General Training Reading 2024-05 Test 2

General Training

ماه آزمون: 2024-05

بر اساس خاطرات شرکت‌کنندگان بازسازی شده — محتوای رسمی IELTS نیست. فایل صوتی و متن‌ها برای تمرین بازسازی شده‌اند.

Reading Passage 1 — What's On In Winter

A. The Great Outdoors Sundays, June and July ORIENTEERING Where: various bush and farm locations Orienteering is an outdoor activity that combines adventure and sport with navigational skills through the bush. Take a hike or mountain-bike ride through a set course in a different bush or farm location on each excursion with guidance from a compass and a map. Each course is within an hour's drive of the CBD. This is a fun, easy way to enhance fitness for the whole family, ages 7-70. To learn more about orienteering or sign up for a course, visit wa.orienteering.asn.au or call 9215 0700. B. Mountain Designs Adventure Race Australia 4 July Where: bush camp and forest retreat Adventure Race Australia heightens the thrill of adventure racing, combining biking, running, trekking, kayaking, rock climbing and other adventure sports to test physical strength, endurance and willpower. The race caters to both inexperienced and seasoned racers with a 'Raw' course for beginners and a 'Hardcore' course for racers who want an extra challenge. To get involved go to adventureaustralia.com.au C. Film Frenzy 21 June & 19 July MEMORABLE MOVIES IN MIDLAND Where: Town Hall Take a trip down memory lane at the Memorable Movies gathering, held once a month. This June the memorable movie is Roman Holiday, the 1953 classic starring Gregory Peck and Audrey Hepburn. Then in July there is a school holiday special presentation of The World's Fastest Indian, a true-life story of motorcycle enthusiast and world-record breaker Burt Munro, starring Anthony Hopkins. D. Festivals and Fairs 17 to 19 June HILLARYS ANTIQUE AND VINTAGE FAIR Where: Hillarys Boat Harbour The Antique and Vintage Fair will showcase hidden treasures from the past, including fascinating items from antique furniture to retro fashion. Antique valuers will also be on the premises to give expert advice on buying and selling as attendees peruse the various stalls underneath one giant tent. E. Music Magic 29 to 30 July A TRIBUTE TO LOUIS ARMSTRONG Where: Concert Hall Louis Armstrong revolutionised American jazz and dominated the scene for more than 60 years. He defines the jazz style and is a legendary figure in music history. Conductor Benjamin Northey will accompany trumpeter James Morrison to pay tribute to the famous musician by playing some of his most well-known and beloved hits. Go to waso.com.au for more details. F. All the Rest Until 18 October WHODUNNIT? EXHIBITION Where: Scitech Become a detective for a day at the Whodunnit? Exhibition. The exhibition is a fabricated crime scene in a zoo: someone has shot and killed a security guard, and a famous white rhino is missing. Guests use forensic science to obtain evidence and solve the crimes. For details visit scitech.org.

    Questions 1–4: Matching activities to statements

    Look at texts A-F above from a 'What's on in Winter' guide. For which text are the following statements true? Note: you may use any letter more than once.

    1. 1

      Which two activities involve outdoor sport?

    2. 2

      Which activity would music lovers enjoy?

    3. 3

      Which activity is held monthly?

    4. 4

      Which activity would suit young science lovers?

    Reading Passage 2 — Bare-headed Biker Dies in Helmet Protest Ride

    New York. A motorcyclist taking part in a protest against helmet laws has died after he went over his handlebars and hit his head on the pavement. Philip Contos, 55, probably would have survived the accident on Saturday in Onondaga if he was wearing a helmet, police said. Mr Contos was riding a Harley-Davidson when he braked and lost control. New York is one of 20 states that require motorcyclists to wear helmets. Lobbying by motorcyclist groups has led some states to repeal helmet laws.

      Questions 5–10: True/False/Not Given

      Do the following statements agree with the information in the article? In boxes 5-10 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. 5

        This incident took place in Onondaga, New York.

      2. 6

        The motorcyclist was wearing a helmet when he crashed and died.

      3. 7

        More than a hundred motorcyclists were taking part in this protest ride.

