Category: General Reading Tests

SECTION 1  – Questions 1-14

Read the text below and answer Questions 1-8

A Bath International Music Festival
From electronics to folk, jazz and classical, this festival is renowned for bringing world-class musicians to this historical city. Starting with a great night of free music, ‘Party in the city’ this year is going to be no exception.

B The Great Escape
Often referred to as Europe’s leading festival for new music, more than 300 bands will perform to around 10,000 people in 30-plus venues, meaning you are sure to see the next big thing in music.

C Springwatch Festival
The much loved television series Springwatch celebrates the countryside as it does every year, with sheep herding, wood carving demonstrations, insect hunts and more activities, accompanied by live music and a great farmers’ market, offering all sorts of mouth-watering produce.

D Wychwood Music Festival
Right nominated for the best family festival award every year since it began in 2005, this festival offers a combination of different music genres- many featuring artists from around the Wychwood area – and comedy, alongside a selection of outdoor cafes serving amazing world foods.

E Love Food Festival
Bringing together a selection of the finest produce, this festival aims to educate visitors about how food should be produced and where it should come from, through sampling a range of tasty treats, cooked on site

F The 3 Wishes Faery Festival
The UK’s most magical, this is a three-day festival of folk art, live music and fashion shows set in the beautiful wild surroundings of Bodmin Moor. If you don’t fancy taking a tent, some local residents usually offer to put visitors up.

G Bath International Dance Festival
Featuring demonstrations from world champion dancers and star from the TV series Strictly Come Dancing, the festival promises toe tapping action, including a world record attempt, where everyone is invited to join in.

Questions 1-8

Look at the seven advertisements for festivals in the UK, A-G, in the previous text.

For which festival are the following statements true?

Write the correct letter, A-G, in boxes 1-8 on your answer sheet.

NB you may use any letter more than once.

1. Visitor can help to make one particular event a success at this festival.
2. People can listen to local musicians here.
3. At this festival, people can listen to music in lots of different places
4. It is not necessary to pay for one of the events here.
5. It is possible to stay overnight at this festival.
6. Children will enjoy this festival.
7. Visitors can get advice here.
8. People can watch craftspeople at work here.

Read the text below and answer Questions 9-14

BIG ROCK CLIMBING CENTRE

Big Rock Climbing Center is modern, friendly professionally run centre offering over 1,200 square metres of fantastic indoor climbing. We use trained and experienced instructors to give you the opportunity to learn and develop climbing skills, keep fit and have fun. Master our 11 m-high climbing walls using a rope harness, for an unbeatable sense of achievement. Or experience the thrills of climbing without any harness in our special low-level arena, which has foam mats on the floor is cushion any fall safety.

Who is Big Rock for?
Almost anyone can enjoy Big Rock. Previous climbing experience and specialist equipment are not required. You can come on your own or with friends and family comes as a fun alternative to the gym or for a special day out with the kids. If you are visiting the friends or family but not climbing, or just fancy coming to look, please feel free to relax in our excellent cafe overlooking the climbing areas.

Mobile Climbing Wall
Available on a day hire basis at any location, the big Rock mobile Climbing Wall is the perfect way to enhance any show festival or event. The mobile wall can be used indoors or outdoors and features four unique 7.3 m-high climbing faces designed to allow four people to climb simultaneously. Quick to set up and pack up, the mobile climbing wall is staffed by qualified and experienced climbing instructors, providing the opportunity to climb the wall in a controlled and safe environment. when considering what to wear, we have found that trousers and t-shirts are ideal. We will however, ask people to remove scarves. Most flat shoes are suitable as long as they are enclosed and support the foot. The mobile wall is very adaptable and can be operated in light rain and winds up to 50 kph. There are however, particular measures that we take in such conditions.

What about hiring the mobile climbing wall for my school or college?
As climbing is different from the usual team games practiced at schools, we have found that some students who don’t usually like participating in sports are willing to have a go on the mobile climbing wall. If you are connected that some children may not want to take part because they feel nervous if they climb, then please be assured that our instructors will support then up to a level which they are comfortable with. They will still benefit greatly from the experience.

Questions 9-14

Do the following statement agree with the information given in the text?

In boxes 9-14 on your answer sheet write

• TRUE          if the statement agrees with the information
• FALSE          if the statement contradicts the information
• NOT GIVEN       if there is no information on this

9. When climbing at the big Rock Centre, it is compulsory to be attached by a rope.
10. People who just want to watch the climbing can enter the Centre without paying.
11. People can arrange to have a climbing session in their own garden if they wish.
12. A certain item of clothing is forbidden for participants.
13. The mobile Climbing wall can only be used in dry, calm weather.
14. It is inadvisable for children who are afraid of heights to use the mobile climbing Wall.

SECTION 2 – Questions 15-27

Read the text below and answer Questions 15-20.

Marketing advice for new businesses

If you’re setting up your own business, here’s some advice on getting customers.

Know where your customers look

Your customers aren’t necessarily where you think they are. So if you‘re advertising where they’re just not looking, it’s wasted money. That’s why it pays to do a bit of research. Every time someone contacts your company, ask them where they found out about you. And act on this information so you’re advertising in the right places.

Always think like a customer
What makes your customers tick? Find out, and you’re halfway to saying the right things in your advertising. So take the time to ask them. A simple phone or email survey of your own customers, politely asking why they use you, what they really like and what they don’t, is invaluable.

Make sure customers know you’re there

If a customer can‘t see you, they can‘t buy from you. There are loads of opportunities to promote your business — print, press, direct mail, telemarketing, email and the internet — and using a mix of these increases your chances of being seen (and remembered).

Ignore your customers and they’ll go away

It sounds obvious, but companies who talk to their customers have much better retention rates than those that don’t, so it’s worth staying in touch. Capture your customers’ email addresses upfront. Follow up a transaction to check they’re happy with the service and, if possible, send them updates that are helpful, informative and relevant.

Know what works (and what doesn’t)

Do what the professionals do, and measure all your advertising. That’ll tell you what you’re doing right — and where there’s room for improvement. You never know, it might just throw up some information that could change your business for the better.

Remember word-of-mouth: the best advertising there is

A recent survey found that consumers are 50% more likely to be influenced by word-of-mouth recommendations than by TV or radio ads. So your reputation is your greatest asset If your current customers are impressed with your company, they’ll be more inclined to recommend you to others. On the flip side, if they experience bad service they probably won’t complain to you — but you can be sure they will to their friends.

Questions 15-20

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 15—20 on your answer sheet.

15. Some………………………………………………..will help you to discover the most effective places to advertise.
16. A ……………………………………………… of your customers will show you how they feel about your company.
17. A …………………………of forms of advertising will make it more likely that potential customers will find out about you.
18. lf you can, provide customers with useful………………………………………………about your business.
19. Measuring the effects of your advertising can give you …………………………………. that will improve your business.
20. Success in finding new customers largely depends on your ………………………………………….

Read the text below and answer Questions 21-27.

Working Time Regulations for Mobile Workers

These rules apply to drivers and crew of heavy goods vehicles or public service vehicles. The rules limit the amount of time that can be worked.

Those defined in the Regulations as being self-employed are currently not covered by the Regulations.

What are the limits?
• An average of 48 hours’ work per week.
• In any single week up to 60 hours can be worked so long as the 48-hour average is maintained.
• Night work is limited to 10 hours per night, unless there is a workforce agreement to work longer.
• Statutory annual leave and any sick leave and/or maternity/paternity leave counts as working time.

What counts as work?
In general, any activities performed in connection with the transport operation count as work, for example, driving, loading/unloading and those checks that are the responsibility of drivers, such as checking lights, brakes, etc. There are a number of periods of time that do not count as work, for example, travelling between home and your normal place of work, lunch or other breaks and periods of availability.

Periods of availability are periods of time during which the mobile worker is not required to remain at their workstation but is required to be available for work, the foreseeable duration of which is known about in advance, for example:
• Delays at a distribution centre.
• Reporting for work then being informed that no duties are to be undertaken for a specified period.
• Accompanying a vehicle being transported, for example by train.
A period of availability can be taken at the workstation. Providing the worker has a reasonable amount of freedom (e.g. they can read and relax) for a known duration. this could satisfy the requirements of a period of availability.

Situations when a period of time should not be recorded as a period of availability:
• Hold-ups due to congestion, because the driver would be stopping and starting the vehicle.
• Frequently moving up within a queue (e.g. waiting within a queue to load or unload) every other minute.

Questions 21—27

Complete the notes below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 21-27 on your answer sheet.

Working Time Regulations for Mobile Workers

These apply to people working on lorries, buses, etc.
They don‘t apply to (21)…………………….……………………………workers.
Maximum working hours: 60 hours a week, provided the (22) ……………………………..is no more than 48 hours.
Night work can be more than 10 hours with the (23) ……………………………..of the workers.
Work includes driving, loading and unloading, and carrying out various (24)…………………………………… of the vehicle.

Periods of availability include:
going on a (25)……………………………….or other form of transport with a vehicle
a period at the workstation when the driver has some (26) ………………….………………might count as a period of availability

Periods of availability exclude:
time spent stopping and starting the vehicle when (27) ………………………………causes delays being in a queue, e.g. in order to load or unload.

SECTION 3

Read the text below and answer Questions 28-40.

A brief history of automata

An automaton is a machine, usually made to resemble a person or animal, that operates on its own, once it has been started. Although few are constructed nowadays, they have a history stretching back well over two thousand years. Several myths show that the ancient Greeks were interested in the creation of automata. In one, Hephaestus, the god of all mechanical arts, was reputed to have made two female statues of pure gold which assisted him and accompanied him wherever he went. As well as giving automata a place in mythology, the Greeks almost certainly created some. These were probably activated by levers and powered by human action, although there are descriptions of steam and water being used as sources of power. Automata were sometimes intended as toys, or as tools for demonstrating basic scientific principles.

Other ancient cultures, too, seem to have developed automata. In Egypt, Ctesibius experimented with air pressure and pneumatic principles. One of his creations was a singing blackbird powered by water. A Chinese text of the third century BC describes a life-size, human-shaped figure that could walk rapidly, move its head up and down, sing and wink its eye.

Much later, Arab engineers of the ninth and thirteenth centuries wrote detailed treatises on how to build programmable musical fountains, mechanical servants, and elaborate clocks. A ninth-century ruler in Baghdad had a silver and gold tree with metal birds that sang. The art of creating automata developed considerably during the fifteenth century, linked with improvements in clock making: the mechanisms of automata and clocks had a great deal in common. Some truly remarkable automata were produced at this time. Muller was reputed to have made an artificial eagle which flew to greet the Emperor on his entry into Nuremberg, Germany, in 1470, then returned to perch on top of a city gate and, by stretching its wings and bowing, saluted the emperor on his arrival. Leonardo da Vinci made a lion in honour of the king of France, which advanced towards him, stopped, opened its chest with a claw and pointed to the French coat of arms.

Automata were normally very expensive toys for the very rich. They were made for royal or aristocratic patrons, to be viewed only by themselves and selected guests – who were expected to be impressed by their wealth. Automata were also created for public show, however, and many appeared on clock towers, such as me one in Bern, Switzerland, built in 1530.

During the eighteenth century, some watchmakers made automata to contribute to the progress of medicine and the natural sciences, particularly to investigate the mechanical laws governing the structure and movement of living things. Many of their creations simulated almost perfectly the complex structure of human beings and animals. Maillardet made extensive use of gearing and cogs to produce automata of horses, worked by turning a handle. Vaucanson produced a duck made of gilded copper which ate, drank and quacked like a real duck. He also made a life-size Female flute player. Air passes through the complex mechanism, causing the lips and fingers of the player to move naturally on the flute, opening and closing holes on it. This automaton had a repertoire of twelve tunes.

In another well—known piece, Merlin’s silver swan made in 1773, the swan sits in a stream consisting of glass rods where small silver fish are swimming. When the clockwork is wound, a music box plays and the glass rods rotate, giving the impression of a flowing stream. The swan turns its head from side to side. lt soon notices the fish and bends down to catch and. eat one, then raises its head to the upright position. The mechanism still works.

One of the most skilled makers of automata was the Swiss watchmaker jaquet-Droz. He produced three automata which, even today, are considered wonders of science and mechanical engineering. One of these, The Writer, simulates a boy sitting at a desk, dipping his pen into the ink and writing perfectly legibly.

Another Stunning creation of the eighteenth century was the Mechanical Theatre in the grounds of Austria’s Hellbrunn Palace, home of the Archbishop of Salzburg. Designed by the miner Rosenegger, and completed in 1752, this depicts the nobility’s idea of a perfect society, with every class in its proper place. The figures inside a palace depict eighteenth- century court life, while industrious activity is carried on in and around this building. A total of 141 mobile and 52 immobile little figures demonstrate all manner of trades of the period: building workers bring materials to the foreman, who drinks; butchers slaughter an ox; a barber shaves a man. A dancing bear performs, guards march past the palace, a farmer pushes an old woman in a wheelbarrow over the road. The theatre shows great skill in clock making and water technology, consisting of hidden waterwheels, copper wiring and cogwheels.

During the nineteenth century, mass production techniques meant that automata could be made cheaply and easily, and they became toys for children rather than an expensive adult amusement. Between 1860 and 1910, small family businesses in Paris made thousands of clockwork automata and mechanical singing birds and exported them around the world. However, the twentieth century saw traditional forms of automata fall out of favour.

Questions 28-30

Complete the summary below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 28-30 on your answer sheet.

Automata and the ancient Greeks

The ancient Greeks had a number of (28) ……………………………………concerning automate. According to one, the god Hephaestus created two assistants made of gold. The Greeks probably also created real automata; it seems most likely that the mechanism which controlled them consisted of (29) …………………………which were worked by human operators. Some automate were designed to be (30)……………………………………… with an educational purpose.

Questions 31-35

Look at the following descriptions (Questions 31-35) and the list of people below.

Match each statement with the correct person, A-G.

Write the correct letter, A-G, in boxes 31-35 on your answer sheet

List of Descriptions

31. created an automaton that represented a bird in water interacting with its surroundings
32. created an automaton that performed on a musical instrument
33. produced documents about how to create automata
34. created automata which required a human being to operate the mechanism
35. used air and water power

List of People

1. Ctesibius
2. Arab engineers
3. da Vinci
4. Maillardet
5. Vaucanson
6. Merlin
7. Jaquet-Droz

Questions 36-40

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 36-40 on your answer sheet.

36. The Mechanical Theatre shows court life inside a ……………………
37. In the Mechanical Theatre, building workers, butchers and a barber represent various ………………… of the time.
38. ………….. provides the power that operates the Mechanical Theatre.
39. New ………. that developed in the nineteenth century reduced the cost of the production of automate.
40. During the nineteenth century, most automata were intended for use by………………

Cambridge IELTS 12 General Reading Test 1 Questions 1-8 answers

1. G
2. D
3. B
4. A
5. F
6. D
7. E
8. C

Cambridge IELTS 12 General Reading Test 1 Questions 9-14 BIG ROCK CLIMBING CENTRE answers

9. FALSE
10. NOT GIVEN
11. TRUE
12. TRUE
13. FALSE
14. FALSE

Cambridge IELTS 12 General Reading Test 1 Questions 15-20 Marketing advice for new businesses answers

15. Research
16. Survey
17. Mix
18. Updates
19. Information
20. Reputation

Cambridge IELTS 12 General Reading Test 1 questions 21-27 Working Time Regulations for Mobile Workers answers

21. Self-employed
22. Average
23. Agreement
24. Checks
25. Train
26. Freedom
27. Congestion

Cambridge IELTS 12 General Reading Test 1 questions 28-40 A brief history of automata answers

28. Myths
29. Levers
30. Tools
31. F
32. E
33. B
34. D
35. A
36. Palace
37. Trades
38. Water
39. Techniques
40. children

SECTION 1: Questions 1-14

Read the text below and answer Questions 1-7.

