Pearson Test of English (PTE)- Academic

A complete guide for PTE Academic Test

➢ What is PTE (Pearson Test of English)?

A very common English proficiency test is Pearson Test of English (PTE), which is generally
considered to be much easier than conventional IELTS or TOEFL test and is acceptable for work,
migration, and study in UK, Australia, New Zealand, Canada, USA and major European countries.
There are 3,000+ PTE-accepted universities and 74 PTE-accepted countries worldwide, including
all top study-abroad destinations.

➢ Why PTE (Pearson Test of English)?

PTE is much easier than other tests like IELTS or TOEFL, because:
PTE is a computer based English test.
PTE is easy because questions are repeated,
You can use templates, so writing is very easy.
PTE reading is mostly gap filling and text is mostly 4 to 5 lines.
PTE is accepted for all visa types in UK, Australia, New Zealand, Canada and other countries.
PTE exam can be taken on any day and in most cases the exam result is released within 24 hours.
PTE study materials are computer based, so you can use your smart device to practice PTE exam
materials.
PTE gives you fair score as it is marked by computer and hence unbiased in scoring.
PTE is accepted for higher education in Canada, USA, Germany, Norway, Sweden and many more
countries.
We can provide you complete online support.

The three parts of the test

There are 20 different question types in the test, ranging from multiple choice through to essay writing. Make
sure you review the different question formats ahead of your test, as each part has different types of
questions.

CONTENTS

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 PERSONAL INTRODUCTION
The Personal Introduction is an opportunity for you to get familiar with PTE test technology and to help
you prepare for your speaking and listening questions. This question does not contribute to your score
and is for familiarization purposes only.

You will have 25 seconds to read the prompt and prepare your response, and then 30 seconds to record
your response. You are only able to record your answer once.

A personal introduction is not scored. Still, they are definitely sent to the institutions selected by you,
such as a university, visa office or immigration department for them to listen to this introduction. You can
make a good impression on the University or the immigration department with your great personal
introduction.
Note: You are only allowed to record your answer once so be prepared.

Here’s what you need to provide as your personal introduction:

Your name
Your age
Your residence location
Latest qualification followed by from which University
Your future goals
Why attending PTE exam?

TIPS
• Remember that your goal for this section is to make a positive impression on the admissions
officers.
• Be prepared. You should know what you are going to say before you arrive at the testing center.
• Practice what you intend to say in front of a mirror. If you can, record yourself and listen to your delivery.
Does it sound natural? Are you conveying the impression you want? Keep practicing until you feel
completely confident about what you will say. You will not be able to read a prepared speech, but if you
have practiced what you want to say, you will sound confident and natural. Relax, speak clearly, and avoid

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sounding as if you have memorized a speech. Your aim should be to sound naturally confident, not
rehearsed.
• You will have 30 seconds to record your Personal Introduction. Be sure your speech lasts the required
length of time. If it does not, then either you will run out of time while you are still speaking, or you will
finish too soon, and have to sit in uncomfortable silence until the recording ends.

Think of any other points you would like the admissions officers to know about you. Practice your Personal
Introduction until you are satisfied with it and feel confident about delivering it on test day. Be sure you
have practiced with a timer and that your introduction is neither too long nor too short.

Few more essential tips for a personal introduction

• Practice speaking every day in front of the mirror. If you can record speaking and then listen to it
thereafter, which will allow you to pick-up on your mistakes. Record again and listen to your
recordings until you are satisfied with your personal introduction.
• Your speaking should appear natural, confident and not rehearsed.
• Do not stop or pause while you are speaking.
• Delivering a great introduction will boost your moral for further PTE test.

PTE Personal Introduction Template

My name is (name). I am (age) and I live in (location and state). I have completed my (education faculty)
from (college name followed by university name). I am currently working at (Company name) as a (job
title). I am participating in the PTE Exam today to test my English skills and as part of the (visa
requirement/university requirement). I would like to complete my higher studies from abroad because of
the top-ranked universities and world class education. I want to study in (degree and subject name)
because I have always been fascinated by (business/ computers/ machineries, etc.). I would like to see
myself as (an entrepreneur/ software developer/ Chief Engineer, etc.) in 5-10 years’ time.

Remember:
• Your personal introduction is not scored, but it is essential for identification purpose and this
recorded clip could be sent to your applied University representative.
• It doesn’t matter if some information in the recording is not correct.

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 PART 1: SPEAKING & WRITING (54-67 minutes)
SPEAKING MODULE:

READ ALOUD

The PTE will test you on your overall comprehension of the English language in a number of different
ways. But the speaking READ ALOUD section will focus on just how closely you can look at given text,
read the content and sound like a native speaker.

The purpose of this task is to assess your ability to read a short text aloud. Both speaking and reading
skills are assessed. The texts you will read aloud are between 40 up to 60 words long. You will have either
six or
seven texts to read. You will be presented with a text on your screen, which you will then read aloud.
The amount of time you have for each text will depend on how long the text is, but will vary from 30 to
40 seconds. The on-screen instructions for each task will tell you how much time you have.

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The PTE Speaking Read Aloud evaluates your ability to read a short text out loud with proper
pronunciation, intonation, and speed.

Task Requirement:

➢ At the beginning of the task, you will receive a written text on the computer screen
(40-60 words).
➢ You will have approximately 30-40 seconds of preparation time before the
microphone opens in order to read and comprehend the text. Read out loud the
important words of the text during this time.
➢ After the prep time, you will hear a short tone and the microphone will
automatically record, signaling the start of the recording phase.
➢ You have 30-40 secs (depending on the length of the text) to read the text passage
out loud.

TIPS
➢ You will be assigned around 35-40 seconds to read the content on the screen and practice the
passage before the computer begins recording. Utilize this opportunity to read aloud the strong or
lengthy words so that you can hear yourself. Also read out the words with plural form (ending with
s/es) or past tense (ending with d/ed). This will help you to read with good fluency and correct
form of the word. Remember, if you don't stress on the (s/es/d/ed) at the end of the words, your
content score will suffer.
➢ Quickly work out how you will pronounce any unknown words.
➢ You are being assessed, in part, on your ability to read naturally, which means reading with the
correct pronunciation, rhythm, stress, and intonation.
➢ Remember to take care of the mic position. Microphone must be placed parallel to the chin for
best result. This position will ensure that your breathing sound is not captured while speaking.
➢ Avoid touching the microphone, because touching the microphone will creating unnecessary
sound, which can lower your PTE speaking score
➢ Pay special attention to the content words - nouns, verbs, adjectives, and adverbs. These are
words that carry the content or the main meaning in a sentence. These words are usually
stressed. Function (grammatical) words, such as articles, prepositions, auxiliary verbs, and
pronouns are not usually stressed.
➢ Do not add any extra words (articles or prepositions)
➢ Do not replace any word, make sure you read the words exactly as they are on the screen text

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➢ Begin talking after you hear the beep tone. Your voice won't be recorded before that.
➢ Pay attention to punctuation. Make a slight pause when you see a comma. Take a slightly longer
pause at the end of each sentence.
➢ Improve Pronunciation: Remember, you are NOT scored on your accent, but on your
pronunciation (phonetics).
➢ Common pronunciation mistakes of most Bengali students:
Za - ja, (exam - ekjam)
Va - bha (violin - bhiolin)
Words starting with 's' (eschool/ estable/ estart)
Words ending with ‘tion’ (Occupa(e)shon, popula(e)shon,
realiza(e)shon, etc.)

➢ While you are speaking, remember that the microphone turns off automatically if there is no
sound for three seconds. Start speaking immediately as soon as the microphone opens. Do not
pause in the middle of the text for that long, because once the microphone turns off, you cannot
turn it on again.
➢ Raise and lower your voice at the right places.
➢ Intonation is very important. Without it you will sound like a robot. If there is a list of words or
phrases in the sentence separated by commas, then you should raise your voice while speaking
each word in the list. When you are beginning a new sentence – that is also a place to raise the
tone. When you are concluding a sentence, you should lower your tone. Your voice should have
that wave like effect.
➢ You can also break longer sentences at logical marks such as conjunctions. Mentally put a “/” in
front of words where you are going to pause. You can also stop at words like “and”, “but”, etc. In a
long sentence you can pause after 5-6 words or wherever it makes logical sense. Divide the text
into meaningful chunks.
➢ Try to eliminate the ‘Umming and Urring’ while speaking. (No mumbling)
➢ Remember, Fluency does not mean to speak fast. Fluency means to speak in a constant pace (not
too fast, not too slow, slight pauses before punctuation) and with intonation (raising and lowering
voice at the beginning and end of phrases)
➢ Do not repeat or correct the wrong word again. Skip the complicated words if you are unable to
pronounce correctly
➢ If the passage contains three digits’ number or years like 102 and 2009 then pronounce it like one
hundred and two and two thousand and nine
➢ Overall question 6-7 and each carry equal points. Total points are 44.1. Speaking points are 22.2.
Reading points are 22.1

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PTE Read Aloud is assessed on three important elements
Score - 15 marks (contributes to Reading & Speaking module)

➢ Content: (5 marks): Have you included all the words as per the given passage? Be careful to put
stress on past tense and plural forms of the words. Each replacement,
omission or insertion of a word, counts as one error. Maximum score:
depends on the length of the task prompt.
➢ Oral Fluency: (5 marks): Your ability to speak without hesitating in a fluent tone or taking a long
pause will determine your Oral fluency. Maintain your intonation.
➢ Pronunciation: (5 marks): Are you able to demonstrate the proper speech sound as the normal
speaker of the language? It is determined if your speech is easily
understandable by most of the regular speakers.

Practice READ ALOUD:

INSTRUCTIONS: 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.
(Allow 40 seconds for each separate text. Record each clip and send the audio to the WhatsApp group for
your course instructor’s feedback. Please attach a screen shot of the text as well to relate to the audio
clips.)

RA1. History rubs shoulders and often overlaps with many other areas of research, from myths and epics
to the social sciences, including economics, politics, biography, demography, and much else besides. Some
histories are almost pure narratives, while others go in for detailed, tightly-focused analyses of, for
example, the parish records of a Cornish village in the 16th century.

RA2. There are many kinds of pond, but nearly all are small bodies of shallow, stagnant water in which
plants with roots can grow. Water movement is slight and temperatures fluctuate widely. The wealth of
plants ensures that during daylight hours oxygen is plentiful. However, at night, when photosynthesis no
longer takes place; oxygen supplies can fall very low.

RA3. Before the time of Alexander the Great, the only eastern people who could be compared with the
Greeks in the fields of science and philosophy were from the Indian sub-continent. However, because so
little is known about Indian chronology, it is difficult to tell how much of their science was original and
how much was the result of Greek influence.

RA4. While far fewer people these days write letters and therefore have less use for stamps, there are
still a few categories of stamp which attract collectors. Stamps in common use for an indefinite period
until the price goes up - are called "definitive" issues, while a more collectible type of stamp is the
"commemorative" issue, honoring people, events and anniversaries.

RA5. In the second quarter of the 19th century, a rapidly growing middle class created a great demand
for furniture production. Yet at this stage, while machines were used for certain jobs, such as carved
decoration, there was no real mass production. The extra demand was met by numerous woodworkers.
Mass production came later and the quality of domestic furniture declined.

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RA6. In the Middle Ages, the design and use of flags were considered a means of identifying social status.
Flags were, therefore, the symbols not of nations, but of the nobility. The design of each flag resembled
the "devices" on the noble's Coat of Arms, and the size of the flag was an indication of how high the
owner stood in the nobility.

RA7. The ritual of the state opening of parliament still illustrates the basis of the British constitution. The
sovereignty of the Royal Family has passed to the sovereignty of parliament, leaving the monarchy with
the trappings of power, while prime ministers are still denied the kind of status that is given to American
and French presidents.

RA8. Most peasants remained self-sufficient and skeptical about money - and with good reason: the
triumph of capitalism probably made them worse off. They now had to deal with a centralized imperial
state that was collecting tax more efficiently, giving more power to landlords, and slowly reducing
customary peasant rights to land and produce.

RA9. Another method governments use to try and influence the private sector is economic planning. For
a long time now, socialist and communist states have used planning as an alternative to the price
mechanism, organizing production and distributing their resources according to social and strategic
needs, rather than based on purely economic considerations.

RA10. Most succulent plants are found in regions where there is little rainfall, dry air, plenty of sunshine,
porous soils and high temperatures during part of the year. These conditions have caused changes in
plant structures, which have resulted in greatly increased thickness of stems, leaves and sometimes
roots, enabling them to store moisture from the infrequent rains.

RA11. Line engraving on metal, which, to a great extent, was a development of the goldsmith's craft of
ornamenting armour and precious metals, did not emerge as a print-making technique until well into the
151h century. Copper, the metal mainly used for engraving, was expensive, and engraving itself was
laborious and took a long time.

RA12. For the first two or three years after the Second World War, a new title would often sell out within
a few months of publication. However, unless public demand for the book was unusually high, they were
rarely able to reprint it. With paper stocks strictly rationed, they could not afford to use up precious
paper or tie up their limited capital with a reprint.

RA13. The Atlantic coast of the peninsula can be thought of as the cold side, and the sea on this coast
tends to be clear and cold, with a variety of seaweeds growing along the rocky shoreline. On a hot day,
however, this cold water can be very refreshing and is said to be less hospitable to sharks, which prefer
warmer waters.

RA14. All the works of art shown in this exhibition were purchased on a shoestring budget. The criteria
that the curators had to follow were that works must be acquired cheaply, appeal to a broad range of
tastes, and fit with unusual environments. Thus, many of our better-known modern artists are not
represented.

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RA15. Foam-filled furniture is very dangerous if it catches fire, and foam quickly produces a high
temperature, thick smoke and poisonous gases - including carbon monoxide. Therefore, set levels of fire
resistance have been established for new and second-hand upholstered furniture and other similar
products.

RA16. The starting point of Bergson's theory is the experience of time and motion. Time is the reality we
experience most directly, but this doesn't mean that we can capture this experience mentally. The past is
gone and the future is yet to come. The only reality is the present, which is real through our experience.

RA17. Writers may make the mistake of making all their sentences too compact. Some have made this
accusation against the prose of Gibbon. An occasional loose sentence prevents the style from becoming
too formal and allows the reader to relax slightly. Loose sentences are common in easy, unforced writing,
but it is a fault when there are too many of them.

RA18. There is a long history of rulers and governments trying to legislate on men's hair - both the length
of the hair on their heads and the style of facial hair. For practical reasons, Alexander the Great insisted
his soldiers be clean-shaven, but Peter the Great of Russia went further, insisting no Russians had beards.

RA19. Early in the 19th century, Wordsworth opposed the coming of the steam train to the Lake District,
saying it would destroy its natural character. Meanwhile, Blake denounced the "dark satanic mills" of the
Industrial Revolution. The conservation of the natural environment, however, did not become a major
theme in politics until quite recently.

RA20. In the distribution of wealth, America is more unequal than most European countries. The richest
tenth of the population earns nearly six times more than the poorest tenth. In Germany and France, the
ratio is just over three to one. The United States also has the largest proportion of its people in long-term
poverty.

RA21. Chaucer was probably the first English writer to see the English nation as a unity. This is the reason
for his great appeal to his contemporaries. A long war with France had produced a wave of patriotism,
with people no longer seeing each other as Saxon or Norman but as English.

RA22. What can history tell us about contemporary society? Generally, in the past, even in Europe until
the 18th century, it was assumed that it could tell how any society should work. The past was the model
for the present and the future. It represented the key to the genetic code by which each generation
produced its successors and ordered their relationships.

RA23. In many countries, learning a foreign language has been introduced as part of primary school
education. One reason for this is the common idea that children are naturally better language learners
than adults. Another is that nowadays, it’s important to make children interested in other cultures.

RA24. Students write far less by hand today than they used to in the past. Many universities allow the use
of laptops instead of pen and paper in lectures. However, it seems using them does not always help the
learning process. Some research shows that most students remember information better when they
write notes by hand.

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RA25. A research study has concluded that physiological measurements taken from wearable device
sensors might actually be able to indicate abnormal fluctuations relating to infections. It is also thought
that this continuous surveillance of an individual’s health may aid the prevention and containment of
strains of influenza.

RA26. Building the emotional strength and independence of learners is believed to be as important as
the knowledge gained in traditional lessons. While not wanting to create an additional subject on the
curriculum, teachers are considering how to enable students to develop teamwork and leadership skills.
Activities outside the classroom are thought to be essential to achieving this aim.

RA27. The worldwide effort to cut global carbon emissions is gaining momentum, infiltrating all aspects
of industry, including the growth in electric cars and environmental goods and services. This move
towards building more sustainable economies encourages investment and creates job opportunities. As
a result, many countries have crossed the threshold into a new industrial era.

RA28. Statistics is the practice of collecting and analyzing data. It involves taking a sample from a small
fraction of a wider population. The information gained from the sample allows conclusions to be drawn
about the population as a whole without having to gather data on a larger scale.

RA29. The rules of geography often determine how a country develops. Countries with a mountainous
border have, as a general rule, been much safer than ones with borders that spread over vast flat lands.
At some point, the size of a country becomes problematic, as long supply chains can become
unsustainable over time.

RA30. The development of football as a formal, organized sport was hampered by a dispute between
Scottish clubs, who wanted to professionalize football, and English clubs, arguing to keep it amateur.
Matches between the two countries were prohibited, but this quickly led to a shortage of competitive
games. Eventually, England caved in, clearing the way for a professional domestic league.

RA31. In many schools, pupils aren’t allowed to use their phones during lessons. After all, when pupils
spend too much time checking their phones, it prevents them from giving their full attention to the
lesson. However, the educational possibilities of technology shouldn’t be forgotten, because
smartphones offer access to a wide range of learning activities. Surely balance is the key.

RA32. Spending time in nature can improve physical and mental health. An activity known as the ‘forest
bath’ takes this belief one step further. The basic idea is that, to get the maximum benefit from nature,
it’s important to focus on the smells, sounds and general feel of the environment. Therefore, forest baths
involve far more than a simple walk outside.

RA33. When governments do not or cannot provide the financial support needed to improve the
country’s hospitals and schools, citizens themselves may decide to raise the necessary funds through
community events. The hard work of individuals can help bring essential services to local communities,
but such projects should be in addition to, not instead of government spending.

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RA34. Selecting the right degree is an important decision, and it’s natural to consider how particular
subjects affect future career opportunities. While business courses are obviously popular choices,
creative subjects like literature or philosophy can be just as useful. Such courses encourage creative
thinking skills, and companies value employees who can solve problems by looking at issues from
different sides.

RA35. This research study investigates the effects of different types of music on wild monkeys. The aim of
the study is to examine changes in monkey behaviour when exposed to music, particularly in terms of
social interaction levels. This paper reports several findings and identifies potential applications for the
animal conservation sector.

RA36. As a new student at the university, you will receive a campus card when you enroll. It is important
that you always carry this card with you when you’re on the campus because it is proof of your identity.
You will also need it to borrow books from the library, access certain buildings, and pay for items in the
cafeteria.

RA37. It makes sense for experts in a subject to work together in the same place. Universities are
therefore organized into various departments. However, global problems are often extremely
complicated, and specialists from different areas should work together to solve them. In this article, it is
argued that economists and scientists benefit if they combine their skills on shared research projects.

RA38. Traditionally, scientific research has been undertaken by universities, government laboratories, or
companies in their research and development departments. Recently, however, professional scientists
have sometimes asked ordinary members of the public to help them, especially when they need to collect
a huge amount of data and cannot manage to do this on their own. Such activity is known as citizen
science.

RA39. This report provides an overview of consumer trends in global agricultural markets. It is subdivided
into chapters covering the arable, dairy and meat market sectors. For each sector, the drivers underlying
consumer trends are analyzed. The most notable of these are the increasing demand for organic
products and heightened public concern regarding environmental issues such as food system emissions.

RA40. Your thesis must be formatted and bound correctly before submission for assessment, and this
guidance document specifies how this should be done. It is extremely important that these stipulations
are accurately followed. Failure to do so will result in the thesis being returned to you for amendment.
You will only be eligible to graduate once these conditions are met.

RA41. Artificial intelligence has advanced dramatically as a field of study since the early days of slow and
cumbersome computers. It can now be regarded as a mature discipline. Unsurprisingly, many authors
have aspired to produce the standard textbook on the subject. Here, we review a worthy contender for
that title whose second edition has just been published.

RA42. The purpose of this paper is to make company owners and managers aware of the impact of
accounting software on business performance. Crucial to any company’s success is the availability of the
very latest accurate accounting information. Dealing with the challenging nature of market uncertainty

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and the tendency towards increased economic globalization places new demands on accounting
information systems.

RA43. Some people believe that we can never really be sure if something is true. They say that we make
or invent knowledge instead of discovering it. As a result, nobody can ever be certain of anything. It’s all
just someone’s opinion.

RA44. You may sometimes notice a particular speech pattern where the speaker’s voice rises at the end
of a sentence. The rise occurs even when it is unnecessary. The speaker, therefore, sounds as if they are
asking a question. As a result, they often sound less confident in what they’re saying.

RA45. Proponents of hypnosis promote it as being a heightened state of consciousness in which the
subject is more susceptible to suggestions. This mental state may enable the subject to more effectively
work through something that is holding them back. Whether or not it actually works is a topic that is hotly
debated.

RA46. If you need to locate a title in the university library, start by accessing the library’s directory. This
can be done from any computer that’s connected to the university’s server. You can search for the title’s
name, author or publication date. Details of the title’s code and directions to its location will then appear.

RA47. Market research is a vital part of the planning of any business. However, experienced you or your
staff may be in a particular field, if you are thinking of introducing a service to a new area, it is important
to find out what the local population thinks about it first.

RA48. Not a lot is known about how the transportation of goods by water first began. Large cargo boats
were being used in some parts of the world up to five thousand years ago. However, sea trade became
more widespread when large sailing boats travelled between ports, carrying spices, perfumes and objects
made by hand.

RA49. When the young artist was asked about his drawing, he explained that he had started by taking a
photograph of himself sitting by a window at home. He then drew his face from the photograph and
replaced the buildings which were outside the window with trees. This gave the picture a softer, more
artistic background.

RA50. Humans need to use energy in order to exist. So, it is unsurprising that the way people have been
producing energy is largely responsible for current environmental problems. Pollution comes in many
forms. but those that are most concerning, because of their impact on health. result from the
combustion of fuels in power stations and cars.

RA51. Clearly, times are changing and while many people are saving for their retirement, many more still
need to do so. Most countries have a range of pension schemes that are designed to provide individuals
with an income once they stop working. People need to take advantage of these if they are to have
sufficient money throughout their retirement years.

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RA52. According to recent research. sunshine and warm weather have a positive effect on our moods.
The British Journal of Psychology has published a report in which it claims that anxiety levels fall when
temperatures rise, while increased exposure to sunshine makes us think more positively about our lives.

RA53. Statistics reflect vital information about the economy, the well-being of the population, and the
environment. Society relies on statistics being visible, accessible and robust, and on statistically literate
people making the best use of the information to determine future action. Statistical literacy, then, is the
ability to accurately understand, interpret and evaluate the data that inform these issues.

RA54. Housing fulfils the basic needs that people have for security, privacy and shelter. While the
adequacy of housing is an important component of individual well -being, housing also has great impact
on the nation's economy, with its influence on investment levels, interest rates, building activity and
employment.

RA55. Being physically active benefits people's health significantly, including reducing the risk of some
chronic conditions. helping to control weight, and improving mental health. In recent decades, there has
been a decline in physical activity because more people work in offices rather than in manual jobs.

RA56. Students who wish to take a break from their studies will need to put in an application for Leave of
Absence. If your application is successful, you will be notified via email. At the end of your Leave of
Absence, you must re-enroll at Student Services and in the subjects, you intend to study.

RA57. There are a number of tests available which can suggest if a person is telling the truth, but knowing
which ones are accurate is not easy. A newly created test is claimed to be the most accurate yet in lie
detection. However, questions have been raised about its accuracy and ethics.

RA58. A student exchange program complements formal education, while promoting tolerance, maturity
and independence - all highly sought after qualities in today's competitive job market. Living in the host
country, not as a tourist or guest but as a member of the community, is what makes the experience both
challenging and rewarding.

RA59. Tidal energy, also known as tidal power, is a renewable source of energy and a form of
hydropower used to generate electricity from the energy of the tides. Though not currently widely
utilized, due to high costs and limited availability, it can be called the energy resource of the future given
the current rate of depletion of energy resources.

RA60. Certain types of methodology are more suitable for some research projects than others. For
example, the use of questionnaires and surveys is more suitable for quantitative research, whereas
interviews and focus groups are more often used for qualitative research purposes.

RA61. Most countries are affected by labour migration. In many rural places, the traditional extended
family has been undermined by the need for family members to migrate to towns as an economic
necessity. Migration, therefore, presents a major challenge everywhere to social and economic policy.

RA62. One of the major factors influencing future home design will be the probable change in climate,
with hotter summers, colder winters, and the possibility of floods. Consequently, houses will be built with

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better insulation and will also need ways of keeping cool in hot weather, whether that's air conditioning
or more shading of windows.

RA63. Until fairly recent times, the origin of birds was one of evolution's great mysteries. This is no longer
the case. Fossil evidence from China now conclusively proves that there is an evolutionary link between
birds and several types of extinct prehistoric reptiles which lived millions of years ago, or in other word,
dinosaurs.

RA64. Group work is valuable because of the opportunities it provides for students to develop
collaboration and communication skills. As an assessment task, it has the potential to pose difficulties in
relation to appropriate acknowledgement of authorship of individual group members. These difficulties
can be minimized by ensuring that the task is well designed, with the roles of individuals effectively
identified.

RA65. The Italian alphabet has fewer letters in comparison with the English alphabet. Italian does not use
the letters J, K, W, X or Y - except in borrowed words. However, young Italians are increasingly using the
letter K in words that would be written with C or CH in standard Italian orthography.

RA66. Summerhill School was regarded with considerable suspicion by the educational establishment.
Lessons were optional for pupils at the school, and the government of the school was carried out by a
School Council, of which all the pupils and staff were members, with everyone having equal voting rights.

RA67. This term the University is running a series of workshops for final year students on how to do well
in interviews. These sessions will help participants prepare effectively for - and perform at their best
during - later job interviews. The workshop tutors have an excellent record of success in helping students
acquire the positions they desire.

RA68. Tasmania is a large and relatively sparsely populated island off the south coast of Australia. The
island is of particular interest to natural scientists, who go there to research the unique wildlife. Tasmania
has, for example, twelve species of birds that are not found anywhere else in the world.

RA69. Honey has traditionally been credited with significant medical powers, and it has played a major
part in many folk remedies. But it seems now its efficacy is not just an old wives' tale. Recent research has
shown there is scientific evidence to prove that honey contains elements that prevent bacteria from
growing.

RA70. The College has a fascinating museum dedicated to archaeology and anthropology. It contains
information about many of the studies which have been carried out by members of the College over the
five hundred years of its existence. There are many unique exhibits brought back from excavations and
explorations in all the continents.

End of READ ALOUD

pg. 16
 REPEAT SENTENCE

Repeat Sentence is the most important topic in the PTE Academic test. It contributes the highest scores
for both the Speaking and Listening module. At the same time, it is also considered to be as the most
difficult topic in PTE. It is a crucial test that evaluates candidates’ listening and speaking abilities. You have
to repeat a sentence that you hear, with correct pronunciation and smooth fluency. You will have 10- 12
Repeat sentence tasks.

Task Requirement:

➢ The Audio Status box will play a sentence.

➢ It can be a short sentence or a long sentence (5-15 words)
➢ The length of the audio sentence could be between 3- 9 seconds.
➢ When the audio finishes, the microphone opens.
➢ The microphone opens for exactly 15 seconds to let you repeat the sentence.
➢ There is no short tone, so start speaking immediately into the microphone.
➢ Repeat the sentence exactly what you heard.

PTE Repeat Sentence is assessed on 3 major criteria:

Score: 13 marks for each sentence contributing to Speaking and Listening

➢ Content: 3 marks. [ 3= 100% of the words in the response from the prompt in the correct
sequence]
[ 2= at least 50% or more words in the response from the prompt in the
correct sequence]
[ 1= Less than 50% of words in the response from the prompt in the correct
sequence]
[ 0 = Almost nothing from the prompt]

pg. 17
 Does your response include all the words in the sentence and only these words? Content is scored
by counting the number of correct word sequences in your response.
Remember: You have to repeat the words from the sentence *in the correct sequence*

Reasons for sequence break: ~ Shuffling the words of the prompt

~ Omitting words from the prompt
~ Adding extra words in to the sentence
~ Replacing the words from the prompt

➢ Pronunciation: 5 marks
The best responses contain vowels and consonants pronounced in a native-like way, as well as
words and phrases stressed correctly. Responses should also be immediately understandable to a
regular speaker of the language.

➢ Fluency: 5 marks
Does your response demonstrate a smooth, effortless, and natural rate of Speech? Oral fluency is
scored by determining if your rhythm, phrasing, and stress is smooth. The best responses are
spoken at a constant and natural rate of speech with appropriate phrasing. Hesitations,
repetitions, and false starts will negatively affect your score.

*Remember* The scores of Pronunciations and Fluency depend on the scores of the Content

If you score:
3 marks in Content, you can get 4/5 in both pronunciation and fluency [Total 11-13 marks]
2 marks in Content, you can get at most 2/3 in both Pronunciation and Fluency [Total 6-8 marks]
1 mark in Content, you can get at most 1/2 marks in both Pronunciation and Fluency [Total 3-5
marks]

Tips for Repeat Sentence:

➢ Before the audio starts:

• The Audio Status box will count down from 3 seconds and then the recording will play. Be ready to
focus on the sentence as soon as it starts playing.
• The audio sentence will be played only once, with no option for pause, or rewind or fast forward.
• Keep your eyes closed when the audio starts playing. It enhances you listening focus on the
sentence.
• Be ready to take short notes (short-hand) while the audio is playing if you find this way convenient
for you.
• There is no short tone, and the microphone starts immediately after the audio sentence has been
played. You can have at best 3-4 seconds to prepare mentally what you are going to repeat.

pg. 18
➢ After the audio starts:
• Listen to the way the speaker groups words into meaningful phrases, and copy this phrasing.
• Listen for the speaker's intonation and try to copy it. Make a mental note of the way the speaker
uses stress and intonation on the recording. These patterns help to convey the meaning. Speak
calmly and clearly, copying this stress and intonation.
o For example, look at the pattern in the example:

o
o the stressed words or syllables are underlined, and the falling intonation is marked by
down arrows:
• Pay attention to the grammatical structure of the sentence (tense, singular/plural, subject-verb
agreement) to help you to reconstruct what you have heard.
• Avoid the mixing of singular and plural things. Like reading "tree" as "trees" and "balls" as "ball"
are counted as mistakes in Repeat Sentences.
• If you think, taking notes is easier for you, use abbreviations or maybe a couple of letters to
represent each word of the sentence. But, make sure you note down as fast as the speaker says. If
you fall back behind, you will lose a lot of content.
• If you do not start speaking within the first 3-4 seconds after the recorder box opens, the
microphone will turn off. So be careful about taking notes, if you aren’t fast enough, do not follow
this method.
• You will be scored on the correct word sequences that you produce for this item type, so the more
phrases you understand, the better your reproduction of the sentence will be. For example,

o There are three phrases in this sentence, separated by /, and each one carries a separate
message that has its own meaning.
• You will experience a lot of noise from other students in the test room. Avoid distractions and
background noise to ensure you catch every word and understand the sentence’s context.
• Understand the meaning of the sentence rather than just memorizing individual words.
• Focus and memorizing skills are the keys to succeed this task. During the Repeat Sentences task,
stay calm and relaxed on the test day. Nervousness can dampen your performance, so maintain
composure and focus on the task.

➢ Speaking tips:
• Avoid long pauses, hesitations, or filler words like “umm” and “err,” as they can negatively impact
your oral fluency score.
• If you are not able to catch all the words in a long sentence, you should at least try to focus on
memorizing at least half or more of the sentence words in a sequence.
• Make an effort not to skip words. In the event that you can't remember all the pieces of the
sentence, Repeat the same number of words precisely as you can. Be that as it may, by no means

pg. 19
 should you leave the inquiry unanswered. Repeating even a small amount of the sentence will get
you a few marks.
• If you were able to catch a couple of words from the beginning, and a couple from the end, make
sure you don’t pause in the middle while repeating the sentence. You should say those four words
together fluently and clearly. You can add a small random phrase at the end of whatever words
you have been able to catch in order to get a better mark in pronunciation and fluency.
o For example:
Audio sentence: “You will find the economics section on the second floor of the library.”
You caught: “economics section second floor library”
You can say: “Economics section second floor library is a very important of the
sentence.” (With no pauses, fluently and clearly.)

Challenges for Repeat Sentence:

➢ Understanding the accent or speed of the speaker

➢ Remembering all the words from the prompt in the correct sequence
➢ Not focusing on the correct format of the words (past tense/ plural form)
➢ Not being able to emulate the intonation and stress of the speaker
➢ Pausing in between the words while repeating the sentence
➢ Clear pronunciation.
# Your course instructor will guide you all the necessary steps to overcome the above-mentioned
challenges.

Practice Repeat Sentence:

Follow your trainer’s instructions to find the audio for the repeat sentences, and practice with his feedback and
assessment.

End of REPEAT SENTENCE

pg. 20
 DESCRIBE IMAGE

This is a long-answer speaking task type that tests speaking skills. It is the third speaking item in the PTE
Speaking section. You have 40 seconds to describe the information in a graph, chart, map, picture or
table. You need to quickly scan through whatever image is shown to you and decide what to say. Keep in
mind that you need to speak on this question-type, so you must come up with as many points as you can.
One of the easiest scoring tasks in the PTE Academic Test is describing images but leaning back and
careless thinking will not get you through this task. You will do 3-4 Describe image tasks.

Task requirement:

➢ You have 25 seconds to observe the image and gather basic ideas before describing it.
➢ The Recording box counts down from 25 seconds during which time you should be looking at the
image to pick up some basic ideas, headings, topic, colour keys, high-low values.
➢ After 25 seconds, there is a short tone and the recorder box starts recording.
➢ You need to speak for up to 40 seconds.
➢ You should speak for at least 30 seconds describing the image with good fluency and clear
pronunciation.

Types of images in Describe Image:

There are basically 7-8 types of images that can appear on the screen of the PTE test.

➢ Line Graph
➢ Bar Graph
➢ Pie Chart
➢ Table Chart
➢ Flowchart/ Process diagram
➢ Maps
pg. 21
 ➢ Photograph

PTE Describe Image Types

Bar/Line Graph

• Observe the axes and labels: Start by looking at the axes and labels of the graph to understand
what variables are being measured.

• Identify key features: Look for key features in the graph, such as the highest and lowest points,
significant trends, and any unusual patterns or outliers. Focus on three main features to talk
about in your response.

• Use comparisons: Compare the data between variables, periods, or categories. Highlight any
significant differences or similarities you observe in the graph.

• Use numbers and specifics: Be precise in your description by using specific numbers and
percentages from the graph.

• Organize your response: Structure your response with a clear introduction, main points, and a
conclusion. Besides, PTE graphs practice also helps you become familiar with this pattern.

pg. 22
Table

• Focus on title and variables: Pay attention to the table’s title and its categories to know what the
table is talking about.

• Identify three key features: Quickly identify the three main points to discuss – the highest, the
lowest, and one other noteworthy aspect.

• Be specific with numbers: Use specific numbers and percentages from the table chart PTE to
provide accurate and precise information during your description.

• Link key features: Establish connections or relationships between your identified three elements.
This adds coherence and flow to your response.

• Provide context: Briefly mention the year or period in the table to set the context for your
description.

Map

pg. 23
 • Focus on key elements: Identify the essential features of the map, such as geographical
locations, landmarks, or changes over time. Pay attention to details that stand out and would be
relevant to your description.

• Use directional language: When describing movements or locations on the map, use directional
language like “north,” “south,” “east,” and “west” to provide clear and concise information.

• Highlight changes and patterns: If the map chart PTE shows changes over time or specific
patterns, be sure to point them out in your response. This demonstrates your ability to analyze
data and draw conclusions from the map.

• Use comparisons: Compare different areas or aspects shown on the map to provide a more
comprehensive description. This can include comparing population sizes, geographical features,
or any other relevant data.

