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RESTAURANT ADVERTISEMENTS

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SECTION 1. QUESTION 1-14. Look at the five restaurant advertisements A-E. For which restaurant are the following statements true? Write the correct letter A-E in boxes 1-5 on your answer sheet.
1. You can’t eat at this restaurant on Monday evening.
2. You can have a meal here in peaceful country surroundings.
3. You can eat here on a Sunday night.
4. You can have your order delivered for an extra fee.
5. You can have dinner here and then stay the night.



Read the text below and answer Questions 6-14


A. RICHMOND EXPERIMENTAL THEATRE
Learn to act introduces people to a broad range of acting techniques. It is specially geared to those with little or no aging experience. The atmosphere is relaxed and unthreatening and great emphasis is placed on developing the confidence and abilities of people who may initially be a little apprehensive!

B. WORLD CULTURE DAY: Brazilian Street Percussion 2.30-4.30. Samba percussion workshop. Lift your spirits with the taste of carnival! It doesn’t matter whether you’re an experienced musician or a complete beginner, you’ll be creating complex exotic rhythms in no time.
African Storytelling 3.45-4.45: The magical African story-telling tradition of narration, poetry and proverbs (mainly from Ghana and Nigeria). An event for all the family.

C. SCOTTISH DANCING. IT’S FUN. IT’S GOOD EXERCISE
• We have classes for dancers of all abilities.
• Previous experience is not essential.
• All you need to bring is a pair of soft shoes and enthusiasm.
• Classes are held in a number of places and at different times.
• We guarantee you a warm welcome.

D. THE RENAISSANCE SINGERS: New singers are invited to join our choir, formed in 1993, to perform a wide variety of music in Cambridge. We meet every Wednesday evening from 7.30 to 9.30 pm, and this term we are rehearsing for a special concert with audience participation on Saturday 1st December.
An ability to sight-read and previous experience in choral singing is desirable, although not essential.

E. DRAWING WITH COLOUR
An intensive workshop for beginners. Saturday 13th and Sunday 14th October. This unusual workshop offers instruction in effective ways to draw in colour. Activities will include study of light and shade and ways to express mood and emotion in colour. The small class (12 students} assures maximum attention for each student. Professional quality materials are included in the fee of £95.
Question 6-14. The passage on the reading page has five sections A-E. For which section are the following statements true? Write type correct letter A-E in boxes 6-14 on your answer sheet. NB You may use any letter more than once.
6. A friendly greeting awaits new members.
7. Some relevant skills are preferred.
8. This activity could cheer you up.
9. This activity is suitable for a variety of ages.
10. Individual guidance will be provided.
11. Participants can take part in a public performance.
12. This activity could help someone who wants to overcome shyness.
13. This activity promises rapid progress.
14. This activity is not held during the day.

SECTION 2. STUDENT LIFE AT CANTERBURY COLLEGE

Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies.

Students’ Union and SRC: All students are automatically members of the Canterbury College Students’ Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips.

Student facilities. Learning Resources Centre (LRC): The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software.

Bookshop: A branch of Waterstone’s bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists’ materials and books, as well as many other useful items you may need.

Children’s Centre: The College Children’s Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number.

Refectory: This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available.
Coffee Shop: This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students’ Union.

Crypt Restaurant: This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students’ highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244.

Chapel View Restaurant: This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price
Questions 15-20. Read the passage about student life at Canterbury College. Do the following statements agree with the information given in the passage? In boxes 15-20 on your answer sheet, write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

15. Many students are allocated a job experience placement abroad.
16. The elections for the Union President and Executive Committee are held together.
17. There are staff in the LRC to help students use the facilities.
18. Nursery care is available on a first-come, first-served basis.
19. The Refectory serves fast-food options.
20. The Chapel View Restaurant is for students only.

Read the passage below and answer Questions 21-27.

