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IELTS Practice Cambridge Book 7 Academic Reading Test 3 C7T3

Attitudes to Language It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education. Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked. In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly’; deviations from it are said to be ‘incorrect! All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the language. The authoritarian nature of the approach is best characterised by its reliance on ‘rules’ of grammar. Some usages are ‘prescribed,’ to be learnt and followed accurately; others are ‘proscribed,’ to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them. These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarised in the statement that it is the task of the grammarian to describe, not prescribe to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language! Linguistic issues, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis. In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms – of radical liberalism vs elitist conservatism. Questions 1-8 Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 1-8 in your answer sheet, write: YES                                if the statement agrees with the claims of the writer NO                                  if the statement contradicts the claims of the writer NOT GIVEN               if it is impossible to say what the writer thinks about this 1 There are understandable reasons why arguments occur about language. 2 People feel more strongly about language education than about small differences in language usage. 3 Our assessment of a person’s intelligence is affected by the way he or she uses language. 4 Prescriptive grammar books cost a lot of money to buy in the 18th century. 5 Prescriptivism still exists today. 6 According to descriptivists it is pointless to try to stop language change. 7 Descriptivism only appeared after the 18th century. 8 Both descriptivists and prescriptivists have been misrepresented. Questions 9-12 Complete the summary using the list of words, A-l, below. The language debate According to (9) …………. there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical (10) ……………………. Conversely, the view of (11) ………….., such as Joseph Priestley, is that grammar should be based on (12) …………………. A descriptivists                      B language expert                    C popular speech                            D formal language E evaluation                          F rules                                          G modern linguists                        H prescriptivists I change Question 13 Choose the correct letter A. B, C or D. What is the writer’s purpose in Reading Passage? A to argue in favour of a particular approach to writing dictionaries and grammar books B to present a historical account of differing views of language C to describe the differences between spoken and written language D to show how a certain view of language has been discredited Tidal Power A Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tides are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand. B Tidal sites have already been identified that will produce one sixth or more of the UK’s power – and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea, and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland. C Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded £215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents. D A marine turbine blade needs to be only one third of the size of a wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikely to be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades. E Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel. F One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’ Questions 14-17 Reading Passage 2 has six paragraphs, A-F. Which paragraph contains the following information? NB You may use any letter more than once. 14 the location of the first test site 15 a way of bringing the power produced on one site back into Britain 16 a reference to a previous attempt by Britain to find an alternative source of energy 17 mention of the possibility of applying technology from another industry Questions 18-22 Choose FIVE Letters A-J Which FIVE of the following claims about tidal power are made by the writer? A It is a more reliable source of energy than wind power. B It would replace all other forms of energy in Britain. C Its introduction has come as a result of public pressure. D It would cut down on air pollution. E It could contribute to the closure of many existing power stations ln Britain. F It could be a means of increasing national income. G It could face a lot of resistance from other fuel industries. H It could be sold more cheaply than any other type of fuel. I It could compensate for the shortage of inland sites for energy production. J It is best produced in the vicinity of coastlines with particular features. Questions 23-26 Label the diagram below. Choose NO MORE THAN TWO WORDS from the passage for each answer. An Undersea Turbine

Download All Cambridge IELTS Books Pdf + Audio For Free Cambridge 1-14 (Free Download) Information Theory – The Big Idea A In April 2002 an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1977, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realised that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometres from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover. B It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes – any area, in short, where data has to be conveyed rapidly yet accurately. C This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false – which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference – ‘noise’ – intact. D Noise usually means unwanted sounds which interfere with genuine information. Information theory generalises this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given signal strength and noise level. The trick, Shannon showed, is to find ways of packaging up – ‘coding’ – information to cope with the ravages of noise, while staying within the information-carrying capacity – ‘bandwidth’ – of the communication system being used. E Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 – and stunningly clear pictures of the planets. Other codes have become part of everyday life – such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes – which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution. F Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space. Questions 27-32 Reading Passage 3 has six paragraphs, A-F. Which paragraph contains the following information? 