[IELTS 6.] - Mindset 2: Review Test 2

Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

SOCIOLOGY RESEARCH PROJECT SURVEY

Survey on: Community center

Age: 1.1

Postcode: 1.2

COMPUTER FACILITIES ALREADY USED

Where: 1.3

SPORTS FACILITIES ALREADY USED

Where: 1.4

EDUCATION FACILITIES ALREADY USED

Where: 1.5

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

IMPROVEMENTS FOR THE COMMUNITY CENTRE

New sports: 2.1

Classes organized only for: 2.2

Education classes: 2.3

Willing to pay about: £2.4

Possible frequency of visits, if improvements made? 2.5

Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Complete the notes below. Write NO MORE THAN TWO WORDS for each answer.

COMPUTER CENTRE RULES

Opening hour: 9:00 a.m. - 11:00 p.m.

No 4.1 and noise in Computer Centre

Students can put their bags in 4.2

No occupying a locker for 3 days

Computers can be 4.3 3 days in advance

Students can use 4.4 and printer

Label the map below. Write the correct letter, A-H, in each blank.

18. 5.1

19. 5.2

20. 5.3

How do the speakers describe the green urban planning options?

Choose FIVE descriptions from the box and write the correct letter, A-G, in each blank.

green belt 6.1

decentralization 6.2

new towns 6.3

brownfield sites 6.4

pedestrianized zones 6.5

Listen to the audio and choose the correct answer for each question.

Which area is Jack having the most problems with?

What has been central to Curitiba’s success?

Why does the transport system work so well?

Which does the tutor suggest are the TWO areas Jack needs to focus on?

Listen to the audio and choose the correct answer for each question.

Which of the following animals is the slowest?

What does algae reward sloth?

Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

THE LIVES OF SLOTH

Sloth has a short snout, big round eyes, a 13.1 tail, and small ears. The favorite activity of sloth is to 13.2 on trees.

Sloth is also classified as 13.3 just like horses and cattle. Average body temperature of sloth is 13.4 Fahrenheit.

13.5 will affect sloth’s body temperature. Sloths get everything on tree, even 13.6 which comes from juicy leaves and morning dew.

Answer the questions below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

How long does sloth digest its food? 14.1

What substance can help to resolve food in sloth’s stomach? 14.2

Read the following passage and complete the tasks.

Make That Wine!

Australia is a nation of beer drinkers. Actually, make that wine. Yes, wine has now just about supplanted beer as the alcoholic drink of choice, probably because of the extensive range of choices available and the rich culture behind them. This all adds a certain depth and intimacy to the drinking process which beer just cannot match. In addition, although wine drinkers seldom think about it, moderate consumption seems to be beneficial for the health, lowering the incidence of heart disease and various other ailments.

Wine is the product of the fermentation of grape juice, in which yeast (a fungus) consumes the natural sugars within, producing alcohol and carbon dioxide as waste. Yeast grows naturally on many varieties of grapes, often visible as a white powder, and causing fermentation directly on the plant. Thus, the discovery of wine-making was inevitable at some stage in human history. The evidence shows that this was at least 8,000 years ago in the Near East. From there, wine-making spread around the ancient Mediterranean civilisations, where the liquid was extensively produced, drunk, and traded. To this day, the biggest drinkers of wine remain the Mediterranean countries, with France leading the way.

This leads to the classification of wines, which is quite complex. It often begins with the colour: red or white. Most people do not know that the colour of wine is not due to the grapes used (whose skins are either green or purple), but to the wine-making process itself. All grape juice is clear. Red wines are produced by leaving the grape skin in contact with the juice during fermentation; white wines by not doing so. Thus, white wine can be made from dark-coloured grapes, provided that the skin is separated early, although the resultant wine may have a pinkish tinge.

A similar wine classification is based more specifically on the grape species used, giving such well-known names as Pinot Noir and Merlot. Chardonnay grapes remain one of the most widely planted, producing an array of white wines, rivaling the cabernet sauvignon grape, a key ingredient in the world’s most widely recognised, and similarly named, red wines. When one grape species is used, or is predominant, the wine produced is called varietal, as opposed to mixing the juices of various identified grapes, which results in blended wines. The latter process is often done when wine-makers, and the people who drink their product, want a consistent taste, year after year. Far from being looked down upon, it often results in some of the world’s most expensive bottles, such as the Cote Rotie wines in France.

