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MODEL TEST - ACADEMIC IELTS
(Time: 90 minutes)
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Section 1
Script:
You will hear a new student, Tom, talking to a student representative called Rachel about university clubs. Rachel: Hi, welcome to Freshers Week. I’m Rachel. Can I help you? Tom: Oh, hi - yes. Erm, I was hoping to find out about some clubs I could join. Rachel: Well, all the club stands are here in this hall. What were you interested in? Tom: Um - not sure. I wanted to do something where I could meet people. Rachel: Well, take this leaflet with details of all the clubs and see what you think. It’ll probably depend on what day you’re free. Like on Mondays there’s the film club, then on Tuesdays you’ve got the climbing club - that’s really good, I’m in that - then on Wednesdays you’ve got chess, if you want something a bit more intellectual! But you should look through carefully because all the clubs run extra activities as well as their normal meetings. Tom: Oh, yes I see. (as if reading) So it looks like the film club has discussions after the films - I’d quite like to go to those. Then climbing - goodness, it says here that the University has its own climbing wall - that’s impressive - and they go on weekend trips. Cool. And it says the chess club normally just does games with whoever turns up but it also runs competitions sometimes. But I bet you’ve got to be pretty good to do that. Rachel: Yes, I think so! Tom: And how many people are in the clubs? Are they all really full? Rachel: Well, obviously they’re all different so, for example, the film club has just increased its membership from eighty five to a hundred and twenty five but I think they’re hoping to extend it to a hundred and fifty. The climbing club’s quite small - forty people - and the chess club is fairly healthy at fifty five. Tom: Right. OK, so who do I see if I want to join these clubs? Rachel: Well, if you go round the stands and speak to the people there. For the film club that’s the events organiser - um, for climbing you’ll need the club secretary and the chess club is organised by one of the Maths tutors. OK? Tom: Yup. I think I’ll start with the climbing club - it sounds good. Rachel: Oh well, as I said, I’m in that so I might be able to help you a bit. Complete the table below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. University Clubs | Monday | Tuesday | Wednesday | Name of club | film | climbing | chess | Extra activities | discussions | (1)......... | (2)......... | Current number of members | (3)......... | 40 | 55 | Contact | Events organiser | (4)......... | Maths tutor |
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competitions
weekend trips
125
club secretary
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Script:
Tom: OK. It says in the leaflet that they get together twice a month. Is that right? Rachel: Yes. Oh, you must join. It’s really good fun. We go away quite a bit to North Wales and every year we have a special excursion, usually to France, which is where we’re going this year in the spring. The weather’s too unpredictable in the autumn. Tom: Wow! That sounds good - but it must cost a lot. Rachel: Yeah, but we try and save up for it through subscriptions so rather than having a huge sum to pay in the month we go we collect those weekly so it spreads it out. Tom: Good idea. I think I’ll definitely join. Rachel: There are quite good benefits you get from joining. I mean, you need that don’t you? And the University clubs normally try and do deals with local businesses, so it’s really worth joining. Like in the climbing club they’ve got a special arrangement with one of the shops in town so if you show your card you can get money off equipment. Don’t think the discount extends to clothes though. Tom: That’s really worth it then. I’ll go over and talk to them now. Rachel: OK. Hope you do join. Oh, and another thing I meant to say. If you do become a member, you automatically receive a magazine once a year. It’s quite useful and interesting because it goes out to all the national climbing clubs. And the other thing is, if you come to every session, then you can get a complimentary ticket to the big exhibition that’s held in Cardiff every year. So - hope to see you ... Tom: Yeah, thanks ... (fade) ... Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.
