SECTION 3

Strategy
Task: Short answer questions
In this task you have to answer questions, which usually focus on factual information. You should not write your answers in sentence form. Often the best answer will just be one or two words.
1. Look at Questions 21-23. What are the key words in each question? (Answers: 21. strongest aspect, 22. least happy, 23. in more depth)
2. What part of speech is probably needed for each answer - a noun, an adjective or a verb? (Answer: a noun)
Task: Multiple-choice questions
Read the sentence opening or question and underline key words. Listen for similar words or parallel expressions.
Task: Sentence completion
Listen for main ideas. Remember that the sentence may use parallel expressions, but the words you need to fill the gap will be in the recording. Check your answers make sense in the sentence and are grammatically correct.

Tip Strip:
•‎ Two of your answers should be in the plural form. If you write the singular form, your answer will be marked wrong.

Questions 21-23
Answer the questions below.
Write NO MORE THAN THREE WORDS for each answer. 

21. What do Sharon and Xiao Li agree was the strongest aspect of their presentation?
 

22. Which part of their presentation was Xiao Li least happy with?
 

23. Which section does Sharon feel they should have discussed in more depth?
 

 

 

Total Questions: 0

Incorrect Answers: 0

Questions 24-27
Choose the correct letter, A, B or C.

Tip Strip:
• I‎ELTS Listening tasks may involve choosing or labeling different types of graphs and bar charts.
•‎ To prepare for this question, look at the log and the table of the vertical axis. Think about which key numbers you have to address are used to listen for.

24. Sharon and Xiao Li were surprised when the class said
A   they spoke too quickly.
B   they included too much information.
C   their talk was not well organised.

25. The class gave Sharon and Xiao Li conflicting feedback on their
A   timing.
B   use of visuals.
C   use of eye contact.

26. The class thought that the presentation was different from the others because
A   the analysis was more detailed.
B   the data collection was more wide-ranging.
C   the background reading was more extensive.

27. Which bar chart represents the marks given by the tutor?

 

 

Total Questions: 0

Incorrect Answers: 0

Questions 28-30
Complete the sentences below.
Write ONE WORD ONLY for each answer.

28. The tutor says that the  of the presentation seemed rather sudden.

 

29. The tutor praises the students' discussion of the  of their results.

 

30. The tutor suggests that they could extend the  review in their report.

 

 

Total Questions: 0

Incorrect Answers: 0

SECTION 4

Questions 31-40

Questions 31-33
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.

The World Health Organisation says a healthy city must
- have a 31, and  environment.
- meet the 32  of all its inhabitants.
- provide easily accessible health services.
- encourage ordinary people to take part in 33  .

Questions 34-40
Complete the table below.
Write NO MORE THAN THREE WORDS for each answer.

Place / Project Aim Method Achievement
Sri Lanka
Community Contracts System
to upgrade squatter settlements the 34  constructed infrastructure, e.g. drains, paths
  • better housing and infrastructure
  • provided better 35  opportunities
Mali
cooperative
to improve sanitation in city
  • 36  graduates organising garbage collection
  • public education campaign via 37  and discussion groups
  • greater environmental awareness
  • improved living conditions
Egypt (Mokaitam)
38  
to support disadvantaged women women provided with the 39  and equipment for sewing and weaving
  • rise in the 40  and quality of life of young women

 

Total Questions: 0

Incorrect Answers: 0

 

Reading module (1 hour)

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1 below.

Green virtues of green sand

Revolution in glass recycling could help keep water clean

A   For the past 100 years special high grade white sand, dug from the ground at Leighton Buzzard in the UK, has been used to filter tap water to remove bacteria and impurities – but this may no longer be necessary. A new factory that turns used wine bottles into green sand could revolutionise the recycling industry and help to filter Britain’s drinking water. Backed by $1.6m from the European Union and the Department for Environment, Food and Rural Affairs (Defra), a company based in Scotland is building the factory, which will turn beverage bottles back into the sand from which they were made in the first place. The green sand has already been successfully tested by water companies and is being used in 50 swimming pools in Scotland to keep the water clean.

B   The idea is not only to avoid using up an increasingly scarce natural resource, sand, but also to solve a crisis in the recycling industry. Britain uses 5.5m tonnes of glass a year, but recycles only 750,000 tonnes of it. The problem is that half the green bottle glass in Britain is originally from imported wine and beer bottles. Because there is so much of it, and it is used less in domestic production than other types, green glass is worth only $25 a tonne. Clear glass, which is melted down and used for whisky bottles, mainly for export, is worth double that amount.