Five reviews of the Wellington Hotel

A My husband and I first stayed at the Wellington a few years ago, and we’ve returned every year since then. When we arrive and check in, we’re always treated like old friends by the staff, so we very much feel at home. Our one disappointment during our last visit was that our room overlooked the car park, but that didn’t spoil our stay.

B The hotel hardly seems to have changed in the last hundred years, and we prefer that to many modern hotels, which tend to look the same as each other. The Wellington has character! Our room was very comfortable and quite spacious. We can strongly recommend the breakfast, though we had to wait for a table as the hotel was so full. That was a bit annoying, and there was also nowhere to sit in the lounge.

C We made our reservation by phone without problem, but when we arrived the receptionist couldn’t see it on the computer system. Luckily there was a room available. It wasn’t quite what we would have chosen, but it was a pleasure to sit in it with a cup of tea, and look out at the swimmers and surfers in the sea.

D We’d be happy to stay at the Wellington again. Although there’s nothing special about the rooms, the view from the lounge is lovely, and the restaurant staff were friendly and efficient. Breakfast was a highlight – there was so much on offer we could hardly decide what to eat. We’d stay another time just for that!

E The staff all did their jobs efficiently, and were very helpful when we asked for information about the area. The only difficulty we had was making our reservation online – it wasn’t clear whether payment for our deposit went through or not, and I had to call the hotel to find out. Still, once we’d arrived, everything went very smoothly, and we had a delicious dinner in the restaurant.

Questions 1-7

Look at the five online reviews of the Wellington Hotel, A-E, above.

Which review mentions the following?
Write the correct letter, A-E, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1. liking the view from the bedroom window
2. finding the receptionists welcoming
3. being pleased with the bedroom
4. becoming confused when booking a room
5. being impressed by the wide choice of food
6. staying in the hotel regularly
7. finding it inconvenient that the hotel was crowded

Read the text below and answer Questions 8-14.

Come and play walking football or walking netball

Walking football and netball have become increasingly popular in recent years, but do you know you can take part in this area? The names make it clear what they are – two of the country’s favourite sports where, instead of running, the players walk. It’s as simple as that.

Walking football was invented in the UK in 2011, but it was a 2014 TV commercial for a bank, showing it providing financial support to someone who wanted to set up a website for the game, that brought it to people’s attention. Since then, tens of thousands of people — mostly, though not only, over the age of 50 — have started playing, and there are more than 800 walking football clubs. Both men and women play walking football, but at the moment the netball teams consist only of women. However, men are beginning to show an interest in playing.

The two games are designed to help people to be active or get fit, whatever their age and level of fitness. In particular, they were invented to encourage older men and women to get more exercise, and to give them a chance to meet other people. Regular physical activity helps to maintain energy, strength and flexibility. You can start gently and do a little more each session. The benefits include lower heart rate and blood pressure, greater mobility, less fat and more muscle.

Many players have given up a sport – either through age or injury – and can now take it up again. They’re great ways for people to enjoy a sport they used to play and love, and keep active at the same time, though people who have never played the standard game before are also very welcome.

The local councils Active Lifestyles Team runs sessions at all the council’s leisure centres. Come alone or with a friend, and enjoy a friendly game on Monday or Saturday afternoons, or Tuesday or Thursday evenings. Each session costs £3 per person, and you don’t have to come regularly or at the same time each week. Our aim is to set up netball and football clubs as soon as there are enough regular players.

Questions 8-14

Do the following statements agree with the information given in the passage?

In boxes 8-14 on your answer sheet, write

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

8. Walking football became well-known when a club featured in a TV programme about the sport.
9. The majority of walking netball players are men.
10. Most clubs arrange social activities for their members,
11. Players are tested regularly to measure changes in their fitness.
12. People who have never played football are encouraged to play walking football.
13. People can take part in the Active Lifestyles Team’s sessions whenever they wish
14. The Active Lifestyles Team intends to start clubs in the future.

SECTION 2: Questions 15-27

Read the text below and answer Questions 15-20.

Dress regulations at work

Your contract may state that you need to dress in a certain manner or wear a uniform. Your contract might also state that you need to dress ‘smartly’, rather than specifying any particular garments. As you might well have conflicting ideas of what counts as smart’, you should ask your employer for clarification. Many employers that have a strict dress code choose to provide clothing or a discount on clothing. However, this is not necessarily compulsory for the employer and is a factor you need to consider when taking a job.

Protective clothing and equipment
Your employer can tell you to put on protective clothing and equipment (such as gloves, a visor, boots, etc.). If you don’t, your employer is entitled to take disciplinary action, which can include excluding you from the workplace.
You are required to:
• co-operate with your employer on health and safety
• correctly use work items provided by your employer, including protective equipment, in accordance with instructions
• not interfere with or misuse anything provided for your health and safety or welfare.

Of course, any protective gear has to fit and be appropriate for the situation. It shouldn’t cause you pain. If it does, you should negotiate alternative equipment or arrangements. Don’t be put off. Sometimes employers can, out of caution, interpret health and safety rules unnecessarily rigidly. And of course you shouldn’t be required to pay for any protective equipment or clothing that you need. However, if your employer buys the gear, they are entitled to keep it when you leave.

The obligation to maintain protective clothing lies with the employer. The employer is also required to provide an appropriate storage space to keep the protective equipment in when it is not being used. And finally, the employer must provide the equipment and service free of charge to the employee.

Jewellery
Banning employees from wearing jewellery and loose clothing may be justified to prevent a potential hygiene hazard if you work in areas of food production or areas which need to be kept sterile.

Likewise, your employer can judge that loose jewellery may constitute a snagging hazard if you operate machinery. If you think restrictions are not justified by health and safety concerns, talk to your workplace union rep if you have one, as they may know of solutions to the problem which other employees have used before.

Questions 15-20

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 15-20 on your answer sheet.

15. If employees are unsure what their company wishes them to wear for work, they should request …………………………
16. Some companies offer their employees a ………………………… when they buy items to wear for work.
17. Employees who fail to wear protective clothing when required could be subject to…………procedures.
18. Employees ought not to be in……………because of protective clothing or equipment.
19. It is the company’s responsibility to ensure that there is a suitable place for the……………of protective equipment.
20. Employees who work with certain types of…………………may have to remove jewellery to avoid potential injuries.

Read the text below and answer Questions 21-27.

How to achieve a better work—life balance

As more and more employees work from home full time and everyone has 24/7 access to email, balancing work and family may not seem like an easily attainable goal. So how can you juggle the demands of both worlds? Below are some tips to help you get started.

It’s easy to get sucked into habits that, make us less efficient without realizing it — like keeping your social media page open at work so you don’t miss something ‘important’. Draw up a list with all the activities that don’t enhance your life or career. Then minimize the time you spend on them.

It’s hard to say no’, especially to a supervisor or loved one, but sometimes that powerful little word is essential. Learn to use ‘no’ judiciously and it will become a powerful tool in balancing work and family.

Research shows that exercise helps you remain alert. Finding time to hit the gym may be hard, but it will ultimately help you get more things done because exercise really boosts energy and improves your ability to concentrate.

Study after study shows that significant sleep deprivation affects your health and well-being. Exposure to electronics can significantly negatively impact your sleep, so try to unplug an hour before you go to sleep.

What would you do if you had a whole day to yourself with no demands on your time? While most people don’t have the luxury of a whole day dedicated to relaxation, constantly putting off that downtime and putting everyone’s needs before yours will wear you down. Pick a time to do something just for you. Even just a few minutes of ‘me time’ a day will help to recharge your batteries.

Don’t assume your family and manager are aware of your concerns. If you feel you have to adjust your schedule to discover a better work—life balance, then voice that requirement. If that means asking your boss for permission to leave a few minutes early once a week so you can hit that yoga class on the way home, do it.

All new habits require time to build, so if you find yourself sneaking your smartphone to bed, that’s okay. Leave your phone downstairs tomorrow night. Tiny steps are the key to finding that balance, so start small, and go from there. Most of all, know your limitations and what works best for you; then decide what really matters, what advice you want to follow, and prioritize.

Questions 21-27

Complete the notes below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in Boxes 21-27 on your answer sheet.

Achieving a better work-life balance

How to begin
• Make a complete (21)……………of things that are not helpful and reduce involvement in them
• Refuse some requests as this can be a useful (22)……………in gaining a better work-life balance
Things that cars help
• Regular exercise
o can increase (23)………………significantly
• Sleep
o insufficient sleep can make people ill
o avoid focusing on (24)………………in the lead-up to bedtime
Issues that require attention
• Those who see other people’s (25)……………as more important than their own will suffer
• If the working day is too long, get (26)…………to shorten it occasionally
• People should learn to recognise their own (22) …………………………

SECTION 3: Questions 28-40

Read the text below and answer Questions 28-40.

San Francisco’s Golden Gale Bridge

A For several decades in the nineteenth century, there were calls to connect the rapidly growing metropolis of San Francisco to its neighbours across the mile-wide Golden Gate Strait, where San Francisco Bay opens onto the Pacific Ocean. Eventually, in 1919, officials asked the city engineer, Michael O’Shaughnessy, to explore the possibility of building a bridge. He began to consult engineers across the USA about the feasibility of doing so, and the cost. Most doubted whether a bridge could be built at all, or estimated that it would cost $100 million. However, a Chicago-based engineer named Joseph Strauss believed he could complete the project for a modest $25 to $30 million. After his proposal was accepted, Strauss set about convincing the communities on the northern end of the strait that the bridge would be to their benefit, as well as to that of San Francisco. With population centres growing fast, there was severe traffic congestion at the ferry docks, and motor vehicle travel by ferry was fast exceeding capacity.

B The bridge could not be constructed without the agreement of the US War Department, which owned the land on each side of the Strait and had the power to prevent any harbour construction that might affect shipping traffic. In 1924, San Francisco and Marin counties applied for a permit to build a bridge, and after hearing overwhelming arguments in favour of the project, the Secretary of War agreed. Despite the economic benefits promised by its supporters, the project met fierce resistance from a number of businesses – particularly ferry companies – and civic leaders. Not only would the bridge be an obstacle to shipping and spoil the bay’s natural beauty, they argued, it wouldn’t survive the sort of earthquake that had devastated the city in 1906. Eight years of legal actions followed as opponents tried to prevent it from being built.

C Meanwhile, Strauss’s team scrapped their original plans in favour of a suspension span capable of moving more than two feet to each side: this would withstand strong wind far better than a rigid structure. They also planned the two towers, and decided on a paint colour they called ‘international orange’.

D O’Shaughnessy, Strauss and the Secretary to the Mayor of San Francisco believed a special district needed to be created, with responsibility for planning, designing and financing construction. The formation of this district would enable all the counties affected by the bridge to have a say in the proceedings. This happened in 1928, when the California legislature passed an act to establish the Golden Gate Bridge and Highway District, consisting of six counties. In 1930, residents voted on the question of whether to put up their homes, their farms and their business properties as security for a $35 million bond issue to finance construction. The outcome was a large majority in favour.

However, the District struggled to find a financial backer amid the difficulties of the Great Depression, a problem made worse by years of expensive legal proceedings. Now desperate, Strauss personally sought help from the President of Bank of America, who provided a crucial boost by agreeing to buy $6 million in bonds in 1932.

E Construction began in January 1933, with the excavation of a vast amount of rock to establish the bridge’s two anchorages – the structures in the ground that would take the tension from the suspension cables. The crew consisted of virtually anyone capable of withstanding the physical rigours of the job, as out-of-work cab drivers, farmers and clerks lined up for the chance to earn steady wages as ironworkers and cement mixers.

The attempt to build what would be the first bridge support in the open ocean proved an immense challenge. Working from a long framework built out from the San Francisco side, divers plunged to depths of 90 feet through strong currents to blast away rock and remove the debris. The framework was damaged when it was struck by a ship in August 1933 and again during a powerful storm later in the year, setting construction back five months.

F The two towers were completed in June 1935, and a New Jersey-based company was appointed to handle the on-site construction of the suspension cables. Its engineers had mastered a technique in which individual steel wires were banded together in spools and carried across the length of the bridge on spinning wheels. Given a year to complete the task, they instead finished in just over six months, having spun more than 25,000 individual wires into each massive cable.

The roadway was completed in April 1937, and the bridge officially opened to pedestrians the following month. The next day, President Roosevelt announced its opening via White House telegraph.

G The Golden Gate has endured as a marvel of modern engineering; its main span was the longest in the world for a suspension bridge until 1981, while its towers made it the tallest bridge of any type until 1993. It withstood a destructive earthquake in 1989 and was closed to traffic only three times in its first 75 years due to weather conditions. Believed to be the most, photographed bridge in the world, this landmark was named one of the seven civil engineering wonders of the United States by the American Society of Civil Engineers in 1994.

Questions 28-35

The text above has seven sections, A-G.

Write the correct letter, A-G, in boxes 28-35 on your answer sheet.

NB You may use any letter more than once.

Which section mentions the following?

28. why it was easy to recruit workers to build the bridge
29. a change in the design of the bridge
30. opposition to building the bridge
31. why a bridge was desirable
32. problems with raising funding for the bridge
33. permission being given to build the bridge
34. which records the bridge broke
35. the idea that building a bridge might be impossible

Questions 36-40

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 36-40 on your answer sheet.

36. Building the bridge required a……………issued by the Secretary of War.
37. One objection to building the bridge was that another………………would destroy it.
38. Construction was delayed when the framework was damaged by a ship and again by a………
39. The last part of the bridge to be constructed was the………………
40. The bridge was first used by………………in May 1937.

Cambridge IELTS 14 General Reading Test 2 section 1 Five reviews of the Wellington Hotel Answers

1. C
2. A
3. B
4. E
5. D
6. A
7. B

Cambridge IELTS 14 General Reading Test 2 section 1 Come and play walking football or walking netball answers

8. FALSE
9. FALSE
10. NOT GIVEN
11. NOT GIVEN
12. TRUE
13. TRUE
14. TRUE

Cambridge IELTS 14 General Reading Test 2 section 2 Dress regulations at work answers

15. clarification
16. discount
17. disciplinary
18. pain
19. storage
20. machinery

Cambridge IELTS 14 General Reading Test 2 section 2 How to achieve a better work—life balance answers

21. list
22. tool
23. energy
24. electronics
25. needs
26. permission
27. limitations

Cambridge IELTS 14 General Reading Test 2 section 3 San Francisco’s Golden Gale Bridge answers

28. E
29. C
30. B
31. A
32. D
33. B
34. G
35. A
36. permit
37. earthquakes
38. storm
39. roadway
40. pedestrians

SECTION 1 – QUESTIONS 1-14

Read the text below and answer Questions 1-7.

Online roommate finder: Toronto

I have one room available in a large apartment located just off Queen and Bathurst in Toronto. The room is fully furnished with a double bed, desk, shelf and wardrobe.

