test 1 · test 1 PART 1: SPEAKING AND WRITING SECTION 1: PERSONAL INTRODUCTION ... You can hear...

test 1PART 1: SPEAKING AND WRITING

SECTION 1: PERSONAL INTRODUCTION

Read the prompt below. In 25 seconds, you must reply in your own words, as naturally and clearly as possible. You have 30 seconds to record your response. Your response will be sent together with your score report to the institutions selected by you.

Pleaseintroduceyourself.Forexample,youcouldtalkaboutoneormoreofthefollowing:

• Yourinterests

• Yourplansforfuturestudy

• Whyyouwanttostudyabroad

• WhyyouneedtolearnEnglish

• Whyyouchose thistest

ForFurtherGuidance,seepage9.

SECTION 2: READ ALOUD

Look at the text below. In 40 seconds, you must read this text aloud as naturally and clearly as possible. You have 40 seconds to read aloud.

(Allow40secondsforeachseparatetext.)

A Historyrubsshouldersandoftenoverlapswithmanyotherareasofresearch,frommythsandepicstothesocialsciences,includingeconomics,politics,biography,demography,andmuchelsebesides.Somehistoriesarealmostpurenarratives,whileothersgoinfordetailed,tightly-focusedanalysesof,forexample,theparishrecordsofaCornishvillageinthe16thcentury.

B Therearemanykindsofpond,butnearlyallaresmallbodiesofshallow,stagnantwaterinwhichplantswithrootscangrow.Watermovementisslightandtemperaturesfluctuatewidely.Thewealthofplantsensuresthatduringdaylighthoursoxygenisplentiful.However,atnight,whenphotosynthesisnolongertakesplace,oxygensuppliescanfallverylow.

C BeforethetimeofAlexandertheGreat,theonlyeasternpeoplewhocouldbecomparedwiththeGreeksinthefieldsofscienceandphilosophywerefromtheIndiansub-continent.However,becausesolittleisknownaboutIndianchronology,itisdifficulttotellhowmuchoftheirsciencewasoriginalandhowmuchwastheresultofGreekinfluence.

D Whilefarfewerpeoplethesedayswritelettersandthereforehavelessuseforstamps,therearestillafewcategoriesofstampwhichattractcollectors.Stampsincommonuseforanindefiniteperiod–untilthepricegoesup–arecalled“definitive”issues,whileamorecollectibletypeofstampisthe“commemorative”issue,honoringpeople,eventsandanniversaries.

E Inthesecondquarterofthe19thcentury,arapidlygrowingmiddleclasscreatedagreatdemandforfurnitureproduction.Yetatthisstage,whilemachineswereusedforcertainjobs,suchascarveddecoration,therewasnorealmassproduction.Theextrademandwasmetbynumerouswoodworkers.Massproductioncamelaterandthequalityofdomesticfurnituredeclined.

F IntheMiddleAges,thedesignanduseofflagswereconsideredameansofidentifyingsocialstatus.Flagswere,therefore,thesymbolsnotofnations,butofthenobility.Thedesignofeachflagresembledthe“devices”onthenoble’sCoatofArms,andthesizeoftheflagwasanindicationofhowhightheownerstoodinthenobility.

YoucanhearmodelanswersontheCD1,track1.

SECTION 2: REPEAT SENTENCE

You will hear some sentences. Please repeat each sentence exactly as you hear it. You will hear each sentence only once.

1.2 Play the CD to listen to the recording that goes with this item.

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fuRTheR pRacTIce aNd guIdaNce paRT 1, SecTIoN 1 9

PERSONAL INTRODUCTION

WHAT’S TESTED

ThePersonalIntroductionsectionisnotscored.Thepurposeofthissectionistogiveyouanopportunitytoshowadmissionsofficersalittleaboutyourpersonality.Additionally,itisusedtoverifyyouridentitybytheinstitutionsthatreceiveyourscores.

First,youwillbegiven25secondstoreadtheprompt.Then,youwillhave30secondstorespond.Anon-screenstatusboxwillletyouknowwhentobeginrecording,howmuchtimeremains,andwhentherecordingtimeisup.Youcannotre-recordyourPersonalIntroduction.

