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NETWORKING AS A CONCEPT IELTS READING

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Reading passage 1

Networking as a concept has acquired what is in all truth an unjustified air of modernity. It is considered in the corporate world as an essential tool for the modern businessperson, as they trot round the globe drumming up business for themselves or a corporation. The concept is worn like a badge of distinction, and not just in the business world.

People can be divided basically into those who keep knowledge and their personal contacts to themselves, and those who are prepared to share what they know and indeed their friends with others. A person who is insecure, for example someone who finds it difficult to share information with others and who is unable to bring people, including friends, together does not make a good networker. The classic networker is someone who is strong enough within themselves to connect different people including close friends with each other. For example, a businessman or an academic may meet someone who is likely to be a valuable contact in the future, but at the moment that person may benefit from meeting another associate or friend.

It takes quite a secure person to bring these people together and allow a relationship to develop independently of himself. From the non-networker’s point of view such a development may be intolerable, especially if it is happening outside their control. The unfortunate thing here is that the initiator of the contact, if he did but know it, would be the one to benefit most. And why?

Because all things being equal, people move within circles and that person has the potential of being sucked into ever-growing spheres of new contacts. It is said that, if you know eight people, you are in touch with everyone in the world. It does not take much common sense to realise the potential for any kind of venture as one is able to draw on the experience of more and more people.

Unfortunately, making new contacts, business or otherwise, while it brings success, does cause problems. It enlarges the individual’s world. This is in truth not altogether a bad thing, but it puts more pressure on the networker through his having to maintain an ever larger circle of people. The most convenient way out is, perhaps, to cull old contacts, but this would be anathema to our networker as it would defeat the whole purpose of networking. Another problem is the reaction of friends and associates. Spreading oneself thinly gives one less time for others who were perhaps closer to one in the past. In the workplace, this can cause tension with jealous colleagues, and even with superiors who might be tempted to rein in a more successful inferior. Jealousy and envy can prove to be very detrimental if one is faced with a very insecure manager, as this person may seek to stifle someone’s career or even block it completely.

The answer here is to let one’s superiors share in the glory; to throw them a few crumbs of comfort. It is called leadership from the bottom. In the present business climate, companies and enterprises need to co-operate with each other in order to expand. As globalization grows apace, companies need to be able to span not just countries but continents. Whilst people may rail against this development it is for the moment here to stay. Without co-operation and contacts, specialist companies will not survive for long. Computer components, for example, need to be compatible with the various machines on the market and to achieve this, firms need to work in conjunction with others. No business or institution can afford to be an island in today’s environment. In the not very distant past, it was possible for companies to go it alone, but it is now more difficult to do so. 

The same applies in the academic world, where ideas have been jealously guarded. The opening-up of universities and colleges to the outside world in recent years has been of enormous benefit to industry and educational institutions. The stereotypical academic is one who moves in a rarefied atmosphere living a life of sometimes splendid isolation, a prisoner of their own genius. This sort of person does not fit easily into the mould of the modern networker. Yet even this insular world is changing. The ivory towers are being left ever more frequently as educational experts forge links with other bodies; sometimes to stunning effect as in Silicon Valley in America and around Cambridge in England, which now has one of the most concentrated clusters of high-tech companies in Europe. 

It is the networkers, the wheeler-dealers, the movers and shakers, call them what you will, that carry the world along. The world of the Neanderthals was shaken between 35,000 and 40,000 BC; they were superseded by Homo Sapiens with the very ‘networking’ skills that separate us from other animals: understanding, thought abstraction and culture, which are inextricably linked to planning survival and productivity in humans. It is said the meek will inherit the earth. But will they? 

Questions 1-5 

YES if the statement agrees with the writer’s claims NO if the statement contradicts the writer’s claims NOT GIVEN if there is impossible to say what the writer thinks about this 

1 Networking is not a modern idea.
2 Networking is worn like a badge exclusively in the business world.
3 People fall into two basic categories. 
4 A person who shares knowledge and friends makes a better networker than one who does not.
5 The classic networker is physically strong and generally in good health. 

Questions 6-10 Using NO MORE THAN THREE WORDS from the passage, complete the sentences below. 

6 Making new acquaintances __________ but also has its disadvantages.
7 At work, problems can be caused if the manager is __________ .
8 A manager can suppress, or even totally __________ the career of an employee.
9 In business today, working together is necessary in order for __________ to grow.
10 Businesses that specialise will not last for long without __________ . 

Questions 11-15 Using NO MORE THAN THREE WORDS from the passage, complete the sentences below. 

11 In which sphere of life have ideas been protected jealously?
12 Which type of individual does not easily become a modern networker?
13 Where is one of the greatest concentrations of high tech companies in Europe?
14 Who replaced the Neanderthals?
15 What, as well as understanding and thought abstraction, sets us apart from other animals? 

Reading passage 2

A Silent Force 

A There is a legend that St Augustine in the fourth century AD was the first individual to be seen reading silently rather than aloud, or semi-aloud, as had been the practice hitherto. Reading has come a long way since Augustine’s day. There was a time when it was a menial job of scribes and priests, not the mark of civilisation it became in Europe during the Renaissance when it was seen as one of the attributes of the civilised individual. 

B Modern nations are now seriously affected by their levels of literacy. While the Western world has seen a noticeable decline in these areas, other less developed countries have advanced and, in some cases, overtaken the West. India, for example, now has a large pool of educated workers. So European countries can no longer rest on their laurels as they have done for far too long; otherwise, they are in danger of falling even further behind economically. 

C It is difficult in the modern world to do anything other than a basic job without being able to read. Reading as a skill is the key to an educated workforce, which in turn is the bedrock of economic advancement, particularly in the present technological age. Studies have shown that by increasing the literacy and numeracy skills of primary school children in the UK, the benefit to the economy generally is in billions of pounds. The skill of reading is now no more just an intellectual or leisure activity, but rather a fully-fledged economic force. 

D Part of the problem with reading is that it is a skill which is not appreciated in most developed societies. This is an attitude that has condemned large part of the population in most Western nations to illiteracy. It might surprise people in countries outside the West to learn that in the United Kingdom, and indeed in some other European countries, the literacy rate has fallen to below that of so-called less developed countries. 

E There are also forces conspiring against reading in our modern society. It is not seen as cool among a younger generation more at home with computer screens or a Walkman. The solitude of reading is not very appealing. Students at school, college or university who read a lot are called bookworms. The term indicates the contempt in which reading and learning are held in certain circles or subcultures. It is a criticism, like all such attacks, driven by the insecurity of those who are not literate or are semi-literate. Criticism is also a means, like all bullying, of keeping peers in place so that they do not step out of line. Peer pressure among young people is so powerful that it often kills any attempts to change attitudes to habits like reading. 

F But the negative connotations apart, is modern Western society strongly opposing an uncontrollable spiral of decline? I think not. 