      4. 8

        New York State requires motorcyclists to wear helmets.

      5. 9

        All states in the USA require motorcyclists to wear helmets.

      6. 10

        Protests in the USA against compulsory use of motorcycle helmets have at times been successful.

      Reading Passage 3 — Caring for the Park

      Be kind. Do not disturb animals, plants or rocks. No firearms or pets are permitted in Kennedy Range National Park. Be responsible. Use your portable gas stove. Dead wood is habitat for wildlife. Be clean. Take your rubbish out of the park when you leave. Be careful. Stay on the paths and help prevent erosion. Look out for falling rocks. Your safety is our concern but your responsibility. Be prepared. The trails are rough and steep in places. Wear sturdy footwear and carry your own water at all times. Be considerate. Fossicking and collecting rocks, gemstones and fossils is not permitted. VISITOR INFORMATION Access The unsealed road to the eastern escarpment is usually suitable for two-wheel drive vehicles. Access to the western side of the park via the Gascoyne River is recommended only for high-clearance four-wheel drive vehicles. Roads may be closed after heavy rain. Watch out for wildlife. Flights and safari tours to Kennedy Range are available through visitor centres in Carnarvon, Denham and other local towns. Overnight Bush camping is permitted at Temple Gorge campground at the base of the eastern escarpment. Accommodation is available at Gascoyne Junction (about 60km from the park) and station accommodation can be arranged by contacting the Shire of Upper Gascoyne. Always carry ample supplies of fuel and water. Pastoral stations surround the Kennedy Range National Park and access through the stations is only permitted with the manager's approval. FURTHER INFORMATION Department of Environment and Conservation campground hosts are usually based at the Kennedy Range during the winter months. Source: Department of Environment and Conservation, WA

        Questions 11–14: Short answer

        Answer the questions below. Choose NO MORE THAN THREE WORDS for the text for each answer.

        1. 11

          Access roads to the national park can at times be closed due to

        2. 12

          Using wood for campfires in the park is not encouraged, so campers are asked to use a

        3. 13

          It is not permitted for visitors to collect rocks, _________ from the national park.

        4. 14

          Visitors can stay overnight at the camping ground near the Gorge, or can _________ to other accommodation at Gascoyne Junction.

        Reading Passage 4 — Volunteering in the AMEP Migrant Education Program

        HOW DOES VOLUNTEERING WORK? Someone who wants to become a home tutor makes initial contact with one of the Home Tutor Scheme staff. The home tutor applicant then completes an application form and undergoes a reference check and a police check, paid for by Polytechnic West AMEP. Home tutors who work with young people under the age of eighteen also undertake a Working With Children Check (WWCC), paid for by Polytechnic West AMEP. All home tutors are required to undertake a training program. Home Tutor Scheme staff then match home tutors with a student, based on a range of factors such as previously stated preferences, locations and availability, or assign home tutors to centre-based activities, such as classroom support or conversation groups. All home tutor matches are reviewed each term. The home tutor can request a