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MODEL TEST - GENERAL TRAINING IELTS
(Time: 90 minutes)
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Section 1
Script:
WOMAN: Hello, West Bay Hotel. Can I help you? MAN: Oh, good morning. I’m ringing about your advertisement in the Evening Gazette. WOMAN: Is that the one for temporary staff? MAN: That’s right. WOMAN: Yes. I’m afraid the person who’s dealing with that isn’t in today, but I can give you the main details if you like. MAN: Yes please. Could you tell me what kind of staff you are looking for? WOMAN: We’re looking for waiters at the moment. There was one post for a cook, but that’s already been taken. MAN: Oh right. Erm, what are the hours of work? WOMAN: There are two different shifts - there’s a day shift from 7 to 2 and a late shift from 4 till 11. MAN: And can people choose which one they want to do? WOMAN: Not normally, because everyone would choose the day shift I suppose. You alternate from one week to another. MAN: Okay. I’m just writing all this down. What about time off? WOMAN: You get one day off and I think you can negotiate which one you want, it’s more or less up to you. But it has to be the same one every week. MAN: Do you know what the rates of pay are? WOMAN: Yes, I’ve got them here. You qet £5.50 an hour, and that includes a break. MAN: Do I have to go home to eat or... WOMAN: You don’t have to. You can get a meal in the hotel if you want to, and there’s no charge for it so you might as well. MAN: Oh good. Yes, so let’s see. I’d get er, two hundred and twenty one, no, two hundred and thirty one pounds a week? WOMAN: You’d also get tips - our guests tend to be quite generous. Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. West Bay Hotel - details of job
• Newspaper advert for temporary staff • Vacancies for (1)……… • Two shifts • Can choose your (2)……… (must be the same each week) • Pay: £5.50 per hour, including a (3)………… • A (4)………… is provided in the hotel
1.
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day off
break
waiter/ waiters
meal/ free meal
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Script:
MAN: Erm, is there a uniform? What about clothes? WOMAN: Yes, I forgot to mention that. You need to wear a white shirt, just a plain one, and dark trousers. You know, not green or anything like that. And we don’t supply those. MAN: That’s okay, I’ve got trousers, I’d just have to buy a couple of shirts. What about anything else? Do I need a waistcoat or anything? WOMAN: You have to wear a jacket, but the hotel lends you that. MAN: I see. Er, one last thing - I don’t know what the starting date is. WOMAN: Just a minute, I think it’s some time around the end of June. Yes, the 28th, in time for the summer. MAN: That’s great. I’m available from the 10th. WOMAN: Oh good. Well, if you can call again you need to speak to the Service Manager. Her name’s Jane Urwin, that’s U-R-W-l-N, and she’ll probably arrange to meet you. MAN: Okay. And when’s the best time to ring? WOMAN: Could you call tomorrow? Um, she usually starts checking the rooms at midday, so before then if you can, so she’ll have more time to chat. I’ll just give you her number because she’s got a direct line. MAN: Thanks. WOMAN: It’s 832 double-0 9. MAN: 823 double-0 9? WOMAN: 832. MAN: Oh, okay. Yes, I’ll do that. WOMAN: And by the way, she will ask you for a reference, so you might like to be thinking about that. You know, just someone who knows you and can vouch for you. MAN: Yes, no problem. Well, thanks very much for your help. WOMAN: You’re welcome. Bye. MAN: Bye. Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. West Bay Hotel - details of job
• Total weekly pay: £231 • Dress: - a white shirt and (1)………… trousers (not supplied) - a (2)……… (supplied) • Starting date: (3)………… • Call Jane (4)……… (Service Manager) before (5)………… tomorrow (Tel: 832009) • She’ll require a (6)…………
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Urwin
reference
28 June
dark/ dark coloured/ dark colored
12.00/ 12.00 pm/ noon/ mid-day
jacket
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Section 2
Script:
Woman: And next on City Life this week, we have with us in the studio Harvey Bowles, Head of the Park Arts Centre. He's here to tell us about forthcoming events at the Centre. Harvey, welcome. Man: Hello. Thank you. Woman: So, what can we look forward to first at the Park Centre? Man: We've got a very exciting programme lined up for you. The next event will start on the 18th of February and run till the 24th. Times for the event? Twice each day, at 2.30 and 7.30 p.m. There'll be a folk music concert, and we're sure this is going to be very popular. A range of excellent musicians are coming, some playing for the first time in this country. And for those who want a souvenir or for people who don't manage to get to the performances, the foyer shop will be selling a CD, showcasing the great talents of the performers. Woman: Sounds good! Man: Yes, and then after that, our next event is starting on the 1st of March and runs for 8 days. There's a lot