G How should people be encouraged to read more? It can easily be done by increasing basic reading skills at an early age and encouraging young people to borrow books from schools. Some schools have classroom libraries as well as school libraries. It is no good waiting until pupils are in their secondary school to encourage an interest in books; it needs to be pushed at an early age. Reading comics, magazines and low brow publications like Mills and Boon is frowned upon. But surely what people, whether they be adults or children, read is of little import. What is significant is the fact that they are reading. Someone who reads a comic today may have the courage to pick up a more substantial tome later on. 

H But perhaps the best idea would be to stop the negative attitudes to reading from forming in the first place. Taking children to local libraries brings them into contact with an environment where they can become relaxed among books. If primary school children were also taken in groups into bookshops, this might also entice them to want their own books. A local bookshop, like some local libraries, could perhaps arrange book readings for children which, being away from the classroom, would make the reading activity more of an adventure. On a more general note, most countries have writers of national importance. By increasing the standing of national writers in the eyes of the public, through local and national writing competitions, people would be drawn more to the printed word. Catch them young and, perhaps, they just might then all become bookworms. 

Questions 16-22 Reading Passage 2 has eight paragraphs labelled A-H. Choose the most suitable heading for each paragraph from the list of headings below. 

Note: There are more headings than paragraphs, so you will not use all of them. One of the headings has been done for you as an example. Any heading may be used more than once. 

List of Headings i Reading not taken for granted ii Taking children to libraries iii Reading: the mark of civilisation iv Reading in St Augustine’s day v A large pool of educated workers in India vi Literacy rates in developed countries have declined because of people’s attitude vii Persuading people to read viii Literacy influences the economies of countries in today’s world ix Reading benefits the economy by billions of pounds x The attitude to reading amongst the young xi Reading becomes an economic force xii The writer’s attitude to the decline in reading 

Example: Paragraph H Answer vii 

16 Paragraph A
17 Paragraph B
18 Paragraph C
19 Paragraph D 
20 Paragraph E
21 Paragraph F
22 Paragraph G 

Questions 23-27 Do the following statements agree with the information given in Reading Passage 2? 

YES if the statement agrees with the writer’s claims
NO if the statement contradicts the writer’s claims
NOT GIVEN if there is impossible to say what the writer thinks about this 

23 European countries have been satisfied with past achievements for too long and have allowed other countries to overtake them in certain areas.
24 Reading is an economic force.
25 The literacy rate in less developed nations is considerably higher than in all European countries.
26 If you encourage children to read when they are young the negative attitude to reading that grows in some subcultures will be eliminated.
27 People should be discouraged from reading comics and magazines. 


Reading passage 3

Variations on a theme: the sonnet form in English poetry 

A The form of lyric poetry known as ‘the sonnet’, or ‘little song’, was introduced into the English poetic corpus by Sir Thomas Wyatt the Elder and his contemporary Henry Howard, Earl of Surrey, during the first half of the sixteenth century. It originated, however, in Italy three centuries earlier, with the earliest examples known being those of Giacomo de Lentino, ‘The Notary’ in the Sicilian court of the Emperor Frederick II, dating from the third decade of the thirteenth century. The Sicilian sonneteers are relatively obscure, but the form was taken up by the two most famous poets of the Italian Renaissance, Dante and Petrarch, and indeed the latter is regarded as the master of the form. 

B The Petrarchan sonnet form, the first to be introduced into English poetry, is a complex poetic structure. It comprises fourteen lines written in a rhyming metrical pattern of iambic pentameter, that into say each line is ten syllables long, divided into five ‘feet’ or pairs of syllables (hence ‘pentameter’), with a stress pattern where the first syllable of each foot is unstressed and the second stressed (an iambic foot). This can be seen if we look at the first line of one of Wordsworth’s sonnets, ‘After-Thought’: I thought of thee my partner and my guide’. 

If we break down this line into its constituent syllabic parts, we can see the five feet and the stress pattern (in this example each stressed syllable is underlined), thus: ‘I thought/ of thee/ my partner and/ my guide’. 

C The rhyme scheme for the Petrarchan sonnet is equally as rigid. The poem is generally divided into two parts, the octave (eight lines) and the sestet (six lines), which is demonstrated through rhyme rather than an actual space between each section. The octave is usually rhymed abbaabba with the first, fourth, fifth and eighth lines rhyming with each other, and the second, third, sixth and seventh also rhyming. The sestet is more varied: it can follow the patterns cdecde, cdccdc, or cdedce. Perhaps the best interpretation of this division in the Petrarchan sonnet is by Charles Gayley, who wrote: “The octave bears the burden; a doubt, a problem,. a reflection, a query, an historical statement, a cry of indignation or desire, a vision of the ideal. The sestet eases the load, resolves the problem or doubt, answers the query or doubt, solaces the yearning, realises the vision.” Thus, we can see that the rhyme scheme demonstrates a twofold division in the poem, providing a structure for the development of themes and ideas. 

D Early on, however, English poets began to vary and experiment with this structure. The first major development was made by Henry Howard, Earl of Surrey, altogether an indifferent poet, but was taken up and perfected by William Shakespeare, and is named after him. The Shakespearean sonnet also has fourteen lines in iambic pentameter, but rather than the division into octave and sestet, the poem is divided into four parts: three quatrains and a final rhyming couplet. Each quatrain has its own internal rhyme scheme, thus a typical Shakespearean sonnet would rhyme abab cdcd efef gg. Such a structure naturally allows greater flexibility for the author and it would be hard, if not impossible, to enumerate the different ways in which it has been employed, by Shakespeare and others. For example, an idea might be introduced in the first quatrain, complicated in the second, further complicated in the third, and resolved in the final couplet — indeed, the couplet is almost always used as a resolution to the poem, though often in a surprising way. 

E These, then, are the two standard forms of the sonnet in English poetry, but it should be recognized that poets rarely follow rules precisely and a number of other sonnet types have been developed, playing with the structural. elements. Edmund Spenser, for example, more famous for his verse epic ‘The Faerie Queene’, invented a variation on the Shakespearean form by interlocking the rhyme schemes between the quatrains, thus: abab bcbc cdcd ee, while in the twentieth century Rupert Brooke reversed his sonnet, beginning with the couplet. John Milton, the seventeenth-century poet, was unsatisfied with the fourteen-line format and wrote a number of ‘Caudate’ sonnets, or ‘sonnets with the regular fourteen lines (on the Petrarchan model) with a ‘coda’ or ‘tail’ of a further six lines. A similar notion informs George Meredith’s sonnet sequence ‘Modern Love’, where most sonnets in the cycle have sixteen lines. 

F Perhaps the most radical of innovators, however, has been Gerard Manley Hopkins, who developed what he called the ‘Curtal’ sonnet. This form varies the length of the poem, reducing it in effect to eleven and a half lines, the rhyme scheme and the number of feet per line. Modulating the Petrarchan form, instead of two quatrains in the octave, he has two tercets rhyming abc abc, and in place of the sestet he has four and a half lines, with a rhyme scheme dcbdc. As if this is not enough, the tercets are no longer in iambic pentameter, but have six stresses instead of five, as does the final quatrain, with the exception of the last line, which has three. Many critics, however, are sceptical as to whether such a major variation can indeed be classified as a sonnet, but as verse forms and structures become freer, and poets less satisfied with convention, it is likely that even more experimental forms will out. 

