Introdution

General Training Writing Module

Requirements Task types

Task 1
You must complete two You will have to write a short letter in response to a given
writing tasks. You will problem or situation.
have 60 minutes to Your writing will be assessed on your ability to:
complete both tasks. • engage in personal correspondence
You should spend about • elicit and provide general factual information
20 minutes on Task 1 and • express needs, wants, likes and dislikes
write at least 150 words. • express opinions
You will also be judged on your ability to:
• answer the question without straying from the topic
• write in a way which allows your reader to follow your
ideas
• use English grammar and syntax accurately
• use appropriate language in terms of register, style and
content
Task 2
You should spend about You will have to present an argument or discuss a problem.
40 minutes on Task 2 and
write at least 250 words. Your writing will be assessed on your ability to:
• provide general factual information
• outline a problem and present a solution
• present and justify an opinion
You will also be judged on your ability to:
• communicate an idea to the reader in an appropriate style
• address the problem without straying from the topic
• use English grammar and syntax accurately
• use appropriate language in terms of register, style and
content

6
 Introdution

The Speaking Module

Requirements Assessment criteria

You will have to talk to an examiner for about 15 minutes. You will be assessed on the
The interview will be recorded. It is in 5 parts: following criteria:
1 Introduction • ability to communicate
— Basic introductions effectively
• ability to use appropriate
2 Extended discourse vocabulary and structures
— You will talk at some length about general topics of • ability to ask questions
relevance or interest which will involve explanation and • ability to take initiative in
description. a conversation
• general fluency
3 Elicitation • structural accuracy
— You will be given a cue card which describes a • intelligibility
situation or problem. You must ask the examiner ques-
tions to obtain information.

4 Speculation and attitudes

— You will be asked to talk about your plans or pro-
posed course of study. You should demonstrate your
ability to speculate or defend a point of view.

5 Conclusion
— The interview comes to an end.

How is IELTS scored?

IELTS provides a profile of your ability to use English. In other words your IELTS
result will consist of a score in each of the four skills (listening, reading, writing,
speaking) which is then averaged to give the Overall Band Score or final mark.
Performance is rated in each skill on a scale of 9 to 1. The nine overall Bands and
their descriptive statements are as follows:
9 Expert user
Has fully operational command of the language: appropriate, accurate and fluent
with complete understanding.

8 Very good user

Has fully operational command of the language with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in
unfamiliar situations. Handles complex detailed argumentation well.

7
Introdution

7 Good user
Has operational command of the language, though with occasional inaccura-
cies, inappropriacies and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.

6 Competent user
Has generally effective command of the language despite inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly com-
plex language, particularly in familiar situations.

5 Modest user
Has partial command of the language, coping with overall meaning in most
situations, though is likely to make many mistakes. Should be able to handle
basic communication in own field.

4 Limited user
Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language.

3 Extremely limited user

Conveys and understands only general meaning in very familiar situations.
Frequent breakdowns in communication occur.

2 Intermittent user
No real communication is possible except for the most basic information using
isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English.

1 Non user
Essentially has no ability to use the language beyond possibly a few isolated
words.

0 Did not attempt the test

No assessable information provided.

What is the pass mark?

There is no fixed pass mark in IELTS. The institution you want to enter will
decide whether your score is appropriate for the demands of the course of study
or training you want to undertake. However, as a general rule, scores below Band
5 in any one skill are considered too low for academic

8
 Introdution

study; scores above Band 6 are deemed to be adequate to good. Overall Band
scores of 5 or 6 are borderline and may not be acceptable at many institutions. If
you are getting only about half of the questions in these sample tests correct, then
you are probably not quite ready to take the IELTS test. Again you should seek
advice from a teacher about your level of English. Remember you must allow a
duration of at least 3 months between each attempt at the test.
For further information about the test, see the IELTS Handbook available from all
test centres and also from UCLES (University of Cambridge Local Examinations
Syndicate), from I DP Education Australia and from British Council Centres.

