Questions 18-20
Look at the page from the program. Tick if the information is correct or write in the changes.
CONVENTION PROGRAM
Example Answer
Afternoon sessions: start at 2.00pm 2.30
finish at 4.00pm
TALKS
"Marketing" by Jane Howard (18)
Blue Room (19)
"Distribution of Goods" by Sara Moore Barbara. Moore
Red Room (20)
"Advertising" by Peter Newstead
Orange Room cancelled
SECTION 3 Questions 21-32
Questions 21 - 24
Complete the table showing the prices and types of coffee sold in each Common Room.
I = Instant
R = Real
E = Espresso
Type of coffee
Price of coffee
European
Studies
Example
I
Example
20p
Development
Studies
(21)
(22)
Arts "C"
Building
E
(23)
American
Studies
(24)
25p
Questions 25-32
Complete the table showing the number of points 1, 2 or 3 awarded to the food offered by each
Common Room
Matthew
Alice
Jenny
Arts "C"
Building
(25)
(26)
European
Studies
Example
1
(27)
Refectory
(28)
(29)
(30)
American
Studies
(31)
(32)
SECTION 4 Questions 33 - 40
Questions 33-35
Look at the questions 33-35 below and the grid. Tick the relevant boxes in each column.
COUNTRY
Australia
Belgium
Denmark
France
Germany
Holland
Japan
Sweden
USA
33. Which countries
are affected
by Britain's
pollution?
34. Which country
relies heavily on
nuclear power?
35. Which countries
use lime tillering
to reduce the amount
of chemical pollutant
released into the
atmosphere?
Questions 36-40
Write NO MORE THAN THREE WORDS for each answer.
36. When did the fish stock there begin to decline?
37. What did scientists inject into the land?
38. Has the situation improved?
39. How effective is the use of limestone slurry?
40. What is one of the major disadvantages of using
limestone slurry?
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
SPECIMEN MATERIALS
ACADEMIC READING
TIME ALLOWED: 1 Hour
NUMBER OF QUESTIONS: 38
Instructions
ALL ANSWERS MUST BE WRITTEN ON THE ANSWER SHEET
The test is divided as follows:
Reading Passage 1
Reading Passage 2
Reading Passage 3
Questions 1-11
Questions 12-25
Questions 26 - 38
Start at the beginning of the test and work through it. You should answer all the questions.
If you cannot do a particular question leave it and go on to the next. You can return to it later.
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-11 which are based on Reading Passage 1 on
pages 10 and 11.
A The eruption in May 1980 of Mount St.
Helens, Washington State, astounded the
world with its violence. A gigantic explosion
tore much of the volcano's summit to
fragments; the energy released was equal to
that of 500 of the nuclear bombs that
destroyed Hiroshima in 1945.
В The event occurred along the boundary
of two of the moving plates that make up the
Earth's crust. They meet at the junction of the
North American continent and the Pacific
Ocean. One edge of the continental North
American plate over-rides the oceanic Juan de
Fuca micro-plate, producing the volcanic
Cascade range that includes Mounts Baker,
Rainier and Hood, and Lassen Peak as well as
Mount St. Helens.
С Until Mount St. Helens began to stir,
only Mount Baker and Lassen Peak had shown
signs of life during the 20th century.
According to geological evidence found by the
United Stales Geological Survey, there had
been two major eruptions of Mount St. Helens
in the recent (geologically speaking) past:
around 1900B.C., and about A.D.1500. Since
the arrival of Europeans in the region, it had
experienced a single period of spasmodic
activity, between 1831 and 1857. Then, for
more than a century, Mount St. Helens lay
dormant.
