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MODEL TEST - GENERAL TRAINING IELTS
(Time: 90 minutes)
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Section 1
Script:
WOMAN: Good morning. How can I help you? MAN: Hello. I’m interested in renting a house somewhere in the town. WOMAN: Right. Could I have your name please? MAN: Yes, it’s Steven Godfrey. WOMAN: And tell me how many bedrooms you’re looking for. MAN: Well, we’d need four, because I’m going to share the house with three friends. WOMAN: Okay, there are several of that size on our books. They mostly belong to families who are working abroad at the moment. What about the location? MAN: It’d be nice to be central. WOMAN: That might be difficult, as most houses of that size are in the suburbs. Still, there are a few. What’s your upper limit for the rent? MAN: We’d like something around £500 a month, but we could go up to £600 if we have to. But we can’t go beyond that. WOMAN: Do you know how long you want to rent the house for? The minimum let is six months, as you probably realise. MAN: We’re at college here for two years, and we don’t want to have to move during that time if we can avoid it. WOMAN: Right. And how soon do you want to move in? All our let’s start on the first of the month. MAN: Well, as soon as possible, really, so that means September 1st. WOMAN: Okay, let me have a look at what we’ve got.... We have photographs of all the houses on our books, so you can get an idea of what they’re like. There’s this one in Oakington Avenue, at £550 a month. Combined living room and dining room, with a separate kitchen. It doesn’t have a garage, though you can park in the road. MAN: Ah, we’d prefer to have one, if possible. WOMAN: Right. Then have a look at this house, in Mead Street. It’s got a very large living room and kitchen, bathroom, cloakroom ... MAN: How much is it? WOMAN: That one’s 580. It’s very well furnished and equipped. It also has plenty of space for parking, and it’s available for a minimum of a year. Oh, and there’s a big garden. MAN: I don’t think we could cope with that, to be honest. We’ll be too busy to look after it. WOMAN: Okay. Then there’s this older house in Hamilton Road: living room, kitchen-diner, and it has a study. 550 a month. MAN: That looks rather nice. But whereabouts in Hamilton Road? WOMAN: Towards the western end. MAN: Oh, that’ll be very noisy. I know the area. WOMAN: Yes, it’s pretty lively. Some people like it, though. Well, what about this house in Devon Close? MAN: That looks lovely. WOMAN: There’s a big demand for houses in that area, so prices tend to be quite high. But this one hasn’t been decorated for a few years, which has kept the rent down a bit. It’s got a living room, dining room and small kitchen, and it’s 595 a month. I think it would suit you, from what you’ve said. MAN: It sounds fine. Complete the form and table below. Write ONE WORD AND/OR A NUMBER for each answer. Rented Properties Customer's Requirements | Name: | Steven Godfrey | No. of bedrooms: | 4 | Preferred location: | in the (1)……… area of town | Maximum monthly rent: | £(2)……… | Length of let required: | (3)……… | Starting: | September 1st | Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer. Address | Rooms | Monthly rent | Problem | Oakington Avenue | living/dining room, separate kitchen | £550 | no (4)……… | Mead Street | large living room and kitchen, bathroom and a cloakroom | £580 | the (5)……… is too large | Hamilton Road | living room, kitchen- diner, and a (6)………… | £550 | too (7)……… | Devon Close | living room, dining room, small kitchen | £ (8)…… | none |
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central
study
garden
600
garage
2 year/ 2 years
noisy
595
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Script:
MAN: Why’s that part of town so popular? WOMAN: Well, there’s a big scheme to improve the district, and it’ll soon have the best facilities for miles around. MAN: What sort of thing? WOMAN: There’s a big sports centre under construction, which will be very impressive when it’s finished. In fact the swimming pools already opened, ahead of schedule, and it’s attracting a lot of people. MAN: What about cinemas: are there any in the area? WOMAN: The only one closed down last year, and it’s now in the process of being converted into a film museum. The local people are trying to get a new cinema added to the scheme. MAN: I think I heard something about a plan to replace the existing concert hall with a larger one. WOMAN: Ah, that’s due to start next year. MAN: Well it sounds an interesting area to live in. Could I go and see the house, please? WOMAN: Yes, of course.