• Rememberthatyourgoalforthissectionistomakeapositiveimpressionontheadmissionsofficers.

• Beprepared.Youshouldknowwhatyouaregoingtosaybeforeyouarriveatthetestingcenter.

• Practicewhatyouintendtosayinfrontofamirror.Ifyoucan,recordyourselfandlistentoyourdelivery.Doesitsoundnatural?Areyouconveyingtheimpressionyouwant?Keeppracticinguntilyoufeelcompletelyconfidentaboutwhatyouwillsay.Youwillnotbeabletoreadapreparedspeech,butifyouhavepracticedwhatyouwanttosay,youwillsoundconfidentandnatural.Relax,speakclearly,andavoidsoundingasifyouhavememorizedaspeech.Youraimshouldbetosoundnaturallyconfident,notrehearsed.

• Youwillhave30secondstorecordyourPersonalIntroduction.Besureyourspeechlaststherequiredlengthoftime.Ifitdoesnot,theneitheryouwillrunoutoftimewhileyouarestillspeaking,oryouwillfinishtoosoon,andhavetositinuncomfortablesilenceuntiltherecordingends.

A DETAILED STUDY

Tohelpyoufocusonwhatyouwillsay,practiceansweringthefollowingquestionsorallytoformapersonalintroduction.Useatimerandkeepyourresponsewithinthe30-secondtimelimit.

• Whatisyourname?

• Howoldareyou?

• Whereareyoufrom?

• Whatyearofschoolareyouinnow,orwheredoyouwork?

• Whatareyouplanningtostudy,andwhy?

• Whyshouldtheinstitutionsyouareapplyingtoacceptyou?Whatqualitiesdoyoupossessthatwillbeofinteresttothem?

Thinkofanyotherpointsyouwouldliketheadmissionsofficerstoknowaboutyou.PracticeyourPersonalIntroductionuntilyouaresatisfiedwithitandfeelconfidentaboutdeliveringitontestday.Besureyouhavepracticedwithatimerandthatyourintroductionisneithertoolongnortooshort.

Example Answer

Hi, my name’s Kim Jae-sun. I’m eighteen, I’m from Seoul, South Korea, and I’m in my final year of high school. I plan to study computer science in college, because it’s an area I would like to work in after I graduate. One reason a school would be interested in me is that I belong to an electronics club. We build robots and remote-controlled toys. If the school I’m accepted at doesn’t have a club like this, I could start one.

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SECTION 2: DESCRIBE IMAGE

A Look at the pie chart below. Describe in detail what the pie chart is showing. You will have 40 seconds to give your response.

Where do you get the news?

B Look at the graph below. Describe in detail what the graph is showing. You will have 40 seconds to give your response.

unemployment rates by age and qualifi cation

C Look at the graph below. Describe in detail what the graph is showing. You will have 40 seconds to give your response.

carbon dioxide emissions per resident, 2008 (Tonnes) carbon dioxide emissions per resident, London

South east

South West

West Midlands

North West

east Midlands

yorkshire and The humber

North east

0 5 10 15

Newspapers

Internet

36%15%

unemployment rates by age per cent

1992 1995 1998 2001 2004 2007 2010

age 16–17 age 18–20

age 21–24 no degree age 21–24 degree

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T eST 1 paRT 1, SecTIoN 2 11

D Look at the graph below. Describe in detail what the graph is showing. You will have 40 seconds to give your response.

households with access to the Internet, uk

E Look at the graph below. Describe in detail what the graph is showing. You will have 40 seconds to give your response.

overseas residents’ visits to the uk and uk residents’ visits abroad

F Look at the graph below. Describe in detail what the graph is showing. You will have 40 seconds to give your response.

population: by gender and age, mid-2010

percentages

2006 2007 2008 2009

overseas residents’ visits to the uk

Millions

1989 1994 1999 2004 2009

uk residents’ visits abroad overseas visits to uk

500 250 250 500

0population(thousands)

population(thousands)

males females

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DESCRIBE IMAGE

WHAT’S TESTED

Thepurposeofthistaskistoassessyourabilitytodescribeanimagerelatedtoanacademicthemedrawnfromthehumanities,naturalsciences,orsocialsciences.Onlyspeakingskillsareassessed.Youwillseeanimage(agraph,picture,map,chart,ortable).Youwillhave25secondstostudytheimage.Whenyouhearthetone,youshouldbegindescribingindetailwhatisshownintheimage.Youwillhave40secondstogiveyourresponse.Therearesixorsevenimages.