D By 1979, the Geological Survey, alerted
by signs of renewed activity, had been
monitoring the volcano tor 18 months. It
warned the local population against being
deceived by the mountain's outward calm, and
forecast that an eruption would lake place
before the end of the century. The inhabitants
of the area did not have to wait that long. On
March 27, 1980, a lew clouds of smoke formed
above the summit, and slight tremors were
felt. On the 28lh, larger and darker clouds,
consisting of gas and ashes, emerged and
climbed as high as 20,000 feel. In April a
slight lull ensued, but the volcanologists
remained pessimistic. Then, in early May. the
northern flank of the mountain bulged, and
the summit rose by 500 feet.
E Steps were taken to evacuate the
population. Most - campers, hikers, timber-
cutters - left the slopes of the mountain.
Eighty-four-year-old Harry Truman, a holiday
lodge owner who had lived there lor more
than 50 years, refused to be evacuated, in spite
of official and private urging. Many members
of the public, including an enure class of
school children, wrote to him, begging him to
leave. He never did.
F On May 18, at 8.32 in the morning.
Mount St. Helens blew its top, literally.
Suddenly, it was 1300 feet shorter than it had
been before its growth had begun. Over half a
cubic mile of rock had disintegrated. At the
same moment, an earthquake with an
intensity of 5 on the Richter scale was
recorded. It triggered an avalanche of snow
and ice, mixed with hot rock - the entire north
face of the mountain had fallen away. A wave
of scorching volcanic gas and rock fragments
shot horizontally from the volcano's riven
flank, at an inescapable 200 miles per hour. As
the sliding ice and snow melted, it touched off
devastating torrents of mud and debris, which
destroyed all life in their path. Pulverised rock
climbed as a dust cloud into the atmosphere.
Finally, viscous lava, accompanied by burning
clouds of ash and gas, welled out of the
volcano's new crater, and from lesser vents
and cracks in its flanks.
G Afterwards, scientists were able to
analyse the sequence of events. First, magma -
molten rock - at temperatures above 2000
o
F.
had surged into the volcano from the Earth's
mantle. The build-up was accompanied by an
accumulation of gas, which increased as the
mass of magma grew. It was the pressure
inside the mountain that made it swell. Next,
the rise in gas pressure caused a violent
decompression, which ejected the shattered
summit like a cork from a shaken soda bottle.
With the summit gone, the molten rock
within was released in a jet of gas and
fragmented magma, and lava welled from the
crater.
H The effects of the Mount St. Helens
eruption were catastrophic. Almost all the
trees of the surrounding forest, mainly
Douglas firs, were flattened, and their branches
and bark ripped off by the shock wave of the
explosion. Ash and mud spread over nearly
200 square miles of country. All the towns
and settlements in the area were smothered in
an even coating of ash. Volcanic ash silted up
the Columbia River 35 miles away, reducing
the depth of its navigable channel from 40 feet
to 14 feet, and trapping sea-going ships. The
debris that accumulated at the foot of the
volcano reached a depth, in places, of 200 feet.
I The eruption of Mount St. Helens was
one of the most closely observed and analysed
in history. Because geologists had been
expecting the event, they were able to amass
vast amounts of technical data when it
happened. Study of atmospheric particles
formed as a result of the explosion showed that
droplets of sulphuric acid, acting as a screen
between the Sun and the Earth's surface,
caused a distinct drop in temperature. There is
no doubt that the activity of Mount St. Helens
and other volcanoes since 1980 has influenced
our climate. Even so, it has been calculated
that the quantity of dust ejected by Mount St.
Helens - a quarter of a cubic mile - was
negligible in comparison with that thrown out
by earlier eruptions, such as that of Mount
Katmai in Alaska in 1912 (three cubic miles).
The volcano is still active. Lava domes have
formed inside the new crater, and have
periodically burst. The threat of Mount St.
Helens lives on.
Questions 1 and 2
Reading Passage 1 has 9 paragraphs labelled A-I.
Answer questions 1 and 2 by writing the appropriate letters A-I in boxes 1 and 2 on your answer
sheet
Example
Which paragraph compares the eruption to the energy
released by nuclear bombs?