HOW TO USE THIS BOOK

The tests in this book are similar in length, format and content to the real test, but
success in these tests will not guarantee success in the real test. It often seems
easier to work on practice materials than to sit the tests themselves because you
are not under the same pressure.

Timing
In order to maximise your use of these tests, you should make a note of the time it
takes you to answer each of the sections. As you progress through the book, be
stricter with yourself about the time you allow yourself to complete the sections.

Answer sheets
When you sit for the real IELTS test, you will have answer sheets on which to
write your answers. A sample of these is given at the end of this book. To help you
prepare for the test, we suggest that you write your answers on separate sheets of
paper, rather than in the book itself.

Answer keys
Listening
In addition to the answer key, you will find tapescripts for all of the listening
passages. These have been annotated to show where in the text the answer to each
question can be found. There is very often a signpost word which will cue your
listening. Look out for these signposts. Remember, the answers are usually short
and never more than three words. Read the questions carefully, in the time
provided on the tape, before you listen to each section of the tape.

9
Introdution

Reading
You will meet a number of different question types in the IELTS test. It is a
useful strategy to become familiar with them and learn how best to approach
them. The answer keys at the back of this book not only provide you with the
answer to each question, but also give a suggested approach to each type of
question, so take the time to work through them carefully.

Writing
You will find four sample answers to the writing tasks, one for each task type
on each module. These have been included to give you an idea of the type of
writing expected. However, there will be alternative approaches to each
question and the model answers given should not be seen as prescriptive.
Look carefully at the description of the writing test (given above in the
Introduction) to see exactly which criteria you should be paying attention to in
each task.

Speaking
The sample speaking tasks are to help you prepare for part 3 of the Speaking
test. Remember that the examiner will expect you to show how much English
you know and it is up to you to demonstrate that. You are expected to ask a lot
of questions in part 3 and the examiner will not speak very much and may
even appear to be “unhelpful” at times, to encourage you to ask more
questions. The sample speaking tasks include suggested examiner’s prompts
so that you can see how the interaction might unfold. It may be a useful
preparation strategy to work with a friend and practise the interview format in
this way, using the sample tasks in the book.

10
 Introdution

Practice Tests

11
Practice Test 1
LISTENING

SECTION 1 Questions 1-10

Questions 1-5

Circle the appropriate letter.

Example
What has the woman lost?
A a briefcase C a handbag
B a suitcase D a wallet

1 What does her briefcase look like?

A B C D
2 Which picture shows the distinguishing features?

A B C D
3 What did she have inside her briefcase?
A wallet, pens and novel C pens and novel
B papers and wallet D papers, pens and novel

12
 Listening

4 Where was she standing when she lost her briefcase?

A B C D
5 What time was it when she lost her briefcase?

A B C D

Questions 6-10

Complete the form Write NO MORE THAN THREE WORDS for each answer.

PERSONAL DETAILS FORM

Name: Mary (6) ...........................................................................................

Address: Flat 2

(7) ............................... (8) ..................................................... Road

Canterbury

Telephone: (9) ......................................................................................................

Estimated value of lost item: (10) £ ............................................................................

Practice Test 1

SECTION 2 Questions 11-21

Questions 11-13
Tick the THREE other items which are mentioned in the news headlines.

NEWS HEADLINES
A Rivers flood in the north

Example
B Money promised for drought victims ü
C Nurses on strike in Melbourne

D Passengers rescued from ship

E Passengers rescued from plane

F Bus and train drivers national strike threat

G Teachers demand more pay

H New uniform for QANTAS staff

I National airports under new management

14
 Listening

Questions 14-21
Complete the notes below by writing NO MORE THAN THREE WORDS in the spaces
provided.

The Government plans to give (14) $ ................................................ to assist the

farmers. This money was to be spent on improving Sydney’s
(15) ........................................................................ but has now been re-allocated.
Australia has experienced its worst drought in over fifty years.
Farmers say that the money will not help them because it is
(16) ............................................................. .

