|
|
|
|
MODEL TEST - GENERAL TRAINING IELTS
(Time: 90 minutes)
|
|
Section 1
Script:
Man: Global Bicycle Tours. May I help you? Woman: Yes, thank you. I’d like to sign up for a bicycle tour. Man: Which tour were you interested in? We have the River Valley tour coming up in June and the Mountain tour in July. Woman: The River Valley tour is in June? I thought it was in May. Man: It actually takes place the first week of June. Woman: Oh, I see. Well, I can still do that. The River Valley tour is the one I want. Man: Splendid. Just let me take your information. May I have your name please? Woman: Karla Schmidt. That’s Karla with a K, not a C. K-A-R-L-A. Man: Thank you, Ms. Schmidt. Address? Woman: Do you need a street address, or can I give you my post office box? Man: A post office box is fine. Woman: It’s P. O. Box 257 (two-five-seven), Manchester. Man: Thank you. OK, next. Will you be bringing your own bicycle, or do you want to rent one from us? Woman: I’ll bring my own. Man: Excellent. Now, we provide all the meals, so we need to know if you have any dietary restrictions. Woman: I don’t think so. What do you mean? Man: I mean if there’s any food you can’t eat. Some people have food allergies or are vegetarian or have to avoid dairy products, things like that. Woman: Oh, I see. Well, yes, I’m a vegetarian. I never eat meat. Complete the form below. Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer. Example: Tour name: Customer name: Address: Bicycle rental required? Dietary restrictions: | Global Bicycle Tours River valley tour Tour month: (1)......... (2)......... Sthmidt P.O.Box (3)......... Manchester _____ Yes _X No (4)......... |
1.
|
Karla
257
June
vegetarian
|
Script:
Man: All right. I’ll make a note of that. Now, the total cost of the tour is $750. Woman: That much! Man: The price includes everything—food, hotel, transportation, everything. Woman: Everything? Man: Yes, everything. The only other thing is you’ll want to tip the tour guide. We usually recommend five percent of the total tour cost. Woman: A five-percent tip. I guess that’s reasonable. Man: In order to reserve your space on the tour I’ll need a 30 percent deposit. Woman: Do you need that right away? Man: We generally ask for the deposit at least four weeks before the tour begins. The River Valley tour begins, let me see, six weeks from now. So you’ll need to pay the deposit in two weeks. Woman: I think I can do that. I wonder if you could tell me something. How will our luggage be transported? Do we carry it on our bicycles? Man: No, you leave that to us. We have a van that carries your luggage from hotel to hotel each day, so you don’t have to worry about it. Woman: Great! I have a luggage rack for my bike, but I guess I won’t have to bring that. Man: No, you won’t. But there are a few items we recommend that you bring. We can’t control the weather, so you should bring a raincoat or raingear. Woman: Yes, that’s a good idea. And I should have my own spare tire, too, shouldn’t I? Man: Actually, you don’t need that, as our guide always carries some. And, of course, you won’t need maps either, since our guide has the route all planned. Woman: What about a water bottle? I’ll need that, won’t I? Man: Yes, you should definitely have a water bottle. A camera would be a good idea, too, since that tour goes through some very scenic areas. Woman: I have a guide book of that area. I wonder if I should bring it along. Man: We don’t recommend guide books. It would just be extra weight, and the tour guide knows a great deal about the area. Woman: Yes, I see. Is there anything else I need to know? Man: I think we’ve covered the important points. I’ll send you a tour brochure, and you can call again if you have any questions. Woman: Thank you very much. Choose the correct answer.