Answer
1. Which paragraph describes the evacuation of the mountain?
2. Which paragraph describes the moment of the explosion of Mount St. Helens?
Questions 3 and 4
3. What are the dates оf the TWO major eruptions of Mount St. Helens before 1980?
Write TWO dates in box 3 on your answer sheet.
4. How do scientists know that the volcano exploded around the two dates above?
Using NO MORE THAN THREE WORDS, write your answer in box 4 on your answer
sheet.
Questions 5-8
Complete the summary of events below leading up to the eruption of Mount St. Helens. Choose
NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 5-8 on your answer sheet.
In 1979 the Geological Survey warned (5) to expect a violent eruption before
the end of the century. The forecast was soon proved accurate. At the end of
March there were tremors and clouds formed above the mountain. This was
followed by a lull, but in early May the top of the mountain rose by (6) .
People were (7) from around the mountain. Finally, on May 18th at (8) ,
Mount St. Helens exploded.
Complete the table below giving evidence for the power of the Mount St. Helens eruption
Write your answers in boxes 9 and 10 on your answer sheet
Item
Example
The energy released by the explosion of
Mount St. Helens
The area of land covered in mud or ash
The quantity of dust ejected
Equivalent to
Answer
500 nuclear bombs
(10)
Question 11
Choose the appropriate teller A-D and write it in box 11 on your answer sheet.
11. According to the text the eruption of Mount St. Helens and oilier volcanoes has influenced our
climate by
A increasing the amount of rainfall.
B healing the atmosphere.
С cooling the air temperature.
D causing atmospheric storms.
READING PASSAGE 2
You should spend about 20 minutes on Questions 12-25 which are based on Heading Passage 2 on
pages I1 and 15.
Questions 12 - 16
Reading Passage 2 has seven paragraphs A-G.
( house the most suitable headings for paragraphs B-E and G from the list of headings below.
Write the appropriate numbers (i-x) in boxes 12-16 on your answer sheet.
NB There are more headings than paragraphs so you will not use all of them.
You may use any of the headings more than once.
List of Headings
(i) The effect of changing demographics on organisations
(ii) future changes in the European workforce
(iii) The unstructured interview and its validity
(iv) The person-skills mulch approach to selection
(v) The implications of a poor person-environment fit
(vi) Some poor selection decisions
(vii) The validity of selection procedures
(viii) The person-environment fit
(i\) Cast and future demographic changes in Europe
(\) Adequate and inadequate explanations of organisational failure
Example
Paragraph A
Answer (X)
12.
13.
14.
15.
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Example Paragraph F Answer (ix)
16.
Paragraph G
PEOPLE AND ORGANISATION SELECTION ISSUE
A In 1991 according to the Department of Trade and Industry, a record AH.000 British
companies went out of business. When businesses fail, the post-mortem analysis is traditionally
undertaken by accountants and market strategists. Unarguably organisations do fail because of
undercapitalisation, poor financial management. adverse market conditions etc. Yet. conversely,
organisations with sound financial backing, good product ideas and market acumen often
underperform and fail to meet shareholders' expectations. The complexity, degree and
sustainment of organisational performance requires an explanation which goes beyond the
balance sheet and the "paper conversion" of financial inputs into profit making outputs. A more
complete explanation of "what went wrong" necessarily must consider the essence of what an
organisation actually is and that one of the financial inputs, the most important and often the
most expensive, is people.
B An organisation is only as good as the people it employs. Selecting the right person for the
job involves more than identifying the essential or desirable range of skills, educational and
professional qualifications necessary to perform the job and then recruiting the candidate who is
most likely to possess these skills or at least is perceived to have the ability and predisposition to
acquire them. This is a purely person/skills match approach to selection.
C Work invariably takes place in the presence and/or under the direction of others, in a
particular organisational selling. The individual has to "fit" in with the work environment, with
other employees, with the organisational climate, style of work, organisation and culture of the
organisation. Different organisations have different cultures (Cartwright & Cooper, 1991;I992).