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equipment
weekly
spring
magazine
exhibition
twice a month/twice per month
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Section 2
Script:
You will hear a tour guide welcoming a group of visitors to the British Library and telling about the Library and what they will see there. Good afternoon, ladies and gentlemen, and welcome to your very own tour of the British Library on this lovely afternoon. My name is Tony Walters and I'm your guide for today. Could I please see your tickets for the guided tour? I'd also like to remind you that any tickets bought today do not include a visit to the reading rooms. I’m afraid we don't do visits on Fridays - or any weekday during working hours, so as not to disturb the readers. But if you do want to see those rooms, the only day there are tours is on Sundays. So, I don't want anyone to be disappointed about that today OK? Thank you. Right. We'll start with a brief introduction. As many of you know, this is the United Kingdom's National Library and you can see that this is a magnificent modern building. It was first designed by Sir Colin St John Wilson in 1977, and inaugurated by Her Majesty the Queen more than twenty years later, in 1998. As you can see, the size is immense and the basements alone have 300 kilometres of shelving - and that's enough to hold about 12 million books. The total floor space here is 100.000 square metres and, as I'll show you, the library houses a huge range of facilities and exhibition spaces, and it has a thousand staff members based here in the building - so, you can appreciate the scale of our operation. In fact, this was the biggest publicly-funded building constructed in the United Kingdom last century. It is still funded by the government as a national institution, of course, and it houses one of the most important collections in the world. The different items come from every continent and span almost 3000 years. The library isn’t a public library, though you can't just come in and join and borrow any of the books. Access to the collections is limited to those involved in carrying out research so, it's really a huge reference library for that purpose, and anyone who wants to consult any materials that are kept here can formally apply to use the library reading rooms. Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer. The British Library The reading rooms are only open for group visits on (1)………….. The library was officially opened in (2)……….. All the library rooms together cover (3)………….. m2. The library is financed by the (4)………… The main function of the library is to provide resources for people doing (5)…………
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Sundays
1998
government
research
100000 one/ a hundred thousand
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Script:
Right, well, here we are, standing at the Meeting Point on the lower ground floor just to the right of the Main Entrance. I've given you all a plan of the building so that we can orientate ourselves and get an idea of where will be going. Now, outside the Main Entrance you'll see the wide Piazza with the stunning sculpture of Newton. The sculptor was Paolozzi, but It’s based on the famous image by William Blake - and it's definitely worth a closer look. On the other side of the Piazza from the statue is the Conference Centre, which is used for all kinds of international conventions we'll take a quick look inside at the end of our tour. Looking ahead of us now, you’ll see that we're standing opposite the staircase down to the basement where you'll find the cloakroom, and to the left of that, we have the information desk where you can find out about any current exhibitions, the limes of the tours and anything you need to know - if you don’t have a tour guide. As you can see, on this lower ground floor we also have a bookshop that's the area over to the left of the main entrance. You'll be free to browse there when we get back to the ground floor. Now, opposite the main entrance on this floor we have the open stairs leading up to the upper ground floor And at the top of them, in the middle of the upper ground floor, you can see a kind of glass-sided lower that rises all the way up through the ceiling and up to the first floor. This is called the King's Library. It's really the heart of the building. It was built to house the collection that was presented to the nation in 1823 by the King. You can see it from every floor above ground. When we go up there, you'll find the library's Treasures Gallery on the left. Can you find it on your plan? That's the exciting one, so we'll be visiting that first, but we'll also take a look at the stamp display situated behind it, on the way to the café - a lot of people miss that. The Cafeteria runs along the back of the floor and, in the right hand corner you'll find the lifts and toilets ... ha, always good to locate them. .... The other main area on that floor is the Public Access Catalogue section and I’ll show you how that operates when we get up there ... Label the plan below. Write NO MORE THAN THREE WORDS for each answer. Plan of the British Library
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King's Library
Conference Centre/Conference Center
bookshop
Information Desk
stamp display
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Section 3
Script:
You will hear a business studies student called Sam talking to his tutor about an IT project he is going to do for a local company called Turners. Tutor: Hello Sam, come in and sit down ... Sam: Thanks. Tutor: You’re here to discuss your company-based IT project aren’t you? Sam: Yes ... I’ve been to see the Manager and he’s given me a lot of ideas about projects that the company would find useful. But I wanted to ask your opinion about them before I choose one. Tutor: Yes, that’s fine. Now this company’s called Turners isn’t it? Sam: That’s right. It’s a small engineering company - they make machine components for trade use. They’re well established - they started in nineteen seventy-six - but they’re a bit old fashioned. Tutor: OK ... And what kind of projects did Turners suggest you could do for the company? Sam: Well, they want some improvements made to their customer database. The one that they’ve got at the moment isn’t very useful in some ways. I had a quick look at it ... Tutor: That would be a very straightforward project, and it’d be simple enough to evaluate, but I don’t think you’d get enough out of a project like that. You wouldn’t learn anything new. Sam: Well another project they suggested is to do with their online sales catalogue. At the moment customers can look at their products but they can’t actually order them online, which must affect their competitiveness. But I said I thought it would take too long, it’s quite a big task. Tutor: You’re right. It’s too much for the time you’ve got. It’s a pity though. Sam: Then they want some help with their payroll system. At the moment the way they calculate pay involves a lot of manual accounting. I suggested they could have a system where employees register electronically when they arrive and leave work, so the hours they do could be transferred automatically. Tutor: I think you’d get a lot out of a project like that - it would extend your skills but it wouldn’t be too much to take on. A student did something similar a couple of years ago, but this is slightly different. Sam: Well, then they need help with their stock inventory. They do everything manually ... Tutor: Really? Sam: Yes! And it takes so much time. Tutor: It’s probably very inaccurate too ... An electronic inventory would probably be the biggest single benefit for the company. I’m surprised they haven’t had it done before. Sam: I know! Then they wanted to improve their internal security. The Manager had visited other companies where the staff use swipe cards to access various areas of the building ... It sounded useful, but the trouble is, I’m not really sure how to do it. Tutor: Well, I think you’re right in that assessment. At the moment it’s probably a bit beyond your level of knowledge. Is that all? Sam: Just one more ... Customer Service. They want to be able to collect feedback from their customers in a more systematic way. At the moment it’s a bit of a mess, and they probably lose business as a result. Tutor: Would that involve you going to see customers at their own premises? Because in that case you might have to do a fair amount of travelling, and that would incur expenses that haven’t been agreed with these companies. Sam: I never thought of that ... Tutor: Well it might not be a problem, but it’s something that needs clarifying ... Well I hope that’s been helpful in narrowing down the options? Sam: Yes it has, thanks. I’ll be able to make a decision now. But while I’m here, can I talk to you about coursework? Tutor: Sure. What is the tutor's opinion of the following company projects?
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1. Customer database
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Explain:
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2. Online sales catalogue
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Explain:
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4. Stock inventory.
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Explain:
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5. Internal security
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Explain:
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6. Customer services
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Script:
Sam: I’m not very happy about the way our group assignment is working. There are some problems . Tutor: Oh dear. Are people just not getting on with each other? That’s the worst thing ... Sam: Actually we’re all friends, it’s not that, but when we’re having a discussion about the assignment one or two people end up doing all the talking, and the rest don’t say anything. It’s a bit frustrating, because we need plenty of debate ... Tutor: Well that’s a common observation. You’re studying in a group with people from all over the world, and you all have your own ways of participating. In some places students are more used to listening than talking, and vice versa. Sam: Mmm. I suppose you’re right ... I’ll try to remember that ... Tutor: Does everyone pull their weight as far as sharing the workload is concerned? Sam: I’d say they do, yes. And our group elected a leader. She’s very good at making sure no one’s overloaded ... But personally I feel that there are just too many of us in the group. Whenever we try to arrange a meeting there’s always at least one person who can’t make it. It’s not anyone’s fault. It’s just that we’ve all got slightly different timetables. Tutor: Well I’m glad you’ve talked to me about it. Feedback is always useful. Is there anything else you’re concerned about? Sam: There are a couple of problems with lecturers that all the students are talking about ... Tutor: Last semester we had negative feedback about the way lectures were organised. There were several occasions when the wrong room had been booked, or the same room had been booked twice ... that sort of thing. Is that still a problem? Sam: That hasn’t happened at all as far as I know ... Tutor: Oh good, it’s sorted out then. Sam: But ... I don’t know the reason, but some of the staff often turn up late, so we miss ten or fifteen minutes of our lecture time ... It might be because they’ve been copying handouts for students, I think there’s a queue for the machine sometimes ... Tutor: Well I’ll look into that. Thank you for telling me. Anything else? Sam: The other thing is that it can be very difficult to get to see a lecturer individually. They’re all very supportive and friendly when you do manage to find them, but often they’re not in their office, even at times when they’re meant to be available for consultation. Tutor: OK ... That’s helpful ... Now before you leave, let me ... Choose TWO answer choices.