Questions 28-32 Reading Passage 3 has six paragraphs labelled A-F. Choose the most suitable heading for each paragraph from the list of headings below. Write the appropriate numbers (i-xiii) in boxes 28-32 on your answer sheet. 

Any heading may be used more than once. Note: There are more headings than paragraphs, so you will not use all of them. 

List of Headings

i Octave develops sestet
ii The Faerie Queene and Modern Love
iii The origins of the sonnet
iv The Shakespearean sonnet form
v The structure of the Petrarchan sonnet form
vi A real sonnet?
vii Rhyme scheme provides structure developing themes and ideas
viii Dissatisfaction with format
ix The Sicilian sonneteers
x Howard v. Shakespeare
xi Wordsworth’s sonnet form
xii Future breaks with convention
xiii The sonnet form: variations and additions 

Example Paragraph A Heading iii 

28 Paragraph B
29 Paragraph C
30 Paragraph D
31 Paragraph E
32 Paragraph F 

Questions 33-37 Using NO MORE THAN THREE WORDS from the passage, complete the sentences below.

33 Sir Thomas Wyatt the Elder and Henry Howard were __________ .
34 It was in the third decade of the thirteenth century that the __________ was introduced.
35 Among poets of the Italian Renaissance __________ was considered to be the better sonneteer.
36 The Petrarchan sonnet form consists of __________ .
37 In comparison with the octave, the rhyming scheme of the sestet is__________ .


Questions 38-40 Choose the correct letters A-D and write them in boxes 38-40 on your answer sheet.

38 According to Charles Gayley,
A the octave is longer than the sestet.
B the octave develops themes and ideas.
C the sestet provides answers and solutions.
D the sestet demonstrates a twofold division.

39 The Shakespearean sonnet is
A an indifferent development.
B more developed than the Petrarchan sonnet.
C more flexible than the Petrarchan sonnet.
D enumerated in different ways.

40 According to the passage, whose sonnet types are similar?
A Spenser and Brooke
B Brooke and Milton
C Hopkins and Spenser
D Milton and Meredith 

 

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Nature on display in American zoos  by Elizabeth Hanson IELTS READING

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Reading passage 1.  You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. 

A. The first zoo in the United States opened in Philadelphia in 1874, followed by the Cincinnati Zoo the next year. By 1940 there were zoos in more than one hundred American cities. The Philadelphia Zoo was more thoroughly planned and better financed than most of the hundreds of zoos that would open later. But in its landscape and its mission – to both educate and entertain, it embodied ideas about how to build a zoo that stayed consistent for decades. The zoos came into existence in the late nineteenth century during the transition of the United States from a rural and agricultural nation to an industrial one.

B. The population more than doubled between 1860 and 1990. As more middle-class people lived in cities, they began seeking new relationships with the natural world as a place for recreation, self- improvement, and Spiritual renewal. Cities established systems of public parks, and nature tourism – already popular – became even more fashionable with the establishment of national parks. Nature was thought to be good for people of all ages and classes. Nature study was incorporated into the school curriculum, and natural history collecting became an increasingly popular pastime.

C. At the same time, the fields of study which were previously thought of as „natural history‟ grew into separate areas such as taxonomy, experimental embryology and genetics, each with its own experts and structures. As laboratory research gained prestige in the zoology departments of American universities, the gap between professional and amateur scientific activities widened. Previously, natural history had been open to amateurs and was easily popularized, but research required access to microscopes and other equipment in laboratories, as well as advanced education.

D. The new zoos set themselves apart from travelling animal shows by stating their mission as the education and the advancement of science, in addition to recreation. Zoos presented zoology for the non- specialist, at a time when the intellectual distance between amateur naturalists and laboratory oriented zoologists was increasing. They attracted wide audiences and quickly became a feature of every growing and forward-thinking city. They were emblems of civic pride on a level of importance with art museums, natural history museums and botanical gardens.

E. Most American zoos were founded and operated as part of the public parks administration. They were dependent on municipal funds, and they charged no admission fee. They tended to assemble as many different mammal and bird species as possible, along with a few reptiles, exhibiting one or two specimens of each, and they competed with each other to become the first to display a rarity, like a rhinoceros. In the constant effort to attract the public to make return visits, certain types of display came in and out of fashion; for example, dozens of zoos built special Islands for their large populations of monkeys. In the 1930s, the Works Progress Administration funded millions of dollars of construction at dozens of zoos, for the most part, the collections of animals were organized by species in a combination of enclosures according to a fairly loose classification scheme.

F. Although many histories of individual zoos describe the 1940s through the 1960s as a period of stagnation, and in some cases there was neglect, new zoos continued to be set up all over the country. In the 1940s and 1950s, the first zoos designed specifically for children were built, some with the appeal of farm animals. An increasing number of zoos tried new ways of organizing their displays. In addition to the traditional approach of exhibiting like kinds together, zoo planners had a new approach of putting animals in groups according to their continent of origin and designing exhibits showing animals of particular habitats, for example, polar, desert, or forest. During the 1960s, a few zoos arranged some displays according to animal behaviour; the Bronx Zoo. for instance, opened its World of Darkness exhibit of nocturnal animals. Paradoxically, at the same time as zoo displays began incorporating ideas about the ecological relationships between animals, big cats and primates continued to be displayed in a bathroom like cages lined with tiles.

G. By the 1970s, a new wave of reform was stirring. Popular movements for environmentalism and animal welfare called attention to endangered species and to zoos that did not provide adequate care for their animals. More projects were undertaken by research scientists and zoos began hiring full-time vets as they stepped up captive breeding programs. Many zoos that had been supported entirely by municipal budgets began recruiting private financial support and charging admission fees. In the prosperous 1980s and 1990s. zoos built realistic landscape immersion‟ exhibits, many of them around the theme of the tropical rainforest and increasingly, conservation moved to the forefront of zoo agendas.

H. Although zoos were popular and proliferating institutions in the United States at the turn of the twentieth century, historians have paid little attention to them. Perhaps zoos have been ignored because they were, and remain still multi-purpose institutions, and as such, they fall between the categories of analysis that historians often use. In addition, their stated goals of recreation, education, the advancement of science, and protection of endangered species have often conflicted. Zoos occupy a difficult middle ground between science and showmanship, high culture and low, remote forests and the cement cityscape, and wild animals and urban people.

Questions 1-7. Do the following statements agree with the information given in Reading Passage 1? In boxes 1-7 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

  1. The concepts on which the Philadelphia zoo was based soon became unfashionable.
  2. The opening of zoos coincided with a trend for people to live in urban areas.
  3. During the period when many zoos were opened, the study of natural history became more popular in universities than other scientific subjects.
  4. Cities recognized that the new zoos were as significant an amenity as museums.
  5. Between 1940 and 1960 some older zoos had to move to new sites in order to expand.
  6. In the 1970’s new ways of funding, zoos were developed.
  7. There has been serious disagreement amongst historians about the role of the first zoos.

Questions 8-13. Choose NO MORE THAN ONE WORD from the passage for each answer.