going on, so you'll need to look in the separate programme, which shows all the various times and so on. It also includes details of performers and ticket prices - you can pick one up from the foyer at the Centre. Yes, this year we're hosting the dance festival again, and it's going to be even bigger than last year. It's become a major feature of the arts year, and many of the performances will be recorded on video and DVD - but nothing can beat the thrill of attending the events live. We have a great range of styles, performed by over 100 groups representing as many as 4 continents. All I can say is book early, because many of the shows are going to sell out quickly. Woman: I'm sure they will. And what do you have for us after that? Man: Well, then things get a little quieter, but no less interesting. From the 14th to 20th March, every evening at 8, we go into cinema mode and we're showing a fine new film. I expect you've seen reviews of it - Love and Hope. Woman: Oh yes, wonderful! Man: Yes, and it's not just an ordinary screening. We're delighted that each screening will be introduced by a short lecture by the producer, who will also leave a little time for questions from the audience. Again, I recommend early booking for this - it's bound to be popular. Woman: I'll be there. Anything else lined up at this point? Man: Yes, we've got a special one-day event on April 2nd. The times aren't fixed yet, but I can tell you that we're having a singing competition. Woman: Oh yes? Man: There'll be a large number of entrants, and the talent should be impressive. And Channel 6 are coming, so the event is going to be shown on TV. So come and be part of the audience! Woman: I'm sure people will want to. Well, Harvey, thank you very much for coming in and telling us all this. Details of all the events are on your website, aren't they? Man: Yes, the address is www... Complete the timetable below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. PARK ARTS CENTRE | DATES | TIMES | EVENT | NOTES | 18-24 Feb | 2.30pm and (1)……… | Folk music concert | Can get a (2)……… in shop | 1-8 March | See the (3)……… | Annual (4)……… | Groups from (5)……… | (6)……… | 8pm | Film: ‘(7)………’ | Talk by the (8)……… | 2 April | To be confirmed | (9)……… | It will be (10)……… |
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CD
separate programme
singing competition
14-20 March
Love and Hope
dance festival
shown on TV
7.30 pm
4 continents
producer
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Section 3
Script:
Tutor: Good morning, Phil, Jackie. I hope your project is going well. Phil: Morning, Mr. Jackson. Jackie: Hi Mr. Jackson. Well, we’ve made a start on analysing the different forms of renewable energy, but unfortunately we don't really agree on some points. Tutor: OK, why don't we talk about it? Phil: Well, Jackie believes that all forms of renewable energy are beneficial economically, whereas I doubt that that's true for all of them. Tutor: Such as? Phil: Such as wind, wave and solar energy because they're less reliable. Tutor: That's a valid point but I don't think that's a large enough factor to disregard it completely. Jackie: Exactly, that's what I said. Phil: However, another drawback is that they’re generally very expensive to produce. Tutor: Yes, you're right. And that is a concern when evaluating their usefulness in future. Jackie: I agree with you to a point, but it's likely that the cost will come down. I read a report in the Journal of Environmental Science that estimates the cost would fall by twenty per cent over the next ten years, which is significant, isn't it? Tutor: Absolutely, Jackie. But you need to think about how difficult it is to predict the future cost of non- traditional energy sources before you believe the report. Remember: in your project I want to see evidence of critical analysis. Make sure you’ve analysed all the information rather than just accepting the information that you agree with. Also it’s very important that you demonstrate wide reading around the subject. Jackie: I know, it's just that I'm not convinced that it's going to continue to be that expensive, especially if there's a demand from consumers. Phil: Well, what about if we analyse the costing process as part of our project? Tutor: That's an excellent idea, Phil. OK, so let's imagine that we want to forecast the cost of producing solar energy. How could we do that, Jackie? Jackie: Um, well, I think we’d have to start by working out how many hours of daylight there are in the UK per year. Phil: The Meteorological Office would have data on that. Jackie: Then estimate the number of hours of sun to get a rough total. Phil: And then I suppose we’d need to work out how much it would cost to supply the average home with solar power, and then extrapolate that to get a number for the whole country. Tutor: Good, and don't forget the price of power conversion stations - this will have a significant impact on overall expenditure. And there's one more factor you haven't taken into account yet, regarding the consumers. Jackie: Um ... whether they would change from traditional to renewable energy? Tutor: No, but think about what might make them change? Jackie: Oh, yes. How much they would be willing to pay. Tutor: Exactly. Well done. Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. According to Phil, what are the 2 problems with some renewable energy sources? (1)……… (2)……… List 2 things that Professor Jenkins wants to see in the students' report. (3)……… (4)………
