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MODEL TEST - GENERAL TRAINING IELTS
(Time: 90 minutes)
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Section 1
Script:
You will hear a man called Tim and a woman called Laura discussing preparations for their holiday. Laura: Our plane tickets arrived this morning ... it reminded me how much there is to do before we go. Tim: Let’s write everything down shall we, so we don’t forget anything ... Laura: Yes. Last time we went away we almost forgot to collect our currency from the bank. So let’s start with that. Tim: Good thinking. And wasn’t there an appointment you said you’d got to cancel? Laura: Yes, the hairdresser ... Thanks for reminding me. Can you write that down too? The shop will be closed now, but I’ll do it first thing on Monday. Tim: OK ... Then, starting on Tuesday we’ve got to take the tablets we got from the pharmacy. We really mustn’t forget to do that, we’re not protected against malaria till we’ve been taking them for at least seven days. Laura: No, so that’s really important. Tim: And what about shopping? There’s still a few things we’ve got to buy the next time we’re in town. We need some more sun block don’t we? We’ve only got that factor ten stuff - it won’t be strong enough. Laura: I’ve already bought that. But what we do still need to get is sunglasses. The ones I’ve got aren’t good enough, and I don’t think yours are either. Tim: OK ... I’ve noted that down. And I think I’m going to get another bag too. Just a small one. We always seem to come back with more things than we take! Laura: Shall we get an extra lock for our suitcase as well? Just in case the one we’ve got breaks. They don’t seem to last long. Tim: Yes, they are a bit flimsy. OK ... Right ... Oh yes, and we need an adaptor for our electrical things. Your hair dryer and my shaver ... The plugs on them are bound to be the wrong type. Laura: We could get one at the airport. They always have them there. Tim: Well I’d rather get it beforehand, so I’m writing it down. And then I think that’s it isn’t it? Laura: I think so. As far as shopping’s concerned. But we also need to order a taxi to take us to the airport. We should do that well in advance. My sister left it too late and she had to take the train - with that huge suitcase of hers! Tim: I know, she really struggled with it ... Tim: Now let’s see ... Your mother said she’d come in regularly while we’re away, so what do we want her to do? I’ll write some instructions and we can give them to her tomorrow. Laura: Good idea. Well ... the cat’s the main thing. Tim: OK. Feed ... the cat ... Laura: We ought to leave her the vet’s details as well, just in case there’s a problem. Tim: Yes. Have you got them handy? Laura: Hang on, I’m just looking ... Yes. His name’s Colin Jefferey. Tim: Is that spelt with a G? Laura: Actually it’s J-E-double F-E-R-E-Y. Quite an unusual spelling, isn’t it? Tim: Mmm. And his number? Laura: Oh treble seven, five nine four ... one two eight. It’s a mobile. Tim: OK. Laura: And you should write down where it is - it’s Fore Street, not sure what number, but it’s next to the bus stop isn’t it? Tim: That’s not a very good landmark, but it’s on the other side of the road to the church, so I’ll tell her that. Let’s hope she won’t need a vet anyway! Laura: Yes. Right, apart from that there are the plants to water. Ask her to make sure they don’t dry out. Tim: Oh yes, and I’ve already mentioned the problem with the boiler, and your mum said she’d come round to meet the heating engineer and let him in. Laura: Yes. It’s a lot for her to do, but we really need to get the problem sorted out, and the earliest date I could get an appointment was April the thirtieth. Tim: Isn’t it the day after we go? Laura: Yes - we leave on the twenty-ninth. And she’ll have to hang around till the job’s finished. Tim: Oh well, she won’t mind I’m sure. She likes helping people out. Laura: Yes, she does. Tim: OK ... That’s it then I think. Unless you can think of anything else? Laura: Not at the moment. Leave the list there and I’ll ... Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer. Things to do before we go • Collect the currency • Cancel appointment with the (1)…………… (Monday) • Begin taking the (2)…………… (Tuesday) • Buy - (3)……………, - a small bag, - a spare (4)………………, - an electrical (5)……………… • Book a (6)……………… Instructions for Laura’s mum • Feed the cat Vet’s details: - Name: Colin (7)……………… - Tel: (8)…………… - Address: Fore Street (opposite the (9)……………) • Water the plants • Meet the heating engineer on (10)………………
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hairdresser
sunglasses
church
taxi
0777594128
30th April/30.04/04.30
tablets
Jefferey
lock
adaptor/adapter
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Section 2
Script:
Carol: Good morning and welcome again to Your City Today. With me today is Graham Campbell, a councillor from the city council. He will be telling us about the plan to improve the fast-growing suburb of Red Hill. Good morning Graham and welcome to the show. Graham: Good morning, Carol. Carol: Now, Graham, I understand that there has been a lot of community consultation for the new plan? Graham: Yes, we’ve tried to address some of the concerns that local groups told us about. People we’ve heard from are mainly worried about traffic in the area, and, in particular, the increasing speed of cars near schools. They feel that it is only a matter of time before there is an accident as a lot of the children walk to the school. So we’re trying to do something about that. Another area of concern is the overhead power lines. These are very old and a lot of people we spoke to asked if something could be done about them. Well, I’m happy to report that the power company have agreed to move the power lines underground at a cost of $800,000. I think that will really improve the look of the area, as well as being safer. Carol: That’s good to know, but will that mean an increase in rates for the local businesses in that area? Graham: Well, the power company have agreed to bear the cost of this themselves after a lot of discussion with the council. This is wonderful news as the council now has some extra funds for us to put into other things like tree planting and art work. Choose the correct answer about Improvements to Red Hill Suburb.