Working as an engineer at British Aerospace will not necessarily be a similar experience to
working in the same capacity at GEC or Plessey.
D Poor selection decisions are expensive. For example, the costs of training a policeman are
about £20.000 (approx. US$30,000). The costs of employing an unsuitable technician on an oil
rig or in a nuclear plant could, in an emergency, result in millions of pounds of damage or loss of
life. The disharmony of a poor person-environment fit (PE-fit) is likely to result in low job
satisfaction, lack of organisational commitment and employee stress, which affect organisational
outcomes i.e. productivity, high labour turnover and absenteeism, and individual outcomes i.e.
physical, psychological and mental well-being.
E However, despite the importance of the recruitment decision and the range of sophisticated
and more objective selection techniques available, including the use of psychometric tests,
assessment centres etc many organisations are still prepared to make this decision on the basis
of a single 30 to 45 minute unstructured interview. Indeed, research has demonstrated that a
selection decision is often made within the first four minutes of the interview. In the remaining
time, the interviewer then attends exclusively to information that reinforces the initial "accept" or
'reject" decision. Research into the validity of selection methods has consistently demonstrated
that the unstructured interview, where the interviewer asks any questions he or she likes, is a poor
predictor of future job performance and fares little belter than more controversial methods like
graphology and astrology. In times of high unemployment, recruitment becomes a "buyer's
market" and this was the case in Britain during the 1980s.
F The future, we are told, is likely to be different. Detailed surveys of social and economic
trends in the European Community show that Europe's population is falling and getting older.
The birth rale in the Community is now only three-quarters of the level needed to ensure
replacement of the existing population. By the year 2020. it is predicted that more than one in
four Europeans will be aged 60 or more and barely one in five will be under 20. In a live-year
period between 1983 and 1988 the Community's female workforce grew by almost six million.
As a result. 51% of all women aged 14 to 64 are now economically active in the labour market
compared with 78% of men.
G The changing demographics will not only affect selection ratios. They will also make it
increasingly important for organisations wishing to maintain their competitive edge to be more
responsive and accommodating to the changing needs of their workforce if they arc to retain and
develop their human resources. More flexible working hours, the opportunity to work from home
or job share, the provision of childcare facilities etc will play a major role in attracting and
retaining staff in the future.
Questions 17 - 22
Do the following statements agree with the views of the writer in Reading Passage 2.
In boxes I 7-22 on your answer sheet write
YES if the statement agrees with the writer
NO if the statement does not agree with the writer
NOT GIVEN if there is no information about this in the passage
17. Organisations should recognise that their employees are a significant part of their
financial assets.
18. Open-structured 45 minute interviews are the best method to identify suitable
employees.
19. The rise in the female workforce in the European Community is a positive trend.
20. Graphology is a good predictor of future job performance.
21. In the future, the number of people in employable age groups will decline.
22. In 2020, the percentage of the population under 20 will he smaller than now.
Questions 23 - 25
Complete the notes below with words taken front Reading Passage 2. Use NO MORE THAN ONE
or TWO WORDS for each answer.
Write your answers in boxes 23-25 on your answer sheet.
a. low production rates
b. high rates of staff change
с (25)
a. poor health
b. poor psychological health
с poor mental health
READING PASSAGE 3
You should spend about 20 minutes on Questions 26-38 which are based on Reading Passage 3 on
pages 17 and 18.
"The Rollfilm Revolution"
The introduction of the dry plate process
brought with it many advantages. Not only
was it much more convenient, so that the
photographer no longer needed to prepare his
material in advance, but its much greater
sensitivity made possible a new generation of
cameras. Instantaneous exposures had been
possible before, but only with some difficulty
and with special equipment and conditions.