|
1. What size deposit does the caller have to pay?
|
|
|
Explain:
|
|
2. When does the deposit have to be paid?
|
|
|
Explain:
|
|
3. How will the luggage be carried?
|
|
|
Explain:
|
|
4. Which THREE things should the caller take on the tour?
|
|
|
Explain:
|
Section 2
Script:
Welcome to Green Vale Agricultural Park. As you know, we have only been open a week so you are amongst our first visitors. We have lots of fascinating indoor and outdoor exhibits on our huge complex, spreading hundreds of hectares. Our remit is to give educational opportunities to the wider public as well as to offer research sites for a wide variety of agriculturists and other scientists. Let’s start by seeing what there is to do. As you can see here on our giant wall plan, we are now situated in the Reception block ... here. As you walk out of the main door into the park there is a path you can follow. If you follow this route you will immediately come into the Rare Breeds section, where we keep a wide variety of animals which I shall be telling you a little more about later. Next to this ... moving east... is the large grazing area for the rare breeds. Then further east... in the largest section of our Park is the Forest Area. South of the grazing area and in fact just next to the Reception block is our Experimental Crop Area. In the middle of the Park ... this circular area is our lake .... These two small rectangular shapes here ... are the Fish Farms where we rear fish for sale. To the east of those is the marsh area which attracts a great many migrant birds. In the south-eastern corner, beyond the marsh, is our Market Garden area, growing vegetables and flowers. Label the plan below. Write NO MORE THAN TWO WORDS for each answer.
1.
|
Forest/ the Forest
Market Garden
Fish Farm/ Fish Farms
|
Script:
All these areas can be visited by the general public for almost all the year... although ... please take note of the large signs at the entrance to each area which tell... which tell you when certain areas are being used for particular controlled experiments and are therefore temporarily out of bounds to the public. You can see for yourself what a huge area the park covers and a key question is always, how can we move around? Well you have a choice of means ... all environmentally friendly ... cars are banned in the park. We have bicycles which you can hire behind the Reception block ... here ... the healthy ones of you can go on foot and finally there’s our electric tram, powered from solar cells. You find more information about this at the front entrance. A good place to start on your tour is the Rare Breeds section. We keep goats, sheep and hens and other kinds of poultry. We are also thinking of bringing in cows and horses but we do not, as yet, have facilities for these bigger animals. The animals are fed in public twice a day and a short lecture given on their feeding habits and nutritional needs. These are very popular with the public but of course we mustn’t lose sight of the main purpose of having this section, not as such to preserve rare animals but to maintain the diversity of breeds to broaden the gene pool for agricultural development. Green Vale changes with the seasons with different events happening at different times of the year. May will be perhaps our most spectacular month with the arrival of the Canada geese and when our fruit trees will be in full blossom, but there are interesting events on all year round ... for example John Havers, our expert fly fisherman, is currently giving displays on the lake. Each of the sections has its own seasonal calendar... please consult the summary board at the main entrance. And the final section, as we return to the Reception blocks, is the orchard. Do take time to browse round our shop ... there is a wide selection of books on wildlife, some of them written by local authors, and the history of farming, including organic farming, something which the park will be diversifying into in the coming months. Choose the correct answer.
|
1. When are the experimental areas closed to the public?
|
|
|
Explain:
|
|
2. How can you move around the park?
|
|
|
Explain:
|
|
3. The rare breed animals kept in the park include
|
|
|
Explain:
|
|
4. What is the main purpose of having the Rare Breeds Section?
|
|
|
Explain:
|
|
5. What can you see in the park at the present time?
|
|
|
Explain:
|
|
6. The shop contains books about
|
|
|
Explain:
|
Section 3
Script:
You will hear two students Sharon and Xiao Li talking to their tutor about the presentation they gave the previous week. Tutor: So. Sharon and Xiao Li, in your presentation last week you were talking about the digital divide - the gap between those who can effectively use communication tools such as the Internet, and those who can't. And you compared the situation here in Northern Ireland with South-East China. Right, so I asked you to do some sell evaluation, watching the video of your presentation and thinking about the three main criteria you're assessed by - content, structure and technique. What do you think was the strongest feature of the presentation, when you watched it? Sharon? Sharon: Well. I was surprised actually, because I felt quite nervous but, when I watched the video, it didn't show as much as I expected. Tutor: So which of the criteria would that come under? Sharon: Er, confidence? Tutor: That’s not actually one of the criteria as such Xiao Li? Xiao Li: Technique? It's body language and eye contact, isn't it. Well, I didn't think I looked all that confident, but I think, that our technique was generally good like the way we designed and used the Powerpoint slides. Tutor: Mmm. So you both feel happiest about that side of the presentation? OK, now on the negative side, what would you change if you could do it again? Xiao Li: Well, at first I'd thought that the introduction was going to be the problem but actually I think that was OK. We defined our terms and identified key issues It was more towards the end... the conclusion wasn't too bad but the problem was the questions, we hadn’t really expected there'd be any so we hadn't thought about them that much. Tutor: Uhuh OK. Anything else? Sharon: Well, like Xiao Li says, I thought the conclusion was OK, but when I watched us on the video I thought the section on solutions seemed rather weak. Tutor: Mmm. Can you think why? Sharon: Well, we explained what people are doing about the digital divide in China and Northern Ireland but I suppose we didn't really evaluate any of the projects or ideas, it was just a list. And that was what people were asking us about at the end, mostly. Answer the questions below. Write NO MORE THAN THREE WORDS for each answer.
1.
|
the technique/their technique
the solutions/their solutions
questions/the questions/students' questions/answering the questions/answering students' questions
|
Script:
Tutor: OK. Now, I also asked you to get some peer evaluation, from the other students. Sharon: Yes, er, well, people said it was interesting, like the fact that in China the Internet was used more for shopping than in Northern Ireland. They said sometimes it was a bit hard to understand because we were talking quite fast... but we didn't think so when we watched the video. Tutor: No, it’s a bit different though, because you know all this information already. Mmm. If you're hearing it for the first time, you need more time to process it ... that's why signposting the structure and organisation of the talk is important. Xiao Li: That seemed OK, no one mentioned that as a problem. Some people said that we could have had more on the slides… like some of the other groups had nearly everything they said written up on the visuals as well, but other people said the slides were good, they had just the key point... Tutor: Yes. Sharon: And most people said we had quite good eye contact and body language. They all pointed out we'd over run... they all said we were five minutes over but we timed it afterwards on the video and it was only three minutes. Xiao Li: We were a bit unsure about the background reading at first, but I think we did as much as we could in the time... anyway, no one commented on that under content, but one thing that did come out was that they liked the fact we'd done research on both Northern Ireland and China most other people had just based their research on one country. We managed to get quite a lot of data from the Internet, although we had to do our own analysis and we did our own surveys as well in both countries. So the class gave us best feedback for content but it was all OK. Tutor: Right. Well, that's quite similar to the feedback I'm giving you I was very impressed by the amount of work you'd done and by your research methodology... so, actually, I’m giving you full marks for content, five. The structure of the presentation was good, but not quite as good as the content, so. I gave that four, and the same for technique. So, well done. Xiao Li/Sharon: Thank you. Tutor: Now, the next stage is to write up your report. So, just a few pointers for you here. First of all, in your presentation think your ending was rather abrupt - you suddenly just stopped talking. It wasn't a big problem but think about your dosing sentences in your report - you want to round it off well. One thing I forgot to mention earlier was that I felt a very strong point was that after you'd given your results, you explained then limitations. Xiao Li: The fact that we didn't have a very reliable sample in terms of age in China? Tutor: Yes, that section. So don't forget to include that. And you had some excellent charts and diagrams, but maybe you could flesh out the literature review a bit. I can give you some ideas for that later on if you want. OK, is there anything else you want to ask? Xiao Li/Sharon: No... Thank you. / Thanks. Complete the sentences below. Write ONE WORD ONLY for each answer.