Pie Chart/ Flow Chart

• Understand the process chart PTE: Grasp the overall process or sequence shown in the flow
chart. Pay attention to the start and end points and the direction of the flow.

• Identify key steps: Focus on the major steps or stages in the flow chart. Mention them clearly
and sequentially.

• Use linking language: Use appropriate linking words to connect the steps logically.

• Highlight progression: Describe how the process progresses from one step to another. Mention
any decision points or outcomes along the way.

• Visualize the flow: This is one of the most useful Describe Image PTE tips to guide your
description smoothly. It will help you stay on track and avoid missing any crucial points.

pg. 24
Venn Diagram

• Identify logical sets: Mention the different logical sets or categories represented by the circles in
the Venn diagram. This helps the listener understand the context of the diagram.

• Focus on overlapping areas: Highlight the regions where the circles overlap, indicating common
components shared by the sets. Describe the intersections and their significance.

• Detail unique characteristics: Explain each set’s unique qualities or elements that do not overlap
with the others. Provide specific information to differentiate between the sets.

• Use comparative language: Use words like “while,” “whereas,” or “on the other hand” to compare
the different sets and their features.

• Summarize overall overlaps: Conclude your description by summarizing the overall overlaps and
shared characteristics among the sets. Emphasize the key points.

Photo

• Observe: Take a moment to observe the photo carefully during the 25-second preparation time.
Keep your eyes on key elements, people, objects, and the overall scene.

• Identify three main points: Quickly choose three main points or features in the photo that you
can confidently describe in English. Focus on familiar elements, such as colors, objects, or actions.

• Create a story: Organize your description logically and coherently. You can create a mini-story by
connecting your identified three main points.

• Avoid over-explanation: Stick to the main points and do not overload your response with
unnecessary details. Be concise and focused.

pg. 25
PTE Describe Image is assessed on 3 criteria:

Each Describe Image score: 15 marks

The scores from describe image are not shared with any other modules, but only contributes to speaking.
It carries almost 25% of the total speaking score.

➢ Content: 5 marks
Make sure to talk about the relevant key points (such as topic of the image, elements of the image,
colour keys, high-low values, etc.)
➢ Oral fluency: (5 marks)
Aim for fluency; even if your content isn’t perfect, you can do well on fluency if you speak smoothly
and naturally.
➢ Pronunciation: (5 marks)
Make sure to speak clearly so that the AI can understand what you’re saying. Most of the times,
students tend to be too fluent in Describe Images (to complete all the content key points) and end
up with inaudible recording.

Template structure for Describe Image: (5-part template)

1. Introduction
The given image is a (identify the image, bar graph or pie chart, etc.) that represents the (topic of the
image, such as population distribution in 1998)

2. Description:

- For bar/line graph:

The (image) has a y-axis that represents (y-axis key point) and I can see some elements such as (few y-
axis figures). There is an x-axis that shows (x-axis key point) and I can see some elements such as (few x-
axis elements/figures)

- For pie chart/ table/ flowcharts:

The (image) has (3/4/5/6) (sections/ columns/ stages) that represents (topic or heading of each section/
column/ stage) and I can see some elements such as (few figures and elements from the section/
column/ stage).

3. Colour Keys:
From the (image) I can see some colours such as (red representing male and blue representing female)

4. High-low values:
The image has the highest value at ______ and the lowest value at _________.

5. Conclusion:
Overall, the image was very informative, thank you.

pg. 26
Tips for Describe Image

➢ Don't use filler words like "uh", "good", "uh". These words decrease your fluency and results in a
low score. You want to sound confident and that means only using the words that enhance your
sentences.
➢ Speak for more than 30 seconds & with fluency. Don’t stop to early because if you do that, you
might get a penalty, and that will lead to a lesser score.
➢ The best way to gain best scores for Describe Image is to practice the template and give multiple
mocks before the main test.
➢ Don’t attempt to add words you don’t understand as concentrating on fluency and pronunciation
may be a must. Use words that you confidently pronounce and in the same manner as are
displayed in the image. The better you pronounce your words, the better will be your fluency
which will ultimately result in a better score.
➢ Remember, you don’t get any additional score for correct grammar or better lexical resource, so
even if you make a few grammatical errors, do not bother. Similarly, do not try to use very
sophisticated words.
➢ Time is sometimes not enough to cover all the content key points, so practice more.
➢ If you make a mistake in content, just keep speaking. Don’t go back to correct it.
➢ If the passage contains three digits’ number or years like 102 and 2009 then pronounce it like one
hundred and two and two thousand and nine

Practice DESCRIBE IMAGE:

DI1.

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DI2.

DI3.

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DI4.

DI5.

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DI6.

DI7.

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DI8.

DI9.

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DI10.

DI11.

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DI12.

DI13.

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DI14.

DI15.

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DI16.

DI17.

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DI18.

DI19.

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DI20.

DI21.

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DI22.

DI23.

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DI24.

DI25.

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DI26.

DI27.

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DI28.

DI29.

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DI30.

DI31.

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DI32.

DI33.

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DI34.

End of Describe Image

DI35.

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DI36.

DI37.

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DI38.

DI39.

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DI40.

DI41.

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DI42.

DI43.

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DI44.

DI45.

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DI46.

DI47.

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DI48.

DI49.

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DI50.

DI51.

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DI52.

DI53.

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DI54.

DI55.

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DI56.

DI57.

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DI58.

DI59.

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DI60.

DI61.

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DI62.

DI63.

pg. 58
 RETELL LECTURE
PTE retell lecture is a task that measures your listening and speaking skills. You are required to listen to a
lecture and retell its key points in your own words. This is a long-answer speaking task type that tests both
listening and speaking skills. You have to re-tell in your own words about the information in a 60 - 90
second lecture. You will do 1-2 Re-tell lecture tasks. This question type would either be an audio or an
audio-visual (image + audio) which would play & the student will have to re-tell the lecture in their own
words. The audio begins to play automatically. You may also see an image related to the audio. The time
allotted for the response is 40 seconds & the students will be judged on their Listening & Speaking
abilities.

Task Requirement:

➢ Before the recording begins look at the image to help you to anticipate the topic of the lecture.
➢ You have 3 seconds before you listen to the recording to quickly look at the image on the screen.
Use this time to think about the vocabulary you might hear. This will give you an idea of the
topic of the lecture and help you predict what you will hear when the recording begins.

pg. 59
 ➢ You have to mention the main key points of a 60-90 second lecture; therefore, it is important that
you take notes while listening to the audio lecture. Otherwise, you might forget about most of the
points when you are about to speak.
➢ Be ready to take notes on the Erasable Note board Booklet.
➢ After the audio finishes, you have 10 seconds to prepare. The recording status box displays a
countdown until the microphone opens.
➢ You hear a short tone. After the tone, start speaking immediately.
➢ Finish speaking before the progress bar reaches the end. The word “Recording” changes to
“Completed’’. You are only able to record your response once.

Re-tell Lecture is judged based on our ability to give a presentation on information from a lecture
on an academic subject. Your score is based on three factors:

➢ Content: 5 marks
Content is scored by determining how accurately and thoroughly you convey the situation,
characters, aspects, actions, and developments presented in the lecture. The best responses not
only retell all the main points of the lecture, but also include possible developments, conclusions,
or implications. Mentioning a few disjointed ideas will negatively affect your score.

➢ Pronunciation: 5 marks
Pronunciation is scored by determining if your speech is easily understandable to most regular
speakers of the language. The best responses contain vowels and consonants pronounced in a
native-like way and stress words and phrases correctly.

➢ Fluency: 5 marks
Oral fluency is scored by determining if your rhythm, phrasing, and stress is smooth. The best
responses are spoken at a constant and natural rate of speech with appropriate phrasing.
Hesitations, repetitions, and false starts will negatively affect your score.

Total score: 15 marks distributed to speaking and listening.

Template for Retell Lecture:

In the lecture, the speaker has discussed about (the main topic of the lecture),
where he emphasized on (key points 1, 2 and 3).
Furthermore, the orator mentioned about (key points 4, 5 and 6).
However, he has also talked about (key points 7, 8 and 9).
Overall, the lecture was very informative.

Tips for Retell lecture:

➢ You have 3 seconds before you listen to the recording to quickly look at the image on the screen.
Use this time to think about the vocabulary you might hear. This will give you an idea of the
topic of the lecture and help you predict what you will hear when the recording begins

pg. 60
➢ As you listen, take notes of the main and supporting ideas. the main key points would be
Nouns: (Names of people, organizations, places or regions, objects)
Adjectives: (words that describe the nouns, such as large/ small/colour/ shape/emotions/ranking,
etc.
Verbs: (any kind of actions such as increasing/decreasing/ leaving/moving, etc.
➢ Taking notes while simultaneously listening to the audio can be challenging. Use key words,
abbreviations,
➢ symbols and arrows to capture the most important ideas but make sure to take notes at the same
pace with the audio lecture. If you fall behind, you will either miss the key points or the audio. A
list of commonly used words has been abbreviated at the end of this booklet. (See Contents).
➢ While taking notes, you should write in phrases. If you just mention single words while speaking,
possible developments, conclusions, or implications.
For example: Audio ~ Our country was liberated in 1971.
Key points noted ~ liberated, 1971
Retelling the lecture ~ The lecture has discussed about liberated, he also talked
about 1971.
The key points are not developed. Instead, it should be noted as ‘liberation in 1971’.

➢ On the off chance that you pause for over 3 seconds, the mic will stop naturally. Anything you
state after that won't be recorded.
➢ Avoid using fillers like 'uhm' and 'aah'. This would lower your fluency score.
➢ Sometimes writing the notes fast, makes it difficult for the students to read the key points. Use the
10 seconds preparation time to read the key points out loud so that you can hear yourself what
you are about to speak of.
➢ Use the 10 seconds to also think of the main topic or theme of the lecture, as it will be required to
start your lecture with that topic.
➢ Topic of the lecture are generally those words that are repeated multiple times in the audio.
➢ Use connectors like 'besides', 'also', 'moreover', 'furthermore', and so on can be used. Use what is
easy and what comes naturally. Practice the template that will be provided for retell lecture.
➢ There is no need to explain the key points, you just need to retell the relevant information from
the audio that you have heard.
➢ When speaking, make sure that you pronounce every word clearly with good fluency.
➢ There is no scoring on grammatical mistakes or vocabulary, so if you make a slight error, do not
stop speaking and continue anyway. But focus on the correct key points.

pg. 61
Challenges for Retell Lecture:

➢ Understanding the accent or speed of the speaker

➢ Identifying the right key points
➢ Writing down the key points with the same pace as the lecture is playing
➢ Pausing in between the words while retelling the lecture because of poor handwriting of the key
points
➢ Clear pronunciation.
# Your course instructor will guide you all the necessary steps to overcome the above-mentioned
challenges.

Practice Retell Lecture:

Follow your trainer’s instructions to find the audio for the repeat sentences, and practice with his feedback and
assessment.

End of RETELL LECTURE

pg. 62
 ANSWER SHORT QUESTION

This is a short-answer speaking task type that tests listening and speaking skills. You have to respond to a short question
in one or a few words. You will do 5-6 Answer short question tasks with each question being 9 seconds long. Each
answer usually consists of one or two words, and the candidates need to complete it in 10 seconds. This is the fifth
and the last topic of Speaking Module. It carries the least marks compared to all other topics of Speaking. It assesses the
candidate’s ability to comprehend and respond to short, straightforward questions with brief answers.

Task Requirement:
➢ The Audio Status box will play a short, straightforward question of length 3-9 seconds.
➢ In the 3 seconds before the audio begins for each task. focus on the task so you are ready to understand
the question.
➢ The questions are short, and you must answer as soon as the microphone opens, so keep your
concentration through all the tasks.
➢ Similar to Repeat sentence, there is no short tone, and recording status box opens immediately after the
audio is played.
➢ The audio begins to play automatically. You may also see an image. When the audio finishes, the
microphone opens and the recording status box shows “Recording”. Speak into the microphone
immediately (there is no short tone) and answer the question with one or a few words.
➢ You should speak clearly. There is no need to rush. Finish speaking before the progress bar reaches the
end. The word “Recording” changes to “Completed”. You are not able to replay the audio. You are only
able to record your response once.

Tips for Answer Short Questions:

➢ Understand the question, listen for the question word (who, what, when, how, why) that will help
you to understand the question.
➢ Do not be afraid that you will not have the specific knowledge needed; all the
questions are about topics that every educated person should know.
➢ There is one correct answer that is usually one word or a short phrase.
➢ Do not pause for too long when you answer the question: You hear a short question and then the
recording status box will change to recording.

pg. 63
 ➢ If you wait for more than 3 seconds, recording will stop and the item status will change to ‘completed’,
which means that you have lost your chance to give your answer.
➢ Do not try to give a long answer
➢ You may see an image or a video as part of a question. For example, there might be a diagram, just go
with your gut.
➢ Don't overthink! Each question ordinarily requires a basic, clear answer.
➢ Practice as many questions as you can beforehand. 99% comes from the ones that are already given on
the portal.

Scores for Answer Short Question: (5-6 questions)

Vocabulary +1 mark for appropriate word choice in response

0 mark for inappropriate word choice in response
This question type affects the scoring of the following: listening, speaking and vocabulary.

Practice Answer Short Question:

1. Who specializes in the study of psychological effect of words? – Psychologist

2. Who specializes in the study of earth and its composition? – Geologist
3. What emergency service is usually called when someone is in trouble at sea? – Coastguard
4. The medical graduate serving as an apprentice in a hospital taking medical training is an? – Intern
5. What crime has someone stealing items from a shop committed? – Shop Lifting
6. Treatment of diseases by drugs whose effect on the body is the opposite of the disease. – Allopathic
7. The doctor who specializes in the treatment of children’s diseases? – Pediatrician
8. What is piece of paper with official information written on it? – Document
9. What do we call the last game in a sporting competition, which decide the champion? - Finals
10. What is a series of events that happen in your mind while you are sleeping? – Dream
11. What do you call the number of people living in a specific area? – Population
12. What is the most important document you would have to show if you wanted to hire a car? Driver’s
License
13. What is a violent conflict between two or more countries? – War
14. What is it called when two or more people are speaking to each other? – Conversation
15. What is a person belonging to an organization called? – Member
16. What piece of equipment shows a person what direction they are traveling? – Compass
17. What piece of equipment would you use for floating on the sea? – Aquaplane
18. What organ controls your speech, feelings, body movement and thoughts? – Brain
19. Who is a person that makes bread, cakes and pastries? – Baker
20. What do we call a picture that a doctor takes to see inside your body? – X-ray
21. What is the name of a system of government in which the people elect their leaders? – Democracy
22. What kind of punishment is less severe, an imprisonment or community service? – Community service
23. Where would you most likely go to buy some flour; a bakery, a florist or a supermarket? –
Supermarket
24. In the animal kingdom, the purpose of camouflage to attract a mate, to find food or to hide? – to hide
25. What do we call it when the Moon completely blocks out the light from the Sun? – Solar Eclipse

pg. 64
26. What do you call an apartment that is below ground level? – Basement apartment
27. What word describes moving a program or other material from a website to your computer? -
Downloading
28. What piece of equipment would you use to go diving in the sea, an aqualung or an aquaplane? –
Aqualung
29. A disease or accident which ends in death? – Fatal
30. A person who does not believe in the existence of God. – Atheist
31. Animals that eat flesh. – Carnivorous
32. A tank where fish or water plants are kept. – Aquarium
33. Person who believes in the existence of God – Theist
34. Two children born at same time? – Twins
35. That which is subject to death? – Mortal
36. An assembly of listeners: – Audience
37. A person who is unable to pay his debts – Insolvent
38. A person coming to a foreign land to settle there – Immigrant
39. Building in which dead bodies are kept for a time – Mortuary
40. A person who wishes to throw his establishment – Anarchist
41. Which hospital department would you go to for an x-ray: radiology or cardiology? – Radiology
42. Which Animal is not a mammal? Butterfly, cow or Goat? – Butterfly
43. Would you measure the volume of bottle water in liters or Kilos? – Liters
44. What do you call a system of government in which people vote for the people who will represent
them? – Democracy
45. What do you call tax on goods produced and used in a country? – Excise tax
46. Whenever a person goes to an interview, would he be in an enthusiastic mood or sad mood? –
Enthusiastic mood
47. A government where the power is concentrated in the hands of one person. – Autocracy
48. A country ruled by two countries. – Condominium
49. Name the device of computer having named same to that of an animal. – Mouse
50. What do you call the document that gives details about your qualification and work experience? –
Curriculum Vitae or Resume

51. A long depression in the surface of the land that usually contains a river is called? – Valley
52. Where would you go to see an exhibition of sculpture? – Art gallery or Museum
53. At what ceremony, the students receive their degree or diploma at end of their study? – Graduation
day/Convocation
54. If you forget the way, what will you buy to find your destination? – A map
55. What’s the joint called where your hand is connected to your arm? – Wrist
56. An instrument for viewing objects at a distance. – Telescope
57. What is the study of stars and planets is called? – Astronomy
58. A person who wishes to throw his establishment. – Anarchist
59. What do we call the alphabetical list, at the end of the book, which tells you where to find specific
information? – Index/Appendix
60. Which Animal is not a mammal? Butterfly, cow or Goat? – Butterfly

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61. In business and advertising what does PR stand for? – Public Relations
62. Which section of Newspapers gives the editor’s opinion? – Editorial
63. What do we call the piece of paper that proves you have bought the item? – Receipt
64. How would you describe an economy based largely on farming? – Agricultural or Rural
65. How many years are in a decade? – 10 Years
66. A person who is active, lively and enjoys the company of others. – Extrovert
67. What special document do most people carry during international travels? – Passport
68. What is the name of ground military forces? – Army
69. What is someone that can’t see called? – Blind
70. What do you call the middle of something? – Center
71. Whose job is it to treat people that are ill or have an injury at a hospital? – Doctor
72. What is the process of teaching and learning called? – Education
73. What kind of book is written by a person about their own life? – Autobiography
74. What is the red liquid that flows through a body? – Blood
75. What is the payment of a student’s education by an organization called? – Scholarship
76. Simplest and smallest form of plant life, present in air, water and soil; essential to life but may cause
disease? – Bacteria
77. Literary theft or passing off an author’s original work as one’s own – Plagiarism
78. One who attends to sick people and prescribe medicines – Physician
79. Anything written in a letter after it is signed? – Postscript
80. What is a violent conflict between two or more countries? – War
81. A list of books representing some scholarly work for reference – Bibliography
82. The art of cultivating and managing gardens – Horticulture
83. An event that occurs suddenly causing a great damage or suffering – Catastrophe
84. The property which a new wife brings to her husband – Dowry
85. What are the people that plant food, raise crop are commonly known as? – Farmers
86. A place where people may obtain food and refreshment – Restaurant
87. If a button has come off a shirt, what would someone most likely use to put it back on? – A needle and
thread
88. Where do you pay for your purchases at the super market? – (at) checkout
89. On what geographical location would someone be living if their country is surrounded by water on all
side? – An island
90. A nursery where children are cared for while their parents are at work – Creche
91. The person in-charge of library – Librarian
92. What is it called when two or more people are speaking to each other? – Conversation
93. A list of headings of the business to be transacted at a meeting – Agenda
94. What appliance do people use to keep their food cool and preventing from spoiling? – Fridge
95. One who plans and draws the design of buildings and superintends their erection – Architect
96. The chemical breakdown of a substance by yeasts or some bacteria, etc. – Fermentation
97. Extreme fear from strangers – Xenophobia
98. One who studies the past through objects left behind – Archaeologist
99. To crossover from one side of the wide river to another without using boat, what is usually required?
– A bridge
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100. A fish where fishes are kept – Aquarium
101. What general part of the day is known as dawn? – A sunrise
102. What is a painting of a person’s head is called? – A portrait
103. Where do we find urban area in a city or country side? – In a city
104. What we call it, when moon completely blocks out the light from the sun? – A solar eclipse / an
eclipse
105. What point of the compass is directly opposite east? – West
106. Who cuts men’s hair? – Barber
107. What plan shows how much money is available and how it will be spent? – Budget
108. A plant or animal growing on another – Parasite
109. What is the name of ground military forces? – Army
110. What is someone that can’t see called? – Blind
111. What do you call the middle of something? – Centre
112. Whose job is it to treat people that are ill or have an injury at a hospital? – Doctor
113. What is the process of teaching and learning called? – Education
114. What kind of book is written by a person about their own life? – Autobiography
115. What is the red liquid that flows through a body? – Blood
116. What is the payment of a student’s education by an organization called? – scholarship
117. What is piece of paper with official information written on it? – document
118. What is the name of a building where you can borrow books? – library
119. Who is a person that makes bread, cakes and pastries? – baker
120. What organ controls your speech, feelings, body movement and thoughts? – brain
121. What piece of equipment shows a person what direction they are traveling? – compass
122. What is a series of events that happen in your mind while you are sleeping? – dream
123. What is a person belonging to an organization called? – Member
124. Who cuts men’s hair? – barber
125. What is it called when two or more people are speaking to each other? – Conversation
126. What is a violent conflict between two or more countries? – war
127. What do you call the number of people living in a specific area? – population
128. What do you call a person that can’t hear? – deaf
129. What is the day that someone is born? – birthday
130. What plan shows how much money is available and how it will be spent? – budget
131. What is the name of a system of government in which the people elect their leaders? – Democracy
132. What planet do we live on? – earth
133. What is the job of someone that looks after your teeth and gums? – dentist
134. What is the time period before noon is called? – ante meridian
135. What is the time after noon called? – Post meridian
136. What organ do cardiologists specialize in? – Heart
137. What is a painting of a person’s head is called? – a portrait
138. Where do we find urban area in a city or country side? – In a city
139. What we call it, when moon completely blocks out the light from the sun? – a solar eclipse / an
eclipse
140. What point of the compass is directly opposite east? – West
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141. Where do you pay for your purchases at the super market? – (at the) till / checkout
142. What do you call an apartment that is beyond ground level (a basement apartment or a penthouse
apartment)? – a basement apartment
143. What features do pianos and computers have in common? – a keyboard
144. If you are feeling ‘fed up’ it is positive or negative feeling? – a negative feeling
145. What we call a period of ten years? – a decade
146. A specialist who repairs leaking water pipes is called a ___? Plumber
147. A famous canal links the Mediterranean Sea with the Indian Ocean, is it the Curran or Suez Canal? –
The Suez Canal
148. Where would you keep the meat, you wish to keep frozen at home? – in a freezer
149. What is the most imp doc you would have to show if you would to hire a car? – a driving license
150. Where would you go to work out on a trade mill? – a gym / gymnasium
151. What piece of equipment would you use to go diving in a see, an
aquaplane or an aqualung? – An aqualung
152. Where would you most likely go to buy some flowers (a bakery, a florist or a super market)? – a
supermarket
153. Which hospital dept. you go for x-ray (radiology or cardio) – a radiology
154. Where would you go to see an exhibition of sculptures? – To an art gallery / to a museum
155. Would you measure volume of water in liters or kilos? – Liters
156. What’s the joint called where your hand is connected to your arm? – The (or your) wrist
157. What organ do cardiologists specialize in? – (the) heart / hearts
158. If telescopes are used to locate distant objects, what instrument is employed to magnify miniscule
objects? – (electron) microscope / microscopes
159. Which kind of punishment for a crime is the less severe, an imprisonment or community service? –
Community service
160. How many sides are there in a bilateral agreement? – Two
161. Which is the longest: a decade, a millennium or a century? – A millennium
162. A manufacturing process releases noxious gases. What is the most important safety measure for
workers at this plant – ensuring good
ventilation, or appropriate footwear? – (ensuring good) ventilation
163. A list of events placed in time order is usually described as what? – A
chronology / a timeline
164. If a figure is hexagonal, how many sides does it have? – Six
165. What key mineral makes sea water different from fresh water? – Salt
166. In the animal kingdom, is the purpose of camouflage to attract a mate,
to find food or to hide? – (it’s) (the purpose is) (to) hide
167. Which section of newspaper gives the editor an opinion? – Editorial
168. What instrument used to examine very small thing – microscope
169. What is the destructive program that spread from comp to comp – a virus
170. What term used for animals that give birth to – mammals
171. System of Govt. where people vote for people – democracy
172. Piece of paper that you bought an item – a receipt
177. What you call the document that tells your qualification and work exp?
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– CV, curriculum vitae, resumes
178. How would you describe economy largely based on farming? – Agricultural, rural
179. What is the study of stars and planet called? – Astronomy
180. In business and adv. what is PR stand for? – Public relations
181. What emergency service called at sea? – Coastguard
182. Name a month fall bet April and June? – May
183. What word describe moving a website from internet to your comp – downloading / download
184. What is called a picture doctor take to see inside body? – An X-ray
185. What crime has someone stealing from shop committed? – shoplifting
186. If someone feeling ill, they will say ‘they are feeling under the ___’ what? – Weather
187. Who is person in-charge of a football match? – The referee
188. Last game in sporting competition that decide champ? – The final
189. What is the general term for painting at country side or natural view? – Landscape
190. Found in office (a printer and other two options)? – A printer
191. There are two types of sporting contests: one is amateur; and other is ___? – Professional
192. Where would you find the whale (tropical forest, ocean)? – Ocean
193. Coat had a stain on it where would they take? – A dry cleaner’s
194. What are the things that ‘hens lay’ called? – Eggs
195. The people who use ___ to obey the rules and protect the public from criminals are called? – The
police
196. On what geographical location would someone be living if their country is surrounded by water on
all side? – An island
197. What general part of the day is known as dawn? – A sunrise (Part of the Day: “Dawn–Twilight–
Sunrise, Morning, Daylight / midday-afternoon, Evening, Sunset–Twilight–Dusk, Night”)
198. What are the people that plant food, raise crop are commonly known as? – Farmers
199. If a button has come off a shirt, what would someone most likely use to put it back on? – A needle
and thread
200. What appliance do people use to keep their food cool and preventing from spoiling? – Fridge
201. To crossover from one side of the wide river to another without using boat, what is usually required?
– A bridge

End of Answer Short Question

END OF SPEAKING MODULE

pg. 69
 WRITING MODULE:

SUMMARIZE WRITTEN TEXT

This is a short-answer writing task type that tests reading and writing skills. You have 10 minutes to write a one-sentence
summary of a reading passage. You will do 1 or 2 Summarize written text tasks.

pg. 70
Task Requirement:

➢ You will see a passage on the screen that can have up to 300 words.
➢ Take the time to read the passage calmly. First, skim for the general topic, then read carefully for the main ideas.
➢ Note the main idea and supporting ideas using key words. Effective note-taking will ensure that your summary
has all the main points.
➢ Type the main point of the passage in the box. Then add the supporting or other details.
➢ Remember, your response must be one sentence only and between 5 and 75 words.
➢ You must use grammatical structures and punctuation that allow you to include all your points within one
sentence.
➢ There is a word counter below the writing box.
➢ A timer is running at the top of the screen. You have 10 minutes to complete the entire task.

Tips for Summarize Written Text:

➢ Take notes while reading the passage for the main points and supporting points.
➢ Practice skimming short texts quickly (up to 300 words) to identify the main points.
➢ Once you identify the main points you have to join those phrases by using conjunctions, or linking words in
order to write the summary in a single complete sentence.
➢ Make sure to write the summary in a single, complete sentence. Start with a capital letter and end with a full
stop.
➢ Practice using compound and complex sentences: Since your response must be expressed within a single
sentence, employing complex or compound sentences is essential. Use a complex sentence structure by merging
one independent clause with one or more dependent clauses, indicating distinctions with commas. Similarly,
construct compound sentences by joining independent clauses with conjunctions like “and,” “but,” or “if,” with
distinctions indicated by commas. For example, look at the clause structures used in these summaries to link
supporting ideas to the main point:

➢ You have to use proper punctuation in order to write such a long sentence. Learn how to use comma and semi-
colon.
➢ Keep an eye on the word-counter to make sure you do not exceed the word limit.

pg. 71
 ➢ Your response will not be scored if it is more than one sentence, or if it is written all in capital letters.
➢ Do NOT go into specifics. This is a summary writing task, not a report. Skim through the passage and just
mention the main ideas or the themes of each point.
➢ Make sure your grammatical structures are correct (use of tense, subject-verb agreement, word order, etc.)
➢ Try to use linking words for better vocabulary.
➢ Utilize synonyms and avoid copying the entire sentence
➢ Keep an eye on the timer on the top right corner of the screen. After 10 minutes, the screen will stop responding
and you will be moved to the next question.

Summarize Written Text is assessed on four criteria:

Score: 7 marks (contributes to Reading & Writing modules)

➢ Content: 2 marks – text with all keywords included

1 mark– text with most keywords included
0 – text with few keywords included
Does your response summarize the main points in the passage? Content is scored by determining if all key points of
the passage have been addressed without misrepresenting the purpose or topic. If your summary misinterprets the
topic or the purpose of the passage, you will not receive any score points for your summary on any of the four
factors. Your summary will be scored zero. The best responses clearly summarize the main idea and condense
essential supporting points. They focus on the topic, including only key information and essential supporting points.

➢ Formal Requirements: 1 mark- Is written in one, single, complete sentence between 5 and 75 words
0 - Not written in one, single, complete sentence or contains less than 5 or more than 75
words. Summary is written in capital letters
Does your response meet the requirements of a one-sentence summary? If your summary contains fewer than five
words or more than 75 words, you will not receive any score points for your summary on any of the four factors.
Your summary will be scored zero.

➢ Grammar: 2 marks - Has correct grammatical structure

1 mark- Contains grammatical errors with no hindrance to communication
0 - Has defective grammatical structure which could hinder communication.

Does your response demonstrate correct grammatical usage? Grammar is scored by determining if the basic
structure of the sentence is correct. The best responses usually consist of a main clause and subordinate clause.

pg. 72
➢ Vocabulary: 2 marks - Has appropriate choice of words
1 mark - Contains lexical errors with no hindrance to communication
0- Has defective word choice which could hinder communication

Does your response demonstrate correct and appropriate word choice and usage? Vocabulary is scored according to its
relevance to the passage and its appropriateness in an academic environment. The appropriate use of synonyms is also
scored. The best responses use words from the passage appropriately, demonstrate an understanding of the context,
and use synonyms effectively to show variety in language use.

Template (or Structure) for Summarize Written Text:

The text is about……………………………………(mention the main topic), which relates to the idea that…………………….(mention a
key point, preferably the key focus in the text), and this is crucial to know because…………………….(another point);
therefore/however,…………………………(closing with another point), so…. (additional point with “however” if required).

*Focus on how the ideas from the passage has been joined together using conjunctions, and clauses, in a single
sentence.

Practice Summarize Written Text:

SWT1

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

It has been known for some time that working in a complex environment can sharpen certain mental abilities. One of
the most well-known examples is that of London taxi drivers, who have to memorize the layout of a vast city and
consequently show an enlarged hippocampus, an area of the brain involved in navigation and spatial memory. A more
recent study has attempted to ascertain which factors are generally important in the development of navigational skills.
Subjects were asked to complete a task embedded in a computer game which involved memorizing a map and then
steering a boat using this mental picture. A number of factors were significant, but one of the most interesting outcomes
was that there were differences between those who lived in a rural environment and their town dwelling counterparts.
Country dwellers showed significantly better navigational skills, presumably because town dwellers just come to rely on
street names and numbers and so these skills are less activated. Moreover, it appears that the type of city can also make
a difference. Subjects from cities with a more organic, less predictable topography performed better than those from
the kind of grid-based cities that are common in North America, such as Chicago. There may be a useful maxim for urban
planners here, that there can be such a thing as too much simplicity when it comes to city design.

pg. 73
SWT2

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

“Shared space” refers to an approach to street design in which traffic signs and kerbs are removed so that the normal
separation between different road users no longer exists. Pedestrians, cyclists and drivers all share the same space and
negotiate their movements with each other. It was first introduced in Friesland in the Netherlands, and works on the
principle that if regulation is reduced, people will take personal responsibility, reducing their speed and relying on eye
contact with other road users. It has been tried out in other cities in Europe and in Auckland, New Zealand, and some
impressive claims have been made for it, namely that it has reduced traffic speed more successfully than other measures
and reduced or eliminated accidents. However, if this is the case, one cannot help wondering why it has not been
introduced in all the world’s major cities. Is it perhaps something that only works with low volumes of traffic or only in
particular cultures? The fact is that even the most impressive statistics are not necessarily proof that it works. It may be,
for example, that both pedestrians and motorists consciously avoid places where there are no rules, and the decline in
the number of accidents is due more to this. Opinion surveys rarely show that people are in favour of them and the
organizations which have come out strongly against are those representing the disabled, or, not surprisingly, the blind.
There may be a role for shared space in some specific areas of particular cities but on the whole road safety cannot
simply be left to people’s native courtesy or personal judgement.

SWT3

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

The water we use is not as clean as we might think. High levels of micro-pollution have been found in some of our water
sources, reducing the safety and quality of our drinking water. The type of pollution found combines different pollutants
and has a variety of longstanding effects on the water. The purity of the water may also be negatively affected by
unexpected pollution events, such as natural disasters or industrial accidents. Furthermore, there are also often
problems concerning the distribution of drinking water from our water sources to places where water is consumed, such
as our homes. Water can become polluted during its journey.

For these reasons, water often needs to be purified before it can be consumed. This may happen at source, or nearer to
consumption. In some countries it has been difficult to integrate technology to help the overall process due to financial
and logistical challenges. Traditional waterworks and companies need cheaper, smart technology and more automated
processes, without the need for human control. Brand new waterworks must be of a cutting-edge design to allow for
producing the standard of water we need to drink. Furthermore, to enable water to remain clean while it is being
distributed, the delivery of water needs to be constantly monitored.

pg. 74
SWT4

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

In the UK, as in many other countries around the world, there is an ‘affordability crisis’ in housing. Young people feel the
brunt of this; they are priced out of many areas because both owner-occupied and private rental housing are
unaffordable. This trend has translated into a rise in the residential separation of older and younger adults; many areas
are predominantly composed of residents from a single generation. Given that people’s housing requirements change as
they move through different stages of their life, for example couples wishing to have more space when they have
children, and that certain types of housing are generally grouped together, perhaps this current trend is expected.
However, this increasing age segregation can be concerning if it stems from young people being unable to afford the
housing they need.

This spatial separation of generations impedes possibilities for interaction between older and younger generations,
which has ramifications for policy on social cohesion and the organization of society. In addition to the associated loss of
cross-age interactions outside the family, there is likely to be competition between age groups for limited public
resources to fund the services and institutions demanded by their associated age-specific needs. For instance, a district
largely comprised of young couples with children would have greater overcrowding in schools and one full of mostly
elderly residents may have greater demands on healthcare. Hence what might at first glance appear to be a crisis in
housing may lead to multiple consequences for society unless it is effectively and promptly addressed.

SWT5

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

Research indicates a detectable increase in several wild animal species, including boars, deer and bears, in certain parts
of Asia. A plausible answer for this lies rooted in human demography and is particularly visible in rural areas where the
population has decreased. As a direct consequence, there now appears to be a correlation between a sharp decline in
numbers of human inhabitants and the rise in the size of wild animal populations. With the human population dwindling
steadily in rural areas, more animal sightings are being reported. Whereas in the past both brown and black bears have
been elusive and difficult to spot, the number of bear sightings in countries such as Japan, amongst others, have
witnessed a marked increase with approximately 13,000 sightings in 2018. Most of the actual witnesses who have
reported bear activities tend to be tourists with local residents offering fewer accounts of bear sightings. However, it
remains clear that any sudden increases in sightings usually occur in places where the human population is falling
fastest. A bear’s natural instinct is to avoid human contact, so these sightings are consistent with the animal’s behaviour.
If the unintentional trend of wild animals interacting more closely with humans looks set to continue, then both species
may need to discover ways to co-exist.

pg. 75
SWT6

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

Experts say we are now experiencing a Fourth Industrial Revolution, also known as 4IR. The Fourth Revolution differs
significantly from the third in the fact that it has revolutionized many of our previous ‘norms’ and has changed the way
many of us now function day to day. It is developing at a more rapid pace than other revolutions and has dramatically
altered our economy. One such example is in the workplace, where artificial intelligence, or AI, is now often used in
place of humans, equating to a faster pace of work which is often done to a higher standard. As well as the economy, it
has changed the healthcare system by reducing human error, and using advanced technologies to predict conditions or
illnesses, lengthening many people’s lives.

