TEST 1

Listening
Firstly, tear out the Test 1 Listening I Reading Answer Sheet at the back of this book.
The recordings of the Listening test last for about 20 minutes. There are four separate recordings,
called sections. There are ten questions to answer in each section, totalling 40. Except for an example
at the beginning of Section 1, everything is played once only.
Write your answers on the pages below as you listen. After Section 4 has finished, you have ten min­
utes to transfer your answers to your Listening Answer Sheet. You will need to time yourselffor this
transfer, but in an IELTS exam, a recorded voice gives you the time.
Each question in the Listening test is worth one mark, and a band from 1-9 is calculatedfrom the
mark out of 40.
After checking your answers on pp 57-61, go to page 9 for the raw-score conversion table.

.iuftio PLAY RECORDING #1.

SECTION 1 Questions 1-10

COMMUNITY COLLEGE CLASSES

Questions 1-4
Choose the correct letter, A, B, or C.
Example What does the woman, Amal Nouri, teach?
A Arabic
B Spanish�
C Korean
1 What is the principal doing at the end of the term?
A Starting another job
B Going to Spain
C Retiring
2 According to the receptionist, from whom is feedback most important for new teachers?
A Their students
B The principal
C Other teachers
3 What do a lot of people do who take an evening class?
A Make new friends there
B Not finish the course
C Find better jobs afterwards
4 What percentage of students' fees do teachers pay for most classes they enroll in at the college?
A 70
B 50
C 10
23
 Test 1 25
LISTENING
READING
WRITING
SPEAKING
Q uestions 5-10
Complete the table below.
Write ONE WORD OR A NUMBER for each answer.
+ b/i
'feacher
+l
Class Days -'" w f !'
Location -+
Other information
Sally Burton Working with In her studio Number of students per
(5) . . . . . . . . . . . . . . . class: (6) ...............
Kostia Lebedev Watercolour (7) . . . . . . . . . . . . . . . At college in Class includes
Painting and Fridays Room 14 excursions to the
(8) ............... and an
end-of-term
(9) ...............
Amal Nouri Spanish Wednesdays Her phone number:

L> "
(10) ...............

PLAY RECORDING #2.

SECTION 2 Questions 11-20

VOLUNTARY GUIDING
Questions 11-14
Choose FOUR answers from the box, below, and write the correct letter, A-F, next to questions 11-14
below.

A Eliezer Montefiore
B Grace Cossington-Smith
C Paul Cezanne
D Arthur Boyd
E Wendy McEwen
F A voluntary guide

11 He/ She trains guides.

12 He/ She was the gallery's first director.
13 The gallery paid a lot for his/ her work.
14 He/ She must not be diverted by trivial questions.
 .··2
7
------
LISTENING
READING
WRITING
SPEAKING
Questions 15-20
Answer the questions below.
Write NO MORE THAN THREE WD_RDS AND/OR A NUMBER for each answer.

15 What is the process of giving the same information about the same artworks?

16 How long is each guided tour?

17 About how many artworks do guides discuss in a tour?

18 What do schoolchildren and international visitors expect to see at the gallery?

19 When a member of the public is talking about an artwork, why might a guide intervene?

20 Which language do two of the new volunteers speak?

 Test 1 29
LISTENING SECTION 1 SECTION 2 SECTION 3
READING
WRITING
SPEAKING

PLAY RECORDING #3.

SECTION 3 Questions 21-30

PREPARING FOR A SCHOLARSHIP INTERVIEW

Questions 21-24
Choose the correct letter, A, B, or C.
21 The woman, Sovy, would like to study
A History.
B Development.
C Tourism.
22 Sovy works as
A a volunteer.
B a librarian.
C a Russian teacher.
23 Sovy has
A a BA only.
B a BA and part of an MA.
C a BA and an MA.
24 Sovy thinks the scholarship selectors
A favour people from big cities.
B favour people from the provinces.
C award scholarships all around the country.

Questions 25-27
Complete the sentences below.
Write ONE WORD ONLY for each answer.
25 Sovy feels ....................of her background.
26 Sovy doubts the selectors would be interested in her.................... .
27 Sovy thinks showing her passion for....................might help during her interview.

Questions 28-30
Choose THREE letters: A-F.
Which THREE relate to Vibol?