27 an explanation of the factors affecting the transmission of information 28 an example of how unnecessary information can be omitted 29 a reference to Shannon`s attitude to fame 30 details of a machine capable of interpreting incomplete information 31 a detailed account of an incident involving information theory 32 a reference to what Shannon initially intended to achieve in his research Questions 33-37 Complete the notes below. Choose NO MORE THAN TWO WORDS from the passage for each answer The Voyager l Space Probe The probe transmitted pictures of both (33) ……………….,and ……………. , then left the (34) ……………. The freezing temperatures were found to have a negative effect on parts of the space probe. Scientists feared that both the (35)……………….. and ………………… were about to stop working. The only hope was to tell the probe to replace them with (36)…………………….. – but distance made communication with the probe difficult. A (37)………………….. was used to transmit the message at the speed of light. The message was picked up by the probe and the switchover took place. Questions 38-40 Do the following statements agree with the information given in Reading Passage 3? In boxes 38-40 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 38. The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances. 39. The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level. 40. Products have now been developed which can convey more information than Shannon had anticipated as possible. Show Answers 1. yes 2. no 3. yes 4. not given 5. yes 6. yes 7. no 8. yes 9. H 10. F 11. A 12. C 13. B 14. C 15. E 16. A 17. C 18. A 19. D 20. E 21. F 22. J 23. maintenance 24. slow (turning) 25. low pressure 26. cavitation 27. D 28. F 29. B 30. E 31. A 32. C 33. jupiter and saturn 34. solar system 35. sensors and circuits 36. spares 37. radio dish 38. true 39. true 40. false   Read the full article

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IELTS Practice Cambridge Book 7 Academic Reading Test 1 C7T1

Let’s Go Bats A Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers. B Bats have an engineering problem: how to find their way and find their prey in the absence of light. Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible. C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. However using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about. D What else might the engineer think of? Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name ‘facial vision’, because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes. E The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their radar achieves feats of detection and navigation that would strike an engineer dumb with admiration. It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves. It is sonar but the underlying mathematical theories of radar and sonar are very similar and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used by animals or by human instruments. Questions 1-5 Reading Passage 1 has five paragraphs, A-E. Which paragraph contains the following information? Write the correct letter. A-E, in boxes 1-5 on your answer sheet. NB You may use any letter more than once. 1. Examples of wildlife other than bats which do not rely on vision to navigate by 2. How early mammals avoided dying out 3. Why bats hunt in the dark 4. How a particular discovery has helped our understanding of bats 5. Early military uses of echolocation Questions 6-9 Complete the summary below. Choose ONE WORD ONLY from the passage for each answer. Facial Vision Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a (6)……………………arm or leg might be felt. The ability actually comes from perceiving (7)………..…………..through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the (8)……….…………..of the seabed. This was followed by a wartime application in devices for finding (9)……………… Questions 10-13 Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer. 10 Long before the invention of radar,…………… had resulted in a sophisticated radar-like system in bats. 11 Radar is an inaccurate term when referring to bats because………………are not used in their navigation system. 12 Radar and sonar are based on similar……………………. 13 The word ‘echolocation’ was first used by someone working as a…………………. Download All Cambridge IELTS Books Pdf + Audio For Free Cambridge 1-14 (Free Download) Making Every Drop Count A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today. B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water. C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems. D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes – often with little warning or compensation – to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions. E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority – ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness. F Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen. G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) – almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980. H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget. Questions 14-20 Reading Passage 2 has seven paragraphs, A-H. Choose the correct heading for paragraphs A and C-H from the list of headings below. Write the correct number, i-xi, in boxes 14-20 on your answer sheet. List of Headings i Scientists’ call for revision of policy ii An explanation for reduced water use iii How a global challenge was met iv Irrigation systems fall into disuse v Environmental effects vi The financial cost of recent technological improvements vii The relevance to health viii Addressing the concern over increasing populations ix A surprising downward trend in demand for water x The need to raise standards xi A description of ancient water supplies 14 Paragraph A 15 Paragraph C 16 Paragraph D 17 Paragraph E 18 Paragraph F 19 Paragraph G 20 Paragraph H Questions 21-26 Do the following statements agree with information given in Reading Passage 2. In boxes 21-26 on your answer sheet, write YES                                 if the statement agrees with the claims of the writer NO                                   if the statement contradicts the claims of the writer NOT GIVEN                if it is impossible to say what the writer thinks about this 21 Water use per person is higher in the industrial world than it was in Ancient Rome. 22 Feeding increasing populations is possible due primarily to improved irrigation systems. 