About us: I’m Sasha! I’m Canadian, and I’ve been living in this apartment since I was a teenager. I’m 23 and work in a restaurant. These past two years, my best friend has been living here but as she’s now moving to Europe there is a room available as of October 1. The third room is occupied by Simon, who is from Australia. He works part-time in a music shop downtown and is a great drummer. We both like keeping the place neat and tidy – I actually enjoy cleaning in my spare time and sometimes we do it together as a roommate team (we make it fun!). I love watching movies, exploring, getting out of the city and into the outdoors, and listening to music.

The apartment itself is very large and comes equipped with unlimited wi-fi, a fully stocked kitchen, cable television, and Netflix. The bedroom is a long way from the living room, so it shouldn’t disturb you if people come round and besides, we are certainly very respectful. Oh! We also have two cats who are well-behaved but they might be a problem if you have allergies. If you have a pet, that’s no problem – these cats get along with other animals.
We love having people coming from other countries as it’s really fun having the opportunity to show them around the neighborhood (it’s a great neighborhood – lots of character and plenty to do). That said, we’re certainly interested in living with Canadians too! We’re very easy-going and open-minded and just hope that our new roommate will be the same.

Questions 1-7

Do the following statements agree with the information given in the previous passage?

In boxes 1-7 on your answer sheet, write

• TRUE                           if the statement agrees with the information
• FALSE                         if the statement contradicts the information
• NOT GIVEN              if there is no information on this

1. The room available has two beds.
2. The Australian in Sasha’s apartment is a musician.
3. Sasha does all the cleaning in the apartment.
4. Sasha likes being in the open air.
5. The room available would be suitable for someone who likes to be quiet.
6. Sasha thinks her apartment is in the best part of Toronto.
7. Sasha has never had a roommate from Canada.

Read the text below and answer Questions 8-14.

Smartphone fitness apps

A Pacer
Although they were previously split into ‘pro’ and ‘free’ versions, Pacer’s developer now generously includes all the features in one free app. That means you can spend no money, yet use your smartphone’s GPS capabilities to track your jogging routes, and examine details of your pace and calories burned.

B Beat2
There are a wealth of running apps available, but Beat2 is a good one. This free app monitors your pace – or if you have a wrist or chest-based heart rate monitor, your beats per minute – and offers up its specially curated playlists to give you the perfect music for the pace you’re running at, adding a whole new dimension to your run. The best bit is when you explode into a sprint and the music pounds in your ears. Or if you fancy something different, the app also has In-App Purchases, including tales of past sporting heroes you can listen to while you run.

C Impel
If you’re serious about the sport you do, then you should be serious about Impel. As smartphone fitness tools go it’s one of the best, allowing you to track your performance, set goals and see daily progress updates. If you’re ever not sure where to run or cycle you can find user-created routes on the app, or share your own. All of that comes free of charge, while a premium version adds even more tools.

D Fast Track
There are plenty of GPS running apps for smartphones, but Fast Track is an excellent freebie. Although you naturally get more features if you pay for the ‘pro’ version, the free release gets you GPS tracking, a nicely designed map view, your training history, music, and cheering. Yes, you read the last of those right – you can have friends cheer you on as you huff and puff during a run. If you can afford the ‘pro’ version, you can add possible routes, voice coaches, smartwatch connectivity and more; but as a starting point, the free app gets you moving.

Questions 8-14

Look at the four reviews of smartphone fitness apps, A-D, in the previous text.

For which app are the following statements true?

Write the correct letter, A-D, in boxes 8-14 on your answer sheet.

NB You may use any letter more than once.

8. This app can be used for more than one sport.
9. You have to pay if you want this app to suggest where you can go.
10. This app has well-presented visuals.
11. You do not have to pay for any of the features on this app.
12. You can pay to download true stories on this app.
13. You can get ideas about where to go from other people on this app.
14. This app gives you details of the energy you have used.

SECTION 2 – QUESTIONS 15-27

Read the text below and answer Questions 15-20.

Why you should delegate tasks to team members

Delegation helps you get more done, helps your team members progress through learning new things and spreads the load in the team.

When you give someone a project task to do, make sure that they have all the information they require to actually get on and do it. That includes specifying the date it is due, writing a clear definition of the task, providing any resources they need to get it done or names of people you expect them to talk to. It also means informing them of any expectations you have, such as delivering it as a spreadsheet rather than a Word document.

If you have concerns that someone doesn’t have the skills to do a good job (or they tell you this outright), make sure that you offer some help. It might take longer this time but next time they will be able to do it without you, so it will save you time in the long run.

Once you have given the task to someone, let them get on with it. Tell them how you expect to be kept informed, like through a report once a week. Then let them get on with it, unless you feel things are not progressing as you would like.

As a project manager, you have to retain some of the main project responsibilities for yourself. You shouldn’t expect someone else on the project team to do your job. Equally, don’t delegate tasks such as dull administrative ones, just because you don’t want to do them. But remember that project management is a leadership position so you don’t want your role to be seen as too basic.

One way to free up your time to spend on the more strategic and leadership parts of project management is to delegate things that are regular, like noting whether weekly targets have been met. Could someone in your team take this on for you? This can be a useful way of upskilling your team members to complement any ongoing training and allowing them to gain confidence too.

So in summary, be clear, supportive, and don’t micromanage. Don’t become the problem on your project that prevents progress just because you’re afraid to leave people alone to get on with their jobs.

Questions 15-20

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 15-20 on your answer sheet.

15. Ensure team members are aware of any…………………………………there are regarding how the work should be presented.
16. Make sure support is made available if any………………………………exist as to the team member’s ability to do the work.
17. Ask the team member to detail how the work is developing, for example by providing a regular…………………………………
18. Don’t delegate administrative tasks simply because they are…………………………………….
19. Managers can ask a team member to check on the achievement of …………………………………………… at fixed intervals.
20. If you………………………………………………….you risk delaying the whole project.

Read the text below and answer Questions 21-27.

Choosing the right format for your CV

A good CV should be clear, simple and easy to understand. Here are four of the most popular CV formats and advice on when to use them:

Chronological
This is the traditional CV format and is extremely popular because it allows employers to see all the posts you have held in order. It provides flexibility because it works in almost all circumstances, the exception being if you have blocks of unemployment that are difficult to account for. This type of format is particularly useful when you have a solid and complete working history spanning five years or more.

Functional
The functional CV is designed to describe your key skills rather than the jobs you have done. The functional CV format is typically used by people who have extensive gaps in their employment history, or have often changed jobs. It also suits those who want to go in a different direction work-wise and change industry. You might choose it if you want to highlight skills learned early in your career, points that might get missed if a chronological format is used. It is also appropriate if you have done little or no actual work, for example, if you are one of the current years graduates.

Because this format is often used to cover a patchy employment history, some interviewers may view such CVs with suspicion, so be very careful should you choose it.

Achievement
An alternative to the functional CV is to use an achievement-based resume highlighting key achievements in place of skills. This can help show your suitability for a role if you lack direct experience of it.

Non-traditional
With the explosion of digital and creative industries over recent years, CV formats have become more and more imaginative. You can present information through graphics, which can be more visually engaging and turn out to be an unusual but winning option. This will definitely make you stand out from the crowd. It also demonstrates design skills and creativity in a way that a potential employer can see and feel. However, a highly creative CV format is only really appropriate for creative and artistic sectors, such as those involving promoting products, though it would also work for the media too.

Questions 21-27

Complete the notes below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 21-27 on your answer sheet.

CV formats
There are several different formats including:
Chronological
– very common
– gives (21)…………………………… in most cases
– perhaps inappropriate if there are periods where (22)…………………………. is not easy to explain

Functional
– appropriate for people who intend to follow a new (23)………………………………… in their career
– suits recent graduates
– can create (24)……………………………………..in recruiters, so is best used with caution

Achievement
– focuses mainly on what the person has achieved
– may be advisable if the person has no (25)…………………………………in the area

Non-traditional
– enables use of attractive (26)………………………………………..to present data –
– suits applications for jobs in marketing or (27)…………………………..

SECTION 3 – QUESTIONS 28-40

Read the text below and answer Questions 28-40.

DINOSAURS AND THE SECRETS THEY STILL HOLD

I was recently part of a team of palaeontologists that discovered a new dinosaur. Living in what is now China, the species would have resembled a strange bird. It was about the size of a sheep and covered in feathers, with a sharp beak that it probably used to crack open shellfish. It was given the formal scientific name Tongtianlong, but we called it ‘Mud Dragon’ because its skeleton was discovered in rock that had hardened from ancient mud. It seems that the creature got trapped in the mud and died. Then its fossil remains were found a few months ago when workmen were excavating a site in order to build a school.

It is every dinosaur-obsessed child’s dearest wish to discover and name a completely new species. In fact what my colleagues and I did wasn’t that unusual. New dinosaurs are appearing everywhere these days – about 50 each year. And this pace shows no signs of slowing, as different areas continue to open up to fossil hunters and a fresh generation of scientists comes of age. Because of this plentiful supply of new fossils, we now know more about dinosaurs than we do about many modern animals. But there are still many unsolved mysteries.

Dinosaurs didn’t start out as huge monsters like Tyrannosaurus Rex. Instead they evolved from a group of angular, cat-sized reptiles called dinosauromorphs. These creatures remained small and rare for millions of years until they developed into dinosaurs. The boundary between dinosauromorphs and dinosaurs is becoming less and less distinct with each new discovery that’s made, but what’s becoming clear is that it took millions of years for these first dinosaurs to spread around the world, grow to huge sizes and become truly dominant.

Some discoveries in the 1970s, like the agile and strangely bird-like Deinonychus, proved that dinosaurs were far more dynamic and intelligent than previously thought. Some palaeontologists even proposed that they were warm-blooded creatures like modern birds with a constant high body temperature that they controlled internally, rather than from warming themselves by lying in the sun. A few decades later opinions are still mixed. The problem is that dinosaurs can’t be observed. Palaeontologists must rely on studying fossils. Some results are convincing: we know from studying their bones that dinosaurs had rapid growth rates, just like modern, warm-blooded animals. Other palaeontologists, however, use the same fossils to suggest that dinosaurs were somewhere between cold-blooded reptiles and warm-blooded birds. More studies are needed to provide more clarity.

The discovery of Deinonychus with its long arms, skinny legs, arched neck and big claws on its feet, helped to strengthen the theory that birds evolved from dinosaurs. In the late 1990s, the discovery of thousands of feather- covered dinosaurs closed the argument. But the fossils raised another question: why did feathers first develop in dinosaurs? They probably originated as simple, hair-like strands — a necessary means of keeping warm. Many dinosaurs retained this basic fluffy coat, but in one group the strands modified. They grew bigger, started to branch out and changed into feathers like those on modern birds. They lined the arms, and sometimes the legs, forming wings. These feathers were probably for display: to attract mates or scare off rivals. They appeared in species such as the ostrich-like Ornithomimosaur. Such creatures were too large to fly. Flight may actually have come about by accident when smaller winged dinosaurs began jumping between trees or leaping in the air, and suddenly found that their wings had aerodynamic properties. This is one of the most stimulating new notions about dinosaurs and a fascinating area for further investigation.

There’s something else that these feathers can tell us. They allow us to determine what colour dinosaurs were. If you look at modern bird feathers under a microscope, you can see tiny blobs called melanosomes. These structures contain melanin, one of the main colour-producing pigments in animals. Some are round, others are egg-shaped, etc. And that’s important, because different shapes contain different colour pigments. So if you can identify the shape, you can identify the colour. A few years ago, some palaeontologists realised that you could find melanosomes in particularly well-preserved fossil feathers. They discovered that different dinosaurs had different melanosomes, which meant they had a variety of colours. Dinosaurs, therefore, probably came in a rainbow of colours – yet another thing that links them to modern birds.

The most enduring mystery of all, which has been argued about ever since the first dinosaur fossils were found, is ‘Why aren’t dinosaurs around today?’ Of course, we now know that birds evolved from dinosaurs, so some dinosaurs do continue in a sense. But there’s nothing like a Tyrannosaurus Rex today. They dominated the planet for over 150 million years, but suddenly disappeared from the fossil record 66 million years ago. That’s when a 10 km-wide asteroid came out of space and struck what is now Mexico, impacting with huge force and unleashing earthquakes, tidal waves, wildfires and hurricane-force winds. Although palaeontologists still like to argue about what part the asteroid played in the dinosaurs’ extinction, there really isn’t much of a mystery left. The asteroid did it and did it quickly. There are few signs that dinosaurs were struggling before the impact. None survived except a few birds and some small furry mammals. They found themselves in an empty world, and as the planet started to recover, they evolved into new creatures, including the first apes, and so the long journey began to the beginning of humankind.

Questions 28-32

Complete the summary below.

Write your answers in boxes 28-32 on your answer sheet.

Choose ONE WORD ONLY from the text for each answer.

The discovery of Tongtianlong

This species of dinosaur has only recently been found in an area of China. Scientists believe that it was bird-like in appearance and probably no bigger than a (28)…………………………………………….It is thought to have eaten (29)……………………………………….and it used its 30…………………………………………..to get through their hard exterior. The fossil of Tongtianlong was found surrounded by (31)……………………………………….under the ground where the foundations of a new (32)…………………………………..were being dug.

Questions 33-37

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 33-37 on your answer sheet

33. What does the writer suggest about finding new dinosaurs?
    1. Many scientists dream of being able to do so one day.
    2. It is probable that most have now been discovered.
    3. People are running out of places to look for them.
    4. It is becoming relatively common to dig one up.
34. In the fourth paragraph, what does the writer suggest about palaeontologists?
    1. They should study the fossilised bones of dinosaurs more closely.
    2. Their theories are based on evidence that can be interpreted in different ways.
    3. It is impossible to have any confidence in the proposals they have made.
    4. It is worrying that they still cannot agree about dinosaurs’ body temperature.
35. When describing the theory of how dinosaurs began to fly, the writer is
    1. amused that their flight probably came about by chance.
    2. surprised by the reason for the initial development of feathers.
    3. excited by the different possibilities it holds for future research.
    4. confused that feathers were also present on some creatures’ legs.
36. One significance of melanosomes is that they
    1. provide further evidence of where birds evolved from.
    2. are only found in certain parts of the world.
    3. can be clearly seen in most fossilised feathers.
    4. are only found in certain birds and dinosaurs.
37. Which of the following best summarises the writer’s point in the final paragraph?
    1. Scientists are right to continue questioning the effects of the asteroid strike.
    2. Large flightless dinosaurs may have existed after the asteroid hit.
    3. The dinosaurs were already declining before the asteroid hit.
    4. The effects of the asteroid strike killed most dinosaurs.

Questions 38-40

Look at the following statements (Questions 38-40) and the list of prehistoric animals below.

Match each statement with the correct animal, A, B, C or D.

Write the correct letter, A, B, C or D, in boxes 38-40 on your answer sheet.

NB You may use any letter more than once.

38. It may have used its feathers to frighten off members of the same species.
39. This species resembles a large flightless bird that exists today.
40. Finding this species made scientists revise their opinion of the brain power of dinosaurs.