A He is single.
B He opened a restaurant.
C He travelled around Australia.
D He studied in Adelaide.
E He did a Master's in International Law.
F He wants an easy life.
 Test 1 31
LISTENING SECTION 1 SECTION 2 SECTION 3
READING
WRITING
SPEAKING
PLAY RECORDING #4.

SECTION 4 Questions 31-40

E-WASTE DISPOSAL
Questions 31-35
Choose the correct letter, A, B, or C.
31 What is the purpose of the lecture?
A To get students to recycle smartphones
B To let students know more about e-waste
C To encourage students to develop an app
32 The lecturer talks about her family's behaviour because it is
A typical.
B exceptional.
C ideal.
33 According to the lecturer, an e-waste recycler in th� US receives a ......amount of cash.
A very small
B small
C moderate
34 According to the EPA, only ...... of e-waste sent for recycling is actually recycled.
A 8%
B 13%
C 20%
35 European countries signed the Basel Convention,
A and greatly reduced their e-waste.
B but still send e-waste abroad illegally.
C so local recyclers have enough e-waste to process.

Questions 36-40
Complete the sentences below.
Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
36 An average smartphone has about....................different chemical elements inside.
37 Toxins from burnt electronic devices find their way into the.................... .
38 Currently, the city of Guiyu, in ...................., deals with the most e-waste.
39 The EPA predicts that by ..................., global e-waste will reach 100 million metric tons a
year.
40 Only a tiny amount of recycled e-waste is used to make more ....................products.
Reading
Firstly, turn over the Test 1 Listening Answer Sheet that you used earlier.
The Reading test lasts exactly 60 minutes. There are three passages to read, and 40 questions to
answer in total. There are no examples.
Certainly, make any marks on the pages below, but transfer your answers to the answer sheet as you
read since there is no extra time at the end to do so.
Each question in the Reading test is worth one mark, and a bandfrom 1-9 is calculatedfrom the mark
out of 40.
After checking your answers on pp 64-66, go to page 9 for the raw-score conversion table.

PASSAGE 1
Spend about 20 minutes on Questions 1-14, based on Passage 1.

Questions 1-5
Passage 1 on the following page has six sections: A-F.
Choose the correct heading for sections B-F from the list of headings below.
Write the correct number, i-ix, in boxes 1-5 on your answer sheet.

List of Headings
i Handwriting and a more active brain
ii The disgrace of dysgraphia
iii A school subject
iv Handwriting has had its day
v Handwriting raises academic performance
vi Handwriting reduces typing ability
vii The medium is the message?
viii Cursive may treat a reading disorder
ix The social and cultural advantages of handwriting

Example Answer
Section A iii

1 Section B
2 Section C
3 Section D
4 Section E
5 Section F
 Test 1 35
PASSAGE 2 PASSAGE 3

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THE VALUE OF HANDWRITING

A 'When I was in school in the I 970s,' says Tammy Chou, 'my end-of-term report included Hand­
writing as a subject alongside Mathematics and Physical Education, yet, by the time my brother
started, a decade later, it had been subsumed into English. I learnt two scripts: printing and cursive,*
while Chris can only print.'
The 2013 Common Core, a curriculum used throughout most of the US, requires the tuition of legible
writing (generally printing) only in the first two years of school; thereafter, teaching keyboard skills is
a priority.
H 'I work in recruitment,' continues Chou. 'Sure, these days, applicants submit a digital CV and cover
letter, but there's still information interviewees need to fill out by hand, and I still judge them by the
neatness of their writing when they do so. Plus there's nothing more disheartening than receiving a
birthday greeting or a condolence card with a scrawled message.'
.C Psychologists and neuroscientists may concur with Chou for different reasons. They believe chil­
dren learn to read faster when they start to write by hand, and they generate new ideas and retain
information better. Karin James conducted an experiment at Indiana University in the US in which
children who had not learnt to read were shown a letter on a card and asked to reproduce it by tracing,
by drawing it on another piece of paper, or by typing it on a keyboard. Then, their brains were scanned
while viewing the original image again. Children who had produced the freehand letter showed
increased neural activity in the left fusiform gyrus, the inferior frontal gyrus, and the posterior parietal
cortex - areas activated when adults read or write, whereas all other children displayed significantly
weaker activation of the same areas.
James speculates that in handwriting, there is variation in the production of any letter, so the brain has
to learn each personal font - each variant of 'F', for example, that is still 'F'. Recognition of variation
may establish the eventual representation more permanently than recognising a uniform letter printed
by computer.
Victoria Berninger at the University of Washington studied children in the first two grades of school
to demonstrate that printing, cursive, and keyboarding are associated with separate brain patterns.
Furthermore, children who wrote by hand did so much faster than the typists, who had not been taught
to touch type. Not only did the typists produce fewer words but also the quality of their ideas was
consistently lower. Scans from the older children's brains exhibited enhanced neural activity when
their handwriting was neater than average, and, importantly, the parts of their brains activated are
those crucial to working memory.
Pam Mueller and Daniel Oppenheimer have shown in laboratories and live classrooms that tertiary
students learn better when they take notes by hand rather than inputting via keyboard. As a result,
some institutions ban laptops and tablets in lectures, and prohibit smartphone photography of lecture
notes. Mueller and Oppenheimer also believe handwriting aids contemplation as well as memory
storage.
I! Some learners of English whose native script is not the Roman alphabet have difficulty in form­
ing several English letters: the lower case 'b' and 'd', 'p' and 'q', 'n' and 'u', 'm' and 'w' may be
confused. This condition affects a tiny minority of first-language learners and sufferers of brain
damage. Called dysgraphia, it appears less frequently when writers use cursive instead of printing,
which is why cursive has been posited as a cure for dyslexia.