Up to 1940 More mammals and birds exhibited than 8………………….. 9……………………..were very popular animals in many zoos at one time. 
the 1940s and 1950s Zoos started exhibiting animals according to their 10………………………. and where they came from. 
the 1960s Some zoos categorized animals by 11 ………………………. 
the 1970s 12 ………………………. were employed following protests about animal care.
the 1980s onwards The importance of 13 ……………………… became greater. 

Reading Passage 2 

Can we prevent the poles from melting?

A growing number of scientists ore looking to increasingly ambitious technological fixes to halt the tide of global warming. Mark Rowe reports.

A. Such is our dependence on fossil fuels, and such is the volume of carbon dioxide we have already released into the atmosphere, that most climate scientists agree that significant global warming is now inevitable – the best we can hope to do is keep it at a reasonable level, and even that is going to be an uphill task. At present, the only serious option on the table for doing this is cutting back on our carbon emissions, but while a few countries are making major strides in this regard, the majority are having great difficulty even stemming the rate of increase, let alone reversing it. Consequently, an increasing number of scientists are beginning to explore the alternatives. They all fall under the banner of geoengineering – generally defined as the intentional large-scale manipulation of the environment.

B. Geoengineering has been shown to work, at least on a small, localized scale, for decades. May Day parades in Moscow have taken place under clear blue skies, aircraft having deposited dry ice, silver iodide and cement powder to disperse clouds. Many of the schemes now suggested to do the opposite, and reduce the amount of sunlight reaching the planet. One scheme focuses on achieving a general cooling of the Earth and involves the concept of releasing aerosol sprays into the stratosphere above the Arctic to create clouds of sulphur dioxide, which would, in turn, lead to global dimming. The idea is modelled on historical volcanic explosions, such as that of Mount Pinatubo in the Philippines in 1991, which led to a short term cooling of global temperatures by 0.5“C. The aerosols could be delivered by artillery, highflying aircraft or balloons.

C. Instead of concentrating on global cooling, other schemes look specifically at reversing the melting at the poles. One idea is to bolster an ice cap by spraying it with water. Using pumps to carry water from below the sea ice, the spray would come out as snow or ice particles, producing thicker sea ice with a higher albedo (the ratio of sunlight reflected from a surface) to reflect summer radiation. Scientists have also scrutinized whether it is possible to block ice fjords in Greenland with cables which have been reinforced, preventing icebergs from moving into the sea. Veli Albert Kallio, a Finnish scientist, says that “such an idea is impractical because the force of the ice would ultimately snap the cables and rapidly release a large quantity of ice into the sea. However, Kallio believes that the sort of cables used in suspension bridges could potentially be used to divert, rather than halt, the southward movement of ice from Spitsbergen. „It would stop the ice moving south, and local currents would see them float northwards,‟ he says.

D. A number of geoengineering ideas are currently being examined in the Russian Arctic. These include planting millions of birch trees: the thinking, according to Kallio, is that their white bark would increase the amount of reflected sunlight. The loss of their leaves in winter would also enable the snow to reflect radiation. In contrast, the native evergreen pines tend to shade the snow and absorb radiation. Using ice- breaking vessels to deliberately break up and scatter coastal sea ice in both Arctic and Antarctic waters in their respective autumns, and diverting Russian rivers to increase cold-water (low to ice-forming areas, could also be used to slow down warming, Kallio says. „You would need the wind to blow the right way, but in the right conditions, by letting ice float free and head north, you would enhance ice growth.

E. But will such ideas ever be implemented? The major counter-arguments to geoengineering schemes are, first, that they are a „cop-out‟ that allow us to continue living the way we do, rather than reducing carbon emissions; and, second, even if they do work, would the side-effects outweigh the advantages? Then there‟s the daunting prospect of upkeep and repair of any scheme as well as the consequences of a technical failure. ‟I think all of us agree that if we were to end geoengineering on a given day, then the planet would return to its pre-engineered condition very rapidly, and probably within 10 to 20 years,‟ says Dr. Phil Rasch, chief scientist for climate change at the US-based Pacific Northwest National Laboratory. That’s certainly something to worry about. I would consider geoengineering as a strategy to employ only while we manage the conversion to a non-fossil- fuel economy.‟ „The risk with geoengineering projects is that you can “overshoot”,‟ says Dr. Dan Lunt, from the University of Bristol. „You may bring global temperatures back to pre-industrial levels, but the risk is that the poles will still be warmer than they should be and the tropics will be cooler than before industrialization.”

F. The main reason why geoengineering is countenanced by the mainstream scientific community is that most researchers have little faith in the ability of politicians to agree – and then bring in – the necessary carbon cuts. Even leading conservation organisations believe the subject is worth exploring. As Dr. Mortin Sommerkorn, a climate change advisor says. „But human-induced climate change has brought humanity to a position where it is important not to exclude thinking thoroughly about this topic and its possibilities despite the potential drawbacks. If, over the coming years, the science tells us about an ever- increased climate sensitivity of the planet – and this isn’t unrealistic – they may be best served by not having to start our thinking from scratch.

Questions 14-18. Reading Passage 2 has six paragraphs A-F. Which paragraph contains the following information?
Write the correct letter A-F in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.

14. the existence of geoengineering projects distracting from the real task of changing the way we live
15. circumstances in which geoengineering has demonstrated success
16. maintenance problems associated with geoengineering projects
17. support for geoengineering being due to a lack of confidence in governments
18. more success in fighting climate change in some parts of the world than others

Questions 19-23. Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers In boxes 19-23 on your answer sheet.

Geoengineering projects

A range of geoengineering ideas has been put forward, which aim either to prevent the melting of the ice caps or to stop the general rise in global temperatures. One scheme to discourage the melting of ice and snow involves introducing 19……………………….to the Arctic because of their colour. The build-up of ice could be encouraged by dispersing ice along the coasts using special ships and changing the direction of some 20 but this scheme is dependent on certain weather conditions. Another way of increasing the amount of ice involves using 21………………………to bring water to the surface. A scheme to stop ice moving would use 22……………………….but this method is more likely to be successful in preventing the ice from travelling in one direction rather than stopping it altogether. A suggestion for cooling global temperatures is based on what has happened in the past after 23………………………. and it involves creating clouds of gas.

Questions 24-26 Look at the following people and the list of opinions below. Match each person with the correct opinion A-E. Write the correct letter, A-E in boxes 24-26 on your answer sheet.

24. Phil Rasch
25. Dan Lunt
26. Martin Sommerkorn

List of opinions

A. The problems of geoengineering shouldn’t mean that ideas are not seriously considered.
B. Some geoengineering projects are more likely to succeed than others.
C. Geoengineering only offers a short-term solution.
D. A positive outcome of geoengineering may have a negative consequence elsewhere.
E. Most geoengineering projects aren’t clear in what they are aiming at.

Reading Passage 3 QUESTION 27-40

America’s oldest art?