List of Prehistoric Animals

1. Tongtianlong
2. Tyrannosaurus Rex
3. Deinonychus
4. Ornithomimosaur

Cambridge IELTS 13 General Reading Test 2 section 1 Online roommate finder: Toronto answers

1. False
2. True
3. False
4. True
5. True
6. Not given
7. Not given

Cambridge IELTS 13 General Reading Test 2 section 1 Smartphone fitness apps answers

8. C
9. D
10. D
11. A
12. B
13. C
14. A

Cambridge IELTS 13 General Reading Test 2 section 2 Why you should delegate tasks to team members answers

15. Expectations
16. Concerns
17. Report
18. Dull
19. Targets
20. Micromanage

Cambridge IELTS 13 General Reading Test 2 section 2 Choosing the right format for your CV answers

21. Flexibility
22. Unemployment
23. Direction
24. Suspicion
25. Experience
26. Graphics
27. Media

Cambridge IELTS 13 General Reading Test 2 section 3 DINOSAURS AND THE SECRETS THEY STILL HOLD answers

28. Sheep
29. Shellfish
30. Beak
31. Rock
32. School
33. D
34. B
35. C
36. A
37. D
38. D
39. D
40. C

SECTION 1 – Questions 1-14

Read the text below and answer Questions 1-6.

Summer activities at London’s Kew Gardens

A Climb up to the walkway among the trees, 18 metres above the ground, for a spectacular experience. Feel as tall as the trees and enjoy a bird’s-eye view over the gardens.

B The Nash Conservatory displays stunning images from leading wildlife photographer Heather Angel. Each photograph explores the wealth of biodiversity at Kew Gardens, from foxes to birds, tiny insects to towering trees.

C A world of pollination comes to life in the Princess of Wales Conservatory. Find yourself in a tropical environment whilst walking through clouds of colourful butterflies as they fly around the Conservatory! Come face-to-face with gigantic sculptures of insects, birds and bats, which will help tell the fascinating stories of how they interact with plants.

D An extraordinary sound installation created by Chris Watson. On the hour throughout the day, the Palm House is filled with the sound of the dawn and dusk choruses of birds that live in the Central and South American rainforests.

E Come and see the fantastic outdoor exhibition of garden, wildlife and botanical photography. Walk amongst enlarged photographs and admire the wonderful garden photos – all taken by children aged 16 and under from all round the country. If you are in this age category and fancy yourself as a photographer, then you can enter for the next show!

F Young explorers can discover the new children’s outdoor play area, shaped like a plant, in Kew’s magical Conservation Area. As you journey through this interactive landscape, discover the functions of every part of a plant. Tunnel through giant roots, get lost among the leaves and hide amongst the large fungi, whilst solving puzzles along the way!

G What is biodiversity all about? Did you know that every breath we take and every move we make depends on plants? Take a guided tour to discover what biodiversity means and why it matters so much.

H Visit our exciting and colourful exhibition of South American botanical paintings, which brings the continent’s exotic and lush plants to life in works from two hundred years ago and from this century.

Questions 1-6

The previous text has eight sections, A-H.

Which sections contain the following information?

Write the correct letter, A-H, in boxes 1-6 on your answer sheet.

1. learning what all the different sections of a plant do
2. seeing art showing plants from a different part of the world
3. the possibility of having your work exhibited
4. learning about why human beings need plants
5. something that happens daily at the same times
6. learning about the relationship between various creatures, insects and plants

Read the text below and answer Questions 7-14.

City Park and Ride

We have six purpose-built Park and Ride sites serving the city, more than almost anywhere else in the UK. Established for over 40 years, they provide around 5,000 parking spaces for cars. The sires are located on the main routes into the city centre. More than 3,000,000 passengers a year take a bus from a Park and Ride site into the city, reducing congestion and helping to improve the air quality in the city centre.

Parking at the sites is available only for those travelling from the site on a Park and Ride or other scheduled bus service, and is free. No overnight parking is permitted. Heavy goods vehicles are not permitted at the Park and Ride site at any time.

It’s simple to use. Just park your car and buy your but ticket from the bus driver, with the correct money if possible. An individual adult daily return purchased prior to 12:30 hrs for use that day costs £2.40. If purchased after 12:30 hrs it costs £2.10.

Up to four children under 16 travel free with an adult or concessionary pass holder. The return fare for unaccompanied children under 16 is £1.10.

Cycle and Ride for just £1.10 a day. Just park your cycle, motorcycle or scooter in the allocated space, and buy your ticket from the site office. You may be asked to provide evidence that you have travelled to the Park and Ride site by cycle, motorcycle or scooter.

Return tickets for concessionary bus pass holders cost El after 09:30 Monday to Friday and any time at weekend or bank holidays (when open). At other times there is no reduction for holders of concessionary, bus passes.

Questions 7-14

Do the following statements agree with the information given in the previous text?

In boxes 7-14 on your answer sheet, write

• TRUE                       if the statement agrees with the information
• FALSE                     if the statement contradicts the information
• NOT GIVEN         if there is no information on this

7. This was one of the first UK cities to introduce a Park and Ride scheme.
8. The amount of congestion in the city centre has fallen.
9. There is a special section of the car park for heavy goods vehicles.
10. Bus drivers do not give change so you must have the correct money for a ticket.
11. Ticket prices vary depending on the time of day.
12. Children under 16 travelling alone are allowed free travel.
13. The space for cycles, motorcycles and scooters is close to the site office.
14. People with concessionary bus passes must pay the full fare to travel at certain times.

SECTION 2 – Questions 15-27

Read the text below and answer Questions 15-20.

HOW TO ORGANISE A SUCCESSFUL BUSINESS CONFERENCE

To start with
Advance planning is the key to a hassle-free conference. The key players of a successful conference are the delegates, so identify the audience and then tailor the programme you are planning to their particular needs.

Where and when
The date and venue should then be chosen. These are often interdependent, and when choosing the date take into account the timing of similar regular events which may clash. Also consider holiday periods which may mean that people are away and so will not be able to attend.

When choosing a venue, check how easy it is to reach by train and plane etc. and the availability of parking for those driving. Visit the venue personally: consider the size of the main lecture hall and whether it is big enough for the anticipated number of delegates, then look into the potential of having breakout areas for separating into a number of groups for discussions. Then check whether there is a suitable lounge area for the teal coffee breaks and an exhibition space for display stands if required.

Who
The next stage is to choose the speakers and invite them, making sure you give them ample notice so they are more likely to be available. Ask only those people that you know speak well. Do not try and speak yourself in addition to organising the conference, as this will be too demanding.

Contacting people
Let people know the date and venue by an early mailshot. This allows them, if they are interested, to put the date into their diaries. At the same time, contact all the speakers again, confirming their particular topic, the audio-visual aids which will be available and finding out their accommodation requirements. Ask them to provide a written summary of their presentation for distribution to delegates at the conference.

Final arrangements
Approximately 4-5 weeks before the conference, confirm the provisional numbers with the venue. Contact them again about two weeks prior to the conference to confirm final numbers, decide on menus and finalise the arrangements.

Prepare delegate packs to include a name badge, delegate list and programme. The venue should provide pads of paper and pens .Then prepare questionnaires for all delegates to complete at the end of the conference. Their responses will enable you to gauge the success of the conference and start planning the next one!

Questions 15-20

Complete the notes below.

Write your answers in boxes 15-20 on your answer sheet.

Choose ONE WORD ONLY from the text for each answer.

ORGANISING A BUSINESS CONFERENCE
First steps:
– decide who the conference is for
– ensure the programme fulfils delegates’ requirements
Venue and timing:
– try to avoid scheduling the conference during (15)……………….times or when other annual conferences occur
– check accessibility by different modes of transport
– choose a place with a large hall and also (16) ………………. spaces for smaller meetings
Speakers:
– choose appropriate speakers
– give the speakers as much (17) ………………… as possible
Communication:
– send out a mailshot to potential delegates
– confirm individual details with speakers. check if they will need accommodation and request a (18) ……………..…. of their presentation
Final tasks:
– give the venue precise numbers of attendees
– make sure each person attending receives information about the conference and a (19)………….………. for identification
– use (20)………..………… to get opinions on the conference

Read the text below and answer Questions 21-27.

How to deal with the annual performance appraisal

The annual performance appraisal can help improve your productivity and provide a foundation for your work priorities. It is, however, critical to have the right attitude and approach. Knowing what areas your superiors see as your weaknesses is the most direct way of increasing the likelihood of being considered for promotion, if that is what you are looking for.

Preparation
Send your boss a summary of your achievements. Reminding your boss of activities, special assignments you did, and projects you were in charge of helps him or her create a more accurate performance appraisal. Consider keeping notes of these on a regular basis to make it easier to provide the data when required.

Create a list of questions you would like to discuss during your appraisal. This one-on-one time with your boss is an excellent opportunity to ask him or her about your role in the company, request any additional responsibilities you would like and clarify your priorities. But it is best to focus your attention around personal and professional improvements, rather than financial considerations, such as an increase in salary.

During the appraisal
Present a positive attitude as soon as you enter the appraisal room. This approach may lead to a more constructive discussion of review items. Avoid taking any negative assessments that arc offered as a personal attack, but rather try to take them on board calmly, because if you put the failings right you will improve your performance. A realistic assessment of your strengths and weaknesses can be one of the most beneficial ways of helping you advance in the company.

After the appraisal
Create a list of personal goals based on your performance appraisal. Make the items detailed and measurable if possible. Send this list to your boss so he or she knows you took the appraisal seriously. Use this list to help achieve higher scores on your next performance appraisal. Six months after the appraisal, ask for a mid-term review with your boss to discuss your progress. This session should be more relaxed and informal than the official review. Ask for more feedback to help you improve. Checking in with your boss helps him or her remember your dedication as far as your job is concerned, and may help remove any criticisms before they become a review point on your next formal appraisal.

Questions 21-27

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 21-27 on your answer sheet.

21. By learning at an appraisal what areas of work need improving, staff can improve their chances of getting ……….
22. It is important to think of some………… that can be used during the appraisal.
23. The appraisal can be a good time to ask the boss for extra……………
24. React……….. to any criticism.
25. It is helpful to identify a number of individual………….. arising from the appraisal comments.
26. Staff can request a meeting half-way through the year to look at the ………….. which has been achieved.
27. If staff act on any appraisal comments, they will demonstrate their………. to their work.

SECTION 3 – Questions 28-40

Questions 28-33

The previous text has six sections, A-F.

Choose the correct heading for each section from the list of headings below.

Write the correct number, in boxes 28-33 on your answer sheet.

List of Headings

1. Gaining public recognition
2. Reasons for continuing to make the long journey
3. A disappointment followed by desirable outcomes
4. The main stages of the plan
5. A growth in the number of natural predators
6. Increasing threats
7. A very unusual feature of these birds
8. Cautious optimism

28. Section A
29. Section B
30. Section C
31. Section D
32. Section E
33. Section F

Efforts to save a special bird — the spoon-billed sandpiper

Last year an international team of ornithologists devised a bold plan to rescue one of the world’s rarest birds. Gerrit Vyn reports.

A At first glance the spoon-billed sandpiper resembles other small migratory birds of the sandpiper family that breed across the Arctic. But it is the only one to have developed a flattened bill that flares out into a ‘spoon’ at the end, and that makes it special. If it becomes extinct, thousands of years of evolution will come to an end, which would be a real tragedy.

The bird’s Russian name, kulik-lopaten, means ‘shovel beak’, which is an apt description of a remarkable structure. The bill is 19 mm long and 10 mm wide near the tip and the edges are lined with sharp serrations, called papillae. Theories have varied as to how the bill functions; one suggestion is that the sandpiper sweeps it through the water in a similar fashion to its larger namesake, the spoonbill. But Nigel Clark, a leading authority on the sandpiper, says the comparison is misleading.

B Until a few years ago, the spoon-billed sandpiper had never been fully documented, which added to its fascination. But an air of mystery is not helpful if you’re a Critically Endangered species. So the organisation ‘Birds Russia’ decided to produce a photographic and audio record of this imperilled bird with the help of experts round the world. In May of last year, I joined the international expedition to one of the species’ last breeding strongholds in North-East Russia. The primary aim of the two-and-a-half month expedition, however, was to collect eggs from wild sandpipers; those eggs would then be hatched in captivity nearby. Later, the chicks would be flown to the Wildfowl and Wetlands Trust (WWT) headquarters at Slimbridge in the UK, in order to establish a small, self-sustaining population there. These birds would provide a ‘safety net’, an insurance policy against the wild birds dying out.

C You might wonder why birds like the spoon-billed sandpiper travel such great distances, about 8,000 km in total, from their wintering grounds on the tropical coasts of Bangladesh, Burma and Vietnam in South-East Asia to breed on the low land, commonly called tundra, in North-East Russia, but from the birds’ point of view it is worth it. Though they often arrive to find hostile, wintry weather while they are finding their mates and making their nests, there are relatively few predators there, and the abundance of insects that emerge during the brief but intense Arctic summer creates ideal conditions for raising their chicks.

D Two main factors are responsible for the sandpiper’s recent rapid decline: the ongoing destruction of stopover habitat on its migration route and hunting on its wintering grounds. The development of new industrial cities is destroying former tidal areas, where sandpipers and other migratory birds used to rest and refuel. Subsistence hunting is certainly a hazard in some Asian countries, where hunters trap birds for food. Conservationists are targeting this problem with small-scale interventions. For example, hunters from 40 villages have been given alternative sources of income, such as cool boxes in which they can take fish to sell at markets, in return for a halt to the bird-netting.

E Once the expedition team had reached its destination, it was seven days before we spotted the first sandpiper. In the following days, more began to arrive and the males’ song was heard, advertising their patches of territory to potential mates. As the sandpipers paired up, the song gave way to the quiet of egg-laying and incubation. In total nine nests were found. The first one was lost to a predator, along with the female attending it. This was a stark reminder of the vulnerability of a tiny population to natural events, such as storms or predation.

The team then selected donor nests and transferred the eggs to specially prepared incubators. They collected 20 eggs in all, taking entire clutches each time — it was early in the breeding season, so the females were likely to lay replacements. Then 50 days after our arrival, the moment arrived: I witnessed my first wild spoon-billed sandpipers hatch. I had been lying inside a wind-battered hide for 36 hours when I saw the first tiny chicks emerge from the eggs. Having hidden a microphone near the nest, I could also just hear their first calls. Later, I watched them stumbling through the 15 cm-high jungle of grasses on comically oversized legs and feet. But my joy was tempered by concern. Difficulties on their migration route and in their wintering areas meant that other tiny creatures like these faced immense dangers.

F The complex rescue plan does give some grounds for hope. Young chicks were flown to WWT Slimbridge last year and again this summer. A high-tech biosecure unit has been built for them there. It is divided in two, with the older birds in one section and this year’s chicks in the other. To minimise the risk of infections, staff change into full-body overalls and rubber shoes and wash their hands before entering. Hygiene is crucial: even a single strand of human hair could harm the chicks by becoming twisted round their legs or bills. The rescue plan’s final stage, once the captive flock has built up sufficiently, will be to fly eggs back to Russia, to release the chicks there. It’s a gamble, but when the survival of a species this special is at stake, you have to try.

Questions 34-37

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 34-37 on your answer sheet.

34. What was the main purpose of the international expedition?
    1. to add sandpiper eggs to an international frozen egg bank
    2. to maintain a small group of sandpipers for future generations
    3. to make an audiovisual record of the Russian sandpiper colony
    4. to protect a colony of wild sandpipers through a breeding season
35. What do we learn about the drop in the sandpiper population?
    1. The birds are increasingly being hunted on their way north to Russia.
    2. Scientists are managing to reduce deaths from netting considerably.
    3. Efforts are being made to protect some of their coastal habitat sites.
    4. Economic growth is one of the underlying causes of the decline.
36. Which feeling did the writer express when the sandpiper chicks hatched?
    1. relief that his long wait was over
    2. surprise at the sound of their song
    3. worry about birds of the same species
    4. amazement that they could walk so soon
37. The writer describes the sandpipers’ unit at WWT Slimbridge to emphasise
    1. how much care is being devoted to their welfare.
    2. how much money is being spent on the project.
    3. his surprise at how fragile the young birds are.
    4. his confidence in the technology available.