* A style of writing in which letters are joined, and the pen is lifted off the paper at the end of a word.
 Test..1 37

E Berninger is of the opinion that cursive, endangered in American schools, promotes self-control,
which printing may not, and which typing - especially with the 'delete' function - unequivocally does
not. In a world saturated with texting, where many have observed that people are losing the ability to
filter their thoughts, a little more restraint would be a good thing.
A rare-book and manuscript librarian, Valerie Hotchkiss, worries about the cost to our heritage as
knowledge of cursive fades. Her library contains archives from the literary giants Mark Twain, Marcel
Proust, HG Wells, and others. If the young generation does not learn cursive, its ability to decipher
older documents may be compromised, and culture lost.
JI Paul Bloom, from Yale University, is less convinced about the long-term benefits of handwriting.
In the 1950s - indeed in Tammy Chou's idyllic 1970s - when children spent hours practising their
copperplate, what were they doing with it? Mainly copying mindlessly. For Bloom, education, in the
complex digital age, has moved on.
111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111

Questions 6-9
Look at the following statements and list of people below.
Match each statement with the correct person: A, B, C, or D.
Write the correct letter, A, B, C, or D, in boxes 6-9 on your answer sheet.

6 According to him/ her/ them, education is now very sophisticated, so handwriting is

unimportant.
7 He/ She/ They found children who wrote by hand generated more ideas.
8 Universities have stopped students using electronic devices in class due to his/ her/ their
research.
9 He/ She/ They may assess character by handwriting.

List of people
A Tammy Chou
B Victoria Berninger
C Paul Mueller and Daniel Oppenheimer
D Paul Bloom
 Test 1 39
PASSAGE2 PASSAGE 3

Questions 10-14
Complete the summary using the list of words, A-H, below.
Write the correct letter, A-H, in boxes 10-14 on your answer sheet.

A correlation B dispute C essentially D evidence

E inevitable F proponents G psychologists H teachers

The value of handwriting

Educators in the US have decided that handwriting is no longer worth much curriculum time. Print-
ing, not cursive, is usually taught. Some (10).................... and neuroscientists (11)....................
this decision as there seems to be a(n) (12) .................... between early reading and handwrit-
ing. Children with the best handwriting produce the most neural activity and the most interesting
schoolwork. (13).................... of cursive consider it more useful than printing. However, not
all academics believe in the necessity of handwriting. In the digital world, perhaps keyboarding is
(14) .................... .

PASSAGE2

----------------------
Spend about 20 minutes on Questions 15-27, based on Passage 2 below.