C   Howard Dryden, a scientist and managing director of the company, Dryden Aqua, of Bonnyrige, near Edinburgh, has spent six years working on the product he calls Active Filtration Media, or AFM. He concedes that he has given what is basically recycled glass a ‘fancy name’ to remove the stigma of what most people would regard as an inferior product. He says he needs bottles that have already contained drinkable liquids to be sure that drinking water filtered through the AFM would not be contaminated. Crushed down beverage glass has fewer impurities than real sand and it performed better in trials. ‘The fact is that tests show that AFM does the job better than sand, it is easier to clean and reuse and has all sorts of properties that make it ideal for other applications,' he claimed.

D   The factory is designed to produce 100 tonnes of AFM a day, although Mr Dryden regards this as a large-scale pilot project rather than full production. Current estimates of the UK market for this glass for filtering drinking water, sewage, industrial water, swimming pools and fish farming are between 175,000 to 217,000 tonnes a year, which will use up most of the glass available near the factory. So he intends to build five or six factories in cities where there are large quantities of bottles, in order to cut down on transport costs.

E   The current factory will be completed this month and is expected to go into full production on January 14th next year. Once it is providing a 'regular' product, the government's drinking water inspectorate will be asked to perform tests and approve it for widespread use by water companies. A Defra spokesman said it was hoped that AFM could meet approval within six months. The only problem that they could foresee was possible contamination if some glass came from sources other than beverage bottles.

F   Among those who have tested the glass already is Caroline Fitzpatrick of the civil and environmental engineering department of University College London. 'We have looked at a number of batches and it appears to do the job,' she said. 'Basically, sand is made of glass and Mr Dryden is turning bottles back into sand. It seems a straightforward idea and there is no reason we can think of why it would not work. Since glass from wine bottles and other beverages has no impurities and clearly did not leach any substances into the contents of the bottles, there was no reason to believe there would be a problem,' Dr Fitzpatrick added.

G   Mr Dryden has set up a network of agents round the world to sell AFM. It is already in use in central America to filter water on banana plantations where the fruit has to be washed before being despatched to European markets. It is also in use in sewage works to filter water before it is returned to rivers, something which is becoming legally necessary across the European Union because of tighter regulations on sewage works. So there are a great number of applications involving cleaning up water. Currently, however, AFM costs $670 a tonne, about four times as much as good quality sand. ‘But that is because we haven’t got large-scale production. Obviously, when we get going it will cost a lot less, and be competitive with sand in price as well,' Mr Dryden said. 'I believe it performs better and lasts longer than sand, so it is going to be better value too.'

H   If AFM takes off as a product it will be a big boost for the government agency which is charged with finding a market for recycled products. Crushed glass is already being used in road surfacing and in making tiles and bricks. Similarly, AFM could prove to have a widespread use and give green glass a cash value.

Questions 1–10

Strategy
Task: Locating information in paragraphs 
Read each paragraph of the text and look through Questions 1–10 to see if there is one that matches information given in the paragraph. Look for the type of information given at the beginning (e.g. a description / two reasons) and for parallel expressions which reflect the content.

Reading Passage 1 has 8 paragraphs labelled A–H.
Which paragraph contains the following information?
Write the correct letter **A–H** in boxes 1–10.
NB You may use any letter more than once.

1. a description of plans to expand production of AFM
2. the identification of a potential danger in the raw material for AFM
3. an example of AFM use in the export market
4. a comparison of the value of green glass and other types of glass
5. a list of potential applications of AFM in the domestic market
6. the conclusions drawn from laboratory checks on the process of AFM production
7. identification of current funding for the production of green sand
8. an explanation of the chosen brand name for crushed green glass
9. a description of plans for exporting AFM
10. a description of what has to happen before AFM is accepted for general use

Questions 11–14

Tip Strip
•‎ For Questions 11 and 12 all the information you need comes in two paragraphs.

Strategy
Task: Summary completion
Read through the summary to get a general idea of the content. Use key words to locate the part of the text that contains the information you need.