An aeroplane which was carrying a group of (17) ..................................................

was forced to land just (18) ................................................. minutes after take-off.
The passengers were rescued by (19) ............................................................ . The
operation was helped because of the good weather. The passengers
thanked the (20) ............................................................... for saving their lives but
unfortunately they lost their (21) .................................................................. .
Practice Test 1

SECTION 3 Questions 22-31

Questions 22-25
Circle the appropriate letter.

Example
The student is looking for the School of
A Fine Arts.
B Economic History.
C Economics.
D Accountancy.

22 The orientation meeting

A took place recently.
B took place last term.
C will take place tomorrow.
D will take place next week.
23 Attendance at lectures is
A optional after 4 pm.
B closely monitored.
C difficult to enforce.
D sometimes unnecessary.
24 Tutorials take place
A every morning.
B twice a week.
C three mornings a week.
D three afternoons a week.
25 The lecturer’s name is
A Roberts.
B Rawson.
C Rogers.
D Robertson.

16
 Listening

Questions 26-31

Complete the notes below using NO MORE THAN THREE WORDS.

Course requirements:
Tutorial paper:

•A piece of work ON A given topic. Students must:

• (26) .......................................................... for 2 5 minutes
• (27) .........................................................
• give to lecturer for marking

Essay topic:

Usually (28) ........................................................................

Type of exam:

(29) .........................................................................................

Library:

Important books are in (30) ............................................. .

Focus of course:

Focus on (31) ........................................................................ .

Practice Test 1

SECTION 4 Questions 32-41

Questions 32-33

Circle the appropriate letter.

32 The speaker works within the Faculty of
A Science and Technology.
B Arts and Social Sciences.
C Architecture.
D Law.
33 The Faculty consists firstly of
A subjects.
B degrees.
C divisions.
D departments.

Questions 34-36
Complete the notes m NO MORE THAN THREE WORDS.

The subjects taken in the first semester in

this course are psychology, sociology,
(34) ................…………………………. and
.…….....................………………. .

Students may have problems with

(35) ................…………………………. and
(36) ………………..................………. .

18
 Reading

Questions 37-41

Circle the appropriate letter.

37 The speaker says students can visit her
A every morning.
B some mornings.
C mornings only.
D Friday morning.
38 According to the speaker, a tutorial
A is a type of lecture.
B is less important than a lecture.
C provides a chance to share views.
D provides an alternative to groupwork.
39 When writing essays, the speaker advises the students to
A research their work well.
B name the books they have read.
C share work with their friends.
D avoid using other writers’ ideas.
40 The speaker thinks that plagiarism is
A a common problem.
B an acceptable risk.
C a minor concern.
D a serious offence.
41 The speaker’s aims are to
A introduce students to university expectations.
B introduce students to the members of staff.
C warn students about the difficulties of studying.
D guide students round the university.
Practice Test 1

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-15 which are based on Reading
Passage 1 below

A spark, a flint: How fire leapt to life

The control of fire glasses were also
was the first and used by Mexican
perhaps greatest Aztecs and the
of humanity’s Chinese.
steps towards a Percussion
life-enhancing methods of fire-
technology lighting date back
To early man, fire to Paleolithic times,
was a divine gift when some Stone
randomly delivered Age tool-makers
in the form of discovered that
lightning, forest chipping flints
fire or burning lava. produced sparks.
Unable to make The technique
flame for became more
themselves, the efficient after the
earliest peoples discovery of iron,
probabh stored fire about 5000 vears
by keeping slow burning logs alight or by ago In Arctic North America, the Eskimos
carrying charcoal in pots. produced a slow-burning spark by striking
How and where man learnt how to produce quartz against iron pyrites, a compound that
flame at will is unknown. It was probably a contains sulphur. The Chinese lit their fires
secondary invention, accidentally made by striking porcelain with bamboo. In
during tool-making operations with wood or Europe, the combination of steel, flint and
stone. Studies of primitive societies suggest tinder remained the main method of fire-
that the earliest method of making fire was lighting until the mid 19th century.
through friction. European peasants would Fire-lighting was revolutionised by the
insert a wooden drill in a round hole and discovery of phosphorus, isolated in 1669
rotate it briskly between their palms This by a German alchemist trying to transmute
process could be speeded up by wrapping a silver into gold. Impressed by the element’s
cord around the drill and pulling on each end. combustibility, several 17th century chemists
The Ancient Greeks used lenses or concave used it to manufacture fire-lighting devices,
mirrors to concentrate the sun’s rays and but the results were dangerously
burning inflammable. With phosphorus costing the