Growing up in New Zealand

It has long been known that the first one thousand days of life are the most critical in ensuring a
person's healthy future; precisely what happens during this period to any individual has been less
well documented. To allocate resources appropriately, public health and education policies need to be
based upon quantifiable data, so the New Zealand Ministry of Social Development began a longitu­
dinal study of these early days, with the view to extending it for two decades. Born between March
2009 and May 20 I 0, the 6,846 babies recruited came from a densely populated area of New Zealand,
and it is hoped they will be followed until they reach the age of 21.
By 2014, four reports, collectively known as Growing Up in New Zealand (GUiNZ), had been
published, showing New Zealand to be a complex, changing country, with the participants and their
families' being markedly different from those of previous generations.
Of the 6,846 babies, the majority were identified as European New Zealanders, but one quarter were
Maori (indigenous New Zealanders), 20% were Pacific (originating in islands in the Pacific), and one
in six were Asian. Almost 50% of the children had more than one ethnicity.
The first three reports of GUiNZ are descriptive, portraying the cohort before birth, at nine months,
and at two years of age. Already, the first report, Before we are born, has made history as it contains
interviews with the children's mothers and fathers. The fourth report, which is more analytical,
explores the definition of vulnerability for children in their first one thousand days.
 Test 1 41
PASSAGE2 PASSAGE 3

Before we are born, published in 2010, describes the hopes, dreams, and realities that prospective
parents have. It shows that the average age of both parents having a child was 30, and around two­
thirds of parents were in legally binding relationships. However, one third of the children were born
to either a mother or a father who did not grow up in New Zealand - a significant difference from
previous longitudinal studies in which a vast majority of parents were New Zealanders born and bred.
Around 60% of the births in the cohort were planned, and most families hoped to have two or three
children. During pregnancy, some women changed their behaviour, with regard to smoking, alcohol,
and exercise, but many did not. Such information will be useful for public health campaigns.
Now we are born is the second report. Fifty-two percent of its babies were male and 48% female, with
nearly a quarter delivered by caesarean section. The World Health Organisation and New Zealand
guidelines recommend babies be breastfed exclusively for six months, but the median age for this in
the GUiNZ cohort was four months, since almost one third of mothers had returned to full-time work.
By nine months, the babies were all eating solid food. While 54% of them were living in accommo­
dation their families owned, their parents had almost all experienced a drop in income, sometimes a
steep one, mostly due to mothers' not working. Over 90% of the babies were immunised, and almost
all were in very good health. Of the mothers, however, 11% had experienced post-natal depression -
an alarming statistic, perhaps, but, once again, useful for mental health campaigns. Many of the babies
were put in childcare while their mothers worked or studied, and the providers varied by ethnicity:
children who were Maori or Pacific were more likely to be looked after by grandparents; European
New Zealanders tended to be sent to day care.
Now we are two, the third report, provides more insights into the children's development - physically,
emotionally, behaviourally, and cognitively. Major changes in home environments are documented,
like the socio-economic situation, and childcare arrangements. Information was collected both
from direct observations of the children and from parental interviews. Once again, a high propor-
tion of New Zealand two-year-olds were in very good health. Two thirds of the children knew their
gender, and used their own name or expressed independence in some way. The most common first
word was a variation on 'Mum', and the most common favourite first food was a banana. Bilingual
or multi-lingual children were in a large minority of 40%. Digital exposure was high: one in seven
two-year-olds had used a laptop or a children's computer, and 80% watched TV or DVDs daily; by
contrast, 66% had books read to them each day.
The fourth report evaluates twelve environmental risk factors that increase the likelihood of poor
developmental outcomes for children, and draws on experiences in Western Europe, where the specific
factors were collated. This, however, was the first time for their use in a New Zealand context. The
factors include: being born to an adolescent mother; having one or both parents on income-tested
benefits; and, living in cramped conditions.
In addition to descriptive ones, future reports will focus on children who move in and out of vulner­
ability to see how these transitions affect their later life.
To date, GUiNZ has been highly successful with only a very small dropout rate for participants - even

----------------------
those living abroad, predominantly in Australia, have continued to provide information. The portrait
GUiNZ paints of a country and its people is indeed revealing.
WRITING
SPEAKING
Questions 15-20
Do the following statements agree with the information given in Passage 2?
In boxes 15-20 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.
15 Findings from studies like GUiNZ will inform public policy.
16 Exactly 6,846 babies formed the GUiNZ cohort.
17 GUiNZ will probably end when the children reach ten.
18 Eventually, there will be 21 reports in GUiNZ.
19 So far, GUiNZ has shown New Zealanders today to be rather similar to those of 25 years ago.
20 Parents who took part in GUiNZ believe New Zealand is a good place to raise children.

Questions 21-27
Classify the following things that relate to:
A Report 1.
B Report 2.
C Report 3.
D Report 4.
Write the correct letter, A, B, C, or D, in boxes 21-27 on your answer sheet.

