Solution for: CBT Listening Test 17: Tax File Number
Answer Table
1.C
2.A
3.A
4.B
5.JGW 1100536|JGW1100536|JGW-1100536
6.Harbour Drive
7.Pearce
8.Miss
9.First name
10.15-11-1983|15-11-83|15.11.1983|15.11.83|15 11 1983|15 11 83|15 November 1983|15th November 1983
11.Military
12.Educate
13.Personal Information
14.Postings
15.bullying
16.Research|homework|assignment|homework assignment
17.compete
18.play games
19.sing|sing songs
20.Worksheets
21.A
22.C
23.B
24.chance of travel|chance to travel
25.develop new skills
26.learn about yourself
27.Study different subjects
28.employment opportunities
29.A
30.D
31.1768
32.first|first ever|first-ever
33.Warmth
34.Staircase Group
35.Daughter
36.1822
37.Inventor
38.manuscript
39.bicycle
40.Exhibit
Listening Transcript
Full transcript for this listening test, shown section by section.
Section 1 - Tax File Number Application (Questions 1-10) Transcript
NARRATOR: You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in four sections. At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet. Now turn to Section 1.
NARRATOR: Section 1. You will hear a conversation between a tax office employee and a woman who wants to apply for a tax number. First, you have some time to look at Questions 1 to 4.
[Pause to read Questions 1-4.]
NARRATOR: You will see that there is an example that has been done for you. On this occasion only, the conversation relating to this will be played first.
[Example conversation.]
TAX OFFICER: Good morning, Tax Office. How can I help you?
APPLICANT: I'd like to apply for a tax file number.
TAX OFFICER: Are you a citizen?
APPLICANT: No, but I'm told I still need a number.
TAX OFFICER: So, what is your residency status? Are you a permanent migrant or perhaps a temporary visitor?
APPLICANT: Oh...I'm...I'm a permanent migrant.
NARRATOR: The applicant is a permanent migrant, so the letter C has been circled. Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer Questions 1 to 4.
[Main conversation.]
TAX OFFICER: Good morning, Tax Office. How can I help you?
APPLICANT: I'd like to apply for a tax file number.
TAX OFFICER: Are you a citizen?
APPLICANT: No, but I'm told I still need a number.
TAX OFFICER: So, what is your residency status? Are you a permanent migrant or perhaps a temporary visitor?
APPLICANT: Oh...I'm...I'm a permanent migrant.
TAX OFFICER: And you need a TFN?
APPLICANT: A what?
TAX OFFICER: A TFN—it stands for Tax File Number.
APPLICANT: Yes, what is that exactly?
TAX OFFICER: It's a unique number we issue to individuals and organisations to help administer tax collection and other government systems.
APPLICANT: Why do I need one?
TAX OFFICER: In actual fact, you don't.
APPLICANT: What do you mean?
TAX OFFICER: It's not compulsory, you know.
APPLICANT: But...I should get one?
TAX OFFICER: Well, it's a good idea, otherwise you'll have more tax withheld from your wages or salary—in fact, you won't be eligible to participate in the PAYE (that's 'pay-as-you-earn') system and you couldn't apply for income support or other benefits. You wouldn't have to pay the Medicare levy but then you wouldn't be entitled to claim Medicare benefits either.
APPLICANT: I'd better have one then.
TAX OFFICER: Okay. So, you're currently living in this country, right?
APPLICANT: Yes.
TAX OFFICER: What kind of visa do you have: a working visa?
APPLICANT: Well, I did have one because after my student visa expired I went back home and worked for a year before applying for a job here. The job turned out to be permanent and full time and my employers wanted me to settle here...so I now have a permanent migrant visa.
TAX OFFICER: Now, once you have a file number you never need to reapply, even if your circumstances change, for example, if you get married or decide to take an English name. They'll even use the same one when you retire and apply for a government pension.
APPLICANT: I see.
TAX OFFICER: Have you ever had a TFN before?
APPLICANT: No.
TAX OFFICER: Right...let's get on with the application process now.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at Questions 5 to 10.
[Pause to read Questions 5-10.]
NARRATOR: Now listen and answer Questions 5 to 10.
TAX OFFICER: What is your passport or travel document number?
APPLICANT: Oh, just a moment, I have it here: JGW-double one-double zero-536.
TAX OFFICER: Where do you come from?
APPLICANT: I came from Greece.
TAX OFFICER: Is that your country of origin?
APPLICANT: Yes, I came from Greece.
TAX OFFICER: Are you Greek? Do you have a Greek passport?