However, the revolution has not come without its downsides. By using robotics or automated systems, companies may
be required to cut their workforce, leading to higher unemployment levels worldwide. Many people would have to
retrain in order to enter a new sector which again may be harmed by the continual and rapid development of
technology. We could all experience a severe lack of privacy, and unconsciously allow access to our data which may, one
day, be used against us in a detrimental way. Although technology is developed by humans, what happens when the
devices become more intelligent than us?

SWT7

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

Advances in neurotechnology have opened up a brave new world of influencing and extracting information from our
brains. Research into the human brain has demonstrated that observation and data collection can lead to the very real
possibility of modifying or changing activity in the mind. These advances could potentially lead to new medical
treatments and a deeper understanding of human behaviour, emotions and feelings. However, this raises a new, and
urgent, question about our human rights. Do we need legal protection to prevent our brains from being manipulated?

We know from decades of social research that moods and emotions can be transmitted between people. More recently,
we have discovered that human brain activity can be shaped by which posts appear in social media feeds, for instance,
by including negative or positive language, images or messages. People seeing more negative information, when their
social networks are controlled in this way, go on to use more gloomy and pessimistic language themselves, and show
signs of long-lasting psychological effects. Therefore, while human rights currently exist to protect people from physical
harm, a need is emerging to safeguard our mental privacy and prevent cognitive influencing by others to achieve
political, social or economic objectives.

Some might argue that our brain activity being manipulated is hardly a new phenomenon, and that is true; consider
these common activities: drinking coffee, meditating or watching a television advertisement. All of these can alter our
state of mind, and influence cognitive processes, such as memory, perception, attention and the ability to reason.
However, such mind alterations are nearly impossible to measure accurately and are worlds away from the targeted
cognitive manipulation increasingly possible due to technological development.

pg. 76
SWT8

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

It is many people’s dreams to go to a beautiful island on holiday. However, islands are usually quite small and many of
them are unable to deal with the number of tourists that visit them.

Islands are usually most beautiful when few people know about them. As soon as they appear in a newspaper article or
on a TV program, they are likely to have many more visitors. While many locals welcome the money that tourists bring
to the economy, tourism can have a negative effect on the environment of a small island.
They cause pollution on land and in the sea. Some governments have decided to close particular islands so that they can
recover. However, when these islands open again, they still have the problem of too many tourists.

Countries need to find a different solution. Perhaps they should only allow a small number to visit. This is what the
Galapagos Islands have done. Only small groups are allowed to visit certain sites and they must travel with an
experienced guide. They can only stay in places for a short period of time. This helps to protect the wildlife on the island
and in the sea around the island.

SWT9

Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the
screen. 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.

A library has always been a place to go to read books and learn about the world. You can usually find libraries in town
centers, but there are also mobile libraries that visit communities in the countryside. This is the traditional idea of
libraries anyway. However, these days, like many things, libraries are changing. As the Internet becomes a bigger part of
people’s lives, libraries are also going online. This may be hard for some people to accept, but for many it is an exciting
development. As libraries go online, it means that more information is available to the whole world for the first time.
This means that people don’t have to be in a specific place to read a book. They could be anywhere.

However, there are still many library buildings in towns and cities, but these are also changing. People still go to them to
borrow books, but technology is becoming more important. Libraries provide computers for people to use and this gives
more opportunities to people who don’t have their own computer. These libraries now lend electronic books as well as
paper books.

Libraries still provide a space where communities can meet. They also have educational events and offer advice and local
information. Many have activities for young children to encourage reading from an early age as well.

End of SUMMARIZE WRITTEN TEXT

pg. 77
 WRITE ESSAY
In the test, there are 1- 2 tasks. for each task, the essay question is on the screen. You type your essay into the box on
the screen. The wording in the instructions below is the same as you will see in the actual test.

Task Requirements:

➢ You will receive a 2-to-3-line prompt stating an opinion or statement. Prompts can be written in a number of ways.
For example, you may have to discuss problems or solutions, or argue for or against an opinion:

➢ Similarly, you might need to discuss whether you agree or disagree with a statement:
For example, “Animals shouldn’t be used for medical research under any circumstance.” – To what extent do you
agree with this statement? Provide reasons and/or examples to support your ideas.
➢ You must write an essay in 200-300 words answering the question. The essay should be formed of an introductory
paragraph, two main paragraphs which develop an idea, and a conclusion.
➢ You only have 20 minutes to plan, write and check your essay. Therefore, it’s vital that you practice this task a
number of times before the exam.
➢ There are 15 marks in an essay that is scored only on the Writing module. It contributes 17% of the total writing
score.

pg. 78
 Tips for Writing Essay:
➢ It is important to breakdown the 20 minutes for writing an essay, into 3 stages.
➢ Stage 1: Planning (5-6 minutes)
• First things first, Understand the Essay Topic – what does it want you to talk about?
Identify the Context – Context is key!
Identify the Task – What should the essay say? Agree/Disagree, For & Against, Opinion,
Advantage/Disadvantage?
Try to rephrase the topic in your own words – do this in your mind
Keywords are essential – must also appear in your essay
• Moreover, check what the topic is, the key points you need to cover, and the arguments to present.

• Use the erasable notebook to note down the key points that you will use for your argument. Think about the
ideas for a while, is this idea really strong enough to support your opinion? The stronger your ideas will be,
the better will be the content for your essay.

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 • Make sure you cover all the required aspects of the question

➢ Stage 2: Writing the essay (12-13 minutes)

• Can either be persuasive or argumentative.
• Try to keep the essay between 210 – 240 words. The lengthier the essay will be, higher will be the chances
of making more spelling and grammatical mistakes.
• You should have a typing speed of at least 25 words/minute. This is the only task in the PTE test where you
will require a fluent typing speed.
• You may want to structure your essay in the following way:
Introduction - introduce the topic and any information surrounding it
Paragraph 1 - one idea supporting your argument
Paragraph 2 - another idea supporting your argument / or offer a counter argument
Conclusion - a short summary of your ideas that have led to your conclusion and why.
• Start EACH new idea in a new paragraph - develop them!
• Use Transition words to connect your ideas
Examples – furthermore, moreover, hence, in addition, besides, nevertheless, nonetheless, although, even
though, while, indeed, in fact, finally, lastly, in conclusion
• Improve your vocabulary. Have a predetermined set of rich words – (rich words doesn’t necessarily mean
difficult words)
Examples – Bolster, Impeccable, Formidable, Inevitably, Overwhelming
• Check Grammar – Subject/Verb Agreement, Tense, Word order.
• You should demonstrate your range of vocabulary and grammar. You are more likely to receive a higher
score if you use complex sentence structures and vocabulary correctly.
• The best responses are the ones that use academic terms and avoid repetition of words by using synonyms
where appropriate.
• Practice typing – without Autocorrect.
• DO NOT use bullet points.
• Body Paragraphs – Use Examples, Reasons & Statistics to make your point.
• You may want to consider these expressions or linkers when writing your essay:
Useful phrases to introduce a point - In view of; in light of; considering
Introducing the views of an author - According to X; X stated that; referring to the views of X
Adding a point - Moreover; furthermore; in addition;
Offering an opinion - In my opinion; From my point of view; My conviction is that
Concluding - In summary; To sum up; In conclusion; In a nutshell.

➢ Stage 3: Revise & Check (1-2 minutes)

• Your essay will be scored on spellings, grammar and punctuation. This is why it is important to revise
your essay and check for spelling mistakes, grammatical errors or any complex sentence written without
any punctuation.

pg. 80
Writing Essay will be scored on seven major criteria:

Each essay will be scored on 15 marks that is distributed only to the Writing module. It contributes 17% of the total
Writing module score.

➢ The scoring system will consider the following factors of the write-up in the grading process.
• Development structure
• Coherence of the written content
• The length of responses
• General linguistic range
• Grammar usage and mechanics
• Vocabulary range
• Spelling.

➢ Content: 3 marks-Adequately deals with the prompt

2 marks-Deals with the prompt but does not deal with one minor aspect
1 mark-Deals with the prompt but omits a major aspect or more than one minor aspect
0 - Does not deal properly with the prompt
Remember: If you score 0 in Content, your entire essay will be scored 0.

➢ Formal Requirements: 2 marks- Length is between 200 and 300 words

1 mark- Length is between 120 and 199 or between 301 and 380 words
0- Length is less than 120 or more than 380 words.
0- Essay is written in capital letters
0- Contains no punctuation
0- Consists only of bullet points
0- Very short, simple sentences

Remember: If you score 0 in Formal Requirements, your entire essay will be scored 0.

➢ Development, Structure & Coherence: 2 marks - Shows good development and logical structure
1 mark - Is incidentally less well structured, and some elements
or paragraphs are poorly linked
0 - Lacks coherence and mainly consists of lists or loose
elements

➢ Grammar: 2 marks - Shows consistent grammatical control of complex language. Errors are rare and
difficult to spot
1 mark - Shows a relatively high degree of grammatical control. No mistakes which would lead
to misunderstandings
0 - Contains mainly simple structures and/or several basic mistakes

➢ General Linguistic Range: 2 marks - Exhibits smooth mastery of a wide range of language to formulate
thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No
sign that the test taker is restricted in what they want to communicate
1 mark - Sufficient range of language to provide clear descriptions, express
viewpoints and develop arguments
0 - Contains mainly basic language and lacks precision

pg. 81
 ➢ Vocabulary Range: 2 marks - Good command of a broad lexical repertoire, idiomatic expressions and
colloquialisms
1mark - Shows a good range of vocabulary for matters connected to general academic
topics. Lexical shortcomings lead to circumlocution or some imprecision
0 - Contains mainly basic vocabulary insufficient to deal with the topic at the required
Level

➢ Spelling: 2 marks - Correct spelling

1 mark - One spelling error
0 - More than one spelling error

Essay Structure:

➢ Introduction:
• Paraphrase - to rephrase the topic of the essay either in your own words or you can use synonyms to
replace some of the words in the topic.
• Thesis statement: to mention or to state your opinion about the topic or to establish what you feel
about the topic.
• Outline Sentence: The third and last line of the introduction should be to mention a few points from
your planning in order to support your opinion in the 2nd thesis statement.

❖ Sample topic: Online education is very much popular nowadays. However, some people think it is not being
efficient. What is your opinion?

❖ Sample Introduction: Online education has been widely accepted in recent years. Despite of such popularity, a
few people believe that it is not much productive. I strongly disagree that online education could be an efficient
medium of education. Some of the reasons to support my opinion are that the accessories used for online classes
are not affordable by everybody, and also it creates a lot of health problems for students.

➢ Body Paragraphs:
• Topic sentence: to mention the main idea or the theme of the body paragraph in the first sentence.
• Explanation of the points: to explain the points in a detailed manner with reasons and study or research.
Could be multiple sentences. Will be a bit longer than other paragraphs.
• Examples: Examples are highly appreciated in any essays, so use as many real-life examples as possible.

❖ Sample Body Paragraph: Online education creates a plethora of problems for students, some of which are
explained below. Students in an online class may suffer from various eye problem from the dangerous rays off
the screen, some students may also suffer from back and spine problems. All students might find it expensive to
purchase a smartphone or tablet or laptop in order to attend an online class. Many of the students attending
classes from home might be easily distracted due to guests or children and the class would be hampered.
Sometimes the network connection gets disrupted due to heavy rain or storms. For example, / To illustrate, / For
instance, my nephew recently had to take glasses because of the eye problems caused due to online classes.

pg. 82
 ➢ Conclusion:
• Summary of the key points mentioned in both the Body Paragraphs. Always should start with,
”In conclusion, / To summarize, / In a nutshell”
• Personal recommendation

❖ Sample Conclusion: In a nutshell, it can be concluded that the problems of online education surpass the benefits
of it. Therefore, it is highly recommended that online education should not be a permanent medium of education
unless the problems that have been mentioned earlier, could be solved.

ESSAY for Practice:

In PTE, Essays are always repeated. So, practice these topics!

➢ The ability to learn more than one language will be less important in the future. Do you agree or disagree?
➢ Law can change human behavior. Do you agree or disagree?
➢ Of the modern innovations such as antibiotics, computers and airplanes, which one is the most important and
why?
➢ The environment we are living in is in danger due to various problems. So, who do you think should be
responsible to solve it? Is it the governments, organizations or each individual?
➢ How are places responsible for the development of a person at a young age?
➢ Some people work hard for long hours to achieve success and some give importance for free time for
themselves. Give your opinion and discuss your views.
➢ In most education systems, students are assessed by written examinations. Do you think it is a good idea or not?
Give your reasons.
➢ Many companies involve employees in decision making policy; some people think that it is important for the
progression of the company. To what extent do you agree or disagree? What are the advantages or
disadvantages associated with this?
➢ The importance of travel seems to be over-rated. Brilliant scholars locked themselves at home. Travel is not
important for education. To what extent do you agree or disagree?
➢ Parents should be held legally responsible for their children’s acts, to what extent do you agree or disagree?
➢ It is a foolish idea to get married and settle down before finishing your studies? To what extent do you agree or
disagree?
➢ There are some cutting-edge technological devices, please choose one and discuss the beneficial and negative
impact. Give some reasons.
➢ Is television a form of entertainment or information?
➢ Mass media like TV, newspaper and radio influence people, particularly the young generation. Do you think it
works as a pivot to shape the society? What’s your opinion?
➢ For a successful company, selling products depend more on the company’s reputation or if they provide
discount and free offers?
➢ Do you think consumer should avoid over packed products or it is responsibility of producer to avoid extra
packaging of products? Give your views or any relevant example with your own experience.
➢ Successful sports stars and glamorous film starts are role models of youngsters. Do you support it or not?
➢ Large shopping malls are replacing small shops. What is your opinion about this? Discuss with appropriate
examples.
➢ Some people enjoy extreme sports like extreme skiing, bungee jumping etc. what are your views on them? Do
you support them or not?
➢ Is tourism in less developed countries an advantage or disadvantage? Discuss both views and give your opinion.

pg. 83
➢ With all the problems in the world today, some people think that spending money on space exploration is a
complete waste. The money can be better spent on other causes.
➢ “The illiterate of the 21st century are not those who cannot read and write, but those who cannot learn” - Alvin
Toffler. Explain the statement. Do you agree or disagree?
➢ “The only thing that interferes with my learning is my education” – Albert Einstein. Discuss this statement and
give your opinion.
➢ If voting is compulsory in democratic society, what conclusions can we draw about ‘Nature of democracy?

➢ In some countries, there have been schemes to encourage older professional people to retrain as school
teachers. Do you feel that this is likely to have beneficial effects on education? Support your point of view with
reasons and/or examples from your own experience.

➢ When recruiting new staff, is it more important for a company to look at a candidate’s academic qualifications or
his/her personality and ability to work with others? Support your opinion with appropriate reasons and
examples.
➢ ‘Living with friends can bring just as many benefits as living with family.’ How far do you agree with this
statement? Support your point of view with reasons and/or examples from your own experience.
➢ ‘Governments should provide free healthcare to everyone in society.’ How far do you agree with this statement?
Support your point of view with reasons and/or examples from your own experience.
➢ Some people think children should be given the freedom to make their own individual choices, while others
believe constant supervision from parents is required. Which position is closer to your own opinion? Support
your point of view with reasons and/or examples from your own experience.
➢ ‘Schools should provide physical exercise lessons for children every day.’ How far do you agree with this
statement? Give reasons for your answer and use examples from your own experience.
➢ Doctors can now talk to patients through online video technologies. Do you think this is a good method of
consultation and that it will replace face-to-face meetings between doctors and patients? Support your point of
view with reasons and/or examples from your own experience.
➢ ‘Extracurricular activities are just a distraction from academic activities and bring students very few actual
benefits.’ How far do you agree with this statement? Support your point of view with reasons and/or examples
from your own experience.
➢ ‘School pupils should not be limited to taking a specified range of subjects – they should be allowed to study
anything they choose.’ How far do you agree with this statement? Support your point of view with reasons
and/or examples from your own experience.
➢ Discuss the advantages and disadvantages of studying abroad. Support your arguments with reasons and/or
examples from your own experience and observations.
➢ Is medical technology responsible for human life expectancy? What is your opinion?
➢ Should the government build more roads to allow more vehicle owners to travel better or improve the public
transport system?
➢ Effective learning requires time, comfort and peace so it is impossible to combine study and employment. Study
and employment distract from one another. To what extent do you agree with these statements?
➢ Personal development is the base for professional development and advancing one's career. Do you agree?
➢ Some people think that exercise is the key to health while others believe that having a balanced diet is more
important. Discuss both sides and give your opinion.
➢ Some say that music is as important as other subjects in schools, especially at the preschool level. Do you agree
or disagree? Give your opinion.

pg. 84
 Template for Essay Writing:
❖ Remember, the AI can detect an essay written on a template. It will not allow you to get full scores on essay, and
your content, development, structure & coherence scores are suffered. However, if a student is weak to
construct sentences on his own and end up making grammatical mistakes, spelling mistakes, and if there isn’t
much time to improve the writing skills, it is advised to use an easy template like the one given below and get a
passing score.
❖ Banglay PTE never encourages templates for essays, as it lowers the writing skills of a student.

End of WRITE ESSAY

END OF WRITING MODULE & PART 1

pg. 85
 PART 2: READING MODULE (29-30 mins)

➢ Reading module is the 2nd part of the PTE Test.

➢ This module has 5 question types.
➢ The total time allotted for Reading Module is 29-30 mins.
➢ None of the questions from the Reading module is individually timed.
➢ Students are advised to utilize the time wisely and focus on the most important questions with higher scores.
➢ On average, a student should not spend more than 2 mins on any question type of the Reading module.

FILL IN THE BLANKS (BOTH ‘READING & WRITING’ AND ‘READING’)

Fill in the blanks is the most important question type in the Reading Module. It will carry almost 50-55 marks.

Fill in the Blanks (Reading & Writing): This is a multiple-choice reading task type that tests reading and writing skills.
You select one correct word from a list to fill each blank in a text. You will do 5- 6 ‘Reading & writing: Fill in the Blanks’
tasks.

For this item type, there is a passage on the screen with some missing words. Beside each gap, there is a button with a
drop-down list. Left-click on the button to reveal the list of options for that gap. Select the word that best fills the gap.

pg. 86
Task Requirement:

➢ The texts are up to 300 words long and cover a variety of academic topics.
➢ Each text has up to six blanks
➢ Each blank can have up to five options in a drop-down list.
➢ For each blank, you have to choose the option that best completes the sentence.
➢ You will have either five or six R&W Fill in the Blanks texts.

Tips for Drop-down Fill in the Blanks:

➢ Skim the text, skipping over the blanks, to get an idea of its general content and the main idea. You
should be able to answer the question "What is the passage mainly about?" in your own words.
➢ Read the first sentence containing a blank carefully. Using vocabulary and grammatical cues from
the words surrounding the blank, determine what kind of word is needed - that is, what part
of speech is required (e.g., adjective, adverb, plural noun, preposition). Check the options and
eliminate any that are clearly the wrong part of speech. Choose from among what remains.
➢ Look for any obvious clues to the logical order or chronology of events, such as first, second, lastly,
finally, next, then, after, and so on, and eliminate any answer options that are illogical. Choose from
among what remains.
➢ Some items test your knowledge of idioms and collocations. Check whether any of the options form
a common expression, and if so, whether this makes sense in the given context.
➢ If you do not know the answer, and are unable to eliminate any options, guess. Never leave the
question unanswered. If you leave the question unanswered, it will be marked as incorrect. By
guessing, you have the possibility of answering correctly.
➢ Keep track of your time using the on-screen timer. (No more than 2 mins for each question).

Strategies for Drop-down Fill in the Blanks:

➢ Read the text through

• Read the whole text through once for the overall meaning. Then, re-read the sentence with the first
blank and think what word would create meaning in the context. Look at the sentence grammar to
decide what is needed. e.g. noun, past tense verb, adjective.

pg. 87
 • Click on the first blank. From the drop-down list, select the one that will create meaning and is
grammatically correct.
• Repeat for the other blanks.
➢ Use your language knowledge
• Think about collocation: what word often appears with the word before or after the blank?
• Consider word form: should the word be the noun form, the verb form, or the adjective form? For
example: allocation, allocate, allocated, allocating.
• Read the sentence with each word in turn: which one makes the best meaning in context?
➢ Check for grammar and meaning
• Fill each blank in turn. If you cannot do one, leave it and return later. The more blanks you fill, the
clearer the text will become.
• When you have finished, check each selection for correct grammar. If it is a verb, is the tense correct? Is
it the right form of the word?
• Click 'Next' and move on.
➢ What is collocation?
• Collocation is a combination of words or phrase that is often used with another word or phrase, in a way
that sounds correct to people who have spoken the language all their lives, but might not be expected
from the meaning.
• These words have been widely used together and is very common to our ears.
• Collocation knowledge is very must tested in PTE tests.
• For e.g.:
“The mother is proud of her son’s academic ___________.” Fill in the blank from the options:
1. Win 2. Victory 3. Success

In this particular problem, all three choices given are noun, and they are synonyms to one another. But
we can tell that the answer would be ‘success’ as it goes with the word ‘academic’. So, the right answer
would be success as ‘academic success’ is a collocation.

“In 1971, Bangladesh was ________ threat from the Pakistani armies.”
1. In 2. On 3. Under

In this particular problem, all three choices are prepositions, but we know that ‘under threat’ goes
together and is a collocation, hence, the right answer would be ‘under’.
• There is a list of academic collocation that has been published by the Pearson. The list contains almost
2500 collocations that would be greatly beneficial for PTE tests. Please follow your teacher’s instructions
to find the collocation list and read them thoroughly.

Scoring for Drop-down Fill in the blanks:

➢ 1 mark for each correctly completed blank

➢ 0 Minimum score
➢ No negative scoring
➢ Scores are distributed to Reading and Writing Modules
➢ *partial credit for each correctly completed blank

pg. 88
Fill in the Blanks (Reading): This is a reading task type that tests reading skills. From the box below a text, you have to
select a single correct answer for each gap in the text. You will do 4- 5 Reading: Fill in the blanks tasks.

For this question type, you see a text on the screen with some missing words. You need to drag and drop words from
across the screen to correctly fill in the gaps in the text. There is a list of words in the blue box below the text, that you
can use to fill the gaps in the text. There are more words than gaps, so you will not use all the words provided.

Task requirement:

➢ The texts are up to 80 words long and cover a variety of academic topics.
➢ There are three to five blanks in each text.
➢ The options appear in a separate blue box; there are always three more options than the number of blanks in
the text. There will be a minimum of six and a maximum of eight options.
➢ For each blank, you have to choose the option that best completes the sentence and drag it to the text with your
mouse.
➢ You will have either four or five Reading: Fill in the Blanks texts.
➢ The individual texts are not timed; Do not spend more than 2 mins on each text.

Tips for Drag & Drop Fill in the Blanks:

➢ Skim the text, skipping over the blanks, to get an idea of its general content and the main idea. You should be
able to answer the question "What is the passage mainly about?" in your own words.
➢ Read the first sentence containing a blank carefully. Using vocabulary and grammatical cues provided by the
words surrounding the blank, determine what kind of word is needed - that is, what part of speech is required
(e.g., adjective, adverb, plural noun, preposition). Check the options and eliminate any that are clearly the
wrong part of speech. Choose from among what remains.
➢ Look for any obvious clues to the logical order or chronology of events, such as first, second, lastly, finally, next,
then, after, and so on, and eliminate any answer options that are illogical. Choose from among what remains.
➢ Some items test your knowledge of idioms and collocations. Check whether any of the options form a common
expression, and if so, whether this makes sense in the given context.
➢ If you do not know the answer, and are unable to eliminate any options, guess. Never leave the question
unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you have the
possibility of answering correctly.

pg. 89
 ➢ Keep track of your time using the on-screen timer.

Strategies for Drag & Drop Fill in the Blanks:

➢ Skim the text first

• Skim the gapped text to get an idea of the topic. Ignore the blanks at this point. look for the key words
that carry the meaning.
• If there are words you don't know, read around them to try to guess the meaning from the context.
➢ Identify the correct words
• Look at the words around the first blank and its place in the sentence. Identify the idea being expressed
in the sentence, and think what word will create meaning in the context. Use grammar clues to help you
decide between possible options.
• Think about collocation: what word often appears with the word before or after the blank?
• Look for possible words in the box at the bottom of the screen, and try each one by dragging it up to the
blank in the text. If it fits the meaning and grammar, leave it there. If not, move it back.
• Once you have filled one blank, move to the next. If you cannot do one, don't worry; just move to the
next. The more blanks you fill in, the easier the missing ones will be.
➢ Check one last time
• Check each of the 3 unused words to confirm your choices. Read through one last time to check the
meaning is consistent.

Scoring for Drag & Drop Fill in the blanks:

➢ 1 mark for each correctly completed blank

➢ 0 Minimum score
➢ Score is contributed to Reading module only
➢ *partial credit for each correctly completed blank

Basic skills that a student must need to have for both the Fill in the blanks in Reading Module:

➢ Skimming: A student must be able to understand the topic of the text as fast as possible by just looking at the
major key words from the text. This will help him to have an idea of what the text is about and choices will be
easier to find.

➢ Understanding the context: A student must be able to understand the meaning of the ‘gapped’ sentence. If
there is any word that he doesn’t understand, he can infer, or make assumptions by referring to the context.
Student can translate the sentence in his own language, if necessary, but it is crucial that he understands the
sentence. Student must also have to know the meaning of each word from the choices given.
This skill requires a good vocabulary knowledge. Please follow the teacher’s instructions on how to improve your
vocabulary.
How to improve vocabulary:

* The best way to improve vocabulary is to start reading newspapers or articles. Maintain a pocket notebook at
all times. Note down any new words that you come upon.

E.g.: indicate

(verb) - to point at something

(noun) - indication
(synonyms) - [at least 3] ~ to specify, to show, to designate
(apply in sentence) ~ The teacher indicated us the most important topics of the test.

pg. 90
➢ Using the grammar rules: The choices given in a Fill in the Blanks text are either nouns, verbs, adjectives or
adverbs. Student should be able to identify what parts of speech should be in the gap by studying the words
before and after the gap.

Examples: tourism, stupidity, happiness, interviewee, elegancy, enjoyment, friendship, chronology, sadness,
performance, fixture, information, freedom, childhood, strength, interviewer, supervisor, miscarriage,
magnitude, loyalty

Examples: delicious, tiring, specialized, reliable, economic, attractive, foolish, endless, happy, external, elegant,
masculine, extraordinary, excellent, picturesque, juvenile, potential.

pg. 91
Examples: decide, imagine, imitate, include, increase, rebuild, repeat, add, advocate, perish, peril.

Examples: smoothly, slowly, softly, quickly, etc.

pg. 92
 ➢ Expand your knowledge of collocation (words that frequently occur together, such as difficult decision). Keep a
diary of collocations that you find in your reading and revise them regularly. Your instructor will also provide you
a list of academic collocations. This will help you to recognize the best word for a blank.

Practice Fill in the Blanks:

• READING & WRITING FILL IN THE BLANKS (DROP-DOWN):

RWFB1: It would be very hard to imagine life without electricity. Most of the appliances and machines that are used in
homes, offices and factories are powered by electricity and this equipment __________ people's overall quality of life.
For that reason, the wider provision of electricity supplies is a critical factor in reducing global poverty _____. To meet
the needs of users around the world, the global consumption of coal has risen more quickly ______ than any other fuel.
For countries that do not have their own supply of natural energy resources, coal has become an essential _________ of
producing power. On a global scale, coal is currently used to fire power stations and produces 40% of global electricity.
This ________ is very likely to increase, and predictions are that by 2030 coal will fuel 44% of the world's electricity.

1. A helps improving B helps to improve C help improve D help improved

2. A levels B ranks C stages D degrees

3. A for B in C since D at

4. A means B factor C aspect D course

5. A total B sum C volume D figure

RWFB2: People are living longer and this longevity is good news for sales teams. It results in a much more ______
customer base for them to work from. Why we are living longer is not the issue for anyone ______ in drawing up plans
to market a product. What they focus on is the fact that there are now more age groups to target, which means that a
sales pitch can be re-worked a number of times to more exactly fit each one. For example, ________ referring simply to
'adults', there are now 'starting adults', 'young adults' and 'established adults'. _______ markets no longer talk about
'children', but tend to refer to a fuller range of categories that includes 'kids', 'tweens', 'pre-teens' and 'teenagers'. We
now have a very diverse population in terms of age, and that can only be a ________ for business.

1. A usual B precise C right D honest

2. A linked B mixed C concerned D involved

3. A rather than B by C even when D while

pg. 93
4. A While B Similarly C Even D Really

5. A desire B favour C bonus D promise

RWFB3: Experts have waited a considerable amount of time for this much-needed book. Now we have a new and very
thorough survey of wetland plant species. The content is extensive and totally up-to-date and as reference_________. It
represents extremely good value. In addition to the editors, there are 35 well-chosen contributors who have put in a
tremendous amount of work to _______ the reader with maps and indexes, and colourful photographs. The plant
descriptions are straightforward, yet scholarly, and flicking through the pages, ________ the writers' passion for the
subject. Each of the eight sections has an overview, _______ current concerns and future conservation plans. Despite a
few gaps and the occasional unsatisfactory illustration, this handbook will remind botanists and specialists of the
importance of protecting the country's plant life. _______ person interested in the topic, whether student or hardened
expert, will find it indispensable.

1. A piece B report C book D material

2. A manage B assist C contribute D hand

3. A it can sense B one sense C you can sense D he senses

4. A highlighting B focusing C bringing D involving

5. A The other B Anyone of C Every D AII

RWFB4: At the moment. there are between six and seven thousand languages in the world. According to linguists, fifty
percent of these are in danger _______ extinct. The speed of language loss has accelerated over the past few decades
because businesses that need to communicate with a range of people from other cultures ______ to employ more
widely used languages, such as English, Chinese, or Spanish. This attitude is understandable, but it means that many
local languages are dying out before anyone ______ the opportunity to study them. According to linguists, some of
these languages could reveal a great ______ of useful information about language learning and cognitive development.
In addition, a local language that has been built on the local culture contains words and phrases that express that
culture; lose the language and you arguably may lose the culture. too. And finally, historians will _____ that a language
contains evidence of a region's history and should, for that reason alone, be preserved.

1. A have become B to become C of becoming D became

2. A prefer B fancy C select D must

3. A have B would have C having had D has had

4. A size B deal C capacity D load

5. A speak B tell C argue D explore

RWFB5: Bamboo is a favoured plant among architects and designers because of its incredible strength and durability.
One Colombian architect _____ to it as nature's steel, but in many respects, it is even better than steel: it is lighter and
more flexible, and these _____ make it the ideal building material in areas that suffer earthquakes and severe weather
patterns. Construction workers in places such as Hong Kong rely on bamboo scaffolding whatever the _____ of the
tower block they may be working on: over a billion people around the world live in a home that is made of bamboo; and

pg. 94
China ______ the plant for thousands of years. The only drawback to this remarkable product is the cost of transporting
it. So, for those ______ live in cooler regions of the world, the enormous advantages of this natural building material are
less accessible.

1. A implies B mentions C indicates D refers

2. A abilities B qualities C talents D values

3. A mass B top C summit D height

4. A has cultivated B cultivate C cultivates D had cultivated

5. A which B may C who D are

RWFB6: Victoria University of Wellington has conferred an honorary degree on a distinguished astrophysicist in a recent
graduation ceremony. Professor Warrick Couch _____ the honorary degree of Doctor of Science for his remarkable
contribution to our knowledge of galaxies and dark energy. Professor Couch is a distinguished astrophysicist who has
________ a crucial role in the discovery that the Universe is expanding at an accelerating rate, a finding which led to the
lead scientists being awarded a Nobel Prize in Physics in 2011, which he attended in recognition of his contribution.
In his research, Professor Couch uses large ground-based and spaced-based telescopes to observe galaxy clusters,
_______ are the largest structures in the Universe. He is also involved in a number of national and international
committees overseeing the management of these telescopes. _________ his own research activities, Professor Couch
has worked to support young researchers and provide public comment on astronomy internationally.

1. A was receiving B had received C is received D received

2. A played B found C done D led

3. A those B which C they D who

4. A In addition to B As a result of C Regarding D Instead of

RWFB7: Keith Haring began as an underground artist. literally. His first famous projects were pieces of stylized graffiti
_______ in New York subway stations. Haring travelled from station to station. drawing with chalk and chatting with
commuters about his work. These doodles helped him develop his classic style and he grew so ________ doing up to 40
drawings a day. that it was not long before fame and a measure of fortune followed.
Soon, galleries and collectors from the art establishment wanted to buy full-sized pieces by Haring. The paintings
skyrocketed in price but this did not sit well with Haring's philosophy. He believed that art, or _______ his art. was for
everyone. Soon, Haring opened a store which he called the Pop Shop, which he hoped would attract a broad range of
people. While somewhat controversial among street artists. some of ______ accused Haring of 'selling out', the Pop
Shop changed the way people thought about the relationship between art and business.

1. A drawers B drawn C drew D draws

2. A perceptive B proactive C pedantic D prolific

3. A by contrast B at least C actually D in part

4. A whose B those C whom D them

RWFB8: Conservationists have long debated whether the koala should go on the Australian national threatened species
list. ________ the koala is clearly in trouble in some parts of the country - in Queensland, for example, high numbers are
pg. 95
afflicted by disease - in other parts such as Victoria and South Australia the problem is not that koala populations
_______, but that they have grown to the point where they are almost too numerous.
For a species to be classed as vulnerable, its population _______ by more than 30 percent over the last three
generations or 10 years. The problem is that when such a stipulation is applied to koalas, the Victorian boom offsets the
Queensland bust, and the species stays off the list.
This has repercussions because northern koalas are different to southern ones. They are smaller, for example, and they
contain a genetic variation not represented in the South. _______, a split listing has been devised koalas from New
South Wales, the ACT and Queensland are now officially 'Vulnerable'; those from Victoria and South Australia are not
considered threatened.

1. A Because B However C Despite D While

2. A had been falling B were falling C are falling D had fallen

3. A must have decreased B will be decreasing C was decreased D has decreased

4. A According to this B For this reason C For instance D In contrast

RWFB9: The Department of Fine Arts is a vibrant department comprising active art professionals housed in a modern,
well-equipped facility. The faculty enjoys _____ relationships with local museums, numerous galleries and a variety of
other art organizations. Fine Arts students benefit from studying with artistically _____ mentors who exhibit and
research regionally, nationally and internationally. The department provides students with many opportunities for
artistic and personal _____ through daily contact with full -time faculty members who are noted artists and researchers.
Classes are small to allow for personalised feedback and guidance.
Well-appointed studios on campus ______ the daily practice of art in combination with the study of liberal arts. During
their studies, students gain exposure to world -class visiting artists and exhibitions, and also have local and international
travel ______.

1. A corresponding B collaborative C combined D common

2. A activating B actively C activity D active

3. A growing B growth C grown D grow

4. A facilitating B facilities C facilitate D facility

5. A contingencies B opportunities C occasions D needs

RWFB10: Lyrebirds, a common bird in rainforest areas of Australia, have an incredible repertoire of sounds that they are
able to mimic from their environment, including over 20 other bird calls as well as sophisticated mechanical sounds.
They _____ to replicate the sounds of chainsaws and pneumatic drills. The male Iyrebird sings a medley of mimicry to
impress females - and the more detailed and varied his repertoire is. the more interesting it seems to potential _____.
Like females of other bird species, female Iyrebirds do not _____ in the imitating, but simply judge the competing males'
symphonies. Once learned. it seems a Iyrebird rarely forgets a call, and the sounds are passed down through the
generations. There are some Iyrebirds in Victoria, Australia, that _____ recreate the sounds of axes, saws and old-
fashioned cameras which have not been used in the area for years.

1. A have been known B are being known C are knowing D know

2. A companions B spouses C mates D pairs

pg. 96
3. A put forward B take place C work out D take part

4. A indeed B still C just D yet

RWFB11: A well-known feature of the European landscape is the castle. Some types of fortifications _____ built
thousands of years ago, but the first real castles only started to appear as recently as one thousand years ago.
Construction of most of the larger castles in Europe was between around 1100 and 1500. Initially, the _____ of these
castles was to lay claim to land won in battle and also for defence. _____, the owners of the castles also realised that
their castles were an effective _____ to intimidate local people. Therefore, castles became a symbol of wealth and
authority for those owning them, and a useful tool to keep control of territory and the residents living on that territory.