21 This is unique because it contains interviews with both parents.

22 This looks at how children might be at risk.
23 This suggests having a child may lead to financial hardship.
24 Information for this came from direct observations of children.
25 This shows many children use electronic devices.
26 This was modelled on criteria used in Western Europe.
27 This suggests having a teenage mother could negatively affect a child.
 Test 1 45
PASSAGE1 PASSAGE 2

PASSAGE3
Spend about 20 minutes on Questions 28-40, based on Passage 3 below.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
LET THERE BE LIGHT?
A 'Incandescent light bulbs lit the 20th century; the 21st will be Jit by LED lamps.' So stated the
Nobel Prize Committee on awarding the 2014 prize for physics to the inventors of light-emitting
diodes (LEDs).
Around the world, LED systems are replacing most kinds of conventional lighting since they use
about half the electricity, and the US Department of Energy expects LEDs to account for 74% of US
lighting sales by 2030.
However, with lower running costs, LEDs may be left on longer, or installed in places that were
previously unlit. Historically, when there has been an improvement in lighting technology, far more
outdoor i1lumination has occurred. Furthermore, many LEDs are brighter than other lights, and they
produce a blue-wavelength light that animals misinterpret as dawn.
According to the American Medical Association, there has been a noticeable rise in obesity, diabetes,
cancer, and cardio-vascular disease in people like shift workers exposed to too much artificial light of
any kind. It is likely more pervasive LEDs will contribute to a further rise.
»_ In some cities, a brown haze of industrial pollution prevents enjoyment of the night sky; in others,
a yellow haze from lighting has the same effect, and it is thought that almost 70% of people can no
longer see the Milky Way.
When a small earthquake disabled power plants in Los Angeles a few years ago, the director of the
Griffith Observatory was bombarded with phone calls by locals who reported an unusual phenomenon
they thought was caused by the quake - a brilliantly illuminated night sky, in which around 7,000 stars
were visible. In fact, this was just an ordinary starry night, seldom seen in LA due to light pollution!
Certainly, light pollution makes professional astronomy difficult, but it also endangers humans' age­
old connection to the stars. It is conceivable that children who do not experience a true starry night
may not speculate about the universe, nor may they learn about nocturnal creatures .
.C. Excessive illumination impacts upon the nocturnal world. Around 30% of vertebrates and over 60%
of invertebrates are nocturnal; many of the remainder are crepuscular - most active at dawn and dusk.
Night lighting, hundreds of thousands of times greater than its natural level, has drastically reduced
insect, bird, bat, lizard, frog, turtle, and fish life, with even dairy cows producing less milk in
brightly-lit sheds.
Night lighting has a vacuum-cleaner effect on insects, particularly moths, drawing them from as far
away as 122 metres. As insects play an important role in pollination, and in providing food for birds,
their destruction is a·grave concern. Using low-pressure sodium-vapour lamps or UV-filtered bulbs
would reduce insect mortality, but an alternative light source does not help amphibians: frogs exposed
to any night light experience altered feeding and mating behaviour, making them easy prey.
Furthermore, birds and insects use the sun, the moon, and the stars to navigate. It is estimated that
around 500 million migratory birds are killed each year by collisions with brightly-lit structures, like
skyscrapers or radio towers. In Toronto, Canada, the Fatal Light Awareness Program educates building
owners about reducing such deaths by darkening their buildings at the peak of the migratory season.
Still, over 1,500 birds may be killed within one night when this does not happen.
Non-migratory birds are also adversely affected by light pollution - sleep is difficult, and waking up
only occurs when the sun has overpowered artificial lighting, resulting in the birds' being too late to
catch insects.
 47
PASSAGE 2