A. Set within treacherously steep cliffs, and hidden away valleys of northeast Brazil, is some of Southeast America‟s most significant and spectacular rock-art. Most of the art so far discovered from the ongoing excavations comes from the archaeologically – important National Park of the Serra da Capivara in the state of Piaui, and it is causing quite a controversy. The reason for the uproar? The art is being dated to around 25.CC0 or perhaps. According to some archaeologists, even 36,000 years ago. If correct, this is set to challenge the wide-field view that America was first colonized from the north, via the Bering Straits from eastern Siberia at around 10.000 BC. only moving down into Central and South America in the millennia thereafter.

B. Prior to the designation of 130,000 hectares as a National Park, the rock-art sites were difficult to get to and often dangerous to enter. In ancient times, this inaccessibility must have heightened the importance of the sites, and indeed of the people who painted on the rocks. Wild animals and human figures dominate the art and are incorporated into often-complex scenes involving hunting, supernatural beings, fighting and dancing. The artists depicted the animals that roamed the local ancient brushwood forest. The large mammals are usually hunted in groups and tend to be shown a running stance, as they trying to escape from hunting parties. Processions – lines of human and animal figures – also appear of great importance to these ancient artists. Might such lines represent family units or groups of warriors? On a number of panels, rows of stylized figures, some numbering up to 30 individual figures, were painted using the natural undulating contours of the rock surface, so evoking the contours of the seconding landscape. Other interesting, but very rare, occurrences are scenes that show small human figures holding on to and dancing around a tree, possibly involved in some form of a ritual dance.

C. Due to the favourable climatic conditions. the imagery on many panels is in a remarkable state of preservation. Despite this, however, there are serious conservation issues that affect their long term survival. The chemical and mineral quantities of the rock on which the imagery is panted are fragile and on several panels it is unstable. As well as the secretion of sodium carbonate on the rock surface,
complete panel sections have, over the ancient and recent past, broken away from the main rock surface. These have then become buried and sealed into sometimes-ancient floor deposits. Perversely, this form of natural erosion and subsequent deposition has assisted archaeologists in dating several major rock-art sites. Of course, dating the art is extremely difficult oven the non-existence of plant and animal remains that might be scientifically dated. However, there am a small number of sites in the Serra da Capivara that are giving up their secrets through good systematic excavation. Thus, at Toca do Roqi.omo da Pedra Furada. rock-art researcher Nide Guidon managed to obtain a number of dates. At different levels of excavation, she located fallen painted rock fragments, which she was able to dale to at least 36,000 years ago. Along with toe painted fragments, crude stone tools were found. Also discovered were a series of scientifically datable sites of fireplaces, or hearths, the earliest dated to 46,000 BC. arguably the oldest dates for human habitation in America.

D. However, these conclusions are not without controversy. Critics, mainly from North America, have suggested that the hearths may, in fact, be a natural phenomenon, the result of seasonal brushwood fires. Several North American researchers have gone further and suggested that the rock art from this site dates from no earlier than about 3,730 years ago, based on the results of limited radiocarbon dating. Adding further fool to the general debate is the fact that the artists in the area of the National Hark tended not to draw over old motifs (as often occurs with rock-art), which makes it hard to work out the relative chronology of the images or styles. However, the diversity of imagery and the narrative the paintings created from each of the many sites within the National Park suggests different artists were probably making their art at different times and potentially using each site over many thousands of years.

E. With fierce debates thus raging over to dating, where these artists originate from is also still very much open to speculation. The traditional view ignores the early dating evidence from the South American rock-art sites. In a revised scenario, some anthropologists are now suggesting that modern humans may‟ have migrated from Africa using the strong currents of the Atlantic Ocean some 63.000 years or more ago, while others suggest more improbable colonization coming from the Pacific Ocean. Yet, while the ether hypothesis is plausible, there is still no supporting archaeological evidence between the South American coastline and the interior. Rather, it seems possible that there were a number of waves of human colonization of the Americas occurring possibly over a 60,000-100,000 year period, probably using the Bering Straits as a land bridge to cross into the Americas.

F. Despite the compelling evidence from South America, it stands alone: the earliest secure human evidence yet found in die state of Oregon in North America only dates to 12,300 years BC. So this is a fierce debate that is likely to go on for many more years. However, the splendid rock art and its allied anthropology of northeast of Brazil, described here, is playing a huge and significant role in the
discussion.



Questions 27-29. Choose the correct letter, A, B, C or D. Write the correct letter in boxes 27-29 on your answer sheet.

27. According to the first paragraph, the rock-art in Serra da Capivara may revolutionize accepted ideas about …………………….
A. the way primitive people lived in North America.
B. the date when the earliest people arrived in South America.
C. the origin of the people who crossed the Bering Straits.
D. the variety of cultures which developed in South America.

28. How did the ancient artists use the form of the rock where they painted?
A. to mimic the shape of the countryside nearby
B. to emphasize the shape of different animals
C. to give added light and shade to their paintings
D. to give the impression of distance in complex works

29. In the fourth paragraph, what does the winter say is unusual about the rock-artists of Serra da Capivara?
A. They had a very wide range of subject matter.
B. Their work often appears to be illustrating a story.
C. They tended to use a variety of styles in one painting,
D. They rarely made new paintings on top of old ones.

Questions 30-36 In boxes 30-36 on your answer sheet, write YES, if the statement agrees with the claims of the writer
NO, if the statement contradicts the claims of the writer
NOT GIVEN, if it is impossible to say what the writer thinks about this

30. Archaeologists have completed their survey of the rock-art in Piaui.
31. The location of the rock-art suggests that the artists had a significant role in their society.
32. The paintings of animals show they were regarded as sacred by the ancient humans.
33. Some damage to paintings is most likely due to changes in the weather of the region.
34.. The fact that some paintings wore buried is useful to archaeologists.
35. The tools found near some paintings were probably used for hunting animals.
36. The North American researchers have confirmed Niede Guidons dating of the paintings.



Questions 37-40
Complete each sentence with the correct ending. A-F below.
Write the correct letter A-F on your answer sheet.

37. Materials derived from plants or animals …………………
38. The discussions about the ancient hearths ……………….
39. Theories about where the first South Americans originated from………………..
40. The finds of archaeologists in Oregon …………………….
A. giving rise to a great deal of debate among anthropologists.
B. does not support the earliest dates suggested for the arrival of people in America.
C. are absent from rock-art sites In the Serra da Capivara.
D. have not been accepted by academics outside America.
E. centre on whether or not they are actually man-made.
F. reflect the advances in scientific dating methods”




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IELTS ACADEMIC READING IELTS GENERAL READING VOCABULARY COACH WRTING TASK 1 VOCAB IELTS AC WRITING TASK 1 IELTS GENERAL WRITING TASK 1 IELTS WRITING TASK 2 IELTS SPEAKING TASK 1 IELTS SPEAKING TASK 2 IELTS LISTENING TEST

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Urinary catheter insertion OET role play (model answer by Lifestyle Training Centre)

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SETTING: Hospital Ward
Model role play by LTC

SETTING: Hospital Ward
NURSE: ‘You see a 40-year-old patient who had a urinary catheter inserted following a hernia repair. He/she had the catheter removed six hours ago and you are monitoring his/her bladder function.

