ISP †Child’s Play Essay

Throughout everyday life, everybody has encounters which cause them to dismiss who they genuinely are. In these circumstances one will confront difficulties and find their darkest wants and most profound enticements. In Alice Munro’s short story Child’s Play, the contention between Verna, Marlene and Charlene is depicted through Munro’s utilization of abstract gadgets which at last uncovers the loss of blamelessness experienced by the characters. This is clear in Marlene and Charlene’s life as the utilization of symbolism abuses the extreme change they experience. Likewise, anticipating procedures show the internal strife the heroes are confronting. In conclusion, situational incongruity is utilized to show the characters last progress from the blameless individuals they were to the blameworthy individuals they have become. The storyteller utilizes symbolism to give knowledge on Marlene and Charlene’s characters, uncovering their loss of guiltlessness. As Marlene grows up, she starts to perceive the cruel real factors of her general surroundings. The change is obvious when she depicts these progressions from her own viewpoint, â€Å"Every year when you’re a youngster, you become an alternate individual. For the most part it’s in the fall when you return school, have your spot in a higher evaluation, and desert the jumble of summer excursion. That’s when you register the change most on† (Munro 1). The utilization of symbolism in this circumstance obviously shows how change is a urgent piece of life and that it is unescapable. As one grows up, youth dreams start to blur as murkiness devours the guiltlessness of the world. Through ceaseless utilization of symbolism, Munro depicts the crumbling of the tangled mental conditions of the heroes. This battle among good and bad is seen when Marlene and Charlene choose to suffocate Verna. â€Å"Verna’s head didn't part from the surface†¦ she was turning in a restful manner, light as a jellyfish in the water. Charlene and I had our hands on her, on her elastic cap† (Munro 12). The activities of the heroes show the fight they are looking inside. This contention entices them to follow up on their loathe and appall towards Verna, exhibited on their battle to conclude whether to suffocate her or not. This battle mists their judgment and in the long run drives them to give up to enticements, consecutively shedding them of their honesty. As Masters Student Elisa Vancoppernolle proposes, â€Å"Verna has never really madden the storyteller butâ acts to some degree strangely†¦children are hugely ordinary, repulsed without a moment's delay by whatever is askew, messed up, unmanageable† (Vancoppernolle, 47-48). Vancoppernolle utilizes this fact of distinction to clarify how the characters activities were submitted out of unadulterated contempt. Finally, Munro utilizes symbolism to show how Marlene and Charlene surrender to their coldblooded expectations, changing themselves into new individuals. This change is seen through the accompanying portrayal: â€Å"Our eyes didn't meet as the head of Verna attempted to transcend the surface†¦ like a dumpling in a stew†¦ Charlene’s eyes were wide and joyful as I guess mine were as well. I don’t think we felt devilish, triumphing in our wickedness† (Munro 12). This symbolism shows the brutality exhibited by Marlene and Charlene as a result of their change from blameless kids to rough killers. The two characters go about as though they are not embarrassed about what they have done, yet rather glad. The utilization of symbolism in Child’s Play, obviously exhibits how the characters start to lose their virtue. Frequently, the circumstances one experiences is impacted by their ecological conditions they are presented to. This gets obvious in the characters Marlene and Charlene as appeared using foretelling. Munro utilizes anticipating to communicate an environment of pressure and delicacy on the day Verna and different specials show up at camp. Marlene depicts the strained environmental factors by saying, â€Å"We were living in a phase set to be disassembled and with it all the kinships, foes, contentions that had flourished† (Munro 6). This utilization of portending reflects how the camp is going to self-destruct. It uncovered the connection between the delicacy of the characters and the air. Moreover, the progress of the climate from bright to turbulent speaks to the occasions that are going to unfurl, representing their inward anger and animosity. This adjustment in the earth is delineated through the portrayal: â€Å"The mists darkened†¦. Noticeable all around there was what a few people called the smell of the tempest. † (Munro 7). The adjustment in whether alludes to the occasions that are going to happen. Moreover, the obscuring of the mists mirrors the haziness that lives within the heroes, demonstrating their intense progress from blamelessness to blame. Pundit, Charles May underlines how the adjustment in condition corresponds with the change within the young ladies. He proposes that right now the mists obscure, â€Å"Marlene and Charlene enjoy keeping an eye on Verna and to see how awful and colossal she is† (May, EBSCO). He uncovers how it is as of now when the camp is loaded with hazard. Foretelling additionally shows the eerie impacts that Marlene and Charlene’s activities have on everyone around them. The impacts of their activities are seen when Marlene’s mother voices her assessment. â€Å"How tragic, how terrible. There ought to have been supervision†¦ the quirks of my far off pointless state† (Munro 1). The disarray of her mom permits one to understand that something horrendous has occurred. Her mother’s words propose that despite the fact that Marlene might be a kid, she is equipped for awful things, constraining her to lose her blamelessness. For both Marlene and Charlene, it is clear that unforeseen occasions cause them to scrutinize their actual personalities. The incongruity in Child’s Play depicts the change from unbreakable bond between cherished companions, to in the end turns into an inaccessible relationship. The finish of their fellowship is seen when Marlene states, â€Å"I have not stayed aware of Charlene. I don’t even recall how we said goodbye†¦our guardians showed up and we gave ourselves over† (Munro 7-8). The end of the girl’s companionship is in opposition to what the perusers anticipates. The breaking of this incredible bond shows how as