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1. Which TWO facilities in the district of Devon Close are open to the public at the moment?
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Explain:
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Section 2
Script:
You will hear a man giving a talk to new members of a Wildlife Club in the South of England. Hello, I’m delighted to welcome you to our Wildlife Club, and very pleased that you’re interested in the countryside and the plants and creatures of this area. I think you’ll be surprised at the variety we have here, even though we’re not far from London. I’ll start by telling you about some of the parks and open spaces nearby. One very pleasant place is Halland Common. This has been public land for hundreds of years, and what you’ll find interesting is that the River Ouse, which flows into the sea eighty kilometres away, has its source in the common. There’s an information board about the plants and animals you can see here, and by the way, the common is accessible 24 hours a day. Then there’s Holt Island, which is noted for its great range of trees. In the past willows were grown here commercially for basket-making, and this ancient craft has recently been reintroduced. The island is only open to the public from Friday to Sunday, because it’s quite small, and if there were people around every day, much of the wildlife would keep away. From there it’s just a short walk across the bridge to Longfield Country Park. Longfield has a modern replica of a farm from over two thousand years ago. Children’s activities are often arranged there, like bread-making and face-painting. The park is only open during daylight hours, so bear that in mind if you decide to go there. Complete the table below. Write NO MORE THAN THREE WORDS for each answer. PARKS AND OPEN SPACES Name of place | Of particular interest | Open | Halland Common | source of River Ouse | 24 hours | Holt Island | many different (1).......... | between Friday and (2)............ | Longfield Country Park | reconstruction of a 2,000-year-old (3).......... with activities for children | daylight hours |
Script:
Longfield Park has a programme of activities throughout the year, and to give you a sample, this is what’s happening in the next few days. On Monday you can learn about herbs, and how they’ve been used over the centuries. You’ll start with a tour of our herb garden, practise the technique of using them as colour dyes for cloth, and listen to an illustrated talk about their use in cooking and medicine. Then on Wednesday you can join local experts to discover the variety of insects and birds that appear in the evening. We keep to a small number of people in the group, so if you want to go you’ll need to phone the park ranger a few days ahead. There’s a small charge, which you should pay when you turn up. I’m sure you’re all keen to help with the practical task of looking after the park, so on Saturday you can join a working party. You’ll have a choice of all sorts of activities, from planting hedges to picking up litter, so you’ll be able to change from one to another when you feel like it. The rangers will be hard at work all day, but do come and join in, even for just a short while. One thing, though, is to make sure you’re wearing something that you don’t mind getting dirty or torn. Choose a correct answer choice to complete each sentence about the Longfield Park.
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1. As part of Monday′s activity, visitors will
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2. For the activity on Wednesday,
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3. For the activity on Saturday, visitors should
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Section 3
Script:
Martina: Oh hi George, how's it going? George: Hi Martina, it's going well. How about you? How's university life? Martina: Well it's great - apart from the studying of course. George: Yeah - me too! What are you studying? I seem to remember that you were going to do Art. That was your best subject, wasn't it? Martina: No - not really - I just liked the teacher. He was French and had an amazing accent. My favourite subject was History but I couldn't see what career that would give me. George: Ah, right. So what did you choose? Martina: Well I found it really difficult to decide. I was really good at Science but I must admit I never really enjoyed studying it. So, in the end I decided to opt for English which was my second favourite subject and I thought it would be more useful to me than studying anything else. So - that's what I'm doing. Um - how are you finding university? George: Well - it's a bit of a challenge I suppose. Martina: Are you finding it difficult? George: Well, some of it. I'm doing Mechanical Engineering which is really interesting but it covers quite a lot of areas like materials science, machine design, physics and of course mechanics - and they're all fine. But it's maths that I'm struggling with. It's a lot harder than it was at school. Martina: I can believe it. It all sounds very difficult to me. But then I never was very good at mechanical things. I suppose it must involve some practical work? George: Well - not at the moment. Currently, it's nearly all theory, so it's a bit heavy-going. Martina: I guess you need to start with that so that you can get a grasp of the concepts and learn a few facts before you start putting it into practice. It must be a lot different to the course that I'm taking. George: Yes - but in a few weeks we'll be having a lot more practical experience. In fact. I've got a great assignment this term working on jet engines which means I'll be going on a few field trips to a nearby airport. Martina: Oh - that's great. It sounds like you're going to be very busy. George: Yes I'm not sure how I'm going to cope with the work. We have a lot of lectures - and that's fine. The lecturers are very knowledgeable and I learn a lot from them. But we also have a lot of seminars and I find with so many people expressing their views it can get quite frustrating. It would be better if we didn't have so many of those. Martina: Yes - it's the same for me. Complete the summary below. Write NO MORE THAN TWO WORDS for each answer. George’s experience of university George is studying Mechanical Engineering which involves several disciplines. He is finding (1)…………… the most difficult. At the moment, his course is mainly (2)……………. He will soon have an assignment which involves a study of (3)……………. He thinks there are too many (4)…………… and would like less of them.