APPLICANT: No, I was born in Spain. I have a Spanish passport but I've been living in Greece.
TAX OFFICER: And where do you live now? Where will the department send your TFN?
APPLICANT: That's 1339 Harbour Drive, Hollywell.
TAX OFFICER: Postcode?
APPLICANT: 1517.
TAX OFFICER: Thank you. Now, what's the best way to get in touch with you?
APPLICANT: By phone—you can ring my landline number 09 5577 5076. I'm sorry I haven't got a cell phone at the moment.
TAX OFFICER: I see...can you give me the details of someone else we could contact if we can't get you during office hours?
APPLICANT: That would be my landlady.
TAX OFFICER: What's her name?
APPLICANT: Martha Pearce.
TAX OFFICER: Is that Pierce P-I-E-R-C-E?
APPLICANT: No, it's P-E-A-R-C-E.
TAX OFFICER: And her number is?
APPLICANT: The same as the one I gave you.
TAX OFFICER: Yes, I've got that. Now, for some more personal details...What title do you use?
APPLICANT: Excuse me?
TAX OFFICER: Are you Mrs, Miss or Ms?
APPLICANT: I'm not married. Put me down as Miss.
TAX OFFICER: All right, what's your surname?
APPLICANT: Farina.
TAX OFFICER: What's your first name?
APPLICANT: Maria.
TAX OFFICER: Do you have a second or middle name?
APPLICANT: Well, two actually.
TAX OFFICER: What are they?
APPLICANT: Rosa Ana.
TAX OFFICER: I'm guessing Farina is your maiden name, since you haven't been married, but, are you known by any other names?
APPLICANT: Farina is my only surname...but people call me Mary.
TAX OFFICER: As a first name?
APPLICANT: Yes.
TAX OFFICER: When were you born, Mary? Can you give it to me in the following order: day, month, and year?
APPLICANT: The 15th of November 1983.
TAX OFFICER: You're obviously female...so that brings me to the last question which I don't really need to ask.
APPLICANT: What's that?
TAX OFFICER: Your husband's name?
APPLICANT: I don't have one.
TAX OFFICER: I know—so I'll just write down NA for 'not applicable'.
APPLICANT: Thank you.
NARRATOR: That is the end of Section 1. You now have half a minute to check your answers.
[Pause to check answers.]
NARRATOR: Section 1. You will hear a conversation between a tax office employee and a woman who wants to apply for a tax number. First, you have some time to look at Questions 1 to 4.
[Pause to read Questions 1-4.]
NARRATOR: You will see that there is an example that has been done for you. On this occasion only, the conversation relating to this will be played first.
[Example conversation.]
TAX OFFICER: Good morning, Tax Office. How can I help you?
APPLICANT: I'd like to apply for a tax file number.
TAX OFFICER: Are you a citizen?
APPLICANT: No, but I'm told I still need a number.
TAX OFFICER: So, what is your residency status? Are you a permanent migrant or perhaps a temporary visitor?
APPLICANT: Oh...I'm...I'm a permanent migrant.
NARRATOR: The applicant is a permanent migrant, so the letter C has been circled. Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer Questions 1 to 4.
[Main conversation.]
TAX OFFICER: Good morning, Tax Office. How can I help you?
APPLICANT: I'd like to apply for a tax file number.
TAX OFFICER: Are you a citizen?
APPLICANT: No, but I'm told I still need a number.
TAX OFFICER: So, what is your residency status? Are you a permanent migrant or perhaps a temporary visitor?
APPLICANT: Oh...I'm...I'm a permanent migrant.
TAX OFFICER: And you need a TFN?
APPLICANT: A what?
TAX OFFICER: A TFN—it stands for Tax File Number.
APPLICANT: Yes, what is that exactly?
TAX OFFICER: It's a unique number we issue to individuals and organisations to help administer tax collection and other government systems.
APPLICANT: Why do I need one?
TAX OFFICER: In actual fact, you don't.
APPLICANT: What do you mean?
TAX OFFICER: It's not compulsory, you know.
APPLICANT: But...I should get one?
TAX OFFICER: Well, it's a good idea, otherwise you'll have more tax withheld from your wages or salary—in fact, you won't be eligible to participate in the PAYE (that's 'pay-as-you-earn') system and you couldn't apply for income support or other benefits. You wouldn't have to pay the Medicare levy but then you wouldn't be entitled to claim Medicare benefits either.
APPLICANT: I'd better have one then.
TAX OFFICER: Okay. So, you're currently living in this country, right?