Questions 38-40

Complete the summary below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 38-40 on your answer sheet.

The life cycle of the spoon-billed sandpiper

In early spring, spoon-billed sandpipers return to their breeding grounds in Russia in the area known as (38)………….………… Although the weather there is often very harsh to begin with, there are obvious advantages to the sandpipers. There is above all a plentiful supply of (39)……………………. and this makes it possible for the sandpiper chicks to develop well. The lack of (40)…………………………… is another definite advantage. As a result, a good proportion of the chicks grow up to face the long flight to the South-East Asian coasts.

Cambridge IELTS 11 General Reading Test 3 section 1 Summer activities at London’s Kew Gardens answers

1. F
2. H
3. E
4. G
5. D
6. C

Cambridge IELTS 11 General Reading Test 3 section 1 City Park and Ride answers

7. NOT GIVEN
8. TRUE
9. FALSE
10. FALSE
11. TRUE
12. FALSE
13. NOT GIVEN
14. TRUE

Cambridge IELTS 11 General Reading Test 3 section 2 HOW TO ORGANISE A SUCCESSFUL BUSINESS CONFERENCE answers

15. holiday
16. breakout
17. notice
18. summary
19. badge
20. questionnaires

Cambridge IELTS 11 General Reading Test 3 section 2 How to deal with the annual performance appraisal answers

21. promotion
22. questions
23. responsibilities
24. calmly
25. goals
26. progress
27. dedication

Cambridge IELTS 11 General Reading Test 3 section 3 Efforts to save a special bird — the spoon-billed sandpiper answers

28. vii
29. iv
30. ii
31. vi
32. iii
33. viii
34. B
35. D
36. C
37. A
38. tundra
39. insects
40. predators

SECTION 1 

Read the text and answer Questions 1-7

LOST DAMAGED OR DELAYED INLAND MAIL CLAIM FORM

Before completing this claim form for lost, damaged or delayed mail you should visit www.royalmail.com to find out all you need to know about our policies. Alternatively you can get the details from our ” Mail Made easy ” booklet, available at any local post office branch. When you fill in the form, make sure you complete it in full, using the checklist that we have provided to help you. If you find that you do not have the evidence required to make a claim but world like us to investigate an issue with your mail service, the easiest way to do this is by visiting our website.

LOST ITEMS
If you wish to claim compensation for items that have been damaged, you should send us original proof of posting, e.g. a Post office receipt. If claiming for the contents of a package, you also need to provide proof of value, e.g. till item reference number, receipt, bank statement etc.

DAMAGED ITEMS
When claiming compensation for lost items that have been damaged, you should send us the items themselves, if possible. However, if these are very large or unsafe to post, you may instead provide photographs as evidence of the damage. Please retain the original packaging (and damaged items, if not sent to us) as we may need to inspect them.

TIME RESTRICTIONS
We allow up to 15 working days for items to arrive, so cannot accept a claim for loss unless 15 working days or more have passed since the items was posted. Claims for lost or damaged items must be made within 12 months of the postal date. Claims for delayed item must be submitted within 3 months of the date they were posted if the claim is made by the sender, or within 1 month of receipt if the claim is made by the recipient of the item.

Questions 1-7

Complete the notes below.

Choose NO MORE THAN TWO WORDS AND /OR A NUMBER from the text for each answer.

Write your answer in boxes 1-7 on your answer sheet

Claiming compensation from the Royal Mail for lost, damaged or delayed mail

Before filling the form
. go online to learn about their policies or get the (1) ……………………………… that contains the relevant information.
When filling in the form
. refer to the (2) ………………….. to ensure all the relevant sections are completed
(you can use their (3) …………………………. to request action if you don’t have enough proof to make a claim)
when claiming compensation for a lost item
. include proof that you have posted the item
. in the case of a package include something ( e.g. bank statement ) to prove its (4)……………………..
When claiming for the cost of a damaged item, include
. either the actual item or (5)………………………. showing the damage to the item ( you should keep the (6)……………. that was used when the item was originally sent:)
When to claim
. Lost or damaged items: within 12 months of posting the claim

Delayed items: if you are the (7)………………… , you must claim within three months of posting the package

Read the text below and answer Questions 8-14

DAYS OUT FOR THE FAMILY

A. Carrickfergus castle
Considered to be Northern Ireland’s oldest castle, Carrickfergus has seen more than 800 years of military occupation since its foundations were laid, During summer, traditional feasts are served, and fairs and craft markets provide an extra attraction. The history of the castle is explained and brought to life with exhibits and guided tours.

B. Glamis Castle
Shakespeare used Glamis as the background when he wrote one of his best-known plays, Macbeth and the Queen Mother Grew up here. It is also rumoured to have a secret chamber in the castle. There are many ghost tales associated with this castle, which will capture the imagination of younger visitors.

C Tintagel Castle
High up on the cliff tops, Tintagel Castle is the legendary home of king Arthur. The visitors guide on sale at the reception is well worth of the money, as it can help you to visualise what it would have been like hundreds of years ago. you can park in the village car park and walk the half mile to the castle , or take the shuttle bus.

D Pickering Castle
Built by William the conqueror, this is a great castle for children to run around in. There are lots of special events too, including a chance to come along and see some plays which are put on during the summer months. Nearby Helmsley Castle is also worth a visit.

E Stokesay Castle
A range of workshops, including music and combat are held here during the summer, children of all ages will enjoy learning at these and there is a guided tour which has been especially designed with younger visitors in mind, some of them may find the dungeon quit scary though.

F Warwick Castle
This castle is over 1,000 years old and has towers and a moat, and is just as you might imagine a castle to be. children can even get to try on armour to see how heavy it is, At Christmas, a special market id held here – a great opportunity to look for presents and Christmas treats

Questions 8-14

Look at the description of six castles A-F.

For which castle are the following statements true?

Write the correct letter A-F , in boxes 8-14 on your answer sheet.

NB you may use any letter more than once

8. At certain times of the year you can eat special meals here.
9. Children can get dressed up here
10. There is another castle in the same area.
11. A lot of stories are told about this place.
12. Parts of the castle may be frightening for some children.
13. Play are performed here during part of the year.
14. A guided tour is offered which is particularly suitable for children.

SECTION 2 

Read the text below and answer Questions 15-20.

North Sydney Council

North Sydney Council recognises the importance of balancing the demands of your work with the demands of your personal life.

The standard working Week for Full—time council employees is 35 hours For ‘Indoor Staff’ and 38 hours for ‘Outdoor Staff’, worked over 5 days. Indoor staff are able to access the benefit of flexi time. A number of these occasionally work from home where appropriate – an example of an initiative that can provide flexibility at certain stages of an employee’s career.

Staff are entitled to 3 weeks per annum sick or carer’s leave. In addition to the normal parental leave/maternity leave provisions, women who have completed 12 months of continuous service can access a total of 9 Weeks’ maternity leave that can be taken either as 9 weeks at full pay or as 18 weeks at half pay.

The annual entitlement to paid holidays is 20 days, pro-rata for part-time. After 5 years of continuous service, employees are entitled to 6.5 weeks Long Service Leave (LSL).

Our Financial Advice Program is conducted in partnership with FuturePlus Financial Services. We provide the services of advisors specialising in pensions, and all our employees are given the opportunity to meet them as part of the induction process.

The Employee Assistance Program (EAP) is a counselling service provided at no charge to all employees and their families. The service is available by phone or face to face. The EAP provides registered psychologists for employees wishing to discuss work or non-work matters confidentially. Employees can also access information, such as articles and self assessments, online via eapdirect.

Questions 15-20

Answer the questions below.

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the text for each answer.

Write your answers in boxes 15-20 on your answer sheet.

15. Which employees may choose not to work regular hours?
16. How much time off each year is an employee able to take to look after a relative?
17. What kind of leave involves a choice between two alternative periods of time?
18. How long must employees have worked without a break before being entitled to additional holidays?
19. What does the Financial Advice Program advise staff about?
20. What kind of professional people can employees see if they want to talk about their job in private?

Read the text below and answer Questions 21-27.

Registering As An Apprentice

If you are keen to acquire new skills and learn best through ‘hands-on’ experiences, then registered apprenticeship is a good option for you. These programmes always involve work experience as well as classroom instruction and produce Workers skilled in the occupation. There is a written contract to be signed by the apprentice and the employer, which acknowledges their joint commitment to the training process. This contract is approved and registered by the New York State Department of Labor.

How Do I Qualify?
First of all you must meet the employer’s minimum qualifications. This could be a high school diploma or the equivalent. However, some employers will ask for specific high school courses, prior experience, or occupationally related courses.

What Is My Training Like?
Training for each apprenticeable occupation is conducted according to a training outline that has been standardized for the occupation. This assures that apprentices across the state have the same sets of basic competencies and skills. At the successful completion of each registered apprenticeship, the Department of Labor awards the apprentice a ‘Certificate of Completion’, which is a nationally recognized credential.

The length of time it takes you to learn the skills of the occupation depends upon two things: the standard training outline and your aptitude. Each trade has a definite term of training, listed in years As a registered apprentice, you may progress according to that established training term, or you may become skilled more quickly or more slowly. It may even be that you start your apprenticeship with credit toward the goal. Your employer may choose to award you this for previous working experience in the occupation, or for prior coursework related to the occupation.

As an apprentice, you are part of the employer’s workforce. You work full-time for the employer. A registered apprentice works under the guidance of more experienced craft workers called journey workers. From them, you learn the skills of die trade. As you master each skill, you become a more productive employee.

At the same time as you are working, you are also required to attend classes (usually in the evenings). The location and times of these are set up by the local education agent in consultation with the employer. Your progress is tracked by you, your employer and your education provider.

Successful completion of all requirements results in your certificate.

Questions 21-27

Complete the sentences below

Choose NO MORE THAN TWO WORDS from the text for each answer.

Write your answers in boxes 21-27 on your answer sheet.

21. You and your employer will need to sign a …………………………………….before training starts.
22. Employers may have different minimum requirements regarding applicants’……………………………and experience.
23. Each industry has its own standardised …………………………………………. of training.
24. You may be given credit for work experience or if you have done relevant……………………………………….
25. You will be considered as a member of the ……………………………………… during the apprenticeship.
26. While at work, apprentices are supervised by what are known as…………………………………………
27. Employers are consulted when deciding the……………………………….. and schedule for lessons.

SECTION 3 

Read the text below and answer Questions 28-34.

Crossing the Humber estuary

A For thousands of years, the Humber — an estuary formed where two major rivers, the Trent and the Ouse, meet – has been an obstacle to communications along the east coast of England, between the counties of Yorkshire to the north and Lincolnshire to the south. Before the arrival of the railways in the 19th century, water transportation was the most efficient means of moving heavy or bulk freight, and the Humber, situated at the heart of the waterway system associated with the two major rivers, was one of the chief highways of England. its traffic brought prosperity to the settlements on its banks, particularly the city of Hull on its north bank, but the river itself tended to cut them off from some of their closest neighbours, as well as obstructing the progress of travellers moving north or south.

B To cater for these local and, as time progressed, wider needs, ferries were provided across many of the streams flowing into the Humber, and in 1315, a ferry was established across the Humber itself between Hull and Lincolnshire. By 1800, this ferry had become fully integrated into the overland transport system, but the changes associated with the industrial revolution were soon to threaten its position. Increased traffic encouraged speculators to establish rival ferries between Hull and Lincolnshire, notably a service between Hull and New Holland which opened in 1826. This crossing was considerably shorter than on the existing Hull to Barton service, which closed in 1851, unable to cope with the increased competition from the rival service.

The New Holland ferry service then grew into a major link between the north and south banks of the Humber, carrying passengers, and cattle and goods bound for Hull Market. In 1968, there was briefly a ferry service from Grimsby to Hull involving hovercrafts. This did not last long as the hovercrafts could not cope with the demands of the River Humber. The ferry service between Hull and New Holland ended with the opening of the Humber Bridge in 1981.

C The bridge was the outcome of over 100 years of campaigning by local interests for the construction of a bridge or tunnel across the estuary. The first major crossing proposal was a tunnel scheme in 1872. This scheme was promoted by Hull merchants and businesses dissatisfied with the serviice provided by the New Holland ferry crossing. Over the next 100 years, a variety of proposals were put forward in an effort to bridge the Humber. In 1928, a plan was drawn up by Hull City Council to build a multi-span bridge four miles west of Hull. However, the scheme was dropped after being hit by the financial woes of the Great Depression of the late 1920s and early 1930s.

D Government approval for the construction of a suspension bridge was finally granted in 1959, although it was not until 1973 that work finally began. The reasons why a suspension bridge was chosen were twofold. Firstly, the Humber has a shitting bed, and the navigable channel along which a craft can travel is always changing; a suspension bridge with no support piers in mid-stream would not obstruct the estuary. Secondly, because of the geology and topography of the area, the cost of constructing a tunnel would have been excessive.

E Work on the construction proceeded for eight years, during which time many thousands of tonnes of steel and concrete were used and upwards of one thousand workers and staff were employed at times of peak activity. The designers had been responsible for two other major suspension bridges in Britain but, with a total span of 2,220 m, or almost a mile and a half, the Humber was going to be the longest suspension bridge in the world. Nowadays designers have computers, but back then everything was done with slide rules and calculators. The towers were concrete rather than the usual steel, since concrete was cheaper and would blend in better with the setting. The bridge was designed to stand for 120 years.

F Malcolm Stockwell, the bridgemaster, recalls that when the bridge first opened, there wasn’t a great deal of interest in it. Then children started visiting, and he remembers their astonishment at seeing the control room and all the lights. People who lived in towns on opposite banks a mile apart started crossing the river — a journey that previously might as well have been to the moon. The bridge brought them together. .

G The bridge opened up, both socially and economically, two previously remote and insular areas of England, and the improvement in communication enabled the area to realise its potential in commercial, industrial and tourist development. The bridge has saved many millions of vehicle miles and many valuable hours of drivers’ and passengers’ time – an important factor not only for the drivers and operators of commercial vehicles, but also for tourists and holidaymakers who would have had to travel around the estuary to reach destinations in the region. ln the words of Malcolm Stockwell, ‘Although it can’t beat the Golden Gate Bridge in San Francisco for setting, it far outstrips it for sheer elegance and as a piece of engineering.’

Questions 28-34

The text on pages 46-47 has seven sections, A-G.

Choose the correct heading for each section from the list of headings below.

Write the correct number i-x, in boxes 28-34 on your answer sheet.

List of Headings

1. Why the ferry crossing has always been difficult
2. Building the bridge
3. An advantage of the design for the bridge
4. The growing popularity of the bridge
5. Opposition to building a bridge
6. Benefits and disadvantages the Humber has brought
7. Proposed alternatives to ferry services
8. How the bridge has contributed to the region’s growth
9. Rising demand for river transport

28. Section A
29. Section B
30. Section C
31. Section D
32. Section E
33. Section F
34. Section G

Questions 35-40

Complete the summary below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 35-40 on your answer sheet.