TASK:
§ Find out how the patient is feeling (any pain, whether passed urine, etc.).
§ Find out more details about the pain (onset, treatment tried, etc.). Explore the patient’s hydration (quantity, time of last drink, etc.).
§ Explain the purpose of the trial without catheter (e.g., ensure bladder function restored, etc.), and trial failure (no urine passed in six hours). Outline next steps (re-insert catheter, discharge with catheter bag, retrial within one week).
§ Warn the patient of possible risks of not re-inserting the catheter (e.g., urinary retention, infection, etc.).
§ Give details of catheter management (ease of emptying catheter bag, community nursing support available, etc.). Establish patient consent for catheter reinsertion.
§ Inform the patient of timescale for returning to hospital (within 1 week to remove the catheter, then repeat trial without catheter) and advise him/her to return sooner if he/she is worried (increasing pain, etc.).

Model answer

Nurse: Hi John, I am Matthew, one of the registered nurses, working in this hospital ward. How are you feeling?

Patient: I am okay nurse, thanks.

Nurse: I am glad to hear that. From your records, I understand that you underwent a hernia repair, and presently your bladder function is being monitored without the aid of a catheter. Is that correct?

Patient: Yes, that’s correct.

Nurse: Okay. Before we proceed any further, I would like to ask you a few questions for documentation purposes. Is that alright?

Patient: Yes, sure.

Nurse: Thanks. I would like to know how you are feeling overall.

Patient: I am okay.

Nurse: Do you experience any pain?

Patient: Yes, I have a little pain in my abdomen area, but it is manageable. I don’t worry about it.

Nurse: Have you passed urine after the catheter removal?

Patient: No, I haven’t.

Nurse: Okay, when exactly did the pain start?

Patient: I think it started after the catheter was removed.

Nurse: Have you taken any pain medication?

Patient: No, I haven’t.

Nurse: Okay. Now, I would like to know about your fluid intake. Have you been drinking enough water?

Patient: Yes.

Nurse: When did you last drink water?

Patient: I’ve been drinking every hour.

Nurse: How much water have you been drinking?

Patient: Two glasses each time.

Nurse: That’s good.

Patient: I was hoping to be discharged as the catheter was removed.

Nurse: I understand John. Let me explain to you what’s going on. We’ve been checking your bladder function without the help of a catheter to see if your bladder function is fully restored. Unfortunately, the trial is a failure as you’ve not passed urine in the past six hours.

Patient: Okay.

Nurse: John, I know that it might sound frustrating; however, we need to make sure that your bladder function is fully restored; therefore, we need to re-insert the catheter.

Patient: I really don’t want the catheter to be reinserted. I hate it. There must be another way.

Nurse: I totally understand it John. However, please try to understand the situation. Let me explain to you the next steps. We will re-insert the catheter and discharge you with a catheter bag. You take rest at home, and in a week’s time, we will redo the trial. We hope that by that time, everything will be functioning fully. What do you think, can we proceed with that?

Patient: Actually, I hate the idea of wearing a catheter bag. Moreover, I don’t even know how to empty the bag.

Nurse: I understand. This indeed is not a pleasant situation. However, we must consider the risks that are involved if we don’t re-insert the catheter. For example, if we do not re-insert the catheter now, in worst-case scenarios, it could lead to urinary retention, urinal infection, and so on. Therefore, I would recommend you comply with the procedure for now as to avoid further complications.

Patient: Fine, I will do it; let me just go home after you re-insert the catheter. By the way, when exactly do I have to be back to the hospital?

Nurse: Thanks, John, for your agreement in this matter. Like I mentioned earlier, within one week, let’s say in 5-6 days, you can come back to the hospital for the retrial. However, please note that you can return to the hospital sooner in case if you feel any sort of abnormal or increased pain. How does that sound?

Patient: Sounds okay to me. I will be careful and monitor my pain. I really hope to get the catheter removed as soon as possible.

Nurse: We desire the same for you, John. Do you have any other questions or doubts that you would like to ask me?

Patient: No.

Nurse: To summarize our conversation, you’re currently under a catheter trial after undergoing a hernia repair. As you were not able to pass urine even after six hours of removal of the catheter, we will discharge you after re-insertion of the catheter and redo the trial within a week. Please remember to return immediately to the hospital if you feel any sort of elevated pain. I also recommend you stay hydrated at home as it would help your bladder function. Please drink plenty of water every hour. Do you understand everything I have explained, John?

Patient: Yes, nurse.

Nurse: Wonderful. Do I have your permission to re-insert the catheter?

Patient: Yes, you may.

Nurse: Thank you, John.

We hope that this model role play has aided your OET speaking skill. We’ve incorporated all 9 speaking criteria in this model role play. If you have doubts, please write in the comments section. For training, kindly get in touch with us. Thank you!

Insulin injection

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PATIENT. Role play. SETTING: Home Visit 
You have been a diabetic for a number of years and have managed your diabetes with diet and tablets. However, your doctor wants you to start having insulin injections and has asked the district nurse to visit you at home to teach you how to give yourself these injections. You don’t really understand why you have to have insulin injections. Also, you are very nervous about the procedure of injecting yourself. 
TASK: 
•Ask the nurse why you have to have insulin injections, stressing that you feel you have been managing your diabetes well.
•When the nurse is explaining the procedure for giving the insulin injections, show that you are anxious about it.
NURSE. Role play. SETTING: Home Visit 
A general practitioner has asked you to visit a patient who has diabetes. Until recently, the diabetes has been moderately well-controlled by diet and oral medication. However, recently the patient’s blood sugars have been high, and the doctor has decided to commence insulin injections. The doctor wants you to show the patient how to give himself/herself the insulin injections. On arriving at the patient’s home, you find that he/she is very unsure why he/she needs insulin injections and very nervous about the procedure of administering the insulin. 
TASK: 
•Explain to the patient, when requested, why he/she needs insulin injections.
•Explain slowly and clearly the whole process of giving the injection (including using clean needles, administeringthe injection, sites for injection, etc.).
•Try to reassure the patient that he/she will be able to manage the injections.
•Emphasize the importance of safe needle disposal (suitable containers, proper care and handling). 

Sample role play by Lifestyle Training Centre (live transcript):

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Aching feet

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PATIENT. Role play. Setting: Private Clinic 
You are a 52-year-old working long hours in customer service. You are tired and have been experiencing aching feet. Sometimes you have numbness and tingling, which is worse at night. You are worried because your uncle has Multiple Sclerosis and your aunt has Parkinson’s disease. 
TASK: 
•Tell the nurse that you are very tired, you suffer from symptoms in the feet, your memory is not too good, and when you are stressed, your hands shake.
•Explain that your work is stressful, moves at a frantic pace, and you have dozens of things to remember but don’t write them down. What can be done?
•Accept that perhaps stress is causing your symptoms.
•Agree to a referral to a podiatrist and seek advice from a doctor.
•Reluctantly express the ‘real’ reason you are here – you are extremely ‘paranoid’ about the chance that you may have a neurological disease because of your family history.
NURSE. Role play. Setting: Private Clinic 
You are attending to a 52-year-old who works long hours in customer service. The patient complains of being tired and has been experiencing aching feet. Sometimes he/she has numbness and tingling, which is worse at night. The patient admits to being ‘paranoid as his/her uncle has Multiple Sclerosis and his/her aunt has Parkinson’s disease. 
TASK: 
•Explain that working long hours and stress may produce symptoms such as tiredness and poor memory.
•Suggest initial steps to improve sore feet issues (e.g., comfortable shoes, orthopaedic shoes; compression stockings, etc.).
•Emphasise that you think the patient may be putting too much stress on him/herself.
•Recommend a visit to a podiatrist.
•Advise the patient to arrange a medical appointment.
•Highlight the importance of not self-diagnosing and thinking the worst.