CANTERBURY COLLEGE. LIST OF COURSES
COURSE A: This course will enable students to experience performing arts and the media at a basic level. It will give them the experience to decide if they wish to pursue an interest in this field and to develop their potential and adaptability for working in a performance company in either a performing or a technical role.
COURSE B: The aim of this course is to provide a thorough grounding in business-related skills and a comprehensive knowledge of business practice. It is for students with a business studies background who can manage a heavy workload that will contain a greater degree of academic study.
COURSE C: This course provides progression to a range of higher levels. Units will include maintaining employment standards, salon management duties, providing facial massage and skin care, instruction on makeup, lash and brow treatments, artificial nail structures and ear piercing.
COURSE D: This course is designed to develop skills used in leisure operations. It covers preparing for and conducting physical activities, maintenance of facility areas, building relationships with participants and colleagues, handling sports equipment and health and safety issues.
COURSE E: This course gives a foundation for a career in caring for children, the elderly or people with special needs. Core units are Numeracy, Communication and Information Technology. Work placements are an important part of the course.
COURSE F: This course is designed to provide a foundation in graphic and visual communication skills. Students complete units in picture composition and photographic processing alongside elements of graphic design, and gain hands-on experience of desktop publishing and presentations.
COURSE G: This course is designed to provide an introduction to the construction industry. Units covered include Heat, Light and Sound, Introduction to the Urban Environment, Communication Processes and Techniques and Properties of Materials. AII students complete vocational assignments which are integrated with work experience with reputable companies.
COURSE H: The qualifications gained and the skills developed on this course will provide a good basis for gaining employment in office work. In addition to word processing, the course also covers spreadsheets, computerised accounting, databases and desktop publishing. AII students are given chances to develop their confidence, and advice and information is given on job search skills, presentation techniques and personal appearance.
Questions 21-27: Look at the List of Courses at Canterbury College A-H. Which course would you recommend for people with the following career interests? Write the correct letter A-H in boxes 21-27 on your answer sheet.

21. advertising
22. TV production
23. architecture
24. company management
25. working with the disabled
26. secretariat tasks
27. Beauty therapy

SECTION 3. THE HISTORY OF EARLY CINEMA
The history of the cinema in its first thirty years is one of major and, to this day, unparalleled expansion and growth. Beginning as something unusual in a handful of big cities – New York, London, Paris and Berlin – the new medium quickly found its way across the world, attracting larger and larger audiences wherever it was shown and replacing other forms of entertainment as it did so. As audiences grew, so did the places where films were shown, finishing up with the ‘great picture palaces’ of the 1920s, which rivalled, and occasionally superseded, theatres and opera-houses in terms of opulence and splendour. Meanwhile, films themselves developed from being short ‘attractions’ only a couple of minutes long, to the full-length feature that has dominated the world’s screens up to the present day.

Although French, German, American and British pioneers have all been credited with the invention of cinema, the British and the Germans played a relatively small role in its worldwide exploitation, It was above all the French, followed closely by the Americans, who were the most passionate exporters of the new invention, helping to start cinema in China, Japan, Latin America and Russia. In terms of artistic development it was again the French and the Americans who took the lead, though in the years before the First World War, Italy, Denmark and Russia also played a part.

In the end, it was the United States that was to become, and remain, the largest single market for films. By protecting their own market and pursuing a vigorous export policy, the Americans achieved a dominant position on the world market by the start of the First World War. The centre of film-making had moved westwards, to Hollywood, and it was films from these new Hollywood studios that flooded onto the world’s film markets in the years after the First World War, and have done so ever since. Faced with total Hollywood domination, few film industries proved competitive. The Italian industry, which had pioneered the feature film with spectacular films like Quo vadis? (1913) and Cabiria (1914), almost collapsed. In Scandinavia, the Swedish cinema had a brief period of glory, notably with powerful epic films and comedies. Even the French cinema found itself in a difficult position. In Europe, only Germany proved industrially capable, while in the new Soviet Union and in Japan the development of the cinema took place in conditions of commercial isolation.

Hollywood took the lead artistically as well as industrially. Hollywood films appealed because they had better- constructed narratives, their special effects were more impressive, and the star system added a new dimension to screen acting. If Hollywood did not have enough of its own resources, it had a great deal of money to buy up artists and technical innovations from Europe to ensure its continued dominance over present or future competition.

The zest of the world survived partly by learning from Hollywood and partly because audiences continued to exist for a product which corresponded to needs which Hollywood could not supply. As well as popular audiences, there were also increasing audiences for films which were artistically more adventurous or which dealt with the issues in the outer world.

None of this would have happened without technology, and cinema is in fact unique as an art form. In the early years, this art farm was quite primitive, similar to the original French idea of using a lantern and slides back in the seventeenth century. Early cinema programmes were a mixture of items, combining comic sketches, free-standing narratives, serial episodes and the occasional trick or animated film. With the arrival of the feature length narrative as the main attraction, other types of films became less important. The making of cartoons became a separate branch of film-making, generally practised outside the major studios, and the same was true of serials. Together with newsreels, they tended to be shown as short items in a programme which led to the feature.

From early cinema, it was only Americana slapstick comedy that successfully developed in both short and feature format. However, during this ‘Silent Film’ era, animation, comedy, serials and dramatic features continued to thrive, along with factual films or documentaries, which acquired an increasing distinctiveness as the period progressed. It was also at this time that the avant-garde film first achieved commercial success, this time thanks almost exclusively to the French and the occasional German film.