1.
|
literature
limitations
end/ending
|
Script:
Tutor: OK. Now, I also asked you to get some peer evaluation, from the other students. Sharon: Yes, er, well, people said it was interesting, like the fact that in China the Internet was used more for shopping than in Northern Ireland. They said sometimes it was a bit hard to understand because we were talking quite fast... but we didn't think so when we watched the video. Tutor: No, it’s a bit different though, because you know all this information already. Mmm. If you're hearing it for the first time, you need more time to process it ... that's why signposting the structure and organisation of the talk is important. Xiao Li: That seemed OK, no one mentioned that as a problem. Some people said that we could have had more on the slides… like some of the other groups had nearly everything they said written up on the visuals as well, but other people said the slides were good, they had just the key point... Tutor: Yes. Sharon: And most people said we had quite good eye contact and body language. They all pointed out we'd over run... they all said we were five minutes over but we timed it afterwards on the video and it was only three minutes. Xiao Li: We were a bit unsure about the background reading at first, but I think we did as much as we could in the time... anyway, no one commented on that under content, but one thing that did come out was that they liked the fact we'd done research on both Northern Ireland and China most other people had just based their research on one country. We managed to get quite a lot of data from the Internet, although we had to do our own analysis and we did our own surveys as well in both countries. So the class gave us best feedback for content but it was all OK. Tutor: Right. Well, that's quite similar to the feedback I'm giving you I was very impressed by the amount of work you'd done and by your research methodology... so, actually, I’m giving you full marks for content, five. The structure of the presentation was good, but not quite as good as the content, so. I gave that four, and the same for technique. So, well done. Xiao Li/Sharon: Thank you. Tutor: Now, the next stage is to write up your report. So, just a few pointers for you here. First of all, in your presentation think your ending was rather abrupt - you suddenly just stopped talking. It wasn't a big problem but think about your dosing sentences in your report - you want to round it off well. One thing I forgot to mention earlier was that I felt a very strong point was that after you'd given your results, you explained then limitations. Xiao Li: The fact that we didn't have a very reliable sample in terms of age in China? Tutor: Yes, that section. So don't forget to include that. And you had some excellent charts and diagrams, but maybe you could flesh out the literature review a bit. I can give you some ideas for that later on if you want. OK, is there anything else you want to ask? Xiao Li/Sharon: No... Thank you. / Thanks. Choose the correct answer.
|
1. Look at three bar charts above. Which bar chart represents the marks given by the tutor? ................
|
|
|
Explain:
|
|
2. Sharon and Xiao Li were surprised when the class said ................
|
|
|
Explain:
|
|
3. The class gave Sharon and Xiao Li conflicting feedback on their................
|
|
|
Explain:
|
|
4. The class thought that the presentation was different from the others because ................
|
|
|
Explain:
|
Section 4
Script:
LECTURER Good afternoon everyone, and welcome lo this short talk on the subject of fireworks. Now, fireworks, as I’m sure many of you know, were invented in China, though there has long been disagreement as to exactly when, or even in which century. The consensus nowadays, though, is that it was in the sixth, as there is considerable evidence of war rockets being made then. We also know that fireworks were in use by the seventh century in Arabia, where they were called ‘Chinese Arrows’, reflecting their military potential. It then took a long time for them to spread to Europe: in fact it wasn’t until the twelve hundreds that fireworks made their appearance there.
Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
1.
|
sixth/ 6th
Chinese Arrows
Europe
|
Script:
LECTURER The basic ingredients of fireworks have changed little to this day. Their explosive capacity comes mainly from black powder, also known as gunpowder, which is produced from a mixture of charcoal, sulphur and potassium nitrate. A modern aerial firework - the kind used nowadays in big public displays, not the small rocket type that you might remember from your childhood - is normally made in the form of a shell, often a sphere about the side of a peach. Inside the shell are a number of stars surrounded by black powder, and running through the centre of the round shell is a charge that makes the firework explode when it reaches the desired altitude. This is known as the bursting charge. When this explodes, it ignites the outside of the stars, which begin to burn with bright showers of sparks. Since the explosion throws the stars in all directions, you get the huge sphere of sparkling light that is so familiar at firework displays. A shell of this kind is launched from a 75 millimetre-diameter mortar, which in some ways resembles the type used by the military. The mortar is a steel or - increasingly, for safety reasons — shatterproof plastic pipe. This is likely to be 500 millimetres long and sealed at one end. The other end is aimed at the sky and at the bottom of the pipe, below the shell, is placed a cylinder containing black powder. This has a long fuse which projects out of the tube. When this is lit, it quickly burns down to the lifting charge, which explodes to launch the shell. In so doing, it also lights the shell’s fuse. The shell's fuse burns while the shell rises to its correct altitude, and then ignites the bursting charge so it explodes. More complicated shells are divided into sections and burst in two or three phases. Shells like this are called multibreak shells. They may contain stars of different colours and compositions to create softer or brighter light, more or less sparks, etc. Some shells contain explosives designed to crackle in the sky, or whistles that explode outwards with the stars. The sections of multibreak shell are ignited by different fuses and the bursting of one section ignites the next. The shells must be assembled in such a way that each section explodes in sequence to produce a distinct separate effect. The pattern that an aerial shell paints in the sky depends on the arrangement of stars inside the shell. For example, if the stars are equally spaced in a circle, with black powder inside the shell, you will see an aerial display of smaller star explosions equally spaced in a circle. To create a specific figure in the sky, for instance a heart shape, you create an outline of the figure in stars inside the shell. You then place explosive charges inside those stars to blow them outward into the shape of a large heart. Each charge has to be ignited at exactly the right time or the whole thing is spoiled. Many other shapes have particular names, like the Willow. This is formed by stars that fall in the shape of willow tree branches spreading a little to the side and then downwards. The high charcoal composition of the stars makes them long-burning, so they may even stay visible until they hit the ground. The Ring Shell is fairly basic. It is produced by stars exploding outwards to produce a symmetrical ring of coloured lights. More complex is the pattern created by the Paha, which contains large comets, or charges in the shape of a solid cylinder. These travel outwards, explode and then curve downwards like the limbs of a palm tree. The Serpentine, the last one for now, is different again. When this one bursts, it sends small tubes of incendiaries scattering outwards in random paths, which may culminate in exploding stars. It can be quite spectacular. Label the diagram. Write NO MORE THAN THREE WORDS for each answer.
1.
|
75 mm/75 millimetres/seventy-five mm/ seventy-five millimetres
lifting
500 mm/ 500 millimetres/five hundred mm/ five hundred millimetres
shell
|
Passage 1
WALK FOR CHARITY Dear Friend, Please join us for our annual Walk for Charity. Starting in Weldown, you and your friends can choose a delightful 10, 20 or 30 kilometre route. The money raised will provide support to help people all over the world. Start collecting your sponsors now and then simply come along on the day. Please read the instructions below carefully, especially if you require transport to and from Weldown. See you on Sunday 14 May. V Jessop Walk Co-ordinator P.S. Well done to last year’s walkers for helping to raise a grand total of £21,000. The money has already been used to build a children's playground. | START TIMES: 30 km: 8-10 am 20 km: 8 - 10.30 am 10 km: 8-11.30 am The organisers reserve the right to refuse late-comers. CLOTHING should be suitable for the weather. If rain is forecast, bring some protection and be prepared for all eventualities. It is better to wear shoes that have been worn in, rather than ones that are new. ROUTE MAPS will be available from the registration point. The route will be sign-posted and marshalled. Where the route runs along the road, walkers should keep to one side in single file, facing oncoming traffic at all times. If you need help along the route, please inform one of the marshals. Free car parking available in car parks and on streets in Weldown. BUSES For the 10 and 20 km routes, a bus will be waiting at Fenton to take walkers back to Weldown. The bus will leave every half-hour starting at midday. The service is free and there is no need to book. Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the text for each answer.
