Cambridge IELTS 3_Test 1

SECTION 1

Questions 1-10

Complete the notes below.

Questions 11-20

Write NO MORE THAN THREE WORDS for each answer

Complete the table below.

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

Complete the table below.

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

Choose TWO letters A-E.

Which TWO groups of patients receive free medication?

Write NO MORE THAN THREE WORDS OR A NUMBER.

Complete the table below.

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

SECTION 4  Questions 31-40

Questions 31-36

Choose the correct letters A-C

choose the correct letters A-C.

READING

READING PASSAGE I

You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 on the following page.

Questions 1-4

Reading Passage I has six paragraphs A-F.

Choose the most suitable headings for paragraphs B-E from the list of headings below Write the appropriate numbers i-ix in boxes 1-4 on your answer sheet.

THE ROCKET – FROM EAST TO WEST

A

The concept of the rocket, or rather the mechanism behind the idea of propelling an object into the air, has been around for well over two thousand years. However, it wasn’t until the discovery of the reaction principle, which was the key to space travel and so represents one of the great milestones in the history of scientific thought, that rocket technology was able to develop. Not only did it solve a problem that had intrigued man for ages, but, more importantly, it literally opened the door to exploration of the universe.

B

An intellectual breakthrough, brilliant though it may be, does not automatically ensure that the transition is made from theory to practice. Despite the fact that rockets had been used sporadically for several hundred years, they remained a relatively minor artefact of civilisation until the twentieth century. Prodigious efforts, accelerated during two world wars, were required before the technology of primitive rocketry could be translated into the reality of sophisticated astronauts. It is strange that the rocket was generally Ignored by writers of fiction to transport their heroes to mysterious realms beyond the Earth, even though it had been commonly used in fireworks displays in China since the thirteenth century. The reason is that nobody associated the reaction principle with the idea of travelling through space to a neighbouring world.

C

A simple analogy can help us to understand how a rocket operates. It is much like a machine gun mounted on the rear of a boat. In reaction to the backward discharge of bullets, the gun, and hence the boat, move forwards. A rocket motor’s ‘bullets’ are minute, high-speed particles produced by burning propellants in a suitable chamber. The reaction to the ejection of these small particles causes the rocket to move forwards. There is evidence that the reaction principle was appiled practically well before the rocket was invented. In his Noctes Atticae or Greek Nights, Aulus Gellius describes ‘the pigeon of Archytas’, an Invention dating back to about 360 BC. Cylindrical in shape, made of wood, and hanging from string. It was moved to and fro by steam blowing out from small exhaust ports at elther end. The reaction to the discharging steam provided the bird with motive power.

D

The Invention of rockets is linked inextricably with the invention of ‘black powder.

Most historians of technology credit the Chinese with its discovery. They base their bellef on studies of Chinese writings or on the notebooks of early Europeans who settled in or made long visits to China to study its history and civilisation. It is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, charcoal and sulphur. But this does not mean that it was immediately used to propel rockets. By the thirteenth century, powder-propelled fire arrows had become rather common. The Chinese relied on this type of technological development to produce incendiary projectiles of many sorts.

explosive grenades and possibly cannons to repel their enemies. One such weapon was the “basket of fire’ or, as directly translated from Chinese, the ‘arrows like flying leopards’. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces. Another weapon was the ‘arrow as a flying sabre’, which could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A small iron weight was attached to the 1.5m bamboo shaft, just below the feathers. to increase the arrow’s stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the ‘egg which moves and burns. This ‘egg was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two rockets attached to either side of this tail.

E

It was not until the eighteenth century that Europe became seriously Interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other weapons. Prior to this, rockets were used only in pyrotechnic displays. The Incentive for the more aggressive use of rockets came not from within the European continent but from far-away India, whose leaders had built up a corps of rocketeers and used rockets successfully against the British in the late eighteenth century. The Indian rockets used against the British were described by a British Captain serving In India as ‘an Iron envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at the top and a 3m-long bamboo guiding stick. In the early nineteenth century the British began to experiment with incendiary barrage rockets. The British rocket differed from the Indian version in that it was completely encased in a stout, iron cylinder, terminating in a conical head, measuring one metre In diameter and having a stick almost five metres long and constructed in such a way that it could be firmly attached to the body of the rocket. The Americans developed a rocket, complete with its own launcher, to use against the Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted and lit from the other end. However, the results were sometimes not that impressive as the behaviour of the rockets in flight was less than predictable.