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

Green sand

The use of crushed green glass (AFM) may have two significant impacts: it may help to save a diminishing 11 while at the same time solving a major problem for the 12 in the UK. However, according to Howard Dryden, only glass from bottles that have been used for 13 can be used in the production process. AFM is more effective than 14 as a water filter, and also has other uses.

 

Total Questions: 0

Incorrect Answers: 0

 

READING PASSAGE 2

You should spend about 20 minutes on Questions 15-27, which are based on Reading Passage 2 below.

Natural Choice – Coffee and Chocolate

What’s the connection between your morning coffee, wintering North American birds and the cool shade of a tree? Actually, quite a lot, says Simon Birck.

When scientists from London's Natural History Museum descended on the coffee farms of the tiny Central American republic of El Salvador, they were astonished to find such diversity of insect and plant species. During 18 months' work on 12 farms, they found a third more species of parasitic wasp than are known to exist in the whole country of Costa Rica. They described four new species and are aware of a fifth. On 24 farms they found nearly 300 species of tree - when they had expected to find about 100.

El Salvador has lost much of its natural forest, with coffee farms covering nearly 10% of the country. Most of them use the 'shade-grown' method of production, which utilises a semi-natural forest ecosystem. Alex Munro, the museum's botanist on the expedition, says: 'Our findings amazed our insect specialist. There's a very sophisticated food web present. The wasps, for instance, may depend on specific species of tree.'

It's the same the world over. Species diversity is much higher where coffee is grown in shade conditions. In addition, coffee (and chocolate) is usually grown in tropical rainforest regions that are biodiversity hotspots. 'These habitats support up to 70% of the planet's plant and animal species, and so the production methods of cocoa and coffee can have a hugely significant impact,' explains Dr Paul Donald of the Royal Society for the Protection of Birds.

So what does 'shade-grown' mean, and why is it good for wildlife? Most of the world's coffee is produced by poor farmers in the developing world. Traditionally they have grown coffee (and cocoa) under the shade of selectively thinned tracts of rain forest in a genuinely sustainable form of farming. Leaf fall from the canopy provides a supply of nutrients and acts as a mulch that suppresses weeds. The insects that live in the canopy pollinate the cocoa and coffee and prey on pests. The trees also provide farmers with fruit and wood for fuel.

'Bird diversity in shade-grown coffee plantations rivals that found in natural forests in the same region,' says Robert Rice from the Smithsonian Migratory Bird Center. In Ghana, West Africa, - one of the world's biggest producers of cocoa - 90% of the cocoa is grown under shade, and these forest plantations are a vital habitat for wintering European migrant birds. In the same way, the coffee forests of Central and South America are a refuge for wintering North American migrants.

More recently, a combination of the collapse in the world marked for coffee and cocoa and a drive to increase yields by producer countries has led to huge swathes of shade-grown coffee and cocoa being cleared to make way for a highly intensive, monoculture pattern of production known as 'full sun'. But this system not only reduces the diversity of flora and fauna, it also requires huge amounts of pesticides and fertilisers. In Côte d'Ivoire, which produces more than half the world's cocoa, more than a third of the crop is now grown in full-sun conditions.

The loggers have been busy in the Americas too, where nearly 70% of all Colombian coffee is now produced using full-sun production. One study carried out in Colombia and Mexico found that, compared with shade coffee, full-sun plantations have 95% fewer species of birds.

In El Salvador, Alex Munro says shade-coffee farms have a cultural as well as ecological significance and people are not happy to see them go. But the financial pressures are great, and few of these coffee farms make much money. 'One farm we studied, a cooperative of 100 families, made just $10,000 a year – $100 per family – and that's not taking labour costs into account.'

The loss of shade-coffee forests has so alarmed a number of North American wildlife organisations that they're now harnessing consumer power to help save these threatened habitats. They are promoting a certification system that can indicate to consumers that the loans have been given on shade plantations. Bird-friendly coffee, for instance, is marketed by the Smithsonian Migratory Bird Center. The idea is that the small extra cost is passed directly on to the coffee farmers as a financial incentive to maintain their shade-coffee farms.

Not all conservationists agree with such measures, however. Some say certification could be leading to the loss – not preservation – of natural forests. John Rappole of the Smithsonian Conservation and Research Center, for example, argues that shade- primary marketing provides ‘an incentive to convert existing areas of primary forest that are too remote or steep to be converted profitably to other forms of cultivation into shade-coffee plantations’.