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1. Community groups are mainly concerned about ................
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Explain:
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2. It has been decided that the overhead power lines will be ................
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Explain:
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3. The expenses related to the power lines will be paid for by ................
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Explain:
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Script:
Graham: Now, we’ve also put together a map which we’ve sent out to all the residents in the area. And on the map we’ve marked the proposed changes. Firstly, we’ll plant mature pine trees to provide shelter and shade just to the right of the supermarket in Days Road. In order to address the traffic problems, the pavements on the corner of Carberry and Thomas Street will be widened. This will help to reduce the speed of vehicles entering Thomas Street. We think it’s very important to separate the local residential streets from the main road. So the roadway at the entry to Thomas Street from Days Road will be painted red. This should mark it more clearly and act as a signal for traffic to slow down. One way of making sure that the pedestrians are safe is to increase signage at the intersections. A ‘keep clear’ sign will be erected at the junction of Evelyn Street and Hill Street, to enable traffic to exit at all times. Something we’re planning to do to help control the flow of traffic in the area is to install traffic lights halfway down Hill Street where it crosses Days Road. Now, we haven’t only thought about the cars and traffic, of course, there’s also something for the children. We’re going to get school children in the area to research a local story, the life of a local sports hero perhaps, and an artist will incorporate that story into paintings on the wall of a building on the other side of Hill Street from the supermarket. And finally, we’ve agreed to build a new children’s playground which will be at the other end of Hill Street close to the intersection with Carberry Street. Carol: Wonderful, now, what’s the next stage? Graham: Well, the final plan ...
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2. wider footpaths
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Explain:
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3. coloured road surface
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Explain:
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5. traffic lights
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Explain:
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7. children′s playground
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Explain:
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Section 3
Script:
Randhir: Hello - I'm Randhir Ghotra from the technologies department. Dave: Ah yes. Good. I'm Dave Hadley. Thanks for coming to see me. Randhir: That's OK. I believe you want us to do some work for you? Dave: Yes that's right. Um, I'm responsible for student admissions to the college and I use a computer system to help process student enrolments and to do the timetabling. But it really doesn't suit the way we work these days. It's over ten years old and although it was fine when it was first introduced, it is just not good enough now. Randhir: OK - what problems are you experiencing? Dave: Well, 20 years ago, the college was quite small and we didn't have the numbers of students or tutors that we have now. Randhir: So the system can't handle the increasing volumes ... Dave: Well, there's a lot more data now and it sometimes seems the system has crashed but, in fact, it just takes ages to go from one screen to the next. Randhir: Right. Is that the only problem? Dave: Well that's the main one, but there are others. In the past, doing the timetabling was quite simple but now we have a lot more courses and what's made it complicated is that many of them have options. Randhir: Right - but the system should allow you to include those. Dave: Well no. it doesn't. It was supposed to - and a few years ago we did ask someone from the technologies department to fix it, but they never seemed to have the time. Randhir: Hmm ... are there any other issues with the system? Dave: Well - I've been given extra responsibilities and so I have even less time to do the timetabling. If there was anything you could do, Randhir, to make the process more efficient, that would be really helpful. Randhir: Well it sounds like you could do with an assistant but that's obviously not possible, so what about having an online system that students can use to do their scheduling? Dave: How would that work? Randhir: Well - it may mean less choice for students but we could create a fixed schedule of all the courses and options and they could then view what was available ... Dave: ... and work it out for themselves - that sounds great. Randhir: OK, so ... um ... we'll need to decide whether or not to improve the existing system or to build a completely new system. Dave: Well I'd much prefer to have a new system. Quite frankly, I've had enough of the old one. Randhir: OK - that'll probably take longer although it may save you money in the long run. When were you hoping to have this in place? Dave: Well it's January now and the new intake of students will be in September. We need to start processing admissions - in the next few weeks really. Randhir: Well it will take more than a few weeks, I'm afraid. As an initial estimate I think we'll be looking at April or May to improve the existing system but for a new system it would take at least nine months. That would be October at the earliest. Choose the correct answer.