kids grow up, they become less credulous to the types of behavior that most people will accept as normal. Another amusing occasion that happens in the story is when Marlene finds that Charlene is debilitated. Marlene depicts this disclosure when she says, â€Å"Charlene was in Princess Margret Hospital. Her disease had started in the lungs and spread to the liver. She had just a brief timeframe to live† (Munro 9). This incongruity communicates that as one develops more established, they are confronted with a lot more disasters. These encounters show how the word isn't where everything is sheltered and great; it is broken similarly as Marlene and Charlene are debased. At long last, the incongruity portrays the stunning unforeseen development when the peruser at long last discovers that the young ladies execute Verna. This revelation is depicted by this portrayal: â€Å"I can envision the disquiet beginning to set in†¦That somebody is missing†¦one of the specials†¦What is her name? Verna. Is that not something out there in the water? † (Munro 12). At the point when the demise of Verna is uncovered, one can see exactly how much the young ladies have changed. Their development from kids to savage lawbreakers accordingly causes their loss of blamelessness. Writer Leah Hager suggests that Marlene and Charlene â€Å"transgressed not just against appropriateness, however against human life itself† (New York Times). Hager presumes that one might be more like Marlene and Charlene than they initially suspected, as the loss of guiltlessness is a test that every individual must survive. At last, the utilization of situational incongruity shows how the conditions the heroes face lead to their last loss of blamelessness. Taking everything into account the artistic gadgets underline the incredible contrasts between Marlene, Charlene and Verna making the characters lose their guiltlessness as they develop into various individuals as their loss of honesty shapes them into their own individual. The impact of the symbolism, portending and situational incongruity makes one inquiry their likeness to Marlene and Charlene; frantic to get away from the jail that they have made for themselves through their scorn and abhorring.

Counseling Class Final Exam Paper Essay

Taylor Swift, free essay sample

Taylor Swift â€Å"Fearless† collection survey â€Å"You grasp my hand and drag me head first, fearless.† That is just one of the lines on this collection that will stall out in your mind for a considerable length of time. With everything taken into account, Taylor Swift’s sophomore collection is definitely not baffling! It appears to be Swift is guessing any high school girl’s thoughts as every tune unfurls. Each tune is profoundly transparent. It’s practically like each tune is a youthful girl’s journal radiating through in an ardent melody. There are tunes with everything from separations, (You’re Not Sorry, White Horse, and some more) to your first day of High School (Fifteen), to a decent connection with your mom, (The Best Day). In spite of the fact that her vocals can be a touch feeble, she has her own one of a kind sound, and it appears to be incredible to picture any other individual singing or recording her melodies! Almost certainly, is on the grounds that each tune on the coll ection is either composed or co-composed by Taylor herself! The main drawback I would state to the collection is the way that pretty much every tune is the equivalent moderate beat. We will compose a custom paper test on Taylor Swift, or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page There is the infrequent two, (Forever and Always and Tell Me Why). Additionally, this collection is undeniably more fly than her presentation collection, which included more nation twang than this. Having said that, it is as yet a wonderful collection. Alert! This collection is compelling!

Sentence Auction Grammar Game

Holding Sentence Auctions is a fun way to help students review key points in grammar and sentence construction while having some good fun. Basically, students in small groups are given some money with which to bid on various sentences. These sentences include correct and incorrect sentences, the group which buys the most correct sentences wins the game. Sentence Auctions ESL Activity Aim: Review grammar and sentence structure while having funLevel: Intermediate/Advanced Outline Divide the class into small groups of 3 or 4 students per group.Talk about auctions — Do the students know what they are? Can they describe an auction? Have they ever been to an auction?Explain the rules of the auction.The aim of the game is to buy as many correct sentences as possibleEach group will have $3000 to spendBids begin at $200Bids increase by $100 each bidThe sentence will be sold to the highest bidder ($400 going once, $400 going twice, $400 sold to group X!)The winner of the game is the group which has bought the most correct sentencesYou can make the auction more difficult by declaring the winner based on the number of correct sentences minus the number of incorrect sentences (5 correct sentences minus 3 incorrect two correct sentences)Once the game has finished, go through each sentence saying whether it is correct or incorrect.Have a celebration of the winning team!After things have calmed down, go through each sentence explaining any grammar/usage questions t hat arise. Sentence Auction Decide which sentences you would like to buy. (Collect correct masterpieces! Watch out for incorrect fakes!) See below for some examples to use in your auction. The film is so an interesting adaptation of the novel that I highly recommend it.If she had stayed in a better hotel, she would have enjoyed her vacation.Not only should he study more, but also should he get more sleep.I would really like to know whether she plans on joining our group.John is a very horrible judge of character.Look at those dark clouds on the horizon! Itll rain before long.When I stopped to talk to Mary, she was picking some flowers in her garden.Our family would go to the park every Sunday when we lived in London.If he were in charge of the department, he would improve staff communication.They had finished their work by the time we arrived.Jack cant have been at home, he told me he was going to be at work.Did you remember locking the door?Ill finish my homework by the time you get back.The number of smokers have been dropping steadily for twenty years.