Other conservationists, such as Stacey Philpott and colleagues, argue the case for shade coffee. But there are different types of shade growing. Those used by subsistence farmers are virtually identical to natural forest (and have a corresponding diversity), while systems that use coffee plants as the undershorey and aceno or citrus trees as the oversteeny may be no more diverse than full-sun farms. Certification procedures need to distinguish between the two, and Ms Philpott argues that as long as the process is rigorous and offers financial gains to producers, shade growing does benefit the environment.

Questions 15-19

Tip Strip
•‎ These questions focus on factual information:
•‎ The question follows the order of information in the passage and may cover one section of the passage, or the whole passage.

Do the following statements agree with the information given in Reading Passage 2?

In boxes 15-19 write

T (TRUE)   If the statement agrees with the information
F (FALSE)   if the statement contradicts the information
NG (NOT GIVEN)   if there is no information on this

15. More species survive on the farms studied by the researchers than in the natural El Salvador forests.

16. Nearly three-quarters of the Earth’s wildlife species can be found in shade-coffee plantations.

17. Farmers in El Salvador who have tried both methods prefer shade-grown plantations.

18. Shade plantations are important for migrating birds in both Africa and the Americas.

19. Full-sun cultivation can increase the costs of farming.

Questions 20–23

Strategy
Task: Matching
In matching tasks you have to match two sets of information. One set may be names (e.g. of people, places or institutions) and the other set may be statements, opinions, discoveries or theories. The numbered items are not in the order in which they appear in the text.

Tip Strip
Some people may be mentioned in more than one part of the reading passage.Skim through the passage and highlight all examples.

Look at the following opinions (Questions 20–23) and the list of people below.
Match each opinion to the person credited with it.
Write the correct letter A–E without commas.
NB You can write any letter more than once.

20. Encouraging shade growing may lead to farmers using the natural forest for their plantations.

21. If shade-coffee farms match the right criteria, they can be good for wildlife.

22. There may be as many species of bird found on shade farms in a particular area, as in natural habitats there.

23. Currently, many shade-coffee farmers earn very little.

A   Alex Munroe
B   Paul Donald
C   Robert Rice
D   John Rappole
E   Stacey Philpott

Questions 24–27

Strategy
Task: Classification
In this type of task you have to match numbered features to a set of general categories. The information in the numbered items will be in a different order from the information in the text and you may have to use information from different sections to answer one question.
1. Scan the text and underline or highlight references to shade-grown methods and full-sun methods. Which paragraph first mentions:
a) shade-grown methods?
b) full-sun methods?
2. What are the key words in Question 24? Use these to help you to locate the information you need. Remember to check the sections of the text referring to both methods.

Tip Strip
•‎ Look at Question 26. The passage does not always use the full phrase shade-grown, sometimes it just refers to shade coffee.

Classify the features described below as applying to

A   the shade-grown method  
B   the full-sun method  
C   both shade-grown and full-sun methods  

Write the correct letter A–C without commas.

24. can be used on either coffee or cocoa plantations.

25. is expected to produce bigger crops

26. documentation may be used to encourage sales

27. can reduce wildlife diversity

 

Total Questions: 0

Incorrect Answers: 0

You should spend about 20 minutes on Questions 28-40, which are based on Reading Passage 3 on page 103.

Questions 28-33
Reading Passage 3 has nine paragraphs A-I.
Choose the most suitable heading for paragraphs **A-F** from the list of headings below.
Write the correct number (I–VIII).

Tip Strip
•‎ When matching paragraph headings you have to choose the heading which best summarizes the main idea of the paragraph.
•‎ Each heading will only match one paragraph.

List of headings:
I   Amazing results from a project
II   New religious ceremonies
III   Community art centres
IV   Early painting techniques and marketing systems
V   Mythology and history combined
VI   The increasing acclaim for Aboriginal art
VII   Belief in continuity
VIII   Oppression of a minority people

28. Paragraph A
29. Paragraph B
30. Paragraph C
31. Paragraph D
32. Paragraph E
33. Paragraph F

Painters of time

'The world's fascination with the mystique of Australian Aboriginal art.' Emmanuel de Roux

A   The works of Aboriginal artists are now much in demand throughout the world, and not just in Australia, where they are already fully recognised: the National Museum of Australia, which opened in Canberra in 2001, designated 40% of its exhibition space to works by Aborigines. In Europe their art is being exhibited at an museum in Lyon, France, while the future Quai Branly museum in Paris – which will be devoted to arts and civilisations of Africa, Asia, Oceania and the Americas – plans to commission frescoes by artists from Australia.