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less reliable
critical analysis
generally expensive /very expensive/ generally expensive to produce/ very expensive to produce/ expensive/ expensive to produce
wide reading
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Script:
Tutor: Good morning, Phil, Jackie. I hope your project is going well. Phil: Morning, Mr. Jackson. Jackie: Hi Mr. Jackson. Well, we’ve made a start on analysing the different forms of renewable energy, but unfortunately we don't really agree on some points. Tutor: OK, why don't we talk about it? Phil: Well, Jackie believes that all forms of renewable energy are beneficial economically, whereas I doubt that that's true for all of them. Tutor: Such as? Phil: Such as wind, wave and solar energy because they're less reliable. Tutor: That's a valid point but I don't think that's a large enough factor to disregard it completely. Jackie: Exactly, that's what I said. Phil: However, another drawback is that they’re generally very expensive to produce. Tutor: Yes, you're right. And that is a concern when evaluating their usefulness in future. Jackie: I agree with you to a point, but it's likely that the cost will come down. I read a report in the Journal of Environmental Science that estimates the cost would fall by twenty per cent over the next ten years, which is significant, isn't it? Tutor: Absolutely, Jackie. But you need to think about how difficult it is to predict the future cost of non- traditional energy sources before you believe the report. Remember: in your project I want to see evidence of critical analysis. Make sure you’ve analysed all the information rather than just accepting the information that you agree with. Also it’s very important that you demonstrate wide reading around the subject. Jackie: I know, it's just that I'm not convinced that it's going to continue to be that expensive, especially if there's a demand from consumers. Phil: Well, what about if we analyse the costing process as part of our project? Tutor: That's an excellent idea, Phil. OK, so let's imagine that we want to forecast the cost of producing solar energy. How could we do that, Jackie? Jackie: Um, well, I think we’d have to start by working out how many hours of daylight there are in the UK per year. Phil: The Meteorological Office would have data on that. Jackie: Then estimate the number of hours of sun to get a rough total. Phil: And then I suppose we’d need to work out how much it would cost to supply the average home with solar power, and then extrapolate that to get a number for the whole country. Tutor: Good, and don't forget the price of power conversion stations - this will have a significant impact on overall expenditure. And there's one more factor you haven't taken into account yet, regarding the consumers. Jackie: Um ... whether they would change from traditional to renewable energy? Tutor: No, but think about what might make them change? Jackie: Oh, yes. How much they would be willing to pay. Tutor: Exactly. Well done. Complete the flow chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
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daylight
country
willing to
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Script:
Phil: So, our project is going to cover three main areas. Firstly, comparing the main forms of alternative energy: solar, wind, wave, and bio fuels in terms of production costs. Secondly, we’ll take solar energy as an example and do a cost prediction, and lastly we’ll analyse whether they're likely to replace traditional fossil fuels in the future. Tutor: That sounds like a comprehensive project with a good focus. Now, what data are you going to use and what approach will you use for the analysis? Jackie: Ah! Now that's something we do agree on! We want to use the reports you gave us in our last lecture and some statistics from the government Environment and Energy Department. In terms of analysis, we're going to use a cross-referencing method where we compare each of the government reports with the Robertson report and highlight any differences. Then we'll analyse these to see why the differences exist and where more research needs to be done. Complete the summary below using words from the box. data demonstrate reduction highlight prediction statistics evaluate Project content summary The alternative energy project will cover 3 main areas; a comparison, a price (1)………… and an analysis. The students will use information given to them by their tutor and government (2)…………. Using a system of comparison between the data sets they will (3)………… any discrepancies for further analysis.