The Invention Of Printing Press - 3662 Words

Invention of printing press has brought benefits to the world. However, it had a different meaning to an individual; for someone, it became the source to spread their ideas, and for others, a source for collecting new ideas. Menocchio is a peasant farmer born in the 16th century in Italy. He was a peasant farmer who had some reading skills. He was a miller who owned his mill, so he managed to make a little extra to spend money on printed books. Based on his reading, he developed an idea that the world was created out of a cheese and God was a worm which came out of the cheese. In the end, he was considered as a heresiarch, and was executed. Martin Luther is also from a peasant class, but due to the success in his father’s mining business, he managed to educate him. When he became a priest, the Christian church was selling indulgence. This caused him to post the 95 theses, an article accusing the Christian church. Martin Luther and Menocchio has many similarities because they a re both from a not so poor peasant class, and they also had education-but of course, Martin Luther had a higher education since he even went to a university-and they also lived among the early modern ages.But, if they had so much similarities, why was Menocchio considered as a heresiarch while Martin Luther was considered as a religious revolution in the christian church? I believe that the reason why two person from similar class had different consequence is due to their use of the printingShow MoreRelatedThe Invention Of The Printing Press948 Words   |  4 PagesIf we examine, by quantifiable evaluations focusing on printing production and the distribution of associated technology and scrutinized by the characterization of the extensive expanse of knowledge and ideas across Europe we will discover the invention of the printing press. A result of progress, among a number of allied industries, papermaking and goldsmithing were principal players. The thin paper-like material made from the pith of the papyrus plant was one of the most common writing papers duringRead MoreThe Invention Of The Printing Press1633 Words   |  7 PagesHistorian David Ramsay stated, In establishing American independence†¦ the pen and the press had merit equal to that of the sword (Slaughter 9). When historians analyze the past they often use primary sources such as printed media, journals, letters and various notarized documents. Printed documents are a timeless form of communication with an immeasurable influenced, capable of reaching masses. How has print evolve into this powerful tool of influence and communication in America? To answer theRead MoreThe Invention Of The Printing Press1413 Words   |  6 Pages The printing press was essentially invented by Johannes Gutenberg enabling mass productions of books and the spread of rapid knowledge throughout Europe. This invention became a great industry in Britain. The printing press became a popular industry in the mid-19th century as the second industrial revolution commenced a communication revolution. There were several factors that made printing press very popular and substantial such as during wars where there was more of an urgency to strive for newsRead MoreThe Invention Of The Printing Press861 Words   |  4 PagesThe printing press invented by German goldsmith Johann Gutenberg in 1448 has been called one of the most important inventions in the history of humankind. When compared to the standard printing methods of the day, the printing press revolutionized how mass quantities of books were printed. The enlightenment in Europe and America were greatly affected by its invention. From its beginnings in 1448 the printer has evolved into today s modern laser jet printers. One printer that most people don t thinkRead MoreThe Invention Of Printing Press1284 Words   |  6 Pagesimportant machines during the modern period: the printing press. The printing press was inspired by earlier uses found in China and Japan as early as the 7th century. In this time the way to print was using the method of block printing, which was a piece of wood used to print a specific piece of text. (â€Å"Patterns for†) With the Gutenberg invention the revolution had begun. It advanced the process of movable type further, and started a new era of printing called typography. The typography allowed informationRead MoreThe Invention Of The Printing Press1525 Words   |  7 PagesThe invention of the printing press was a great influence on Renaissance culture and literature. Its inventor, Johannes Gutenberg said himself â€Å"like a star it shall scatter the darkness of ignorance and cause a light herefore unknown to shine amongst men† (Gutenberg, n.d.). By creating the market for the printed word, he paved the way for literature in the Renaissance. Gutenberg’s printing press single-handedly revolutionized the way stories were shared. He took the power of the word away fromRead MoreThe Invention Of The Printing Press932 Words   |  4 PagesThe printing press, a simple invention compared to the technology we have today, however, it was a huge stepping stone to getting to the technology today. The printing press represents the spread of information and knowledge. There were two major effects of the printing press. These two effects were the exploration of the Americas and the Protestant Reformation. Exploration was Colombus and his explorers â€Å"discovering† America. The printing press had great influence on these events. The ProtestantRead MoreThe Invention Of The Printing Press1214 Words   |  5 PagesYou can t stop people from printing what they want to print. -Alan Sugar The Printing Press, a 15th century invention, allowed scholars to print and distribute their work throughout Europe. Church authority denounced the spread of scientific ideas encouraged by the invention of the printing press. They banned scientific works, like Galileo’s Sidereus Nuncius, as academics published their research. Roman Catholic Church authority advocated for biblical ideas, which opposed scientific studies likeRead MoreGutenberg Invention Of The Printing Press1366 Words   |  6 Pageswas one invention that really made an impact? Some say electricity or medication some might even say technology. One invention that altered the world was Gutenberg’s invention the printing press. The printing press has made a huge impact back in the 1450s. It allowed many nations to go from writing in scripts to books. Also it was an other way for information to be shared with surrounding countries. The printing press expanded communication,knowledge and also exploration. Th e printing press help withRead MoreThe Invention Of Printing Press1345 Words   |  6 PagesSince the beginning of typography people were always looking to create it in a faster more effective way. The printing press was then created to do just that, it made it possible to mass produce designs and newspapers with a lot text. But during that time there weren t that many styles of typefaces and since then the typefaces have changed, kind of. The typefaces used when they were press was first made are still used today. Are hand crafted fonts more successful than the sans serif modern typefaces