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1. Dave Hadley says that the computer system has
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Explain:
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2. The main problem with the computer system is that it
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Explain:
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3. Timetabling has become an issue because
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Explain:
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4. To solve the timetabling issues, Randhir suggests that
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Explain:
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5. Randhir says that a new system may
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Explain:
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6. Improving the existing system will take
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Script:
Dave: What are the next steps if we are to have a new system? Randhir: Well, the first question is - do you have support from your senior management? Dave: Yes, I've already discussed it with them and they're also keen to get this work done. Randhir: OK, because I was going to say, that's the first thing you need to do and without that we can't go ahead. Dave: Yes, I've done that. Randhir: That's good. Dave: Actually, they mentioned that there's probably a form I need to complete to formally start the project. Randhir: Yes - that's the next thine you need to do. I'll send you an email with a link so you can fill it in online. It's called a 'project request form'. Dave: OK, great. And then what happens? Randhir: Well, I have a list of things but I think the third thing you should do is see Samir. He's our analyst who will look at the system and identify what needs to be done. Dave: OK - can you send me his contact details and I'll set up a meeting with him. Randhir: OK that's good, so we should soon be able to get a team together to start the work. Some members of our team work in different locations so it's not easy to have face-to-face meetings. Dave: That's OK - I'm used to having conference calls providing they are not late at night. Randhir: Right - so I'll send you details of the team and if you could set up a call that would be great. Dave: OK, I'll do that. Randhir: Thanks. Complete the flow-chart below. Write NO MORE THAN TWO WORDS for each answer. Next steps Get approval from (1)……… | ê | Complete a (2)……… form | ê | Book a (3)……… with the systems analyst | ê | Set up a (4)……… with technologies team |
Section 4
Script:
You will hear a historian giving a presentation about techniques to identify the origin of hand-written books from the middle ages. My presentation today is on how the science of genetics is being used to shed light on the origin of manuscripts - anything written by hand - produced in the medieval period ... that is ... the period between the fifth and fifteenth centuries AD. As many of you know, thousands of medieval handwritten books still exist today. Some of them have a clear provenance, that is, we know exactly where and when they were written, but the origin of many manuscripts has been a complete mystery, that is, until two thousand and nine when geneticists started using DNA testing to shed light on their origins. But before looking at the new research, I need to explain something about the way the manuscripts were produced - particularly what they were written on. Virtually all were written on treated animal skins and there were essentially two types. The first was parchment, which is made of sheep skin. It has the quality of being very white but also being thin. It has a naturally greasy surface which meant it was hard to erase writing from it. This made it much sought after for court documents in medieval times. The second type is vellum, which is calf skin. This was most often used for any very ‘highstatus’ documents because it provided the best writing surface so scribes could achieve lettering of high quality. So, once the animal hides had been chosen, they had to be prepared. Where the right materials were on hand, the skins were put into large barrels or vats of lime, where they were agitated or stirred frequently. But if lime wasn’t available, then the hides were buried. Both these techniques were designed to cause the hair to slough off, and the skins to become gelatinous and therefore more flexible. The next stage was to put the hides on stretcher frames and pull them very tight. While on the frame they were scraped with a moon-shaped knife in order to create a uniform thickness. For parchment, that was the end of the process, but for vellum there was an additional stage where it was bleached, in order to achieve the desired colour. So, what does all this preparation mean for the quest to identify the origins of ‘mystery’ manuscripts? Well, until recently the only way historians and other academics were able to guess at origins was either through the analysis of the handwriting style, or from the dialect in which the piece was written. But these techniques have proven unreliable, for a number of reasons. It was thus decided to try to look at the problem from a different angle ... to start from what is known, that is, the