Of the countries which developed and maintained distinctive national cinemas in the silent period, the most important were France, Germany and the Soviet Union. Of these, the French displayed the most continuity, in spite of the war and post-war economic uncertainties. The German cinema, relatively insignificant in the pre-war years, exploded on to the world scene after 1919. Yet even they were both overshadowed by the Soviets after the 1917 Revolution. They turned their back on the past, leaving the style of the pre-war Russian cinema to the emigres who fled westwards to escape the Revolution.

The other countries whose cinemas changed dramatically are: Britain, which had an interesting but undistinguished history in the silent period; Italy, which had a brief moment of international fame just before the war; the Scandinavian countries, particularly Denmark, which played a role in the development of silent cinema quite out of proportion to their small population; and Japan, where a cinema developed based primarily on traditional theatrical and, to a lesser extent, other art forms and only gradually adapted to western influence.
Question 28-30. Which THREE possible reasons for American dominance of the film industry are given in the text?
A plenty of capital to purchase what it didn’t have B making films dealing with serious issues
C being first to produce a feature film D well-written narratives
E the effect of the First World War F excellent special effects.
Questions 31-33. Answer the questions below using NO MORE THAN THREE WORDS for each answer.
31. Which TWO types of film were not generally made in major studios?
32. Which type of film did America develop in both short and feature films?
33. Which type of film started to become profitable in the ‘silent’ period?
Questions 34-40. Look at the following statements (Questions 34-40) and the list of countries below. Match each statement with the correct country. NB You may use any letter more than once.
34. It helped other countries develop their own film industry.
35. It was the biggest producer of films.
36. It was first to develop the ‘feature’ film.
37. It was responsible for creating stars.
38. It made the most money from ‘avant-garde’ films.
39. It made movies based more on its own culture than outside influences.
40. It had a great influence on silent movies, despite its size.

List of Countries
A France
B Germany
C USA
D Denmark
E Sweden
F Japan
G Soviet Union
H Italy
I Britain
J China

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RESTAURANT ADVERTISEMENTS

1.         B

2.         A

3.         E

4.         C

5.         A

6.         C

7.         D

8.         B

9.         B

10.       E

11.       D

12.       A

13.       B

14.       D

15.       TRUE

16.       FALSE

17.       NOT GIVEN

18.       TRUE

19.       NOT GIVEN

20.       NOT GIVEN

21.       F

22.       A

23.       G

24.       B

25.       E

26.       G

27.       C

28.       A

29.       D

30.       F

31.       CARTOONS, SERIALS

32.       (SLAPSTICK) COMEDY / SLAPSTICK

33.       (THE) AVANT (-) GARDE (FILM (S))

34.       A

35.       C

36.       H

37.       C

38.       A

39.       F

40.       D

CALL ANYWHERE IN THE STATE FOR ONE LOW SHORT-DISTANCE RATE! IETLS READING

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You have a choice of three Supafone Mobile Digital access plans: Leisure time, Executive and Highflier. They are designed to meet the needs of light, moderate and high-volume users. Calls in each plan are charged at only two rates – short- distance and long-distance. You enjoy big savings with off-peak calls.
LEISURE TIME: Your mobile phone is mainly for personal use. You use your phone to keep family and friends in touch. You don’t want to strain your budget. With this plan you enjoy the lowest monthly access fee and extremely competitive costs for calls. However, a monthly minimum call charge applies.
EXECUTIVE: You’re in business and need to be able to call your office and your clients whenever the need arises. You value the convenience of a mobile phone but need to keep a close eye on overheads.
For frequent users: the monthly access fee is slightly higher, but you enjoy the savings of a discounted call rate.
HIGHFLIER: You are always on the move and communications are critical. You need to be able to call and be called wherever you are
– world-wide. As a high-volume user you pay an access fee of just $60 a month but even lower call rates.

Question 1-7. Classify the following statements.
A. the LEISURE TIME plan B. the EXECUTIVE plan C. the HIGHFLIER plan D. ALL three of the plans
1. The monthly access fee is the highest but the call rates are the lowest.
2. Calls are charged at short-distance or long-distance rates.
3. This plan is NOT primarily intended for people who need a mobile phone for their work.
4. This plan is a cost-effective choice if you spend just over $100 a month on calls.
5. It costs 21 cents for a 30-second long-distance call at 2 p.m.
6. The connection fee is $30.
7. You will have to pay a minimum amount for calls each month.
Read the text below and answer Questions 8-14