20
 Reading

eqimalent of several hundred pounds per That was 62 years after a Swedish chemist
ounce, the hrst matches were expensive. called Pasch had discovered non-toxic red
The quest for a practical match really began or amorphous phosphorus, a development
after 1781 when a group of French chemists exploited commercially by Pasch’s
came up with the Phosphoric Candle or compatriot J E Lundstrom in 1885.
Ethereal Match, a sealed glass tube Lundstrom’s safety matches were safe
containing a twist of paper tipped with because the red phosphorus was non-toxic;
phosphorus. When the tube was broken, air it was painted on to the striking surface
rushed in, causing the phosphorus to self- instead of the match tip, which contained
combust. An even more hazardous device, potassium chlorate with a relatively high
popular in America, was the Instantaneous ignition temperature of 182 degrees
Light Box — a bottle filled with sulphuric centigrade.
acid into which splints treated with chemicals America lagged behind Europe in match
were dipped. technology and safety standards. It wasn’t
The first matches resembling those used until 1900 that the Diamond Match
today were made in 1827 by John Walker, Company bought a French patent for safety
an English pharmacist who borrowed the matches — but the formula did not work
formula from a military rocket-maker called properly in the different climatic conditions
Congreve. Costing a shilling a box, prevailing in America and it was another 11
Congreves were splints coated with sulphur years before scientists finally adapted the
and tipped with potassium chlorate. To light French patent for the US.
them, the user drew them quickly through The Americans, however, can claim several
folded glass paper. “firsts” in match technology and marketing.
Walker never patented his invention, and In 1892 the Diamond Match Company
three years later it was copied by a Samuel pioneered book matches. The innovation
Jones, who marketed his product as Lucifers. didn’t catch on until after 1896, when a
About the same time, a French chemistry brewery had the novel idea of advertising
student called Charles Sauria produced the its product in match books. Today book
first “strike-anywhere” match by substituting matches are the most widely used type in
white phosphorus for the potassium chlorate the US, with 90 percent handed out free by
in the Walker formula. However, since white hotels, restaurants and others.
phosphorus is a deadly poison, from 1845 Other American innovations include an anti-
match-makers exposed to its fumes afterglow solution to prevent the match from
succumbed to necrosis, a disease that eats smouldering after it has been blown out; and
away jaw-bones. It wasn’t until 1906 that the the waterproof match, which lights after
substance was eventually banned. eight hours in water.
Practice Test 1

Questions 1-8

Complete the summary below. Choose your answers from the box at the bottom of the page
and write them in boxes 1 8 on your answer sheet.
NB There are more words than spaces so you will not use them all You may use any of the
words more than once.

EARLY FIRE-LIGHTING METHODS

Primitive societies saw fire as a ... (Example) ... gift. Answer heavenly

They tried to ... (1) ... burning logs or charcoal ... (2) ... that they could create
fire themselves. It is suspected that the first man-made flames were produced
by ... (3) ...

The very first fire-lighting methods involved the creation of ... (4) ... by, for
example, rapidly ... (5) ... a wooden stick in a round hole. The use of ... (6) ...
or persistent chipping was also widespread in Europe and among other peoples
such as the Chinese and ... (7) ... . European practice of this method continued
until the 1850s ... (8) ... the discovery of phosphorus some years earlier.