small number of manuscripts whose origins we do already know. Because these parchments and vellum are both made from animal hides, it was possible to subject them to DNA testing and to identify the genetic markers for the date and location of production. From this was created what is known as a ‘baseline’. The next stage was to test the mystery manuscripts, finding their DNA characteristics and then making comparisons between the known and the mystery scripts. Genetic similarities and differences enabled the scientists to gain more information about the origins of the many manuscripts we had known virtually nothing about up to that point. Now you might ask - what are the potential uses of this new information? Well, obviously, it can shed light on the origin of individual books and manuscripts. But that’s not all. It can also shed light on the evolution of the whole of the manuscripts production industry in medieval times. And because that was such a thriving business, involving very large-scale movements right across the globe, the new data, in turn, help historians establish which trade routes were in operation during the whole millennium. Now if anyone has any questions ... Complete the notes below. Write NO MORE THAN TWO WORDS for each answer. Researching the origin of medieval manuscripts Background • Medieval manuscripts - handwritten books produced between the fifth and fifteenth centuries • Origin of many manuscripts unknown until 2009; scientists started using DNA testing Animal hides - two types Parchment Sheep skin: white in colour and (1)………………. Greasy - writing can't be erased so often used for (2)…………………. Vellum Calf skin: most popular for prestigious work because you can get (3)…………….. lettering. Preparation of hides • Treated in barrels of lime - where this was not available, skins were (4)……………… (removed hair → more flexible) • Stretched tight on a frame • Scraped to create same (5)…………….. • Vellum was (6)……………… — for correct colour Genetic testing - finding origins Previously - analysed handwriting and (7)……………. used by the writer Now - using genetic data from ‘known manuscripts' to create a (8) “…………………” Uses of new data Gives information on individual books Shows the (9)……………… of the book industry Helps define (10)…………… in medieval period
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bleached/whitened
dialect
buried
court documents
thin/very thin
high-quality
thickness
evolution
trade routes
baseline
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Passage 1
AREA HOTELS A Rosewood Hotel. Spend your vacation with us. We offer luxury suites, an Olympic sized pool, a state-of-the-art fitness center,1 and a beauty spa. Leave business cares behind while you relax in luxury at the Rosewood. You’ll never want to leave! Call 800-555-0942 for reservations. B The Woodside Motel is the place to stay while visiting our city. After a day of sightseeing, relax in the comfort of your luxury room. All our rooms have king-sized beds, free movies, and mini-bars. Our outdoor playground and indoor recreation room mean the little ones will never be bored. Babysitting service available. Enjoy your next family vacation at the Woodside Motel. C The Columbus Hotel is conveniently located in the heart of the city’s theater2 district and close to the city’s finest restaurants and clubs. Enjoy the spectacular view of the city skyline from the Columbus Rooftop Restaurant. Host your next conference or banquet with us. We have a selection of reception rooms and banquet rooms suitable for conferences and parties. Call 245-555-0982 to speak to our banquet coordinator, 245-555-0987 for dinner reservations at the Rooftop Restaurant, and 245-555-0862 to reserve a room. D Next time you’re in town, stay at the City View Suites. Whether you’re here to shop, play, or work, City View’s location can’t be beat. We’re close to all major bus lines and right next to the city’s business district. All rooms include kitchenettes. Call 492 555-5932 for reservations. Don’t forget to ask about our special weekly and monthly rates. E Sunflower Motel offers reasonable rates, a convenient location, and cable TV in every room. Pets are welcome (extra charge applies). Special weekend rates. Call 488-555-0821 for reservations. (1) British: centre (2) British: theatre Look at the five hotel advertisements, A-E. Which hotel is appropriate for each of the following people? You may use any option more than once.
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1. plans to stay for over a month?
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2. is traveling with children?
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3. always travels with a dog?
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4. plans to go out for entertainment in the evenings?
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5. is on a business trip?
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6. likes to exercise every day?
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Explain:
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7. is looking for a place to hold a wedding reception?
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Explain:
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8. prefers cooking to eating in restaurants?