B   Their artistic movement began about 30 years ago, but its roles go back to time immemorial. All the works refer to the founding myth of the Aboriginal culture, “the Dreaming”. That internal geography, which is rendered with a brush and colours, is also the expression of the Aborigines’ long quest to regain the land which was stolen from them when Europeans arrived in the nineteenth century. “Painting is nothing without history,” says one such artist, Michael Nelson Tjakanarra.

C   There are now fewer than 400,000 Aborigines living in Australia. They have been swamped by the country’s 17.5 million immigrants. These original ‘natives’ have been living in Australia for 50,000 years, and they were undoubtedly maltreated by the newcomers. Driven back to the most barren lands or crammed into slums on the outskirts of cities, the Aborigines were subjected to a policy of ‘assimilation’, which involved kidnapping children to make them better ‘integrated’ into European society, and bending the nomadic Aborigines by force into settled communities.

D   It was in one such community, Papunya, near Alice Springs, in the central desert, that Aboriginal painting first came into its own. In 1971, a white schoolteacher, Geoffrey Bardon, suggested to a group of Aborigines that they should decorate the school walls with ritual motifs, so as to pass on to the younger generation the myths that were starting to fade from their collective memory. He gave them brushes, colours and surfaces to paint on – cardboard and canvases. He was astounded by the result. But their art did not come like a bolt from the blue: for thousands of years Aborigines had been ‘painting’ on the ground using sands of different colours, and on rock faces. They had also been decorating their bodies for ceremonial purposes. So there existed a formal vocabulary.

E   This had already been noted by Europeans. In the early twentieth century, Aboriginal communities brought together by missionaries in northern Australia had been encouraged to reproduce on tree bark the motifs found on rock faces. Artists turned out a steady stream of works, supported by the churches, which helped to sell them to the public, and between 1950 and 1960 Aboriginal paintings began to reach overseas museums. Painting on bark persisted in the north, whereas the communities in the central desert increasingly used acrylic paint, and elsewhere in Western Australia women explored the possibilities of wax painting and dyeing processes, known as ‘bath’.

F   What Aborigines depict are always elements of the Dreaming, the collective history that each community is both part of and guardian of. The Dreaming is the story of their origins, of their ‘Great Ancestors’, who passed on their knowledge, their art and their skills (hunting, medicine, painting, music and dance) to man. ‘The Dreaming is not synonymous with the moment when the world was created,’ says Stephan Jacob, one of the organizers of the Lyon exhibition. ‘For Aborigines, that moment has never ceased to exist. It is perpetuated by the cycle of the seasons and the religious ceremonies which the Aborigines organise. Indeed the aim of those ceremonies is also to ensure the permanence of that golden age. The central function of Aboriginal painting, even in its contemporary manifestations, is to guarantee the survival of this world. The Dreaming is both past, present and future.’

G   Each work is created individually, with a form peculiar to each artist, but it is created within and on behalf of a community who must approve it. An artist cannot use a ‘dream’ that does not belong to his or her community, since each community is the owner of its dreams, just as it is anchored to a territory marked out by its ancestors, so each painting can be interpreted as a kind of spiritual road map for that community.

H   Nowadays, each community is organised as a cooperative and draws on the services of an art adviser, a government-employed agent who provides the artists with materials, deals with galleries and museums and redistributes the proceeds from sales among the artists. Today, Aboriginal painting has become a great success. Some works sell for more than $25,000, and exceptional items may fetch as much as $180,000 in Australia.

I   'By exporting their paintings as though they were surfaces of their territory, by accompanying them to the temples of western art, the Aborigines have redrawn the map of their country, into whose depths they were exiled,' says Yves Le Fuc of the Quai Branly museum, 'Masterpieces have been created. Their undeniable power prompts a dialogue that has proved all too rare in the history of contacts between the two cultures’.

Questions 34–37

Tip Strip
•‎ Remember that information is given in chronological order in the book chart, although it may be in a different order in the text.

Complete the flow chart below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.  
Write your answers without commas.

For 34 Aborigines produced ground and rock paintings.