APPLICANT: Yes.
TAX OFFICER: What kind of visa do you have: a working visa?
APPLICANT: Well, I did have one because after my student visa expired I went back home and worked for a year before applying for a job here. The job turned out to be permanent and full time and my employers wanted me to settle here...so I now have a permanent migrant visa.
TAX OFFICER: Now, once you have a file number you never need to reapply, even if your circumstances change, for example, if you get married or decide to take an English name. They'll even use the same one when you retire and apply for a government pension.
APPLICANT: I see.
TAX OFFICER: Have you ever had a TFN before?
APPLICANT: No.
TAX OFFICER: Right...let's get on with the application process now.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at Questions 5 to 10.
[Pause to read Questions 5-10.]
NARRATOR: Now listen and answer Questions 5 to 10.
TAX OFFICER: What is your passport or travel document number?
APPLICANT: Oh, just a moment, I have it here: JGW-double one-double zero-536.
TAX OFFICER: Where do you come from?
APPLICANT: I came from Greece.
TAX OFFICER: Is that your country of origin?
APPLICANT: Yes, I came from Greece.
TAX OFFICER: Are you Greek? Do you have a Greek passport?
APPLICANT: No, I was born in Spain. I have a Spanish passport but I've been living in Greece.
TAX OFFICER: And where do you live now? Where will the department send your TFN?
APPLICANT: That's 1339 Harbour Drive, Hollywell.
TAX OFFICER: Postcode?
APPLICANT: 1517.
TAX OFFICER: Thank you. Now, what's the best way to get in touch with you?
APPLICANT: By phone—you can ring my landline number 09 5577 5076. I'm sorry I haven't got a cell phone at the moment.
TAX OFFICER: I see...can you give me the details of someone else we could contact if we can't get you during office hours?
APPLICANT: That would be my landlady.
TAX OFFICER: What's her name?
APPLICANT: Martha Pearce.
TAX OFFICER: Is that Pierce P-I-E-R-C-E?
APPLICANT: No, it's P-E-A-R-C-E.
TAX OFFICER: And her number is?
APPLICANT: The same as the one I gave you.
TAX OFFICER: Yes, I've got that. Now, for some more personal details...What title do you use?
APPLICANT: Excuse me?
TAX OFFICER: Are you Mrs, Miss or Ms?
APPLICANT: I'm not married. Put me down as Miss.
TAX OFFICER: All right, what's your surname?
APPLICANT: Farina.
TAX OFFICER: What's your first name?
APPLICANT: Maria.
TAX OFFICER: Do you have a second or middle name?
APPLICANT: Well, two actually.
TAX OFFICER: What are they?
APPLICANT: Rosa Ana.
TAX OFFICER: I'm guessing Farina is your maiden name, since you haven't been married, but, are you known by any other names?
APPLICANT: Farina is my only surname...but people call me Mary.
TAX OFFICER: As a first name?
APPLICANT: Yes.
TAX OFFICER: When were you born, Mary? Can you give it to me in the following order: day, month, and year?
APPLICANT: The 15th of November 1983.
TAX OFFICER: You're obviously female...so that brings me to the last question which I don't really need to ask.
APPLICANT: What's that?
TAX OFFICER: Your husband's name?
APPLICANT: I don't have one.
TAX OFFICER: I know—so I'll just write down NA for 'not applicable'.
APPLICANT: Thank you.
NARRATOR: That is the end of Section 1. You now have half a minute to check your answers.
[Pause to check answers.]
Section 2 - Keeping Kids Safe on the Internet (Questions 11-20) Transcript
NARRATOR: Now turn to Section 2. Section 2. You will hear a talk about keeping children safe on the Internet. First, you have some time to look at Questions 11 to 16.
[Pause to read Questions 11-16.]
NARRATOR: Listen carefully and answer Questions 11 to 16.
PRESENTER: Thank you for coming. It's good to see so many of you interested in keeping your children safe on the Internet. What's in store? Well, firstly I'm going to talk in general about some common-sense ideas and rules for young ones using the computer; then, I'll give you some information on free, educational websites; finally, we'll finish with question time.
PRESENTER: I'm sure most of you think that the Internet can be a frightening place in which to let your children roam loose, but, let me remind you that it can also be a fountain of knowledge and education. The trick is to avoid the former and utilize the latter. There are programs available, both in your local electronics supply shop and free to download, that will keep your child safe to a certain degree on the World Wide Web.