Crossing the Humber

The first ferry across the Humber started operating in 1315, and by 1800, this service had been (35)…………………with other forms of transport. The mid-19th century saw greater (36)…………………………… in the provision of services. in 1968, an attempt to establish a service across the river using (37)……………………… failed.

The Humber Bridge is a suspension bridge because the channel that ships travel along moves, and (38)………………supporting a bridge would obstruct it. A bridge rather than a (39)………………….was chosen on the grounds of cost. This was also one reason why (40) ……………… was used for the towers.

Cambridge IELTS 12 General Reading Test 2 section 1 DAYS OUT FOR THE FAMILY answers

1. Booklet
2. Checklist
3. Website
4. Value
5. (provide) photograph(s)/ photos
6. (original) packaging
7. Sender

Cambridge IELTS 12 General Reading Test 2 section 1 LOST DAMAGED OR DELAYED INLAND MAIL CLAIM FORM answers

8. A
9. F
10. D
11. B
12. E
13. D
14. E

Cambridge IELTS 12 General Reading Test 2 section 2 North Sydney Council answers

15. Indoor (staff/employee)
16. 3 weeks
17. Maternity (leave)
18. 5 years
19. Pension(s)
20. (registered) psychologist
21. (written) contract

Cambridge IELTS 12 General Reading Test 2 section 2 Registering As An Apprentice answers

22. Qualifications/ courses
23. Outline/ term
24. (prior) coursework
25. (employer’s) workforce
26. Journey workers
27. Location

Cambridge IELTS 12 General Reading Test 2 section 3 Crossing the Humber estuary answers

28. Vi
29. Ix
30. Vii
31. Iii
32. Ii
33. Iv
34. Viii
35. Integrated
36. Competition
37. Hovercraft(s)
38. Piers
39. tunnel
40. concrete

SECTION 1 

Read the text below and answer Questions 1-7

Evening Courses

A Cooking for today
These are classes for those of you who can already make basic meal by keeping strictly to a simple recipe, but who would now like to use your imagination as well. We ‘ll learn how to make great family meals , discovering how to develop basic recipes into personal creations, with a few tricks and tips to help you become more confident.

B Entertaining the easy way
This course has plenty of ideas and tips for special occasions that you can enjoy preparing, love eating and be proud to provide. The recipes are adaptable to needs and lifestyle, building on your current skills and aimed at developing your own cooking style.

C Cooking for the family
Keen to make better food for your kids? This course is for parents who want to learn how to make fun food with the aim of showing their kids how to cook later at home. We’ll learn plenty of tasty tips for snacks and picnics, family favourites, and dishes with fresh fruit and vegetables so that you and your family can get really fit and well and enjoy your food.

D Jewellery making
This course aims enable students to create silver jewellery. You first project will be make a silver ring and then you will have an opportunity to create another piece of your design. This is an introductory course. Base metals are supplied free. Please wear suitable workshop clothing and bring a notebook and pen.

E Photography
This course will allow you to take full advantage of your digital camera. Covering portrait, landscape and still-life photography, the classes will include effective use of lenses and lighting. To really benefit from the course, learners should have time to read ahead between sessions.

F Creative writing
Come and learn how to have fun with stories and other kinds of creative writing We will try out some new ideas and techniques for improving style and waking up the imagination , Writers who have not taken the foundation class will also be able to join , Provided they already have some experience of the subject.

Questions 1-7

Look at the six advertisements for evening courses, A-F.

For which evening course are the following statements true?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use letter more than once.

1. After taking this course, participants will be able to teach their skill to others.
2. Participants will be expected to prepare at home for each class.
3. Certain materials will be included in the course fee.
4. This course aims to teach people to prepare meals for guests.
5. This course will help participants to make the best use of a certain item.
6. This course is for people who want to do more than follow instructions.
7. Following this course should improve participants health.

Read the text and answer Questions 8-14.

The Bike Foundry

The Bike Foundry aims to promote cycling, and to make an environmentally-friendly means of transport and leisure available to as many people as we can.

Our Bikes
All our bikes are hand-restored by our team and come with a three month’s guarantee. We stock bikes to suit different needs, at affordable prices. We gratefully accept donations of unwanted bikes.

Training
We offer maintenance and cycle training to schools and small groups on their own premises. Additionally we provide training to individuals and groups in our workshops.

Maintenance Training
Bike Basics
This is a three-hour course which will teach you everything you need to know to keep on top of simple maintenance issues like looking after brakes and gears and how to repair a puncture. By the end of the course you’ll know how to take good care of your bike.

Home Mechanics
This twelve-hour course consists of teaching you how to use specialist tools and how to fit compatible replacement parts. It’s aimed at those who have completed Bike Basics or have some prior knowledge.

Courses are run regularly for groups of up to four trainees. We use professional mechanics’ tools and employ experienced staff. Most importantly, we have tea- and coffee-making facilities and a fridge where participants can keep their sandwiches, etc. Unfortunately our training room is up a flight of stairs.

For £10 a year you can join our Tool Club. Membership gives you access to our workshop for one evening a week. If you want to repair your bike and know how to fix it, but lack specialist tools, then join our club. There’s a range of reference manuals available and a mechanic to offer advice.

Cycling Training
Our qualified instructors can teach you how to ride your bike, whether you have had prior experience or not. If you’re already riding and would like to build your confidence, we can teach you safe techniques to negotiate traffic.

Booking Information
To book a place, email training@bikefoundry.org
We ask for a 50% deposit to confirm your place, refundable up to seven days before the course.

Questions 8-14

Do the following statements agree with the information given in the text?

In boxes 8-14 on your answer sheet, write:

TRUE                            if the statement agrees with the information
FALSE                          if the statement contradicts the information
NOT GIVEN               if there is no information on this

8. The Bike Foundry sells only second-hand bicycles.
9. All the training sessions are held at the Bike Foundry.
10. The Bike Basics course is aimed at new cyclists.
11. Snacks are provided for participants on the maintenance training courses.
12. Members of the Tool Club have access to cycle reference books.
13. Most of the participants on the Cycling Training courses are beginners.
14. People can cancel their place on a training course one week before it begins and still get their money back.

SECTION 2

Read the text below and answer Questions 15-21.

Benefits for staff of Hamberton Hospital

Our attractive benefits package is one of the ways we acknowledge the contribution they all make in the provision of high quality patient care. Our package is extensive and varied.

As a Hamberton employee you’ll enjoy both National Health Service (NHS) and locally developed schemes, providing you with a range of benefits. These include:

Financial Benefits
• opportunity to contribute to the NHS Pension Scheme – highly regarded by the independent pensions and insurance sector
• Injury Benefits Scheme
• excellent occupational sick pay and maternity leave and pay entitlements
• loans to assist with the purchase of housing for employees in the health service

Work-Life Balance
Here at Hamberton we are committed to helping all employees balance their work and home life commitments. We believe by helping people make this balance we are able to recruit, retain and motivate the most valuable asset of the NHS – our employees. We are committed to making this balance work for all employees equally, not just parents.

Over 50% of our staff work part-time in a range of flexible working options, which include:

• job sharing
• term-time-only working
• part-time working
• individually-tailored working patterns

We also support employees further through our caring and special leave arrangements.

Health
• our own occupational health department, providing a totally confidential service open to all staff during normal working hours
• a round-the-clock free and confidential counselling service
• policies supporting phased returns to work after long illnesses or injuries

Other Benefits
On-site facilities include:
• excellent food provided in our restaurant
• ample parking
• retail outlets

NHS Discounts

All NHS employees can access the NHS Discounts scheme. This allows members of staff free access to a number of discounted products and services. For example, discounts are available at many high street shops and elsewhere, including savings on toys, utility bills, days out, and much more.

Red Guava

This is a further discount benefit, which is available to employees of Hamberton. Red Guava provides discounts on holidays, for example, and can save you money in many other ways too.

Questions 15-21

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 15-21 on your answer sheet.

15. The hospital provides benefits to show its recognition of the…………………………………………….. of staff to its work.
16. Financial benefits include pay for staff who are…………………………………or on maternity leave.
17. ……………………………….are available for staff who wish to buy a home.
18. Helping staff with their work-life balance is not restricted to……………………………….
19. The hospital has……………………………………that are designed to help staff return to work after a long absence.
20. The facilities on hospital premises include a large area for……………………………….
21. The cost of………………………………is reduced by using the Red Guava scheme.

Read the text on below page and answer Questions 22-27.

Performance-related pay

There are a number of reasons why your employer might introduce this type of pay scheme. They may:
• be keen to retain current staff
• want to compete for new talent
• be seeking a fairer way of distributing wages.

In order for performance-related schemes to work they should be based on clear, measurable targets agreed by both employer and employee. You will normally find out about these targets from your contract of employment and the performance appraisal meetings you have with your manager.

Short-term schemes
Short-term schemes usually offer bonus payments, or, depending on the type of work, commission on sales achieved. Payments vary and these schemes are normally used just to encourage staff to improve their own performance.

Long-term schemes
Long-term schemes offer rewards like share options, and can help to encourage loyalty to the organisation and its aims. Such schemes tend to be used as a way of retaining senior staff.

What to do if you have problems
If you don’t receive bonus or commission payments which you believe you are owed, check your contract of employment or staff handbook to see how your bonus is paid.
Ask your employer if you need more information.

If you think a mistake has been made, you should:
• speak to your employer to see if there has been a misunderstanding
• ask your employer to set out in writing how they have calculated your pay
• keep copies of any letters and notes of any meetings.

There are three ways that the law might cover a case of unpaid bonuses:
• breach of contract
• unlawful deductions from wages
• unlawful discrimination.

Deductions from wages / breach of contract
Any right to a bonus will normally be included in your contract of employment. It may not always be written down. It can be verbally agreed or understood to be there due to normal practice in your particular area of business.
Failure to pay a bonus or commission that you are entitled to could amount to an unlawful deduction of wages.

Discrimination
Your employer must not discriminate against particular groups of people – for example, by giving smaller bonuses to women. Ideally your employer should have some guidelines setting out the normal range of bonuses to give, and these must be followed without discriminating against any specific group.

Questions 22-27

Complete the notes below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 22-27 on your answer sheet.

Performance-related pay

One of the reasons for introducing performance-related pay is in order to (22)……………………………………………existing employees
Employer and employee should agree on some (23)…………………………………that can be measured
Short-term schemes: bonus or the payment of a (24)…………………………….related to sales
Long-term reward schemes: generally offered to employees at a (25)………………………….level
Details of bonus payments: may be included in a contract or a handbook for staff

If you think there has been a mistake with your pay:
• discuss the issue with your employer
• keep records of any relevant (26)…………………………………
It is illegal for employers to discriminate against any specific group, e.g. by giving less money to (27)…………………………….

SECTION 3 – Questions 28-40

Read the text on below pages and answer Questions 28-40.

Marine Ecosystems

A For some time now, the world’s oceans and the people who fish them have been a constant source of bad environmental news: cod is effectively an endangered species of fish in some places now; every year thousands of dolphins are injured by fishing vessels, huge tuna farms are ruining the Mediterranean Sea.

What is more, marine biologists recently warned that our seafood is in terminal decline. According to research published in Science last November, stocks of all the fish and shellfish that we currently eat will collapse before 2050. Or at least that’s how the media reported it.

B However the scientist who led the study has said that the main conclusion of his research has been buried beneath the headlines. While the danger to our seafood supply is real enough, says Boris Worm, assistant professor of marine conservation biology at Dalhousie University, Canada, there is a more serious point: that the way in which we manage the oceans is not only threatening the survival of individual species, it’s upsetting the delicate balance of marine communities and thus causing the collapse of entire ecosystems. Research has shown that the number of ecosystems where all higher forms of life are extinct, so-called dead zones is increasing.

The point that many reports failed to highlight, says Worm, is that we have to revolutionise the way our marine resources are run, changing the focus from stocks and quotas to biodiversity and ecosystem protection. And to do that, we must change the way the debate about our marine resources is conducted in the public domain.

C Around 7,500 years ago, shrinking glaciers and the resulting higher water levels led to the development of what’s called the Wadden Sea, a 13,500-square-kilometre area of the North Sea. During the first 5,000 years or so, the sea pulsated with life. There was a high level of biodiversity on the seabed too, and the salt marshes and mud flats on the coast supported millions of birds. This continued until around 2,000 years ago, when human pressure began to affect it. Research has shown that some of the larger creatures disappeared more than 500 years ago. And by the late 19th century, populations of most of the other mammals and fish were severely reduced, leading to the collapse of several traditional fisheries.

D What’s interesting is that overfishing isn’t the main agent of the decline, as we might assume. It’s due to an ongoing combination of exploitation, habitat destruction and pollution. Coastal development, for example, destroys large areas of wetlands that support a range of species. Pollution fuels a process known as eutrophication, which kills certain seagrasses. Nutrients such as nitrogen and phosphorus contained in human and industrial waste promote the growth of tiny phytoplankton. This over-enrichment of the sea can ultimately lead to the collapse of the entire system through oxygen starvation.

Most marine ecosystems have an in-built capacity to deal with a certain amount of pollution because shellfish can absorb phytoplankton. But in many cases, these have been largely removed by fishing, so the effect of any nutrient-rich pollutants entering the system is increased. In a healthy system, coastal wetlands also act as filters, so their destruction causes even more pollution. These processes have been fairly well understood for a number of years.

E.What the Science paper has demonstrated, however, is that the decline in the health of ecosystems is greater where the number of different species is low. The population of marbled rock cod around the South Atlantic island of South Georgia, for example, still hasn’t recovered after the fishing industry caused its collapse during the 1970s. By contrast, North Sea cod has withstood very heavy fishing for hundreds of years, says Worm, and although it has declined substantially, it hasn’t yet collapsed completely. Worm believes that, ‘to have a greater number of species makes an ecosystem more robust’. His theory is backed up by evidence from experiments into how ecosystems react to change.

F And some positive news came from the study. Worm and his colleagues were able to show that it’s possible to reverse such damage as long as there are enough species. A survey of 44 protected areas revealed increases in biodiversity and fish catches close to the reserves. Worm says, ‘We should be focusing our attention on protecting all of our marine resources at the ecosystem level, and managing levels of fishing, pollution and habitat disturbance to ensure that crucial services that maintain the health of the ecosystem continue to function.’ To anyone who knows anything about ecology, it would appear that Worm is just stating the obvious. And many protected areas on land are now managed in this way.

G However, there has long been a tendency to view our oceans as a limitless resource, combined with a widespread failure to make an emotional connection with most marine wildlife. True, we have created a small number of marine protected areas. ‘We seem to have understood the value of protecting ecosystems in areas such as the Australian Great Barrier Reef that we consider to be particularly beautiful/ says John Shepherd, Professor of Marine Sciences at Southampton University in the UK. ‘Human nature will always draw us towards those species or habitats that are more aesthetically pleasing. That’s why there will always be support for protecting pandas and very little for worms, even though nematodes play a vital role in maintaining the health of an ecosystem.’

Questions 28-34

The text on below page has seven sections, A-G.

Choose the correct heading for each section from the list of headings below.

Write the correct number, i-viii, in boxes 28-34 on your answer sheet.

List of Headings

1. Plans for more marine protected areas
2. A historical overview of one specific area
3. Why more has not been done to save marine creatures
4. What the press has missed
5. Where biodiversity has been shown to help
6. Who is currently being blamed
7. A reason for some optimism
8. Various factors other than fishing

28. Section A
29. Section B
30. Section C
31. Section D
32. Section E
33. Section F
34. Section G

Questions 35-37

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 35-37 on your answer sheet.