Early twentieth century: churches first promoted the use of 35 for paintings.

Mid-twentieth century: Aboriginal paintings were seen in 36

Early 1970s: Aborigines painted traditional patterns on 37 . In one community.

Questions 38–40

Tip Strip
•‎ Skimming a text quickly before you begin the tasks will help you to locate information later on.

Choose the correct answer, A, B, C or D.
Write your answer without commas.

38. In Paragraph G, the writer suggests that an important feature of Aboriginal art is  
A   its historical context.
B   its significance to the group.
C   its religious content.
D   its message about the environment.

39. In Aboriginal beliefs, there is a significant relationship between
A   communities and lifestyles.
B   images and techniques.
C   culture and form.
D   ancestors and territory.

40. In Paragraph I, the writer suggests that Aboriginal art invites Westerners to engage with
A   the Australian land.
B   their own art.
C   Aboriginal culture.
D   their own history.

 

Total Questions: 0

Incorrect Answers: 0

 

Writing module (1 hour)

WRITING TASK 1

Strategy
This task consists of plans showing changes to a place over time. Look at both plans carefully and note the changes to the original place and any data that is given. Do NOT describe each diagram individually. Focus on the changes. Remember that you still need to write a summarising statement.

Tip Strip
•‎ Look at the dates. These will indicate the best sense for your answer.
•‎ For help with the vocabulary book at the Language of Change.

You should spend about 20 minutes on this task.
The diagrams below show the development of a small fishing village and its surrounding area into a large European tourist resort.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.

 

WRITING TASK 2

Strategy
In this type of task two different opinions are contrasted. You need to discuss BOTH of these and to give your own view on the topic. This will give you the plan of your answer.

Tip Strip
•‎ All the world in a writing task have been carefully chosen to focus on particular aspects of the topic. Pay attention to those.
•‎ In this case the idea has made things ‘benefits’ is contrasted with the idea that music can have a negative influence’. But the word only won the phrase **individuals and societies** are also important for your answer.
•‎ For help with the vocabulary book at General Academic Language on page 166.

You should spend about 40 minutes on this task.
Write about the following topic: Music is played in every society and culture in the world today.
Some people think that music brings only benefits to individuals and societies. Others, however, think that music can have a negative influence on both.
Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.

 

Speaking module (11–14 minutes)

PART 1

Answer the following examiner questions.

Can you tell me your full name?
What shall I call you?
Which country do you come from?
Whereabouts is your home town?
Tell me about the countryside outside your town.

Now let’s talk about your family.

How big is your family?
How often do you spend time together?
What do you enjoy doing as a family?
How do you keep in touch with members of your family?

PART 2

Tip Strip
•‎ Remember to establish the tense of the prompt.
•‎ If you can’t think of something that really took place, don’t be afraid to make it up. What is important is to produce a relevant, organised talk.

You have one minute to make notes on the following topic. Then talk about it for two minutes.

Describe something you bought that you were not happy with.You should say:

• what you bought

• why you were not happy with it

• what you did with it

Describe something you bought that you were not happy with.

Use: disappointing purchase – неудачная покупка; overpriced item – переоценённая вещь; flimsy construction – хлипкая сборка; misleading advertisement – вводящая в заблуждение реклама; faulty product – бракованный товар; not live up to expectations – не оправдать ожиданий; demand a refund – требовать возврат денег; lodge a complaint – подать жалобу; back to square one – снова у разбитого корыта; jump through hoops – пройти через бюрократию (e.g., "I had to jump through hoops to return it").

 
Get Ready: 1:00

Explain how you felt about the situation.
Would you buy other things from the same shop / place? Do you usually enjoy shopping?

 

PART 3

Tip Strip
•‎ The examiner will tell you what topic he/ she will ask you about. Listen carefully for these signals, as they may help you to understand the questions.

Think about the issues and answer the questions.

Let’s consider the kinds of products people buy in your country.

Are there more goods available in shops now than in the past? Why / Why not?
Do people generally prefer to buy products from their own or from other countries?
What kinds of products are most affected by fashions from other countries?
Will overseas trends and fashions have more or less impact on what people buy in the future?

Now let’s think about protecting consumers.

What kind of techniques do advertisers use to persuade people to buy more?
Who should be responsible for the quality of products: producers, shops or customers?
How could governments protect the rights of consumers?