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Explain:
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Welcome to the Riverdale City Pool The following information is provided for your convenience. A The Riverdale City Pool is for everybody’s enjoyment. To make sure that all pool users have a pleasant experience, please observe the following: • All children under twelve must be accompanied by an adult. • Running and shouting in the pool area are not allowed. • Diving is permitted only in the designated area at the deep end of the adult pool. • Please shower before entering the pool. Thank you for your cooperation. B The pool is open for the summer season from May 15 through September 15. Hours are Monday—Thursday, noon until 7:30 P.M.; Friday, noon until 9:30 P.M.; Saturday and Sunday, 9:30 A.M. until 9:30 P.M. During the week, the pool will be open for classes only from 8:30 until 11:30 A.M. Three trained lifeguards will be on duty at all times that the pool is open. C The pool garage will be closed from June 1 to August 31 for renovations. We are sorry for any inconvenience this may cause. Pool users can leave their cars in the area behind the pool office during this time. A bicycle rack is also located there. There is no fee for using this area. D For Riverdale residents, charges for using the pool are $5 per individual per visit, $250 for an individual season pass, and $500 for a family season pass. For nonresidents, the charge is $7 per individual per visit. Season passes are not available to pool users who are not residents of Riverdale. E This summer we are offering swimming lessons for children, teens, and adults, as well as diving lessons and water aerobics. Morning lessons are from 9:30 to 10:30 and afternoon lessons are from 2:00 to 4:00. Fees start at $75 a week. The Riverdale swim team will continue this season as well. Please visit the pool office for a complete schedule of this summer’s lessons and swimming meets. F The new snack bar is now open. The hours are 11:30—5:00 daily. It serves a variety of inexpensive drinks and snacks, including cold and hot sandwiches, ice cream treats, and homemade cookies. All items purchased at the snack bar as well as snacks, drinks, and lunches brought from home must be consumed in the picnic area. The following reading passage has six sections, A—F. Choose the correct heading for each section from the list of headings below.
Passage 2
How to Give an Effective Presentation When planning an effective presentation, there are a number of things to keep in mind. A First ask yourself, “Why am I giving this presentation?” The point of your presentation may be to outline a project plan, report on work that has been done, solve a problem, provide training, or generate support for an idea. Once you are clear on the reason for your presentation, it will be easier to organize1 your information. (1) British: organise B If you are not used to giving presentations, you may feel nervous. There are a few things you can do to counteract this. The most important thing is to rehearse your presentation several times until you feel comfortable with it. Before you begin speaking, take a few deep breaths. This will help you relax. Stand up straight and look your audience in the eye. Most of all, don’t try to be perfect. This is an impossible goal. C Even though you may be using a microphone, you still need to pay attention to your voice. Talk slowly and clearly. Pause often to give your audience time to absorb the information. Do not garble your words or talk so quickly that no one can follow you. D There is no better way to lose your audience than to stand at the front of the room and talk on and on but give them nothing to look at. Plan to use presentation software to show charts and graphs, photographs, maps, or other graphics that will make your ideas clearer. This is particularly important for numbers, but it is also useful for other kinds of information. E Before you begin your presentation, remember to check the microphone, computer, and any other special tools you may be using. Make sure everything is in working order before you start talking so that there will be no interruptions due to breakdowns. F Something that is often overlooked but that is very important for an effective presentation is the location setup. Make sure that the seating is placed so that it allows everyone to see your slides and hear your voice. The chairs should be comfortable, too. Choose the correct heading for sections A -F from the list of headings below.
The Marcy Corporation Information for New Employees All new employees at the Marcy Corporation are required to attend an orientation session during their first month of employment. The next orientation session will be held on March 21 in the company conference room. Employee benefits, payment policies, employee responsibilities, and other personnel matters will be discussed. Employees are requested to read the employee manual and submit the signed statement prior to attending the orientation. The Marcy Corporation Employee Manual has been provided to inform our employees about the company’s procedures and policies. We ask each employee to take the time to read the manual carefully. After a thorough review of the manual, the statement below should be signed and returned to the employee’s supervisor by the date noted below. Every effort has been made to present the information in the manual in a clear and concise manner. If there are any questions regarding the content of the manual, they should be submitted in writing to Human Resources. ------------------------------------------------------------ Statement I,____________ , have read a copy of the Marcy Corporation Employee Manual and am familiar with its contents. By signing below, I certify that I understand and accept the information contained in the Marcy Corporation Employee Manual and agree to abide by the Marcy Corporation’s policies. _______________ (Employee signature) Please submit by: March 15 Complete the sentences below. Choose NO MORE THAN THREE WORDS from the text for each answer.