1.
|
every half hour
marshals/ the marshals
Weldown
10.30/ 10.30 am
10 kilometre / 10 kilometre walk/ 10 kilometer/ 10 kilometer walk
Fenton
new shoes
|
THE WEEK'S BEST (A) Wild Rose (Tuesday 19.00) This TV drama is about a young private detective employed by a team of New York businessmen who send her to Brazil to look into a series of hotel robberies. When she gets there, she discovers that the hotels, which are owned by the businessmen, have been empty for the last two years and the local authorities have no record of any robberies. (B) Animal Planet (Wednesday 23.00) This is a classic black-and-white film from the forties in which astronaut Charlie Huston crash- lands on a planet ruled entirely by animals. It is a first-class suspense adventure which also looks at the human condition, although this is not always a successful part of the film. (C) Strange Encounter (Saturday 21.00) Suspense is skilfully built up in this clever, small- scale supernatural story. A young couple view a deserted old house that they are interested in buying. They meet a strange old lady who tells them of the mystical powers of the house and how previous owners have been able to travel back through the centuries to meet their ancestors. (D) The Longest Walk (Tuesday 21.30) Flyona Campbell is nearly there. All she has to do now is walk the length of France and Britain and she has succeeded in walking around the world. Tonight she drinks coffee in a tent and tells her story to Janet Street-Porter before she sets off for the Pyrenees mountains. (E) Rubicon 5 (Thursday 20.30) This is a TV film being used to launch a new science fiction series. It has impressive special effects and a strong, believable cast of characters who travel to the twenty-third century. The action takes place in underground cities where the environment is controlled by computers. (F) New Science (Friday 19.30) This popular half-hour science magazine continues into its twenty-ninth year, proving itself to be a hardy survivor in the television world. Tonight it is presented by Carol Vorderman who introduces five reports, which include computer-driven cars and in-flight ten-pin bowling. (G) There and Back Again (Sunday 22.00) Paul Theroux's account of his recent journey from London to Japan and back makes ideal material for this evening's travel slot. Based on his own novel, the progress of his journey on the railways of Europe and Asia (Victoria station, Paris, Istanbul...) acts as a fascinating travelogue as the inhabitants gradually shift from the West to the East. For which programme are the following statements true?
|
1. This programme is in the form of a personal interview.
|
|
|
Explain:
|
|
2. This programme is a documentary about technological developments.
|
|
|
Explain:
|
|
3. This programme is taken from a book.
|
|
|
Explain:
|
|
4. This film is the introduction to a set of programmes.
|
|
|
Explain:
|
|
5. This programme is about investigating a possible crime.
|
|
|
Explain:
|
|
6. These TWO programmes are about time travel.
|
|
|
Explain:
|
|
7. These TWO programmes are about present-day travellers.
|
|
|
Explain:
|
Passage 2
The following table gives information about immunisation. IMMUNISATION CALENDAR | AGE | DISEASE | VACCINE | 2 months | Diphtheria, Tetanus, Pertussis | DTPw* | | Poliomyelitis | OPV-Sabin vaccine | | Hib | Hib vaccine (HbOC or PRP-OMP)** | 4 months | Diphtheria, Tetanus, Pertussis | DTPw* | | Poliomyelitis | OPV-Sabin vaccine | | Hib | Hib vaccine (HbOC or PRP-OMP)** | 6 months | Diphtheria, Tetanus, Pertussis | DTPw* | | Poliomyelitis | OPV-Sabin vaccine | | Hib (HbOC schedule only) | Hib vaccine (HbOC) | 12 months | Measles, Mumps, Rubella | MMR | | Hib (PRP-OMP schedule only) | Hib vaccine (PRP-OMP) | 18 months | Diphtheria, Tetanus, Pertussis, | DTPa or DTPw | | Hib (HbOC schedule only) | Hib vaccine (HbOC) | Prior to school—4-5 years (+) | Diphtheria, Tetanus, Pertussis | DTPa or DTPw | | Poliomyelitis | OPV-Sabin vaccine | (+) Attendance for these booster injections is essential. * DTP is the abbreviation for diphtheria-tetanus-pertussis vaccine, commonly referred to by the trade name “Triple Antigen” ** Abbreviations for haemophilus influenzae Type b (Hib) vaccines: HbOC is “HibTITER”; PRP-OMP is “PedvaxHIB”. HbOC (‘HibTITER’) is given at two, four, six and 18 months. PRP-OMP (PedvaxHIB) is given at two, four and 12 months.