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seminars
jet engines
theory/ theoretical
mathematics/ maths/ math
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Script:
Martina: Um - how are the students at your place? George: Well I haven't really met anyone yet. They all seem a bit quiet. Martina: Perhaps they're working hard - they don't appear to be very studious here, but they are very friendly. I must say I've been doing a lot of sitting around and chatting over the last week or so. George: Well, that's good. The only person I've spoken to really is my tutor. He's very approachable and seems to understand how difficult it can be starting university. Martina: It's good to have someone you can talk to. And he may help you meet other students. George: Actually that doesn't bother me. I'm bound to get to know some people sooner or later. It's more a question of finding out what I need to do. where to go and so on. I hope he can help me with that. Martina: Oh I would have thought so. Well we certainly have a lot of work ahead of us. It seems like a long time, doesn't it - studying for three years. George: Yes it does - but I'm sure it'll go quickly. You know I'm really dreading the first assessment. Martina: Yes - for the course I'm doing we have to hand our first one in at the end of next month. George: Really - so have you got the topic yet? Martina: No - but we'll get it soon. I'm not sure how much we have to write yet - not too much, I hope! George: I know what you mean. And it's hard to study especially where I am now. Martina: Oh - where are you living? George: I'm living in a hall of residence. I thought that would be a good idea as there'd be a lot of people around but I'm finding it a bit noisy. I can see that I'm going to have problems when I really need to get down to some work. Martina: So I guess you need to be somewhere on your own then? George: Yes - well I do like to have some people around me, so I'd prefer to live with a family somewhere in a house not too far from the university. Martina: Well good luck with that. George: Yes thanks - and good luck to you as well. I have to dash now. I've another lecture in ten minutes. Bye for now. Martina: Bye
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1. Martina thinks the students at her university are
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2. George hopes that his tutor will help him
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3. What does Martina know about her first assignment?
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Explain:
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4. George would like to live
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Section 4
Script:
PAULA: Today I’d like to introduce Ted Hunter, who used to rear sheep and poultry but who is here to tell us about a rather unusual type of livestock that he’s been concentrating on in the last few years. Ted Hunter is a member of the Domesticated Ostrich Farming Association, and is here to tell us about the possibilities of breeding and rearing these birds here in this country. TED: Thank you, Paula. When you look at international restaurant menus and supermarkets they all tend to feature the same range of meats - beef, lamb, chicken, pork, that sort of thing. But people are always interested in something different and we’re now finding that farming can bring new types of meat to our tables. The kangaroo is one animal that’s now being farmed for its meat and eaten outside Australia, where it comes from. It looks and tastes rather like rabbit, though it’s slightly darker in colour, but it is rather tough, so that’s a problem for some people. Crocodiles are also being farmed for their meat. This is rather like chicken, pale and tender, and it’s getting quite fashionable. Some people also find it’s rather fatty, but I think it makes a really tasty sandwich. Now a third type of meat becoming increasingly available, and the one that I think is by far the nicest of the three, is ostrich, which most people say has a similar taste and texture to beef. However, it’s much better for you than beef, as we’ll see later. Complete the table below. Write NO MORE THAN TWO WORDS for each answer. "NEW" MEAT | CAN BE COMPARED TO | PROBLEM | kangaroo | (1)......... | (2)......... | crocodile | chicken | fatty | ostrich | (3)......... | |