WESTWINDS FARM CAMPSITE
Open April – September (Booking is advised for holidays in July and August to guarantee a place.)
Jim and Meg Oaks welcome you to the campsite. We hope you will enjoy your stay here. We ask all campers to show due care and consideration whilst staying here and to observe the following camp rules.
• Keep the campsite clean and tidy:
– dispose of litter in the bins provided;
– leave the showers, toilets and washing area in the same state as you found them;
– ensure your site is clear of all litter when you leave it.
• Don’t obstruct rights of way. Keep cars, bikes, etc. off the road.
• Let sleeping campers have some peace. Don’t make any noise after 10 o’clock at night or before 7.30 in the morning.
• Dogs must be kept on a lead. Owners of dogs that disturb other campers by barking through the night will be asked to leave.
• Disorderly behaviour will not be tolerated.
• The lighting of fires is strictly prohibited.
• Ball games are not allowed on the campsite. There is plenty of room for ball games in the park opposite the campsite.
• Radios, portable music equipment, etc. must not be played at high volume.
The management reserves the right to refuse admittance.

Do the following statements agree with the information given in the text?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

8. The campsite is open all year round.
9. You should book ahead for the busier times of the year.
10. The minimum stay at the campsite is two nights.
11. The entrance to the campsite is locked after 10 p.m.
12. No dogs are allowed on the campsite.
13. You are not allowed to cook food on open fires.
14. The owners of the campsite may not allow you to camp there.

SECTION 2. QUESTION 15-27. Read the text below and answer Questions 15-27
THE LAW ON MINIMUM PAY

Who is entitled to minimum pay? Nearly all workers aged 16 years and over, including part-time workers, are entitled to the National Minimum Wage. Amongst those to whom it does not apply are those engaged in unpaid work and family members employed by the family business.
What is the minimum wage that I am entitled to? The National Wage Act specifies the minimum rates of pay applicable nationwide. Since 1 October 2007, the adult rate for workers aged 22 and over has been £5.25 per hour. The development rate for 18-21 year olds and for workers getting training in the first 6 months of a job is £4.60 per hour. The rate for 16-17 year olds starts at £3.40 an hour. There are special provisions for some workers, for example those whose job includes accommodation. Pay means gross pay and includes any items paid through the payroll such as overtime, bonus payments, commission and tips and gratuities.
I believe I’m being paid below the National Minimum Wage Rate. How can I complain? If you are being paid less than this, there are various steps you can take:
• If you feel able, you should talk directly with your employer. This is a clear legal right, and employers can be fined for not paying the NMW.
• If you are a trade union member, you should call in the union.
• If neither of these is appropriate then you can email via the Revenue and Customs website or call their helpline for advice.

You have the legal right to inspect your employer’s pay records if you believe, on reasonable grounds, that you are being paid less than the NMW. Your employer is required to produce the records within 14 days, and must make them available at your place of work or at some other reasonable place. If your employer fails to produce the records, you may take the matter to an employment tribunal. You must make your complaint within three months of the ending of the 14- day notice period.

Question 15-21. Complete the sentences below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the text for each answer.

15. The law on minimum pay doesn′t cover you if you are working in your………………..or if you are a volunteer.
16. You may be paid under £5 an hour if you are receiving………………………at the start of a job.
17. There are different rules for people who are provided with…………………..with their jobs.
18. If you earn extra money, for example for working longer hours or in tips, this counts as part of your wage when you receive it via………….
19. Anyone being paid below the National Minimum Wage should speak to their…………………………if they can.
20. According to the law, you can ask to look at your boss′s………………………………..
21. You have a period of………………………….to complain if your boss does not co-operate within the specified period of time.

DEALING WITH YOUR OFFICE EMAILS

Email has completely changed the way we work today. It offers many benefits and, if used well, can be an excellent tool for improving your own efficiency. Managed badly, though, email can be a waste of valuable time. Statistics indicate that office workers need to wade through an average of more than 30 emails a day. Despite your best efforts, unsolicited email or spam can clutter up the most organised inbox and infect your computer system with viruses. Here we give you guidance on protecting yourself.
Prioritising incoming messages: If you are regularly faced with a large volume of incoming messages, you need to prioritise your inbox to identify which emails are really important. If it is obvious spam, it can be deleted without reading. Then follow these steps for each email:
• Check who the email is from. Were you expecting or hoping to hear from the sender? How quickly do they expect you to respond?
• Check what the email is about. Is the subject urgent? Is it about an issue that falls within your sphere of responsibility, or should it just be forwarded to someone else?
• Has the email been in your inbox for long? Check the message time.