Increasingly, however, market recognition is based on the location of the wine production, resulting in labels such as Bordeaux in France, Napa Valley in California, and the Barossa Valley in Australia. Traditional wines made in these places carry trademarks, respected by serious wine drinkers. However, an example of the blurred lines is the term ‘champagne’. This was once expected to be made from grapes grown in the Champagne region of France, with all the expertise and traditions of that area, but, despite legal attempts to trademark the term, it has become ‘semi-generic’, allowing it to be used for any wine of this type made anywhere in the world.

Finally, we come to the vilification method as a means of classification. One example is, in fact, champagne, known as a ‘sparkling’ wine. By allowing a secondary fermentation in a sealed container, it retains some of the waste carbon dioxide. Another variation is to stop the fermentation before all the natural sugars are consumed, creating dessert wines, ranging from slight to extreme sweetness. Yet again, grapes can be harvested well beyond their maximum ripeness, creating 'late harvest wines’, or allowed to become partially dried (or ‘raisoned’), creating ‘dried grape wines’. Clearly, there are many possibilities, all producing uniquely flavoured products.

One of the best-known terms relating to wine is ‘vintage’. This signifies that the product was made from grapes that were grown in a single labeled year. If that year is eventually acknowledged to have produced exceptionally fine grapes and resultant wines (‘a good vintage’), bottles from that period are often saved for future consumption. Of course, the appreciation and assessment of wine is an inexact science, meaning that the significance of a particular vintage often promotes much speculation and disagreement. A non-vintage wine is usually a blend from the produce of two or more years, which is done, as mentioned before, for consistency and quality control.

This leads to the rich and varied world of wine assessment, and its descriptive terminology. Wine has such a variety of aromas, flavours, textures, and aftertastes that serious wine drinkers demand an agreed vocabulary so that the drinking sensations can be reliably described in writing. From bouquet to biscuity, mellow to musky, vivid to vegetal, the conceited connoisseur can perplex the listener with some really purple prose. Perhaps the opportunity to posture pretentiously with all this jargon is the main reason why wine enthusiasts are so taken with this product. Cheers!

Do the following statements agree with the information given in the passage?

Wine is popular in Australia because it is healthy. 15.1FALSETRUENOT GIVEN

Yeast is white-coloured. 15.2FALSETRUENOT GIVEN

Wine is popular in the Near East. 15.3NOT GIVENFALSETRUE

Blended wines are usually cheaper. 15.4NOT GIVENTRUEFALSE

Complete the table. Choose NO MORE THAN TWO WORDS from the passage for each answer.

5. 16.1

6. 16.2

7. 16.3

8. 16.4

9. 16.5

10. 16.6

Vintage wines are _____

The author thinks that wine terminology is _____

Wine _____

Read the following passage and complete the tasks.

Production Line

A. The ‘production line’ system of creating and assembling goods was for many years been the standard mode of operation for many industries. Cars, electronic equipment, packaging – many diverse companies have employed the same methods, and most have hit two main problems. The first is that unscheduled maintenance required on essential machinery has often held up production all along the line, and the second is the significant impact on employee morale. This has given rise to the increasingly adopted method of Total Productive Maintenance (TPM) – a maintenance program which governs the maintenance of plants and equipment. The goal of the TPM program is to markedly increase production while, at the same time, increasing employee morale and job satisfaction.

B. The concept of TPM was first developed in Japan in the late 1970s, only moving to the western world a decade later, initial success of the programme in countries such as Australia was limited, but in the late 1990s a ‘westernised’ version of TPM was launched. TPM brings maintenance into focus as a necessary and vitally important pan of the business. It is no longer regarded as a non-profit activity. Down time for maintenance is scheduled as a part of the manufacturing day and, in some cases, as an integral part of the manufacturing process. The goal is to keep emergency and unscheduled maintenance to a minimum.

C. TPM involves directing participating companies and industries to move away from traditional methods of production to more efficient mechanisms. This is evident in TPM’s operational focus on lea production rather than mass production. The lean approach favours flexibility within a team, rather than the specialisation of labour Introduced with mass production. It also involves a shift away from being driven by the financial department of the company to a more customer focused goal. Another goal of the TPM method is to introduce quality control not by being overseen by managers, but rather by engendering a sense if responsibility amongst all staff; a move from autocratic management to empowerment. This shift means that shop floor workers are being able to take a sense of pride in their work, and with that comes the desire to perform well ultimately leading to higher productivity for the company.