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reduction
statistics
highlight
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Section 4
Script:
You will hear a lecturer talking to a group of engineering students about the design of a greenhouse. Good afternoon. This is the first of a series of lectures I’ll be giving about engineering for sustainable development. I’ll be presenting examples of engineering projects from a variety of contexts, and today I’m going to talk about a project to design a new kind of greenhouse for use in the Himalayan mountain regions. First of all, I’ll tell you about the problem which was the context for this project. In the Himalayan mountains, fresh vegetables and other crops can only be grown outside for about ninety days, during the summer, because the altitude of the region is around three thousand five hundred metres, and because the rainfall is so low. In winter, temperatures fall below minus twenty-five degrees celcius, so fresh vegetables have to be imported. They arrive by truck in summer or by air in winter, which makes them expensive. Local people rely on dried leafy vegetables and stored root crops during the winter, and rarely eat fresh vegetables. But despite the sub-zero temperatures, the skies over the region are cloudless, and there are over three hundred sunny days per year. So an engineering solution was needed, to exploit the sun’s energy and protect locally produced plants from freezing during winter. And in fact, there had been programmes in the past to provide greenhouses, but these were unsuccessful. The greenhouses weren’t adapted for local conditions, so they tended to fall into disuse. So, a few years ago, a project was initiated to design a better greenhouse, one which would meet the criteria for sustainability. So, what are the criteria for sustainability? Well, first of all, the new greenhouse is designed to be relatively simple, so construction is cheap. Locally available materials are used wherever possible. The walls are generally constructed of mud bricks, made locally, although in areas of high snow-fall more resilient walls of stone are needed. Rammed earth is also used. The main roof is generally made from locally available poplar wood, with water- resistant local grass for the covering. In addition, the construction and maintenance of the greenhouse is done by local craftsmen. So local stone masons are employed to build the greenhouse walls, and specialised training is provided for them wherever necessary. Then. the greenhouse is designed to run on solar power alone, there’s no supplementary heating. And lastly, families are selected to own one of the new greenhouses with great care. They have to have a site which is suitable for constructing it on. They also have to be keen to make a success of using it, and also to share the produce with the wider community through sale or barter. Potential owners are taken to see existing greenhouses before they make a final decision about having one. So, those are the features which make the project sustainable. And now I’ll briefly describe the design of the greenhouse. The greenhouses are orientated very carefully along an East- West axis, so that there’s a long South-facing side. The transparent cover on the South- facing side is made from a heavy-duty polythene, which should last for at least five years. On the inside of the greenhouse, the walls are painted - the rear and west-facing walls are black, to improve heat absorption, but the east-facing wall is white to reflect the morning sunlight onto the crops inside. Finally, there’s a door in the wall at one end, and vents are incorporated into the roof, the door and the wall at the other end, to enable control of humidity and prevent overheating. I’ll turn now to the benefits which have resulted from the introduction of these new greenhouses. These benefits are of various kinds, but for now I’ll just mention the social benefits. First of all, people who own a greenhouse gain social standing in their communities, because they provide vegetables for the wider community, for regular consumption as well as for festivals, and they also earn income. Secondly, because in rural areas it is women who usually grow the food, the greenhouses have increased their opportunities. They bring the benefits of improved nutrition, and increased family income, from the sale of surplus produce. And thirdly, as a result of their improved financial position, some families can now afford to educate their children for the first time. Complete the notes below. Write ONE WORD ONLY for each answer. Engineering for sustainable development The Greenhouse Project (Himalayan mountain region) Problem • Short growing season because of high altitude and low (1)…………… • Freeh vegetables imported by lorry or by (2)……………, so are expensive • Need to use sunlight to prevent local plants from (3)……………. • Previous programmes to provide greenhouses were (4)……………… New greenhouse Meets criteria for sustainability • Simple and (5)…………… to build • Made mainly from local materials (mud or stone for the walls, wood and (6)…………… for the roof) • Building and maintenance done by local craftsmen • Runs solely on (7)…………… energy • Only families who have a suitable (8)…………… can own one Design • Long side faces south • Strong polythene cover • Inner (9)…………… are parted black or white Social benefits • Owners' status is improved • Rural (10)…………… have greater opportunities • More children are educated