An initial scan like this can help you identify the emails that require your prompt attention. The others can be kept for reading at a more convenient time.
Replying in stages: Having prioritised your emails, you can answer them in stages, first with a brief acknowledgement and then a more detailed follow-up. This is particularly advisable when dealing with complicated matters where you don’t want to give a rushed answer. If you decide to do this, tell the recipient a definite date when you’ll be able to get back to him or her and try to keep to this wherever possible.
Some emails are uncomplicated and only require a brief, one line answer, so it’s a good idea to reply to these immediately. For example, if all you need to say is, ‘Yes, I can make the 10.00 meeting’, or ‘Thanks, that’s just the information I needed’, do it. If you are unable to reply there and then or choose not to, let the sender know that you’ve received the message and will be in touch as soon as possible.
Question 22-27. Complete the flow chart below. Choose NO MORE THAN TWO WORDS from the text for each answer.

Section 3. Question 28-40. Read the text below and answer questions 28-40

THE IRON BRIDGE

The Iron Bridge was the first of its kind in Europe and is universally recognised as a symbol of the Industrial Revolution.

A The Iron Bridge crosses the River Severn in Coalbrookdale, in the west of England. It was the first cast-iron bridge to be successfully erected, and the first large cast-iron structure of the industrial age in Europe, although the Chinese were expert iron-casters many centuries earlier.

B Rivers used to be the equivalent of today’s motorways, in that they were extensively used for transportation. The River Severn, which starts its life on the Welsh mountains and eventually enters the sea between Cardiff and Bristol, is the longest navigable river in Britain. It was ideal for transportation purposes, and special boats were built to navigate the waters. By the middle of the eighteenth century, the Severn was one of the busiest rivers in Europe. Local goods, including coal, iron products, wool, grain and cider, were sent by river. Among the goods coming upstream were luxuries such as sugar, tea, coffee and wine. In places, the riverbanks were lined with wharves and the river was often crowded with boats loading or unloading.

C In 1638, Basil Brooke patented a steel-making process and built a furnace at Coalbrookdale. This later became the property of Abraham Darby (referred to as Abraham Darby I to distinguish him from his son and grandson of the same name). After serving an apprenticeship in Birmingham, Darby had started a business in Bristol, but he moved to Coalbrookdale in 1710 with an idea that coke derived from coal could provide a more economical alternative to charcoal as a fuel for iron making. This led to cheaper, more efficient iron making from the abundant supplies of coal, iron and limestone in the area.

D His son, Abraham Darby II, pioneered the manufacture of cast iron, and had the idea of building a bridge over the Severn, as ferrying stores of all kinds across the river, particularly the large quantities of fuel for the furnaces at Coalbrookdale and other surrounding ironworks, involved considerable expense and delay. However, it was his son Abraham Darby III (born in 1750) who, in 1775, organised a meeting to plan the building of a bridge. This was designed by a local architect, Thomas Pritchard, who had the idea of constructing it of iron.

E Sections were cast during the winter of 1778-9 for a 7-metre-wide bridge with a span of 31 metres, 12 metres above the river. Construction took three months during the summer of 1779, and remarkably, nobody was injured during the construction process – a feat almost unheard of even in modern major civil engineering projects. Work on the approach roads continued for another two years, and the bridge was opened to traffic in 1781. Abraham Darby III funded the bridge by commissioning paintings and engravings, but he lost a lot on the project, which had cost nearly double the estimate, and he died leaving massive debts in 1789, aged only 39. The district did not flourish for much longer, and during the nineteenth and early twentieth centuries factories closed down. Since 1934 the bridge has been open only to pedestrians. Universally recognised as the symbol of the Industrial Revolution, the Iron Bridge now stands at the heart of the Iron bridge Gorge World Heritage Site.

F It has always been a mystery how the bridge was built. Despite its pioneering technology, no eye-witness accounts are known which describe the iron bridge being erected – and certainly no plans have survived. However, recent discoveries, research and experiments have shed new light on exactly how it was built, challenging the assumptions of recent decades. In 1997 a small watercolour sketch by Elias Martin came to light in the Swedish capital, Stockholm. Although there is a wealth of early views of the bridge by numerous artists, this is the only one which actually shows it under construction.

G Up until recently it had been assumed that the bridge had been built from both banks, with the inner supports tilted across the river. This would have allowed river traffic to continue unimpeded during construction. But the picture clearly shows sections of the bridge being raised from a barge in the river. It contradicted everything historians had assumed about the bridge, and it was even considered that the picture could have been a fake as no other had come to light. So in 2001 a half-scale model of the bridge was built, in order to see if it could have been constructed in the way depicted in the watercolour. Meanwhile, a detailed archaeological, historical and photographic survey was done by the Iron bridge Gorge Museum Trust, along with a 3D CAD (computer-aided design) model by English Heritage.

H The results tell us a lot more about how the bridge was built. We now know that all the large castings were made individually as they are all slightly different. The bridge wasn’t welded or bolted together as metal bridges are these days. Instead it was fitted together using a complex system of joints normally used for wood – but this was the traditional way in which iron structures were joined at the time. The construction of the model proved that the painting shows a very realistic method of constructing the bridge that could work and was in all probability the method used.