1. A have been B were C have D was

2. A purpose B feature C aspect D plan

3. A Alternatively B Fortunately C However D Thus

4. A process B form C way D use

RWFB12: A recent study reveals that the ability to walk quickly in old age is an indicator of a long life. The report
examined results from recent research. The _____ in the research were tested on a regular _____ over an extended
period of time. The researchers focused on the relationship between walking speed in the post sixty-five age group and
longevity. They concluded that there was a direct correlation between walking speed and life span.
A key researcher gave the explanation that this link exists _____ walking involves the use of many bodily functions
working in unison. The heart, lungs, skeletal system, joints, muscles, nerves and brain have to work together in order to
ensure a consistent speed. Damage to any of these systems may mean a much slower walking speed ______could signal
medical problems.

1. A experimenters B investigators C performers D participants

2. A circumstance B situation C condition D basis

3. A therefore B instead of C because D so

4. A which B also C this D it

RWFB13: One of the questions we need to ask ourselves is: How much of the news is biased? Can we recognise bias?
The fact is, despite the journalistic ideal of 'objectivity', every news story is _____ by the attitudes and background of its
interviewers, writers, journalists, photographers and editors. That is not to say that all bias is _____, but it does exist.
So how can we, as readers or viewers, determine bias? Well, in the case of newspapers, it manifests itself in a number of
ways, such as what events _____ for inclusion or omission. The _____ of the article, meaning its proximity to the front or
back pages, is significant. The use of headlines, photographs and language are further examples.

1. A influenced B agreed C judged D fixed

2. A considered B accidental C deliberate D balanced

3. A being selected B have selected C are selected D selected

4. A placement B space C area D size

pg. 97
RWFB14: It is believed that the only purpose of advertising is to make people buy something. It is undeniable that this is
the ultimate, overall goal, but there are _____ equally essential, yet more subtle, aims of an advert as well. For example,
people may not buy something as a result of an advert, but that advert _____ awareness of that product and brand.
Sufficient advertising will reinforce that awareness _____ when people purchase something, they may choose the
heavily advertised brand that can be easily remembered over others; purely on the basis that they may have heard or
seen that name and they are not as _____ with the other names or brands available.

1. A necessary B another C other D more

2. A will have improved B will be improved C was improved D is improved

3. A except B but C yet D so

4. A memorable B familiar C common D known

RWFB15: Sixty years ago, an American sociologist made a distinction between 'private troubles' and 'public issues'. His
theory was that _____ there being many 'troubles' or 'problems' that individuals may experience in their lives, not all of
these always emerge as 'public issues' which attract general interest, or are seen as requiring public responses or even
action. Personal troubles are seen as 'private' and are _____ within households, families or maybe even small
communities. On the other hand, 'public issues' are dealt with publicly, through forms of social intervention or
regulation, for example. One _____ that distinguishes whether issues or problems are perceived as private or public is
number. _____ only a few people experience some form of trouble, then it is highly likely to remain a private matter;
whereas when a large number of people begin to experience this same trouble it will quite possibly _____ a public issue.

1. A otherwise B although C besides D despite

2. A handled B effected C advised D applied

3. A influence B reason C effect D factor

4. A Consequently B Whether C Either D If

5. A become B involve C remain D stay

RWFB16: Excavations have recently been carried out on an interesting Mayan house in Central America. The house
dates _____ the 9th century, and it has turned out to be of great interest to archaeologists. _____ is particularly
remarkable about the house is that its walls are covered with tables _____ detailed astronomical calculations. These
tables suggest that Mayan society had considerable understanding of astronomy at a much earlier time _____ was
previously thought to be the case. The tables focus on lunar cycles. This was important to the Mayans because they
believed that there were six different gods of the moon, _____ of which would take his turn to be in charge of the cycle
at any given time.

1. A from B to C of D by

2. A Which B Where C What D Why

3. A showing B showed C shown D show

4. A there B that C then D than

pg. 98
5. A every B most C each D all

RWFB17: Meteorologists are making increasing use of information provided on photo websites by ordinary people.
There was a presentation dealing with _____ they do this at a recent conference in New York. Scientists based at a
university in Indiana looked at thousands of photos of snow scenes _____ online. These provided them with information
about snow falls in areas where, because of heavy cloud cover, _____ information from satellite photography was
available. It is not necessary to make use of this source of information as far as urban weather is _____, as there is
usually easy access to plenty of other data about towns. But photos taken by the public can be an excellent way of filling
in the gaps in knowledge _____ weather events in more distant rural locations.

1. A whether B what C that D how

2. A posting B posted C posts D post

3. A some B much C any D no

4. A concerning B regarding C concerned D regarded

5. A about B with C for D on

RWFB18: A manakin is an unusual type of bird found in the tropical forests of Colombia and Ecuador. Approximately
twenty of the forty different types of manakin _____ a kind of music by moving their body parts. This is particularly done
by the male bird when it is hoping to attract a female. Although ornithologists had _____ been aware that the bird
somehow managed to make its characteristic noise with its wings, they were unable to work out exactly how the sound
was produced. _____, a post-graduate student has recently solved the puzzle. She did so by recording the bird's
movements with a camera operating _____ a speed of a thousand frames per second. A standard camcorder records
about 30 frames per second. On examining the footage, she was able to see that the bird used one special feather to
click against other feathers – in much the same way _____ guitarists use a plectrum to pluck the strings of their
instrument.

1. A make B have C get D do

2. A once B ever C still D long

3. A However B Accordingly C Moreover D Whereas

4. A for B by C at D in

5. A than B like C as D so

RWFB19: A team of young engineering students in Japan are working on the production of a robotic suit. This _____
been designed to help the elderly to move around and lift heavy objects _____ easily. The suit is like a kind of
exoskeleton which goes over the top of your body from your shoulders to your calves. It is made of aluminium and has
joints at the shoulder and elbow. It is also equipped with artificial muscles. The wearer _____ be helped to stand up, for
example, by pressing controls which inject air into the suit _____ that the legs straighten and the person rises. The suit
weighs almost ten kilos but users report that this does not seem heavy at all. They said that the increased strength that
they got _____ wearing it gave them very positive feelings of empowerment.

1. A was B has C had D is

pg. 99
2. A much B more C too D far

3. A ought to B used to C must D can

4. A until B on C so D by

5. A after B from C with D for

RWFB20: Throughout history poetry has often been created to celebrate a wedding. This article will examine the ways in
_____ this has happened at different periods of time and in many _____ differing societies. It will look at some examples
of wedding poems from a range of eras and cultures, and will _____ them in their specific context. drawing out the
particular features that reflect that context. Other writers on this topic have tended to focus on more personal wedding
poems, _____ dedicated to the bride or the groom. Here, however, the intention is to consider poems that were written
with more of a social purpose _____ mind.

1. A where B which C that D how

2. A widely B widest C wider D wide

3. A take B get C see D set

4. A those B these C them D they

5. A in B on C by D to

RWFB21: Most of us (1) ........................ to have, or like to think we have, a sense of humor. It makes us better company
and is an effective way of dealing with the various annoyances and frustrations that life brings, whether
(2)........................ by people or by circumstances. We assume that it gives us the ability to laugh at ourselves, even when
others make (3) ...................... of us. Now, what is the difference between humor and satire, and is it true, as many
people seem to think, that humorists are on the whole optimistic and sympathetic, while satirists are cynical and
negative? I will be taking two writers – Henry Fielding, a writer of comedy, and Jonathan Swift, a satirist - to examine
what the differences might be and how much a comic or satiric view of things is a matter of character and temperament,
and to see how much the lives these two men led coincided with their respective visions. However, first I'd like to put
(4)........................ a theory of sorts that would seem to reverse the general idea that humor is a positive and satire a
negative view of the world. Humor is a way of accepting things as they are. Confronted with human stupidity, greed,
vice, and so on, you shrug your shoulders, laugh, and carry on. After all, there is nothing to be done. Human nature is
unchanging and we will never reform and improve ourselves. Satirists, on the other hand, begin with the idea that
making fun of the follies of man is a very (5) ........................ way of reforming them. Surely, in believing this they, rather
than the humorists, are the optimists, however angry they may be.

1. demand look claim deserve

2. caused brought made effected

3. joke conversation fun entertainment

4. up in down forward

5. handy effective decent logical

RWFB22: It's a risky, not to say foolhardy, business predicting the future, but some (1) ........................ trends are so large
they are impossible to ignore and the future becomes a little less difficult to see. (2) ........................ of what the future
pg. 100
might be like for the natural environment include population (3) ........................ , acts of environmental vandalism such
as deforestation, global warming, and pollution.
Since the 1960s, the human population has roughly doubled and it is likely to rise by another third by 2030. This will of
course lead to increased demands for food, water, energy, and space to live, necessarily putting us in competition with
other species - and, if the past is anything to go by - with obvious results. Humans already use 40% of the world's
primary production (energy) and this is bound to increase, with serious consequences for nature. We are fast losing
overall biodiversity, including micro-organisms in the soil and sea, not to mention both tropical and temperate forests,
which are (4) ........................ to maintaining productive soils, clean water, climate regulation, and resistance to disease.
It seems we take these things for granted and governments do not appear to factor them in when making decisions that
affect the environment. One prediction that has been made is that, in the UK at least, warming and the loss of (5)
..................... habitats could lead to more continental species coming to live here, and that in towns and cities, we will
have more species that have adapted to urban life and living alongside humans.

1 local new typical global

2 Pointers Indicators Signposts Premonition

3 development growth rises explosion

4 crucial favorable decisive effective

5 unusual rare uncommon human

RWFB23: In any given population, about ten percent of the people are left-handed and this figure remains relatively (1)
..... .. .... ... ......... over time. So-called "handedness" (2) .................... in families, but what causes it and why the
proportion of left-handed to right-handed people is a constant are still a mystery.
One thing we do know is that hand dominance is related to brain asymmetry; and it seems to be generally agreed that
the human brain is profoundly asymmetric, and that understanding how this works will tell us much about who we are
and how our brains work. Brain (3) ...... ............. ... .. is distributed into the left and right hemispheres, and this is crucial
for understanding language, thought, memory, and perhaps even creativity. For right-handed people, language activity is
mainly on the left side. Many left-handers also have left-side language dominance, but a (4) .................. ...... number may
have language either more evenly distributed in both hemispheres or else predominantly on the right side of the brain.
Because left-handedness is seen as a key to the complex anatomy of the brain, scientists are (5) ...... ...... ........ .... for
links to other conditions, including immune disorders, learning disabilities, and reduced life expectancy.

1 even continual similar stable

2 happens is runs occurs

3 function memory size capacity

4 maximum suggestive significant countable

5 researching searching detecting inquiring

RFWB24: Computer viruses have been a (1) ... ............ ......... of life at least since the 1980s, if not before. They can cause
companies to lose hours of working time and they can also spread panic among computer users everywhere. There are,
however, several (2) ...................... types of computer infection - all loosely referred to as viruses - and they each work in
a slightly different way. A particularly nasty one is the worm, which is a program designed to sneak its way into an entire
computer network, and reproduce itself over and over again. Then there is the Trojan, which strictly (3) .. ....... ... ... ... ..

pg. 101
.... isn't a virus, but a piece of software that appears to do one thing, but actually does something malicious instead.
When the (4) ....... ..... .. .... .. .... operator introduces it into the computer, the alien program will take over the machine.
With Trojans you have to be particularly careful because they can often be introduced by way of a message advertising
an anti-virus product.
So what motivates someone to introduce a virus into the computer systems of innocent victims? Perhaps it's simply the
desire to prove that it can be done. Or because it gives the kind of pleasure you get from solving a difficult problem -
nowadays people protect their computers with all sorts of security software, so it takes considerable (5) .......................
to break through all the defences and introduce a virus.

1 fact threat reality theory

2 distinct precise distinguished isolated

3 saying telling talking speaking

4 incredulous unsuspecting sceptical ignorant

5 qualifications courage skill gift

RFWB 25: Many Utopias have been dreamed up through the ages. From Plato's Republic to Thomas More's Utopia and
beyond, serious thinkers have (I) .. ...... ........ .. ..... . societies where people live in peace and harmony. Most of these
imaginary worlds have things in common: everybody is equal and plays a part in the running of the society; nobody goes
without the (2) ..... ... ...... .. ........ of life; people live mostly off the land; often there is no money, and so on. Another
thing they have in common is that, to the average person, they appear distasteful or unworkable since they do not take
into account ordinary human nature or feelings.
Architects have got in on the act, too. After the Great Fire of London, Christopher Wren drew up plans for a (3) ... .... ......
.... ....... of the whole city, including precise street widths. And in the 20th century there was Le Corbusier's Radiant City
in which, if you weren't in a car or didn't have one, life would have been a nightmare.
Also in the 20th century; another famous architect, Frank Lloyd Wright, dreamed up a perfect city that got no further
than the drawing-board. Wright believed that what was wrong with modern cities was, in his words, rent. Ideas, land,
even money itself, had to be paid for. He saw this as a form of slavery and believed that modern city dwellers had no
sense of themselves as productive individuals. Thus, Wright's city was to be made up of numerous individual
homesteads, and the houses themselves were to be simple, functional and in (4) ...... ..... .... .... .... . with the
environment. Everyone would own enough land to grow food for himself and his family. No outsiders would be allowed
to come between the citizen and what he produced, or to (5) .... .......... .... .. ... . both for money. Goods and services
would all be exchanged, not bought and sold for profit.

1 seen dreamt envisioned idealised

2 needs wants ingredients essentials

3 redecoration rearrangement reconstruction recomposition

4 contact harmony peace community

5 usurp rob exploit corrupt

RFWB26: Below is a text with blanks. Select the appropriate answer choice for each blank. It is surprising how many
people still believe that advertising has little or no influence on what they buy. It is more surprising still when these
same people (1) .... .................... to using a particular brand of, say, washing powder, toothpaste or cigarettes, and say

pg. 102
they wouldn't change if you paid them - even after they've been shown that another brand is either just the same,
better or cheaper. The fact is, people (2) .... .. ........ .... .. .. .. themselves that they have never consciously made a
deliberate decision to buy a product based on an advertisement they have seen. They may, however, own up to doing so
when they come to buy a product they have never owned before and shop around for the best (3) .... .. .... .... .. ...... .. .
But there's no (4) ........................ away from ads. They're everywhere, and they're designed very cleverly and carefully to
play on your emotions. And it works: you remember the ads that make you laugh, or feel sad, or simply annoy you.
Often you find yourself buying something simply - you tell yourself- to try it out, but how did this brand of this product
get into your head? Another reason for supposing advertising works is the question: why would so many hard-headed
business people spend so much money on something that didn't?

1 divulge reveal admit declare

2 believe persuade confess credit

3 money saving package deal

4 escaping getting breaking going

RFWB27: The first printed books began to (1) ........................ during the second quarter of the 15th century. The earliest
examples were put together in a number of different ways, sometimes leaving space for decorations and ornate capitals
to be (2) ........................ by miniaturist painters, and sometimes containing handwritten text alongside printed
illustrations. Most of them had texts and pictures printed (3) ........................ from woodblocks, which is how they got the
name "block-books". Printing was normally done on separate leaves which were then bound together in book form.
The obvious advantage of having printed text and visual images together on one sheet was quickly grasped by monks,
who saw its (4) ........................ as a means of spreading knowledge, and as an economic and effective way to get their
message across to a wide audience. The monasteries, however, by no means had a monopoly on the production and
sale of woodcut printing; in fact, probably the most profitable area of European printmaking was the production of
playing cards.
Nonetheless, the content of most surviving block-books is essentially biblical. The purpose of the illustrations was
functional: to make the meaning of the stories as clear and as understandable as possible to those who were unable to
read the often-difficult text. It was also a result of the need to (5) .................. ...... the stories that the characters were
presented in contemporary clothes and the illustrations contained details of ordinary life in the late Middle Ages.

1 occur publish appear seem

2 made printed copied added

3 early entirely singly only

4 potential possibility advantage ability

5 simplify popularize modernize improve

RWFB28:. For copyright purposes, a literary, dramatic, musical or artistic work must be original and it must be set down
in some (I) ........................ form, for example, on paper, computer disk, or on audio or video tape. It is not unusual for
people to have the same idea at roughly the same time, but copyright applies in the way an idea is expressed, not in the
idea itself. This is because ideas can encompass a wide range of concepts: for example, thousands of books and films
have the same basic (2) ........................ – boy meets girl, loses girl, gets girl back, good triumphs over evil, and so on. So
ideas, as opposed to the way in which they are expressed, cannot be protected under copyright law. Perhaps oddly,
statistical lists and computer programs are also (3) ..... ................... as literary works and therefore come under copyright
pg. 103
law.
You are breaking the law when you reproduce the whole or a significant part of someone else's creation without their
permission. This would include, for example, recording a CD or a video, putting on a public (4) ........................ of a play,
making photocopies, or copying onto a computer disk. It is also a breach of the law to key copyright material into a
computer without consent, as is storing it on the computer memory. This can even apply to a small part of a work if the
(5) .................... .. .. is considered to be essential.
Infringement of copyright can be both a criminal act and a civil wrong. However, consumers who buy illegally copied
materials, such as music CDs and films on DVD, for private use cannot be prosecuted, even if they know its origin.

1 solid complete actual permanent

2 histories plots scenes genres

3 thought presented regarded given

4 acting show performance display

5 content substance subtext matter

RWFB29: In prehistoric times, Europe was (1) _______________ with vast primeval woods and forests, which must have
deeply influenced the minds as well as the lives of our ancestors. In places where they had not made clearings, they
must have Jived in a constant half-light. As far as we know, the oak was the commonest and most (2) ____________
tree. We get our evidence partly from the statements of some classical writers, but more convincingly from the
(3_____________ of ancient villages built on wooden piles in lakes and from the oak forests which have been found
embedded in peat bogs.
These bogs, which are most evident in northern Europe, but which are also found in some central and southern parts of
the continent, have (4) _____________the plants and trees which flourished after the end of the Ice Age. The great peat
bogs of Ireland reveal that there was a time when vast woods of oak and yew covered the country, the oak growing on
hills that were up to a height of four hundred feet or so above the sea, while the yew grew at higher (5) ____________.
Ancient roadways made of oak have been found, as have, more famously, human relics.

1 smothered covered overgrown flourishing

2 useful productive practical varied

3 rest remains leftovers lack

4 kept maintained conserved preserved

5 levels piles degrees points

RWFB30: A rule of thumb for distinguishing butterflies from moths in this country is to examine the antennae or feelers,
although, when comparing Lepidoptera worldwide, this technique is not to be relied on. Generally, especially among
those native to the UK, butterflies have clubbed feelers, (1) ___________ moths can have feelers of various kinds other
than clubbed. There are moths that fly by day and the more brightly colored of them are sometimes (2) _____________
for butterflies, but their feelers will distinguish them. Variations within a single species of butterfly often occur, and all
kinds are (3) ____________ to vary in their tint or markings, or sometimes both. These variations may at times be so (4)
_____________________ as to be hardly noticeable, but in a fair proportion, the variation is quite striking. In such cases,
unless the difference is extreme, it is possible to track all the intermediate stages between the ordinary form of a species
and its most extreme variety. The coloring on the underside of a butterfly differs from that of the upper side and

pg. 104
matches, or (5) ______________ in with, its natural habitat to a remarkable degree. This is why, when they settle, you
can see them with their wings positioned together upright over their back. The number of known species of butterflies
throughout the world has been put at about thirteen thousand or more, but some believe there are several thousand
more species as yet undiscovered.

1 nevertheless however whereas nonetheless

2 mistaken misplaced misled misunderstood

3 bound probable liable susceptible

4 invisible slight marginal unimportant

5 colors shades blends moves

RFWB31: Every day, on television, on the radio, and in the newspapers, we see, hear, and read about leaders and
politicians making decisions that are clearly wrong-headed and that seem to us, the horrified watchers, listeners, and
readers, counter-productive. To be reasonably impartial about such blunders, we must try to put (1) .. ........ .... .... .. ....
for the moment how the decision might affect us as individuals; what we are looking for are decisions that are contrary
to the interests of their makers. A glaring historical example of such stupidity would be the respective attempts of
Charles XII, Napoleon Bonaparte, and Hitler to invade Russia (2) ... .. .. .......... .. ..... the disasters it brought each of their
predecessors.
Now, when investigating these matters, we must tread carefully and remember that it is wrong to judge the past by the
ideas of the present. Therefore, the disastrous (3) .. ... ......... .. .. ...... made in the past must have been seen at the time
by contemporaries to be counterproductive, not just with the (4) ................... ..... of experience. Again, we must check to
see if there were any other (5) .. ... ... ............... . of action that could have been taken and, if so, why they were not.

1 away aback aside behind

2 although despite regardless whatever

3 actions decisions practices effects

4 benefit aim interest clarity

5 ways means possibilities courses

RFWB32: Light is usually (1) ............... ......... as a form of energy and it is indeed a kind of electromagnetic energy, not
much different from radio waves, television signals, heat, and X-rays. All of these are made up of waves that spread,
bend, interfere with one another, and (2) .. ...................... with obstacles in their path, rather like waves in water. A
physicist might tell you that light, along with all its electromagnetic relatives, is really a form of matter, little different
from more substantial matter such as houses and, like them, it is made up of individual particles. Light particles, called
photons, (3) ..... .. ........ .... .. ... in streams, similar to the way in which water pours through a hose.
To most people, this might sound paradoxical or illogical, as many things to do with physics seem to these days. How can
light be both energy and matter, wave and particle? The reason it can be is, in fact, not at all (4) ................ .. ...... : all
energy is a form of matter. Almost everybody recognizes- even if they do not understand- Einstein's famous equation,
E=mc2, which spells it out: E refers to energy and m to the mass of matter. Furthermore, all matter has some of the
(5)............ ........ .... of waves and some of particles, but the waves of such solid-seeming things as houses are not
discernable and can generally be ignored because ordinary matter acts as if it were made up of particles.

pg. 105
1 illustrated pictured described referred

2 crash encounter collide react

3 journey travel pour voyage

4 complicated sophisticated unknowable incomprehensible

5 particulars characteristics character actions

RFWB33: Of all those whose names are associated with the (1) ........................ of photography, Louis Daguerre is
perhaps the most famous. He started out as a student of architecture, but by the age of sixteen was working as a stage
designer and his work in this field, especially his handling of lighting effects, (2) .. .. .. .... .. ...... .. .. .. him to fame. His
(3).... .................... in photography grew out of his use of the camera obscura to help with perspective in painting and his
desire to freeze the image. To this end, he formed a partnership with the photographer Nicephore Niepce - but this was
short-lived as Niepce died not long after.
Daguerre continued to experiment and made, it seems by (4) .... .. .......... .. .. .. .. , an important discovery: he had put an
exposed photographic plate - this was, of course, before the age of film - in his chemical cupboard and some days later
found that the latent image had developed. There was also a broken thermometer in the cupboard, and he assumed
that the vapour from the mercury had caused it. This meant it was now possible to reduce the time the plate was
exposed from eight hours to thirty minutes.
This produced an image. The next step was to fix it, which he managed to do in 1837. He called this new process the
Daguerreotype, then advertised and looked for sponsors, but initially very few people were interested. The discovery
was made (5) ... ........ .. ........... in January 1839, but details of the process were not given until August the same year, the
French government in the meantime having bought the rights to the process.

1 creation discovery invention manufacture

2 gave won brought gained

3 interest curiosity desire concern

4 mistake accident default purpose

5 open general official public

RFWB34: The term "trencherman" means a good hearty eater. It could be assumed. therefore, that a "trencher" was
something people used to eat off, such as a wooden (1) .. .. .. .. .... .. ........ .. , or the like, which (2) ...... .. ............ .... as a
plate - as the dictionary confirms. In fact, it was originally a large chunk or slice of stale bread used to soak up the juices,
which would later be fed to the domestic animals or the poor. (3) ............ ............ , those who had a very strong stomach
or large appetite could eat it themselves.
Before the invention of cutlery, our ancestors usually ate with their hands. It is quite surprising to realize how (4) ....
.......... .......... in the day it was before cutlery - knives, forks and spoons, even drinking cups - became commonly used for
eating. It is not a question of being slow to (5) .. .... .... .. .... ........ the concept of such tools and their possible uses - they
had been around for ages, though it was usually only the wealthier people who had them at the dinner table. So the
reason for this late development or fashion must be looked for elsewhere.

1 plank table board box

2 tried used worked served

pg. 106
3 Also Furthermore Whereas Alternatively

4 long late far early

5 grab grasp grip hold

RFWB35: Woodcuts, as printed illustrations, went well with type, which is why this form of printing was the only
(1)....................... used to print pictures together with moveable type until late in the 16th century. Woodblocks and type
are both relief surfaces - that is, raised from the flat surface of the block - and are (2) ... ... ... ..... ... ....... the same height
on the bed of the printing press; furthermore, the same oil-based ink can be used on both surfaces so that they can be
printed simultaneously. As with cutting the woodblocks and setting the type, the ink was applied by hand, using what
was (3) ... ......... .......... .. an "ink ball" – a pad made of leather stuffed with wool or hair and tied around a wooden
handle. The ink was like a thick black oil paint and it usually (4) ........................ of a mixture of linseed oil that had been
boiled until it was free of fats, and various pigments. Varnishes were then added to get the ink to the right consistency
or thickness, and also as an aid to drying.
Book illustration, then, was to be one of the major factors in the development of the woodcut, and its influence lasted
until the 19th century. The aesthetic side of book making - the arrangement of the text, ornamentation and pictures
together on the page - required an inventive and subtle (5) .................. to the problems of pictorial composition.

1 form means method system

2 roughly hardly closely evenly

3 known called said told

4 combined composed consisted comprised

5 approach mixture manner technique

RFWB36: Whenever you see a film set in ancient Greece or Rome - or anywhere for that matter - the men are all
wearing togas or kilts or are (1) .... ... ... .. ............ in a cloak. How much closer to our own age do we have to come to see
men wearing trousers? In fact they, or something very much like them, were worn in ancient times: the Chinese dressed
in trousers tied at the waist and often at the ankles to protect them against the cold, while Asian nomads wore
something similar for riding. In Persia too, they were (2) ....... ............... .. for both men and women. This was a form of
dress that found its (3) ........................ to central Europe by 400 BC. In the following century, Celtic people began
wearing similar garments, while the English wore ankle-length britches until about the 1100s, when they (4).....................
knee-length britches- whether as a matter of fashion or practicality it's difficult to say. What became known as bell-
bottoms, which were fashionable in the late 1960s and early 1970s, and (5) ........................ a comeback in the 21st
century, were worn by English sailors from about the 1730s, but trousers only really became fashionable in the first
quarter of the 19'h century, and usually only for informal day wear.

1 layered wrapped surrounded fitted

2 convenient traditional conventional commonplace

3 way path route acceptance

4 adapted altered changed adopted

5 took made had showed

pg. 107
RFWB37: It is thought that around 12,000 years ago the Earth 's climate became relatively (1) .... ..... .... .. ......... or more
temperate, allowing for a greater variety of plant life. Those early humans leading a nomadic life, who hunted and
gathered food where they happened to find it, began to supplement their diet with wild grasses such as wheat and
barley.
Noticing how discarded seeds and roots later germinated and sprouted may have been what (2) .......... .. ......... ... the
first farmers to settle down and cultivate crops. We know that farmers in the Stone Age had discovered pulses - beans,
peas, lentils, and so on - which they (3) .. ....... .. .. ... .... ... . up and ate as a kind of porridge. Later they learnt to
domesticate sheep and goats, developing tamer and manageable (4) .... ....... .... ......... of these and other animals. In
addition to that, they also discovered how to use the process of fermentation for brewing and making bread.
It was sometime later that farmers noticed that the amount of crops produced declined if they were always grown in the
same ground and, by the pt century, the Romans were (S) .... .. ... ......... .. .. .. crops with pasture for grazing animals to
restore the soil's fertility. This practice was followed in medieval England where the fields were divided into strips,
planting cereals and vegetables, and the land left uncultivated one year in three.

1 harsher easier milder colder

2 made forced convinced decided

3 mashed squashed squeezed broke

4 types breeds species sorts

5 changing alternating swapping revolving

RFWB38: In the late 1700s, Franz Joseph Gall founded what came to be known (1) ...... .... ... .. .... ... .. phrenology -
though it was originally called 'organology' - that ' science' of the size and shape of a person's cranium being a way to
estimate character and mental abilities. It was a curious mixture of early psychology and neuroscience and as such (2)
........ .... ........ .... towards later research into those fi elds of human enquiry. Most people, however, think of it as simply
a question of feeling the bumps on a person's head and have seen one of those (3) ................ ..... ... of the head that map
out the various mental faculties, and consider it no more a valid science than astrology. Yet it was intended as a science
of the mental faculties in general, and was on to something with its theory that each mental faculty is (4) ..... ...................
by an organ in a particular part of the brain. That is to say he correctly guessed that there were many parts to the brain
and that there was specialization in terms of the functions by those parts. Brain specialization is now a well-established
fact. What Gall did not (5) ........ ... ............. , though - and he couldn’t reasonably be expected to - was that the function
of each separate brain part is not independent but contributes to the workings of larger systems composed of those
separate parts.

1 as to for about

2 directed signaled gestured pointed

3 models sculptures shapes impressions

4 acted controlled radiated chosen

5 discover find realize show

RFWB39: The human body is designed to (1) ........... .... ......... physically rather than mentally to stressful situations. This
instinctive reaction to a situation is (2) ... .... .... .... ..... ... . as the "fight or flight" response. The body is prepared to either
stand and deal with the problem by fighting it, or to escape to safety. Even if the problem or threat is emotional and not

pg. 108
physical, the body behaves in the same way: the heart beats faster, the muscles tense, and the skin sweats more. If
someone finds themselves in a situation where there is no (3) .. .................. .... to escape or overcome the (4) .. .......
........ ....... of the threat, then stress and anxiety will occur.
Some of the first signs that the pressure is getting to you are loss of concentration, inability to sleep, loss of temper for
minor reasons, headaches, aching limbs and a general feeling of uneasiness. These (5) ... ..................... can lead on to
more serious problems, such as high blood pressure which increases the risk of a heart attack. Stress weakens the body's
defence system, so you are more likely to get minor ailments like colds. It can also lead to baldness. Mentally, it
becomes harder and harder to perform your normal day-to-day activities, and can lead to a nervous breakdown.
Recognizing all this is the first step (6) .. ..... .... ............. getting back to health and being able to cope with the causes of
stress.

1 deal respond cope act

2 called named known referred

3 chance occasion hope likelihood

4 reason cause manner purpose

5 symptoms infections moods pains

6 away back towards forward

RFWB40: Most of the rubbish we produce - about two-thirds of it - goes into landfills. Now, it is (1) ........................ that
the average UK household produces about one and a half tons of rubbish a year. These figures may not sound alarming,
but the UK is geographically small and it all adds up, and there aren't many places (2) ........................ where we can dig
huge holes and fill them with our rubbish, which is why ever-increasing amounts of waste from western countries are
being exported to the developing world. Furthermore, (3) ........ ................ European recycling laws and higher landfill
taxes mean that the days of dumping waste into landfill sites are almost at an end.
Landfill is cheap but wasteful and, as we have seen, unsustainable in the long run, whereas burning or incineration is
expensive and wasteful. Besides, local communities don't want huge incineration plants in their back yards.
Recycling is considered by many to be the best solution, but it isn't nearly as good as most people think. The recycling
process degrades most materials, so that they can only be used in limited ways. Also, many of the products we buy that
are (4) ........ ............... . as recyclable can only be recycled with great difficulty and at great (5) ............... .......... Perhaps
the best idea is to have reusable packaging, such as returnable bottles and refillable packets.

1 researched estimated surveyed assumed

2 still over around left

3 harder stricter austere extreme

4 labelled marked produced branded

5 effort cost price hardship

RFWB41: We all have our own ideas about what constitutes anti-social behavior, some of us being more tolerant than
others, but the (1) ................ ........ definition allows for a fairly broad interpretation. To quote the Crime and Disorder
Act of 1998, it is behavior which "causes or is likely to cause harassment, alarm or distress to one or more people who
are not in the same household as the perpetrator". Such behavior (2) ........... ....... ... ... writing graffiti, which can make

pg. 109
even the cleanest urban space look squalid, making excessive noise, especially at night, and throwing litter onto the
streets. Such behavior, however, affects everyone in the community, and requires the community to work together to
find ways of dealing with it.
Just as the problems are many and varied, the solution too must work effectively on many levels. Anti-social behavior is
not confined to any particular (3) ................. ... .... group, and it affects the quality of life of young and old
(4).......................... This in turn means that it needs an active partnership between all of the various social groups that
make up society. More than an efficient police force is required. Schools, for example, need to have effective rules to
deal with truancy and bullying. Landlords should take (5) ........................ for anti-social behavior by or against their
tenants. The same also goes for local authorities and social services when taking decisions that affect the community.
Furthermore, they need to share information as openly as possible.

1 real actual legal proper

2 concerns includes means involves

3 generation child community age

4 both alike together separately

5 blame responsibility action measures

RFWB42: Is altruism, the state of acting unselfishly on behalf of others, a particularly human trait, or is it a behavior
other species practice too? What's more to the point, is it in fact a trait we have at all, or can all our actions be finally
attributed to self-interest, however selfless they might at first (1) .......... .... .. ... .... ? For example, if you rush into your
neighbour's burning house and save him and his family, this is naturally seen as a good and noble deed, but some would
argue that it wasn't a natural human instinct that (2) ........................ you to put your life at (3) ........................ , but that
your true motive was that you would expect you neighbour to do the same for you under (4) ................... .. ...
circumstances.
Other species do co-operate and work together for the mutual benefit of the group, mainly in terms of hunting for food
and defence and is for the collective good. But altruism proper suggests that little or no advantage attaches to the
altruistic act - you might even lose your life in the process. Cynics will say that at bottom all our actions are
(5)........................ in some way or another, while those who take a rosier view believe that altruism, and goodness, are a
part of human nature. Aristotle himself was a bit of an optimist in this matter, believing that all people were basically
good, but that this quality could only be brought out within society and that, therefore, we are, in the original sense of
the word, political animals.

1 be claim occur appear

2 made caused took provoked

3 danger trouble risk peril

4 other same different similar

5 motivated selfish bad deceitful

RWFB43: In the past people traveled, if they had to, for particular and practical reasons, for example, to trade in other
countries, to find better land to (1) ........................ , to get away from an unpleasant political regime or situation, or to
go on a pilgrimage. But at what point did travel become tourism? Certainly, pilgrimages had a sort of holiday air about
them, as any reader of Chaucer's Canterbury Tales will know. And people on pilgrimages to other countries did touristy

pg. 110
things like bringing back (2) ........................ . "Travel," however, as Skeat's etymological dictionary points out, was the
same word as "travail," meaning effort or labor, because of "the toil of traveling in olden times." Over time, the
pilgrimage became the Grand Tour which was fashionable in the l61h century and after. This was a (3) ........................
around Europe made by the sons of the wealthy with the supposed purpose of (4) ........................ them in the great
cultures of tl1e past, the architecture and works of art, especially in Italy. So it could be said that the Grand Tour had (5)
........................ of the pilgrimage about it. It is therefore possible, at a pinch, to date the origins of tourism to the
medieval pilgrimage. But the word itself was only officially used for the first time in 193 7, and referred to people
travelling abroad for periods of over twenty-four hours.

1 grow harvest cultivate pick

2 postcards visas photos souvenirs

3 trip travel voyage ride

4 educating teaching involving filling

5 something aspects attitudes similarities

RWFB44: The words "garden" and "paradise" are related by more than just having similar definitions. Both mean a piece
of ground, often enclosed or walled, where fruit, flowers, herbs or vegetables can be grown. The word paradise has its
root in the ancient Persian pairi-daeza, meaning "a place walled in, a park, a pleasure ground". Formal gardens have a
long (1) ........................ , from the gardens of the pharaohs in Egypt to today's neat suburban gardens and urban
allotments and rooftop gardens. They are places of refuge, where one can go for solitude, peace and quiet, for thought.
Nature, which in its wild (2) .............. .. ........ is unpredictable and dangerous, is tamed and domesticated and made to
serve man. Trade and military conquest carried the cultural development of the Egyptian garden to Persia, where
emperors built private pleasure gardens full of shade and water, large enclosed game reserves and terraced parks
(3)........................ with trees and shrubs. In Egypt, to begin with, gardens in private homes and villas were mostly used
for growing vegetables and located close to a canal or the river, later, however, they were often surrounded by walls
and their purpose incorporated pleasure and beauty besides utility. This, of course, was for the rich. The poor,
meanwhile, kept a patch for growing vegetables, rather like today's allotments. But central Persia is largely hot and dry
and it is water that makes such gardens possible. Therefore, they came up with a brilliantly (4) ........................ system of
aqueducts which brought melted snow down to the central plains from the mountains in the north-east for irrigation. In
fact, water became the essence of the Persian garden. A rich variety of species thrived while thin channels delivered
water throughout the garden, feeding fountains and pools and (5) ........................ the atmosphere.