Training and Development Environment for Changes- myassignmenthelp

Question: Discuss about theTraining and Development Environment for Economic Changes. Answer: Introduction The increase in the number of similar business organizations has given rise to tough competition in the market. Thus, enhancements of both personal and professional skills are required in order to sustain in the competitive market thereby, ensuring sustaining in the market. The need of the market keeps on changing due to the ever-changing demand of the customers. In order to cope up with the market needs, the business organizations need to keep them updated. As commented by Sung and Choi (2014), training is based on the needs of the workplace and is influenced by factors such as sustainability, globalization, technology, economic changes, changing demographics and diversity of the workforce. Thus, it is crucial for the business organizations to recognize the training needs at the workplace and focus on a particular area. This report introduces the need of improving teamwork skills in order to cope up with the skills required for sustaining globalization. Globalization The business organizations are embarking globalization, as the business organizations are expanding across different countries in order to invade new markets thereby, facilitating business expansion. As commented by Hirst, Thompson and Bromley (2015), the business organizations to adapt to changes continuously in order to accommodate with different cultures and nationalities working in the same company. However, as argued by Beck (2015), globalization often issues at the workplace, as the individuals from different cultures and nationalities fail to communicate effectively and achieve organizational goals and objectives. In todays world, globalization is essential for the business organizations in order to sustain in the competitive market. This is because going global provides an opportunity for the business organizations to attract new customers thereby, expanding their business. In order to adapt to the changes due to globalization, the business organizations need to train and develop their existing workforce. As mentioned by Crane and Matten (2016), training and development enable the business organizations to develop both personal and professional skills. As a result, the existing workforce is able to work together in a healthy manner by accepting the cultures and nationalities of the fellow workers. One of the key advantages of globalization is that it promotes diverse work force. As a result, the business organizations are able to use the strengths of the individual employees belonging to different cultures and nationalities The need for training and development in globalization As commented by Papastergiadis (2013), workplace needs promote the need for training and development. One of the positives of globalization is that it has influenced and facilitated a diverse workforce. As a result, individuals belonging to different culture and nationalities come under the same roof and work together thereby, aiming towards achieving organizational goals and objectives successfully. However, on the contrary, multicultural training is essential in order to facilitate globalization at the workplace. This is because the business organizations need to do business as well as facilitate diversity among own offices. The employees work next to people of different nationalities and cultures that act and think differently. For instance, in order to expand the business, relationship play the more significant role that time. Therefore, the business organizations might take comparatively longer time to develop business, as they need to build trust. In addition to, the business organizations have to consider the different holidays based on the cultures and nationalities at the workplace. Thus, identifying and addressing these issues and developing a stronger team and better companies are facilitated due to multicultural training. Working together in spite of the cultural differences provides an opportunity to share unique ideas that turn into success for the business organizations. For instance, the employees at the workplace need to respect and communicate well with fellow employees due to globalization. Cross-culture management in globalization Globalization influences diverse workforce, as individuals belonging to different nationalities and cultures work together to achieve organizational aim and objectives. As commented by Thomas and Peterson (2017), effective management of cross-cultural aspects encountered in globalization results in the positive working environment. Managing the cross-cultural aspects effectively provides an opportunity for the business organizations to promote healthy relationship within the diverse workforce. As mentioned by Moran, Abramson and Moran (2014), the concept of cross-culture management highlights managing teamwork by considering the practices, cultures and preferences in an international context. Thus, the business organizations need to find ways to adapt their approaches in order to promote a healthy working environment for all the employees. Recruiting employees that are comfortable in working in the diverse work force is one of the ways of managing cross-culture effectively. In addition to, training employees for handling intercultural communication is another effective method of managing cross-cultural factors. Cross-cultural communication is necessary for a diversified workforce, as this facilitates the effective team working. Another method of ensuring effective cross-culture management highlights aligning the human resource policies and processes across corporate entities in different nations. Thus, training and development in terms of managing cross-culture are essential, as this facilitates the success of the business organization (Joy Poonamalle, 2013). The issue faced in globalization The diversified workforce in globalization leads to issues that hamper dedication and engagement of the employees thereby, hindering the organizational performance. Diversified work force signifies individuals from different