I Now only one mystery remains in the Iron Bridge story. The Swedish watercolour sketch had apparently been torn from a book which would have contained similar sketches. It had been drawn by a Swedish artist who lived in London for 12 years and travelled Britain drawing what he saw. Nobody knows what has happened to the rest of the book, but perhaps the other sketches still exist somewhere. If they are ever found they could provide further valuable evidence of how the Iron Bridge was constructed.

Question 28-31. Answer the questions below. Choose ONE NUMBER ONLY from the text for each answer.

28. When was the furnace bought by Darby originally constructed?
29. When were the roads leading to the bridge completed?
30. When was the bridge closed to traffic?
31. When was a model of the bridge built?


Do the following statements agree with the information given in the text?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

32. There is no written evidence of how the original bridge was constructed.
33. The painting by Elias Martin is the only one of the bridge when it was new.
34. The painting shows that the bridge was constructed from the two banks.
35. The original bridge and the model took equally long to construct.
36. Elias Martin is thought to have made other paintings of the bridge.

Question 37-40. The text has nine paragraphs, A-I. Which paragraph of the text contains the following information?
37. why a bridge was required across the River Severn
38. a method used to raise money for the bridge
39. why Coalbrookdale became attractive to iron makers
40. how the sections of the bridge were connected to each other

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IELTS GENERAL READING TESTS

Acute pyelonephritis OET role play

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Interlocutor Role Play Card Setting: Hospital Ward
Patient: You are 33 years old and were hospitalized two days ago due to a kidney infection. You feel a little better now but still find it difficult to consume food or fluids. The doctor feels you are not ready to be discharged. You have two children at home who are being cared for by your husband/wife. You are desperate to go home and are upset and angry about the situation.
TASK
When asked by the nurse, explain why you want to be discharged (feeling better, can take medication/care of self at home, wish to be with/assist family).
Resist the idea of staying in hospital and insist that you can continue the treatment at home with home visits if needed.
Be difficult to convince, but reluctantly agree to stay if help can be provided for your family.
Candidate Role Play Card Setting: Hospital Ward
Nurse: You are speaking to a 33-year-old patient who was admitted two days ago, and was diagnosed with acute pyelonephritis (kidney inflammation due to bacterial infection). He/ she has a fever, has not been able to eat or drink anything, and has been given intravenous therapy. He/she wants to be discharged from the hospital, but the doctor feels they are not fit to go home at present. The patient appears upset and agitated.
TASK
Find out why the patient wants to be discharged early.
Explain why staying in the hospital is necessary for their current condition (e.g. intravenous therapy needed because body rejecting food/fluids/oral medication, close monitoring of blood and urine to track infection, etc.).
Try to persuade the patient to remain in hospital (e.g. potential kidney damage/failure, risk of blood poisoning, unable to provide care at home, etc.).
Suggest home help be organized by hospital social worker for the family.
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Interlocutor Role Play Card Setting: Home Visit
Patient: You are a 64-year-old who underwent a left total knee replacement three weeks ago. At the time of discharge, you were advised to use a walker and to adhere to the recommended physiotherapy exercises at home until your follow-up appointment in a month. You stopped using the walker yesterday evening.
TASK
Tell the nurse why you stopped using the walker (makes you feel disabled/old. can now walk independently, knee healing well).
Insist you have been compliant with the recommended exercise regime and you do not want to be dependent on anything for routine activities.
Admit it is sometimes painful if you put weight on the knee for extended periods of time
Reluctantly agree to use a walker until your follow-up appointment.
Candidate Role Play Card Setting: Home Visit
Nurse: You are visiting a 64-year-old patient who underwent a left total knee replacement three weeks ago. This visit is to monitor the patient’s progress before his/her follow-up appointment scheduled in a month, the post-discharge instructions included using a walker for mobility and compliance with the recommended physiotherapy. During your visit, you notice that the patient is not using the walker.
TASK
Find out when and why the patient stopped using the walker « Advise the patient on the importance of physiotherapy and using the walker (e.g. physiotherapy increases range of motion/strength. Walker assists with balance, reduces risk of falls, lessens weight/pressure put on weakened muscles of knee, etc.).
Find out if the patient has been experiencing pain.
Encourage the patient to use a walker until his/her follow-up appointment (reduction in pain, shortened recovery time, etc.). Corrected.