35. Boris Worm’s main concern is that
    1. marine ecosystems will completely break down.
    2. insufficient attention is being paid to fish numbers.
    3. there will no longer be enough seafood for people to eat.
    4. politicians will be unwilling to discuss marine resources.
36. What point does John Shepherd make?
    1. Marine conservation areas are not high on the list of visitor attractions.
    2. People know very little about how different species actually live.
    3. The public are much less likely to help unattractive creatures.
    4. The marine environment was better understood in the past.
37. Which of the following best summarises the text as a whole?
    1. Scientists disagree about the state of the world’s oceans.
    2. A radical review of marine resource management is needed.
    3. The fishing industry is mainly responsible for today’s problems.
    4. The natural systems of our seas will not be able to repair themselves.

Questions 38-40

Complete the summary below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 38-40 on your answer sheet.

The Wadden Sea

The Wadden Sea was created when the sea rose as a consequence of (38)…………….……slowly contracting. The waters were full of different species of marine creatures, and there were large numbers of (39)…………………living on the wetlands along the shore. This continued until species began to decline 2,000 years ago. Overfishing was partly responsible for the changing circumstances, and so was pollution. At the same time there has been an increase in some nutrients in the Wadden Sea which can also destroy marine creatures and vegetation by depriving them of (40)……………………which is essential for their survival.

Cambridge IELTS 12 General Reading Test 3 section 1 Evening Courses answers

1. C
2. E
3. D
4. B
5. E
6. A
7. C

Cambridge IELTS 12 General Reading Test 3 section 1 The Bike Foundry answers

8. TRUE
9. FALSE
10. NOT GIVEN
11. NOT GIVEN
12. TRUE
13. NOT GIVEN
14. TRUE

Cambridge IELTS 12 General Reading Test 3 section 2 Benefits for staff of Hamberton Hospital answers

15. Contribution
16. Sick
17. Loans
18. Parents
19. Policies/Schemes
20. Parking
21. Holidays

Cambridge IELTS 12 General Reading Test 3 section 2 Performance-related pay answers

22. Retain
23. Targets
24. Commission
25. Senior
26. Meetings/letters
27. Women

Cambridge IELTS 12 General Reading Test 3 section 3 Marine Ecosystems answers

28. vi
29. iv
30. ii
31. viii
32. v
33. vii
34. iii
35. A
36. C
37. B
38. Glaciers
39. Birds
40. Oxygen

SECTION 1 – Questions 1-14

Read the text below and answer Questions 1-6.

Sustainable School Travel Strategy

Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn.

The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers.

All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way.

Questions 1-6

Do the following statements agree with the information given in the previous passage?

In boxes 1-6 on your answer sheet, write:

• TRUE                    if the statement agrees with the information
• FALSE                  if the statement contradicts the information
• NOT GIVEN       if there is no information on this

1. More children are injured when walking or cycling to school than when travelling by car.
2. Children who are driven to school are more ready to learn than those who walk or cycle.
3. Every year the Council gathers information about travel to schools.
4. The Council is disappointed with the small reduction in the number of cars taking children to school.
5. The number of children in schools has risen in recent years.
6. Parents can get help with paying for their children to travel to school by public transport.

Read the text below and answer Question 7-14

Flu: the facts

A Flu (influenza) is an acute viral respiratory infection. It spreads easily from person to person: at home, at school, at work, at the supermarket or on the train.

B It gets passed on when someone who already has flu coughs or sneezes and is transmitted through the air by droplets, or it can be spread by hands infected by the virus.

C Symptoms can include fever, chills, headache, muscle pain, extreme fatigue, a dry cough, sore throat and stuffy nose. Most people will recover within a week but flu can cause severe illness or even death in people at high risk. It is estimated that 18,500-24,800 deaths in England and Wales are attributable to influenza infections annually.

D Vaccination is the most effective way to prevent infection. Although anyone can catch flu, certain people are at greater risk from the implications of flu, as their bodies may not be able to fight the virus. If you are over 65 years old, or suffer from asthma, diabetes, or certain other conditions, you are considered at greater risk from flu and the implications can be serious. If you fall into one of these ‘at-risk’ groups, are pregnant or a carer, you are eligible for a free flu vaccination.

E If you are not eligible for a free flu vaccination, you can still protect yourself and those around you from flu by getting a flu vaccination at a local pharmacy.

F About seven to ten days after vaccination, your body makes antibodies that help to protect you against any similar viruses that may infect you. This protection lasts about a year.

G A flu vaccination contains inactivated, killed virus strains so it can’t give you the flu. However, a flu vaccination can take up to two weeks to begin working, so it is possible to catch flu in this period.

H A flu vaccination is designed to protect you against the most common and potent strains of flu circulating so there is a small chance you could catch a strain of flu not contained in the flu vaccine.

I The influenza virus is constantly changing and vaccines are developed to protect against the predicted strains each year so it is important to get vaccinated against the latest strains.

Speak to your GP or nurse today to book your flu vaccination.

Questions 7-14

The previous text has nine sections, A-I.

Which sections contain the following information?

Write the correct letter, A-H, in boxes 7-14 on your answer sheet.

NB You may use any answer more than once.

7. examples of people who are likely to be particularly badly affected by flu
8. how to get a vaccination if you choose to pay for it
9. why new vaccines become available
10. how long a vaccine remains effective
11. reference to the possibility of catching a different type of flu from the ones in the vaccine
12. categories of people who do not have to pay for vaccination
13. information about what a vaccine consists of
14. signs that you might have flu

SECTION 2 – Questions 15-27

Read the text below and answer Questions 15-22.

Tips for giving an effective business presentation

Preparation
Get someone else to evaluate your performance and highlight your best skills. For example, go through your presentation in front of a colleague or relative. Think about who your audience is and what you want them to get out of the presentation. Think about content and style.

Go into the presentation room and try out any moves you may have to make, e.g. getting up from your chair and moving to the podium. Errors in the first 20 seconds can be very disorientating.

Familiarise yourself with the electronic equipment before the presentation and also have a backup plan in mind, should there be an unexpected problem like a power cut.

Dealing with presentation nervousness
A certain amount of nervousness is vital for a good presentation. The added adrenaline will keep your faculties sharp and give your presentation skills extra force. This can, however, result in tension in the upper chest. Concentrate on your breathing. Slow it right down and this will relax you. Strangely, having something to pick up and put down tends to help you do this.

It may seem an odd idea, but we seem to feel calmer when we engage in what’s referred to as a displacement activity, like clicking a pen or fiddling with jewellery. A limited amount of this will not be too obvious and can make you feel more secure at the start.

Interacting with your audience
Think of your presentation as a conversation with your audience. They may not actually say anything, but make them feel consulted, questioned, challenged, then they will stay awake and attentive.

Engage with your present audience, not the one you have prepared for. Keep looking for reactions to your ideas and respond to them. If your audience doesn’t appear to be following you, find another way to get your ideas across. If you don’t interact, you might as well send a video recording of your presentation instead!

Structuring effective presentations
Effective presentations arc full of examples. These help your listeners to see more clearly what you mean. It’s quicker and more colourful. Stick to the point using three or four main ideas. For any subsidiary information that you cannot present in 20 minutes, try another medium, such as handouts.

End as if your presentation has gone well. Do this even if you feel you’ve presented badly. And anyway a good finish will get you some applause — and you deserve it!

Questions 15-22

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the text for each answer.

Write your answers in boxes 15-22 on your answer sheet.

15. Practising your presentation on a………… or a family member is helpful.
16. Be prepared for a problem such as a…………..
17. One way to overcome pre-presentation nerves is to make your……. less rapid.
18. It is acceptable to do something called a ……….at the start of the presentation to reassure you.
19. Your presentation should be like a………….. with the people who have come to hear you.
20. Check constantly for…………….to the points you are making.
21. Make sure you use plenty of……………….. to communicate your message effectively.
22. To keep the presentation short, use things like…………………. to provide extra details.

Read the text below and answer Questions 23-27.

How to get a job in journalism

You can get a good qualification in journalism, but what employers actually want is practical, rather than theoretical, knowledge. There’s no substitute for creating real stories that have to be handed in by strict deadlines. So write for your school magazine, then maybe try your hand at editing. Once you’ve done that for a while, start requesting internships in newspapers in the area. These are generally short-term and unpaid, but they’re definitely worthwhile, since, instead of providing you with money, they’ll teach you the skills that every twenty-first century journalist has to have, like laying out articles, creating web pages, taking good digital pictures and so on.

Most reporters keep a copy of every story they’ve had published, from secondary school onwards. They’re called cuttings, and you need them to get a job — indeed a few impressive ones can be the deciding factor in whether you’re appointed or not. So start creating a portfolio now that will show off your developing talent.

It seems obvious — research is an important part of an effective job hunt. But it’s surprising how many would-be journalists do little or none. If you’re thorough, it can help you decide whether the job you’re thinking about applying for is right for you. And nothing impresses an editor more than an applicant who knows a lot about the paper.
There are two more elements to an application —your covering letter and curriculum vitae. However, your CV is the thing that will attract an editor’s attention first, so get it right. The key words arc brevity, (no more than one page) accuracy (absolutely no spelling or typing errors) and clarity (it should be easy to follow).

In journalism, good writing skills are essential, so Ws critical that the style of your letter is appropriate. And, make sure it conveys your love of journalism and your eagerness to do the work.

Questions 23-27

Complete the flow chart below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 23-27 on your answer sheet.

Getting a job in journalism
– Gain relevant experience e.g. writing article to meet specific deadlines
– Apply for temporary (23)…………….…. with local papers and acquire extra (24)……………. you will need
– Build up a set of (25)……………….. in a portfolio displaying how your writing ability has progressed over time
– Take time to do detailed (26)…………..… first before applying for a post with a paper
– Once you decide to apply make sure your CV is short, makes sense and is without (27)………….….. of any kind
– Write your covering letter paying particular attention to style

SECTION 3 – Questions 28-40

What is it like to run a large supermarket?
Jill Insley finds out

A You can’t beat really good service. I’ve been shopping in the Thamesmead branch of supermarket chain Morrisons, in south-east London, and I’ve experienced at first hand, the store’s latest maxim for improving the shopping experience — help, offer, thank. This involves identifying customers who might need help, greeting them, asking what they need, providing it, thanking them and leaving them in peace. If they don’t look like they want help, they’ll be left alone. But if they’re standing looking lost and perplexed, a member of staff will approach them. Staff are expected to be friendly to everyone. My checkout assistant has certainly said something to amuse the woman in front of me, she’s smiling as she leaves. Adrian Perriss, manager of the branch, has discussed the approach with each of his 387 staff. He says it’s about recognising that someone needs help, not being a nuisance to them. When he’s in another store, he’s irritated by someone saying, ‘Can I help you?’ when he’s only just walked in to have a quick look at the products.

B How anyone can be friendly and enthusiastic when they start work at dawn beats me. The store opens at 7 am, Monday to Saturday, meaning that some staff, including Perriss, have to be here at 6 am to make sure it’s clean, safe and stocked up for the morning rush. Sometimes he walks in at 6 am and thinks they’re never going to be ready on time — but they always are. There’s so much going on overnight — 20 people working on unloading three enormous trailers full of groceries.

C Perriss has worked in supermarkets since 1982, when he became a trolley boy on a weekly salary of £76. ‘It was less money than my previous job, but I loved it. It was different and diverse. I was doing trolleys, portering, bread, cakes, dairy and general maintenance.’ After a period in the produce department, looking after the fruit and vegetables, he was made produce manager, then assistant store manager, before reaching the top job in 1998. This involved intensive training and assessment through the company’s future store manager programme, learning how to analyse and prioritise sales. wastage, recruitment and many other issues. Perriss’ first stop as store manager was at a store which was closed soon afterwards — though he was not to blame.

D Despite the disappointing start, his career went from strength to strength and he was put in charge of launching new stores and heading up a ‘concept’ store, where the then new ideas of preparing and cooking pizzas in store, and having a proper florist, and fruit and vegetable ‘markets’ were Mailed. All Morrisons’ managers from the whole country spent three days there to see the new concept. ‘That was hard work,’ he says, ‘long days, seven days a week, for about a year.’

E Although he oversees a store with a large turnover, there is a strongly practical aspect to Perriss’s job. As we walk around, he chats to all the staff while checking the layout of their counters and the quality of the produce. He examines the baking potato shelf and rejects three, one that has split virtually in half and two that are beginning to go green. He then pulls out a lemon that looks fine to me. When I ask why, he picks up a second lemon and says: ‘Close your eyes and just feel and tell me which you would keep.’ I do and realise that while one is firm and hard, the other is going a bit squashy.

F Despite eagle-eyed Perriss pulling out fruit and veg that most of us would buy without a second thought, the wastage each week is tiny: produce worth £4,200 is marked down for a quick sale, and only £400-worth is scrapped. This, he explains, is down to Morrisons’ method of ordering, still done manually rather than by computer. Department heads know exactly how much they’ve sold that day and how much they’re likely to sell the next, based on sales records and allowing for influences such as the weather.

G Perriss is in charge of 1,000 man-hours a week across the store. To help him, he has a key team of four, who each have direct responsibility for different departments. He is keen to hear what staff think. He recently held a ‘talent’ day, inviting employees interested in moving to a new job within the store to come and talk to him about why they thought they should be promoted, and discuss how to go about it. ‘We had twenty-three people come through the door, people wanting to talk about progression,’ he says. ‘What do they need to do to become a supervisor? Twenty-three people will be better members of staff as a result of that talk.’

H His favourite department is fish, which has a 4 m-long counter run by Debbie and Angela, who are busy having a discussion about how to cook a particular fish with a customer. But it is one of just 20 or so departments around the store and Perriss admits the pressure of making sure he knows what’s happening on them all can be intense. ‘You have to do so much and there could be something wrong with every single one, every day,’ he says. ‘You’ve got to minimise those things and shrink them into perspective. You’ve got to love the job.’ And Perriss certainly does.

Questions 28-35

The text on pages 50 and 51 has eight sections. A-H.

Choose the correct heading for each section from the list of headings below.

Write the correct number i-x, in boxes 28-35 on your answer sheet.

List of Headings

1. Why Perriss chose a career in supermarkets
2. Preparing for customers to arrive
3. Helping staff to develop
4. Demonstrating a different way of organising a store
5. The benefit of accurate forecasting
6. Keeping everything running as smoothly as possible
7. Making sure the items on sale are good enough
8. Noticing when customers need assistance
9. How do staff feel about Perriss?
10. Perriss’s early career

28. Section A
29. Section B
30. Section C
31. Section D
32. Section E
33. Section F
34. Section G
35. Section H

Questions 36-40

Do the following statements agree with the information given in the previous passage?

In boxes 36-40 on your answer sheet, write

• TRUE                      if the statement agrees with the information
• FALSE                    if the statement contradicts the information
• NOT GIVEN         if there is no information on this

36. Perriss encourages staff to offer help to all customers.
37. Perriss is sometimes worried that customers will arrive before the store is ready for them.
38. When Perriss first became a store manager, he knew the store was going to close.
39. On average, produce worth £4,200 is thrown away every week.
40. Perriss was surprised how many staff asked about promotion on the ‘talent’ day.