23 Modern water systems imitate those of the ancient Greeks and Romans. 24 Industrial growth is increasing the overall demand for water. 25 Modern technologies have led to reduction in the domestic water consumption. 26 In the future, governments should maintain ownership of water infrastructures. EDUCATING PSYCHE Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion. Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details – the colour, the binding, the typeface, the table at the library where we sat while studying it – than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever. This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain. The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material. Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction. Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assist recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom. Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers. While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning. Questions 27-30 Choose the correct letter A, B, C or D. Write the correct letter in boxes 27-30 on your answer sheet. 27 The book Educating Psyche is mainly concerned with A the power of suggestion in learning B a particular technique for leaning based on emotions C the effects of emotion on the imagination and the unconscious D ways of learning which are not traditional 28 Lozanov’s theory claims that, when we try to remember things, A unimportant details are the easiest to recall B concentrating hard produces the best results C the most significant facts are most easily recalled D peripheral vision is not important 29 In this passage, the author uses the examples of a book and a lecture to illustrate that A both these are important for developing concentration B his theory about methods of learning is valid C reading is a better technique for learning than listening D we can remember things more easily under hypnosis 30 Lozanov claims that teachers should train students to A memorise details of the curriculum B develop their own sets of indirect instructions C think about something other than the curriculum content D avoid overloading the capacity of the brain Questions 31-36 Do the following statement agree with the information given in Reading Passage 3? In boxes 31-36 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 31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music. 32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding. 33 In the follow-up class, the teaching activities are similar to those used in conventional classes. 34 As an indirect benefit, students notice improvements in their memory. 35 Teachers say they prefer suggestopedia to traditional approaches to language teaching. 36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes. Questions 37-40 Complete the summary using the list of words, A-K, below. Write the correct letter A-K in boxes 37-40 on your answer sheet. Sugestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of (37)……………… is necessary in order to convince students, even if this is just a (38)……………………. Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite (39)………………., the result of most other teachers using this method have been (40)……………………

Show Answers 1. B 2. A 3. A 4. E 5. D 6. phantom 7. echoes 8. depth 9. submarines 10. natural selection 11. radio waves 12. mathematical theories 13. zoologist 14. xi 15. vii 16. v 17. i 18. ix 19. ii 20. x 21. no 22. yes 23. not given 24. no 25. yes 26. not given 27. D 28. A 29. B 30. C 31. false 32. false 33. true 34. not given 35. not given 36. true 37. F 38. H 39. K 40. G Read the full article

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IELTS Practice Cambridge Book 7 Academic Reading Test 2 C7T2

IELTS Practice Cambridge Book 7 Academic Reading Test 2 C7T2

Why Pagodas Don’t Fall Down https://www.ieltsxpress.com/ielts-practice-cambridge-book-7-academic-reading-test-2-c7t2/ In a land swept by typhoons and shaken by earthquakes, how have Japan’s tallest and seemingly flimsiest old buildings – 500 or so wooden pagodas – remained standing for centuries? Records show that only two have collapsed during the past 1400 years. Those that have disappeared were destroyed by fire as a result of lightning or civil war. The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood. Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock absorbers to dampen the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo – Japan’s first skyscraper – was considered a masterpiece of modern engineering when it was built in 1968. Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky – nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and settle itself rather than fight nature’s forces. But what sort of tricks? The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples. The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions – they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan. https://www.ieltsxpress.com/ielts-practice-cambridge-book-7-academic-reading-test-2-c7t2/ The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width. For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles. But this does not totally explain the great resilience of Japanese pagodas. Is the answer that, like a tall pine tree, the Japanese pagoda – with its massive trunk-like central pillar known as shinbashira – simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is suspended from the top of the pagoda – hanging loosely down through the middle of the building. The weight of the building is supported entirely by twelve outer and four inner columns. And what is the role of the shinbashira, the central pillar? The best way to understand the shinbashira’s role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute of Technology. Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake- table’ in his laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. The ancient craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the principles that were, more than a thousand years later, applied in the construction of Japan’s first skyscraper. What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another. Viewed from the side, the pagoda seemed to be doing a snake dance – with each consecutive floor moving in the opposite direction to its neighbours above and below. The shinbashira, running up through a hole in the centre of the building, constrained individual storeys from moving too far because, after moving a certain distance, they banged into it, transmitting energy away along the column. Another strange feature of the Japanese pagoda is that, because the building tapers, with each successive floor plan being smaller than the one below, none of the vertical pillars that carry the weight of the building is connected to its corresponding pillar above. In other words, a five- storey pagoda contains not even one pillar that travels right up through the building to carry the structural loads from the top to the bottom. More surprising is the fact that the individual storeys of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats. Interestingly, such a design would not be permitted under current Japanese building regulations. And the extra-wide eaves? Think of them as a tightrope walker’s balancing pole. The bigger the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her balance. The same holds true for a pagoda. ‘With the eaves extending out on all sides like balancing poles,’ says Mr Ishida, ‘the building responds to even the most powerful jolt of an earthquake with a graceful swaying, never an abrupt shaking.’ Here again, Japanese master builders of a thousand years ago anticipated concepts of modern structural engineering. Questions 1-4 Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 1-4 on your answer sheet, write YES                              if the statement agrees with the claims of the writer NO                                if the statement contradicts the claims of the writer NOT GIVEN             if there it impossible to say what the writer thinks about this 1 Only two Japanese pagodas have collapsed in 1400 years. 2 The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple. 3 The other buildings near the Toji pagoda had been built in the last 30 years. 4 The builders of pagodas knew how to absorb some of the power produced by severe weather conditions. Questions 5-10 Classify the following as typical of A both Chinese and Japanese pagodas B only Chinese pagodas C only Japanese pagodas Write the correct letter, A, B or C, in boxes 5-10 on your answer sheet. 5 easy interior access to top 6 tiles on eaves 7 use as observation post 8 size of eaves up to half the width of the building 9 original religious purpose 10 floors fitting loosely over each other Questions 11-13 Choose the correct letter, A, B or C. Write the correct letter in boxes11-13 on your answer sheet. 11 In a Japanese pagoda, the shinbashira A bears the full weight of the building B bends under pressure like a tree C connects the floors with the foundations D stops the floors moving too far 12 Shuzo Ishida performs experiments in order to A improve skyscraper design B be able to build new pagodas C learn about the dynamics of pagodas D understand ancient mathematics 13 The storeys of a Japanese pagoda are A linked only by wood B fastened only to the central pillar C fitted loosely on top of each other D joined by special weights Cambridge IELTS Test 1 to 13 True Cost of Food A For more than forty years the cost of food has been rising. It has now reached a point where a growing number of people believe that it is far too high, and that bringing it down will be one of the great challenges of the twenty first century. That cost, however, is not in immediate cash. In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960. The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare and the threat to human health caused by modern industrial agriculture. B First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering – the onward march of intensive farming has seemed unstoppable in the last half-century, as the yields of produce have soared. But the damage it has caused has been colossal. In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects. This is a direct result of the way we have produced our food in the last four decades. Thousands of miles of hedgerows, thousands of ponds, have disappeared from the landscape. The faecal filth of salmon farming has driven wild salmon from many of the sea lochs and rivers of Scotland. Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off. C Put it all together and it looks like a battlefield, but consumers rarely make the connection at the dinner table. That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is for example producing and selling a field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may not even appear to be financial at all, but merely aesthetic – a terrible shame, but nothing to do with money. And anyway they, as consumers of food, certainly aren’t paying for it, are they? D But the costs to society can actually be quantified and, when added up, can amount to staggering sums. A remarkable exercise in doing this has been carried out by one of the world’s leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year. They added up the costs of repairing the damage it caused, and came up with a total figure of £2,343m. This is equivalent to £208 for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year. And according to Professor Pretty, it was a conservative estimate. E The costs included: £120m for removal of pesticides; £16m for removal of nitrates; £55m for removal of phosphates and soil; £23m for the removal of the bug Cryptosporidium from drinking water by water companies; £125m for damage to wildlife habitats, hedgerows and dry stone walls; £1,113m from emissions of gases likely to contribute to climate change; £106m from soil erosion and organic carbon losses; £169m from food poisoning; and £607m from cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes, which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind. F So can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible. The government needs to create sustainable, competitive and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy, and advance environmental, economic, health, and animal welfare goals. G But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers. Furthermore, the price premium would put the produce out of reach of many poorer consumers. He is recommending the immediate introduction of a ‘Greener Food Standard’, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production. Such a standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety and animal health. It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture. Questions 14-17 Reading Passage 2 has seven paragraphs, A-G. Which paragraph contains the following information? Write the correct letter, A-G, in boxes 14-17 on your answer sheet. NB You may use any letter more than once. 14 a cost involved in purifying domestic water 15 the stages in the development of the farming industry 16 the term used to describe hidden costs 17 one effect of chemicals on water sources Questions 18-21 Do the following statements agree with the claims of the writer in Reading Passage 2? In boxes 18-21 on your answer sheet, write YES                           if the statement agrees with the claims of the writer NO                             if the statement contradicts the claims of the writer NOT GIVEN          if it is impossible to say what the writer thinks about this 18 Several species of wildlife in the British countryside are declining. 19 The taste of food has deteriorated in recent years. 20 The financial costs of environmental damage are widely recognised. 21 One of the costs calculated by Professor Pretty was illness caused by food. Questions 22-26 Complete the summary below. Write NO MORE THAN THREE WORDS from the passage. Professor Pretty concludes that our (22)……………….. are higher than most people realise, because we make three different types of payment. He feels it is realistic to suggest that Britain should reduce its reliance on (23)……………….. Although most farmers would be unable to adapt to (24)…………………….Professor Pretty wants the government to initiate change by establishing what he refers to as a (25)………………He feels this would help to change the attitudes of both (26)………………….and ……………………….. Makete Integrated Rural Transport Project Section A The disappointing results of many conventional road transport projects in Africa led some experts to rethink the strategy by which rural transport problems were to be tackled at the beginning of the 1980s. A request for help in improving the availability of transport within the remote Makete District of south-western Tanzania presented the opportunity to try a new approach. The concept of ‘integrated rural transport’ was adopted in the task of examining the transport needs of the rural households in the district. The objective was to reduce the time and effort needed to obtain access to essential goods and services through an improved rural transport system. The underlying assumption was that the time saved would be used instead for activities that would improve the social and economic development of the communities. The Makete Integrated Rural Transport Project (MIRTP) started in 1985 with financial support from the Swiss Development Corporation and was coordinated with the help of the Tanzanian government. Section B When the project began, Makete District was virtually totally isolated during the rainy season. The regional road was in such bad shape that access to the main towns was impossible for about three months of the year. Road traffic was extremely rare within the district, and alternative means of transport were restricted to donkeys in the north of the district. People relied primarily on the paths, which were slippery and dangerous during the rains. Before solutions could be proposed, the problems had to be understood. Little was known about the transport demands of the rural households, so Phase I, between December 1985 and December 1987, focused on research. The socio-economic survey of more than 400 households in the district indicated that a household in Makete spent, on average, seven hours a day on transporting themselves and their goods, a figure which seemed extreme but which has also been obtained in surveys in other rural areas in Africa. Interesting facts regarding transport were found: 95% was on foot; 80% was within the locality; and 70% was related to the collection of water and firewood and travelling to grinding mills. Section C Having determined the main transport needs, possible solutions were identified which might reduce the time and burden. During Phase II, from January to February 1991, a number of approaches were implemented in an effort to improve mobility and access to transport. An improvement of the road network was considered necessary to ensure the import and export of goods to the district. These improvements were carried out using methods that were heavily dependent on labour. In addition to the improvement of roads, these methods provided training in the operation of a mechanical workshop and bus and truck services. However, the difference from the conventional approach was that this time consideration was given to local transport needs outside the road network. Most goods were transported along the paths that provide short-cuts up and down the hillsides, but the paths were a real safety risk and made the journey on foot even more arduous. It made sense to improve the paths by building steps, handrails and footbridges. It was uncommon to find means of transport that were more efficient than walking but less technologically advanced than motor vehicles. The use of bicycles was constrained by their high cost and the lack of available spare parts. Oxen were not used at all but donkeys were used by a few households in the northern part of the district. MIRTP focused on what would be most appropriate for the inhabitants of Makete in terms of what was available, how much they could afford and what they were willing to accept. After careful consideration, the project chose the promotion of donkeys – a donkey