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Osteomyelitis

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Asked for 12 SEP 2020 OET speaking session

PATIENT. Role play. SETTING: Hospital Ward 
You are 48 years old and are in hospital because you have developed a bone infection (osteomyelitis) in your leg. 
TASK: 
•When asked, say that you’ve been feeling a bit feverish since you woke up today.
•Say you’re still in a lot of pain.
•Say the pain isn’t any better or worse than it was before. Say you don’t understand why the nurse is asking you about changes in pain.
•Say you’re not very clear why you can’t just take antibiotic tablets instead of the drip and then go home.
•Ask how long you’ll need to take antibiotics for.
•Agree to let the nurse do the checks.
NURSE. Role play. SETTING: Hospital Ward 
You are checking on a 48-year-old patient who has developed osteomyelitis (a bone infection) in his/her leg. 
TASK: 
•Explain your role (e.g., monitor wound, take vital signs, check intravenous drip, etc.). Find out how the patient is feeling.
•Describe the symptoms of osteomyelitis (fever, pain, etc.). Reassure the patient about his/her progress(reduction in fever, positive effect of antibiotics, etc.). Find out more details about the pain (change in level, change of location, any new pain, etc.).
•Give reasons for exploring changes in pain (e.g., importance of monitoring, possible sign of secondary infection, etc.). Advise the patient to communicate any changes in pain. Find out if the patient has any other concerns.
•Explain treatment stages before discharge (control infection, switch to oral antibiotics, establish self-medication routine, etc.).
•Describe antibiotic treatment plan (several more days intravenously in hospital, 4-6 weeks in tablet form at home). Establish the patient’s willingness for you to do the necessary checks 

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MRSA screening

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Asked for 5 December 2020 OET speaking session

PATIENT. Role play. Setting: Pre-Surgery Clinic 
You are 60 years old and are going to have an operation on your knee this week. You have been told you need to have MRSA (methicillin-resistant Staphylococcus aureus) screening. You attend an appointment for a preoperative assessment and ask for more information about the screening. 
TASK: 
•When asked, say you have been told that you need to get tested for MRSA, but you don’t really understand why it is necessary.
•Say the reason for the MRSA screening is clear now but you’d like to know more about what the screening involves.
•Ask what will happen if the test confirms that you have the bacteria.
•Say even if your test is negative now, you are worried you might pick up the bacteria in hospital, and then won’t be able to have the operation.
•Say everything is a lot clearer now; you are okay to have the screening.
NURSE. Role play. Setting: Pre-Surgery Clinic 
You see a 60-year-old patient who is going to have an operation on his/her knee this week. He/she attends the clinic for a preoperative assessment and wants more information about the MRSA (methicillin-resistant Staphylococcus aureus) screening. 
TASK: 
•Confirm reason for patient’s appointment (preoperative assessment before knee operation). Find out if patient has any questions.
•Give information about MRSA (e.g., common skin/nasal bacteria, resistant to antibiotics, harmless to healthy people, causes complications for surgery/recovery, etc.). Describe purpose of MRSA screening (e.g., infection control in hospitals, etc.).
•Outline procedure for MRSA screening (e.g., swabs from nose/groin, sent to laboratory for testing, results within a few days, etc.). Find out any other concerns.
•Explain next steps if result is positive (e.g., prescription for antiseptic body wash, extra hygiene measures, ointment for nostrils: five days, retest, etc.).
•Reassure patient about precautionary measures to prevent spread of bacteria (strict cleaning regime, e.g.,antibacterial hand-wash, sterilisation of equipment, monitoring of facilities, etc.). Establish patient’s consent to have screening.

OET READINGOET SPEAKINGOET ROLE PLAYSOET LETTER WRITINGOET LISTENING

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Bladder infection 

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Asked for 26 sep 2020  OET speaking session

PARENT. Role play. SETTING: City Clinic 
You are the parent of a 4-year-old girl who has a suspected bladder infection, which she gets frequently. The doctor has requested a urine sample, and you see the nurse to get a sample bottle and to check the procedure for getting the urine sample. 
TASK: 
•When asked, say you need to get a urine sample for your daughter, who’s only four. Say you want to check that you just need to get her to pee into a container and then collect the sample from that.
•Say you’ll follow the nurse’s instructions. Ask how quickly you need to bring the urine sample to the clinic.
•Say your daughter keeps getting bladder infections, and you don’t think this problem will be resolved soon.
•Say the doctor gave you lots of advice, for example, about hygiene, which you have been following. Admit it’s really difficult to get your daughter to drink anything, and she doesn’t like using the toilet at nursery.
•Say that you are glad it is just a phase, and you’ll get the sample done as quickly as you can.
NURSE. Role play. SETTING: City Clinic 
You see the parent of a 4-year-old girl who has a suspected urinary tract infection (UTI), which she gets frequently. You give the parent a sample bottle and advice on the procedure for collecting a urine sample, which the doctor has requested. 
TASK 
 Find out the reason for the parent’s request to see you.
 Outline the urine collection process (e.g., get girl to drink water to fill bladder, collect mid-stream, use sterile sample bottle, etc.). Stress importance of not contaminating the sample (e.g., unreliable test results, cause of bladder infections not identified, etc.).
 Outline the next steps after sample collection (taken to the clinic within 12 hours, initial dipstick test, full lab analysis if needed, etc.)
 Give information about bladder infections in children (e.g., common, caused by reluctance to pee/lack of hydration, etc.). Establish what advice the doctor gave the parent (hygiene, cotton underwear, unscented/unperfumed products, etc.).
 Reassure the parent about child not using the toilet at nursery (e.g., common phase, will grow out of it as she gets used to the teachers, etc.). Give advice on hydration (e.g., fruit, ice blocks, etc.) 

View sample role play on YouTube

Role pay script from live speaking

Nurse: Hi, I am John, one of the registered nurses working here in this clinic. How can I help you today?

Patient: Hi John. I am Sheena. Um, I’m actually here for my daughter, and she is suspected of suffering from a urinary tract infection.

Nurse: I’m so sorry to hear that.

Patient: It’s okay. Actually, the doctor has requested us to get a urine sample, so I’m here to collect a sample bottle in order to collect her urine sample. Would you help me with that?

Nurse: Certainly. But before we proceed any further, I’d like to collect some information for documentation purposes. Is that all right?

Patient: Sure.

Nurse: How old is your daughter?

Patient: She is four.