cultures and nationalities. Thus, communication is a major issue that is faced by the business organizations due to globalization. As commented by Asante, Miike and Yin (2013), communication plays a vital role in the business organizations, as the employees need to communicate internally in order to serve the best to the customers. It has been seen that business organizations that are unable to ensure effective cross-culture communication fails to gain competitive advantage. This is because the business organizations are unable to devote resources and time for conducting the business effectively. Lack of effective cross-culture communication also leads to unfriendly and unhealthy working environment. As the employees do not prefer communicating with each other, the flow of information within the business organization is hampered. In addition to, ineffective cross-culture communication leads to the weaker relationship among the employees thereby, resulting in the formation of ineffective teams. As a result, the overall employee performance, as well as organizational performance, is hampered. In addition to, ineffective cross-cultural communication due to globalization prevents in understanding individual differences thereby, affecting the ability to communicate (Sorrells, 2015). Developing communication for ensuring effective globalization Communication is the key aspect that ensures success in globalization. This is because effective communication facilitates the clear flow of information within the business organization. As commented by Esser (2013), the business organizations need to train the employees in order to ensure effective cross-culture communication thereby, promoting globalization. Adequate training provides an opportunity for the business organization to teach the employees to show respect towards the fellow employees. Globalization has facilitated a diversified work force with individuals belonging to different cultures and nationalities. Thus, effective cross-culture communication due to globalization ensures respect and positive team bonding. The employees can use each others strengths and cover up weaknesses in order to improve their performance. It has been seen that business organizations that are able to ensure effective cross-culture communication gains a competitive advantage (Stromquist Monkma n, 2014). Cross-culture communication helps in increasing the awareness thereby; managing the cross-culture behavior of the individuals within the diversified works forces. Development plan Area of focus: Developing cross-culture communication at workplace Conducting the needs assessment Identifying business needs Perform gap analysis Resources required Who will I need to consult Who will I need to inform Start date Completion date Notes Human resource Financial resources Managers Supervisors Managers Employees 01/03/2018 10/03/2018 The cross-culture need of communication is identified and training session is organized. Ensure employees readiness for Training Identifying the needs Analyzing their performances Human resources Time Managers Supervisors Managers Supervisors 11/03/2018 15/03/2018 Detailed analysis was conducted. Create the Learning Environment Selecting venue Formalize training and development plans Human resources Financial resources Time Managers Supervisors Managers Supervisors 16/03/2018 18/03/2018 Getting feedback from the employees. Ensuring Transfer of Training Interactive session Giving group activities Human resources Financial resources Time Managers Supervisors Managers Supervisors 19/03/2018 19/03/2018 The employees communicated among them to make it a success Developing and Evaluation Plan Analyzing the communication needs Comparing the results Human resources Financial resources Time Managers Supervisors Managers Supervisors 20/03/2018 20/03/2018 The training session was recorded Select Training Method Verbal communication Non-verbal communication Human resources Financial resources Time Managers Supervisors Managers Supervisors 20/03/2018 20/03/2018 The behavior of the employees was recorded before and after the training Develop and Deliver the Program Designing training materials Implementing the training Human resources Financial resources Time Managers Supervisors Managers Supervisors 21/03/2018 21/03/2018 Considering the time and training environment Monitor and Evaluate the Program Printing training review form Completing training review form Human resources Financial resources Time Managers Supervisors Managers Supervisors 22/03/2018 30/03/2018 Ensuring that the training review forms are filled accurately. Conclusion Thus, in this report, it can be concluded that training and development are important for the business organizations in order to adapt to the changes of globalization. The business organizations ensure that the employees are able to cope up with the changes of globalization by designing and implementing effective training and development programs. Cross-culture communication is important, as globalization leads to a diversified workforce. Effective cross-culture communication highlights respect among the employees working together as well as gaining a competitive advantage due to strong and healthy bonding. References Asante, M. K., Miike, Y., Yin, J. (Eds.). (2013).The global intercultural communication reader. Routledge. Beck, U. (2015).What is globalization?. John Wiley Sons. Crane, A., Matten, D. (2016).Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press. Esser, F. (2013). The emerging paradigm of comparative communication enquiry: Advancing cross-national research in times of globalization.International Journal of Communication,7, 113-128. Hirst, P., Thompson, G., Bromley, S. (2015).Globalization in question. John Wiley Sons. Joy, S., Poonamallee, L. (2013). Cross-cultural teaching in globalized management classrooms: Time to move from functionalist to postcolonial approaches?.Academy of Management Learning Education,12(3), 396-413. Moran, R. T., Abramson, N. R., Moran, S. V. (2014).Managing cultural differences. Routledge. Papastergiadis, N. (2013).The turbulence of migration: Globalization, deterritorialization and hybridity. John Wiley Sons. Sorrells, K. (2015).Intercultural communication: Globalization and social justice. Sage publications. Stromquist, N. P., Monkman, K. (Eds.). (2014).Globalization and education: Integration and contestation across cultures. RL Education. Sung, S. Y., Choi, J. N. (2014). Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations.Journal of organizational behavior,35(3), 393-412. Thomas, D. C., Peterson, M. F. (2017).Cross-cultural management: Essential concepts. Sage Publications.