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beef
tough / rather tough
rabbit / rabbit meat
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Script:
TED: Most people think of ostriches as wild animals, but in fact ostriches have been farmed in South Africa since around 1860. At first they were produced for their feathers. In Africa they were used for tribal ceremonial dress and they were also exported to Europe and America where they were made into ladies’ fans and used for decorating hats. Later, feather fans and big. decorated hats went out of fashion but ostriches were still bred, this time for their hide. This can be treated to produce about half a square metre of leather - very delicate, fine stuff of very good quality. At the same time, some of the meat was used for biltong - the air-dried strips of meat popular in South Africa as a sort of fast food. Complete the table below. Write NO MORE THAN THREE WORDS for each answer. OSTRICH PRODUCT | USE | Ostrich feathers | - tribal ceremonial dress - (1)......... - decorated hats | Ostrich hide | (2)........... | Ostrich (3)....... | ‘biltong’ |
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leather / delicate leather / fine leather / good quality leather
meat
fans / ladies' fans / feather fans / ladies' feather fans
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Script:
TED: However, recently there’s been more and more interest in the development of ostrich farming in other parts of the world, and more people are recognising its value as a food source. Ostrich meat is slightly higher in protein than beef- and much lower in fats and cholesterol. It tastes good too. A series of European taste tests found that 82% of people prefer ostrich to beef. And one ostrich produces a lot of meat - from around 30 to 50 kg, mostly from the hindquarters of the bird. Farmed ostriches don’t need African climates, and in fact ostrich farming is now becoming well established in other parts of the world. However, setting up an ostrich farm isn’t something to embark on lightly. Mature breeding birds are very expensive - even a fertilised ostrich egg isn’t cheap so you need quite a bit of capital to begin with. Then the farmer needs special equipment such as incubators for the eggs. The young chicks are very dependent on human minders, and need a lot of attention from the people looking after them. In addition, ostriches can’t be intensively farmed - they need space and exercise. But in spite of this they make good farming sense. A cow produces only one calf a year whereas a female ostrich can lay an egg every other day. And because the farmers can use incubators and hatched chicks are nourished well and protected from danger, the failure rate on farms is very low indeed and almost all the fertilised eggs will hatch out into chicks which will in turn reach maturity. This is very different from the situation in the wild, where the vast majority of chicks will die or be killed before they grow up into mature ostriches. So it’s possible, once the initial outlay has been made, for the farmer to be looking at very good profit margins indeed. Ostrich farming is still in its early days outside Africa but we hope that ostrich meat will be freely available soon and before long will be as cheap as beef. Choose the correct answer choice for each question.
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2. One problem with ostrich fanning in Britain is
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3. Ostrich chicks reared on farms
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4. The speaker suggests ostrich farms are profitable because
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Passage 1
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.
Using NO MORE THAN THREE WORDS taken from the table, answer the following questions.
Answer the questions by choosing the correct answer.
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1. Which of the following would be an appropriate schedule for Type b influenza?