review of the match at any time. Polytechnic West AMEP provides opportunities for volunteers to meet with each other and Home Tutor Scheme staff and to network and exchange ideas. PRINCIPLES OF VOLUNTEERING Polytechnic West AMEP endorses the following Principles of Volunteering as developed by Volunteering Western Australia • Volunteering benefits the community and the volunteer. • Volunteer work is unpaid. • Volunteering is always a matter of choice. • Volunteering is a legitimate way in which citizens can participate in the activities of their community. • Volunteering is a vehicle for individuals or groups to address human, environmental and social needs. • Volunteering respects the rights, dignity and culture of others. • Volunteering promotes human rights and equality. WANT MORE INFORMATION? Volunteering Western Australia 2 Delhi Street West Perth, WA 6005 Phone 9482 4333 POLYTECHNIC WEST AMEP HOME TUTOR ROLE DESCRIPTION Position objective To provide English-language support, links to the community and an understanding of Australian culture to migrants and humanitarian entrants from culturally and linguistically diverse (CaLD) backgrounds. Reporting line The Home Tutor Scheme Coordinator is the manager for all home tutors and directs the activities of all home tutors. Terms of voluntary employment The position is unpaid and voluntary. Reimbursement for travel and out-of-pocket expenses is not provided. Essential requirements Engagement as a home tutor is subject to • program needs • satisfactory police and referee checks • satisfactory Working With Children Check (WWCC) for those working with young people under the age of eighteen • completion of the required training program • participation in ongoing professional development • satisfactory performance and conduct. Duties • Provide English-language support and a general understanding of Australian culture and/or • prepare appropriate sessions using standardised home tutor teaching materials • maintain regular contact with the Home Tutor Scheme staff • keep a record of visits, activities completed, and achievements on the forms supplied by the Home Tutor Scheme • return records to the Home Tutor Scheme each month. Essential skills and qualities • Proficient and intelligible spoken and written English • good interpersonal and communication skills • an understanding of and empathy with people from diverse cultural backgrounds • a non-judgemental attitude • an ability to work independently. Time commitment • Minimum of one hour per week • Minimum of six months duration. Qualifications No formal qualifications or proficiency in a second language are required Meeting places • The student's home • A Polytechnic West AMEP centre • A community location • Another mutually convenient meeting place. Training for volunteers Home tutors are provided with: • 15 hours initial training, including cross-cultural awareness training • ongoing advice and support • standardised, quality controlled home tutor guidance material (available online or in print) • regular newsletters • access to the Home Tutor Scheme blog • other resources supplied or suggested by the Home Tutor Scheme staff. Dress code Neat casual and culturally appropriate. Termination of voluntary employment Employment as a volunteer is subject to satisfactory performance of the duties as outlined and adherence to the Code of Conduct-Home Tutor Scheme. Home tutors may be asked to leave the program if the Home Tutor Scheme Coordinator deems that they are unsatisfactory.