1 past history record story

2 state situation places areas

3 full bedded planted covered

4 built manufactured engineered formed

5 wetting spraying soothing cooling

RWFB45: Heavy metals occur naturally in rocks and in the earth’s surface. At times they can be carried into lakes and
rivers natural processes such as volcanic eruptions. However, human activity such as mining can also

result in these metals released into the environment. If soil or water is contaminated, then dangerous

pg. 111
amounts of these metals can accumulate in food crops. All types of plants can be affected but

the sources of heavy metal poisoning in humans are green leafy vegetables like cabbage.
Unfortunately, the serious health risks, soil contamination by heavy metals is still a problem in certain
parts of the world.

1. across inside within through

2. being, are, to be, where

3. great, major, large, considerable

4. despite, nonetheless, regardless, although

RWFB46:

Antarctica is one of the most inhospitable places on Earth, with violent snowstorms and air temperatures recorded at
less than -80C. However, it appears that it was not always like this. In 1912, the explorer Robert Scott discovered fossil
plants which, on analysis soon after, to be from an ancient fern tree. The presence of these fossils

provided clear evidence that in the past the continent have been much warmer than today. Their
similarity to fossils in South America also gave to the idea that Antarctica had once been joined
together with other landmasses. Since then, further such discoveries have been made, including other fossilised trees
that a close resemblance to the petrified forests in Yellowstone Park. This forested Antarctica is hard to
imagine now, but, however remote in time they may be, studying these shifts in the continent’s climate may produce
some valuable into the process of global warming today.

1. have revealed, revealed, were revealed, are revealed

2. should, can, ought to, must

3. basis, ground, foundations, support

4. fetch, bear, give, provide

5. findings, insights, conclusions, understandings

RWFB47:

There have been increasingly worrying developments related to the rapidity of climate change ever since the Industrial
Revolution and the invention of the steam engine. This has resulted the climate crisis that is now of global
concern. It is apparent that green technology provides the best solution to help prevent further climate damage.
Standards of sustainability by non-renewable energy sources, such as nuclear, gas and oil. As an
alternative, solar energy is possibly the most underrated of the renewable sources we have access to. Solar power
converts natural light into electrical energy by using photovoltaics, thereby reducing levels of pollution and greenhouse
gases. , there have been claims that solar panels are too expensive and unattractive. New insights may

pg. 112
help to these issues. Companies are now developing lower-cost and smaller versions of solar panels to
make them more attractive to energy consumers.

1. to, in, by, on

2. have not been met, were not being met, has not been met, had not been met

3. However, In contrast, Although, Even though

4. action, address, amend, process

RWFB 48:

The topic of gender equality in the workplace has been discussed for a number of years. Recently, research into the

topic has been pace with scholars starting to pool their resources in their efforts to collaboratively

identify the fundamental themes. Many researchers aim to help address inequality the challenges
that exist.

Academic research examines occupations, industries and organisational hierarchy to gain a deeper understanding of the

working realities by women in the labour market. Labour market policies tend to be based on
economists’ workplace models that involve an outdated assumption that only men have lifelong careers.

This notion does not tally with today’s reality in which women state their intention to work the age of
sixty. Thus, this seismic shift in behaviour should be factored into policy-making decisions and reflected in workplace
practices.

1. increasing gathering achieving producing

2. nevertheless although however despite

3. faced forced addressed resisted

4. through beyond towards upon

RWFB49:

Apes have similar abilities to laugh as humans according to an experiment that collected recordings from babies as well

as chimps, gorillas and orangutans across a number of decades. These recordings were into a computer
program and organised into tables based on how alike they sounded. The similarity of laughter recorded from the
different primates linked together in a way that supported all other previously found, suggesting the
four species are descended from one common ancestor.

It appears that laughter-like sounds were once shorter and noisier, but over time they became louder and clearer as

primates . Human laughter sounds very different from the noises apes produce. These
differences are thought to have appeared when certain acoustic features became exaggerated in early humans around
5.5 million years ago after they split the common ancestor they shared with chimps.

pg. 113
1. fed delivered parcelled pushed

2. evidence conclusions testimonies grounds

3. have been evolved were evolved will evolve evolve

4. from into in off

RWFB50:

The rate of diet-related diseases is currently growing at a rapid rate. This has led to restrictions being put in place to
monitor the type of commercials that advertisers are at children.

Health campaigners advocated a ban on high-fat, high-sugar advertisements during television shows aimed at children,

with their proposal passing in government. They argued that regulating the adverts children makes
them less likely to consume unhealthy foods.

The problem is that the regulations have become complex. A recent decision made by the Advertising Standards Agency
prohibited the showing of a cereal advert, as it was deemed high in salt and sugar, a large fast-food
company still being allowed to advertise their high-in-fat meals simply by replacing their fries with carrot sticks.

The policy is only in its early stages, and further research needs to be carried out to assess the effects the ruling has had

on spending. Ultimately, the decision about how advertising influences what one buys lies with the
consumer.

1. allocating focusing targeting centering

2. are exposing expose to have exposed are exposed to

3. nevertheless despite however although

4. client user buyer consumer

RWFB51:

Robot downtime has been a significant problem for manufacturers for years. Until recently, owners of
robots their machine to run for no more than around 60,000 hours without issues. However,
robot providers have more recently offered run times of 43 years before failure, the impression that the
human owner and the robot might retire around the same time. Other companies have used predictive statistical
methods to estimate when the robot will need a replacement part, and send a technician around before it even wears
out. While these developments sound like a tremendous step forward, the claims made hide a

more pattern of behaviour. It is often not just one robot, but the ancillary machines and equipment
around it that causes problems. Most robot stoppages are caused by issues with conveyor belts, blockages, or faulty

sensors, to . Data collected from more than 400 factories suggested that 80% of the time
robots go out of action, it is due to machines around them. There is little basis optimism until the bigger
issues around work stoppages can be resolved.

1. could have expected should expect will be expecting had to expect

pg. 114
2. making showing leaving taking

3. annoying tedious troubling irritating

4. name but a few be a case in point be an exception offer an explanation

5. of with on for

RWFB52:

The seahorse is one of the most unique creatures in our oceans. They are, however, coming increasingly
under of extinction from a range of problems. The seagrass beds in the shallow coastal waters where they
live are particularly to changes in pollution levels or temperature. Increased pollution and other
human activity create risks, and many seahorses get trapped in fishing nets, as they are dragged across the sea bed.
Some aspects of seahorse behaviour increase the problems. They are, for example, monogamous, preferring to stay with

the same partner throughout life. If one partner in a mating pair of seahorses in a fishing net, the
surviving seahorse may never find a new partner.

Researchers need to better understand how to manage oceans more effectively in the future, this
beautiful creature may become extinct. Yet experts still have very little idea about how many there are in the wild, or
how many different there are because these creatures are so challenging to study.

1. threat risk danger warning

2. vulnerable exhausted fragile unprotected

3. will get caught have got caught get caught gets caught

4. if otherwise elsewhere although

5. classes genres brands species

RWFB53:

To describe Alan Adler as a Silicon Valley entrepreneur is both accurate and slightly misleading. He is an electronic

engineer with a record in innovation. He at Stanford University. His company is in Palo Alto, four

minutes’ drive from Google, where he has given talks on his work. His home, where he does his is in Los
Altos, close to the garage where Steve Jobs and Steve Wozniak started Apple.

But the killer product Mr. Adler created, and which the Bentley on his drive and the beach house at
Carmel-by-the-Sea, is not even electrical, a $32 plastic-moulded one-cup coffeemaker, manufactured
locally – and found in 4m homes and offices in 60 countries.

1. was lecturing has lectured had been lectured would lecture

2. inventing invention recording computing

3. paid for purchased from spent on used for

4. in spite of actually but instead

pg. 115
RFWB54:

Many parents want their children to grow up with a love of reading. However, recent research that
children nowadays spend far more of their time using their phones or computers than reading books. Of course,

technology brings children many advantages, but books are as computers. For instance, when
children read storybooks, they imagine the characters and practise their language skills, too.

Many British schools run an event called World Book Day. This event to promote reading to pupils
using various fun activities. Some pupils come to school in costumes inspired by their favourite book. Other schools
organise World Book Day activities where pupils create music, art or plays about books.

But it’s also important for children to read at home, too. At the moment, parents spend time reading
with their children regularly. Unfortunately, this means that these children are missing an opportunity to develop the
reading habit at an early age.

1. showed was showing has been shown has shown

2. as much less careful as important not like

3. allows has encourages aims

4. too much so much very few not much

RWFB55:

Both the UK and USA organise events to mark the culture, history and contributions of black people in society,
collectively known as Black History Month (BHM). BHM is an important opportunity all communities to learn

more about black history. The educational element of BHM can be done in a of different ways, including
cultural performances, public lectures or political debates.

Of course, although there are many common points between Britain and America, the history of black people in these
countries isn’t , and neither are the BHM events. In fact, America’s Black History month is in February,

whereas the British version takes in October.

1. from to for by

2. group variety kind plenty

3. identical popular unusual regular

4. place hold part time

RWFB56:
pg. 116
The key ingredient needed to produce chocolate is of course the cocoa bean. Whether in Africa, Latin America or Asia,

almost all cocoa beans on small farms which are often family businesses.

All types of farming are difficult, but cocoa farming is even harder because this plant is able to survive in
difficult weather conditions as crops like wheat or corn. Another complication is that farmers have to wait years for their
cocoa plants to be ready for the market. In addition, many cocoa farmers face pressure from large chocolate

companies. these businesses control the market, farmers have to agree to sell their crops at a very low
price.

Individual consumers can do something about this issue chocolate which comes from
Fairtrade sources. Fairtrade is an organisation which sells farmers’ products to companies for a fair price so that farmers
can support their families. Fairtrade organisations also develop community projects.

1. have been growing had grown were growing are grown

2. not much not as most more

3. Due to Since Although Also

4. by purchasing who will purchase in order to purchase when purchased

RWFB57:

To meet the Conservatives’ net-zero emissions target, the UK will need around 40GW of new, low-carbon baseload
generation by 2050. Technology undoubtedly holds the answer to achieving that. But it is no use setting our hopes on
fashionable technologies simply for their appeal.

Sadly, however, the Government’s latest decision to onshore wind seems to fall into this trap. It is
welcome that the plans will still give local people a strong say in new development decisions. Indeed, they should have
the final say. But the problems of wind turbines go far their being mere eyesores.

Wind turbines are already close to their maximum theoretical efficiency – the Betz limit – and their effectiveness will
always be determined by the wind available. Given that, for wind turbines to supply only the annual global growth in
demand, nearly 350,000 would each year. This is 1.5 times as many as have been built since the
early 2000s and would require more land than the area of the British Isles every year.

1. superficial persuasive ultimate fundamental

2. curb revive setup allow

3. beyond from outside past

4. need to have built be built have been built need to be built

RWFB58:

pg. 117
The first authorised biography of the Beatles, by the journalist Hunter Davies, was published in 1968. According to

Davies, his publisher worried that it was already too late for a book, that ‘the bubble’s going to burst
… we know everything that we could possibly want to know about the Beatles, and they’ll disappear soon.’

Davies’ publisher, Heinemann, wasn’t completely . The Beatles were indeed about to disappear: their
break-up lay just two years away in 1970. But public interest didn’t disappear with them.

Over the past fifty years, there has been a Beatles books. Biographies, memoirs, music
studies, cultural histories and reference works; hostile hatchet jobs, muckraking tell-alls and sycophantic suck-ups; good
books, bad books, serious books, jokey books and bizarre books. Rather than bursting, the bubble
has into a publishing industry.

Craig Brown’s One Two Three Four is its latest addition. An account of the band’s lifetime told in 150 short chapters, it is
not based on new research; instead, the British journalist has, in his cheerful admission, ‘ ’ and ‘raided’
the millions of words already written about the Fab Four.

1. fretting countering pledging bragging

2. clueless ignorant unconcerned unaware

3. steep rise in vast outpouring of cultural indifference towards notable dearth of

4. enlarged swollen inflated increased

5. scripted commissioned scrutinized plundered

RWFB59:

I am interested in behavioural economics. I’ve often felt as if declaring such an interest is virtually to
committing some atrocious thought crime or act of betrayal against rational economic theory. is the current
status of behavioural economics within many academic circles, that I sometimes find myself questioning why it ever
attracted so much attention in the first place.

Yet for all the criticism at it for its overreliance on the use of punishment and rewards, behavioural
economics does in fact offer some useful insights into how behaviour can be channelled towards desirable actions under
the right circumstances.

After all, those in favour of large-scale government intervention may disagree, but research has shown that

gentle like making fresh fruit readily available in workplaces can make all the difference when it comes to
improving people’s eating habits.

1. tantamount subject confined unique

2. such so thus this

3. pointed thrown levelled directed

4. nudges nods treats gimmicks

pg. 118
RFWB60:

Some areas in the world are fortunate to have supremely fertile, high-quality soil. But few places
are with the American state of Iowa, where its nutrient-rich soil is known as ‘black gold’. However,
that may soon come to an end unless drastic action is taken immediately to address and halt soil
erosion across the state.

Sadly, Iowan crops are no longer flourishing in one of America’s agricultural

heartlands. The issue is that the rich, fertile top layer of soil is becoming much thinner and is on the verge of

disappearing entirely. Not only does that rob the land extra vital nutrients, but it also means that it loses a
certain amount of protection against the elements. This could explain why acidity levels in the soil seem to be changing.

In many instances, this situation arose as a result of over-farming. The processing of the land has
taken its toll, but it’s not too late to bring the land back to its former glory.

1. at one on the level on a par in league

2. ultimately basically inevitably virtually

3. as they once did as far as they could have done as they used to be just as before

4. of from through with

5. remorseless regulation repetitive relentless

RWFB61:

Are school initiatives aimed at developing pupils’ so-called employability skills a waste of vital school resources? After
all, what companies actually expect from prospective employees can be to one thing, namely critical

thinking skills. If schools spend more time focusing on this, then students will be to enter the job
market.

With this in mind, literature has to be at the forefront of the national curriculum. No other subject encourages students
to evaluate, assess and imagine issues from such a wide variety of perspectives .

While recent efforts to extend the school literature syllabus are laudable, many education authorities seem to be
missing the point. At present, literature classes are into the school schedule with the direct purpose of
‘filling’ students with memorised facts, rather than focusing on developing students’ long-term critical thinking skills,
presumably because the latter would require too much time. And far more resources. This is a missed opportunity for
schools, students and society.

1. boiled down singled out summed up tied in

2. all too ready fully provided fully geared up more than equipped

3. to the same degree in this way such as these to some extent

pg. 119
4. stuffed jammed inserted shoved

RWFB62:

The concept of a ‘friendship bench’ was first conceived in Zimbabwe about fifteen years ago, when the demand for
therapy and counselling in the country was greater than medical services there were able to supply. One psychiatrist

witnessing this crisis felt to do something about it. He came up with the idea of drafting in the older

generation to help ease the situation. He an army of grandmother volunteers, who took a two-week
course in cognitive behavioural therapy that he had devised for them. Then they went and sat on public benches around
the country, giving counselling to anyone who required it. Not only did it work for the people who received the

counselling, it also gave the grandmothers a sense of purpose, improving their own mental well-
being, too. such a success, the idea took off, spreading around Zimbabwe and on to many other
countries.

1. coerced demanded forced compelled

2. marshalled mobilized conscripted launched

3. notwithstanding thereby whereby nonetheless

4. Having had proved To have proved Having proved To prove

RWFB63:

Many students experience the first year of university as a steep learning curve. One skill that’s essential for a student to
acquire as soon as possible is the somewhat undervalued art of note taking, a vital tool at all stages throughout an
academic journey.

The principal benefit of note taking is that it enhances a person’s engagement with a subject. It also strengthens
cognitive skills, as the brain constantly assesses whether or not information is being written down.
The fact that the notes taken by an individual are subjective, or personalised, also means the brain may

find easier to revisit and make sense of at a later date.

Undoubtedly, the careful storage and categorisation of notes does require a degree of diligence. However, students who
take time over this when they need to refer back to specific lectures to write an essay or to
revise for an exam.

The numerous benefits of note taking it being ranked highest in a student’s repertoire of study skills.

1. deserved by reserved for worthy of mandatory of

2. it those them any

3. return the favour rest assured rest on their laurels reap the rewards

4. advocate rationalize warrant condone

pg. 120
RWFB64:

Critical reading provides a more academic way of considering a text. It is very different from reading for pleasure. The
process of critical reading enables students to become more able to analyse and evaluate any narrative, information or

evidence they read in order to whether the source is suitable for a particular academic purpose.

As a critical reader, it is to put yourself in the shoes of the author, considering their background and

social standing, as well as the historical and societal context in which the text was written. doing this,
you should get a clearer understanding of the author’s ‘position’, meaning the author’s main ideas on the subject they

are writing about. Evidently, then, the critical reader has to a wide variety of information in order to
get a more informed understanding of the text.

1. dissect probe deduce prophesy

2. progressive principled prudent prestigious

3. Regarding For In About

4. synthesise adhere fuse bond

• READING FILL IN THE BLANKS (DRAG & DROP)

RFB1: Technology and flexible work _____ have had a significant impact on today's busy companies. In terms of
productivity, it seems the _____ has shifted from managing employees in the workplace to monitoring their total _____
no matter where they choose to work. Whether this trend will continue depends to some _____ on how well it works
for everyone concerned.

focus deals way practices selling output extent

RFB 2: Elephants have a very _______ communication system, which helps them maintain their close _____ bonds.
When they are near each other, they use verbal and visual signals to express a wide _____ of emotions. As they move
further ______ they use less common. rumbling _______ that can be heard over two kilometres away.

distant variety family ranging apart sounds complex round

RFB 3: People are naturally concerned about the polluting ____ of energy sources such as oil or coal. But are wind farms
the _____? With their enormous rotating blades, these huge _________ becoming more commonplace in certain
______ the world. Yet for some people, they are an unwelcome _______ of the landscape.

Machines product sight feature answer regions damages effects

pg. 121
RFB4: Professional astronomers, ________ their amateur counterparts, have no particular interest in the aesthetic
quality of their photographs. What ______to them is the contribution their images can _______ to research, and to the
_______ of data scientists in their field _________ for research purposes.

make equipped unlike matters use collection put concerns

RFB5. The practice of giving graduation gifts seems to be alive and well, despite __________ economic times. A recent
study in the US has shown that while families may not have as much to spend. they are being more ________ in the gifts
they bestow. Lavish celebrations and large lump _________ seem to have gone by the wayside in favour of smaller,
more thoughtful gifts. generous hard creative money sums favourable.

generous hard creative money sums favourable

RFB6. Gunpowder, also referred to as 'black powder', was the only ______chemical explosive until the mid-nineteenth
century. It ______ potassium nitrate, or 'saltpeter', which is an oxidiser, and a combination of charcoal and sulphur
serves as fuel. There is ______consensus that gunpowder was initially invented in China as early as the ninth century.
This _________ to its use in fireworks and in gunpowder weapon, includes contains caused academic known unique led.

includes contains caused academic known unique led

RFB7: The majority of early pictures in the National Portrait Gallery's _____ are by unknown artists, with fundamental
questions, such as when, where and why they were painted still remaining to be answered. Through the application of
scientific methods, a new project has the _____ to unlock evidence that will allow researchers to determine answers to
these questions. They will use a _____ of cutting-edge scientific techniques, such as X-ray and infra-red reflectography.
in order to reveal new _____ about individual paintings.

information potential combination prospect connection care work

RFB8: Gunpowder, also referred to as 'black powder', was the only _____chemical explosive until the mid-nineteenth
century. It _____ potassium nitrate, or 'saltpeter', which is an oxidiser, and a combination of charcoal and sulphur serves
as fuel. There is ______ consensus that gunpowder was initially invented in China as early as the ninth century. This
_____ to its use in fireworks and in gunpowder weapons.

includes contains caused academic known unique led

RFB8: Marion Dorset (1872-1935) was an influential American biochemist. He began working as a ______for the US
Department of Agriculture in 1894, and worked his way up to become chief of the biochemical ______ in 1904. He made
important discoveries in bacterial toxins and animal diseases, and he conducted pioneering work in the _______ of meat
products. He co-discovered the virus that causes hog cholera and subsequently developed a ______ to prevent it.

researcher leader serum fluid inspection consumption division

pg. 122
RFB9: Using questionnaires to gather information from people is a well-used quantitative research method. It is
considered to be an easy _____, but in reality, it is actually very difficult to design a good questionnaire. Question type,
clarity of language. length of questionnaire and layout are just some of the man _____, which all need to be carefully
considered when designing the questionnaire. Another issue, which _____ some deliberation, is how to ensure a high
response _______.

option opportunity selection influences requires factors rate

RFB10: Psychology is a suitable course of study for those _______in all aspects of human thought and behaviour. It can
______ as the scientific study of how humans function on a biological. social and mental level. There are a range of
influential approaches to the subject, which are ______ to such areas as child development. health. education and
Sports.

practised defined affected interested applied diagnosed

RFB11: Migration could be described as the well-defined journey animals make to a familiar ______ at specific seasons
or times of the year. All species that migrate do so for a common _______, in order to survive. Migration allows them to
spend their life in more than one area and thus _______ problems that can occur in one habitat. such as lack of food,
shelter or exposure to harsh weather.

position purpose destination experience situation avoid

RFB12: Multinational companies are often criticised for a number of reasons. But we cannot deny their ______ impact.
Employment opportunities are generated for locals in the overseas country. When multinational companies set up
manufacturing plants, there is often an increased _______ of products for local consumers, which profits the local
economy. Training is also sometimes provided in the use of technology: moreover, the experience and knowledge that
the employees _______strengthens their skills and overall employability.

positive gain purchase negative availability benefit

RFB13: There are two basic branches of the science of astronomy: observational and theoretical. Observational
astronomy, as the name suggests, is concerned with observing the ________ and then analyzing the observations, using
the __________of physics. Theoretical astronomy focuses more on developing computer or analytical models to
________ astronomical phenomena. The two ___________ complement each other, with observational astronomers
attempting to _____________ theoretical results, and theoreticians aiming to explain what has been observed.

angles confirm describe effects fields principles reason skies

RFB14: Behanzin ruled the West African ______ of Dahomey at the end of the nineteenth century, a time when
Europeans were doing their utmost to colonise Africa. Behanzin put up extremely _________ resistance. He did this with
the ________ of an army, including five thousand female warriors. He is often called King Shark, a name suggesting

pg. 123
______ and wisdom. Famed for being a _______ as well as a warrior, he wrote some of the most beautiful songs ever
produced in Dahomey.

aid battle kingdom light poet powerful monarch strength

RFB15: An investigation into the study habits of undergraduates was carried out by a ______of researchers at a number
of different universities. In all the universities _______ in the study, it was found that there were the ______ significant
differences between the habits of arts and science students. Not surprisingly perhaps, arts students read more ______
while science students tended to concentrate on a few ______ texts.

core heavily involving participating same staff team widely

RFB16: Dolphins are marine mammals found all over the world. There are many _____ species. They are well-known as
intelligent creatures and seem to ______ with one another in sophisticated ways. Dolphins are ______ animals in that
they live in groups. These can _______ in size from five to several hundred. They often hunt in groups and work together
to ______ the fish or squid they like to eat.

capture communicate different grow learn range sociable strange

RFB17: This exciting new M.A. in Creative Writing is designed for graduates who wish to examine and expand their work.
Through workshops, seminars, and (1) ........................ tutorials, students will discover new writing strategies and refine
their writing. The course (2) ........................ students the practical expertise needed for researching and structuring
texts, and (3) ........................ traditions and genres, as well as the critical and creative proficiencies (4) ........................ to
develop a career in creative writing or in a related (5) ........................ .
single understanding field individual offers necessary wanted

RFB18: As we know from tsunamis, when water is moving at 50 or 60 kilometers an hour it becomes deadly. Even if a
wave only (1) ........................ up to the knees, the (2) ........................ can knock a person down. Water flows around
some obstacles, while slamming into large (3) ........................ , such as walls, which stand in its way. It also gathers (4)
........................ , like rocks and trees, as it flows, causing even more destruction when it crashes into buildings.
energy materials objects force rise debris comes rubbish

RFB19: Wind-blown (1) ....... .. ................ of sand from dunes may carry far inland, covering fields and diverting streams.
More seriously, drifting sands can bury whole buildings and transform (2) .................. land into desert. However, dunes
can be made more stable by the artificial (3) ................. .... .... of marram grass, a plant so robust that it can find (4)
......................... even in sand. The grass spreads over the (5) ......................... of the dune, protecting it against wind,
while its roots bind the sand together.
summit grains rich fertile surface nourishment clouds planting

RFB20: Employers often offer employees perks in addition to cash wages, for example, membership of a health
insurance or company pension (1) ......................... . If they do, they must (2) ................... ..... that they are fair in
providing these benefits in order to (3) ..... ...... .. ..... ...... discrimination. For instance, if an employer (4) ..... ....... .... .....
an entitlement to low-interest loans in male, but not female, employees ' contracts, the female employees could take
the employer to court on the basis of unequal (5) .... .. .................. .
pg. 124
consideration avoid allowance scheme treatment includes allows ensure

RFB21: Thomas De Quincey once said that there is no such thing as forgetting - a rather frightening (1) .. ... ......... .. ....
..... If we could remember everything all the time, not to (2) .................... .... those things we feel (3) .................. ... ... or
guilty about, life would be unbearable. Naturally, we remember shocking and dramatic events better than any (4) ...
.......... .. ....... . The things we most often forget are names, numbers, dates, (5) .... ....... .. ..... .... .. learned by cramming
for exams, and things we don't understand.

others say mention information ashamed know-how theory thought

RFB22: This MPhil (1) ..... ................... students from a wide variety of academic, business and political (2) ........................
to the traditions, methods, and state-of-the-art research that shape an advanced analysis of human society. The MPhil is
an eleven-month course designed for those who wish to go on to do doctoral research or (3)........................ for those
who (4) ........................ want to improve their understanding of methodology and analysis, and attain an independent
postgraduate degree in its own right.

backgrounds plainly equally professions introduces presents simply

RFB23: The main (1) ........................ of advertising is to sell (2) ........................ by getting them known and, here, brash,
sensational ideas may often serve the (3) ......................... . But by no means is all advertising aimed at promoting a new
product or even a product at all. One of the most famous posters of the 20'h century (4)...................... Lord Kitchener
early in the 1914- 18 war pointing a finger, perhaps accusingly, at the entire male military-age population of Britain.

aim illustrates products purpose point shows produces

RFB24: Universities are, of course, the primary centers of intellectual life in modern society. Therefore, they are a
(1)........................ center of criticism: criticism of society and of the dominant (2) ........................ in it, especially its
politics, by sections of both the (3) ........................ and the student bodies. This critical (4) ........................ of the
university, as the place where ideas are born and where support for criticism is (5) ........................ among students, who
form the mass base for many protest movements, has been true for a long time and in many countries.

semester revealed key found staff trends participation role

RFB25: When it comes to low-cost housing, architects are hardly ever (1) ........................ . About 98% of the market is
built without architects and the result is usually rows of clones of a building, regardless of whether they are (2) ...........
............ for an area or not. Developers alone, without the (3) …………………. of an architect, do not see the big picture
needed to make housing part of a safe, vibrant community. A little more thought could instantly improve community (4)
……………………. as well as lead to building houses that are both comfortable and cheap.
useful safety relations involved input practical consultation
RFB26: During the 19th century, the enormous expansion of world production and trade was (1) ………………… mainly by
gold. Even the (2) .. .. .............. .. .. .. issued by the banks were fully convertible to gold on demand, and this was the basis
of their acceptance. However, production and trade were expanding at a faster (3) .. ........ ..... .. ....... than new (4) .... ..
..... .. ..... .... .. of gold were being discovered. If trade was to continue growing at this rate, some commodity other than
gold also had to be used as a (5) .... .... ............ .... of exchange.
cash amounts notes supplies way means rate financed
pg. 125
RFB27: Today we (1) ..... ................... Aesop's fables with childhood, and the Victorians are largely (2) ........................ for
that. There were at least seven separate (3) ............ ......... or retellings in the l91h century, all targeted at children.
Rewritten as parables, they were seen as an effective way of communicating Victorian morality. Yet, in antiquity, Aesop
wasn't read by children: (4) ...................... .. the talking animals and the sometimes-childlike atmosphere of the tales, the
setting was perceived at the time as being political.
relate translations stories blamed responsible associate despite though

RFB28: Very intelligent people often make the (1) ........................ of assuming that other people's minds work in the
same way as theirs do. Economists, for example, create mathematically-based models on the (2) ...................... that
people act rationally as far as their own economic (3) .................... .... are concerned. You don't have to look much
further than family and friends to see how off the (4) ........................ this idea is. The problem with a lot of such
scientifically-based theories is that they are not friendly to facts that don't (5) ........................ the case.
make fit mistake fact interests business mark notion

RFB29: With today's incredible (1) ...................... of technological change a lot of age-old human skills may be getting left
behind or (2) .............. .... ...... out. It's not just that if you buy a laptop today it's obsolete within (3) ........ .......... than a
year and the rest of the world has moved on; it's more that, as workers get more expensive and equipment gets
cheaper, companies are spending more on machines rather than people. Fewer people, therefore, are being (4) ..........
............. in necessary skills.
losing trained under less rate taught dying speed

RFB30: Twelve hundred miles east of Australia (1) ......... ....... ........ the islands of New Zealand. Long before they were
(2) ........................ by Europeans, a Polynesian race of warriors, the Maoris, had sailed across the Pacific from the
northeast and established a civilization (3) ........................ for the brilliance of its art and the strength of its military
(4)......................... When Captain Cook visited these islands towards the end of the 18'h century, he (5) ................... that
the population numbered about a hundred thousand.
discovered counted notable lie estimated found army system

RFB31: The most common (1) ...... .................. for carrying out a detailed medical examination of a dead person - a post-
mortem or autopsy - is when it is necessary to (2) ........................ the cause of death. In some circumstances, a doctor
may be allowed to perform a post-mortem in pursuit of medical (3) ......................... The examination is usually
performed by a pathologist, and (4) ....................... . dissection of the body, and tests done on blood, tissues and internal
organs, but sometimes it is performed by a doctor.
purpose reason means establish specimens knowledge involves

RFB32: You may think that the World Cup, like the Olympic Games, only occurs once every four years. It is the
(1)................. .... .. rounds that take (2) ........... ..... ........ every four years, but the competition as a whole is an ongoing
(3)........................ , since the qualifying rounds take place over the preceding three years. The final phase of the
tournament now involves thirty-two teams competing over a four-week (4) ....................... in a previously nominated (5)
........... ....... ...... nation. It has become the most widely-viewed sporting event in the world.

pg. 126
event final home host last period place time

RFB33: Ideas as well as people can take (1) .... ............ ..... ... stage at the right time and the right place. If new ideas are
to have a wide-ranging (2) .. ...................... , they had better occur at the right time – usually when old theories are worn
out or have reached a dead (3) ..................... . Then they make people think along new lines and in ways that may
(4).................. in unexpected directions. These ideas needn't be new in themselves. They can be older, half-forgotten
ideas brought back to life, or new combinations of (5) ... .. ............ ..... .. ones presented in a new light.
center effect end familiar front known lead stop

RFB34: Most of us believe that when we are making decisions about money we are being clear-headed and sensible, and
assume that any rational person would (1) ........................ in the same way and make the same decisions. But our (2) ......
...... ............. are always based on the private logic of our own (3) ................. ... .... mind-set, our deep beliefs about
money and what it's for, and no two people are the same. Even when two people come to the same (4) ........................ ,
they have probably used quite different logical paths.
answer behave choices conclusion economical financial ideas

RFB35: There are, I have been (1) ................. ... .... , some languages that don't have a word for rubbish, garbage, or
whatever you call it. For their speakers, nothing is useless or goes to (2) ....................... - just as our ancestors used to
hoard, patch up, reuse and hand things (3) ... ....... .............. to the next generation rather than throw them (4)
......................... These days, however, rubbish and how to (5) ....... .... ....... ...... of it has become a major problem: we are
running out of places to put it.
away dispose waste over said down rid told

RFB36: A "duel of honour" was a way of settling disputes between gentlemen over some injury or insult. The (1)..............
.......... had to be arranged privately because duelling was never (2) ........................ , but it became common in the 17th
century. A social code governed the duel of honour and, as long as the rules were (3) ...... ...... .. ........ ... to, the survivor
could usually escape without being punished by the law. Duels were fought with either pistols or swords, but pistols
became the more usual (4) ...... .. ................ after swords went out of fashion at the end of the 18th century.
battle fight gun kept legal obeyed weapon

RFB37: Regular exercise is beneficial for those areas of the brain which are ______________ in memory and learning.
Exercise appears to trigger the __________ of certain chemicals which have a direct ___________ on the health of brain
cells. It also helps the brain to function by ______ stress and anxiety.
reducing release explained causing consideration involved

RFB38: In his key work, first published in 1628, William Harvey put forward the _________ that blood circulated around
the body. This hypothesis was _______ up by a number of experiments but depended on ___________ rather than
observation. A radical idea of this type inevitably ___________ a certain amount of ridicule among conservative
physicians but by the time of Harvey’s death, it had gained general __________ in medical circles.
rebuff acceptance theory inference provoked raised backed supported
pg. 127
RFB39: While it is true that planting trees encourages the ______ of soil erosion by enriching it with nutrients, it is
important that this does not lead to water __________ occurring. Therefore, the water requirements of planting
projects must be _________ when planning the establishment of new forests.
fear scrap shortages maximised assessed prevention

RFB40: Psychotherapists have studied the influence of birth order on personality since the 1930s. Research has found
that only children enjoy ________________ attention from their parents due to not having siblings with whom to
compete. Likewise, parents devote most attention to their eldest child who adopts a ________________ role towards
younger brothers and sisters. This can be seen in personality attributes such as perfectionism and being mindful of
duties which are frequently ________________ in the eldest child.
observed undivided insufficient constructive investigated nurturing

RFB41: Throughout history there has been an economic ________________ between workers and machines, guided by
two key factors, with the first being that human employees would be ________________ by machines resulting in a loss
of jobs. The second idea refers to robots working alongside people, which is a positive step as eventually work would
become more productive. In that way, further opportunities to make money are ________________ without jobs being
lost.
replaced created relationship supported policy crisis

RFB42: Proxima Centauri, the closest star to the Sun, was discovered by Scottish scientist Robert Innes in 1915. In 2016,
a small ________________ was seen near to Proxima Centauri, which researchers believe could possibly
________________ human life. These discoveries have been made possible by the ________________ of new cameras
and computer software. As the technology improves further, we will continue to learn more about our
________________.
Universe partnership planet support space study development

RFB43: Music is a universal language that everyone should be given access to. Music education should
________________ children to develop a love of music and enjoy learning to play musical instruments. This will then
increase their ________________ of achievement as they gradually improve. As pupils progress, they should develop a
critical ________________ to music, allowing them to ________________ original songs on their own.

appreciate sense way compose approach inspire engage

RFB44: Much of the data collected about us is held in private hands. There is an ethical ________________ to be made
that it should be made available for research purposes, and thereby used for the public good. However, companies that
have large data sets are coming under increasing pressure to ________________ that they reduce the risks of a data
breach, making it harder to pass data to third parties. There will be many legal and technical hurdles to
________________ in order to make sharing data for research purposes viable.
defend challenge case overcome contract ensure
pg. 128
RFB45: Sometimes journalists interview a range of people to find out ________________ opinion. This
________________ of interview is called a ‘vox pop’ and normally happens in the street. Journalists do not need to
________________ much for vox pops, but it is still necessary to research the ________________ they are planning to
ask questions about a little.
Record prepare topic audience knowledge public style

RFB46: Architects have always had to address the conflict between form and function. After all, not every client is willing
to sacrifice ________________ features for the sake of making a building more user-friendly. Nowadays, eco-friendly
building design has further ________________ matters. Architects are often obliged or at least expected to
________________ elements which will boost the ecological ________________ of a building, either by improving
energy efficiency, or by utilising sustainable materials. Architects that ________________ at such requirements will
ultimately fail.
settled credentials complicated ethos aesthetic baulk practical incorporate

RFB47: A ‘flipped learning’ programme involves both online content and classroom-based instruction. The aim of flipped
learning is to ________________ students to the core concepts first via online materials, before these concepts are
explored further in class. Therefore, the learner has the chance to analyse and ________________ the information
presented first, rather than simply being a passive ________________of knowledge in the classroom. Flipped learning
advocates argue it can be motivating because humans are ________________ to solve problems for themselves.
collaborator expose enlighten recipient native grapple with hard-wired

RFB48: As shopping centres are becoming increasingly ________________, it’s worth analysing our current love affair
with these spaces. Of course, as a place where people can buy food and clothing, shopping centres serve many of our
basic human ________________. They’re also responsible for creating many employment opportunities, so their
________________ impact on the nation shouldn’t be ignored. Even more importantly, shopping centres provide vital
chances to enjoy human ________________, especially important for people who often find themselves isolated from
others.
Economic needs interaction frequent cooperation widespread functions

RFB49: Electoral systems vary and it’s believed that the ________________ of many elections would be different if a
country changed its particular voting system, because specific systems benefit different types of parties. To illustrate,
proportional representation (PR) systems are said to ________________ smaller parties, whereas in majority systems,
larger parties are more likely to succeed. Indeed, many voters view PR as the fairest system because the
________________ of seats reflects the total number of votes actually won by each party.
distribution outcome hinder determination favour selection

RFB50: Geert Hofstede was a researcher who compared and ________________ the business cultures of various
countries. He identified similarities and differences between nations concerning various work issues. For instance, he
categorised countries according to whether they ________________ collective or individual performance. This research
has ________________ for companies, such as deciding how to organise teams. Hofstede’s original research was limited
to the computer industry but since then, it has been used ________________ in many other sectors.