Nurse: And do you know how to collect this urine sample?

Patient: Yeah, I guess so. Is there anything that I should do extra? I thought I just had to get my daughter to pee, collect the sample, and bring it to the lab. Am I thinking correctly?

Nurse: Yes, you are right. However, let me explain to you the proper procedure so that you can do it accurately. May I?

Patient: Sure.

Nurse: Please make sure that your daughter drinks plenty of water first.

Patient: Okay.

Nurse: When she pees, do not collect the sample immediately, but wait for a few seconds and collect the midstream urine so that you get a proper sample. Do you understand?

Patient: Oh, okay. That makes sense.

Nurse: And please make sure that the sample does not get contaminated by any means. If it gets contaminated, it would result in unreliable test results, and the doctors may not be able to identify the exact reason for the infection or pinpoint the proper cause. Do you understand?

Patient: Yeah, I’ll make sure that the sample is not contaminated. You know, I get frustrated at times; my daughter keeps getting this infection. I don’t know why, and I don’t know how long I have to keep bringing her to the hospital and so on.

Nurse: I certainly understand your concern, but don’t worry. This is just a phase in her life. It is quite common with children, particularly children of your daughter’s age.

Patient: Uh-huh, okay.

Nurse: So, has the doctor given you any advice regarding how to manage this condition?

Patient: Actually, the doctor has told me a lot of things. I recollect him talking about the importance of following hygiene and so on.

Nurse: Yes, hygiene plays a vital role here, particularly in this condition. Please also make sure that your daughter wears cotton underwear. Moreover, she should avoid scented and perfumed products. Do you understand?

Patient: Yes, I do understand. Thanks for that. One more thing, I really can’t get her to drink water. She doesn’t like drinking water, and she does not like using the toilets at nursery. I don’t know what to do.

Nurse: I totally understand your concern, but do not worry. This is just a common phase and is quite common among children of this age. Your daughter will just grow out of it. Do you understand?

Patient: Oh, okay. That’s a good thing, and I’m relieved to hear that it’s just a phase.

Nurse: Yes, definitely. I can give you a few tips to improve her hydration. If she does not like drinking water, you can introduce fruits and even ice blocks to her. In that way, somehow, she’ll get water into her system. How does that sound?

Patient: That sounds brilliant! I can definitely do that.

Nurse: Okay. Is there anything else that you would like to ask me?

Patient: No, I’ll just get the bottle, collect the sample, and bring it back to you as soon as possible. Thank you so much for listening to my concern and explaining all these things. I appreciate it.

Nurse: You’re welcome. I’ll provide you with a sample bottle, and you can bring it within 12 hours. Please remember not to collect the urine immediately but to collect the midstream urine. We will start with a dipstick test and may also go for a full lab analysis. Please remember, this is just a phase in your daughter’s life, and she will grow out of it. Make sure that she follows proper hygienic practices and wears cotton underwear, avoiding scented and perfumed products. Okay?

Patient: All right, thank you.

Nurse: So, I’ll see you next time.

Patient: Thank you.

We hope this information has been valuable to you. If so, please consider a monetary donation to Lifestyle Training Centre via UPI. Your support is greatly appreciated.

Would you like to undergo training for OET, PTE, IELTS, Duolingo, Phonetics, or Spoken English with us? Kindly contact us now!

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Transesophageal echocardiogram (TOE)

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Asked for 12 Sep 2020  OET speaking session

PATIENT. Role play. SETTING Hospital outpatient Clinic
You are 52 years old and have been given information about the transoesophageal echocardiogram (an ultrasound of the heart using four small cameras going down the throat) that you are going to have next week. 
Task: 
•When asked, say that you have never had an echocardiogram before and are feeling quite nervous.
•Ask if there is anything you should do before you have the procedure.
•Say that you hope you feel okay afterwards as you are planning to go out with friends.
•When asked, say that you have arranged for a friend to come with you and she’ll stay with you afterwards too. Also, mention that you don’t want to have to wait for long for the results.
•Say that the information provided is clear, but you will be glad once the procedure is over.
NURSE. Role play. SETTING Hospital outpatient Clinic
You are giving a 52-year-old patient information about a transoesophageal echocardiogram (TOE) he/she is going to have next week. 
TASK: 
•Confirm the patient is scheduled to have a transoesophageal echocardiogram. Find out if the patient has had one before.
• Explain the function of transoesophageal echocardiogram (e g. provide detailed images, check structure of heart, analyse blood flow, enable planning of surgery/treatment, etc.)
• Outline pre- TOE requirements (e.g., avoid food/drink 6 hours before. etc. Describe preparation at the hospital (e.g.,anaesthetic spray, light sedation, mouth-guard etc)
•Advise patient about the after-effects e.g., possible discomfort/soreness drowsiness, etc)
• Outline post-procedure steps (pre-discharge: observation period; post-discharge accompanied, no driving for 24 hours, etc.). Find out if the patient has someone to support him/her post-discharge
•Give information about results [scan analysed. probably 1-2 weeks, subsequent follow-up appointment with GP).

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Catarrh

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Asked for 11 OCT 2020  OET speaking session

PATIENT. Role play. SETTING Community Health Centre 
You are 22 years old and have had a cold which has left you with a build-up of mucus (catarrh) and & constant need to clear your throat. You have come for advice on treatment.

TASK
§ When asked, say you have had a cold for a couple of weeks and it’s left you with a build-up of mucus, which means you need to clear your throat a lot. This is quite unpleasant for you and people around you. Say you want some advice on treatment.
§ Say you don’t have a runny nose, but you are coughing up lots of white mucus and your face and neck hurt as a result. Your senses of smell and taste are fine.
§ Say you were hoping the nurse would give you a prescription for something which would be more effective than over- the-counter medication.
§ Say you will try over-the-counter medication, but you are worried the problem might carry on for a long time.
Say you It follow the nurse’s advice and will make an appointment with your GP if there is no improvement
NURSE. Role play. SETTING Community Health Centre 
You see a 22-year-old patent who has had a cold and as a result has a build-up of mucus (catarrh) and a constant need to clear his/her throat. He/she wants some advice on treatment.

TASK
§ Find out the reason for the patient’s visit
§ Find out more details of symptoms (runny nose, colour of mucus, facial pain, reduced sense of smell/taste, etc.)
• Ouitline ways to relieve catarrh (e.g., drink cold water before clearing, saline nasal rinse. avoid warm dry atmosphere, stay well-hydrated, etc.), Suggest over-the-counter medication (e.g., decongestants, antihistamines, etc.).
• Resist request for prescription (e.g., not necessary. not your role, etc.).
• Reassure patient about catarrh (e.g., usually temporary, not harmful, self-limiting, etc.). Advise need to see GP if problem persists for more than six weeks {e.g., rule out any underlying condition/unidentified food sensitivity etc)

We hope this information has been valuable to you. If so, please consider a monetary donation to Lifestyle Training Centre via UPI. Your support is greatly appreciated.

Would you like to undergo training for OET, PTE, IELTS, Duolingo, Phonetics, or Spoken English with us? Kindly contact us now!

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