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procedures and policies
Human Resources
March 15
the employee's supervisor
new employees
attending the orientation / the orientation
next orientation session
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Passage 3
Vision of Lifelong Learning Put at the Heart of OECD Target Jane Marshall, Paris | Governments must step up their efforts to encourage lifelong learning, according to a report by the Organisation for Economic Cooperation and Development. The conclusions of the latest edition of the organisation's Education Policy Analysis were on the agenda at this week's meeting of OECD education ministers, for discussions on how citizens could benefit from opportunities to upgrade education and skills throughout their lives. The report reviews the achievements of OECD member states-the world's 30 richest countries—since 1996, when ministers committed themselves to a 'cradle-to-grave' vision of lifelong learning. John Martin, director for education, employment, labour and social affairs, said investment in lifelong learning 'must be a top priority for OECD countries in the years ahead'. The consensus on education and training 'shared by politicians from George W. Bush to Tony Blair' was based on 'a belief that investing in high-quality education and training is the key determinant in an increasingly globalised world economy; that education has a key role to play in fostering citizenship and social cohesion; and, in the context of ageing populations, there is growing pressure on individuals and firms to upgrade their competencies and skills'. Reviewing progress, the report finds 'grounds for optimism and grounds for caution'. Though 'many pieces of the lifelong learning jigsaw can already be widely observed in OECD countries ... no country has yet put them together to complete the jigsaw', it says. It identifies education inequalities that are | 'compounded by inferior access among traditionally disadvantaged groups to computers and the Internet, especially at home,' though schools play an important part in reducing the digital divide. Increased public spending does not always produce good education systems, it says, though countries with strong all-round performances—in particular Denmark, Finland, Norway and Sweden-are high spenders. Spending trends in tertiary education from 1990 to 1996 show that only Australia and Spain increased expenditure per student by more than 10 percent in the face of substantial student expansion. Extra students elsewhere were financed through flexible, cheaper options such as part-time courses, distance learning or private colleges. The report presents six scenarios for the school of the future, setting out the policy issues and strategic choices that face ministers for shaping schooling in the long term. It places the possibilities in three categories: • Status quo-schools continue as they are, possibly with greater reliance on market approaches that could have positive effects by introducing innovation, or negative results such as increased risks of exclusion. • Re-schooling—development of social links and community leadership could strengthen public recognition, support and autonomy of schools, which could become ‘learning organisation' with a strong focus on knowledge and highly motivated teachers. • De-schooling-dismantling school institutions and systems and replacing them with non-formal learning networks driven by information and communications technologies. In the worst case, policies would fail to prevent severe teacher shortages (faced by many OECD countries), and retrenchment, conflict and falling standards would lead to more or less extensive 'meltdown'. |
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1. OECD stands for
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Explain:
The answer is found in the first paragraph. |
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2. Which of the following is NOT given as one of the reasons for encouraging lifelong learning?
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Explain:
This is another instruction that requires you to choose an answer NOT given in the passage. That means three of the four answers ARE given, all in paragraph five. B Work skills need to be continually improved is a rephrasing of ‘there is growing pressure on individuals and firms to upgrade their competencies and skills'. C The world economy is globalising briefly expresses the idea ‘investing in high-quality education and training is the key determinant in an increasingly globalised world economy'. D It contributes to good citizenship expresses the idea ‘education has a key role to play in fostering citizenship and social cohesion'. |
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3. The digital divide means differences in
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Explain:
The words ‘digital divide' at the end of paragraph seven refer back to ‘inferior access among traditionally disadvantaged groups to computers and the Internet' in the same paragraph. ‘Inferior access' refers to opportunity, not ability. |
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4. Four Scandinavian countries are mentioned as examples of countries that
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Explain:
This answer is found in paragraph eight, which states the four countries are strong, all-round performers and are ‘high spenders', but it does not mention how often they increase public spending. |
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5. Australia and Spain are mentioned as countries that
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Explain:
Choice “provide part-time courses for extra students” is not correct as providing part-time courses for extra students was done ‘elsewhere' (we are not told where). Choice “spent 10% more in 1996 than in 1990” is not correct as ‘spent 10% more in 1996 than in 1990' would indicate an overall increase of 10% and not 10% per student. Choice “reduced tertiary education spending” is not correct as it says the two countries reduced tertiary education spending when they increased it. |
THREE categories for shaping schooling for the future are given in the reading passage which category is each of the following associated?
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1. new ideas and methods
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Explain:
new ideas and methods-introducing innovation |
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2. shortage of teachers
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Explain:
shortage of teachers-policies would fail to prevent severe teacher shortages |
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3. learning networks
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Explain:
learning networks-non-formal learning networks |
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4. greater independence of institution
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Explain:
greater independence of institution-could strengthen... autonomy of schools |
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5. greater dependence on IT
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Explain:
greater dependence on IT-driven by information and communications technologies |
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6. less chance of admission for some
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Explain:
less chance of admission for some-increased risks of exclusion' |
| No. | Date | Right Score | Total Score |
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PARTNERS |
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NEWS |
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