Tetanus injection OET role play

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Interlocutor Role Play Card: Setting: General Practice
Patient: You are the parent of a four-year-old boy, who has just put his hand through a rusty nail whilst playing at the local park. Your child is very upset and does not want to receive the necessary tetanus injection.
TASK
Explain that it happened about 25 minutes ago at the local park when he picked up a plank of wood to play with. You removed his hand from the nail.
Say that you don’t want your son to receive the tetanus injection now because it’s too stressful.
Explain that you forgot to bring him for his childhood vaccination and tell the nurse that you would prefer your partner to come after work to support you.
Reluctantly agree to your son having the injection.
Candidate Role Play Card: Setting: General Practice
Nurse: You are the Nurse at a General Practice. A parent comes to see you with their four- year-old son, who has just put a rusty nail through his hand whilst playing at the local park. He needs to have a tetanus injection immediately but is distressed and refusing to have it.
TASK
Find out the details of the incident.
Explain that you need to clean and dress the wound and that he will need a tetanus injection.
Explain why the child needs the injection immediately (did not receive it as part of childhood vaccination program, deep wound, foreign bodies present).
Persuade the parent to allow their child to have it now and warn about the potential risks of tetanus (fatal disease, causes seizures, muscle stiffness, lockjaw, difficult breathing). Offer your support and reassurance.
After giving the injections, explain the rare and mild side-effects (feeling achy/tired, mild nausea/light-headedness)

Bunion surgery OET role play

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Interlocutor Role Play Card Setting: Hospital Ward
NOK: You are the son/daughter of an 82-year-old woman, who had bunion surgery two weeks ago. Your mother is coming to live with you for six months, so you can care for her while she recovers.
TASK
Respond to the nurse’s question by saying you are not sure what level of care will be required.
Respond in surprise and concern at the amount of care required – worried you will make a mistake or won’t be able to manage physically or emotionally.
Find out why your mother needs to wear a surgical boot.
Ask the nurse to explain the medicine and how it should be taken.
Candidate Role Play Card Setting: Hospital Ward
Nurse: You are speaking to the son/daughter of an 82-year-old female patient who had bunion surgery two weeks ago. The patient will be in the son/daughter’s care for the six-month recovery period.
TASK
Find out how prepared the son/daughter feels about their mother’s discharge to their home.
Explain the mother’s needs for the first eight weeks (NSAIDs/painkillers, dressing changes, mobility, personal hygiene, meal preparation).
Reassure the son/daughter that it is manageable and give advice on strategies which will make caring for their mother easier (set up a routine, get a medicine organizer, ensure she has everything she needs nearby, wear a surgical boot).
Explain the role of the surgical boot (protects the foot).
Explain the painkillers and anti-inflammatory drugs x 1 naproxen (painkiller and anti-inflammatory) every 12 hours, ibuprofen (painkiller and anti-inflammatory) x 2 every 4 hours, not to exceed 8/day.

Fall OET role play

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Interlocutor Role Play Card. Setting: Hospital Accident and Emergency Department
Patient: You have just fallen down the stairs at home and think you have broken one of your toes. It is black, swollen, and at a strange angle. You cannot put weight on it or wear a shoe. You have come to the hospital for treatment. The emergency department is very busy.
TASK
Tell the nurse that you fell down the stairs and heard and felt your toe crack. You cannot bear weight or stand on it and are unable to wear a shoe. Ask whether it is broken.
Ask for an X-ray as you have been waiting for a long time.
Reluctantly agree to the standard treatment and ask how quickly it will heal.
Ask what to do if you still have pain after a few weeks.
Candidate Role Play Card Setting: Hospital Accident and Emergency Department
Nurse: Your patient has come to the emergency department because he/she thinks he/she has broken a toe. It is a very busy weekend night, and the patient has been waiting for some time.
TASK
Find out what happened to the patient’s foot and their mobility/pain.
Explain that you do not know whether it is broken but the procedure is the same for a badly hurt or broken toe (dress and tape it to the next toe).
Explain that an X-ray would mean a very long wait and have no bearing on the treatment. The hospital is busy with emergencies tonight.
Tell the patient that it usually takes about 6 weeks to heal if cared for properly. Provide information about caring for the toe (ice pack every 20 minutes for the first few days, elevate the foot above heart level to reduce swelling and pain, try to rest it).
Reassure the patient that painkillers like ibuprofen and paracetamol usually work but to contact their GP if there is no improvement after 2-3 weeks.