          Questions 15–21: Sentence completion

          Complete the sentences below using NO MORE THAN THREE WORDS from the text.

          1. 15

            A volunteer who wants to work with _________ needs to provide extra documentation.

          2. 16

            In addition to language, tutors must also help students understand _________.

          3. 17

            Volunteers will not be paid for _________.

          4. 18

            Tutors need to _________ to further their skills and knowledge.

          5. 19

            Tutors are given training in _________ of other cultures.

          6. 20

            Volunteers must keep in touch with _________ staff.

          7. 21

            Volunteers must tutor at least _________ every week.

          Reading Passage 5 — University Life: Group Oral Presentations

          We have already discussed how to organise a group written assignment. We will repeat some of this information below, applying it to the oral presentation. PLANNING YOUR ORAL PRESENTATION First clarify with your lecturer how your group oral presentation will be assessed: • Will you be assessed on the group processes, or just on the product of your team? • Will you all be given the same team mark, or is there an individual component within the mark? • Has the lecturer put in place any procedures to deal with assessing students who do not do their fair share of the work? • Must all group members make the same contribution to the task (e.g. each member must speak for five minutes; each member must contribute to a group PowerPoint), or must you all make equivalent contributions to the task? In the latter case, for example, one member might put together the entire group PowerPoint, then speak for less time than the others during the group's oral presentation. As soon as you are given your group assignment, meet as a team very briefly to work through the following steps. STEP 1 Immediately introduce yourselves, and exchange mobile phone numbers, email addresses and MSN (or other) sign-in names. Write these details down now (or enter them into your phones), but do not continue the process until you know each other's details. STEP 2 Brainstorm the task you have been given. Clarify together the exact purpose of the presentation. Argue and talk until you all agree about the objective and the requirements. If the instructions seem ambiguous, talk to the lecturer and make sure you are all aware of any specifications or expectations of this assignment. STEP 3 Look at the chart of Belbin's team roles. (If you haven't talked about this chart yet in class, you may need to spend some time discussing it in your group, or perhaps agree that you will all look at it at home and discuss it at your next meeting.) Talk about the roles each of you tends to play in teams, and consider the balance of roles you have in this team. Given the combination of roles you have, what strengths and problems do you anticipate your team might have? STEP 4 It's time to be honest and tell each other about your own skills-those that are relevant to this team assignment. For example: • I am good at following through research, and getting all the details correct. • My critical reading skills are good-I give useful feedback on other people's ideas. • I have lots of creative ideas. • I finish tasks on time. • I speak fluently and confidently. • I'm good at organising an audience (e.g. during a question-and-answer session or an audience involvement activity). • I can make excellent PowerPoint slides. Try to be open about your capabilities and expectations of the assignment. However, note that none of you can shirk the responsibility of being part of a team-you must all do an equal amount of work. Look back at the section on teamwork and conflict resolution. It is also a good time to talk about whether you are aiming for a High Distinction or a mere Pass. If there are discrepancies in the group on this point, try to resolve these in an adult manner. For example, if you are the only group member aiming for a High Distinction, consider these issues: • What are you prepared to do to make this more likely to happen? • How will you feel if other team members get a higher mark than they deserve thanks to your effort? • Are the other members prepared to meet you halfway? STEP 5 Plan-and write down-all the tasks and roles you think are required for this assignment, and start to organise and volunteer for particular tasks. (But be aware that the tasks may change as you all start working on the assignment.) You will need to do more work at the next meeting to clarify exactly what you need to do to complete the assignment successfully. Consider all practical issues, such as obtaining equipment and preparing visual aids. If this is your first group work assignment, accept that this process may be imperfect, but as time passes you will all get to know each other more and know who does what job well. If this is the first time you have met your peers, try to use consensus to assign tasks or roles. STEP 6 Organise at least two meeting dates now, and decide on some deadlines. Make the first meeting date soon-within the next seven days. Discuss the possibility of simultaneous chat time together. If you're going to make a team PowerPoint or set of overhead transparencies, make decisions about when you must email attachments to each other so that you can share information and make team layout decisions.

            Questions 22–27: Note completion

            Complete the notes below. Choose NO MORE THAN THREE WORDS from the text for each answer.

            Planning your presentation First, ask your tutor how your team 22 _________. This will determine whether the whole team is to be assessed equally or whether individual marks will be awarded. After exchanging contact details with other members of your team, brainstorm the task and decide as a team what the purpose of the task is and 23 _________. Due to the balance of roles within your team, consider the 24 _________ of your team, as well as the problems your team might face. Decide which personal skills you each have that might be most helpful to your team. These could include computer skills, speaking ability, creative skills or being able to 25 _________ to meet a deadline. Plan and make a list of all tasks required for the presentation, and start to 26 _________ for particular tasks. Consider all issues, including who will obtain equipment and prepare visual aids. Organise early meeting dates and decide on deadlines. If you plan to make a 27 _________ or slides, decide when you will all need to email attachments to each other so you can share information and decide on layout.
            1. 22

              First, ask your tutor how your team _________.

            2. 23

              After exchanging contact details with other members of your team, brainstorm the task and decide as a team what the purpose of the task is and _________.

            3. 24

              Due to the balance of roles within your team, consider the _________ of your team, as well as the problems your team might face.

            4. 25

              Decide which personal skills you each have that might be most helpful to your team. These could include computer skills, speaking ability, creative skills or being able to _________ to meet a deadline.

            5. 26

              Plan and make a list of all tasks required for the presentation, and start to _________ for particular tasks.

            6. 27

              If you plan to make a _________ or slides, decide when you will all need to email attachments to each other so you can share information and decide on layout.