Cambridge IELTS 11 General Reading Test 2 section 1 Sustainable School Travel Strategy answers

1. NOT GIVEN
2. FALSE
3. TRUE
4. FALSE
5. TRUE
6. NOT GIVEN

Cambridge IELTS 11 General Reading Test 2 section 1 Flu: the facts answers

7. D
8. E
9. I
10. F
11. H
12. D
13. G
14. C

Cambridge IELTS 11 General Reading Test 2 section 2 Tips for giving an effective business presentation answers

15. colleague
16. power cut
17. breathing
18. displacement activity
19. conversation
20. reactions
21. examples
22. handouts

Cambridge IELTS 11 General Reading Test 2 section 2 How to get a job in journalism answers

23. internships
24. skills
25. cuttings
26. research
27. errors

Cambridge IELTS 11 General Reading Test 2 section 3 What is it like to run a large supermarket? answers

28. viii
29. ii
30. x
31. iv
32. vii
33. v
34. iii
35. vi
36. FALSE
37. TRUE
38. NOT GIVEN
39. FALSE
40. NOT GIVEN

SECTION 1 – Questions 1-14

Read the text below and answer Questions 1-7.

Visitor attractions in southern England

A Blackthorn Castle
This famous, historically accurate, reconstructed castle and village enables visitors to travel back in time. Explore the grounds and experience the atmosphere of an ancient lifestyle. In the fields you can see the type of sheep that the original inhabitants of the castle probably kept. Homemade snacks are on sale.

B Withney Wetland Centre
Visitors will enjoy a visit to Withney whatever the season. In winter, for example, they can watch from the centrally heated observatory as thousands of swans feed on the water. Trained wardens give informative talks or lead guided walks round the site. The visitors’ centre may also be hired for private or corporate events.

C Headley Hall
Headley Hall is a large seventeenth-century country house, preserved as it was when it was built. Take time to admire the various works of art displayed, and visit the huge kitchen complete with period equipment – demonstrations are given at weekends. In the park there is space for the younger visitors to run around, and picnic tables are available.

D Lewis House
Lewis House is the birthplace of Frank Lewis, a renowned painter of the eighteenth century. More of his works are on display here than anywhere else in the world. Visitors can see Lewis’s studio and some of the articles he used on a daily basis.

E Canford Wildlife Centre
At Canford we have a new walk-through exhibit called Island Magic. Here visitors can observe many species from the tropical island of Madagascar and read about some of the urgent conservation projects that are taking place there to save endangered species from extinction

F Oakwell Museum
This is an ideal venue for families. They can visit the childhood gallery with its large playroom, and listen to stories told by actors dressed in the costumes of a hundred years ago. They can also enjoy the popular games and wooden animals of that period

Questions 1-7

Look at the six visitor attractions in southern England, A-F, in the above passage.

For which visitor attraction am the following statements true?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1. Visitors can look at animals from another part of the world.
2. People can hold a business conference in this place.
3. Visitors can find out what toys were used in the last century.
4. Activities are available all year round here.
5. You can buy light meals here.
6. Visitors can see how food was prepared in the past.
7. You can visit modem imitations of old buildings here.

Read the text below and answer Questions 8-14.

Paragliding in Australia

What is paragliding?
Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit —and they report that it outperforms a parachute in terms of comfort.

Is it safe?
Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that it’s probably the slowest form of aviation, so if you do crash you’ll hit the ground quite gently!

Where do I learn?
There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then you’re free to fly independently at sites across Australia.

What do I need?
Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, you’ll probably want to buy your own more sophisticated equipment, which you’ll be able to choose much better once you’ve tried some out on your course.

Who can do it?
There’s no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. It’s a very relaxed sport as you’re mostly sitting down. You’ll probably experience pain in some muscles you didn’t know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season!

Questions 8-14

Do the following statements agree with the information given in the previous text?

In boxes 8-14 on your answer sheet, write

• TRUE                         if the statement agrees with the information
• FALSE                       if the statement contradicts the information
• NOT GIVEN            if there is no information on this

8. A paraglider is more comfortable than a parachute.
9. Most paragliding schools are situated by the sea.
10. Learners must pass a theory test in order to get their license.
11. Learners are able to paraglide unaccompanied after a week’s course.
12. It is advisable to purchase some equipment before you do your training.
13. Fit people of any age can take up paragliding.
14. The preliminary uphill walk may strain some of your muscle.

SECTION 2 

Read the text below and answer Questions 15-21.

How to prepare for an interview

Why prepare?
There are three main reasons.
One: Although you can’t guess every question you might be asked, if you are prepared you can tailor your answers to fit.
Two: If you’re well prepared, you will have more confidence and this will affect the way you come across.
Three: Attitude matters. Prospective employers will choose a not-quite-perfect but willing candidate over a brilliant one who obviously isn’t bothered.

What to prepare?
Find out about the organisation
• Visit the website and read any materials that you have been sent. If nothing has been sent. phone the company to ask for any reading matter they may have.
• Talk to anyone you know who works there already.

Find out about the job
• Ask for a job description or specification. This will tell you the duties that go with the job.
• Talk to anyone you know who is familiar with the work you may be doing.

Find out what the employer is looking for
• Make a list of the skills specified in the job advertisement.
• Think of examples to back up claims that you have these skills.
You can then answer most of the questions that will come up, such as ‘Tell me more about how you work in a team’.
Add in a few ‘lessons learned’ — what you did and how you might have done it better. You can also outline any voluntary work you have done for a charity, or any experience of paid work in an unrelated sector.

Preparing for other kinds of questions
Interviewers are also looking for someone who is likely to stay with the organisation and progress within it. Prepare to answer questions about your ambitions for the future.
You may also be asked to account for gaps in your career history, if you have any. Be positive and accentuate the learning or experience you gained during these periods.
Preparing your own questions
• Do ask technical questions about software, systems and structures and how things are done.
• Do ask about possibilities for training.
• Don’t ask about salary unless you have been offered the job.
When you’ve prepared as much as this, you’ve got a good chance of success.
Good luck!

Questions 15-21

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 15-21 on your answer sheet.

15. By preparing for your interview, you will gain……….which will help you present yourself well.
16. Read through any documents you have received about the company and also go to their…………
17. Check the job description to find out what………..are involved in the post you have applied for.
18. Interviewers may be interested to hear about any unpaid help you have given to a………………..
19. Be ready to talk about your……………. for the development of your career.
20. Explain any………… that there are in your work record and clarify how you used the time to improve your skills.
21. Questions about………… should be delayed until a later stage.

Read the text below and answer Questions 22-27.

Setting up your own business

Here are some ideas about how you should start:

Know your market
So you know what you want to sell — the most important thing is that it should be something that people want to buy. Start by thinking about who your target customers are. Arc they people who live locally? Are they a particular group of people?

Now look at your competitors. What is different about what you will be doing and how will you persuade people to come to you instead of going to someone who is already established?

How will you reach the customers?
Will you promote your product by phoning people, or visiting local traders, or advertising in magazines or online? Will your delivery system be direct or through shops?

How will your business work?
Now think about what your business needs to succeed. Do you need to look for premises or can you work from home? Do you need to invest in manufacturing equipment to start with?
Is the business something that you can do on your own, or if you get more work will you be looking to recruit staff? If so, what skills would they need?
Whether you’re a sole operator or are looking to recruit a team, effective management is essential.
The law regulates how companies are run and you need to set aside the time to ace that this is done properly, in relation to issues like accounting, insurance and tax.

The money!
As you are working out the prices for your products, you need to make sure you build in all your costs. Remember you will probably need help from an accountant at least once a year, so build that in too, and do a forecast of how much money you think will flow in and out of the business. Look at what you expect to happen over the next three years — and work out what you need to do to break even, as well as the turnover that you hope to achieve to give you a profit. If you think you will need to find some funding to help get the business off the ground, how much will you need and who will you approach to get it?

Your business plan
Now write it all up and call it a business plan

Questions 22-27

Complete the sentences below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 22-27 on your answer sheet.

Step 1:
Decide who you are going to sell to and compare yourself with the (22)………… you are going to have.
Step 2:
Consider how you will market your product and your method of (23)…………
Step 3:
Decide if you will have to find (24) ………………… to work in, or buy equipment.
Step 4:
Think whether you will need to take on staff as your business grows.
Step 5:
Make sure you deal with the accounts and other essentials in accordance with the (25)………………….
Step 6:
Calculate all the (26)……………… involved in your business when deciding how much to charge.
Step 7:
Calculate the turnover you are aiming for in order to make a profit in the first three years.
Step 8:
Consider if you require any (27)……………….. to start your business, and where to find it.

SECTION 3 – Questions 28-40

Understanding hares

With its wild stare, swift speed and secretive nature, the UK’s brown hare is the rabbit’s mysterious cousin. Even in these days of agricultural intensification, the hare is still to be seen in open countryside, but its numbers are falling.

A Like many herbivores, brown hares spend a relatively large amount of their time feeding. They prefer to do this in the dark, but when nights are short, their activities do spill into daylight hours. Wherever they live, hares appear to have a fondness for fields with a variety of vegetation, for example short as well as longer clumps of grasses. Studies have demonstrated that they benefit from uncultivated land and other unploughed areas on farms, such as field margins. Therefore, if farmers provided patches of woodland in areas of pasture as well as assorted crops in arable areas, there would be year-round shelter and food, and this could be the key to turning round the current decline in hare populations.

B Brown hares have a number of physical adaptations that enable them to survive in open countryside. They have exceptionally large ears that move independently, so that a range of sounds can be pinpointed accurately. Positioned high up on their heads, the hares’ large golden eyes give them 360° vision, making it hard to take a hare by surprise. Compared to mammals of a similar size, hares have a greatly enlarged heart and a higher volume of blood in their bodies, and this allows for superior speed and stamina. In addition, their legs are longer than those of a rabbit, enabling hares to run more like a dog and reach speeds of up to 70 kph.

C Brown hares have unusual lifestyles for their large size, breeding from a young age and producing many leverets (babies). There are about three litters of up to four leverets every year. Both males and females are able to breed at about seven months old, but they have to be quick because they seldom live for more than two years. The breeding season runs from January to October, and by late February most females are pregnant or giving birth to their first litter of the year. So it seems strange, therefore, that it is in March, when the breeding season is already underway, that hares seemingly go mad: boxing, dancing, running and fighting. This has given rise to the age-old reference to ‘mad March hares’. In fact, boxing occurs throughout the breeding season, but people tend to see this behaviour more often in March. This is because in the succeeding months, dusk – the time when hares are most active – is later, when fewer people are about. Crops and vegetation are also taller, hiding the hares from view. Though it is often thought that they are males fighting over females, boxing hares are usually females fighting off males. Hares are mostly solitary, but a female fights off a series of males until she is ready to mate. This occurs several times through the breeding season because, as soon as the female has given birth, she will be ready to mate again.

D But how can females manage to do this while simultaneously feeding themselves and rearing their young? The reason is that hares have evolved such self-sufficient young. Unlike baby rabbits, leverets are born furry and mobile. They weigh about 100 g at birth and are immediately left to their own devices by their mothers. A few days later, the members of the litter creep away to create their own individual resting places, known as ‘forms’. Incredibly, their mother visits them only once every 24 hours and, even then, she only suckles them for a maximum of five minutes each. This lack of family contact may seem harsh to us, but it is a strategy that draws less attention from predators. At the tender age of two weeks, leverets start to feed themselves, while still drinking their mother’s milk. They grow swiftly and are fully weaned at four weeks, reaching adult weight at about six months.

E Research has shown that hares’ milk is extremely rich and fatty, so a little goes a long way. In order to produce such nutritious milk, females need a high-quality, high-calorie diet. Hares are selective feeders at the best of times: unlike many herbivores, they can’t sit around waiting to digest low-quality food — they need high-energy herbs and other leaves in order to sprint. This causes them problems when faced with the smallest alterations in food availability and abundance. So, as well as reductions in the diversity of farmland habitat, the decline in the range of food plants is injurious to hares.

F The rapid turnaround in the breeding cycle suggests that hares should, in principle, be able to increase their populations quickly to exploit new habitats. They certainly used to: studies show that hares evolved on the open plains and spread rapidly westward from the Black Sea after the last ice age (though they were probably introduced to Britain as a species to be hunted for the pot by the Romans). But today’s hares are thwarted by the lack of rich farmland habitat. When the delicate herbs and other plants they rely on are ploughed up or poisoned by herbicides, these wonderful, agile runners disappear too, taking with them some of the wildness from our lives.

Questions 28-33

The previous text has six sections, A-F.

Choose the correct heading for each section from the list of headings below.

Write the correct number, i-ix, in boxes 28-33 on your answer sheet.

List of Headings

1. The need for population reduction
2. The problem with being a fussy eater
3. Reproductive patterns
4. The need for further research
5. A possible solution to falling numbers
6. The fastest runners
7. A rather lonely beginning
8. A comparison between past and present survival rates
9. Useful physical features

28. Paragraph A
29. Paragraph B
30. Paragraph C
31. Paragraph D
32. Paragraph E
33. Paragraph F

Questions 34-36

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 34-36 on your answer sheet.

34. According to the writer, what is the ideal habitat for hares?
    1. open grassland which they can run across
    2. densely wooded areas to breed in
    3. areas which include a range of vegetation
    4. land that has been farmed intensively for years
35. When leverets are living alone they are not visited often by their mother because
    1. this helps to protect them from being eaten by other animals.
    2. the ‘forms’ are so far apart.
    3. they are very energetic from a surprisingly early age.
    4. they know how to find their own food from birth.
36. What does the writer suggest about the adult hares’ diet?
    1. They need some plants with a high fat content.
    2. They need time to digest the plants that they eat.
    3. It is difficult for them to adapt to changes in vegetation.
    4. It is vital for them to have a supply of one particular herb.

Questions 37-40

Complete the summary below.

Choose ONE WORD ONLY from the text for each answer.

Write your answers in boxes 37-40 on your answer sheet.

Brown hares

The brown hare is well known for its ability to run fast, at speeds of up to 70 kph, largely due to the length of its legs as well as the unusual size of its heart. An increased amount of blood also gives it the necessary (37)………………… to continue running fast for some time. A running hare resembles the (38)………………… more closely than its relative, the rabbit.
The hare has some other characteristics that help it to avoid capture. The first is its excellent all-round (39)…………………… This means that predators cannot easily creep up behind it. Another feature is its ability to position its massive (40)…………… separately, to sense the slightest indication of danger.

Cambridge IELTS 11 General Reading Test 4 section 1 Visitor attractions in southern England answers

1. E
2. B
3. F
4. B
5. A
6. C
7. A

Cambridge IELTS 11 General Reading Test 4 section 1 Paragliding in Australia answers

8. TRUE
9. FALSE
10. NOT GIVEN
11. TRUE
12. FALSE
13. FALSE
14. TRUE

Cambridge IELTS 11 General Reading Test 4 section 2 How to prepare for an interview answers

15. confidence
16. websites
17. duties
18. charity
19. ambitions
20. gaps
21. salary

Cambridge IELTS 11 General Reading Test 4 section 2 Setting up your own business answers

22. competitors
23. delivery
24. premises
25. law
26. costs
27. funding

Cambridge IELTS 11 General Reading Test 4 section 3 Understanding hares answers

28. v
29. ix
30. iii
31. vii
32. ii
33. viii
34. C
35. A
36. C
37. stamina/energy
38. dog
39. vision
40. ears