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Valued extensively implications analysed calculated exclusively indications

RFB51: Governments in many countries want to encourage the ________________ to save for their future. If people
could put money in a savings account each month, they would be more prepared for unexpected ________________.
These might be things such as ________________ to the home or car. People might also avoid ________________
money by using their savings to buy things rather than a credit card.
Prices costs industry lending public borrowing repairs

RFB52: Most news ________________ present a story in the same way. The title ________________ describes the
story. The first sentence is then a ________________ of the news story in twenty-seven words or fewer. Journalists
write news in this way so that people can get an idea of a story from the start. Readers can continue if they are
interested, and the paragraphs that follow give more ________________ about the story.
Summary details conclusion briefly headlines suddenly articles

RFB53: If people pay attention to an advert, then it is probably a good one. Advertisers aim to ________________
adverts that people notice and that give people information quickly. The best ones contain a clear and simple
________________. Some adverts make people laugh and others make people think. However, the ________________
thing is that people remember the name of the ________________ so that they buy that specific product.
form message maximum note brand design main explained

End of FILL IN THE BLANKS (BOTH DROP-DOWN & DRAG-AND-DROP

pg. 130
 MULTIPLE CHOICE (BOTH ‘MULTIPLE ANSWERS’ AND SINGLE ANSWER)
MULTIPLE CHOICE: SINGLE ANSWER
This is a multiple-choice reading task type that tests reading skills. You have to select a single answer to a question about
information in a text. You will do 1 or 2 “Multiple Choice, choose single answer” tasks.
For this question type, you need to read a passage and answer the multiple-choice question. There are possible
response options, but only one is correct. To choose the answer, click on it using the left button of your mouse. Click on
it again to ‘de-select’ it, or click on a different answer.

Timer countdown

Instruction

Question

Reading Passage

You have to click on one option

to answer the question

Task Requirement:
➢ You will be presented with a text passage (of upto length 300 words) and a single question with several answer
choices will be given. (3 to 5 answer choices)
➢ Your task is to read the passage carefully and choose the best answer (only one answer is correct) from the
available options for each question.
➢ You will have 1 or 2 Multiple Choice Single Answer questions in your PTE Test.
➢ You should read the question first, skim through the passage to find the answer to that question, and then click
on the correct answer from the 3-5 options given below the question.
Tips for Reading: Multiple Choice Single Answer:
➢ Read the question before you read the text. This will tell you what information you will be reading for.
➢ Skim the text to get an idea of its general content and the main idea. You should be able to answer the question
"What is the passage mainly about?" in your own words.
➢ Scan the answer choices to further help you focus on the information you will be reading for.
➢ Read the entire text again carefully. Pay attention to details that support the main idea.
➢ Read the question and the answer options again. Select the correct answer if you know it. If you are not sure
about the answer, eliminate any options that are obviously incorrect, and choose from those that remain.
➢ If you do not know the answer, and are unable to eliminate any options, guess.
➢ Never leave the question unanswered. If you leave the question unanswered, it will be marked as incorrect. By
guessing, you have the possibility of answering correctly.

pg. 131
Strategies for Reading: Multiple Choice Single Answer:
➢ Read with purpose
• Read the question before you read the passage. This will tell you what information you are looking for in
the text. It could be the main idea, the writer's purpose or attitude, some detailed information, or
inferences.
• Next, skim the text to get an idea of the general content and the development of the ideas. Don't worry
if you don't understand every word.

➢ Select the option

• From the prompt. identify whether the answer you need is located in the whole text or in part of it, then
read carefully the whole text or the relevant part.
• Remember, the options may use synonyms for words in the passage, not the exact words.
• If you don't know an important word in the text, try to guess its meaning from the context.
• Answer the question by clicking on one option or on its radio button O.

➢ Confirm your choice

• After you have chosen an option, compare each of the other options to the text to eliminate each one. If
you change your mind, click on the option again to de-select it, then click on the correct option.
• Be aware of the time and don't spend too much time on one task. Click 'Next' and move on.

➢ Remember, DO NOT waste more than 1 or 2 mins in this question. You should always keep an eye on the timer
on the right top corner of the screen.

Score: 1 mark for correct response

0 for Incorrect response
• Remember, there is no negative scoring in this question type, so do NOT leave any blanks. Even if you do
not know the answer choose any one. There would still be a possibility of getting it correct.

pg. 132
 Practice Multiple Choice: Single Answer:

MCSA1: Huge reserves of energy have been found in rocks far below the surface of the ground in Britain. It is
estimated that the north and southwest regions could hold enough energy in the form of heat to provide power for
millions of homes. In fact, up to a fifth of Britain's energy could be provided by this geothermal source. Extracting
the heat and converting it into electricity is difficult and expensive. Thousands of bore holes would be needed; but
once they were in place, the heat would keep regenerating indefinitely.
Question: What is the writer's main purpose in this paragraph?
o A to show how common the use of geothermal power is in Britain
o B to describe the problems related to using geothermal power in Britain
o C to highlight the potential benefits of geothermal power for Britain
o D to give a detailed description of how geothermal energy is produced in Britain

MCSA2: People tend to think that any new technology or device is an act of genius; something that has required
vision and insight to create and then develop into a marketable product. The fact is that innovations were often
already 'out there' in the public domain in some form or another. They tend to evolve from notions that have been
around for years but that had not, until that point, been suitably adapted. One expert calls this the 'long nose'
approach to innovation, whereby new concepts come into the world slowly, gradually revealing all they have to
offer.
Question: What is the writer's main point about innovation?
o A Many new products fail to interest consumers.
o B New products are not always based on new ideas.
o C Creators of new products require a unique set of skills.
o D New products are easy to distinguish from old ones.

MCSA3: Submarine operators have been alerted to the dangers of sea snails in a recent study. An international research
team says the hardy deep-sea animals latch on to the submarines used by scientists. potentially spreading disease in
pristine ecosystems. The limpet is a sea snail that lives 2.000 metres underwater but can also survive in air when a
submarine emerges from the water. If it goes unnoticed, the limpet can find itself in another habitat the next time the
submarine is used. As 90 per cent of limpets are infected by parasites, this poses a threat to the ecosystem; but
thoroughly cleaning the submarines will solve the problem.
What problem does the article mention in relation to sea snails?
o A Research into sea snails has been harming the animals themselves.
o B Sea snails are being carried by submarines to places where they harm other species.
o C Sea snails are spreading diseases to the research scientists on submarines.
o D Dirty submarines are endangering the well-being of the sea snails that attach themselves.

MCSA4: The Graphic Design degree provides students with a nurturing environment for learning, developing aesthetic
appreciation and design skills with an emphasis on media and marketing. Students have the chance to develop their
personal style, while broadening their technical repertoire as designers. The academic staff are former working artists,
theorists and designers who have been successful in achieving major awards, commissions and research grants. The
facilities for the graphic design program include spacious design studios, colour and monochrome darkrooms and

pg. 133
photography studios. Students will develop skills at a professional working standard in all computer-based programs
that the design industry requires.
Question: What does the Graphic Design degree offer students?
o A experience working on new magazines
o B the opportunity to apply for funds to help with their study
o C teachers who have practical experience in a creative field
o D the use of state-of-the-art cameras

MCSA5: Governments. business and many types of institutions collect, organise and record statistics. Statistics capture
vital information about such things as the economy, population and the environment and therefore allow meaningful
comparisons to be made. This can then inform decisions and plans made about such issues which in turn become public
policies. While it may be the issues behind the statistics, rather than the statistics as such that command the public's
attention, it must be recognised that it is the figures that inform these issues.
Question: The author considers statistics to be important because
o A they are recorded by official organisations.
o B the general public have an interest in them.
o C they are affected by plans and policies.
o D they assist in driving public issues.

MCSA6: There are innumerable different species on the planet. Nobody really knows how many species there are,
although many scientists have tried to estimate it. However, the complexity of trying to do this makes it impossible to
establish a definitive number with any confidence. This is probably due to the fact that new species are continually
appearing, while at the same time existing species evolve and some become extinct. In the past, the number of new
species appearing exceeded the number of those dying out. Nowadays, however. due to human activity, this trend has
reversed and as a result we are in danger of seriously disturbing our ecosystem.
Question: Why is it difficult to establish the number of species globally?
o A There are too many species to count them all.
o B The number of species is constantly changing.
o C Currently, more species are appearing than are becoming extinct.
o D Human action has upset the balance of the natural environment.

MCSA7: It is a curious tradition that the clock on the tower of Christ Church Cathedral in Oxford is always five minutes
later than standard British time. The explanation for this lies in the conservative nature of the Cathedral's clergy. It was
only when the railways arrived in the middle of the nineteenth century that it became important for clocks throughout
the country to be synchronised, however difficult this might be. When the Cathedral was asked to come into line, the
clergy discussed the request but decided that this was an idea that needed to prove its worth before being adopted.
Question: Why does Christ Church Cathedral clock give a different time from other British churches?
o A Oxford likes to be different from other places.
o B It was initially a protest against the coming of the railway.
o C Cathedral staff were reluctant to act too quickly.
o D It was very difficult to alter the time on the clock.

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MCSA8: Zebras are members of the horse family. However, these 'stripey horses' are not used for riding. Keen riders
have occasionally attempted to try. Although zebras have at times let someone sit on their back, the rider soon
discovered that a zebra's neck is stiffer than a horse's, lacking the suppleness that enables riders to control the horse.
The structure of a zebra's back also makes it less suitable for riding. It would undoubtedly be possible to breed zebras
that would ride well, but with the arrival of the internal combustion engine there has not been much incentive to do so.
Question: What is the writer's conclusion about zebras?
o A Zebras are not as similar to horses as they initially appear.
o B People have little motivation to develop a zebra that could be ridden.
o C It is unlikely that people could develop a zebra that would be good to ride.
o D Motorised vehicles are gradually reducing the numbers of zebras that are being bred.

MCSA9: "Rightly is they called pigs," said Rowley, a farm laborer looking at the wallowing animals before passing on to
the cow sheds, in Aldous Huxley's novel Chrome Yellow. Those who heard his words commented on his wisdom.
This raises all sorts of questions about language and how we perceive the world, questions that range from the
philosophical to the politically correct (PC) use of language and the question of causing offence - for example, calling
someone a pig.
Those who believed in being PC tried to adjust language to take into account people's sensitivities in the areas of race,
sexuality and disability, and a theologian has recently written that we should do the same for the animal kingdom. To
call them "wild" or "beasts" is, he says, "derogatory and offensive". I'm all in favor of animal welfare, but, in arguing his
case, he says that language is the means by which we understand and conceptualize the world around us.
But is it? Isn't it the other way round? To put it another, very simple, way: do you believe that the language you use has
made you think of the world in a certain way, or that you have an idea of the world as it is and your place in it, and you
use language to understand and describe it?
Is Rowley's wisdom based on his many years working with farm animals, and what he has seen is just pigs being pigs and
there's nothing more to be said? Or has he decided that the name "pig" suits these creatures because they behave
piggishly? If we cleaned them up, taught them table manners and made them wear a tie, would we have to call them
something else?
Question: What is the main reason for the writer mentioning Rowley?
o Because he is a farm laborer.
o To illustrate his view about the use of language.
o To support the idea that we should be politically correct when talking about animals.
o To bring some humor into his text.

MCSA10: These days you can fit hundreds of books into one e-book reader or smartphone, and this has led publishers,
writers and readers alike to ask whether this means the death of the printed book and a drastic change in how we read.
Or, as some hope and believe, will the electronic book format simply complement traditional book publishing? The fact
that a book can be downloaded from almost anywhere in the world has blurred the lines between author, reader,
format and distribution, and this has caused some head-scratching at some of the world's biggest publishing companies.
Such companies must adapt, and quickly, to the new market; but many are nervous of the risks and often shareholders
are not willing to break new ground.
For many writers, however, e-publishing provides new freedoms and opportunities. Many e-books are published by
writers who do not have a readership through mainstream publishers, and this allows them to deal with material that
mainstream publishers would consider too controversial or otherwise unmarketable.
The market is very much driven by the consumer, and publishing companies are going to have to deal with this new
situation sooner or later. It is quite a complicated situation, but it doesn't have to be either/or. The book as we know it
has been around for about 500 years and, once things settle down, there is no reason why the e-book and the
traditional printed book should not exist happily side by side.
pg. 135
Question: Which of the following statements is true according to the text?

1 E-publishing has created new possibilities for writers.

2 Publishing companies have been unable to adapt to the new market.

3 E-books will radically alter our reading habits.

4 Most e-books are not by conventionally-published writers.

5 Sales of e-books are likely to overtake sales of traditional books.

MCSA11: So far, we have been looking at the work of humanist historians in the Renaissance and the new way in which
they approached their subject. Not only did they use close reading of ancient texts, as you would expect, but they also
did a lot of research in the archives. That is, they didn't just read the historians that came before them, they looked for
real documents. For example, they studied the records of cases that went to court, official letters that had survived, and
so on to get a fuller picture of how people really lived and went about their business.
These same techniques of historical research were used in what we can call "legal humanism". The idea here was to get
as accurate a picture as possible of the law and its practice in ancient, especially Roman, times. Legal historians did this
with a view to refining the laws and applying them to the present historical situation. Legal scholarship's original desire
to recover and purify the heritage of the ancient world later came to be distorted by political views, but even here, in
the 16th century, such intense study could lead to unexpected conclusions. For example, in France, inquiries meant to
uncover and apply the legal wisdom of the Romans ended by uncovering a Roman law so pure that it was totally alien.
This law, in fact, belonged to the past and to a different society, and was therefore unusable.

Question: What was the ultimate aim of legal scholarship?

1 To purify the ancient legal system.

2 To promote humanism in general.

3 To apply Roman law to their own society.

4 To perfect techniques of historical research.

MCSA12: When it comes to an organ of such complexity as the eye, it is not difficult to understand why some people
cannot accept that such perfection was arrived at by the trial and error, or gradual development, of natural selection.
Yet people thought the Earth stood still until Copernicus told them otherwise. In the same way, it shouldn't be hard to
believe that a complex eye could be formed by natural selection if it can be shown that there were numerous stages
from a simple and imperfect eye to a complex and perfect one, with each development being useful to its possessor and
the variations being inherited.
However, the search for the stages through which an organ in any one species has come to perfection, which ideally
would mean looking exclusively at its past generations, is rarely possible. Therefore, researchers are forced to examine
species and genera of the same group to discover what stages or gradual developments are possible. Even the state of
development of the same organ in a different class of creature may throw light on the steps taken towards perfection.
Some people object that in order for the eye to modify and still remain a useful instrument to its owner, many changes
would have had to take place simultaneously. However, it is not necessary to suppose this if the modifications were
extremely slight and gradual.

Question: Why are researchers forced to look outside a specific species for clues to gradual development?

1 Because the eye is so complex and perfect already.

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2 Because evidence of its ancestors is almost impossible to find.

3 Because the eye cannot change without losing its usefulness.

4 Because other species have more complex eyes.

MCSA13: By the 15th century, the various Zulu chiefdoms had reached the south-eastern part of Southern Africa. They
were largely cattle farmers and cultivators who lived in scattered villages across the land. Like other African peoples at
this time, they lived within a system of clans and tribes under independent chiefs until, in the latter part of the 18'h
century, the system changed, possibly due to land shortage, and a number of larger political groupings were formed.
The most powerful among these were the Mthethwa under the leadership of Dingiswayo, who radically changed some
aspects of traditional life during his reign.
Formerly, military activity was based on local recruitment; men from a district would fight together under their chief. So,
in order to create a large unified fighting force and control the fierce rivalry between supporters of different groups,
Dingiswayo reorganized his army along the lines of age rather than old local allegiances. Thus, men of a particular age
group, regardless of clan or residence, formed a regiment whose loyalty was to the king alone. Fathers and sons fought
in different regiments and men from the same district found themselves in completely different groups, and as a result
local rivalry was prevented. This was the basic military system that Shaka, the most famous Zulu chief, inherited and
built on.

Question: Which of the following is mentioned as one of the changes made to the Zulus' traditional life?

1 They no longer farmed or cultivated the land.

2 Fathers and sons fought against each other.

3 The army was arranged in a new way.

4 Rivalry between villages was encouraged.

MCSA14: The Second World War brought a period of austerity and tough rationing in Britain, especially for food: before
the war Britain had imported about 55 million tons of food, but only a month after the war began, this had dropped to
12 million. Strangely enough, this period also saw a general improvement in health standards across the country.
Rationing began at the beginning of 1940 and lasted until July 1954 when the last restrictions on meat were lifted.
Everyone was issued with an identity card and each household had a ration book. Then they had to register with a local
supplier of food whose name was stamped in the ration book so that you could only buy your ration from that supplier,
and only the amount you were allowed. The books contained coupons which the shopkeepers cut out every time you
made a purchase, and the amount you were allowed depended, to a certain extent, on the color of your ration book.
The majority of adults had a buff or brownish book. Then there was the green book for pregnant women, nursing
mothers and children under five, and this allowed them first choice of fruit, a daily pint of milk and a double supply of
eggs. Children between the ages of 5 and 16 had a blue book, which allowed them fruit, a full meat ration and half a pint
of milk a day.
The idea was to make as sure as possible that everybody got a fair share of the food available, the worry being that as
food and other consumer goods became scarcer, prices would rise and the less well-off might not be able to pay.
However, some thought it unfair, as people living in rural areas could get hold of eggs, butter and milk fairly easily
without coupons.
pg. 137
Question: According to the text, which of the following statements is true?

1 Teenagers were allotted more milk than other age groups.

2 People who lived in the country didn't have to pay for eggs and butter.

3 People had a healthier diet under rationing.

4 Pregnant women were allowed twice as many eggs as other adults.

MCSA15: On meeting a person for the first time, our first question is often "What do you do?" That is, we ask what they
do for a living, what their job is, because we feel this will help us place them. It helps us to define their status. We can
judge where they stand socially, we can make a guess at how much they earn, and through that what kind of a standard
of living they can afford. In addition, it can give us a fairly good idea of their educational background.
The problem is that people often choose a career for the wrong reasons. For instance, some people follow in the
footsteps of a parent, either entering the same trade or profession, or inheriting the family business. Others make
exactly the opposite decision, either out of a fierce desire for independence, or to spite a parent, or simply to get away
from family. They decide that whatever else they might do, they will certainly not do what their mother or father did.
People may also persuade themselves to pursue a career for which they are unsuited out of hero-worship, or as a result
of meeting people they admire. It is a pity that we have to make such an important decision about our future career at a
stage in our lives when we are so easily influenced by factors which have little or nothing to do with the central issue,
namely, that we should do those things for which we have a natural talent.

Question: Which of the following is not given as an example of a wrong reason for choosing a career?

1 Doing the same job as one's parents.

2 Doing a job that suits your abilities.

3 Deliberately not joining the family business.

4 Following the career path of someone you admire.

MCSA16: Politically, the Roman Empire laid the foundations on which modern Europe was built. Culturally, partly
through native genius and partly through absorbing the achievements of the older and richer culture of Greece, its
literature became the basis of European values, in particular those values that arise out of the individual's relationship to
their society. Rome began to produce literature between 300 and 100 BC at about the same time as it was conquering
the rich Greek colonies in the south of Italy.
Roman writers and orators began to expand their imaginative and intellectual horizons and refine the Latin language
through the study of Greek literature. Early Roman literature had been basically of two kinds: the recording and
examination of public life and behavior through life stories of famous men, and the particularly Roman art of satirical
comedy and drama.
There were those, however, who objected to the Greek influence, most notably Cato the Censor, who did his best to
uphold the virtues of no-nonsense Latin prose against Greek luxury. More typical, and in the end more successful, was
the poet Ennius, who managed to keep a balance between Greek and Latin values by writing a Homeric epic poem in
Latin idiom, but using Greek poetic metre.

Question: According to the text, which of the following statements is true of ancient Roman literature?

1 It was mainly the biographies of famous men.

2 It was deeply influenced by Greek writing.

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3 It was mostly satirical.

4 It was subject to heavy censorship.

MCSA17: There is a romantic notion that the forests of North America lay largely untouched before the arrival of
European settlers and that the lifestyle of indigenous North American people had had little impact on this pristine
wilderness. But studies of pollen and tree survey data have shown a predominance of fire-adapted species such as oak
and hickory, which points to a regular, deliberate burning of the undergrowth and low-lying trees. It seems that, like the
creation of so-called wood pastures in Europe, this burning was a form of forest management practised by indigenous
people to promote plant species needed for food and animal fodder.

Read the text and answer the multiple-choice question by selecting the correct response. Only one response is correct.

What is the writer’s main purpose in this extract?

o to criticise the European settlers’ destruction of the forests of North America

o to assert that indigenous Americans’ lifestyle had only a negligible effect on the landscape
o to refute the idea that indigenous Americans exerted no control over their environment
o to contrast natural North American forests with the man-made forests of Europe

MCSA18: The current move to screen-based reading appears to be having profound effects on the human brain.
Evidence from teachers and psychologists suggests that the new reading norm is to skim a text quickly, sampling the first
line and then just word spotting through the rest. This means we are becoming less proficient in grasping the full process
of thought in longer, more demanding material. Even if skim reading may be useful at times, we must not allow it to
become our only possibility. We need to consciously cultivate a reading brain which can engage deeply with texts,
whether they are digital or paper based.

Question: Which of the following is mentioned as a negative effect of screen-based reading?

o People tend to forget what they have read more quickly.

o People are more likely to accept incorrect information without checking it.
o People have less conscious control over their mental processes.
o People are less able to follow the argument of complex texts.

MCSA19: Emissions of sulphur hexafluoride, the strongest greenhouse gas in the Earth’s atmosphere, have increased
dramatically in the past few years. This colourless greenhouse gas has multiple uses, including acting as an insulator in
electrical installations. Aside from being an insulator in circuit breakers and switches, sulphur hexafluoride is utilised to
inhibit fires. However, when installed, it does result in some emissions into the atmosphere. Renewable energy
installations require more circuit breakers and switches in their electricity grids due to having more wind turbines and
solar panels. Therefore, as renewable energy production expands, there is likely to be an associated rise in sulphur
hexafluoride emissions.

Question: What is the main point the writer is making?

o Sulphur hexafluoride has a wide variety of uses in renewable energy production.

pg. 139
 o Producing more renewable energy may lead to more sulphur hexafluoride emissions.
o It is becoming increasingly difficult and complicated to generate renewable energy.
o Green energy demands ultimately result in emissions of various greenhouse gases.

MCSA20: The active presence of young people on social networking platforms could be a desire to extend friendship
groups, as this virtual platform exposes them to a wider selection of people. The need for human interaction through a
computer-generated medium stems from a sense of social acceptance seldom experienced by some people in face-to-
face communication, where there is a greater fear of ideas and opinions being rejected. Social media can also enable
young people to be more empathetic, although whether this virtual empathy carries over into their everyday lives
remains to be seen.

Question: What is the central focus of the text?

o Face-to-face communication becoming less common due to young people’s fear of rejection.
o Communicating online enabling young people to bond and feel part of a social community.
o The inability of young people to gain social acceptance while interacting on social media.
o Young people becoming more empathetic in person due to sharing experiences online.

MCSA21: Ancient Rome’s streets were named after the social status of their residents. But what do we know about the
interactions between these varying classes? Conflicting ideas exist of how Rome’s inhabitants socialised. Some historical
texts provide details of specific trading areas for differing classes, yet others suggest densely-populated streets where
people of all statuses came to socialise. Archaeological findings, however, show that the gradual development of Rome’s
commerce and infrastructure led to an increase in population and social activity among city-dwellers. These
developments may have led to more social mixing, as we can see demonstrated by the kinds of seating area and mosaics
excavated from the ancient city.

Question: What is the writer’s main point?

o The development of trade in Rome influenced the style of buildings around the city.
o Historical texts provide certainty about the lifestyle of ancient Rome’s residents.
o The growth and development of the city directly affected the interactivity of its residents.
o Uncertainty about ancient Rome’s physical environment has been addressed by excavations.

MCSA22: Being a living language, English is always changing. New words are invented every day. Many are linked to
developments in computer science and other areas of technology. However, technology doesn’t just influence a
language by increasing its vocabulary, it also causes language to change more frequently. In the Internet age, we’ve
become used to using emails as a quick and convenient means of communication. However, when writing these
messages, we’re a bit careless about our use of grammar. Does this mean that the quality of written English is poorer
because of emails? In this chapter, it is argued that people’s actual use of language doesn’t prove this to be true.

Question: What is the main issue concerning the writer?

o the increase in the number of messages sent by email

o the difference between emails and traditional writing
o the effects of new vocabulary on emails
o the effect of emails on the standard of written English

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MCSA23: There are multiple reasons why this business textbook is widely used. The author was a professor of business
for thirty years and collected together lectures given during that time to create this important work. This explains the
broad range of topics covered. An excellent teacher, he makes complicated subjects easy to understand. However, the
secret of the book’s success is explained by the professor’s reason for writing it. He saw a gap in the market which
needed filling. Previous textbooks hadn’t discussed how ‘green’ businesses could protect the environment and still make
a profit. The professor was ahead of his time and has since influenced business students around the world.

Question: According to the writer, what is the main reason why the book is so popular?

o The book contains some original ideas.

o The author has a lot of teaching experience.
o The book deals with many different subjects.
o The author is very good at explaining things.

MCSA24: Best known for her depiction of early nineteenth century English upper-class life, Austen has been credited
with making major contributions to the development of the modern novel. This article will set out findings from a recent
re-examination of Austen’s works which sought to identify the reasons for her enduring appeal. The principal finding
was that Austen’s ability to perceive subtle nuances of human psychology is a critical factor in her success. Habits and
expectations inevitably change over time, but the essential human character remains constant. Although many of
Austen’s characters, such as Mrs. Bennett and Mrs. Bates, are caricatures, her portrayal of them provides insights into
human frailty and its effects.

Question: What does the writer of this text want to raise awareness of?

o the extent to which Austen combines realism and caricature

o Austen’s deep understanding of how people feel and react
o the contemporary perception of key Austen characters
o Austen’s criticism of certain aspects of human behaviour

MULTIPLE CHOICE: MULTIPLE ANSWER:

This is a multiple-choice reading task type that tests reading skills. More than one response is correct in answer to a
question about a text. You will have 1 or 2 Multiple-choice, choose multiple answers tasks.

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Task Requirements:

➢ You will see a written passage followed by multiple-choice questions with more than one correct option.
➢ This differs from the traditional multiple-choice single-answer items, where candidates must choose more than
one correct answer.
➢ As a result, test takers need to approach the passage more carefully to identify all relevant information and
make informed judgments about the relationships and relevance between ideas.
➢ You will be presented with a text passage (of up to length 300 words) and a single question with several answer
choices will be given. (5 to 7 answer choices)
➢ Your task is to read the passage carefully and choose the best answers (there are 2 or 3 correct answers) from
the available options for each question.
➢ You will have 1 or 2 Multiple Choice Multiple Answer questions in your PTE Test.
➢ You should read the question first, skim through the passage to find the answer to that question, and then click
on the correct answer from the 5-7 options given below the question.

Tips for Reading: Multiple Choice Multiple Answers:

➢ Read the question before you read the text. This will tell you what information you will be reading for.
➢ Scan the answer options to further help you focus on the information you will be reading for.
➢ Skim the text to get an idea of its general content and the main idea. You should be able to answer the question
"What is the passage mainly about?" in your own words.
➢ Read the entire text again carefully. Pay attention to details that support the main idea.
➢ Read the question and the answer options again. Select any correct answers if you know them - remember,
there is more than one correct choice. If you are not sure about the answers, eliminate any options that are
obviously incorrect and choose from those that remain.
➢ If you do not know the answers, and are unable to eliminate any choices, guess. Never leave the
question unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you
have the possibility of answering correctly.
➢ Although there is negative scoring in this question type, but there is NO ‘minus scoring’, which means, that you
couldn’t score less than 0. So, do not leave blanks.
➢ There will be at least 5 choices up to a maximum of 7 choices given for each question.
➢ There will be 2 or 3 correct answers from each question.

Strategies for Reading: Multiple Choice Multiple Answers:

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➢ Read the question first before you read the passage. This will tell you what information you are looking for in the
text. It could be the main ideas, the writer's purpose or attitude, some detailed information, or inferences.
➢ Next, skim the text to get an idea of the general content and the development of the ideas. Don't worry if you
don't understand every word.
➢ Read for a purpose. From the prompt, identify whether the answers you need are located in the whole text or in
parts of it, then read carefully the whole text or the relevant parts.
➢ Remember, the options may use synonyms for words in the passage, not the exact words.
➢ If you don't know an important word in the text, try to guess its meaning from the context.
➢ Answer the question by clicking on more than one option or on their checkboxes. There will be 2 or at most 3
right answers.
➢ Confirm your choices. After you have chosen the options, compare each of the other options to the text to
eliminate each one. If you change your mind, click on the option again to de-select it then click on the correct
option.
➢ Remember, DO NOT waste more than 1 or 2 mins on this question. You should always keep an eye on the timer
on the right top corner of the screen.

Scoring:
PTE applies negative markings for this task, meaning your total score will be deducted for each incorrect option.
➢ +1 for each correct option
➢ -1 for each incorrect option
➢ Minimum points for the question: 0
➢ Although there is negative scoring in this question type, but there is NO ‘minus scoring’, which means, that you
couldn’t score less than 0. So, do not leave blanks.

Practice Reading Multiple Choice, Multiple Answer questions:

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MCMA1: Small, localised enterprises are becoming ever-more imaginative in identifying opportunities to boost tourism
for their areas. A more unusual attraction is the Old Man of the Lake, which is the name given to a 9-metre-tall tree
stump that has been bobbing vertically in Oregon's Crater Lake since at least 1896. For over one hundred years, it has
been largely ignored but recently it has become a must-see item on the list of lake attractions. Since January 2012, tour
boats regularly include the Old Man on their sightseeing trips around the lake.
At the waterline, the stump is about 60 centimetres in diameter, and the exposed part stands approximately 120
centimetres above the surface of the water. Over the years, the stump has been bleached white by the elements. The
exposed end of the floating tree is splintered and worn but wide and buoyant enough to support a person's weight.
Observations indicated that the Old Man of Crater Lake travels quite extensively, and sometimes with surprising rapidity.
Since it can be seen virtually anywhere on the lake, boat pilots commonly communicate its position to each other as a
general matter of safety.

Question: Which of the following are true of the Old Man of the lake according to the passage?

A It has been a tourist attraction for decades.

B It is a drifting piece of wood.

C It is close to the edge of Crater Lake.

D It is owned by a local businessman.

E It can quickly move about the lake.

F It can be a danger to boat users.

G It is too small for someone to stand on.

MCMA2: To find it, you have to go digging in rainforests, and to the untrained eye, it does not seem special at all - just a
thick layer of dark earth that would not look out of place in many gardens. But these fertile. dark soils are in fact very
special. because despite the lushness of tropical rainforests, the soils beneath them are usually very poor and thin. Even
more surprising is where this dark soil comes from.
'You might expect this precious fertile resource to be found in the deep jungle, far from human settlements or farmers,'
says James Fraser, who has been hunting for it in Africa's rainforests, 'But I go looking for dark earth round the edge of
villages and ancient towns, and in traditionally farmed areas. It's usually there. And the older and larger the settlement,
the darker earth there is.'
Such findings are overturning some long-held ideas. Jungle farmers are usually blamed not just for cutting down trees
but also for exhausting the soils. And yet the discovery of these rich soils - first in South America and now in Africa, too -
suggest that, whether by chance or design, many people living in rainforests farmed in a way that enhanced rather than
destroyed soils. In fact, it is becoming clear that part of what we think of as lush pure rainforest is actually long-
abandoned farmland, enriched by the waste created by ancient humans.

Question: What is significant about the 'dark soil' that the writer is referring to?

A It indicates the presence of good soil below it.

B it is not present in rainforests.

C It has resulted from agricultural activity.

D It is more common in South America than Africa.

E It is being found near where humans have lived.

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F It has confirmed what people have believed for a long time.

G It is less productive than people once thought.

MCMA3: When the Maori people first came to New Zealand, they brought the mulberry plant from which they made
bark cloth. However, the mulberry did not flourish in the new climate so they found a substitute in the native flax. They
used this for baskets. mats, and fishing nets and to make intricate fibre ceremonial cloaks. Maori identified almost 60
types of flax, and propagated flax nurseries and plantations to supply the integral material. They chopped the leaves
near the base of the flax plant using a sharp mussel shell or shaped rocks. The flesh of the leaf was stripped off right
down to the fibre which went through several processes of washing, bleaching, softening, dyeing and drying. Flax ropes
and cords had such great strength that they were used to bind together sections of hollowed-out logs to create huge
ocean-going canoes. and to provide rigging. sails and lengthy anchor warps for them. It was also used for roofs for
housing. The ends of the flax leaves were fanned out to make torches to provide light at night.

Question: For which of the following purposes does the passage say the Maori used flax?

A special clothing

B cleaning cloth

C equipment for boats

D walls for their huts

E cooking tools

MCMA4: The Neue National Gallery in Berlin was designed by Mies van der Rohe. Built in 1968, it is a jump from the
traditional museum concept of a dosed building with exhibition rooms. Instead, it is an open-plan, flexible space. With
only two steel columns on each side, the corners are 'free', giving the building a lightweight look.
The gallery was the first building completed as part of a duster of buildings dedicated to culture and the fine arts. It is
often said that the building is a work of art in itself. The unusual natural illumination in the building, coming from around
and below the viewer rather than above, has the effect of shocking the viewer out of their usual way of seeing and
encouraging visitors to bring a fresh eye to the art.
The upper level is mainly used for special exhibits, for example, large-scale sculptures or paintings. The vast lower level
has space for themed shows, and contains shops, a cafe, and the museum's permanent collection, which ranges from
early modern art to art of the I 960s. The podium roof plaza is an open-air gallery for public sculpture.
On request, guests may enter the garden to see figurative and abstract sculptures on display there. Special exhibits are
attended by specially trained, very personable staff, who field questions, explain the exhibits, and enthuse about their
favourite works.

Question: What does the passage say can be found at the Neue National Gallery?