• Identifythetypeofimage.Isitagraph,picture,map,chart,ortable?Theapproachforhandlingeachimagetypeisslightlydifferent.

• Takenotesifyouneedto.UsetheErasableNoteboardBookletandpenprovided.Donotwritefullsentences;brieflylistanyimportantfeaturesyousee.

• Forgraphs,charts,andtables,besureyouunderstandwhatisbeingmeasuredandinwhatunitsitisbeingreported.

• Trytodeterminewhatthemainpointoftheimageis.Youshouldbeabletoanswerthequestion,“What is the image mainly showing?”

• Mapsandpictureswilloftenhaveobviousfeatureshighlighted.Usewordsandphrasesthatdescribethelocationsoffeatureswithintheimage,forexample,on the left/right,next to,above,below,andsoon.Ifobjectsareparticularcolors,thesemayhelpyouidentifythem,forexample,the countries marked in yellow. Thesameistrueforsizesandshapes,forexample,the large square,the smaller circle.

• Graphs,charts,andtablesoftenshowtrendsorchanges.Usewordsandphrasesthatdescribethetrendormovement.Forexample, increase, decrease, rise, fall, remain stable/steady, andsoon.Usephrasestodescribethespeedatwhichthechangeshappen,forexample, a sudden increase, a slow decline.

• Piechartsshowproportions.Thesizeofthe“slices”indicatestherelativesizeofwhateverisbeingmeasuredorcounted.Theactualnumericalvaluesfortheslicesareusuallyprovided.Besuretomentionthesevalues.Iftheslicesareequallysized,sayso,usingwordsandphrasessuchasequal, the same, about the same, similar.Iftheslicesaredifferent–theusualcase–usecomparativesandsuperlativestodescribethem,forexample,the smaller of the two export categories, the largest group of people,the most popular option, the least common answer,andsoon.

• Forallgraphs,charts,andtables,lookforapairofextremevalues–forexample,thehighestandlowest,thelargestandsmallest,themostexpensiveandcheapest–identifythembynameanddescribethemusingthevaluesfortheirmeasuresorcounts.

• Whileyouarespeaking,ifyouloseyourtrainofthought,orfindyourselfatalossforwords,donotremainsilent.Themicrophoneturnsoffautomaticallyifthereisnosoundforthreeseconds.Ifyouneedtopausetothinkorcheckyournotes,usepausefillerssuchasum,uh,Let me see,andsoon.Sayingsomething–anything–isbetterthansayingnothingbecauseoncethemicrophoneturnsoff,youcannotturnitonagain.

A DETAILED STUDY

Theexercisebelowwillhelpyoupracticedescribingagraph.LookatGraphBonpage10againandanswerthefollowingquestions.

1 Whatkindofimageisit?

......................................................................................................................................................

2 Whatistheimagemainlyshowing?

......................................................................................................................................................

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3 Howdidtheunemploymentratesin1992comparetothosein2007?

......................................................................................................................................................

4 Whathappenedtotheunemploymentratesin2010?

......................................................................................................................................................

5 Whatgeneraltrendisshownintheunemploymentratefor16–17yearsolds?

......................................................................................................................................................

Nowcheckyouranswers.

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14 paRT 1, SecTIoN 2 TeST 1

SECTION 2: RE-TELL LECTURE

A You will hear a lecture. After listening to the lecture, please retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response.

B You will hear a lecture. After listening to the lecture, please retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response.

C You will hear a lecture. After listening to the lecture, please retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response.

SECTION 2: ANSWER SHORT QUESTION

You will hear some questions. Please give a simple and short answer to each one. Often just one or a few words is enough.