            Reading Passage 6 — Efforts to save a special bird — the spoon-billed sandpiper

            Last year an international team of ornithologists devised a bold plan to rescue one of the world's rarest birds. Gerrit Vyn reports. A At first glance the spoon-billed sandpiper resembles other small migratory birds of the sandpiper family that breed across the Arctic. But it is the only one to have developed a flattened bill that flares out into a 'spoon' at the end, and that makes it special. If it becomes extinct, thousands of years of evolution will come to an end, which would be a real tragedy. The bird's Russian name, kulik-lopaten, means 'shovel beak', which is an apt description of a remarkable structure. The bill is 19 mm long and 10 mm wide near the tip and the edges are lined with sharp serrations, called papillae. Theories have varied as to how the bill functions; one suggestion is that the sandpiper sweeps it through the water in a similar fashion to its larger namesake, the spoonbill. But Nigel Clark, a leading authority on the sandpiper, says the comparison is misleading. B Until a few years ago, the spoon-billed sandpiper had never been fully documented, which added to its fascination. But an air of mystery is not helpful if you're a Critically Endangered species. So the organisation 'Birds Russia' decided to produce a photographic and audio record of this imperilled bird with the help of experts round the world. In May of last year, I joined the international expedition to one of the species' last breeding strongholds in North-East Russia. The primary aim of the two-and-a-half month expedition, however, was to collect eggs from wild sandpipers; those eggs would then be hatched in captivity nearby. Later, the chicks would be flown to the Wildfowl and Wetlands Trust (WWT) headquarters at Slimbridge in the UK, in order to establish a small, self-sustaining population there. These birds would provide a 'safety net', an insurance policy against the wild birds dying out. C You might wonder why birds like the spoon-billed sandpiper travel such great distances, about 8,000 km in total, from their wintering grounds on the tropical coasts of Bangladesh, Burma and Vietnam in South-East Asia to breed on the low land, commonly called tundra, in North-East Russia, but from the birds' point of view it is worth it. Though they often arrive to find hostile, wintry weather while they are finding their mates and making their nests, there are relatively few predators there, and the abundance of insects that emerge during the brief but intense Arctic summer creates ideal conditions for raising their chicks. D Two main factors are responsible for the sandpiper's recent rapid decline: the ongoing destruction of its stopover habitat on its migration route and hunting on its wintering grounds. The development of new industrial cities is destroying former tidal areas, where sandpipers and other migratory birds used to rest and refuel. Subsistence hunting is certainly a hazard in some Asian countries, where hunters trap birds for food. Conservationists are targeting this problem with small-scale interventions. For example, hunters from 40 villages have been given alternative sources of income, such as cool boxes in which they can take fish to sell at markets, in return for a halt to the bird-netting. E Once the expedition team had reached its destination, it was several days before we spotted the first sandpiper. In the following days, more began to arrive and the males' song was heard, advertising their patches of territory to potential mates. As the sandpipers paired up, the song gave way to the quiet of egg-laying and incubation. In total nine nests were found. The first one was lost to a predator, along with the female attending it. This was a stark reminder of the vulnerability of a tiny population to natural events, such as storms or predation. The team then selected donor nests and transferred the eggs to specially prepared incubators. They collected 21 eggs in all, taking entire clutches each time — it was early in the breeding season, so the females were likely to lay replacements. Then 50 days after our arrival, the moment arrived: I witnessed my first wild spoon-billed sandpipers hatch. I had been lying inside a wind-battered hide for 36 hours when I saw the first tiny chicks emerge from the eggs. Having hidden a microphone near the nest, I could also just hear their first calls. Later, I watched them stumbling through the 15 cm-high jungle of grasses on comically oversized legs and feet. But my joy was tempered by concern. Difficulties on their migration route and in their wintering areas meant that other tiny creatures like these faced immense dangers. F The complex rescue plan does give some grounds for hope. Young chicks were flown to WWT Slimbridge last year and again this summer. A high-tech biosecure unit has been built for them there. It is divided in two, with the older birds in one section and this year's chicks in the other. To minimise the risk of infections, staff change into full-body overalls and rubber shoes and wash their hands before entering. Hygiene is crucial: even a single strand of human hair could harm the chicks by becoming twisted round their legs or bills. The rescue plan's final stage, once the captive flock has built up sufficiently, will be to fly eggs back to Russia, to release the chicks there. It's a gamble, but when the survival of a species this special is at stake, you have to try.

              Questions 28–33: Matching headings

              The text has six sections, A-F. Choose the correct heading for each section from the list of headings below. Write the correct number, in boxes 28-33 on your answer sheet. List of Headings i. Reasons for continuing to make the long journey ii. A disappointment followed by desirable outcomes iii. The main stages of the plan iv. A growth in the number of natural predators v. Increasing threats vi. A very unusual feature of these birds vii. Cautious optimism

              1. 28

                Section A

              2. 29

                Section B

              3. 30

                Section C

              4. 31

                Section D

              5. 32

                Section E

              6. 33

                Section F

              Questions 34–37: Multiple choice

              Choose the correct letter, A, B, C or D. Write the correct letter in boxes 34-37 on your answer sheet.