D. In order to apply the concepts of TPM, a company will have to work through a number of stages. First, there must be universal agreement that the system has the potential to be successful within the company. Then a specific person or team needs to be appointed to coordinate the changes required to apply TPM methodologies, an aim that begins with training and education for all employees. Once the coordinator is convinced that the work force is sold on the TPM program and that they understand it and its implications, the first action teams are formed. These teams are usually made up of people who have a direct Impact on the problem being addressed. Operators, maintenance personnel, shift supervisors, schedulers, and upper management might all be included on a team. Each person becomes a stakeholder in the process and is encouraged to do his or her best to contribute to the success of the team effort. Usually, the TPM coordinator heads the teams until others become familiar with the process and natural team leaders emerge.

E. The concept of TPM is built on what are referred to as the three pillars – work area management, risk management and equipment management. An illustration of these pillars is highlighted in the importance of recognising and eliminating defects within the machinery used in a company, This refers to issues such as the accumulation of dust and grime on equipment, gauges that are broken or too dirty to read clearly and missing or loose bolts, nuts and screws. Using a sample company, statistics collected from a three-month period indicate a substantial reduction in machine maintenance costs, felling by $30,000 between 1996 and 1999. At the same time, the effectiveness of the equipment increased significantly, with machine uptime rising by almost 2096 over the same period.

F. Many observers have identified similarities between TPM and an earlier industry concept – total quality management (TQM), and in many respects, TPM and TQM resemble each other. Both require total commitment to the program by upper level management, and both promote the empowerment of all employees to initiate corrective action. Additionally, both processes require a long range outlook, as it may take a year or more to implement and is an ongoing process. Changes in employee mind-set toward their job responsibilities must take place as well. Indeed, initial results for at least the first quarter may actually lead to reduced productivity while changes are put into effect.

G. The difference between the two systems, however, becomes apparent in when looking at what each system considers to be a priority. TQM is essentially an output focused system, whereas TPM is singular in that it looks more at input – the equipment used and the causes of real or potential maintenance failures. Also, although both programme stress the need for complete involvement of all parties, TPM stresses the equal importance of all levels of employee, whereas TQM has a more traditional focus on management structure, The main target of both is also slightly different; whereas TQM alms to improve quality, TPM aims to reduce wastage and minimise losses.

Choose the correct heading for paragraphs A-G from the list of headings below.

Paragraph A: 20.1

Paragraph B: 20.2

Paragraph C: 20.3

Paragraph D: 20.4

Paragraph E: 20.5

Paragraph F: 20.6

Paragraph G: 20.7

Complete the flowchart. Choose NO MORE THAN TWO WORDS from the passage for each answer.

21. 21.1

22. 21.2

23. 21.3

24. 21.4

Label the diagram below using words from the box below. USE EACH CHOICE ONCE ONLY.

25. 22.1

26. 22.2

27. 22.3

28. 22.4

Read the following passage and complete the tasks.

CO-EDUCATIONAL VERSUS SINGLE-SEX CLASSROOMS

It seems that across the western world, an increasing number of parents are opting to return to more traditional divisions with regard to their children’s education, with a significant rise in most western countries of single-sex classrooms, in which the classroom set up involves the teacher working with only boys or only girls. For many, the issue is whether to opt for a mode of teaching that improves a child’s academic learning or to choose a co-educational schooling offering a more ‘rounded’ education. There is no doubt that boys and girls have a very different way of learning, with research showing that boys learn better through movement, sound and touch, whereas girls learn better through visual and oral means. One clear advantage of a single-sex educational setting is that the teacher is able to focus on specific styles of teaching to the gender they are teaching. Naturally, the resurgence of single-sex education has meant that many teachers have had to undergo additional inappropriate techniques for the environment.

There are many potential advantages for children studying in single-sex schools. Some children succeed in single-sex schools because of the lack of social pressure – children are more able to learn and grow at their own pace without the pressure commonly found between the genders in co-educational schools. Research done in a single-sex school concluded that students thrived in what often became a dose-knit environment with closer interaction with teachers. In surveys of over 1000 single-sex schools, it was reported that not having the opposite sex around was ‘missed’, but the absence of boys or girls allowed students to have a more direct and serious approach to their education.

In many western countries, the traditional way of thinking around thirty years ago was that co-education would somehow break down gender stereotypes, but this hasn’t always proved to be the case. The advocates of single-sex education argue that boys in coeducational settings are less likely to study the arts or advanced academic subjects just to avoid the social categorization of certain subjects as being more in the feminine realm. Equally, girls may tend to avoid the sciences and technology subjects as this has traditionally been more of a male domain. Single-sex schools are flourishing once again as parents realize that allowing their son or daughter to learn in his or her own individual way is a very important consideration in choosing a school.