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1. Which TWO problems do Sam and the tutor identify concerning group assignments?
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Explain:
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2. Which TWO problems does Sam identify concerning the lecturers?
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Explain:
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Section 4
Script:
You will hear a lecturer giving a lecture on university programs. Welcome to this session of the Business School’s careers advice program for prospective students. Tonight, I’d like to introduce Ms Amanda Tan, who has worked for several years now as a careers consultant. Ms Tan herself has a business degree and worked for a major multinational company as the Australasian Human Resources Manager, so I think you can take it that tonight you’ll be getting some very helpful information. Ms Amanda Tan. Thank you Mr Morrell. I’m very pleased to be able to talk to you this evening and perhaps help some of you make the right decisions about your future study and careers. Tonight the two areas I will cover are Business Studies and Information Technology, and I’ll begin with business. I suppose many of you are here because you already figure that while many sectors in the general economy may be declining, the business sector seems to be continually expanding and employment prospects here are many and varied. In fact, they are so varied that we can only cover a fraction tonight, and of the many specialisations we only have time for a quick look at IT. While there are many areas you can study in business, you should know that the four fundamental subjects in a business course are commerce, economics, finance and law. Obviously these fundamental areas will have most appeal for those of you who like a focus on theoretical research and analysis and their application. You will find a satisfying career in mainstream business as financial advisers who use these applications to advise clients on investment or merger activities. (5 seconds) Those of you who really like number crunching as we say will most likely take to accounting, going on to specialise in a particular area of industry, such as banking, insurance, retail, mining or manufacturing or you may prefer to work in government, for example in taxation. Now I know not everyone is that keen on number crunching, but you’d still like a career in business. Well there are plenty of openings for you still. If you enjoy working with people, I can assure you that my own career in human resources management was a truly rewarding one with a multitude of exciting moments. And if you’re intrigued by the politics of it all, you could go into industrial relations. Then if you have a bent for broader planning and strategic analysis the area for you would be marketing. (5 seconds) Now some of you might be wondering where information technology fits in to all this. I would say that today, none of the career paths I’ve mentioned tonight would be possible without some knowledge of IT. Most companies want IT people who have the kind of expertise that can be applied to a competitive business environment. This means that employers recognise the need to support continual, on-the-job training to ensure their IT professionals remain at the forefront. So if you are looking for a career that will continue to challenge throughout a lifetime, an IT business combination is perfect. So let’s take a look at some of the IT fields you might go into and their relevance for a career in business. Systems analysts might work with systems designers to take complex concepts either in business or in other fields and translate those concepts into clear workable solutions. Within this broad area there are a number of specific applications including systems application, systems design and systems operation. And of course, depending on where your interests take you, you might choose to work with either hardware or software. Right now, choosing the ‘soft’ option so to speak is pretty smart. You certainly won’t have trouble finding a well-paid job. In fact, employers say they have trouble finding good software engineers. A recent survey suggests that in Australia alone there are over 20 000 unfilled IT jobs, many for software specialists, and that starting salaries are likely well over $30 000 a year. A good degree in this area will be broad ranging and will include areas such as design and development processes, quality assessment, testing and configuration and even project management. That’s about all we have time for tonight, though I could probably answer one or two quick questions is anyone has any. Yes, the woman wearing the red scarf in the back there... Complete the notes. Write NO MORE THAN ONE NUMBER OR THREE WORDS for each answer. BUSINESS SCHOOL-CAREERS ADVICE SESSION PRESENTER Ms Amanda Tan Ms Tan has a business degree and worked as a (1)….. for many years. BUSINESS STUDIES General economy declining but business sector (2)….. Main subjects in business: commerce (3)….., (4)….. and law. Possible careers in mainstream business: • Financial advisers who advise clients on (5)….. • Accountants work with numbers a lot: several specialisations in industry e.g., (6)….. or government e.g., (7)….. • Work with people — human resources or with focus on politics, (8)….., and on planning and strategic analysis (9)….. INFORMATION TECHNOLOGY Because of competitive business environment and a need to be up to date, employers support (10)….. training. This career offers a lifetime challenge. In area of (11)….. analysis, design, application, operation. Could work with either hardware or software. Huge number of IT jobs in Australia with starting salary around (12)…..$, per annum. |
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economics / finance