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RE-TELL LECTURE

WHAT’S TESTED

Thepurposeofthissectionistoassessyourabilitytomakeanoralpresentationbasedoninformationtakenfromanacademiclecture.Bothspeakingandlisteningskillsareassessed.Youwilllistentoalectureonanacademictopicandthenretellwhatyouhaveheardinyourownwords.Thelecturesareeachbetween60and90secondslong.Thereareeitherthreeorfourlectures;thenumberwilldependonwhichformofthePTEAcademicyouaregiven.Therewillalwaysbeatleastthreelectures.Youwillhave40secondstoretelleachlecture.

• Studythepictureifthereisone.Itwillgiveyouageneralideaaboutthecontextofthelecture.Fromthepicture,trytopredictwhatthelecturewillbeabout.Youwillhavethreesecondstogetreadyforthestartofthelecture.

• Takenotes.UsetheErasableNoteboardBookletandpenprovided.Donottrytowritedowneverywordyouhear.Unlessyouareabletowritequicklyandaccurately,youwillprobablyfallbehindandmissimportantinformation.Instead,focusonkeywords.

• Writingquicklyisakeyskilltomaster.Useabbreviationswheneverpossible.Ignorearticles(e.g.,a, an, the)unlesstheyarenecessary.Omittingthevowelsfromwordsisonewaytoincreasewritingspeed.

• Keywordsincludenames,numbers,dates,times,andwordsandphrasesthatarestressed.Wordsandphrasesthatarerepeatedareusuallycentraltothemainidea.

• Focusonunderstandingthemainideaofthelectureandthekeypointsthatsupportit.Ifthespeakerdrawsaconclusion,besureyouhaveidentifiedit.Trytoidentifytheoverallpurposeofthelecture.

• Listenforcluestothespeaker’sattitude,opinion,orstance.Beawareofthespeaker’stoneofvoiceanddelivery,andtrytodetectanyemotionsthatarebeingconveyed.

• Whenthelectureends,youwillhaveapproximately10secondstoreviewyournotes.Usethistimetoorganizewhatyouwillsay.Whenyouhearthetone,beginspeaking.Youwillhave40secondstocompletethetask.

• Whileyouarespeaking,ifyouloseyourtrainofthought,orfindyourselfatalossforwords,donotremainsilent.Themicrophoneturnsoffautomaticallyifthereisnosoundforthreeseconds.Ifyouneedtopausetothinkortocheckyournotes,usepausefillerssuchasum,uh,Let me see, andsoon.Sayingsomething–anything–isbetterthansayingnothingbecauseoncethemicrophoneturnsoff,youcannotturnitonagain.

A DETAILED STUDY

Theexercisebelowwillhelpyoupracticelisteningtoidentifykeyinformation.ListentoLectureAfrompage14againandanswerthefollowingquestionsinyourownwords.Ifnecessary,listentothelectureafurthertime.

1 Whatisthelecturemainlyabout?

......................................................................................................................................................

2 WhoisFrankO.Gehry?

......................................................................................................................................................

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3 Whatdoesthespeakersayaboutmodernarchitects?

......................................................................................................................................................

4 WhatdidFrankO.Gehrywanttodo?

......................................................................................................................................................

5 HowdidthecomputerhelpFrankO.Gehry?

......................................................................................................................................................

6 HowdidFrankO.Gehryfeelaboutarchitecture?

......................................................................................................................................................

7 Whatwillthespeakertalkaboutnext?

......................................................................................................................................................

8 HowdoesthespeakerprobablyfeelaboutFrankO.Gehry?

......................................................................................................................................................

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T eST 1 paRT 1, SecTIoNS 3-4 17

SECTION 3: SUMMARIZE WRITTEN TEXT

Read the passage below and summarize it using one sentence. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.

Howdowemeasureefficiency?Toeconomists–ortoacertaintypeofeconomist–itissimplyaquestionofprofitability,evenwhenitconcernswhatmostpeopleconsiderasocialprovisionsuchaspublictransport.Whatislostwhenrailwaylinesandbusroutestosmall,out-of-the-waycommunitiesarecutinthenameofefficiency?Afterall,ifalineorarouteisonlyusedoccasionallybyafewpeople,itwouldbemuchcheapertoripupthelinesandleteveryoneusetheircars.