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freezing
site/location/place
air/plane
walls
rainfall
solar
unsuccessful
cheap/inexpensive
women
grass
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Passage 1
Presto Bread Machine Thank you for buying a Presto Bread Machine. You and your family will enjoy delicious homemade bread for years to come. A Please check the contents of the box to make sure they are complete. Your Presto Bread Machine comes with a removable baking pan, a measuring cup, a measuring spoon, and a recipe booklet. You may also wish to have on hand an extra measuring cup and several other measuring spoons in different sizes. Ingredients for the bread recipes are not included. B Choose a recipe from the enclosed recipe booklet. Each recipe lists the ingredients in the order they are to be added to the machine. Liquid ingredients should be added to the machine before dry ingredients. Place all the ingredients in the removable pan, place the pan inside the machine, and close the lid. Push the menu button and the type of bread you are making—white, whole wheat, or raisin. If you are making rolls, select dough. Push the start button. Your bread will be ready in three hours for white or raisin bread or four hours for whole wheat bread. Dough takes two hours. C It is important to clean the inside of the machine after each use. Small bits of dough may fall out of the pan and burn during baking. Over time this may build up and become hazardous. For cleaning, remove the bread pan from the machine and let the machine cool down. Wipe the inside of the machine with a damp sponge. To clean the bread pan, let it soak in warm, soapy water. Then wipe gently with a damp sponge. Do not use a brush or scouring pad as these may damage the stick-free coating. D If you have any questions or require help using your bread machine, please call our twenty-four-hour help line: 800-555-9845. A list of frequently asked questions and answers is available on the website: www.prestobread.com. Also available on the website is a variety of international bread recipes. If you are dissatisfied with your Presto Bread Machine for any reason, simply return it, in its original box, to the store where you purchased it. A complete refund will be sent to you within thirty days of purchase. The following text has four sections A-D. Choose the correct heading for each section from the list of headings below.
Regional Share-Your-Ride Information for Commuters Regional Share-Your-Ride is a free service offered to all commuters in our area. We help you save costs on commuting by matching you up with other commuters who travel the same route. When you share your daily ride to work with other commuters, you save on transportation costs and help reduce traffic congestion and air pollution. Carpool Share your ride to work with one or more other commuters. You can choose to carpool daily or just a few days a week, whatever suits your schedule best. Vanpool Using your van to share your ride with four or more people will save you even more on commuting costs. Regional Share-Your-Ride is available to help you keep your van running smoothly and filled with riders. According to state law, vanpools are permitted to travel in special high-occupancy vehicle (HOV) lanes located on highways in urban areas throughout the region. Matching Log on to our website at www.rsyrp.net. Type in your location, destination, and work schedule. Our system will generate a list of other commuters whose route and schedule match yours. The website also has maps of the region to help you plan the most efficient route for your commute. These are available for free download. Contact Contact the commuters on the list, and arrange a ride-sharing schedule and route with them. You can also discuss how you want to share the responsibility of driving. When you have arranged a carpool or vanpool group, return to our website and register your group with us. Benefits Registered participants in Regional Share-Your-Ride can sign up to receive daily traffic and weather reports by e-mail. As a participant, you are also eligible for the Urgent Ride service, which provides you with free transportation to your house in case you or your carpool or vanpool driver has an emergency. Complete each sentence with the correct ending.
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1. Regional Share-Your-Ride provides ................
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2. By using a carpool or vanpool, commuters can save ................
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Explain:
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3. Commuters can get free maps by ................
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Explain:
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4. Commuters should register with the program ................
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5. After signing up for the program, participants can receive by e-mail ................
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Explain:
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6. In case of emergency, program participants can get ................
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7. Commuters who travel by van receive ................