marketing
taxation
expanding / growing
banking / insurance / retail / mining / manufacturing
investment / merger activities
industrial relations
on-the-job / on the job / continuing / continual
Human Resources Manager / human resources manager / careers consultant
finance / economics
$30,000 / 30,000
systems
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Passage 1
Call for Online Essays to Beat Internet Cheats Jane Richardson Academics are being encouraged to require all students to submit their essays and assignments electronically, to make it easier to beat web cheats at their own game. The University of Melbourne's academic board has approved a tough university-wide attack on the contemporary plague of electronic plagiarism. The Melbourne action follows other moves nationally that indicate the extent of university anxiety about online cheating in an era when a 'whatever you can get away with' attitude often prevails. The Australian Vice-Chancellors Committee is assessing plagiarism software that can detect whether student work has been downloaded in part or entirely from the net. And an Australian Universities Teaching Committee project is investigating the scale of the problem and issues in the online assessment of student work. The Melbourne academics want the university to set up its own anti-plagiarism website with constantly updated information on electronic checking software and an essay bank for cross-checking. The academic board's report on plagiarism says Melbourne has not tried to quantify the extent of electronic cheating, but states that it clearly exists and has the potential to undermine confidence in student assessment. | The board says that despite existing anti-cheating strategies, such as regular rewording of questions and changes to required reading and research, the problem of electronic plagiarism is acute where large numbers of students are doing the same exercise or where students are able to submit essays on questions of their own choice. The board's report lists existing plagiarism-detection methods such as the University of California's commercial website (www.plagiarism.org) where lecturers pay to have student essays checked against each other and a database of student papers and web materials. But Melbourne's academics believe it is possible for students to rephrase and restructure material to beat this type of system. 'Moreover, there is an increasing sophistication of electronic translators which paraphrase plagiarised material, hence making its detection more difficult,' the report says. 'This solution potentially requires the instructor to check up to five websites for each essay: a not insignificant task where large classes are concerned.' The Melbourne academics believe the knowledge that student work will be checked on cheat-detector websites will help to deter cheats. | The report says a holistic rather than 'catch and punish' approach works best and it sets out procedures and penalties for students caught cheating, ranging from redoing the assignment to facing academic misconduct charges. Melbourne's head of computer science Leon Sterling said yesterday electronic cheating was an issue in computer science departments worldwide. 'Sometimes people just don’t pose programming assignments because they worry it's too easy to copy. We think that’s the wrong way to teach. But we regularly run comparison software to check if students' assignments are similar,' he said. Professor Sterling's department already requires students to submit work electronically. He said it was often small, telltale signs that gave away the plagiarism-abnormal spacing, or changing the names of variables, but then including comment that referred to the old names. Professor Sterling said the university was making it clear to students that 'just taking someone's file, editing it and submitting it as your own isn't acceptable to us here'. |
Several institutions are mentioned in the passage. Which institution is doing each of the following?
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1. Taking a tough stance on plagiarism
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Explain:
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2. Is presently evaluating software for detecting plagiarism
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3. Assessing the extent of the problem of plagiarism
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4. Has produced a list of plagiarism-detection methods
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5. Has produced a commercial plagiarism-detection website
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Explain:
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Do the following statements reflect the claims of the writer in the passage? Yes - if the statement agrees with the writer No - if the statement contradicts the writer Not given - if it is impossible to say what the writer thinks about this
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1. All University of Melbourne students now have to submit their assignments electronically.
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2. University of Melbourne students will no longer be able to choose their own essay topics.
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3. The University of Melbourne already knows exactly how much electronic cheating is going on.
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4. Several University of Melbourne students have already been charged with academic misconduct.
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5. The University of Melbourne plans a ‘catch and punish′ approach to students found plagiarising.
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6. Most Internet cheats get caught because they make minor changes that alert the assessor.