For students attending single-sex secondary schools, there was a slight tendency for males to outperform females. In contrast, for students attending coeducational schools, there was a clear tendency for females to outperform males. It was also noted that in single-sex schools girls were more likely to be involved in leadership activities such as student councils, athletic associations, and other activities additional to the school timetable. Accordingly, girls have reported to have favoured single-sex schools as co-educational environments tend to be dominated by males, a situation often perpetuated by teaching staff.

Regardless of increased levels of academic performance and preference, a small percentage of people concerned about gender equality have argued against single-sex education as an ethical issue, in that forced separation between the sexes is forced on students. In order for schools to run single-sex classrooms, they must also offer parents the opportunity to enroll their children in a traditional co-educational classroom.

In regard to those who may oppose gender segregation in schools, many advocates of the idea believe single-sex classes actually negate gender stereotypes. As mentioned earlier, in a mixed classroom, boys tend to avoid tasks related to the arts while girls show lack of interest in science and technology. However, in single-sex environments, there is no existing bias that “this is for boys” or “that is for girls”. In fact, a 2005 study released by Cambridge University showed that in single-sex rooms, as compared to traditional settings, girls are more interested in math and science, subjects generally preferred by boys in co-educational settings.

It is important to remember that co-education is a modern concept, introduced into mainstream education less titan fifty years ago, despite being a change which has brought huge changes to the societies in which this method is observed. It was first introduced in Switzerland, and swept quickly around most western countries, and is certainly not without its benefits. Parents have said that a coeducational classroom has been excellent for their children’s confidence levels, has helped them to overcome issues such as shyness and helped students to converse about everyday topics with the opposite gender, surveys have also shown that a higher percentage of girls in the classroom lower classroom disruption, also creating a better relationship between the students and the teacher.

Which type of schooling is best comes down to what suits the individual child and which environment they best thrive in, therefore parents are recommended to seek advice and do their research before making that all important decision.

In single-sex classes _____

Co-education schools _____

Parents _____

Complete the notes below USING NO MORE THAN TWO WORDS.

Co-educational schools

intended to reduce gender 26.1, but actually may not be successful.

started in 26.2 but quickly spread.

allow students to 26.3 more easily with opposite sex about general topic.

Single-sex schools

girls have higher interest in traditionally male-dominated 26.4

often have better relationship with 26.5

Do the following statements agree with the information given in the passage?

Single-sex schools are becoming more popular again. 27.1FALSENOT GIVENTRUE

Girls do not learn as well as boys through speaking. 27.2FALSENOT GIVENTRUE

Surveys have found that coeducational schools are preferred socially. 27.3NOT GIVENTRUEFALSE

The majority of equal opportunity activists have argued that forcing gender separation on children is unethical. 27.4TRUEFALSENOT GIVEN

The graph below shows changes in global food and oil prices between 2000 and 2011.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

You should spend about 40 minutes on this task. Write at least 250 words about the following topic:

These days, more and more people are going to other countries for significant periods of time, either to find a job or to study. There are clearly many benefits to doing this, but people who live abroad can also face some difficulties. Discuss the advantages and disadvantages of living and working in a foreign country.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Speaking Part 1

Time: 4-5 minutes

In this first part of the test, you're going to answer some questions about yourself:

• What form of transport do you prefer to use? Why?
• How often do you take buses?
• Can you compare the advantages of planes and trains?
• How much time do you spend traveling on a normal day?
• Would you ride bikes to work in the future?
• What will become the most popular means of transport in your country? 
• Do you prefer public transport or private transport?

Please click Next to see the model answers.

(Adapted from IELTSMaterial.com)

What form of transport do you prefer to use? Why?

How often do you take buses?

Can you compare the advantages of planes and trains?

How much time do you spend traveling on a normal day?

Would you ride bikes to work in the future?

What will become the most popular means of transport in your country?

Do you prefer public transport or private transport?

Speaking Part 2

Time: 3-4 minutes

In this second part of the test, you're going to talk about a given topic for 1-2 minutes.

You will have one to two minutes to talk about this topic.

You will have one minute to prepare what you are going to say.

Speaking Part 3

Time: 4-5 minutes

In the last part of the test, you're going to answer questions related to the given topic in Part 2.

• What do you think are the important qualities of a news reporter?
• What's the main difference between a newspaper and a magazine?
• What's the function of a report to society?
• With the popularity of the Internet, do you think newspapers and magazines will disappear?

Please click Next to see the model answers.

(Adapted from IELTS Mentor)

What do you think are the important qualities of a news reporter?

What's the main difference between a newspaper and a magazine?

What's the function of a report to society?

With the popularity of the Internet, do you think newspapers and magazines will disappear?