List of Words
Mexicans random rotating
despite preserve realising
sunlight lacking heavenly
percussion chance friction
unaware without make
heating Eskimos surprised
until smoke

22
 Rreading

Questions 9-15

Look at the following notes that have been made about the matches described in Reading
Passage 1. Decide which type of match (A-H) corresponds with each description and write
your answers in boxes 9 15 on your answer sheet.
NB There are more matches than descriptions so you will not use them all. You may use any
match more than once.

Example Answer
could be lit after soaking in water H

NOTES
9 made using a less poisonous type of phosphorus
10 identical to a previous type of match
11 caused a deadly illness
12 first to look like modern matches
13 first matches used for advertising
14 relied on an airtight glass container
15 made with the help of an army design

Types of Matches
A the Ethereal Match
B the Instantaneous Lightbox
C Congreves
D Lucifers
E the first strike-anywhere match
F Lundstrom’s safety match
G book matches
H waterproof matches
Practice Test 1

READING PASSAGE 2

You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage
2 below.

Zoo conservation programmes

One of London Zoo’s recent advertisements caused me some irritation, so
patently did it distort reality. Headlined “Without zoos you might as well tell
these animals to get stuffed”, it was bordered with illustrations of several
endangered species and went on to extol the myth that without zoos like
London Zoo these animals “will almost certainly disappear forever”. With
the zoo world’s rather mediocre record on conservation, one might be
forgiven for being slightly sceptical about such an advertisement.
Zoos were originally created as places of entertainment, and their suggested
involvement with conservation didn’t seriously arise until about 30 years
ago, when the Zoological Society of London held the first formal
international meeting on the subject. Eight years later, a series of world
conferences took place, entitled “The Breeding of Endangered Species”, and
from this point onwards conservation became the zoo community’s
buzzword. This commitment has now been clearh defined in The World Zpo
Conservation Strategy (WZGS, September 1993), which although an
important and welcome document does seem to be based on an unrealistic
optimism about the nature of the zoo industry
The WZCS estimates that there are about 10,000 zoos in the world, of which
around 1,000 represent a core of quality collections capable of participating
in co-ordinated conservation programmes. This is probably the document’s
first failing, as I believe that 10,000 is a serious underestimate of the total
number of places masquerading as zoological establishments. Of course it is
difficult to get accurate data but, to put the issue into perspective, I have
found that, in a year of working in Eastern Europe, I discover fresh zoos on
almost a weekly basis.
The second flaw in the reasoning of the WZCS document is the naive faith it
places in its 1,000 core zoos. One would assume that the calibre of these
institutions would have been carefully examined, but it appears that the criterion
for inclusion on this select list might merely be that the zoo is a member of a
zoo federation or association. This might be a good starting point, working on
the premise that members must meet certain standards, but again the facts don’t
support the theory. The greatly respected American Association of Zoological
Parks and Aquariums (AAZPA) has had extremely dubious members, and in
the UK the Federation of Zoological Gardens of Great Britain and Ireland has

24
 Reading

occasionally had members that have been roundly censured in the national press.
These include Robin Hill Adventure Park on the Isle of Wight, which many
considered the most notorious collection of animals in the country. This
establishment, which for years was protected by the Isle’s local council (which
viewed it as a tourist amenity), was finally closed down following a damning
report by a veterinary inspector appointed under the terms of the Zoo Licensing
Act 1981. As it was always a collection of dubious repute, one is obliged to
reflect upon the standards that the Zoo Federation sets when granting
membership. The situation is even worse in developing countries where little
money is available for redevelopment and it is hard to see a way of incorporating
collections into the overall scheme of the WZCS.
Even assuming that the WZCS’s 1,000 core zoos are all of a high standard
complete with scientific staff and research facilities, trained and dedicated
keepers, accommodation that permits normal or natural behaviour, and a policy
of co-operating fully with one another what might be the potential for
conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University
Press, 1992), argues that “if the world”s zoos worked together in co-operative
breeding programmes, then even without further expansion they could save
around 2,000 species of endangered land vertebrates’. This seems an extremely
optimistic proposition from a man who must be aware of the failings and
weaknesses of the zoo industry the man who, when a member of the council of
London Zoo, had to persuade the zoo to devote more of its activities to
conservation. Moreover, where are the facts to support such optimism?
Today approximately 16 species might be said to have been “saved” by captive
breeding programmes, although a number of these can hardly be looked upon
as resounding successes. Beyond that, about a further 20 species are being
seriously considered for zoo conservation programmes. Given that the
international conference at London Zoo was held 30 years ago, this is pretty
slow progress, and a long way off Tudge’s target of 2,000.
Practice Test 1