costs less than a bicycle – and the introduction of a locally manufacturable wheelbarrow. Section D At the end of Phase II, it was clear that the selected approaches to Makete’s transport problems had had different degrees of success. Phase III, from March 1991 to March 1993, focused on the refinement and institutionalisation of these activities. The road improvements and accompanying maintenance system had helped make the district centre accessible throughout the year. Essential goods from outside the district had become more readily available at the market, and prices did not fluctuate as much as they had done before. Paths and secondary roads were improved only at the request of communities who were willing to participate in construction and maintenance. However, the improved paths impressed the inhabitants, and requests for assistance greatly increased soon after only a few improvements had been completed. The efforts to improve the efficiency of the existing transport services were not very successful because most of the motorised vehicles in the district broke down and there were no resources to repair them. Even the introduction of low-cost means of transport was difficult because of the general poverty of the district. The locally manufactured wheelbarrows were still too expensive for all but a few of the households. Modifications to the original design by local carpenters cut production time and costs. Other local carpenters have been trained in the new design so that they can respond to requests. Nevertheless, a locally produced wooden wheelbarrow which costs around 5000 Tanzanian shillings (less than US$20) in Makete, and is about one quarter the cost of a metal wheelbarrow, is still too expensive for most people. Donkeys, which were imported to the district, have become more common and contribute, in particular, to the transportation of crops and goods to market. Those who have bought donkeys are mainly from richer households but with an increased supply through local breeding, donkeys should become more affordable. Meanwhile, local initiatives are promoting the renting out of the existing donkeys. It should be noted, however that a donkey, which at 20,000 Tanzanian shillings costs less than a bicycle, is still an investment equal to an average household’s income over half a year This clearly illustrates the need for supplementary measures if one wants to assist the rural poor. Section E It would have been easy to criticise the MIRTP for using in the early phases a ‘top-down’ approach, in which decisions were made by experts and officials before being handed down to communities, but it was necessary to start the process from the level of the governmental authorities of the district. It would have been difficult to respond to the requests of villagers and other rural inhabitants without the support and understanding of district authorities. Section F Today, nobody in the district argues about the importance of improved paths and inexpensive means of transport. But this is the result of dedicated work over a long period, particularly from the officers in charge of community development. They played an essential role in raising awareness and interest among the rural communities. The concept of integrated rural transport is now well established in Tanzania, where a major program of rural transport is just about to start. The experiences from Makete will help in this initiative, and Makete District will act as a reference for future work. Questions 27-30 Reading Passage 3 has six sections, A-F. Choose the correct heading for sections B, C, E and F from the list of headings below. List of Headings i MIRTP as a future model ii Identifying the main transport problems iii Preference for motorised vehicles iv Government Authrities’ instructions v Initial improvements in mobility and transport modes vi Request for improves transport in Makete vii Transport improvements in the northern part of the district viii Improvements in the rail network ix Effects of initial MIRTP measures x Co-operation of district officials xi Role of wheelbarrows and donkeys Section A              vi 27 Section B 28 Section C Section D ix 29 Section E 30 Section F Questions 31-35 Do the following statements agree with the claims of the writer in reading passage 3? In boxes 31-35 on your answer sheet write: YES                           if the statement agrees with the claims of the writer NO                             if the statement contradicts the claims of the writer NOT GIVEN          if it is impossible to say what the writer thinks about this 31 MIRTP was divided into five phases. 32 Prior to the start of the MIRTP the Makete district was almost inaccessible during the rainy reason. 33 Phase I of MIRTP consisted of a survey of household expenditure on transport. 34 The survey concluded that one-fifth or 20% of the household transport requirement as outside the local area. 35 MIRTP hopes to improve the movements of goods from Makete district to the country’s capital. Questions 36-39 Complete each sentence with the correct ending, A-J below. Write the correct letter, A-J in boxes 36-39 on your answer sheet. 36 Construction of footbridges, steps and handrails 37 Frequent breakdown of buses and trucks in Makete 38 The improvement of secondary roads and paths 39 The isolation of Makete for part of the year A provided the people of Makete with experience in running bus and truck services. B was especially successful in the northern part of the district. C differed from earlier phases in that the community became less actively involved. D improved paths used for transport up and down hillsides. E was no longer a problem once the roads had been improved. F cost less than locally made wheelbarrows. G was done only at the request of local people who were willing to lend a hand. H was at first considered by MIRTP to be affordable for the people of the district. I hindered attempts to make the existing transport services more efficient. J was thought to be the most important objective of Phase III. Question 40 Choose the correct letter A, B, C or D. Write the correct letter in box 40 on your answer sheet. Which of the following phrases best describes the main aim of Reading Passage 3? A to suggest that projects such as MIRTP are needed in other countries B to describe how MIRTP was implemented and how successful it was C to examine how MIRTP promoted the use of donkeys D to warn that projects such as MIRTP are likely to have serious problems Show Answers 1. yes 2. no 3. not given 4. yes 5. B 6. A 7. B 8. C 9. A 10. C 11. D 12. C 13. C 14. E 15. B 16. C 17. B 18. yes 19. not given 20. no 21. yes 22. food bills 23. intensive farming 24. organic farming 25. greener food standard 26. farmers and consumers 27. ii 28. v 29. x 30. 1 31. no 32. yes 33. no 34. yes 35. not given 36. D 37. I 38. G 39. E 40. B Read the full article

