about migration: where people came from and where, perhaps, they went next. Rock art is found all over the world and this in itself is not surprising. But what is rather amazing, you might think, is how similar some images are, whether you're looking at a rock face in South Africa or standing inside a cave in Spain. Let me give you an example. When our ancestors drew humans, they would often draw them as stick figures, but if they drew a face, then the eves were almost always very prominent - very open and wide. And of course, animals are very common in rock art, but one animal which is very interesting to researchers is the lizard, because whenever you see a prehistoric painting of one - it's depicted either in profile or looking down on it from above. And these drawings are produced by people of totally different cultural backgrounds. Amazing. But how can this be the case - that similar artistic styles exist in such distant locations? In the past archaeologists believed that trade must have brought people together, and that it gave them the opportunity to observe each other's culture, including art styles, but this didn't prove to be the case. Recently researchers have come up with a new theory. They believe that the brains of our ancestors evolved to notice certain images before others and this was important - actually essential because in an environment full of constant danger, it was necessary for survival. So the need to quickly recognise things that could be helpful or harmful could have had a great influence on rock art and explain why some images are more common across cultures than others. Later on, there would have been other reasons why communities produced art - certainly for spiritual and social purposes and no doubt for political ones, too, as different tribes looked for allies and struggled against their enemies.

Well, as I said before, you can find rock art all over the world, but I'd like to focus now on the rock art of the Aboriginal people of Australia. The images that survive in this part of the world span at least 20,000 years. In fact, the Aborigines were still practising this art form in the late 18th century, when the Europeans began to arrive, and certain images point to the contact between them. For example, the Aborigines began to draw ships which they would have seen along the coast - it's hard for us to imagine what they must have thought when these first began to appear. Another image that is evidence of European arrival is that of horses: an animal that would have been very alien to the Australian landscape. Um, it isn't actually known how many sites there are across Australia where rock art can be found - but unfortunately we do know that much of the art is being lost to us. Erosion, of course, is one of the key reasons for its destruction, but human activity is also increasingly responsible. Since the 1960s, industry alone has destroyed around an estimated 10,000 pieces of art. At this rate, in 50 years, half of all Australian rock art could have disappeared for good. Vandalism is sadly another factor. And although most people, I believe, would wish to preserve this art, I'm afraid that tourism is another reason why the art is disappearing. In some cases, the art is damaged when ...

Complete the notes below. Write ONE WORD ONLY for each answer.

Rock art

Why rock art is important to researchers

It provides evidence about

• evolution

• (1)…………

Global similarities in rock art

• humans often had large (2) …………

• animals were common, but a (3) ………… was always drawn from the side or from above.

• unlikely that contact through (4) …………… resulted in similar artistic styles

Why our ancestors produced rock art

Research suggests rock art was produced

• firstly for reasons of (5) ……………

• later for social, spiritual and (6) ………… reasons.

Answer the questions below. Write ONE WORD ONLY for each answer.

- What TWO images drawn by Aboriginal people show their contact with Europeans?

+ (7) …………………

+ (8) …………………

- Which human activities does the lecturer say are the main threats to Aboriginal rock art?

+ (9) …………………

+ vandalism

+ (10) …………………

horses / ships survival lizard migration ships / horses political eyes industry/ tourism tourism / industry trade

(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)

Passage 1

Passage 2

Passage 3

TALKING POINT

Learning a second language fuels children’s intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four percent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages - a small percentage of whom were born in New Zealand.

No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. That’s why eight-year-old Tiffany Dvorak no longer wishes to speak her mother-tongue, German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori. As Joanne Powell, Ani’s mother, points out: ‘In Europe, it’s not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society.’

But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals - people who speak two languages - have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesn’t matter whether they are learning Maori or German or Chinese or any other language.

Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: ‘A iot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language.’

Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. ‘Bilinguals tend to use language better as a whole,’ she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily.’

So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame.

In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffany’s mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject.

The idea was to have home as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German.

Today, when Susanne speaks to her daughter in German, she still answers in English. ‘Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. It’s her German that’s behind,’ says Susanne.

Professor Halford, also a mother of two bilingual children, says, ‘It’s normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school’. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, ‘kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents.’

She supports Susanne’s approach of not pressuring her daughter. ‘Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so.’

Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. ‘What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the child’s language development to provide a lot of language experience in any language.’

There can be differences between children in attitudes to learning languages. Susanne Dvorak’s two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ‘ideal’ scenario hasn’t happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on.

Joanne Powell feels the same way about her daughter, Ani. ‘At the moment she may not want to speak Maori but that’s okay because she’ll pick it up again in her own time. It’s more important that she has the ability to understand who she is. By learning another language she can open the door to another culture.’

Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. ‘It’s quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors,’ she says.

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