Smoking cessation OET role play

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Interlocutor Role Play Card. Setting: Community Health Centre
Patient: You have recently become a parent and had your 40th birthday. You are thinking of giving up smoking and have come to talk to the Nurse Practitioner who is in charge of a support group to find out how they can help you. You are not sure whether to give up and need help deciding.
TASK
Explain that you smoke ‘roll your own’ cigarettes, every evening but only a few during the day. You love smoking and look forward to it all day, but it is expensive and you know it is bad for you and your baby’s health.
Express concern that the activities suggested often act as triggers for smoking.
Show enthusiasm and say that the extra help may prevent you from returning to the habit as you have done in the past. Find out what the next step is.
Agree to make an attempt and request a non-judgmental approach from the nurse and a weekly consultation
Candidate Role Play Card: Setting: Community Health Centre
Nurse: You are the Nurse Practitioner at a Community Health Centre and run a support group for patients who wish to give up smoking. Your patient is a 40-year-old, who is a new parent and has been smoking 20 cigarettes a day for 25 years.
TASK
Find out as much as possible about the patient’s smoking habit (quantity, products smoked, reasons for wanting to quit, etc.).
Reassure the patient that you will be able to help and offer suggestions of other pleasant things that could be introduced and looked forward to in the evening (calling a friend, good movies, delicious meals).
Suggest products to support giving up smoking (Champix tablets reduce cravings, block rewarding effects of cigarettes; electronic cigarettes satisfy cravings without the damaging effects of smoking).
Recommend that you make a plan together. Help the patient identify triggers, rewards, and benefits (e.g., more money, fewer health problems, better for baby, smell nicer).
Help fix a date to give up, prescribe the Champix, and suggest the patient buys and prepares an electronic cigarette before the agreed quit date.
Agree to offer ongoing help and support.

Vehicle accident OET role play

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Interlocutor: Petting: Emergency Department of a large city Hospital
Patient: You are a 32-year-old vehicle accident victim, the driver of the vehicle, who has been brought to the hospital suffering a suspected broken arm and concussion from the accident. You are also moderately drunk. It is midnight on a Saturday night and the ward doctors are very busy attending to many other patients, including victims of vehicle accidents, bashings, and drug overdoses. A nurse is trying to assess your injury but you are being quite uncooperative.
TASK
– Tell the nurse when asked that all you remember about the accident is that your friends in the car were screaming and that you want to know how they are.
– Insist on using a phone to check on your friends.
– Ask if you can use the hospital chapel to pray for your friend. Your manner is disoriented and confused. You keep asking what day it is.
– Reluctantly agree to allow the nurse to take your vital signs.
Candidate Setting: Emergency Department a large city Hospital
Nurse: A 32-year-old vehicle accident victim, the driver of the vehicle, has been brought to emergency suffering a suspected broken arm and concussion from the accident. The patient also appears moderately drunk. It is midnight on a Saturday night and the ward doctors are very busy attending to many other patients, including victims of vehicle accidents, bashings and drug overdoses. You are trying to assess the patient’s injury before further treatment.
Task:
– Ask the patient what he/she remembers about the accident.
– Tell the patient that you have no information about the other passengers in the car; that the most important thing for now is for his/her vital signs to be checked and for him/her to be made comfortable while waiting for a doctor.
– Refuse the patient the use of a phone asked for (the patient’s mobile phone is missing).
– Deal with the patient’s other concerns while encouraging him/her to be positive and to relax. Be sympathetic but firm.
– Give the patient some encouraging words to end the conversation as you prepare to take his/her vital signs.

Hip replacement surgery OET role play

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Interlocutor. Setting: Hospital Surgical Ward
PATIENT: You are an elderly patient who had hip replacement surgery three days ago. The surgeon saw you today and has arranged for you to be discharged tomorrow. You are worried about whether it is safe for you to leave the hospital and are frightened that you might fall. You managed to shower independently today, but you felt exhausted afterwards.
TASK
Express reluctance to be discharged so soon and explain that you don’t feel ready to leave.
Tell the nurse that you are afraid of walking around independently and especially of falling over in the shower. Ask for advice on how to prevent falls.
Ask when and how you will receive your medication and pain relief. Express concern about looking after the wound area on your hip.
Ask about what the future will hold in terms of follow-up care and the length of time it will take for you to heal. Express any other concerns or questions you may have
Candidate. Setting: Hospital Surgical Ward
Nurse: Candidate Role Play Card Nurse Setting: Hospital Surgical Ward
You have been nursing an elderly patient who had hip replacement surgery three days ago. The surgeon has seen the patient today and has arranged for them to be discharged tomorrow. You have been asked to discuss the discharge plan with the patient.
Task:
Make sure that the patient has support from family or friends on a regular basis until he/she regains his/her independence.
Ask if the patient has any other concerns about going home.
Reassure the patient that the physiotherapist will provide education to the patient and family regarding patient mobility.
Explain that the pharmacist will deliver medications before the patient is discharged.
Explain that the patient will need to make an appointment to see the GP who will check his/her wound and reinforce the dressing if necessary.
Inform the patient to call the hospital if there are any major concerns such as excessive pain (despite taking medication), bleeding from the wound site, or an elevated temperature.