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Explain:
2,4,6 and 18 months. This answer is also found in the same section as the answer to question 2. There are two possible schedules given for Type b influenza: HbOC at 2,4,6 and 18 months or PRP-OMP at 2,4 and 12 months. A, C and D do not describe either of these schedules. |
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2. The symbol (+) indicates
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Explain:
booster injections are necessary. Symbols such as t or an * refer you to an explanatory note, usually found at the bottom of the page or below a chart or table. They do not refer you to the information within the text. . |
Questions and Answers about Immunisation (A) For polio, Sabin oral vaccine is given by mouth-a few drops of pleasantly flavoured syrup on a spoon. For diphtheria, tetanus and whooping cough a combined vaccine (triple antigen) is given by injection-a quick prick from the needle, over in a few seconds. Measles and rubella vaccine are also given by injection. (B) There are sometimes mild side effects to the triple antigen vaccine. These may include some local redness, tenderness and swelling at the site of the injection during the 48-hour period which follows it. There may also be slight nausea, fretfulness and feverishness. Major reactions are extremely rare. Possible reactions to measles immunisation include fever, rash and a stuffy nose about 5-12 days after the injection. These symptoms last about 2-3 days, do not cause much discomfort and normally do not require treatment. The child is not infective to others. (C) A full course of immunisation will still give protection when completed, even if it does not strictly follow the Health Commission's recommended schedule. (D) Although two months is the recommended starting age, immunisation will be equally effective if commenced in older children. The early start is advised because whooping cough is most serious in young babies. Immunisation can still ensure protection for children over eight years and adults, provided the vaccine appropriate to their age is used. | (E) If a child has diarrhoea, Sabin oral vaccine should not be given. If a child vomits within two hours of taking Sabin oral vaccine, the dose should be repeated. Before you have your child immunised, please tell the doctor if your child: • Is suffering from any sickness or allergy; • Has had a severe reaction to a previous immunisation such as persistent screaming or persistent vomiting, or collapse, or convulsions, or fever exceeding 29.5°C; • Has ever had fits, or if other members of the family have had an illness of the nervous system or convulsions; • Has had a blood transfusion or an injection of gamma globulin in the last three months; • Is under treatment with a cortisone-like drug. (F) For some children the Hepatitis B vaccine may also be recommended. Please consult your doctor for advice. (G) • Your doctor, or • Your local council, or • Community Health Centres in some Health Regions | The text about immunisation gives the answers to questions commonly asked by parents. There are 7 sections A-G. Choose the most suitable heading for each section from the list below. NB: There are more headings than sections so you will not use all of them. You may use any of the headings more than once.
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1. Section A
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Section A describes how immunisation is done, the process. |
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2. Section B
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Section B describes some possible side effects or reactions to vaccines. |
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3. Section C
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Section C tells you that an interruption to the normal schedule will not reduce the effectiveness of the vaccination. |
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4. Section D
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Section D tells you that ‘immunisation will be equally effective if commenced in older children.' |
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5. Section E
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Section E tells you what information the doctor needs before giving immunisation-in other words, the precautions necessary. |
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6. Section G
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Section G tells you where to go for immunisation. |
Choose the appropriate answer.
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1. The vaccine for which illness comes in the form of a syrup?
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Explain:
This answer is found in the first sentence. The rest of this paragraph tells you that tetanus, diphtheria and measles vaccines are all given by injection. |
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2. Which of the following is NOT mentioned as a possible side effect of the DTP vaccine?
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Explain:
This instruction requires you to choose a possible side effect of the DTP vaccine (the triple antigen vaccine) NOT given in the passage. That means three of the four answers, redness, nausea and fever, ARE given in section B, which deals with reactions to vaccines. |
Passage 2
Gateway Academy Pre-Sessional Courses Our pre-sessional courses are ideal for students who have a conditional place at a British university, but who need to achieve a certain level of English in order to be accepted. The course aims to provide students with the English language and study skills that they need in order to be successful at university or another academic establishment. It is important to note that completion of the course does not guarantee students entrance into a university. It is necessary for students to show during the course that they have understood the information and skills that they have been taught, and can incorporate it into their work. Pre-sessional students at Gateway Academy will benefit from: + Small class sizes (no more than 10 students per class) + Twenty three hours of tuition per week +Individual support and tutorials + Regular guest lecturers The use of the Academy's study and recreational facilities, including the Language Library, the computer suite, and the academy's sports facilities. A varied social programme including evening entertainments and weekend excursions to popular tourist attractions and cities such as Stonehenge, Oxford and Stratford-on-Avon. The course offers a holistic approach to learning, and covers reading, writing, speaking and listening skills. During the course, students will receive instruction on important techniques such as summary-writing, analysing essay titles, organising writing, note-taking in lectures, giving seminars and making presentations. Students will gain experience in working both individually and in groups. As part of the course, all students will work towards a 5000 word project in their own field of study. Students will receive guidance from their tutors on how best to conduct research and write it up effectively. Students will also work towards a presentation on the same subject. There is no final examination. Students are assessed continuously, taking into account their attendance, successful completion of assignments and participation in class. Students will be given a full report on their progress at the end of the course. Students need to be aware that the course involves a great deal of coursework, which will require students to manage their time effectively. Gateway Academy offers three pre-sessional courses. A five-week course beginning in August is available for advanced level students; a ten-week course beginning in July is available for upper-intermediate students. Intermediate level students should take our twenty week course beginning in May. Intermediate level students get a two-week break in July. Complete the sentences below. Choose NO MORE THAN THREE WORDS from the text for each answer.