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IELTS Practice Cambridge Book 7 Academic Reading Test 4 C7T4

IELTS Practice Cambridge Book 7 Academic Reading Test 4 C7T4

Pulling Strings to Build Pyramids The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object. Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. ‘Coming from Iran, I have a keen interest in Middle Eastern science/ he says. He too was puzzled by the picture that had sparked Clemmons’s interest. The object in the sky apparently had wings far too short and wide for a bird. ‘The possibility certainly existed that it was a kite,’ he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea. Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffold’s apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley. Earlier this year, the team put Clemmons’s unlikely theory to the test, using a 40-square- metre rectangular nylon sail. The kite lifted the column clean off the ground. ‘We were absolutely stunned,’ Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.’ The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force – five times larger than the steady state force,’ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid, builders could have used kites to lift massive stones into place. Whether they actually did is another matter,’ Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method,’ Gharib says. Indeed, the experiments have left many specialists unconvinced. The evidence for kite-lifting is non-existent,’ says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles. Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modem glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes. The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can’t reach. His idea is to build the arcnes horizontally, then lift them into place using kites. We’ve given him some design hints,’ says Gharib. We’re just waiting for him to report back.’ So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD. Questions 1-7 Do the following statement with the information given in Reading Passage 1? 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 It is generally believed that large numbers of people were needed to build the pyramids. 2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument. 3 Gharib had previously done experiments on bird flight. 4 Gharib and Graff tested their theory before applying it. 5 The success of the actual experiment was due to the high speed of the wind. 6 They found that, as the kite flew higher, the wind force got stronger. 7 The team decided that it was possible to use kites to raise very heavy stones. Questions 8-13 Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Addition evidence for theory of kite lifting The Egyptians had (8)………………, which could lift large pieces of (9)……………….., and they knew how to use the energy of the wind from their skill as (10)………………. The discovery on one pyramid of an object which resembled a (11)…………….. suggests they may have experimented with (12) …………… In addition, over two thousand years ago kites used in china as weapons, as well as for sending (13)………………   Download All Cambridge IELTS Books Pdf + Audio For Free Cambridge 1-14 (Free Download) Endless Harvest More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to the north. The islands’ native inhabitants called this land mass Aleyska, the ‘Great Land’; today, we know it as Alaska. The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 states combined. It shares, with Canada, the second longest river system in North America and has over half the coastline of the United States. The rivers feed into the Bering Sea and Gulf of Alaska – cold, nutrient-rich waters which support tens of millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and molluscs. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world. According to the Alaska Department of Fish and Game (ADF&G), Alaska’s commercial fisheries landed hundreds of thousands of tonnes of shellfish and herring, and well over a million tonnes of groundfish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of Alaska’s fisheries, however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.’ The ‘predictable abundance of salmon allowed some native cultures to flourish,’ and ‘dying spawners feed bears, eagles, other animals, and ultimately the soil itself.’ All five species of Pacific salmon – chinook, or king; chum, or dog; coho, or silver; sockeye, or red; and pink, or humpback – spawn in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America are produced there. Indeed, if Alaska was an independent nation, it would be tire largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $260 million. Catches have not always been so healthy. Between 1940 and 1959, overfishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska’s natural resources be managed on a sustainable basis. At that time, statewide harvests totalled around 25 million salmon. Over the next few decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, several occasions over 200 million fish. The primary reason for such increases is what is known as ‘In-Season Abundance-Based Management’. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sit in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know the approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt. It is this management mechanism that has allowed Alaska salmon stocks — and, accordingly, Alaska salmon fisheries — to prosper, even as salmon populations in the rest of the United States are increasingly considered threatened or even endangered. In 1999, the Marine Stewardship Council (MSC) commissioned a review of the Alaska salmon fishery. The Council, which was founded in 1996, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo the certification process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others. Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout western Alaska completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated. The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes. In September 2000, MSC announced that the Alaska salmon fisheries qualified for certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure that the fishery is continuing to meet the required standards. Questions 14-20 Do the following statements agree with the information given in Reading Passage 2? In boxes 14-20 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 14 The inhabitants of the Aleutian islands renamed their islands Aleyska 15 Alaska’s fisheries are owned by some of the world’s largest companies. 16 Life in Alaska is dependent on salmon. 17 Ninety per cent of all Pacific salmon caught are sockeye or pink salmon. 18 More than 320,000 tonnes of salmon were caught in Alaska in 2000. 19 Between 1940 and 1959, there was a sharp decrease in Alaska’s salmon population. 20 During the 1990s, the average number of salmon caught each year was 100 million. Questions 21-26 Complete each sentence with the correct ending, A-K. below. Write the correct letter, A-K in boxes 21-26 on your answer sheet. 21 In Alaska, biologists keep a check on adult fish 22 Biologists have the authority 23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries 24 The Marine Stewardship Council (MSC) was established 25 As a result of the collapse of the salmon runs in 1999, the state decided 26 In September 2000, the MSC allowed seven Alaska salmon companies A to recognise fisheries that care for the environment. B to be successful. C to stop fish from spawning D to set up environmental protection laws. E to stop people fishing for sport. F to label their products using the MSC logo. G to ensure that fish numbers are sufficient to permit fishing. H to assist the subsistence communities in the region. I to freeze a huge number of salmon eggs. J to deny certification to the Alaska fisheries. K to close down all-fisheries. Effects of Noise In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects. But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finkelman and Glass, 1970). https://www.ieltsxpress.com/ielts-practice-cambridge-book-7-academic-reading-test-4-c7t4/ Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out’ chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise. Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance. Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient. The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class. Questions 27-29 Choose the correct letter, A, B, C or D. Write the correct letter in boxes 27-29 on your answer sheet 27 The writer suggests that people may have difficulty sleeping in the mountains because A humans do not prefer peace and quiet to noise. B they may be exposed to short bursts of very strange sounds. C humans prefer to hear a certain amount of noise while they sleep. D they may have adapted to a higher noise level in the city. 28 In noise experiments, Glass and Singer found that A problem-solving is much easier under quiet conditions. B physiological arousal prevents the ability to work. C bursts of noise do not seriously disrupt problem-solving in the long term. D the physiological arousal of control subjects declined quickly. 29 Researchers discovered that high noise levels are not likely to interfere with the A successful performance of a single task. B tasks of pilots or air traffic controllers. C ability to repeal numbers while tracking moving lines. D ability to monitor three dials at once. Questions 30-34 Complete the summary using the list of words and phrases, A-J. below. Write the correct letter A-J in boxes 30-34 on your answer sheet. NB You may use any letter more than once. https://www.ieltsxpress.com/ielts-practice-cambridge-book-7-academic-reading-test-4-c7t4/ Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which (30)……………………….. noise occurs. Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others sort. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to (31)……………………. noise. The predictable noise group (32)……………………. the unpredictable noise group on this task. In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise (33)……………… the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who” had heard soft, unpredictable bursts. The results suggest that (34)………………………… noise produces fatigue but that this manifests itself later. A no control over B unexpected C intense D the same amount of E performed better than F performed at about the same level as G no H showed more irritation than I made more mistakes than J different types of Questions 35-40 Look at the following statements (Questions 35-40) and the list of researchers below. Match each statement with the correct researcher(s), A-E. Write the correct letter A-E, in boxes 35-40 on your answer sheet. NB You may use any letter more than once. 35. Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks. 36. Long-term exposure to noise can produce changes in behavior which can still be observed a year later. 37. The problems associated with exposure to noise do not arise if the subject knows they can make it stop. 38. Exposure to high-pitched noise results in more errors than exposure to low-pitched noise 39. Subjects find it difficult to perform three tasks at the same time when exposed to noise 40. Noise affects a subject’s capacity to repeat numbers while carrying out another task. https://www.ieltsxpress.com/ielts-practice-cambridge-book-7-academic-reading-test-4-c7t4/ List of Researchers A Glass and Singer B Broadbent C Finke man and Glass D Cohen et al. E None of the above Show Answers 1. true 2. false 3. not given 4. true 5. false 6. not given 7. true 8. (wooden) pulleys 9. stone 10. (accomplished) sailors 11. (modern) glider 12. flight 13. messages 14. false 15. not given 16. true 17. not given 18. true 19. true 20. false 21. G 22. E 23. B 24. A 25. K 26. F 27. D 28. C 29. A 30. B 31. D 32. F 33. I 34. B 35. A 36. D 37. A 38. E 39. B 40. C Read the full article