F

Since then, there have been huge developments in rocket technology, often with devastating results in the forum of war. Nevertheless, the modern day space programs owe their success to the humble beginnings of those in previous centuries who developed the foundations of the reaction principle. Who knows what it will be like in the future?

From the information in the text, indicate who FIRST invented or used the items in the list below.

Write the appropriate letters A-E in boxes 7-10 on your answer sheet.

NB You may use any letter more than once

Look at the drawings of different projectiles below, A-H, and the names of types of projectiles given in the passage, Questions 11-14. Match each name with one drawing.

Write the appropriate letters A-H in boxes 11-14 on your answer sheet.

READING PASSAGE 2

You should spend about 20 minutes on Questions 15-28 which are based on Reading Passage 2 below.

The Risks of Cigarette Smoke

Discovered in the early 1800s and named nicotianine, the oily essence now called nicotine is the main active ingredient of tobacco. Nicotine, however, is only a small component of cigarette smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years of cigarette smoking vastly increases the risk of developing fatal medical conditions.

In addition to being responsible for more than 85 per cent of lung cancers, smoking is associated with cancers of, amongst others, the mouth, stomach and kidneys, and is thought to cause about 14 per cent of leukemia and cervical cancers. In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and Influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.

Passive smoking, the breathing in of the side-stream smoke from the buming of tobacco between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from side- stream smoke. This type of smoke contains more, smaller particles and is therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental tobacco smoke in the highest risk category for causing cancer.

As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of exposure to second-hand tobacco smoke during childhood and adolescence.

A more recent study by researchers at the University of California at San Francisco (UCSF) has shown that second-hand cigarette smoke does more harm to non-smokers than to smokers. Leaving aside the philosophical question of whether anyone should have to breathe someone else’s cigarette smoke, the report suggests that the smoke experienced by many people in their daily lives is enough to produce substantial adverse effects on a person’s heart and lungs.

The report, published in the Journal of the American Medical Association (AMA), was based on the researchers’ own earlier research but also includes a review of studies over the past few years. The American Medical Association represents about half of all US doctors and is a strong opponent of smoking. The study suggests that people who smoke cigarettes are continually damaging their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system adapting to the smoke inhalation. Consequently, the effects of passive smoking are far greater on non-smokers than on smokers.

This report emphasizes that cancer is not caused by a single element in cigarette smoke; harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells and interferes with the blood’s ability to deliver life-giving oxygen to the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called platelets, which increases the likelihood of blood clots, thereby affecting blood circulation throughout the body.

The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue that those scientists are underestimating the damage done by passive smoking and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in the United States. This means that passive smoking is the third most preventable cause of death after active smoking and alcohol-related diseases.

The study argues that the type of action needed against passive smoking should be similar to that being taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free workplaces, schools and public places.

Do the following statements reflect the claims of the writer in Reading Passage 2?

In boxes 18-21 on your answer sheet write

YES if the statement reflects 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

Choose ONE phrase from the list of phrases A-J below to complete each of the following sentences (Questions 22-24).

Write the appropriate letters in boxes 22-24 on your answer sheet.

Classify the following statements as being

A a finding of the UCSF study

B an opinion of the UCSF study

C a finding of the EPA report

Dan assumption of consultants to the tobacco industry

Write the appropriate letters A-D in boxes 25-28 on your answer sheet.

NB You may use any letter more than once.

You should spend about 20 minutes on Questions 29-40 which are based on Reading Passage 3 on the following pages.

Questions 29-33

Reading Passage 3 has seven paragraphs A-G.

Choose the most suitable headings for paragraphs C-G from the list of headings below.

Write the appropriate numbers i-x in boxes 29-33 on your answer sheet.

In which TWO paragraphs in Reading Passage 3 does the writer give advice directly to the reader?

Write the TWO appropriate letters (A-G) in boxes 34 and 35 on your answer sheet.

Do the following statements reflect the opinions of the writer in Reading Passage 3?

In boxes 36-39 on your answer sheet write

YES if the statement reflects the opinion of the writer

NO if the statement contradicts the opinion of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

Choose the appropriate letter A-D and write it in box 40 on your answer sheet.

Which of the following statements best describes the writer’s main purpose in Reading Passage 3?