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tourist attractions
conditional
in groups
5,000 word project
manage their time
facilities
incorporate
Upper-Intermediate / Upper intermediate / Upper-intermediate
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Gateway Academy In-Sessional Courses If you are currently studying for an undergraduate or post-graduate degree, you may wish to take one of our in-sessional courses, which run during the academic year. You may take up to three hours of classes per semester. Please choose your courses from the list below, complete an application form and hand it in at the Gateway Office. Writing up experiments This course is particularly suitable for science students, particularly those in engineering. It outlines the conventions of lab reports, including how they need to be structured and what content is required. This class is suitable for both native and non-native speakers. (1)……… Particularly useful for science students, but of interest to all, this course is an introduction to statistics. It shows how numbers can be manipulated to suggest different results, and how public opinion can be altered by clever statistical methods. It will provide an introduction into useful statistical methods, but is unsuitable for students who requiring advanced statistical skills for a thesis or dissertation. (2)……… This course teaches advanced mathematical and statistical skills, and is suitable for students working on projects which involve a great deal of quantitative data. The course outlines how to gather data, how to draw conclusions from it, and how best to present it diagrammatically. (3)……… This course concentrates on the skills needed to write academic essays. Students will learn how to develop essay titles, structure essays correctly, avoid plagiarism and reference their work. There will also be the opportunity to work on other elements of writing, including grammar and punctuation. The course is most suitable for non-native speaker and native speakers at undergraduate level. (4)……… A course especially designed for PhD students working on a long term project. As well as looking at conventions of PhD theses and improving research and study skills, the course also serves as a social group where PhD students, who often work alone, can share their experiences and offer each other encouragement and advice. (5)……… A course to iron out those typical mistakes in English essay writing. Common grammar mistakes, spelling errors and that dreaded apostrophe will be covered in detail. The course is designed for native speakers who lack confidence in writing, particularly those who have been away from academic environments for some time. (6)……… This course is suitable for non-native students at undergraduate or post-graduate level who wish to focus on grammar and language. Students will look at which tenses are used in which situations, look at passive structures and relative clauses. Suitable ‘chunks’ of language for academic situations will also be presented. Students will also have the chance to focus on individual grammar needs. Unsuitable for native speakers of English. Choose the correct title for the courses from the list of titles below.
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1. Course (1) ................
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2. Course (2) ................
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3. Course (3) ................
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4. Course (4) ................
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5. Course (5) ................
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6. Course (6) ................
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Passage 3
THE IRON BRIDGE The Iron Bridge was the first of its kind in Europe and is universally recognised as a symbol of the Industrial Revolution. (A) The Iron Bridge crosses the River Severn in Coalbrookdale, in the west of England. It was the first cast-iron bridge to be successfully erected, and the first large cast-iron structure of the industrial age in Europe, although the Chinese were expert iron-casters many centuries earlier. (B) Rivers used to be the equivalent of today’s motorways, in that they were extensively used for transportation. The River Severn, which starts its life on the Welsh mountains and eventually enters the sea between Cardiff and Bristol, is the longest navigable river in Britain. It was ideal for transportation purposes, and special boats were built to navigate the waters. By the middle of the eighteenth century, the Severn was one of the busiest rivers in Europe. Local goods, including coal, iron products, wool, grain and cider, were sent by river. Among the goods coming upstream were luxuries such as sugar, tea, coffee and wine. In places, the riverbanks were lined with wharves and the river was often crowded with boats loading or unloading. (C) In 1638, Basil Brooke patented a steel-making process and built a furnace at Coalbrookdale. This later became the property of Abraham Darby (referred to as Abraham Darby I to distinguish him from his son and grandson of the same name). After serving an apprenticeship in Birmingham, Darby had started a business in Bristol, but he moved to Coalbrookdale in 1710 with an idea that coke derived from coal could provide a more economical alternative to charcoal as a fuel for ironmaking. This led to cheaper, more efficient ironmaking from the abundant supplies of coal, iron