Formanygovernments,thewaytoturninefficientnationalservicesintoprofitablebusinesseshasbeentosellofftheseservices–andtheirresponsibilities–toprivateenterprises.Cost,intermsofprofitandloss,isofcourseanimportantfactor,butotherfactorsneedtobeconsideredwhendealingwiththelivelihoodsofwholecommunities,howeversmall.Amongthesearethesocial,environmental,humanandculturalcostsincurredbycuttingoffmoreremotecommunitiesfromgreateropportunities,includingeconomicactivitiesthatbenefitsocietyasawhole.

Takingawaysuchlinks–theusualresultofprivatization–maywellleadtoeconomicbenefitsintheshortterm,but,asthelasttwentytothirtyyearshaveshown,alsoleadstolong-termsocialandculturaldamage.Ofcourse,nobusinesswithitseyeonprofitsisgoingto“waste”moneysupportingunderusedservices.Onlylargecollectivebodiessuchasnationalandlocalgovernmentscandothat.Theseservicesare,afterall,asocialprovision,notbusinesses.

............................................................................................................................................................

Isthepurposeofhistorytopromoteastrongnationalidentityandsupportnationalmyths?Certainly,ithasbeenusedinthiswayforcenturies,andthisisoftenreflectedinthehistorycurriculum.Wecanallrememberhistoryatschoolasbeingamatteroflearninglotsoffactsanddates,andlonglistsofkingsandqueens–agrandnarrativeofhowwegotfromanotsocivilizedpasttothegreatnationwearetoday.Puttingasidethefactthatnationalidentityisacomplexanddivisivequestion–especiallyincountriesliketheUK,whichiscomprisedofseveralnationalities–thisapproachtohistoryemphasizesabroadunderstanding,ratherthanadetailedunderstanding.

Yethistoryis,orshouldbe,acritical,skepticaldiscipline:somehistoriansseetheirworkasdisprovingmyths,demolishingorthodoxiesandexposingpolitically-motivatednarrativeswhichclaimtobeobjective.Whatstudentsneedtodeveloparemorecriticalandanalyticalskills;inotherwords,tothinkforthemselves.Theycandothisbystudyingcertainhistoricalproblemsindepth.Thisinvolvesbeingcriticalofthenarrativespresentedbyhistoriansandskepticalofthemythspreservedinthenationalmemory.

............................................................................................................................................................

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Traditionandcommerceoftenclashinmanycultures.InTrinidad,itistheCarnivalthatisthecauseofcurrentfriction.Thecomplaint,asyouwouldexpect,isthattraditionalskillsandcreativityarebeinglostintherushtomakeprofits.Andtheprofitsarelarge:thetwo-dayfestival,whichattractsupto40,000touristseachyear,isestimatedtogeneratesomewherebetween$27millionand$100million.

Aparticularproblemforthetraditionalistsisthattheextravagantcolorfulcostumespeoplewearinthebandsorprocessionsarenowlargelybeingimported,especiallyfromChina.Thesecostumesarecheaperandmorerevealing(anothercauseofcomplaint)thanthosemadelocally.Criticssaytheseimportsareathreattotraditionalcreationsand,worse,meansendingworkelsewhere.OthersseeturningtheCarnivalintoaprofitableandexportableindustryasaprogressivemove,benefitingthecountryasawhole.

Alargenumberofpeopleareintwominds.Ontheonehand,thechangesareareflectionofwhatpeople–mainlytourists–want,andbringinmoney.Ontheother,thereisadesiretopreservetraditions.Thetransformationofthebandsandprocessionsintobusinesseshasdisruptedthesocialorder,whichusedtobemadeupoffriendsgettingtogethertorelax,eatanddrink,andmakecostumes.Bothsidesagree,though,thatthecountryneedstomakebetteruseoftheskillsofthepeopleintheCarnivalbusinessandthatthecountry’sresourcesmustappealtoawidermarket.