Now. exposures short enough to permit the
camera to he held in the hand were easily
achieved. As well as filling shutters and
viewfinders to their conventional stand
cameras, manufacturers began to construct
smaller cameras intended specifically for hand
use.
One of the first designs to be published was
Thomas Bolas's 'Detective' camera of 1881.
Externally a plain box. quite unlike the folding
bellows camera typical of the period, it could
be used unobtrusively. The name caught on.
and for the next decade or so almost all hand
cameras were called 'Detectives'. Many of the
new designs in the 1880s were for magazine
cameras, in which a number of dry plates could
be pre-loaded and changed one after another
following exposure. Although much more
convenient than stand cameras, still used by
most serious workers, magazine plate cameras
were heavy, and required access to a darkroom
for loading and processing the plates. This was
all changed by a young American bank clerk
turned photographic manufacturer. George
Eastman. from Rochester. New York.
Eastman had begun to manufacture gelatine dry
plates in 1880. being one of the first to do so in
America. He soon looked for ways of
simplifying photography, believing that many
people were put off by the complication and
mossiness. His first step was to develop, with
the camera manufacturer William H.Walker, a
holder for a long roll of paper negative 'film'.
This could be fitted to a standard plate camera
and up to forty-eight exposures made before
reloading. The combined weight of the paper
roll and the holder was far less than the same
number of glass plates in their light-tight
wooden holders. Although roll-holders had
been made as early as the 1850s, none had been
very successful because of the limitations of the
photographic materials then available,
Eastman's Tollable paper film was sensitive and
gave negatives of good quality: the Eastman-
Walker roll-holder was a great success.
The next step was to combine the roll-holder
with a small hand camera; Eastman's first
design was patented with an employee. F. M.
Cossitt. in 1886. It was not a success. Only
fifty Eastman detective cameras were made, and
they were sold as a lot to a dealer in 1887: the
cost was too high and the design too
complicated. Eastman set about developing a
new model, which was launched in June 1888.
It was a small box. containing a roll of paper-
based stripping film sufficient for 100 circular
exposures 6 cm in diameter. Us operation was
simple: set the shutter by pulling a wire string;
aim the camera using the V line impression in
the camera top; press the release button to
activate the exposure; and turn a special key to
wind on the film. A hundred exposures had to
be made, so it was important to record each
picture in the memorandum book provided,
since there was no exposure counter. Eastman
gave his camera the invented name 'Kodak' -
which was easily pronounceable in most
languages, and had two Ks which Eastman felt
was a firm, uncompromising kind of letter.
The importance of Eastman's new roll-film
camera was not that it was the first. There had
been several earlier cameras, notably the Stirn
'America', first demonstrated in the spring of
1887 and on sale from early 1888. This also
used a roll of negative paper, and had such
refinements as a reflecting viewfinder and an
ingenious exposure marker. The real
significance of the first Kodak camera was that
it was backed up by a developing and printing
service. Hitherto, virtually all photographers
developed and printed their own pictures.
This required the facilities of a darkroom and
the time and inclination to handle the
necessary chemicals, make the prints and so
on. Eastman recognized that not everyone had
the resources or the desire to do this. When a
customer had made a hundred exposures in the
Kodak camera, he sent it to Eastman's factory
in Rochester (or later in Harrow in England)
where the film was unloaded, processed and
printed, the camera reloaded and returned to
the owner. "You Press the Button, We Do the
Rest" ran Eastman's classic marketing slogan;
photography had been brought to everyone.
Everyone, that is, who could afford $25 or five
guineas for the camera and $10 or two guineas
for the developing and printing. A guinea ($5)
was a week's wages for many at the time, so this
simple camera cost the equivalent of hundreds of
dollars today.
In 1889 an improved model with a new shutter
design was introduced, and it was called the No.