Complete the sentences below with words taken from the reading passage ‘Snapshot of Views'. Use NO MORE THAN THREE WORDS for each answer.
1.
|
the environment
youth suicide
confident
young people
lots of friends / a lot of friends
the republic
|
Crazy About Computer Games Computer Games and Australians Today is a research report by Kevin Durkin and Kate Aisbett, commissioned by Australia's State and Territory Attorney-Generals. The following is a snippet of findings and research data indicating young people's attitudes to computers and the games they're playing. | Research findings: • Game playing can be a sociable activity... games can be the focus of shared father- child activities and valued as such by young people • The predominant reactions associated with aggressive content were that it was amusing and not to be taken seriously. • Players report that they use computer games as a way of venting pent up tensions. Frustration arising from games was short-lived. • Aggressive content in computer games is perceived differently, because they offer a degree of autonomy and control which makes them less scary than other media. • Parents may not be monitoring computer game play as much as other media use. | Children’s comments: • 'I've played the Mortal Kombat game-you know it's violent but it's sort of funny ... the way they chop their heads off. You just laugh because it's so funny 'cos you know it's not real.' • ‘I don't get addicted. Perhaps I play it a lot for a day and then not for a week.' • 'It's fun as it's fun to watch spinal cords being ripped out. It's funny.' • 'A movie can put ideas into your mind... not video or computer games, they're not realistic.' • 'Basically I'm just impressed with the graphics behind it and things like that. I don't really concentrate on someone getting their head ripped off—it's just impressive graphics.' | Classify the following as being Research Findings, Children's Comments, or Both Example: Young people enjoy playing computer games with their parents. Answer: Research Findings (1st point ‘father-child activities... valued...by young people)
|
1. Computer games help to decrease stress.
|
|
|
Explain:
see the 3rd point |
|
2. Violence in computer games is not as frightening as in movies and television programs.
|
|
|
Explain:
Research findings 4th point, Children's comments 4th point |
|
3. Some children play computer games all day but not every day.
|
|
|
Explain:
see the 2nd point |
|
4. Movies, videos and computer games are unlikely to impact negatively on children because the violence is not realistic.
|
|
|
Explain:
Research findings 2nd point, Children's comments 1st and 4th points |
Do the following statements reflect the findings of the researchers in the Reading Passage Crazy About Computer Games? YES - if the statement reflects the findings NO - if the statement contradicts the findings NOT GIVEN - if the information is not given in the passage
|
1. Parents are monitoring what children watch on television and play on computers.
|
|
|
Explain:
Research findings, 5th point |
|
2. Young people prefer playing computer games with parents than watching movies.
|
|
|
Explain:
they enjoy playing with parents but it is not known if they prefer this to movies |
|
3. Most game players find the aggression in computer games humorous.
|
|
|
Explain:
Research findings 2nd point-amusing, Children's comments 1st and 3rd points |
|
4. Computer games are more enjoyable because the graphics are better than movies.
|
|
|
Explain:
Children's comments 5th point-graphics impressive but no comparison to movies is made. Children's comments 4th point mentions movies and computer games but does not mention graphics specifically |
Passage 3
Green Energy As energy prices rise and the effects of greenhouse gas emissions become more widespread, people everywhere are becoming increasingly concerned about using fossil fuels. More and more people are turning to so-called “green technologies” as a way to reduce dependence on non renewable fossil fuels. The ideal alternative energy source would be sustainable (the supply will not be exhausted), clean (no emissions), and reliable. The three most popular alternative energy sourcesare geothermal power, solar power, and wind power. Since geothermal energy taps heat from the earth, its resources range from water found just below the surface of the earth, to hot water and hot rock found a fewmiles below the surface, to even deeper rock of extremely high temperatures. In aprocess similar to drilling for oil, wells as deep as a mile or more can be drilled into underground reservoirs to tap steam and hot water that are used to run turbines andcreate energy. Power companies can then transmit this energy over power lines. Geothermal power on a smaller scale can be used for heating and coolinghouses or commercial buildings. Geothermal heat pumps, also known asground-source heat pumps, rely on the fact that the earth beneath the surfaceremains at a relatively constant temperature throughout the year. Like a cave, theground is warmer than the air above it during the winter and cooler in the summer. The geothermal heat pump transfers the heat stored in the earth into the building during the winter, and transfers it out of the building and into the ground during the summer. The ground, in other words, acts as a heat source in winter and a heat sink in summer. While geothermal heat pumps are an emissions-free and reliable source of energy, the biggest disadvantage is that such systems are expensive to install. Solar energy has come a long way from the clunky boxes of the 1970s. Today, solar energy is commonly collected by sleek and efficient photovoltaic (PV)panels. The photovoltaic cells convert sunlight directly into electricity and are made of semiconductors such as crystalline silicon or other thin-film materials. The benefitsof solar power vary according to how much exposure a given building has to thesun. However, one does not need to live in the desert to take advantage of solar power. Cloudy Germany is the worldwide leader in the use of solar power. Solar power is not as pricey as geothermal power, but having a panel professionally installed can still be costly. Some enterprising home-owners reduce the initial costs by purchasing inexpensive kits and setting up the system on their own. The biggest disadvantage of a solar power system is its dependence on the amount of sunlight collected, but some cutting-edge panels can generate energy even in the rain. Wind power is created when wind is used to generate mechanical power or electricity. Most wind turbines convert the wind’s kinetic energy into mechanical power. The wind turns the blades, which spin a shaft connected to a generator. Agenerator then converts this mechanical power into electricity. A group of wind turbines can produce electricity and feed it into the utility grid, where it is sent through transmission lines to homes and businesses. Like solar and geothermal energy, wind is a renewable resource that produces no emissions. Small wind energy systems can be used by homes, farms, or communities. Such systems can be connected to the larger electrical grid or used for stand-alone energy generation—a particularly attractive option for anyone living far from power company lines. A grid-connected wind turbine can reduce one’s reliance onthe power company for electricity . If the turbine cannot deliver the needed energy, the power company then makes up the difference. However, in order to take advantage of wind energy, a turbine must be in an area with average wind speed of at least 10 miles an hour, and such systems can be very expensive. Whether a given home or business uses wind, solar, or geothermal power depends on a variety of economic and environmental factors. However, expertsagree that investing in alternative energy now—whether by individuals or power companies—will pay dividends in the future.
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
1.
|
alternative energy
fossil fuels
sustainable
|
Choose the correct answer.
|
1. Which THREE of the following facts about geothermal energy are mentioned in the passage?
|
|
|
Explain:
|
|
2. Which THREE of the following facts about solar energy are mentioned in the passage?
|
|
|
Explain:
|
|
3. Which FOUR of the following facts about wind energy are mentioned in the passage?
|
|
|
Explain:
|
| No. | Date | Right Score | Total Score |
|
|
|
PARTNERS |
|
|
NEWS |
|
|
|
|
|
|