............................................................................................................................................................

SECTION 6: WRITE ESSAY

You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200–300 words.

Whencomputersfirstappearedonthescene,itwasthoughttheywouldmakeusmoreproductiveinprovidinggoodsandservices,smarterandpossiblyhappier.Skepticsclaimthattheoppositeistrueascomputershaveproveddisappointingintermsofproductivity,andhavemadeuslesshappyandmorestupidbecauseinformationisnotknowledge.

Whichofthesepointsofviewdoyouagreewithmost?Supportyourargumentwithreasonsand/orexamplesfromyourownexperienceandobservations.

............................................................................................................................................................

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fuRTheR pRacTIce aNd guIdaNce paRT 1, SecTIoNS 3–5 19

SUMMARIZE WRITTEN TEXT

WHAT’S TESTED

Thepurposeofthesesectionsistoassessyourabilitytowriteaone-sentencesummaryofthekeypointsfromareadingpassage.Thepassagesareupto300wordslongandcoveravarietyofacademictopicsdrawnfromthehumanities,naturalsciences,andsocialsciences.Youwillsummarizeeithertwoorthreereadingpassages.Youwillhave10minutestosummarizeeachpassage.Eachsummaryshouldbeasinglesentenceofnomorethan30words.

• Skimtheentirepassagetogetanideaofitsgeneralcontent.Youshouldbeabletoanswerthequestion“What is the passage mainly about?”Youranswershouldbeafewwords,atmost.Writethisdown.

• Scantheentirepassageforkeywordsandphrases.Wordsandphrasesthatarerepeatedthroughoutthepassageareusuallyimportant.Makeanoteofthese.

• Readtheentirepassagecarefully.Usecontextclueswithinthepassagetoworkoutanyunknownvocabulary.

• Mostacademicwritinghasalogicalstructure.Passagesarewritteninparagraphs.Apassagecanhaveasingleparagraph,orseveral,dependingonthenatureofthetopicandthespecificfocusofthepassage.Eachparagraphwillusuallypresentonemainidea,whichissupportedwithvariousargumentsandevidence.

• Iftherearemultipleparagraphs,thefirstparagraphwilltypicallybeanintroductiontothetopic,andwilloftenincludeabriefdescriptionofwhatwillbediscussed.Thelastparagraphwilltypicallyclosewithaconclusion.Payspecialattentiontotheintroductionandtheconclusion.

• Eachparagraphwillhaveitsowntopicsentenceexpressingthemainidea.Typically,thetopicsentenceisthefirstsentenceoftheparagraph.Therestoftheparagraphgenerallysupportsthemainideabypresentinganumberofarguments,detailsandotherevidence.

• Thetaskofsummarizingamulti-paragraphpassageissometimesmadeeasierbybrieflysummarizingeachparagraphfirst,andthencombiningthesesummariesintoasinglesummary.Makeabriefsummaryofeachparagraphasyoufinishreadingit.Youdonotneedfullsentencesatthispoint.

• Useyournotes,aswellastheinformationintheintroductoryandconcludingparagraphs,towriteyourfinalsummary.

• Keepyoursummarytoamaximumof30words.Theresponseboxhasanindicatorthatwilltellyouhowmanywordsyouhavewritten.Ifyouaregettingclosetoyourwordlimit,butstillneedtowritemore,edityoursentencetoremoveunnecessarywords,especiallyadjectives.Thesecanoftenbeomitted.

A DETAILED STUDY

Theexercisebelowwillhelpyoupracticeidentifyingtopicsentencesinareadingpassage.

ReadSection3onpage17againandunderlinethetopicsentences.Then,writeabriefsummaryofeachparagraph.Finally,summarizetheentiretextinasinglesentenceof30wordsorless.

Paragraph1summarysentence:............................................................................................................................................................

............................................................................................................................................................

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............................................................................................................................................................

One-sentencesummaryofentiretext:............................................................................................................................................................

............................................................................................................................................................

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test 1 · test 1 PART 1: SPEAKING AND WRITING SECTION 1: PERSONAL INTRODUCTION ... You can hear...

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