2 Kodak camera. The paper-based stripping
film was complicated to manipulate, since the
processed negative image had to be stripped
from the paper base for printing. At the end of
1889 Eastman launched a new roll film on a
celluloid base. Clear, tough, transparent and
flexible, the new film not only made the roll-
film camera fully practical, but provided the raw
material for the introduction of cinematography
a few years later. Other, larger models were
introduced, including several folding versions,
one of which took pictures 21.6 cm x 16.5 cm in
size. Other manufacturers in America and
Europe introduced cameras to take the Kodak
roll-films, and other firms began to offer
developing and printing services for the benefit
of the new breed of photographers.
By September 1889, over 5,000 Kodak cameras
had been sold in the USA, and the company was
daily printing 6-7,000 negatives. Holidays and
special events created enormous surges in
demand for processing: 900 Kodak users
returned their cameras for processing and
reloading in the week after the New York
centennial celebration.
Questions 26 - 29
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 26-29 on your answer sheet write
YES if the statement agrees with the writer
NO if the statement does not agree with the writer
NOT GIVEN if there is no information about this in the passage
26. Before the dry plate process short exposures could only be achieved with cameras held in
the hand.
27. Stirn's 'America' camera lacked Kodak's developing service.
28. The first Kodak film cost the equivalent of a week's wages to develop.
29. Some of Eastman's 1891 range of cameras could be loaded in daylight.
Questions 30 - 34
Complete the diagram below. Choose NO MORE THAN THREE WORDS from the passage for
each answer.
Write your answers in boxes 30-34 on your answer sheet.
Questions 35 - 38
Complete the table below Сhoose NO MORE THAN THREE WORDS from the passage for each
answer.
Write your answers in boxes 35-38 on your answer sheet.
Year
1880
1881
(36)
1889
Developments
Manufacture of gelatine dry
plates
Release of 'Detective' camera
The roll-holder combined with
(37)
Introduction of model with
(38)
Name of
person/people
(35)
Thomas Bolas
Eastman and F.M.Cossitt
Eastman
-20-
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
SPECIMEN MATERIALS
ACADEMIC WRITING - Sample 1
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart below shows the number of men and women in further
education in Britain in three periods and whether they were
studying full-time or part-time.
Write a report for a university lecturer describing the information
shown below.
You should write at least 150 words.
1 Hour
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
SPECIMEN MATERIALS
ACADEMIC WRITING - Sample 1
1 Hour
WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of the
following topic.
The first car appeared on British roads in 1888. By the year 2000
there may be as many as 29 million vehicles on British roads.
Alternative forms of transport should be encouraged and international
laws introduced to control car ownership and use.
What do you think?
Give reasons for your answer.
You should write at least 250 words.
You should use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
SPECIMEN MATERIALS
ACADEMIC WRITING - Sample 2
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below shows radio and television audiences throughout
the day in 1992.
Write a report for a university lecturer describing the information
shown below.
You should write at least 150 words.
1 Hour
Radio and television audiences in the UK, October - December 1992
INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM
SPECIMEN MATERIALS
ACADEMIC WRITING - Sample 2
©April 1995
WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of the
following topic.
The threat of nuclear weapons maintains world peace.
Nuclear power provides cheap and clean energy.
The benefits of nuclear technology far outweigh the
disadvantages.
Give reasons for your answer.
You should write at least 250 words.
You should use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.
1 Hour
Specimen Materials
General Training Reading Booklet
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
SPECIMEN MATERIALS
GENERAL TRAINING READING
TIME ALLOWED: 1 Hour
NUMBER OF QUESTIONS: 38
Instructions
ALL ANSWERS MUST BE WRITTEN ON THE ANSWER SHEET
The test is divided as follows:
Reading Passage 1 Questions 1-11
Reading Passage 2 Questions 12-25
Reading Passage 3 Questions 26 - 38
Start at the beginning of the test and work through it. You should answer all the questions.
If you cannot do a particular question leave it and go on to the next. You can return to it later.
University of Cambridge Local Examinations Syndicate
The British Council
IDP Education Australia
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