Questions 16-22

Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes 16-22 write
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

Example Answer
London Zoo’s advertisements are poorly presented. NOT GIVEN

16 London Zoo’s advertisements are dishonest.

17 Zoos made an insignificant contribution to conservation up until 30 years ago.
18 The WZCS document is not known in Eastern Europe.
19 Zoos in the WZCS select list were carefully inspected.
20 No-one knew how the animals were being treated at Robin Hill Adventure Park.
21 Colin Tudge was dissatisfied with the treatment of animals at London Zoo.
22 The number of successful zoo conservation programmes is unsatisfactory.

Questions 23-25

Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet.
23 What were the objectives of the WZCS document?
A to improve the calibre of zoos world-wide
B to identify zoos suitable for conservation practice
C to provide funds for zoos in underdeveloped countries
D to list the endangered species of the world

24 Why does the writer refer to Robin Hill Adventure Park?

A to support the Isle of Wight local council
B to criticise the 1981 Zoo Licensing Act
C to illustrate a weakness in the WZCS document
D to exemplify the standards in AAZPA zoos

26
 Reading

25 What word best describes the writer’s response to Colin Tudges’ prediction on captive
breeding programmes?
A disbelieving
B impartial
C prejudiced
D accepting

Questions 26-28
The writer mentions a number oj factors H hich lead him to doubt the value of the WZCS
document Which THREE of the following factors are mentioned? Write your answers (A-F)
in boxes 26-28 on your answer sheet.

List of Factors
A the number of unregistered zoos in the world

B the lack of money in developing countries

C the actions of the Isle of Wight local council

D the failure of the WZCS to examine the standards of

the “core zoos”

E the unrealistic aim of the WZCS in view of the

number of species “saved” to date

F the policies of WZCS zoo managers

Practice Test 1

READING PASSAGE 3

You should spend about 20 minutes on Questions 29-40 which are based on Reading Passage
3 below.

ARCHITECTURE
Reaching for the Sky

Architecture is the art and conditions created by quickandeasytohandle
science of designing buildings industrialisation. A new style of reinforced concrete and an
and structures. A building architecture emerged to reflect improved ability to
reflects the scientific and more idealistic notions for the prefabricate building sections
technological achievements future. It was made possible by meant that builders could
of the age as well as the ideas new materials and construction meet the budgets of
and aspirations of the techniques and was known as commissioning authorities
designer and client. The Modernism. and handle a renewed
appearance of individual By the 1930s many buildings demand for development
buildings, however, is often emerging from this movement quickly and cheaply. But this
controversial. were designed in the led to many badly designed
The use of an architectural International Style. This was buildings, which discredited
style cannot be said to start or largely characterised by the bold the original aims of
finish on a specific date. use of new materials and simple, Modernism.
Neither is it possible to say geometric forms, often with Influenced by Le
exactly what characterises a white walls supported by stilt Corbusier’s ideas on town
particular movement. But the like pillars. These were stripped planning, every large British
origins of what is now of unnecessary decoration that city built multistorey housing
generally known as modern would detract from their primary estates in the 1960s. Mass
architecture can be traced purpose — to be used or lived in. produced, lowcost highrises
back to the social and Walter Gropius, Charles seemed to offer a solution to
technological changes of the Jeanneret (better known as Le the problem of housing a
18th and 19th centuries. Corbusier) and Ludwig Mies van growing innercity population.
Instead of using timber, der Rohe were among the most But far from meeting human
stone and traditional building influential of the many architects needs, the new estates often
techniques, architects began who contributed to the proved to be windswept
to explore ways of creating development of Modernism in deserts lacking essential
buildings by using the latest the first half of the century. But social facilities and services.
technology and materials the economic depression of the Many of these buildings were
such as steel, glass and 1930s and the second world war poorly designed and
concrete strengthened steel (193945) prevented their ideas constructed and have since
bars, known as reinforced from being widely realised until been demolished.
concrete. Technological the economic conditions By the 1970s, a new respect
advances also helped bring improved and wartorn cities for the place of buildings
about the decline of rural had to be rebuilt. By the 1950s, within the existing townscape
industries and an increase in the International Style had arose. Preserving historic
urban populations as people developed into a universal buildings or keeping only their
moved to the towns to work in approach to building, which facades (or fronts) grew
the new factories. Such rapid standardised the appearance of common. Architects also
and uncontrolled growth new buildings in cities across the began to make more use of
helped to turn parts of cities world. building styles and materials
into slums. Unfortunately, this Modernist that were traditional to the
By the 1920s architects interest in geometric simplicity area. The architectural style
throughout Europe were and function became exploited usually referred to as High
reacting against the for profit. The rediscovery of Tech was also emerging. It