A overhead lighting to showcase artwork

B substantial pillars in the corners of the building

C artwork on top of the building

D several separate gallery rooms on each floor

E helpful guides to give information about the art

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MCMA5: Much has been written on the wooden sculptures of West Africa, especially Nigeria, which was pre-eminent in
the art, for unlike other crafts, wood-carving has long been acknowledged in the West as an art form. Yet, compared
with stone or bronze, wood is not a very durable material in tropical conditions and the oldest carvings in Nigeria are
probably no more than two hundred and fifty years old. Many of the earliest. maybe the finest of the wood carvings may
also have been destroyed by termites. When one is attacked in this way, no attempt is made to preserve it; a new one is
made to replace it, for the creativity of making it is valued above the object per se. The finest sculptures were made for
religious or ceremonial purposes, and the art of creation was itself a religious act.

Question: What has led to there being no very old wood carvings in West Africa?

A the nature of the climate there

B Western collectors' desire for such carvings

C the fact that other materials were used previously

D destruction of the carvings because of religion

E problems caused by insects

MCMA6: It is possible to study the curriculum of an educational institution from a number of different perspectives. In
the first instance, we can look at curriculum planning, that is at decision-making, in relation to identifying learners' needs
and purposes; establishing goals and objectives; selecting and grading content; organising appropriate learning
arrangements and learner groupings; selecting, adapting or developing appropriate materials, learning tasks and
assessment and evaluation tools.
Alternatively, we can study the curriculum in action, as it were. This second perspective takes us into the classroom
itself. Here, we can observe the teaching/learning process and study the ways in which the intentions of the curriculum
planners, which were developed during the planning phase, are put into action.
Yet another perspective relates to assessment and evaluation. From this perspective we would try and find out what
students had learned and what they had failed to learn. in relation to what had been planned. In addition, we might
want to find out if they had learned anything which had not been planned.

Question: Which of these ways of looking at an institution's curriculum is outlined in the text?

A observing what happens during lessons

B evaluating the materials used

C analysing the content of tests

D considering what is taken into account when preparing the curriculum

E comparing this curriculum with other choices that could have been made

F reviewing actual learning compared to curriculum goals

G assessing the effectiveness of teacher preparation for lessons

MCMA7: Snow is formed when temperatures are low and there is moisture - in the form of tiny ice crystals - in the
atmosphere. When these tiny ice crystals collide, they stick together in clouds to become snowflakes. If enough ice

pg. 146
crystals stick together, they'll become heavy enough to fall to the ground.
Precipitation falls as snow when the air temperature is below 2°C. It is a myth that it needs to be below zero to snow. In
fact, the heaviest snow falls tend to occur when the air temperature is between zero and 2°C. The falling snow does
begin to melt as soon as the temperature rises above freezing, but as the melting process begins, the air around the
snowflake is cooled.
If the temperature is warmer than 2aC then the snowflake will melt and fall as sleet rather than snow, and if it's warmer
still, it will be rain.
The size and make up of a snowflake depends on how many ice crystals group together, and this will be determined by
air temperatures. Snowflakes that fall through dry, cool air will be small, powdery snowflakes that don't stick together.
This 'dry' snow is ideal for snow sports but is more likely to drift in windy weather.
When the temperature is slightly warmer than OOC, the snowflakes will melt around the edges and stick together to
become big, heavy flakes. This creates 'wet' snow, which sticks together easily and is good for making snowmen.

Question: Which of the following statements about snow match the information in the passage?

A Snow is formed from ice.

B Falling snow melts because of warm air around it.

C Subzero temperatures are required for snow to fall.

D Sleet develops at less than two degrees centigrade.

E Dry snow falls in colder temperatures than wet snow.

MCMA8: Water for public supply can be obtained from underground sources by wells sunk into aquifers, or from surface
sources, such as purpose-built reservoirs or lakes (collecting rainwater run-off or water from streams) and rivers. The
safety of the water is of utmost concern - several million people die each year after consuming contaminated water. The
primary aim in water treatment is the elimination of any pathogenic micro-organisms present. All the above-mentioned
sources can be subject to pollution. In the case of underground water, polluted surface water can enter the saturation
zone of an aquifer and so lead to its contamination. Pollution can come from waste containing heavy metals and organic
compounds. farm run-off containing pesticides, and industrial wastes which may have been deliberately dumped down
old coal mine shafts. River water can be affected by farm drainage, sewage works and industrial effluents, and also the
run-off water from roads. Thus, there is a need to maintain the quality of the aquatic environment to ensure that the
water is suitable for treatment for public supply, and that the cost of treatment is kept as low as possible.
Raw water is usually abstracted from a river and pumped to a reservoir for storage and settlement. In the reservoir, the
number of bacteria is reduced through natural processes, such as ultraviolet radiation from sunlight. Also, a large
portion of the suspended solids settles out. The water is then conveyed from the reservoir to a treatment works.

Question: Which of the following statements are true according to the information in the passage?

A There are insufficient sources of fresh water for human consumption.

B Industrial pollution can affect both underground and river water.

C There are numerous means by which water can become impure.

D Rain is a safer source of water for human consumption than aquifers.

E Water in reservoirs is chemically treated to remove harmful bacteria.

pg. 147
MCMA9: The flaneur is almost extinct now. It is not just that men - and they usually were men - no longer have the time
or the inclination to idly stroll the city streets, taking in the sights and sounds at a leisurely pace while the crowd hurries
to and fro about its business. Cities have changed their nature too and, for the most part, people today walk as little as
possible.
Baudelaire, the 19th century French poet, was probably the first to describe the flaneur in his essay The Painter of
Modern Life, and he himself would often saunter and loiter in the arcades of Paris absorbing the frantic bustle going on
around him. The flaneur is the detached, ironic observer in the midst of the crowd, rambling through the city seeing
where the streets take him. There is no specific aim in mind; it is not like the evening promenade that still occurs in
many Mediterranean towns, where the purpose is to see and be seen. Besides, promenaders usually amble arm in arm
with a chaperone. The flaneur is a solitary walker.
As mentioned above, cities have changed and are far less congenial for walking nowadays. Baudelaire's Paris of arcades
and narrow, crooked streets disappeared with Baron Haussmann's wholesale redevelopment of the city. These days,
despite the provision of public spaces such as parks, city dwellers would rather go to the countryside, and hike up and
down hills and valleys where the air is fresh and there are no crowds.

Question: Which of the following words have the same meaning in the passage as "walk"?

1 pace

2 amble

3 saunter

4 bustle

5 promenade

6 stroll

MCMA10: What do we mean by the term "intellectual", and what is a "public intellectual"? It is an odd fact of English
culture that it is largely a term of abuse and, when asked to name one, we almost always turn to the continent,
particularly France. A typical intellectual in France, we think, will hold down a job as a professor - preferably of
philosophy - have a column in a mass circulation daily newspaper, be involved in politics and appear on the cover of
Vogue.
Our aversion to intellectuals, or to the term, may go back to when we were at school where nobody likes a "swot". In
fact, almost any kind of braininess is disparaged: scientists are mad-haired "boffins", tech-savvy kids are "nerds", and
people can be "too clever by half". Indeed, we would claim that we are naturally practical thinkers and too full of
common sense to produce such highbrows - a situation not helped by many of the people who we consider to be
intellectuals denying the fact.
One problem is that of definition: what qualifications are required and what sort of activities does someone have to
engage in before they can be called an intellectual? One possible definition is that public intellectuals should be
independent of those in power and critical of received ideas. Furthermore, he or she must be someone who raises
embarrassing questions in public, contests dogma, and who cannot be persuaded to join governments or corporations.

Let's take a thinker from last century whose theories still have an impact today and see if the definition fits: John
Maynard Keynes was an economist who worked for the Treasury and wrote influential books on monetary policy, an art
collector, and a member of the Bloomsbury group of writers, artists and intellectuals. Perhaps we need to adjust our
definition slightly!

Question: According to the text, which of the following are true of English attitudes towards intellectuals?

pg. 148
1 They never join forces with those in authority.

2 Most people would not be able to name an intellectual.

3 In general, the English do not admire/respect intellectuals.

4 Even some English intellectuals do not like to be called intellectuals.

5 They are not clear about what an intellectual is or does.

MCMA11: A Xhosa bride in southern Africa, in contrast to her western counterpart, is expected to show both reluctance
and sadness during her wedding - any signs of joy are considered inappropriate. She may even cry, and not without
reason, because she is leaving her own family and relatives to live among a group of strangers where she will have to be
careful of what she says and does.
For example, a new bride is not allowed to walk across the central meeting place in the middle of the kraal, or village,
nor the cattle pen. And when she wishes to go from house to house, she must take the back way. To show respect for
her husband's senior relatives, she has to avoid using the names of senior male relatives or even words similar to them,
which can lead to some complex paraphrases. Furthermore, she is not allowed to use the personal names of her
mother-in-law, nor those of her husband's aunts and elder sisters. Her first priority is the care of her husband, which
means doing most of the heavy domestic work. Further constraints are having to wear a handkerchief low over her
forehead, never showing her bare head to her husband's relatives, not being allowed to drink milk from the homestead
herd, and not touching the drinking utensils.
However, these rules become less strict as time passes. The handkerchief is eventually removed, gifts are exchanged,
and family relationships become a bit more relaxed. Finally, there is a ritual killing of a cow and the bride is allowed to
drink the milk of the homestead. However, once she has done this, she can no longer drink the milk of her father's
house, symbolizing her final separation from her family.

Question: According to the text, which of the following behaviors are expected of a new Xhosa bride?

1 She is not allowed to drink milk from her father's cows.

2 She cannot use the name of any of her husband's male relatives.

3 At her wedding she is meant to appear unwilling.

4 She is not allowed to enter her new home by the front entrance.

5 She must wear a head scarf when meeting her husband's relatives.

6 She is not allowed to touch plates in the family home.

7 She must avoid using the names of some of her husband's female relatives.

MCMA12: There are perhaps three ways of looking at furniture: some people see it as purely functional and useful, and
don't bother themselves with aesthetics; others see it as essential to civilized living and concern themselves with design
and how the furniture will look in a room - in other words, function combined with aesthetics; and yet others see
furniture as a form of art.
In the past, designers of furniture usually worked for royalty, the nobility, landowners and rich merch ants and so were
not constrained by the limits of space, economy, or even practicality that inhibit the contemporary designer. Indeed,

pg. 149
function was not the first consideration and interiors did not always have to be practical. In the Renaissance, for
example, fine furniture and interiors were designed to show off not only the riches of the owners, but their learning,
wisdom and good taste as well. No doubt, this attitude still exists among a number of the wealthy.
Apart from a brief period in the 20th century when furniture designers mistook themselves for artists and sculptors,
producing, say, chairs that were nice to look at, but impossible to sit on comfortably, modern designers have, for the
most part, come to terms with the functional aspect of furniture. These days, a well-designed interior must be practical
and exclude what is unnecessary. Limited space must be used imaginatively, and a sense of space and clarity is needed
as a setting for efficient living. Therefore, in the modern home, furniture should fulfil a specific purpose, and need as
little care and attention as possible.
In addition to this, costs must be kept to a minimum because, these days, there are many luxuries competing for our
attention. Function and economy, therefore, are of the utmost importance.

According to the text, how does modern furniture design differ from that of the past?

1 Practicality and economy are the most important considerations.

2 Designers are only employed by the wealthy.

3 Designers are primarily concerned with aesthetic appeal.

4 Modern furniture should need little looking after.

5 Making the best use of available space is important.

6 Furniture should be as decorative as possible.

MCMA13: Why do some countries drive on the left, while others - the majority- drive on the right? In fact, those that
drive on the left make up about twenty-five per cent of the world's countries and are, apart from the UK itself, mostly
countries that were British colonies: India, South Africa, Singapore, Jamaica, and so on. Japan does too, although it
wasn't a colony, and as late as 2009, Samoa switched from driving on the right largely because they wanted to buy right-
hand drive cars made in Japan and New Zealand.
The Romans introduced the custom of keeping to the left, a habit that was reinforced in medieval times when riders
throughout Europe passed oncoming strangers sword arm to sword arm - this idea is based on the fact that the majority
of people are right-handed. An increase in horse traffic towards the end of the 18th century meant that the convention
gained strength, but it was not put into law until 1835. Legend has it that Napoleon is responsible for making the
European countries which he conquered keep to the right, for the simple reason either that he was left-handed himself,
or that he wanted to be different from his enemy, England. This is most probably nonsense, but an Emperor's whims can
go a long way. So, France, obviously, and Spain, the Netherlands and other countries Napoleon overran used this
system, and over the years other countries adopted the practice to make crossing borders easier and safer. The latest
European country to convert was Sweden, in 1967.

Question: According to the text, which of the countries listed below drive on the left?

1 Japan

2 Scotland

3 Spain

pg. 150
4 Samoa

5 South Africa

6 Germany

MCMA14: In 1861, Matthew Brady, a well-known portrait photographer, approached President Lincoln requesting
permission to move freely about the country photographing the Civil War. Lincoln granted him permission to travel
anywhere with the Union armies, and his record of this conflict brought home to millions the horrors of war.
Brady wasn't the first official war photographer. Six years earlier, Roger Fenton, a lawyer and amateur photographer,
had returned from the Crimea, having been personally chosen by Queen Victoria and Prince Albert. However, his
instructions were more likely to have been to send back work that boosted morale back home rather than the terrible
realities of war.
Brady's coverage of the war made him a household name, but he had hundreds of assistants, and it's even possible that
he didn't take any of the 7,000 pictures that were marketed under his name. But no one else could have organized the
large army of photographers needed to cover the broad sweep of the war and provided access to many leading generals
and politicians.

Question: Which of the following statements are true of Matthew Brady?

1 He was given permission to travel anywhere in the US.

2 He was able to give his photographers introductions to politicians.

3 He took as many as seven thousand pictures of the war.

4 He was responsible for organizing a large number of photographers.

5 Before the war he had been an amateur photographer.

MCMA15: Before Luke Howard invented his system for classifying clouds, they had simply been described by their shape
and color as each person saw them: they were too changeable and moved too quickly for anyone to think they could be
classified in any useful way. Howard had been interested in clouds - and meteorology in general - ever since he was a
small boy, and for thirty years kept a record of his meteorological observations. In 1802-1803, he produced a paper in
which he named the clouds, or, to be more precise, classified them, claiming that it was possible to identify several
simple categories within the various and complex cloud forms. As was standard practice for the classification of plant
and animal species, they were given Latin names, which meant that the system could be understood throughout Europe.
Howard believed that all clouds belonged to three distinct groups; cumulus, stratus and cirrus. He added a fourth
category, nimbus, to describe a cloud "in the act of condensation into rain, hail or snow". lt is by observing how clouds
change color and shape that weather can be predicted, and as long as the first three types of cloud keep their normal
shape there won't be any rain.
This system came to be used across the European continent, and in the 20m century his cloud classification system was
adopted, with some additions, as the international standard, but that was not his only contribution to meteorology. He
wrote papers on barometers and theories of rain, and what is probably the first textbook on weather. He can also be
considered to be the father of what is now called "urban climatology". Howard had realized that cities could significantly
alter meteorological elements. One of these he called "city fog". Nowadays we call it "smog", a combination of smoke
and fog.

Question: Which of the following achievements can be attributed to Luke Howard?

pg. 151
1 He wrote a book about barometers.

2 He was the first to notice the different shapes and colors of clouds.

3 He was the first to identify and classify different cloud forms.

4 His classification system became used all over the world.

5 He was the first to use the word "smog".

6 He realized that cities could have an effect on the weather.

MCMA16: When does a hobby or pastime, or whatever you want to call what you do in your leisure time for rest and
relaxation, cease to be a hobby or a pastime and become something a bit more serious, such as something you realize
can be turned into financial gain, or an obsession that can mess up your life as much as any other addiction? The whole
point of them, of course, is that they are done out of personal interest and for pleasure and enjoyment, not for financial
gain.
Most people's hobbies turn out to be easy and stress-free pastimes such as collecting things, making things, sports,
playing a musical instrument, reading, and so on. And - so it is claimed - they are good for you, too. Pursuing a hobby can
have calming and helpful beneficial effects. For a start, it can take your mind off your problems, and the more interests
you have, the more you enjoy life.
One way in which the subject becomes a little bit serious is when you are applying for a job and writing out your
curriculum vitae, or resume. There's invariably a section which asks what your outside interests are, and because getting
a job is a serious business, and you want to impress your prospective employers, you might find yourself claiming that
you like nothing better at weekends than being flown by helicopter to the top of the Alps and then making your way
home by snowboard and hang-glider. Perhaps people find themselves doing this because they feel that applying for a
job and corning across well at interview is a test of character and being an aficionado of extreme sports is a lot cooler
than stamp collecting. But why turn what is supposed to be calming and relaxing into a cause for anxiety?

Question: Which of the following statements are true about hobbies and pastimes, according to the text?

1 They are often used as therapy.

2 They are not pursued for economic profit.

3 Your leisure time activities reveal your true character.

4 Many people do extreme sports because it's cool.

5 Most people's hobbies are simple and undemanding.

MCMA17: Most previous decades saw significant increases in the amount of traffic on the roads, but in the 21st century
a new trend has become evident. In some industrialised countries, traffic levels and car ownership are falling. It would
be wrong to claim that the car industry has never seen this before. In the 1970s, for example, a rise in oil prices meant
that owning a car became too expensive for some households. But this time the change is more likely to be due to long-
term social trends. Many people, or certainly those who live in town, have more facilities available in their immediate
environment, which has reduced the need for long drives. Indeed, the rise of online retail often means that a trip to the
mall is no longer needed at all. The presence of the Internet at home means more telecommuting, and even online
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socialising can be seen as a substitute for car trips. There are also generational differences. In the past, owning a car was
often seen as a milestone on the way to maturity and success, like buying your first home, but young people today are
not so attached to this idea of cars and homes as status symbols. How these changes will develop over the next decades
is unclear but it is entirely possible that, thirty years hence, private car ownership will have become something of a
rarity.

Question: What does the text suggest as possible causes for this century’s decline in car use?

• Owning a car has become more expensive.

• Digital technology means that travel is less necessary.

• People in towns are more aware of environmental issues.

• Fewer homes in towns come with space for keeping cars.

• Car ownership is less strongly associated with success.

MCMA18: One probable motive determining the Viking expansion suggests that the inhabitants had outgrown the
agricultural potential of their Scandinavian homeland. For a coastal population with progressive sea-faring expertise, it
made sense to expand overseas and birth records for that era reflect an unexpected rise in birth rates. Another
explanation is the Vikings’ ability to exploit a moment of weakness in the surrounding territories, capitalising on internal
divisions and the lack of organised naval opposition. Viking ships could travel undetected and strike relatively easily
given that many settlements were positioned near navigable rivers. The decline in profitability of former trade routes
also played a fundamental role. Trade on the Mediterranean Sea had reduced substantially, thus by opening further
trade routes, the Vikings profited from international trade by expanding beyond their established borders.

Question: According to the writer, what are the possible reasons for Viking expansion beyond their homeland?

• A declining Viking population made overseas expansion necessary.

• The neighbouring countries were vulnerable, divided and less developed.

• Viking farming technology was less advanced than their sea-faring technologies.

• There was a high demand for Viking goods and products overseas.

• There were opportunities to develop new trade links abroad.

MCMA19: There has been a significant decrease in the number of laptops bought and used over the last few years,
according to a recent study. With the development of hybrid products such as tablets with keyboards, it’s no wonder
that only around a fifth of adults now say that a laptop is an essential device. There are several reasons to consider using
alternative technologies to the laptop, among these are a lack of software updates to older systems. Companies have
admitted to slowing down older models, as they believe it is easier for hackers to find a vulnerability that leads to a data
leak or allows access to sensitive information on these devices. Despite this, many older adults recently reported that
they tend to prefer their outdated equipment, which has further contributed to the decline in numbers of laptop sales
overall. With our current devices, we’re expected to update the software on them regularly, as well as upgrading by
purchasing completely new software. But what would happen if we didn’t follow ‘the norms’ created by tech
companies? Would it lead to a collapse in sales of certain technological products as is seemingly happening with the
laptop?

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Question: According to the text, which statements are true about the use of technology?

• Companies anticipate that consumers will buy upgraded versions of existing products.

• People currently using old-fashioned laptops are more likely to buy hybrid devices.

• Older users prefer not to put sensitive information into their devices.

• Approximately twenty percent of adults said they intended to buy hybrid devices.

• Companies deliberately make certain machines slower by not providing updates.

MCMA20: Universities in the UK have been criticised for focusing too much on global issues while ignoring the
communities closer to home. Recently, the UK government even accepted this was an error and promised they would
work more closely with universities to make sure Higher Education institutions were giving enough attention to the
people living around them.

A better connection with local people could be achieved in a number of ways. Firstly, for example, the university could
work together with local businesses on projects to improve the area or increase employment opportunities. They could
also create partnerships with local schools and colleges. In addition, more coordination and communication between
universities, local councils and national government would possibly be of benefit and would help make sure research has
meaning for the people around them and results are passed on to the appropriate people involved.

However, all of these measures will not be effective if universities do not first learn how to get local communities
involved in their science and research, to make them interested and aware of what they are doing to improve people’s
standards of living. Some are worried that the aim of universities to increase levels of equality in society could be
damaged if they do not succeed in involving local people in what they do, and instead only cause more of a divide
between various members of the community.

Question: According to the passage, which statements about universities are true?

• They offer support to the local communities around their campus.

• They could create jobs by working with local companies.

• They do research that is directly related to local people.

• They successfully draw attention to their science and research.

• They risk reducing equality through low levels of public engagement.

MCMA21: There are many ways people can use a mobile phone to learn a language. Using an app to learn vocabulary is
a great place to start, but there are more interesting ways of practising language skills. For listening and speaking skills,
people listen to and repeat songs. They can also make the words appear on the screen, which can help with reading
skills. There are plenty of videos online in many different languages, which give similar practice. Many phones also
respond to questions and it’s possible to change the language setting on a phone. This means that it’s possible to have a
conversation with a phone in a foreign language. People who aren’t confident will benefit from this because their phone

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won’t judge them or point out their mistakes! Messaging any friends you have abroad, is also a good way to practise
writing skills.

Question: What does the writer of this text say about using a mobile phone for language learning?

• It will help you to make new friends abroad.

• You can speak to it in a different language.

• You can practise a number of skills at the same time.

• It is only good for people who are confident.

• You will be able to see your mistakes on it.

MCMA22: Doing kind things for people is good for a person’s health. It makes the person receiving the help feel happy,
too. It doesn’t have to be a major thing, either. Picking up rubbish in the park or putting your neighbour’s bins out are
good examples. In fact, the offer of help, even if not accepted, can be good for people.

So how does it make the person being kind feel happy? Well, one reason is that it gives a person a purpose. Another is
that it helps them to connect with other people. Humans are social creatures. Technology may have changed the way
we communicate, but we still have the same needs. So today the offers of help may come via text message. People who
don’t like new technology shouldn’t ignore these offers. They are just kind offers coming in a different way.

Question: Which of the following opinions are given in this text?

• Being kind to someone benefits both people.

• Technology has made people more social.

• A kind thing can be something minor.

• Some kind actions are more useful than others.

• People shouldn’t respond to offers by text message.

MCMA23: There are many benefits to gardening. If you grow fruit and vegetables in your garden, you can walk to get
food so vehicles are not needed to carry it from A to B. This reduces the pollution produced by vehicles. Plants can also
help remove bacteria from the water in the ground, which helps the things that live in the soil. Having more plants in
your garden will be attractive to wildlife, too. However, it is important that the garden is not kept too tidy; many people
remove certain plants that they think are growing in the wrong places, but these can be important for bees and
butterflies so think before you take them out. Plants can also help to reduce your energy costs by keeping the house
warm in winter and cool in the summer. This happens if you plant trees in your garden, but it’s especially true if you
grow grass on the roof. Another obvious reason is that plants create a more attractive place – a space where people can
relax.

Question: What is the purpose of the text?

• to explain how gardening can help the environment

• to warn people against growing certain crops

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• to encourage people to grow things in their gardens

• to highlight an increase in pollution levels

• to explain how to look after garden plants

MCMA24: Peter Doig is one of the most respected living figurative painters. Though the influence of impressionist and
post-impressionist artists such as Henri Matisse and Paul Gauguin is clear, Doig himself acknowledges music and film of
the 1960s and 70s as providing as much inspiration for his work. Any visitor to his studio would be immediately struck
not just by the obligatory paintings that adorn the walls (mainly by other artists) but by the presence of two enormous
speakers, dating from the 1950s, which were originally used in an old cinema. An impressively wide-ranging collection of
vinyl also signals his interest in popular culture.

However, much of his early work, which caught the attention of the art world, was an expression of his own memories
and interpretations of the Canadian landscapes based on his many visits there in the 1980s.

Question: What is the writer doing in this text about Peter Doig?

• outlining the subject matter of the works which made Doig famous

• highlighting the influence of other genres on Doig’s work

• explaining why the influence of other painters on Doig has been overstated

• discussing the role of film and music in Doig’s work

• emphasising Doig’s originality as an artist

MCMA25: Researchers in the fossil fuel industry are endeavouring to produce a new hydrocarbon superfuel which they
maintain would lead to a 5% increased efficiency in car engines, resulting in a reduction of 1.8 million tonnes of CO2
emissions. They claim this would have a comparable effect to swapping one million new cars for battery operated ones.
But while environmentalists are typically sceptical about such claims, electric cars are not yet a panacea. It is naïve to
dismiss the scale of the challenges presented by the push to go electric as a mere lack of collective will. Demobilisation
of the entire global fleet of some 1.3 billion vehicles would take 15 years according to industry analysts. And the
infrastructure to support advanced battery technology would need to be scaled up far beyond current capabilities. And
of course, one point that is often overlooked, the environmental gains would only be fully achieved if wind or solar
generated electricity was used to power electric vehicles.

Question: What is the writer’s attitude to efforts to decarbonise the car industry?

• She is taken aback by environmentalists who are negative about alternatives to electric cars.

• She thinks people are underestimating the difficulties that need to be overcome in order to develop a carbon-
neutral car industry.

• She is convinced the possibility of developing a new superfuel is doomed to failure.

• She is not inclined to give claims made by industry experts the benefit of the doubt.

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• She rejects the view that the main barrier to producing millions of electric cars worldwide is an absence of
resolve.

End of MULTIPLE CHOICE (BOTH SINGLE AND MULTIPLE ANSWERS)

RE-ORDER PARAGRAPHS
This is a reading task type that tests your reading and vocabulary skills. You have to select the single correct order for a
set of sentences presented in an incorrect order. You have to do 2- 3 Re-order paragraphs tasks.

Instructions
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 ➢ For this question type, you need to restore the original order of the texts, by selecting text boxes from the left
panel of the screen (the source column) and dragging them across the screen to the right column (the target
column).
➢ Select the text boxes, drag them across the screen, and use the up-down arrow keys to re-order them.

Task Requirement:

➢ The purpose of this task is to assess your ability to understand the organization and cohesion of an
academic text.
➢ The texts are up to 150 words long and are divided into either four or five paragraphs that have been placed in
random order.
➢ You will arrange the paragraphs in the correct order by dragging them across the screen from the left panel to
the right panel.
➢ There are either two or three Re-order Paragraphs tasks.
➢ The individual questions are not timed; you should read the text boxes, establish a connection between them,
and re-arrange them in the correct order, in no more than 2 minutes.

Scoring:

➢ You will NOT be scored on the position of the text boxes, but rather, you will be scored to place adjacent pair of
boxes.
➢ You will be scored 1 mark for each adjacent pair correctly placed.
➢ There is no negative scoring.

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➢ For a re-order paragraph question with 5 text boxes, you can get up to 4 marks for matching 4 pairs of text
boxes.
➢ For a re-order paragraph question with 4 text boxes, you can get up to 3 marks for matching 3 pairs of text
boxes.

Tips for Re-order Paragraphs:

➢ Skim each of the paragraphs to get a general idea of the topic.

➢ Identify the paragraph that is the topic paragraph or main idea. This probably goes first.
➢ Note any paragraphs that begin with conjunctions such as However, Nevertheless, But, Also,
Furthermore, and so on. Such sentences cannot go first.
➢ Paragraphs that contain pronouns such as he, she, it, they, them are probably referring to something
mentioned in an earlier paragraph.
➢ Look for any obvious clues to the logical order or chronology of events, for example, sequencing words such as
first, second, lastly, finally, next, then, after, and so on.
➢ Keep track of your time using the on-screen timer.

Strategies for Re-order Paragapraphs:

➢ Find the topic sentence

• Skim the sentences in the left panel. Look for a sentence that introduces the topic.
• Check that your selected topic sentence 'stands alone', containing no references to any information that
must be stated before it. (The sentence which is not dependent on other sentences for its full meaning)
• Move your topic sentence to the right panel by dragging-and-dropping or using the left/right arrow keys.

pg. 159
➢ Characteristics of the first sentence
1. The sentence cannot depend on another sentence for it's full meaning.
2. It cannot have definite article(the) before a common noun.
3. But, it can have definite article before a proper noun.
4. The first sentence must mention about the topic of the paragraph.
5. It cannot have linking words or connectors e.g. However, Therefore, Furthermore, Moreover.

➢ Look for the links

• Look for linking words and structures in the other sentences. Look for signal words like However or In
addition, or referencing pronouns replacing nouns already mentioned such as he or it, or
demonstratives such as this or these.
• Look for the connections in the previous sentence. (Keywords, pronouns, dates, timelines, adjectives.)
• Think about article usage (a for first mention, the afterwards).
• Use these cohesive markers to put the information in the correct order. Move each sentence to its
place in the right panel by dragging-and-dropping or using the arrow keys.
➢ Confirm the order
pg. 160
 • Check each sentence. If you change your mind, use the up/down arrow keys or dragging-and-dropping
to put the sentence in a different position.
• Read through the sentences in order for one last check, then click 'Next' and move on.

Practice Re-order Paragraphs:

RP1: A Clearly. a number of factors have contributed to its remarkable appearance.

B The result is a unique story of land collisions and erosions. and of rising and falling water levels.

C Experts who have analysed the rock formations say that, historically. it goes back nearly two billion
years.

D Anyone who has ever visited the Grand Canyon will agree that it is one of the most incredible Sights in
the world.

E The geological processes that have taken place since then are exposed for everyone to see, not hidden
beneath vegetation or a fast-flowing water course.

RP2: A It was a time when managers had to take a critical look at every aspect of their production process and
make improvements where necessary.

B As a result, some people believe it is now time to re-assess many companies in terms of the standards
they agreed to some years ago.

C In the late 1900s. food manufacturers were challenged by the organic community to ensure they were
using ingredients that had been produced in natural, healthy ways.

D Whether these systems have been maintained seems questionable, particularly as contracts depend so
heavily on efficiency and quick sales.

E Over the last half-century, organic farming has become a driving force in the world's food market.

RP3: A It is important to register for sessions with the industry professionals as numbers are limited.

B The conference is part of the career counselling centre's campaign, which has been designed to assist
final year students transitioning out of university and getting their careers off to a good start.

C Students will be able to speak with industry professionals and graduates who had the benefit of this
assistance last year.

D The University will host its second annual Arts and Commerce Career Readiness Conference on campus
next month.

RP4: A Urban planners must consider these threats and work to allay them.

B Historically, in Europe and many other parts of the world, settlements were built on higher ground for
the purposes of defence and to be close to fresh water sources.

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 C If the dangers are only in specific areas, then they can make the affected regions into parkland or a
green belt, often providing the added advantage of open space.

D Cities have often spread down from these locations onto coastal plains, putting them at risk of floods
and storm surges.

RP5: A One such example is a solar panel which could charge an LED lamp to create hours of light each day.

B In addition to being fairly costly, these create smoke pollution and carbon emissions.

C Therefore. alternatives are being investigated.

D As a result of not being connected to the electricity grid in rural areas of some countries means people
light their homes using kerosene lamps.

RP6: A The fear of criticism from colleagues, friends and family is the main factor that obstructs a change in
their employment situation.

B However, most of these workers would not consider career alternatives.

C It seems that the lack of psychological reward is the reason for their dissatisfaction.

D Despite the financial stability a high salary brings, research has shown that the majority of top earners
are not happy in their jobs.

E Interestingly, it is not the risk of a decrease in salary which prevents this move.

RP7: A There you will see how women are consistently portrayed as weak and in need of male protection.

B This acceptance that men were the superior gender had not developed by chance.

C It had been the view that had been socialized into them from the moment of their birth.

D This will become clear if you look at any girls' magazine or popular film of the period.

E In the I 960s, the greatest obstacle for those who wanted to organize women was said to be women's
conviction that they were actually inferior to men.

RP8: A It is mainly due to the quality of the fabric which effectively resists salt water, direct sunshine and cold
winds.

B Traditionally they are navy blue and they are basically square in shape, without a curved armhole or
inset sleeve.

C Fishermen's knitted jerseys have always been recognizable in Britain by their colour and their shape.

D This continuing popularity cannot just be put down to a fondness for tradition.

E These navy jerseys are still a familiar sight on any quay or harbour in the land.

pg. 162
RP9:

RP10:

pg. 163
RP11:

RP12:

pg. 164
RP13:

RP14:

pg. 165
RP15:

RP16:

pg. 166
RP17:

End of RE-ORDER PARAGRAPHS and End of READING MODULE (Part-2)

pg. 167
 PART: 3 LISTENING MODULE (30-43 minutes)

➢ Listening module is the 3rd and final part of the PTE Test.
➢ This part tests your ability to understand spoken English in an academic environment.
➢ It also tests your ability to understand a variety of accents, both native and non-native.
➢ This module has 8 question types.
➢ Each recording is played only once. You may take notes using the Erasable Noteboard Booklet and pen, and use
these notes as a guide when answering the tasks.
➢ The total time allotted for Listening Module is 30-43 mins.
➢ Only the first question type, “SUMMARIZE SPOKEN TEXT” is timed for 10 minutes. The rest of the seven question
types from the Listening module are not individually timed.
➢ Students are advised to utilize the time wisely and focus on the most important questions with higher scores.
➢ You can refer to the timer in the upper right-hand corner of the computer screen, Time Remaining, which counts
down the time remaining for the listening part.

pg. 168
 SUMMARIZE SPOKEN TEXT
This is a long-answer listening task type that tests listening and writing skills. You have to summarize the key points in a
short lecture, in 50- 70 words. You will have 1 or 2 Summarize spoken text tasks.

Task Requirement:

➢ The purpose of this task is to assess your ability to write a summary of a spoken academic lecture.
➢ Both listening and writing skills are assessed.
➢ There are either one or two lectures.
➢ The lectures are between 60 and 90 seconds long.
➢ You will have 10 minutes to listen to the audio and write a summary of what you have heard.
➢ Your summary must be between 50 and 70 words.
➢ The test automatically advances to the next lecture after 10 minutes.

Tips for Summarize Spoken Text:

➢ The aim of the task is to write a summary for a fellow student who was absent from the lecture. Your summary
should convey the key points.
➢ Pay careful attention to the on-screen word counter. Write between 50 and 70 words only. If you
write either fewer or more, your score will be decreased. If you write fewer than 40 or more than
100, your score will be zero.
➢ Take notes. Use the Erasable Noteboard Booklet and pen provided. Do not try to write down every word you
hear. Unless you are able to write quickly and accurately, you will probably fall behind and miss important
information. Instead, focus on key words.
➢ Writing quickly is a key skill to master. Use abbreviations whenever possible. Ignore articles (e.g., a, an, the)
unless they are necessary. Omitting the vowels from words is one way to increase writing speed.
➢ Key words include names, numbers, dates, times, and words and phrases that are stressed. Words and phrases
that are repeated are usually central to the main idea.
➢ Focus on understanding the main idea of the lecture and the key points that support it. If the speaker draws a
conclusion, be sure you have identified it. Try to identify the overall purpose of the lecture.

pg. 169
 ➢ Begin to review your notes and organize your summary as soon as the lecture ends. You will have 10 minutes to
complete your summary. Pay attention to the on-screen timer, and manage your time wisely.
➢ Because you are limited to no more than 70 words, your summary must focus on key concepts and their
supporting points. Avoid adding irrelevant details.
➢ Use standard spelling and punctuation. Do not use Internet or texting abbreviations (e.g., LOL) or emoticons (;-))
in your summary. Do not write everything in capital letters.