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Passage 2
Common Childhood Infectious Diseases | CHICKEN POX Signs and symptoms: May start with a cold, headache or sickness. High temperature. Small red spots, first on body, then face and limbs, which turn to yellow blisters, then break. Incubation Period*: 10-20 days. Isolation Period: 7 days after last spots appear. Nursing and Treatment: Bed rest. Relieve itching with calamine lotion. Try to stop child scratching (may need cotton mittens) to prevent further infection and scars. Keep child’s nails short and clean. Special Points: One attack usually gives immunity for life. No vaccination is available. MEASLES Signs and symptoms: Loss of appetite, high temperature. Sneezing, running nose, dry cough and watery eyes. Blotchy pink spots on neck, forehead and cheeks, spreading to body later. Incubation Period*: 8-14 days Isolation Period: 5 days after rash appears. Nursing and Treatment: Bed rest until temperature falls (about 7 days). Sleep and plenty to drink. Shield eyes from strong light. Special Points: Measles can sometimes cause complications affecting ears, eyes, lungs, joints, or nervous system. Babies should be vaccinated between 1 and 2 years. Free vaccination is available. MUMPS Signs and symptoms: Swelling below ears spreading to face or neck. Pain when chewing or swallowing. Rising temperature. Incubation Period*: 14-28 days. Isolation Period: 10 days from onset of swelling. | Nursing and Treatment: Bed rest until temperature falls. Bland food and drink—avoid sharp tasting foods like orange or lemon drinks. Special Points: Avoid contact with older boys or men, who may develop infection of the testicles (can, though rarely, cause sterility). Vaccination is available. RUBELLA (German Measles) Signs and symptoms: Slight temperature, sore throat, runny nose and headache. Small red flat spots spreading into blotches. Swollen tender glands at back of neck. Incubation Period*: 14-21 days. Isolation Period: 7 days after rash appears. Nursing and Treatment: Bed rest in warm room for 2 or 3 days. Special Points: Avoid contact with pregnant women, because it can harm their unborn baby. Free vaccination is available; usually given to girls in Year 7 at school. WHOOPING COUGH Signs and symptoms: Starts as an ordinary cold. Dry repeated cough with ‘whooping’ sound as breath is taken in. Vomiting. Incubation Period*: 8-21 days. Isolation Period: 3 weeks after coughing stops. Nursing and Treatment: Continuous nursing; doctor may prescribe an antibiotic or cough medicine. Special Points: Can be very serious in young children, if they have not been immunised. Free vaccination is available. The schedules given in this booklet are for guidance only and are subject to variation according to medical advice. (*) Time from contact to appearance of symptoms. |
These five diseases are mentioned in the reading passage. Which disease is each of the following symptoms associated with?
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1. Yellow blisters
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Explain:
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2. Dry cough and watery eyes
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Explain:
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3. Swelling at the back of the neck
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Explain:
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4. Swelling below the ears
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Explain:
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6. Pain when swallowing
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Explain:
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7. Loss of appetite
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Explain:
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For which disease is each of these treatments recommended?
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1. No sharp tasting food or drink
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Explain:
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2. Continuous nursing
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Explain:
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3. Eyes protected from strong light
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Explain:
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4. Calamine lotion
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Explain:
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Complete the summary of the information given in the Special Points sections of the reading passage. Using NO MORE THAN THREE WORDS choose your answers from those sections of the reading passage.