              1. 34

                What was the main purpose of the international expedition?

                • A. to add sandpiper eggs to an international frozen egg bank
                • B. to maintain a small group of sandpipers for future generations
                • C. to make an audiovisual record of the Russian sandpiper colony
                • D. to protect a colony of wild sandpipers through a breeding season
              2. 35

                What do we learn about the drop in the sandpiper population?

                • A. The birds are increasingly being hunted on their way north to Russia.
                • B. Scientists are managing to reduce deaths from netting considerably.
                • C. Efforts are being made to protect some of their coastal habitat sites.
                • D. Economic growth is one of the underlying causes of the decline.
              3. 36

                Which feeling did the writer express when the sandpiper chicks hatched?

                • A. relief that his long wait was over
                • B. surprise at the sound of their song
                • C. worry about birds of the same species
                • D. amazement that they could walk so soon
              4. 37

                The writer describes the sandpipers' unit at WWT Slimbridge to emphasise

                • A. how much care is being devoted to their welfare.
                • B. how much money is being spent on the project.
                • C. his surprise at how fragile the young birds are.
                • D. his confidence in the technology available.

              Questions 38–40: Summary completion

              Complete the summary below. Choose ONE WORD ONLY from the text for each answer.

              The life cycle of the spoon-billed sandpiper In early spring, spoon-billed sandpipers return to their breeding grounds in Russia in the area known as 38 _________. Although the weather there is often very harsh to begin with, there are obvious advantages to the sandpipers. There is above all a plentiful supply of 39 _________ and this makes it possible for the sandpiper chicks to develop well. The lack of 40 _________ is another definite advantage. As a result, a good proportion of the chicks grow up to face the long flight to the South-East Asian coasts.
              1. 38

                In early spring, spoon-billed sandpipers return to their breeding grounds in Russia in the area known as _________.

              2. 39

                There is above all a plentiful supply of _________ and this makes it possible for the sandpiper chicks to develop well.

              3. 40

                The lack of _________ is another definite advantage.

              برگه پاسخ

              در حین حل کردن پر کنید — بررسی پاسخ‌ها فوری و فقط روی همین دستگاه انجام می‌شود و هر اشتباه در لیست اشتباهات شما با درس مربوطه ذخیره می‌شود.

              1. 1.
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              روی همین دستگاه ذخیره می‌شود — نیازی به حساب کاربری نیست. اگر می‌خواهید پیشرفتتان را در دستگاه‌های دیگر داشته باشید، وارد صفحه پیشرفت خود شوید.
              نمایش پاسخ‌نامه

              پاسخ‌نامه

              1. 1. A / B

              2. 2. E

              3. 3. C

              4. 4. F

              5. 5. TRUE

              6. 6. FALSE

              7. 7. NOT GIVEN

              8. 8. TRUE

              9. 9. FALSE

              10. 10. TRUE

              11. 11. heavy rain

              12. 12. portable gas stove

              13. 13. gemstones and fossils

              14. 14. travel / drive 60km / be arranged

              15. 15. people under 18

              16. 16. australian culture

              17. 17. travel and expenses

              18. 18. undertake training

              19. 19. awareness

              20. 20. home tutor scheme

              21. 21. one hour

              22. 22. will be assessed / marked

              23. 23. what is required / its requirements / the requirements

              24. 24. strengths / strong points

              25. 25. finish / complete tasks

              26. 26. organise and volunteer

              27. 27. powerpoint / powerpoint presentation

              28. 28. VII

              29. 29. IV

              30. 30. II

              31. 31. VI

              32. 32. III

              33. 33. VIII

              34. 34. B

              35. 35. D

              36. 36. C

              37. 37. A

              38. 38. tundra

              39. 39. insects

              40. 40. predators

              General Training Reading 2024-05 Test 2 — IELTS General Training Reading Actual Test with Answers | IELTS Actual Tests