Leatherback turtles, which have lived on Earth for over 150 million years, are now endangered as their
hatchlings are meant to follow light reflected from the moon and stars to go from their sandy nests to
the sea. Instead, they follow street lamps or hotel lights, resulting in death by dehydration, predation,
or accidents, since they wander onto the road in the opposite direction from the sea.
:U Currently, eight percent of all energy generated in the US is dedicated to public outdoor lighting,
and much evidence shows that lighting and energy use are growing at around four percent a year,
exceeding population growth. In some newly-industrialised countries, lighting use is rising by 20%.
Unfortunately, as the developing world urbanises, it also lights up brightly, rather than opting for
sustainability.
E There are several organisations devoted to restoring the night sky: one is the International Dark-Sky
Association (IDA), based in Arizona, US. The IDA draws attention to the hazards of light pollution,
and works with manufacturers, planners, legislators, and citizens to encourage lighting only what is
necessary when necessary.
With 58 chapters in sixteen countries, the IDA has been the driving force behind the establishment of
nine world reserves, most recently the 1,720-square-kilometre Rhon Biosphere Reserve in Germany.
IDA campaigns have also reduced street lighting in several US states, and changed nationa] Jegislation
in Italy.
E Except in some parks and observatory zones, the IDA does not defend complete darkness, acknowl­
edging that urban areas operate around the clock. For transport, lighting is particularly important.
Nonetheless, there is an appreciable difference between harsh, glaring lights and those that illuminate
the ground without streaming into the sky. The US Department of Transportation recently conducted
research into highway safety, and found that a highway lit well only at interchanges was as safe as
one lit along its entire length. In addition, reflective signage and strategic white paint improved safety
more than adding lights.
Research by the US Department of Justice showed that outdoor lighting may not deter crime. Its only
real benefit is in citizens' perceptions: lighting reduces the fear of crime, not crime itself. Indeed,
bright lights may compromise safety, as they make victims and property more visible.
The IDA recommends that where streetlights stay on all night, they have a lower lumen rating, or are
controlled with dimmers; and, that they point downwards, or are fitted with directional metal shields.
For private dwellings, low-lumen nightlights should be activated only when motion is detected.
G It is not merely the firefly, the fruit bat, or the frog that suffers from light pollution - many human
beings no longer experience falling stars or any but the brightest stars, nor consequently ponder their
own place in the universe. Hopefully, prize-winning LED lights will be modified and used circum­
spectly to return to us all the splendour of the night sky .
••••••••••••••••••••••••••••••••••••••••••••••••••••••
 49
PASSAGE1 PASSAGE 2 PASSAGE 3 I

Questions 28-32
Reading Passage 3 has seven sections, A-G.
Which section contains the following information?
Write the correct letter, A-G, in boxes 28-32 on your answer sheet.

28 A light-hearted example of ignorance about the night sky

29 An explanation of how lighting may not equate with safety
30 A description of the activities of the International Dark-sky Association
31 An example of baby animals affected by too much night light
32 A list of the possible drawbacks of new lighting technology

Questions 33-35
Complete the sentences below.
Choose ONE WORD OR A NUMBER from the passage for each answer.
Write your answers in boxes 33-35 on your answer sheet.

33 Too much .................... light has led to a rise in serious illness.

34 Approximately ....................% of humans are unable to see the Milky Way.
35 About .................. million migratory birds die crashing into lit-up tall buildings each year.
 Test 1 51
PA5SAGE1

Questions 36-39
Do the following statements agree with the claims of the writer in Passage 3?
In boxes 36-39 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.
36 It is alarming that so many animals are killed by night lighting.

37 It is good that developing countries now have brighter lighting.

38 Italians need not worry about reduced street lighting.

39 Bright lights along the road are necessary for safe driving.

Question 40
Choose the correct letter, A, B, C, or D.
Write the correct letter in box 40 on your answer sheet.
According to the writer, how much night lighting should there be in relation to what there is?
A Much more
B A little more
C A little less
D Much less
 Test 1 53

Writing
T he Writing test lasts for 60 minutes. It has two tasks. Task 2 is worth twice as much as Task 1.
Although candidates are assessed on four criteria for each task, an overall band, from 1-9, is awarded.

Task 1
Spend about 20 minutes on this task.

The chart below shows tea and coffee consumption in 2015.

Write a summary of the information. Select and report the main
features, and make comparisons where necessary.

Tea and coffee consumption in 2015

g 5 -t------­
a;
a; 4
a Tea
E 3 a Coffee

j2
�
1

-
0
co �"O "O E "O (/)
"O
co Cl> C:
z�co �o
- "O
Cl>
·-
Cl>
-
C: ·C: C: co
-
co
(.)
Cl>
'0.0
::::> C: => en
N

Write at least 150 words.

Task2
Spend about 40 minutes on this task.
Write about the following topic:

In some countries at secondary or high school, there may be two

streams of study: academic or vocational.*
What are the advantages for students and society of putting students
into two streams at the age of fifteen?

Provide reasons for your answer, including relevant examples from your own knowledge or experience.
Write at least 250 words.

*Vocational training is learning how to become a carpenter, chef, lab technician, mechanic, plumber, or some
other tradesperson.