Ielts4-1 Essay Example

Ielts4-1 Essay Examination papers from University of Cambridge ESOL Examinations: English for Speakers of Other Languages ? ? ? ? ? ? ? ? ? ? ? ? Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 2RU, UK www. cambridge. org Information on this title: www. cambridge. org/9780521544627  © Cambridge University Press 2005 It is normally necessary for written permission for copying to be obtained in advance from a publisher. The candidate answer sheets at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘ © UCLES 2005 Photocopiable ’ may be copied. First published 2005 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this book is available from the British Library ISBN-13 ISBN-10 ISBN-13 ISBN-10 ISBN-13 ISBN-10 ISBN-13 ISBN-10 978-0-521-54462-7 Student’s Book with answers 0-521-54462-9 Student’s Book with answers 978-0-521-54464-1 Cassette Set 0-521-54464-5 Cassette Set 978-0-521-54465-8 Audio CD Set 0-521-54465-3 Audio CD Set 978-0-521-54463-4 Self-study Pack 0-521-54463-7 Self-study Pack Contents Introduction Test 1 Test 2 Test 3 Test 4 10 34 57 81 103 116 4 We will write a custom essay sample on Ielts4-1 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ielts4-1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ielts4-1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer General Training: Reading and Writing Test A General Training: Reading and Writing Test B Tapescripts Answer key 130 152 Model and sample answers for Writing tasks Sample answer sheets Acknowledgements 174 176 162 Test 1 XL I STE NI NG X S EC T I ON 1 Questions 1–4 Questions 1–10 Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. NOTES ON SOCIAL PROGRAMME Example Number of trips per month: Answer 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Visit places which have: †¢ historical interest †¢ good 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cost: Note: Time: To reserve a seat: between ? . 00 and ? 15. 00 per person special trips organised for groups of 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ people departure – 8. 30 a. m. return – 6. 00 p. m. sign name on the 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ 3 days in advance 10 Listening Questions 5–10 Complete the table below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. WEEKEND TRIPS Place St Ives London Date Number of seats 16 45 18 50 16 Optional extra Hepworth Museum 5 .. 16th February 3rd March 18th March 23rd March 6 .. S. S. Great Britain Stonehenge .. Salisbury Bath For further information: 8 .. Read the 9 .. or see Social Assistant: Jane 10 .. 11 Test 1 S E C TI ON 2 Questions 11–13 Questions 11–20 Complete the sentences below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. RIVERSIDE INDUSTRIAL VILLAGE 11 Riverside Village was a good place to start an industry because it had water, raw materials and fuels such as †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . The metal industry was established at Riverside Village by †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ who lived in the area. There were over †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ water-powered mills in the area in the eighteenth century. 12 13 12 Listening Questions 14–20 Label the plan below. Write NO MORE THAN TWO WORDS for each answer. The 17 The Engine Room The Grinding Shop The 18 . The 19 . River The Stables The Yard 20 . for the workers The Works Office Car Park The 16 . The 15 . Toilets Entrance 14 . Road 13 Test 1 S E C TI ON 3 Questions 21 and 22 Questions 21–30 Choose the correct letter, A, B or C. Example Melanie could not borrow any books from the library because A B C the librarian was out. she didn’t have time to look. the books had already been borrowed. 21 Melanie says she has not started the assignment because A B C she was doing work for another course. it was a really big assignment. she hasn’t spent time in the library. 22 The lecturer says that reasonable excuses for extensions are A B C planning problems. roblems with assignment deadlines. personal illness or accident. 14 Listening Questions 23–27 What recommendations does Dr Johnson make about the journal articles? Choose your answers from the box and write the letters A–G next to questions 23–27. A B C D E F G must read useful limited value read ? rst section read research methods read conclusion don’t read Example Anderson and Hawker: Answer A Jackson: 23 †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Roberts: Morris: Cooper: Forster: 24 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 27 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Test 1 Questions 28–30 Label the chart below. Choose your answers from the box below and write the letters A–H next to questions 28–30. Population studies Reasons for changing accommodation g g 100 90 80 70 60 50 40 30 20 10 0 C 28 †¦Ã¢â‚¬ ¦ 29 †¦Ã¢â‚¬ ¦ 30 †¦Ã¢â‚¬ ¦ E G 1 2 3 4 5 6 A B C D E F G H 16 Possible reasons uncooperative landlord environment space noisy neighbours near city work location transport rent Listening S E C TI ON 4 Questions 31–40 Complete the notes below. Write NO MORE THAN TWO WORDS for each answer. THE URBAN LANDSCAPE Two areas of focus: †¢ the effect of vegetation on the urban climate †¢ ways of planning our 31 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ better Large-scale impact of trees: †¢ they can make cities more or less 32 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ in summer they can make cities cooler †¢ they can make inland cities more 33 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Local impact of trees: †¢ they can make local areas – more 34 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ – cooler – more humid – less windy – less 35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Comparing trees and buildings Temperature regulation: †¢ trees evaporate water through their 36 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ building surfaces may reach high temperatures Wind force: †¢ tall buildings cause more wind at 37 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ level †¢ trees 38 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ the wind force Noise: †¢ trees have a small effect on traf? c noise †¢ 39 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ frequency noise passes through trees Important points to consider: †¢ trees require a lot of sunlight, water and 40 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ to grow 17 Test 1 XRE A DI NG X REA D I N G PASSAG E 1 You should spend about 20 minutes on Questions 1–14 which are based on Reading Passage 1 below. Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes – about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests – what and where they are, why they are important, what endangers them – independent of any formal tuition. It is also possible that some of these ideas will be mistaken. Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers. Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools. The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator. 18 Reading Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats. Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life. The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity. One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth. In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important. The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests. Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers. 19 Test 1 Questions 1–8 Do the following statements agree with the information given in Reading Passage 1? In boxes 1–8 on your answer sheet write TRUE FALSE NOT GIVEN 1 2 3 if the statement agrees with the information if the statement contradicts the information if there is no information on this The plight of the rainforests has largely been ignored by the media. Children only accept opinions on rainforests that they encounter in their classrooms. It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school. The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them. The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa? ’ Girls are more likely than boys to hold mistaken views about the rainforests’ destruction. The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests. A second study has been planned to investigate primary school children’s ideas about rainforests. 4 5 6 7 8 20 Reading Questions 9–13 The box below gives a list of responses A–P to the questionnaire discussed in Reading Passage 1. Answer the following questions by choosing the correct responses A–P. Write your answers in boxes 9–13 on your answer sheet. 9 10 What was the children’s most frequent response when asked where the rainforests were? What was the most common response to the question about the importance of the rainforests? What did most children give as the reason for the loss of the rainforests? Why did most children think it important for the rainforests to be protected? Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television? There is a complicated combination of reasons for the loss of the rainforests. B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe. C Rainforests are located near the Equator. D Brazil is home to the rainforests. E Without rainforests some animals would have nowhere to live. F Rainforests are important habitats for a lot of plants. G People are responsible for the loss of the rainforests. H The rainforests are a source of oxygen. I Rainforests are of consequence for a number of different reasons. J As the rainforests are destroyed, the world gets warmer. K Without rainforests there would not be enough oxygen in the air. L There are people for whom the rainforests are home. M Rainforests are found in Africa. N Rainforests are not really important to human life. O The destruction of the rainforests is the direct result of logging activity. P Humans depend on the rainforests for their continuing existence. A 21 11 12 13 Test 1 Question 14 Choose the correct letter, A, B, C, D or E. Write your answer in box 14 on your answer sheet. Which of the following is the most suitable title for Reading Passage 1? A B C D E The development of a programme in environmental studies within a science curriculum Children’s ideas about the rainforests and the implications for course design The extent to which children have been misled by the media concerning the rainforests How to collect, collate and describe the ideas of secondary school children The importance of the rainforests and the reasons for their destruction 22 Reading REA D I N G PASSAG E 2 You should spend about 20 minutes on Questions 15–26 which are based on Reading Passage 2 below. What Do Whales Feel? An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacri? ced. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary. The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and freeranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there. 23 Test 1 The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater – speci? ally a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and ? lmed off Argentina and Hawaii – have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the pos ition of the eyes so restricts the ? eld of vision in baleen whales that they probably do not have stereoscopic vision. On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne ? ying ? sh, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small ? sh out of a trainer’s hand provides anecdotal evidence to the contrary. Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and ? ooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light. Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science. 1. echolocation: the perception of objects by means of sound wave echoes. 24 Reading Questions 15–21 Complete the table below. Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer. Write your answers in boxes 15–21 on your answer sheet. SENSE Smell SPECIES toothed baleen Taste Touch Vision some types all 16†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ dolphins, porpoises 18†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ bottlenose dolphin boutu and beiji Indian susu Hearing most large baleen 21†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ whales and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ whales toothed ABILITY no not certain poor yes yes yes yes yes poor no yes COMMENTS evidence from brain structure related brain structures are present nerves linked to their 15†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are underdeveloped region around the blowhole very sensitive probably do not have stereoscopic vision probably have stereoscopic vision 17†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ probably have stereoscopic vision forward and upward exceptional in 19†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and good in air–water interface have limited vision probably only sense direction and intensity of light usually use 20†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦; repertoire limited yes song-like yes use mo re of frequency spectrum; have wider repertoire 25 Test 1 Questions 22–26 Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 22–26 on your answer sheet. 22 23 24 25 26 Which of the senses is described here as being involved in mating? Which species swims upside down while eating? What can bottlenose dolphins follow from under the water? Which type of habitat is related to good visual ability? Which of the senses is best developed in cetaceans? 