Strategies for Summarize Spoken Text:

➢ Improve your listening:

• Get used to the variations of native and non-native accents of the speaker (especially Australian
accents). The instructor will guide you to practice on improving your listening through various
resources.
➢ Be ready
• The Audio Status box will count down from 12 seconds and the audio will begin.
• Be ready to take notes on the Erasable Noteboard Booklet.
➢ Take notes as you listen
• As you listen, take notes of the main and supporting ideas.
• Don't try to write down everything you hear. Use key words, abbreviations. symbols and arrows to
capture the most important ideas and to indicate how the ideas are organized. Effective note-taking
will ensure that your summary has all the main points.
• When the recording stops, look at your notes while the audio is fresh in your mind. Plan how you will
present the information.
➢ Write your summary
• You have 10 minutes to listen to the audio and to write your summary.
• Use your notes to summarize all the main points and add as many supporting details or examples as
you can. Top marks will be gained if all relevant aspects of the audio are mentioned.
• Keep to the word limit of 50- 70 words, or you will lose marks.
• Leave yourself 1-2 minutes after you have written your summary to check your sentences for things
like subject/verb agreement, tenses and word order.
• Use grammatical structures that you can use confidently, and words that you are sure you have
spelled correctly. Finally, check your punctuation: check full stops and commas, and make sure you
have begun each sentence with a capital letter.
• After 10 minutes. the screen will stop responding. Click 'Next'.

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Scoring for Summarize Spoken Text:

Each Summarize Spoken Text is scored on 10 marks, contributing to Listening and Writing modules.

➢ Content:
o 2 marks: Provides a good summary of the text. All relevant aspects are mentioned
o 1 mark: Provides a fair summary of the text, but one or two aspects are missing
o 0: Omits or misrepresents the main aspects

Remember, if content is scored 0, the entire summary will be scored 0.

➢ Formal requirements:
o 2 marks: Contains 50–70 words
o 1 mark: Contains 40–49 words or 71–100 words
o 0: Contains less than 40 words or more than 100 words. Summary is written in capital letters,
contains no punctuation or consists only of bullet points or very short sentences

Remember, if Formal Requirement is scored 0, the entire summary will be scored 0.

➢ Grammar:
o 2 marks: Correct grammatical structures
o 1 mark: Contains grammatical errors with no hindrance to communication
o 0: Defective grammatical structures which could hinder communication
o
➢ Vocabulary:
o 2 marks: Appropriate choice of words
o 1 mark: Some lexical errors with no hindrance to communication
o 0: Defective word choice which could hinder communication

➢ Spelling:
o 2 marks: Correct spelling
o 1 mark: One spelling error
o 0: More than one spelling error

Practice Summarize Spoken Text Questions:

➢ Follow your trainer’s instructions to find the audio for the Summarize Spoken Text questions, and practice with
his feedback and assessment.

End of SUMMARIZE SPOKEN TEXT

pg. 171
 LISTENING: MULTIPLE CHOICE (BOTH SINGLE & MULTIPLE ANSWER)
LISTENING: MULTIPLE CHOICE, CHOOSE MULTIPLE ANSWER

This is a multiple-choice listening task type that tests your listening skills. These include listening for the main idea,
listening for specific details, listening for the speaker's purpose, making connections among pieces of information,
analyzing discourse, making inferences, making generalizations, drawing conclusions, and gauging the speaker's attitude
or feelings. More than one response is correct in answer to a question about a lecture. You will do 1 or 2 Multiple-
choice, Choose Multiple Answer tasks.

Instructions

Audio Status box and

volume control

The Question

You have to click on

more than one option
to answer the question

For this question type, you need to listen to an audio recording. Answer the multiple-choice question by selecting all the
correct responses. There will be 2 or 3 correct responses. To select an answer, click on the box using the left-button on
your mouse, click on it again to de-select it.

Task Requirement:

➢ You will hear a recording, which may be accompanied by video or an image on-screen.
➢ Each recording is between 40 and 90 seconds long and will be played only once.
➢ Each recording has one multiple-choice question.
➢ There will be between five and seven answer options to choose from, more than one of which will be correct.
➢ There will be either 2 or 3 correct responses. You have to find all the correct responses.
➢ There is negative scoring in this question type, so do not choose the answer if you are not sure of.
➢ There is no individual time for this question type. You will have around 23 minutes to complete all the seven
question types after Summarize Spoken Text.
➢ You will have either one or two recordings in this question type.

Tips:

➢ There is a seven-second pause before the recording begins to play. Use this time to read the prompt carefully.
This will help you identify what the topic of the recording will be and what you need to focus on listening for.
Skim the answer options to get a further idea about the topic and the information you will be listening for.

pg. 172
➢ You should read the question very well, and understand it correctly before the audio starts.
➢ Once the audio starts, you already know the question, so you know what answers to look for.

➢ Take notes. Use the Erasable Noteboard Booklet and pen provided.
➢ Focus on understanding the main idea of the lecture and on the key points that support it. If the speaker draws a
conclusion, be sure you have identified it. Try to identify the overall purpose of the lecture.
➢ Listen for clues to the speaker's attitude or opinion. Be aware of the speaker's tone of voice and delivery, and
notice whatever emotions are being conveyed.
➢ After the recording has finished, re-read the prompts and the answer options carefully. Eliminate any answer
options that contain incorrect information or that contain information that was not mentioned in the recording.
➢ Do not choose an option simply because it uses words or phrases taken directly from the recording. Often
correct answers will be paraphrases of what was said - that is, they will say the same thing as the recording, but
using different words.

pg. 173
 ➢ If you do not know the answer, and are unable to eliminate any choices, guess. Never leave the question
unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you have the
possibility of guessing correctly.
➢ Remember, there is negative scoring, but no minus-scoring. Even if you get all the choices wrong, you will get 0,
not less than that.
➢ There is no specific time set for this question-type, so do not spend more than 30-40 seconds to choose from the
options once the audio has finished playing.
➢ If you want to skip the task, you won’t be able to click on the Next button until the audio has finished playing.
Hence, it is advised that as you have to listen to the audio before skipping, it is recommended to focus well on
the audio, and then just click on possible right answers before moving to the next question. Do not leave the
question unanswered.

Strategies for Multiple Choice: Multiple Answer:

➢ Improve your listening:

• Get used to the variations of native and non-native accents of the speaker (especially Australian
accents). The instructor will guide you to practice on improving your listening through various
resources.
➢ Read and think ahead
• Read the question and skim the options before the audio begins. This will tell you what the topic is as
well as what information you are listening for. It could be the main ideas, the writer's goals or
attitudes, some detailed information, or inferences.
➢ Stay focused
• Keep your attention on the audio. Take notes of key words if you wish, to help you remember the
information you hear.
• As you listen, be aware of the development of the speaker's ideas so you can recognize the core
information.
• Listen for the general flow of ideas and don't worry if you miss or don't know individual words.
• After the audio finishes, eliminate options that contain incorrect information or have information that
was not mentioned.
• Answer the question by clicking on more than one option or on their checkboxes.
➢ Confirm your choice
• After you have chosen the options, check again that each of the other options is incorrect. If you change
your mind, click on the option again to de-select it, then click on the correct option.
• Be aware of the time and don't spend too much time on one task.

Scoring for Multiple Choice, Multiple Answer:

➢ There will be 5 to 7 choices for each recording, from which you have to choose either 2 or 3 correct answers.
➢ One mark will be scored for each correct answer.
➢ There will be a penalty of negative one (-1) for each incorrect answer.
➢ Minimum score is 0.
➢ There is partial credit.

Practice Listening: Multiple Choice, Multiple Answer

pg. 174
 ➢ Follow your trainer’s instructions to find the audio for the Listening: Multiple Choice, Choose Multiple Answer
questions, and practice with his feedback and assessment.

LISTENING: MULTIPLE CHOICE, CHOOSE SINGLE ANSWER

This is a multiple-choice listening task type that tests listening skills. You have to select a single answer to a question
about an audio recording. You will do 1 or 2 Multiple-choice, choose single answer tasks.

For this question type, you need to listen to an audio recording and answer a multiple-choice question. There are 3-5
response options, but only one is correct.

Task Requirement:

➢ You will hear a recording, which may be accompanied by video or an image on-screen.
➢ Each recording is between 40 and 90 seconds long and will be played only once.
➢ Each recording has one multiple-choice question.
➢ There will be between three and five answer options to choose from, and only one will be correct.
➢ There will be only one correct response.
➢ There is no negative scoring in this question type, do not leave the question unanswered.
➢ There is no individual time for this question type. You should spend no more than 30 seconds to choose the
correct response after the audio has finished playing.
➢ You will have either one or two recordings in this question type.

Tips:

➢ There is a seven-second pause before the recording begins to play. Use this time to read the prompt carefully.
This will help you identify what the topic of the recording will be and what you need to focus on listening for.
Skim the answer options to get a further idea about the topic and the information you will be listening for.
➢ You should read the question very well, and understand it correctly before the audio starts.
➢ Once the audio starts, you already know the question, so you know what answers to look for.

pg. 175
 ➢ Focus on understanding the main idea of the lecture and on the key points that support it. If the speaker draws a
conclusion, be sure you have identified it. Try to identify the overall purpose of the lecture.
➢ Listen for clues to the speaker's attitude or opinion. Be aware of the speaker's tone of voice and delivery, and
notice whatever emotions are being conveyed.

➢ After the recording has finished, re-read the prompts and the answer options carefully. Eliminate any answer
options that contain incorrect information or that contain information that was not mentioned in the recording.
➢ Do not choose an option simply because it uses words or phrases taken directly from the recording. Often
correct answers will be paraphrases of what was said - that is, they will say the same thing as the recording, but
using different words.
➢ If you do not know the answer, and are unable to eliminate any choices, guess. Never leave the question
unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you have the
possibility of guessing correctly.
➢ Remember, there is no negative scoring for this question type.
➢ There is no specific time set for this question-type, so do not spend more than 30 seconds to choose from the
options once the audio has finished playing.
➢ If you want to skip the task, you won’t be able to click on the Next button until the audio has finished playing.
Hence, it is advised that as you have to listen to the audio before skipping, it is recommended to focus well on
the audio, and then just click on possible right answer before moving to the next question. Do not leave the
question unanswered.

Strategies for Listening: Multiple Choice, Single Answer:

➢ Read and think ahead

• Read the question and skim the options before the audio begins. This will tell you what the topic is as
well as what information you are listening for. It could be the main idea, the writer's goal or attitude,
some detailed information, or an inference that can be drawn.

➢ Stay focused
pg. 176
 •Keep your attention on the audio. Take notes of key words if you wish, to help you remember the
information you hear.
• As you listen, be aware of the development of the speaker's ideas so you can recognize the core
information, listen for the general flow of ideas and don’t worry if you miss or don't know individual
words.
• After the audio finishes, eliminate options that contain incorrect information or have information that
was not mentioned.
• Answer the question by clicking on one option or on its radio button.
➢ Confirm your choice
• After you have chosen the option, check again that each of the other options is incorrect.
• If you change your mind, click on the option again to de-select it then click on the correct option.
• Be aware of the time and don't spend too much time on one task. Click 'Next' and move on.

Scoring for Multiple Choice, Single Answer:

➢ There will be 3 to 5 choices for each recording, from which you have to choose only one correct answer.
➢ One mark will be scored for each correct answer.
➢ 0 mark for incorrect response.

Practice Listening: Multiple Choice, Choose Single Answer:

➢ Follow your trainer’s instructions to find the audio for the Listening: Multiple Choice, Choose Single Answer
questions, and practice with his feedback and assessment.

End of LISTENING: MULTIPLE CHOICE (BOTH SINGLE AND MULTIPLE ANSWER)

LISTENING: FILL IN THE BLANKS

pg. 177
The PTE Academic test consists of 2-3 questions based on Listening Section: Fill in the Blanks format. In this task, a
recording is played and its transcript is displayed on the screen. The transcript contains up to seven blanks. You have to
type words in them based on the information you hear in the recording.

Task Requirement:

➢ You will hear a recording, and read a transcript that has up to seven blanks in it where words are missing.
➢ There is a seven-second pause before the recording begins.
➢ The audio recording will read the transcript text on the screen and even pronounce the missing words for the
blanks.
➢ Take notes of the words missing from the text while listening to the audio, and then type the words in the box.
➢ You have to type in the missing words that you hear.
➢ Listen to the audio and read the transcript simultaneously at the same time
➢ Identify individual word/word boundaries
➢ Spell the words correctly
➢ Each recording will be played only once. The recordings are from 30 to 60 seconds long.
➢ There is no individual time set for this question type, so do not spend more than 30-40 seconds to type the
words once the audio has finished playing.

Tips for Listening Fill in the Blanks:

➢ There is a seven-second pause before the recording begins. Use this time to skim the transcript. You will not
have enough time to read it in detail, but by skimming it, you will have a better idea of
what the recording will be about.

pg. 178
 ➢ Before the recording begins, place the cursor on the first word of the transcript so that you are ready to type
when the speaker gets to the missing word. Use the TAB button to advance the cursor to the next blank without
using the mouse. This is quicker and more accurate than using the mouse.
➢ Watch the timer or progress bar in the audio status box so that you will be ready to follow the text as soon as
the recording begins. When the recording begins, follow the text with the cursor or your finger on the
screen.
➢ It is important to read along at the same speed as the recording. If you fall behind do your best to
find where the speaker is in the transcript. If you hear a slight pause, this often - but not always - signals that the
speaker has finished one sentence and is about to start the next.
➢ If the first word of a sentence is blanked, then write the first letter in uppercase. As sentences always begin with
capital letters. Scan the text for capitals during the pause or in the beginning, before the audio starts.
➢ You will need to be able to read at the same speed that the recording is playing. If you are a naturally slow
reader, you will need to practice reading more quickly.
➢ Be sure to check your answers when you have finished. Check that there are no typing errors or spelling
mistakes. Quickly read the complete transcript with your words in it. Does it make sense?
➢ Only change words that you are sure are wrong.

Strategies for Listening Fill in the blanks:

➢ Be ready
• Quickly skim the text to gain a general idea of the topic.
• Quickly scan the text to see the position of the blanks. Sometimes adjacent blanks could be very close.
This will help you to be alert beforehand, so that you do not miss the latter blanked word while taking
note of the word in the previous blank.
• Be ready to write each missing word on your Erasable Noteboard Booklet as you hear each one. Do NOT
type directly into each blank while listening to the audio, because you will have to check for the
grammatical structure of the words (whether plural, or past tense) by looking at the context of the
sentence incase you were not able to catch the correct form of the word. E.g.: ________ doctor, and
you heard specialize, but when you type later after the audio has been played, and you will realize it
should be an adjective in the blank, and you correct your word and type in ‘specialized’.
pg. 179
 • The Audio Status box will count down from 7 seconds and the audio will then begin.
➢ Write what you hear
• As you hear each missing word during the recording, write the word quickly in your rough Noteboard
and be ready for the next one. Do not check your spelling at this point. But focus on the correct format
of the word such as past tense or plural form (whether the word ends with d/ ed/ s/ es, etc.)
• Follow the speaker in the transcription so you do not miss a word. Do not get behind. If you miss a
word, do not stop following the audio, so that you do NOT miss the upcoming blanked words.
• Keep writing each missing word until the audio stops.
➢ Check and type
• After the audio stops. read the sentence that has the first missing word and confirm that the word you
wrote makes sense (check for whether the word is in past tense, or plural and spellings)
• Continue for each blank. Type carefully and check your spelling each time. Incorrect spelling will score
zero for that blank.
• Use grammar clues to make sure you type the correct form of the word (noun. verb. adjective. etc.).
• Read through one last time for meaning to confirm each word and check your spelling.
• Remember, the next item does not start until you click Next button at the bottom of the screen, so you
have a little time to think about your answers.
• Do not spend more than 30-40 seconds to check the words and type them after the audio has finished
playing.
• Click 'Next' to move on.

Scoring for Listening Fill in the blanks:

➢ Listening Fill in the blanks is scored by counting the number of right words with correct spelling in your
response. Each correct word spelled correctly scores 1 point.
➢ There might be up to 7 blanks in one question meaning up to 7 marks in one question.
➢ There are 2 or 3 Listening Fill in the Blanks items.
➢ 0 mark for incorrect word, incorrect spelling. There is no negative scoring for this question type.

Note:

If all blanks are filled with the right word spelled correctly, you receive the maximum score points for this question type. If
one or more blanks are filled incorrectly, partial credit scoring applies. This question type affects the scoring of listening
and writing.

Practice Listening Fill in the Blanks:

➢ Follow your trainer’s instructions to find the audio for the ‘Listening: Fill in the Blanks’ questions, and practice
with his feedback and assessment.

End of LISTENING: FILL IN THE BLANKS

HIGHLIGHT CORRECT SUMMARY

pg. 180
PTE Highlight Correct Summary is a task that challenges test-takers to identify the most accurate summary of a spoken
passage. Achieving the highest score in this section requires a combination of listening skills, critical thinking, and
effective test-taking methods. This task type tests listening and reading skills. You will listen to a short lecture then
identify the correct summary of the information you have heard. You will do 1or 2 Highlight Correct Summary tasks.

Task Requirement:

➢ The purpose of this task is to assess your ability to correctly identify a written summary of a recording.
➢ Both listening and reading skills are assessed. There are either one or two recordings. The recordings are
between 30 and 90 seconds long.
➢ As the recording is playing, you will be able to read between three and five paragraphs relating to the recording
(the number of paragraphs will depend on the specific content of the recording) .
➢ When the recording has finished, you will choose the paragraph that correctly summarizes the recording you
have heard.
➢ The individual tasks in Section 2 of the Listening part (from Multiple Choice Multiple Answer till Write from
Dictation) are not timed.
➢ Hence, do not spend more than 30-40 seconds after the recording has finished playing, in order to choose the
correct summary from the options.

The audio begins to play automatically. You are only able to listen to the audio recording once. There are several
possible response options but only one is correct. To select an option click on it using the left button on your mouse. If
you change your mind, left-click on the option again to deselect it, or left-click on a different option. The option you
select is highlighted in yellow.

Tips for Highlight Correct Summary:

➢ There is a 10-second pause before the recording begins. Use this time to skim at least anyone of the paragraphs.
➢ You will not have enough time to read them in detail, but by skimming them, you will have a better idea
of what the recording will be about.
➢ Take notes when the audio. Use the Erasable Noteboard Booklet and pen provided. Do not try to write down
every word you hear. Use abbreviations whenever possible. Ignore articles (e.g., a, an, the) unless they are
necessary.

pg. 181
 ➢ Key words include names, numbers, dates, times, and words and phrases that are stressed. Words and phrases
that are repeated are usually central to the main idea.
➢ Focus on understanding the main idea of the recording and on the key points that support it.
➢ Focus on the second half of the audio recording, this part of the audio will mostly talk about the major key
points.
➢ If the speaker draws a conclusion, be sure you have identified it. Try to identify the overall purpose of the
lecture.
➢ After the recording has finished, skim through each paragraph carefully. Eliminate any paragraphs that
contain incorrect information or that contain information that was not mentioned in the recording.
➢ Eliminate paragraphs that do not contain the main points.
➢ If you do not know the answer, and are unable to eliminate any of the paragraphs, guess. Never leave the
question unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you
have the possibility of guessing correctly.
➢ Keep track of your time using the on-screen timer. You should not spend more than 30-40 seconds after the
audio recording has been played in order to skim through the paragraphs.

Strategies for Highlight Correct Summary:

➢ Be ready
• Use the 10 seconds as the audio counts down to skim the 4 summaries or at least read one quickly to
gain an idea of the topic. You will not have time to read thoroughly.
• Be ready to listen and take notes of key ideas using your Erasable Noteboard Booklet.
➢ Listen and take notes
• As you listen, take notes of the main and supporting ideas.
• Don't try to write down everything you hear. Use key words. abbreviations, symbols and arrows to
capture the most important ideas.
• The most important key points of the audio can mostly be found in the last half of the audio recording,
so keep an eye on the progress bar as the audio is playing.
• Note any data given in support of an argument. or any implications suggested by the speaker.
• Do not try to read the summaries as you listen. Each one is 40- 60 words, so there is too much
information. Focus on listening.
• Don’t read the options before or while you are listening to the recording as there is too much to read,
and this will distract you. Instead, note down the key ideas on your erasable noteboard booklet as you
listen (e.g., keywords and phrases, numbers, names and dates, and any information that is highlighted
by the speaker through stress and intonation). Then read the options and match the option that is
closest in detail to your notes:
➢ Match notes and summary
• When the audio stops, use your notes to select the correct option.
• First, eliminate any options that contain incorrect information.
• Eliminate any options that focus on only one aspect of the information, or that contain information that
was not mentioned at all.
• Check the remaining options and match against your key notes to confirm that it covers all aspects of
the lecture. Select that option and move on.

pg. 182
 ➢ The option that includes all or most of the key points that you have noted from the audio, is the one that is
correct. For example, if Option 1 has 2 key points, but Option 2 has 3 key points then Option 2 is the correct one,
provided all the key points in the options are the ones that were actually in the audio. So, if there is Option 3
which has 3 points but 1 one of them was not mentioned in the audio, it is not your correct summary.
➢ Generally, the second half of the audio will carry most of the major keypoints. Hence, keep an eye on the
progress bar, and put more focus on the audio as soon as it passes 50% bar.
➢ Do not spend more than 40 seconds on this question.

Scoring for Highlight Correct Summary:

➢ This question type affects the scoring of listening and reading.

➢ There is 1 mark for the correct response.
➢ No mark for incorrect response.
➢ No negative scoring.

Practice Highlight Correct Summary:

➢ Follow your trainer’s instructions to find the audio for the ‘Listening: Highlight Correct Summary’ questions, and
practice with his feedback and assessment.

End of HIGHLIGHT CORRECT SUMMARY

SELECT MISSING WORD

pg. 183
In the Select Missing Word question of the Listening section of PTE Academic, you will hear a recording about a topic.
The last word or a group of words will be replaced by a beep. You will have to select the word which was bleeped out,
from a group of 3-5 options. This task type tests listening skills. From a set of options. you have to predict what word(s) a
speaker will say, based on contextual clues in a recording. You will have 1 or 2 Select Missing Word questions.

Task Requirement:

➢ The purpose of this task is to assess your ability to use context to correctly predict how a speaker will finish a
talk.
➢ Only listening skills are assessed. You will hear a short talk; the last word or group of words will be replaced with
a "beep" tone. From a set of options, you must choose the one that best completes the talk.
➢ Each recording is between 20 and 70 seconds long.
➢ There will be between three and five options to choose from, depending on the nature of the recording.
➢ You will hear either one or two recordings.
➢ The individual tasks in Section 2 (from Multiple Choice Multiple Answer till Write from Dictation) of the Listening
part are not timed.

Tips:

➢ There is a seven-second pause before the recording begins to play. Use this time to read the
instructions carefully. The topic is mentioned for you in the instructions. This will help you to focus on what you
will be listening to.
➢ Skim the answer options to get a further idea about the topic and the information you will be listening for.
➢ Watch the on-screen progress indicator carefully. This will let you know when the end of each recording is near.
➢ Listen very carefully to the last few words that are spoken. These will be connected to one of the answer options
in some way.
➢ If you do not know the answer, and are unable to eliminate any options, guess. Never leave the question
unanswered. If you leave the question unanswered, it will be marked as incorrect. By guessing, you have the
possibility of guessing correctly.

Strategies for Select Missing Word:

➢ Be ready

pg. 184
 • The instructions tell you the topic of the recording. As the Audio Status box counts down from 7
seconds, think what vocabulary you might hear.
• Skim the options quickly to gain an idea of the aspect of the topic the speaker might talk about.
• Be ready to focus on what you hear, and nothing else.
➢ Listen attentively
• As you listen. make a mental map of what you are hearing. Do not take notes - it is more important to
listen for the development of the speaker’s ideas.
• Listen for any signal words the speaker might use to tell you the direction of the talk, e.g. presenting
opposite arguments, describing something in detail, supporting a claim, etc.
• Also look out for words towards the end of the audio that leads to contradictory or opposing theory,
such as ‘however, although, on the other hand’, etc.
• Don't worry about any words you don't understand. Focus on the overall ideas.
➢ Predict the ending
• Be aware of the progress bar in the Audio Status box. This shows you when the recording is coming to
an end so you will be ready to suggest the word or phrase that has been replaced by a beep.
• Try to memorise the few words right before the beep by observing the progress bar, so it would help
you to understand the ending of the sentence.
• As soon as the recording stops, think what would come next and scan the options for the most similar
word or phrase. Select it.
• You should not waste much time being stuck in one question (no more than 30 seconds on each
question to choose the right option after the audio ends.)

Scoring for Select Missing Word:

➢ This question type affects the scoring of listening only.

➢ There is 1 mark for the correct response.
➢ No mark for incorrect response.
➢ No negative scoring.

Practice Highlight Correct Summary:

➢ Follow your trainer’s instructions to find the audio for the ‘Listening: Select Missing Word’ questions, and practice
with his feedback and assessment.

End of SELECT MISSING WORD

HIGHLIGHT INCORRECT WORDS

pg. 185
This task type tests listening and reading skills. For this question type, you hear an audio recording and see the transcript
of the recording on the screen. However, the transcript contains some errors. While listening and reading, you need to
click on the words from the text that differ from what the speaker says. You will do 2 or 3 Highlight Incorrect Words
tasks.

Task Requirement:

➢ The purpose of this task is to assess your ability to find the differences between a recording and a transcription
of the recording.
➢ The recordings are between 15 and 50 seconds long.
➢ As the recording is playing, you will read a transcription of the recording that contains up to seven words that do
not match what the speaker says.
➢ You must identify the words that do not match by clicking on them with your mouse to highlight them.
➢ This question carries negative scoring and assesses your listening and reading skills.
➢ The task requires the full concentration of the test-taker. It also demands the ability to listen to an audio
recording and simultaneously read its contents from the transcript on the screen.
➢ A good reading fluency and listening skill would result in a perfect score.
➢ The audio begins to play automatically. You are only able to listen to the audio recording once. To select a word,
click on it using the left button on your mouse. If you change your mind, left-click on the word again to deselect
it. The words you select are highlighted in yellow.

Tips for Highlight Incorrect Words:

➢ There is a 10-second pause before the recording begins. Use this time to skim the transcription. You will not
have enough time to read it in detail, but by skimming it, you will have a better idea of what the recording will
be about.

pg. 186
➢ Before the recording begins, place the cursor on the first word of the transcription so that you are ready to
follow the text and click on words that do not match as you listen.
➢ In this item type, you have to select the wrong words as the text is read. Don’t try to make notes as you listen.
➢ Move the cursor along the screen as the words are spoken, and click on any words that sound different from the
words on the screen

➢ When the recording begins, follow the transcription with the cursor. Click on any words that do not match what
you hear. Be sure you click ONLY on the words that you are sure are different as there is negative marks for
choosing the wrong words.
➢ You can also click on a highlighted word and remove it from the answers.
➢ You will need to be able to read at the same speed that the recording is playing. If you are a naturally slow
reader, you will need to practice reading more quickly on-screen.
➢ If you fall behind, do your best to find where the speaker is in the transcription. If you hear a slight pause, this
often - but not always - indicates the speaker has finished one sentence and is about to start the next. In English,
sentences always begin with capital letters. Scan the transcription for capitals during the pause.

pg. 187
Strategies for Highlight Incorrect Words:

➢ Improve your listening

• Prepare yourself for different accents, speaking speeds. You can achieve this by practicing with a variety
of sample questions.
➢ Improve your reading fluency
• In this question type, you have to keep up matching each word from the transcript on the screen with
the audio recording. If you are a slow reader, you might fall behind, and miss out the incorrect words.
You must have a good reading fluency in order to keep up with the speed of the speaker.
➢ Be ready
• Use the 10 seconds before the recording begins to skim the transcription, to familiarize yourself with
the topic.
• Move your cursor to the start of the transcription before the audio begins.
➢ Follow the recording
• As soon as the recording begins, move your cursor along each line following the speaker's voice.
• Think how each word you are reading will sound and as soon as you hear a different word. Click on the
incorrect word.
• The word you have clicked on will be highlighted and will remain highlighted until you click on it again.
• Keep up with the speaker. Do not stop to think about whether your selection was correct or incorrect. If
you lose your place, it will be difficult for you to catch up and you may miss some words that you should
have selected.
➢ Try not to change your mind
• Do not change your mind unless you feel very sure you have made a mistake.
• Success in this task type depends on real-time decisions.
• Do not guess. You will lose marks for words you click on that were in fact the correct word that was in
the recording. There are up to 7 'errors' in each transcription.

Scoring for Highlight Incorrect Words:

➢ Each selected word is scored as either correct or incorrect. If all the selected words are correct, you receive the
maximum score points for this question type. If one or more selected words are incorrect, partial credit scoring
applies. This is the third of three question types where you can lose points if you choose any incorrect options.
For any wrong options chosen 1 point is deducted, whilst correct options are given 1 point. Make sure you are
confident in your choices.
➢ Score contributes to Listening and Reading modules.
➢ 1 mark for each correct word
➢ -1 each incorrect word
➢ Minimum score is 0
➢ Points deducted for incorrect responses

Practice Highlight Incorrect Words:

➢ Follow your trainer’s instructions to find the audio for the ‘Highlight Incorrect Words’ questions, and practice
with his feedback and assessment.

End of HIGLIGHT INCORRECT WORDS

WRITE FROM DICTATION

pg. 188
This task type tests listening and writing skills. You have to write a sentence that you will hear once only, in a recording
that lasts 3 to 5 seconds.
You hear a short sentence. Listen carefully and type the sentence in the response box at the bottom of the screen.
Remember to check your spelling. Write as many words as you hear from the recording.

Task Requirement:

➢ The purpose of this task is to assess your ability to write down a sentence that you hear.
➢ Both listening and writing skills are assessed.
➢ You will hear a sentence spoken only once.
➢ You must type exactly what the speaker said.
➢ It is used to assess your ability to listen, remember, and understand a sentence that the recording has played.
Your writing skill is also tested because you must write it exactly with the correct spelling after the audio ends.
➢ The recordings are between three and five seconds long, being played once only, so you must take note of some
important words carefully.
➢ You will hear either three or four sentences.
➢ This question contributes marks to both the Listening & Writing module.

Tips for Write from Dictation:

➢ You will have 7 seconds before the audio starts playing. Use this time to focus on the question. Once the audio
starts playing you can either try to type it directly in the answer space or first understand and then type after the
audio has stopped playing.
➢ It can be challenging to type the whole sentence correctly while listening to the audio. Some of these sentences
can also be a bit longer. Typing directly will become especially difficult in that case.
➢ One alternative is to just listen and try to understand and remember the sentence and then reproduce it in the
end.
➢ The other alternative is to write it down in your rough Erasable Notebook and use that to type the final answer
in the end.
➢ The approach we recommend is usually a combination of all these methods. If you are typing indirectly, instead
of typing the whole words, you can just note down the first few letters or just the first letter of each word, or
you may use short-hand typing as well (noting the words without vowels). If you are writing in your rough
Erasable Notebook, you can do the same there. Whether you type directly or first write on the paper depends
pg. 189
 upon how confident you are of your typing speed. We recommend that you do some practice using both
approaches and see which gives you better results. Follow that method in the exam.
➢ Along with this, try to understand what the sentence is about. This makes it easier, in the end, to look at what
you have written and expand it into complete words.
➢ Once you have typed it, go back and check for any mistakes. Make sure you have not omitted any words, and
that your grammar, spelling, and punctuation are all correct.
➢ If you hear unfamiliar words, and are unsure how to spell them, guess.
➢ The system of partial scoring is applicable to the test. That means if all of the typed words are long enough and
correct, given the grammar, coherence, and spelling, you will receive a maximum score. If one of them is
incorrect, you still get lower points.
➢ You will score points for every correct word that you write in the response box. If you write any incorrect words,
there is no negative scoring for it.

Strategies for Write from Dictation:

➢ Improve your listening

• Prepare yourself for different accents, speaking speeds. You can achieve this by practicing with a variety
of sample questions.

• The main challenge in the Write from Dictation task is being able to memorise and type long sentences.
At times, test-takers may forget words. Test-takers also have to be able to spell every word correctly.
Being able to understand how words are pronounced in different accents will also come in handy. The
aspirant also has to be able to maintain focus till the very end.

• While listening to the audio, you must focus on the correct form of the words such as whether the
words are plural or whether the verbs are in the past tense. If you write ‘believe’ instead of ‘believed’ or
‘believes’, you won’t score any mark for that word.

➢ Time management
• Please note that in the Listening section, there is only an overall timer. There is no time limit on a per
question basis (other than Summarize Spoken Text). Therefore, you need to develop your own time
management strategy.
• In order to listen to a sentence, note down the words in rough, think about the grammar and spelling
and then typing it in the response box, you should spend no more than 1min or 1 min 30 sec on each
sentence.
• You should have at least 6 to 8 minutes in hand for the entire Write from Dictation question type (3-4
sentences).
➢ Be ready
• The Audio Status box wilt count down from 7 seconds. Focus so that you do not miss any words.
• If you prefer to write the sentence by hand first, be ready to write on your Erasable Noteboard Booklet.
• If you prefer to type directly on the screen, place your cursor in the box on the screen before the audio
starts.
• Mentally prepare by staying calm and taking a deep breath. Worries could affect your performance
greatly.

➢ Focus on meaning
• When the audio begins, focus on the meaning of the sentence. This will help you to remember it.
• Numerous factors affect your understanding capacity, including the context, speaker’s accents, audio
speed, etc.

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 • Write or type as quickly as you can, don’t worry about spelling at this point. Start writing as soon as the
dictation begins and don't stop to check your writing yet.
• 100% focus on the audio to capture what it says. Then, you’d better type your answer into the response
box instantly in order not to forget. If not, you could note some important words.
➢ Pay close attention to Grammatical Errors
• Grammatical mistakes are also one of the common errors that numerous candidates make. If the
sentence is expressed in the past tense, notice whether you should add “ed” to the verb or transform it
into an irregular word.
➢ Different ways to remember the words in an audio sentence
• If you cannot understand the whole recording, or you didn’t hear much from the audio; don’t get
confused soon, and calm down. Then, based on your memory, type any words that you remember and
arrange them into a sentence. Ensure the logical order!
• Echoing is another proposed approach when doing this test. As the name suggests, you are advised to
think of the sentence repeatedly while typing it on the screen.
• Some people even say they could concentrate better on the test if they close their eyes and repeat the
sentence while listening to the radio.
• A sentence could include numerous words but only about 2 to 3 chunks. In other words, the chunk is a
group of related words that combine to form a meaningful sentence.
• Of course, it is easier to remember the chunks rather than words. However, make sure your wording
groups are manageable; they should not be too large because you cannot remember all the words.
• There are no rules on how to categorize words into chunks. It depends on you; it would be best to form
chunks based on your memory and language proficiency.
• Content words include most of the meaning in a sentence (nouns, verbs, adjectives and adverbs). Focus
on them.
• In worst case scenarios, if you weren’t able to catch all the words in a sentence, and missed a few, you
can add a few articles, prepositions, conjunctions, and verbs at the end of typing whatever you were
able to get from the audio in the response box.
➢ Construct and check
• Immediately after the recording stops, write or type as much of the sentence as you can.
• Go over the sentence and use your knowledge of grammar, word form and word order to add any
words you missed out (e.g. prepositions, articles).
• Proofreading is the step of checking the answer you have already typed. For instance, suppose your
sentence is expressed in the present tense with the subject “he/she/it”; you forget to add the “s/es” to
the main verb. This is a typical grammatical mistake; you don’t get any points due to this fault.
• In worst case scenarios, if you do not remember the correct form of the word (whether plural or past
tense), you can type all the possible form of words. If the AI can match any of the word with the audio
sentence, you will be scored a mark for that word.
• Check the spelling of every word. Check for verb endings and plurals. Marks are awarded for every
correct word spelled correctly. Then click 'Next'.

Scoring for Write from Dictation:

➢ If all the words are right and spelled correctly, you receive the maximum score points for this question type. If
one or more words are incorrect, partial credit scoring applies.
➢ 1 mark for each correct word spelled correctly
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 ➢ 0 for each incorrect word or misspelled word
➢ Marks are distributed to Listening and Writing module.

Practice Write from Dictation:

➢ Follow your trainer’s instructions to find the audio for the ‘Write from Dictation’ questions, and practice with his
feedback and assessment.

End of WRITE FROM DICTATION

END OF PART 3: LISTENING MODULE

pg. 192