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Complete the notes below. Choose ONE or TWO WORDS from the passage for each answer.
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cheat detector / plagiarism system /detection system/ plagiarism device / detection device
electronic translators / Electronic translators
pay
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Passage 2
WHAT'S so funny? John McCrone reviews recent research on humour The joke comes over the headphones: 'Which side of a dog has the most hair? The left.' No, not funny. Try again. Which side of a dog has the most hair? The outside.' Hah! The punchline is silly yet fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious, perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: ‘unique in that it serves no apparent biological purpose’. Theories about humour have an ancient pedigree. Plato expressed the idea that humour is simply a delighted feeling of superiority over others. Kant and Freud felt that joke telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humour theorists have settled on some version of Aristotle's belief that jokes are based on a reaction to or resolution of incongruity, when the punchline is either a nonsense or, though appearing silly, has a clever second meaning. Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in order to understand not only humour but language understanding and reasoning in machines. He says that while there is no single format for jokes, many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt. So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden mental 'Aha!' is the buzz that makes us laugh. Viewed from this angle, humour is just a form of creative insight, a sudden leap to a new perspective. However, there is another type of laughter, the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a 'play-face' - a gaping expression accompanied by a panting 'ah, ah' noise. In humans, these signals have mutated into smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes, trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation, whether they feel amused or not. Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the emotion and motor circuits that produce smiles and excited vocalisations. However, if cognitive laughter is the product of more general thought processes, it should result from more expansive brain activity. Psychologist Vinod Goel investigated humour using the new technique of 'single event' functional magnetic resonance imaging (fMRI). An MRI scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second 'snapshots' of all sorts of reasoning and problem-solving activities. Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener's prefrontal cortex lit up, particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head (consistent with attempts to rouse stored knowledge) and in many other brain areas. Then when the punchline arrived, a new area sprang to life - the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information. Making a rapid emotional assessment of the events of the moment is an extremely demanding job for the brain, animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the region that becomes active in Goel's experiment, seems the best candidate for the site that feeds such feelings into higher-level thought processes, with its close connections to the brain's sub-cortical arousal apparatus and centres of metabolic control. All warm-blooded animals make constant tiny adjustments in arousal in response to external events, but humans, who have developed a much more complicated internal life as a result of language, respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting, or funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person's outlook. Humour may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a psychologist at William and Mary College in Virginia, says: 'I like to think of humour as the distorted mirror of the mind. It's creative, perceptual, analytical and lingual. If we can figure out how the mind processes humour, then we'll have a pretty good handle on how it works in general.'
Do the following statements agree with the information given in the Reading Passage? TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
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1. Arthur Koestler considered laughter biologically important in several ways.
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2. Plato believed humour to be a sign of above-average intelligence.
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3. Kant believed that a successful joke involves the controlled release of nervous energy.
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4. Current thinking on humour has largely ignored Aristotle′s view on the subject.
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5. Graeme Ritchie′s work links jokes to artificial intelligence.
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6. Most comedians use personal situations as a source of humour.
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7. Chimpanzees make particular noises when they are playing.
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Complete each sentence with the correct ending.
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1. One of the brain′s most difficult tasks is to
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2. Because of the language they have developed, humans
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3. Individual responses to humour
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4. Peter Derks believes that humour
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The diagram below shows the areas of the brain activated by jokes. Label the diagram. Choose NO MORE THAN TWO WORDS from the passage for each answer. 