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pregnant women
immunity for life
complications
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Passage 3
Bringing Water to War-torn Communities Emidio de Oliveira | (Community Aid Abroad-Oxfam Australia began working in Chicomo, Mozambique in 1992. The program began as emergency relief, helping communities recover from almost 20 years of brutal war. Three years later the program had moved into long-term development Chicomo Project Manager, Emidio de Oliveira, explains further.) The war and drought had severely affected the communities and famine was a terrible reality in Chicomo. The Mozambique government invited Community Aid Abroad to work in the area-the facts in the field meant we had to redefine our criteria of not providing emergency relief. We planned a first phase in which food aid, agricultural tools, blankets and clothing were provided to help the resettlement of the community, in order to be able to focus on development work. Access to clean water was really a big problem. During the war, most boreholes and water tanks were destroyed by lack of maintenance. Because of a ten-year drought in Southern Africa, the water tanks had no water and the lagoons of Chicomo were completely dry. In 1992 there were probably two boreholes in the whole locality. By 1994 it had increased to six boreholes, but even so women had to walk two or three days to get 20 litres of water. Chicomo is a big locality, usually around 13 000 people. When we arrived, however, most of the communities had run away due to the war. The closest cities were overloaded with people. After the war, the government wanted people to go back to their areas. We encouraged the resettlement-our presence helped create confidence that conditions were in place for them to return. We now work with about 2000 families distributed in 25 administrative cells. Between 1994 and 1995, the project focused on agriculture, still providing everything for free. We opened four boreholes in that time and created conditions to study the locality and design the third phase, the Chicomo Rural Development Project. This aimed to provide the community with clean water by opening more boreholes, and by supporting the construction and rehabilitation of water tanks. The project also contributed to improving public health in the locality, by raising awareness of good hygiene and sanitation practices, with emphasis on the prevention and treatment of water-related diseases. The Hygiene Education Program is implemented through community activists trained by the project. | Our other objective was to strengthen local structures by providing training, and taking people to see how other communities got together to solve their problems. The boreholes are now maintained by 25 community-based Groups of Management, Maintenance and Repairs (GMMRS) which are organised in two sections: technical- responsible for repairs and maintenance— and social-responsible for mobilising the communities to maintain their monthly contribution to the spare parts fund, and for depositing those funds at the Unity Group office. The Unity Group is a local association formed in part to manage the funds of the GMMRS, and to ensure availability of spare parts. In the past the Mozambique government was responsible for the water supply services. Now, because of its financial and resource limitations-and probably to make good use of NGO's services-it has created the National Water Policy: that rural communities must be responsible for their own water sources. So the project has focussed not only on opening boreholes, but also on building local capacity to maintain and repair water sources, and on providing management and other administrative skills in key sectors of the locality. In Chicomo there are no spare parts available within 500 to 600 kilometres. The project currently has a stock that will be handed over to the Unity Group after its completion. When there is a breakdown, a GMMR representative contacts the Unity Group to request a replace-ment. The Unity Group checks the balance of their contribution, and provides the part if the costs are covered. Otherwise the GMMR is notified of the negative balance. We are advocating better spare parts availability by encouraging the private sector to play a more active role. Carrying water is a women's activity in Chicomo. In five years of the project, the distance that women have to walk to get water has decreased dramatically. Now the area has about 25 boreholes, and we are now drilling another five. This means women can probably go two, three times to the borehole. Consequently they have more time to deal with other aspects of the household and the community. They can participate more in other initiatives like the Unity Group-some of the most active members are women. |
Do the following statements reflect the claims of the writer in the reading 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. Community Aid Abroad usually provides emergency relief.
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Explain:
In paragraph one the writer states, ‘...we had to redefine our criteria of not providing emergency relief', which means Community Aid Abroad usually does not provide emergency relief. |
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2. The war had led to a lack of clean water.
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Explain:
Both the war and drought had led to a lack of clean water. |
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3. People started to return to Chicomo because the government helped them rebuild their communities.
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Explain:
Paragraph three tells us the government wanted people to return to their areas but it is not clear what the government did to encourage this. |
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4. The project has trained community members to provide education about health and hygiene.
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Explain:
Paragraph four states, ‘The Hygiene Education Program is implemented through community activists trained by the project.' |
Complete the notes in the chart below. USING NO MORE THAN THREE WORDS choose your answers from the reading passage. Phase | Time Frame | Focus/Title of phase | Activities | 1st Phase | 1992-1994 | (1)…………… | Food aid, agricultural tools, blankets and clothing | 2nd Phase | (2)…………… | Focus on agriculture | Opening boreholes (access to water) | 3rd Phase | | (3)…………… | Clean water, repair of water tanks and health education and training. Local structures to support each other through training and visits. GMMRs—Groups of Management, Maintenance and Repairs |
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Rural Development / Rural Development Project
1994-1995
Providing emergency relief / emergency relief
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Complete the summary below. Choose your answers from the tablet below. NB: There are more words than spaces so you will not use all of them. You may use any of the words more than once. sections | two sections | technical section | Unity Group | gave | provide water | social section | countries | communities | contributed | access water | GMMR | have time | spend time | |
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two sections / 2 sections
communities
social section
Unity Group
access water
spend time
contributed
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| No. | Date | Right Score | Total Score |
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PARTNERS |
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NEWS |
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