26 Reading REA D I N G PASSAG E 3 You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below. Visual Symbols and the Blind Part 1 From a number of recent studies, it has become clear that blind people an appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to dra w a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular ? gures until about 1877. Fig. When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion. To search out these answers, I created raised-line drawings of ? e different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto. All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signi? d that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly. 27 Test 1 In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only ? gured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects. Part 2 We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard? All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2. ) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects – 53% – had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do. Words associated with circle/square Agreement among subjects (%) 100 94 94 89 89 87 87 85 81 81 79 79 74 74 62 62 57 53 53 51 SOFT-HARD MOTHER-FATHER HAPPY-SAD GOOD-EVIL LOVE-HATE ALIVE-DEAD BRIGHT-DARK LIGHT-HEAVY WARM-COLD SUMMER-WINTER WEAK-STRONG FAST-SLOW CAT-DOG SPRING-FALL QUIET-LOUD WALKING-STANDING ODD-EVEN FAR-NEAR PLANT-ANIMAL DEEP-SHALLOW Fig. 2 Subjects were asked which word in each pair ? ts best with a circle and which with a square. These percentages show the level of consensus among sighted subjects. 28 Reading Questions 27–29 Choose the correct letter, A, B, C or D. Write your answers in boxes 27–29 on your answer sheet. 27 In the ? rst paragraph the writer makes the point that blind people A B C D 28 may be interested in studying art. can draw outlines of different objects and surfaces. can recognise conventions such as perspective. can draw accurately. The writer was surprised because the blind woman A B C D drew a circle on her own initiative. did not understand what a wheel looked like. included a symbol representing movement. was the ? rst person to use lines of motion. 29 From the experiment described in Part 1, the writer found that the blind subjects A B C D had good understanding of symbols representing movement. ould control the movement of wheels very accurately. worked together well as a group in solving problems. got better results than the sighted undergraduates. Questions 30–32 Look at the following diagrams (Questions 30–32), and the list of types of movement below. Match each diagram to the type of movement A–E generally assigned to it in the experiment. Choose the correct letter A–E and write them in boxes 30–32 on your answer sheet. 30 A B C D E 31 steady spinning jerky movement rapid spinning wobbling movement use of brakes 32 29 Test 1 Questions 33–39 Complete the summary below using words from the box. Write your answers in boxes 33–39 on your answer sheet. NB You may use any word more than once. In the experiment described in Part 2, a set of word 33†¦Ã¢â‚¬ ¦ was used to investigate whether blind and sighted people perceived the symbolism in abstract 34†¦Ã¢â‚¬ ¦ in the same way. Subjects were asked which word ? tted best with a circle and which with a square. From the 35†¦Ã¢â‚¬ ¦ volunteers, everyone thought a circle ? tted ‘soft’ while a square ? tted ‘hard’. However, only 51% of the 36†¦Ã¢â‚¬ ¦ volunteers assigned a circle to 37†¦Ã¢â‚¬ ¦ . When the test was later repeated with 38†¦Ã¢â‚¬ ¦ volunteers, it was found that they made 39†¦Ã¢â‚¬ ¦ choices. associations hundred sighted words blind identical similar deep pairs shallow hard shapes soft Question 40 Choose the correct letter, A, B, C or D. Write your answer in box 40 on your answer sheet. Which of the following statements best summarises the writer’s general conclusion? A B C D The blind represent some aspects of reality differently from sighted people. The blind comprehend visual metaphors in similar ways to sighted people. The blind may create unusual and effective symbols to represent reality. The blind may be successful artists if given the right training. 30 Writing XWRIT I NG X W R I TI NG TASK 1 You should spend about 20 minutes on this task. The table below shows the proportion of different categories of families living in poverty in Australia in 1999. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Family type Proportion of people from each household type living in poverty 6% 4% 19% 7% 21% 12% (54,000) (48,000) (359,000) (211,000) (232,000) (933,000) single aged person aged couple single, no children couple, no children sole parent couple with children all households 11% (1,837,000) 31 Test 1 WR I TI NG TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most ffective. †¢ †¢ †¢ †¢ †¢ †¢ comics books radio television ? lm theatre Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. 32 Speaking XSP E A K I NG X PA RT 1 The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. EXAMPLE Friends †¢ †¢ †¢ †¢ Are your friends mostly your age or different ages? [Why? ] Do you usually see your friends during the week or at weekends? [Why? ] The last time you saw your friends, what did you do together? In what ways are your friends important to you? PA RT 2 Describe an interesting historic place. You should say: what it is where it is located what you can see there now and explain why this place is interesting. You will have to talk about the topic for one to two minutes. You have one minute to think about what you’re going to say. You can make some notes to help you if you wish. PA RT 3 Discussion topics: Looking after historic places Example questions: How do people in your country feel about protecting historic buildings? Do you think an area can bene? t from having an interesting historic place locally? In what way? What do you think will happen to historic places or buildings in the future? Why? The teaching of history at school Example questions: How were you taught history when you were at school? Are there other ways people can learn about history, apart from at school? How? Do you think history will still be a school subject in the future? Why? 33 Test 2 XL I STE NI NG X S EC T I ON 1 Questions 1–5 Questions 1–10 Choose the correct letter, A, B or C. Example How long has Sally been waiting? A B C 1 ? ve minutes twenty minutes thirty minutes What does Peter want to drink? A B C tea coffee a cold drink 2 What caused Peter problems at the bank? A B C The exchange rate was down. He was late. The computers weren’t working. 3 Who did Peter talk to at the bank? A B C an old friend an American man a German man 4 Henry gave Peter a map of A B C the city. he bus routes. the train system. 5 What do Peter and Sally decide to order? A B C food and drinks just food just drinks 34 Listening Questions 6–8 Complete the notes below using words from the box. Art Gallery Cathedral Castle Gardens Markets Tourist attractions open all day: 6 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and Gardens Tourist attractions NOT open on Mondays: 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and Castle Tourist attractions which have free entry: 8 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and Markets Questions 9 and 10 Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer. 9 10 The ? rst place Peter and Sally will visit is the .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . At the Cathedral, Peter really wants to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . 35