and limestone in the area. (D) His son, Abraham Darby II, pioneered the manufacture of cast iron, and had the idea of building a bridge over the Severn, as ferrying stores of all kinds across the river, particularly the large quantities of fuel for the furnaces at Coalbrookdale and other surrounding ironworks, involved considerable expense and delay. However, it was his son Abraham Darby III (born in 1750) who, in 1775, organised a meeting to plan the building of a bridge. This was designed by a local architect, Thomas Pritchard, who had the idea of constructing it of iron. (E) Sections were cast during the winter of 1778-9 for a 7-metre-wide bridge with a span of 31 metres, 12 metres above the river. Construction took three months during the summer of 1779, and remarkably, nobody was injured during the construction process - a feat almost unheard of even in modern major civil engineering projects. Work on the approach roads continued for another two years, and the bridge was opened to traffic in 1781. Abraham Darby III funded the bridge by commissioning paintings and engravings, but he lost a lot on the project, which had cost nearly double the estimate, and he died leaving massive debts in 1789, aged only 39. The district did not flourish for much longer, and during the nineteenth and early twentieth centuries factories closed down. Since 1934 the bridge has been open only to pedestrians. Universally recognised as the symbol of the Industrial Revolution, the Iron Bridge now stands at the heart of the Ironbridge Gorge World Heritage Site. (F) It has always been a mystery how the bridge was built. Despite its pioneering technology, no eye-witness accounts are known which describe the iron bridge being erected - and certainly no plans have survived. However, recent discoveries, research and experiments have shed new light on exactly how it was built, challenging the assumptions of recent decades. In 1997 a small watercolour sketch by Elias Martin came to light in the Swedish capital, Stockholm. Although there is a wealth of early views of the bridge by numerous artists, this is the only one which actually shows it under construction. (G) Up until recently it had been assumed that the bridge had been built from both banks, with the inner supports tilted across the river. This would have allowed river traffic to continue unimpeded during construction. But the picture clearly shows sections of the bridge being raised from a barge in the river. It contradicted everything historians had assumed about the bridge, and it was even considered that the picture could have been a fake as no other had come to light. So in 2001 a half-scale model of the bridge was built, in order to see if it could have been constructed in the way depicted in the watercolour. Meanwhile, a detailed archaeological, historical and photographic survey was done by the Ironbridge Gorge Museum Trust, along with a 3D CAD (computer-aided design) model by English Heritage. (H) The results tell us a lot more about how the bridge was built. We now know that all the large castings were made individually as they are all slightly different. The bridge wasn’t welded or bolted together as metal bridges are these days. Instead it was fitted together using a complex system of joints normally used for wood - but this was the traditional way in which iron structures were joined at the time. The construction of the model proved that the painting shows a very realistic method of constructing the bridge that could work and was in all probability the method used. (I) Now only one mystery remains in the Iron Bridge story. The Swedish watercolour sketch had apparently been torn from a book which would have contained similar sketches. It had been drawn by a Swedish artist who lived in London for 12 years and travelled Britain drawing what he saw. Nobody knows what has happened to the rest of the book, but perhaps the other sketches still exist somewhere. If they are ever found they could provide further valuable evidence of how the Iron Bridge was constructed.
Answer the questions below.Choose ONE NUMBER ONLY from the text for each answer.
Do the following statements agree with the information given in the text?TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
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1. There is no written evidence of how the original bridge was constructed.
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2. The painting by Elias Martin is the only one of the bridge when it was new.
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3. The painting shows that the bridge was constructed from the two banks.
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4. The original bridge and the model took equally long to construct.
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5. Elias Martin is thought to have made other paintings of the bridge.
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The text has nine paragraphs, A-I.Which paragraph of the text contains the following information?
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1. why a bridge was required across the River Severn
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2. a method used to raise money for the bridge
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3. why Coalbrookdale became attractive to iron makers
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4. how the sections of the bridge were connected to each other
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