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temporal lobes
problem solving
evaluating information
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Passage 3
Painters of time ‘The world's fascination with the mystique of Australian Aboriginal art.' Emmanuel de Roux A The works of Aboriginal artists are now much in demand throughout the world and not just in Australia, where they are already fully recognised: the National Museum of Australia, which opened in Canberra in 2001, designated 40% of its exhibition space to works by Aborigines. In Europe their art is being exhibited at a museum in Lyon, France, while the future Quai Branly museum in Paris -which will be devoted to arts and civilisations of Africa, Asia, Oceania and the Americas - plans to commission frescoes by artists from Australia. B Their artistic movement began about 30 years ago, but its roots go back to time immemorial. All the works refer to the founding myth of the Aboriginal culture, ‘the Dreaming’. That internal geography, which is rendered with a brush and colours, is also the expression of the Aborigines' long quest to regain the land which was stolen from them when Europeans arrived in the nineteenth century. ‘Painting is nothing without history,' says one such artist, Michael Nelson Tjakamarra. C There are now fewer than 400.000 Aborigines living in Australia. They have been swamped by the country's 17.5 million immigrants. These original ‘natives' have been living in Australia for 50.000 years, but they were undoubtedly maltreated by the newcomers. Driven back to the most barren lands or crammed into slums on the outskirts of cities, the Aborigines were subjected to a policy of ‘assimilation’, which involved kidnapping children to make them better ‘integrated’ into European society, and herding the nomadic Aborigines by force into settled communities. D It was in one such community, Papunya, near Alice Springs, in the central desert, that Aboriginal painting first came into its own. In 1971, a white schoolteacher, Geoffrey Bardon, suggested to a group of Aborigines that they should decorate the school walls with ritual motifs, so as to pass on to the younger generation the myths that were starting to fade from their collective memory, lie gave them brushes, colours and surfaces to paint on cardboard and canvases. He was astounded by the result. But their art did not come like a bolt from the blue: for thousands of years Aborigines had been ‘painting’ on the ground using sands of different colours, and on rock faces. They had also been decorating their bodies for ceremonial purposes. So there existed a formal vocabulary. E This had already been noted by Europeans. In the early twentieth century, Aboriginal communities brought together by missionaries in northern Australia had been encouraged to reproduce on tree bark the motifs found on rock faces. Artists turned out a steady stream of works, supported by the churches, which helped to sell them to the public, and between 1950 and I960 Aboriginal paintings began to reach overseas museums. Painting on bark persisted in the north, whereas the communities in the central desert increasingly used acrylic paint, and elsewhere in Western Australia women explored the possibilities of wax painting and dyeing processes, known as ‘batik’. F What Aborigines depict are always elements of the Dreaming, the collective history that each community is both part of and guardian of, The Dreaming is the story of their origins, of their ‘Great Ancestors’, who passed on their knowledge, their art and their skills (hunting, medicine, painting, music and dance) to man. ‘The Dreaming is not synonymous with the moment when the world was created.' says Stephane Jacob, one of the organisers of the Lyon exhibition. ‘For Aborigines, that moment has never ceased to exist. It is perpetuated by the cycle of the seasons and the religious ceremonies which the Aborigines organise. Indeed the aim of those ceremonies is also to ensure the permanence of that golden age. The central function of Aboriginal painting, even in its contemporary manifestations, is to guarantee the survival of this world. The Dreaming is both past, present and future.’ G Each work is created individually, with a form peculiar to each artist, but it is created within and on behalf of a community who must approve it. An artist cannot use a ‘dream’ that does not belong to his or her community, since each community is the owner of its dreams, just as it is anchored to a territory marked out by its ancestors, so each painting can be interpreted as a kind of spiritual road map for that community. H Nowadays, each community is organised as a cooperative and draws on the services of an art adviser, a government-employed agent who provides the artists with materials, deals with galleries and museums and redistributes the proceeds from sales among the artists. Today, Aboriginal painting has become a great success. Some works sell for more than $25,000, and exceptional items may fetch as much as $180,000 in Australia. I 'By exporting their paintings as though they were surfaces of their territory', by accompanying them to the temples of western art, the Aborigines have redrawn the map of their country, into whose depths they were exiled,’ says Yves Le Fur, of the Quai Branly museum. ‘Masterpieces have been created. Their undeniable power prompts a dialogue that has proved all too rare in the history of contacts between the two cultures’.
The reading passage has nine paragraphs A-l. Choose the most suitable heading for paragraphs A-F from the list of headings below.
Choose the correct answer.
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1. In Paragraph G, the writer suggests that an important feature of Aboriginal art is ................
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Explain:
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2. In Aboriginal beliefs, there is a significant relationship between ................
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Explain:
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3. In Paragraph I, the writer suggests that Aboriginal art invites Westerners to engage with ................
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Explain:
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Complete the flow chart below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
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overseas museums
thousands of years
tree bark/bark
school walls
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