28
 Reading

celebrated scientific and different styles of architecture in Twentieth century

engineering achievements by the same building became architecture will mainly be
openly parading the known as Post Modern. Other remembered for its tall
sophisticated techniques architects looked back to the buildings. They have been
used in construction. Such classical tradition. The trend in made possible by the
buildings are commonly architecture now favours smaller development of light steel
made of metal and glass; scale building design that frames and safe passenger
examples are Stansted reflects a growing public lifts. They originated in the US
airport and the Lloyd’s awareness of environmental over a century ago to help
building in London. issues such as energy meet the demand for more
Disillusionment at the efficiency. Like the Modernists, economical use of land. As
failure of many of the poor people today recognise that a construction techniques
imitations of Modernist well designed environment improved, the skyscraper
architecture led to interest in improves the quality of life but is became a reality.
various styles and ideas from not necessarily achieved by
the past and present. By the adopting one well defined style
1980s the coexistence of of architecture. Ruth Coleman

Questions 29-35

Complete the table below using information from Reading Passage 3. Write NO MORE
THAN THREE WORDS for each answer. Write your answers in boxes 29-35 on your answer
sheet.
STYLE OF BUILDING
PERIOD CHARACTERISTICS
PERIOD MATERIALS

Example
Before 18th
... (29) ...
century
traditional

introduction of steel, glass and exploration of latest

1920s
... (30) ... concrete technology
1930s -
... (31) ... geometric forms
1950s
decline of pre-fabricated
1960s ... (32) ...
Modernism sections
end of Modernist ... (33) ...
1970s traditional materials
era of historic buildings
beginning of sophisticated techniques
1970s metal and glass
... (34) ... era paraded

1980s Post-Modernism ... (35) ...

Practice Test 1

Questions 36-40

Reading Passage 3 describes a number of cause and effect relationships. Match each Cause
(36-40) in List A, with its Effect (A-H) in List B.
Write your answers (A-H) in boxes 36 40 on your answer sheet.
NB There are more effects in List B than you will need, so you will not use all of them. You
may use any effect more than once if you wish.

List A CAUSES List B EFFECTS

36 A rapid movement of people from A The quality of life is improved.

rural areas to cities is triggered by
technological advance.
B Architecture reflects the age.

37 Buildings become simple and

C A number of these have been
functional.
knocked down.

38 An economic depression and the

D Light steel frames and lifts are
second world war hit Europe.
developed.

39 Multi-storey housing estates are

E Historical buildings are preserved.
built according to contemporary
ideas on town planning. F All decoration is removed.

40 Less land must be used for G Parts of cities become slums.

building.
H Modernist ideas cannot be put
into practice until the second half
of the 20th century.

30