PRESENTER: A popular one is Online Family Norris which bars things like military and social websites. I wouldn't advise you to rely solely on a program to protect your family though. As good as it is, you cannot abdicate your responsibility as a parent. I'm sure you all know that or you wouldn't be here. When all is said and done, the best way to keep children safe is to educate them and keep an eye on them.
PRESENTER: For this reason you should make sure the computer, which your child uses, is kept in a communal space—where you can look over their shoulder from time to time.
PRESENTER: It is paramount that you teach them never to divulge their proper or full name; and to never provide personal information such as where they live or what their phone number is. Tell them that online friends must remain just that—online—unless they are supervised. It is difficult, I know, to teach children about the dangers of the world when they are so naive, so trusting and innocent.
PRESENTER: But, without going into great detail, you must alert them to the possibility that the people they are chatting with may not be who they say they are.
PRESENTER: It's also sensible not to give them their own email address until they are old enough to use the Internet safely, so all communication from websites will go through you. When they are old enough to use social sites, like Facebook and My Space, teenagers need to know that whatever postings they put on the Web will remain accessible forever—nothing is ever really deleted there, and embarrassing pictures or remarks may come back to haunt them one day.
PRESENTER: For instance, when they apply for a job, they could jeopardize their chances as the employer or human resources staff will look on the Web to find out more about their potential employee and they may be shocked by what they find there—not the sort of stuff an applicant would want on his or her CV. It can also make them more vulnerable to bullying.
PRESENTER: Unfortunately, bullying on social sites is another thing to look out for and, I have to tell you, it's on the increase. It's a very difficult issue to deal with but something that is more easily detected if the computer is kept in a family space.
PRESENTER: If we can put these negative issues aside, let's not forget that the Internet is also a wonderful place for children of all ages. Teenagers may be mostly networking on social sites or completing research that they've been asked to do as part of their homework assignments, but younger children can get assistance with mathematics, spelling and reading on a variety of free and paid for sites.
NARRATOR: Before you hear the rest of the talk, you have some time to look at Questions 17 to 20.
[Pause to read Questions 17-20.]
NARRATOR: Now listen and answer Questions 17 to 20.
PRESENTER: A good way for children to learn and have fun at the same time is the website mathtutor.com. They can practise mathematics on this site no matter what their level while they compete against other children from all over the world. And here's a fun way for primary school children to learn the spelling words for the week—it can be such a chore for some children—they just type them in and play games to learn them. What's that? The Website? Oh, sorry, yes, you'll need to go to...spellcity.com for that.
PRESENTER: The one I'm going to tell you about now is one of the most practical sites that's popular with people of all ages. Children (or parents for that matter) can learn to touch type as they sing along with songs and there's a variety of funny characters to help you enjoy yourself as you learn. In this day and age, typing is essential—everyone should be able to type fast and accurately—so go to beeb.co/typing and try it out.
PRESENTER: Don't just leave it up to the kids—here's a site that parents can use to download worksheets to extend their children by giving them further practice: it's called coolresources.com and I can really recommend it, particularly for middle school students.
PRESENTER: Now, are there any questions?
NARRATOR: That is the end of Section 2. You now have half a minute to check your answers.
[Pause to check answers.]
[Pause to read Questions 11-16.]
NARRATOR: Listen carefully and answer Questions 11 to 16.
PRESENTER: Thank you for coming. It's good to see so many of you interested in keeping your children safe on the Internet. What's in store? Well, firstly I'm going to talk in general about some common-sense ideas and rules for young ones using the computer; then, I'll give you some information on free, educational websites; finally, we'll finish with question time.
PRESENTER: I'm sure most of you think that the Internet can be a frightening place in which to let your children roam loose, but, let me remind you that it can also be a fountain of knowledge and education. The trick is to avoid the former and utilize the latter. There are programs available, both in your local electronics supply shop and free to download, that will keep your child safe to a certain degree on the World Wide Web.
PRESENTER: A popular one is Online Family Norris which bars things like military and social websites. I wouldn't advise you to rely solely on a program to protect your family though. As good as it is, you cannot abdicate your responsibility as a parent. I'm sure you all know that or you wouldn't be here. When all is said and done, the best way to keep children safe is to educate them and keep an eye on them.
PRESENTER: For this reason you should make sure the computer, which your child uses, is kept in a communal space—where you can look over their shoulder from time to time.
PRESENTER: It is paramount that you teach them never to divulge their proper or full name; and to never provide personal information such as where they live or what their phone number is. Tell them that online friends must remain just that—online—unless they are supervised. It is difficult, I know, to teach children about the dangers of the world when they are so naive, so trusting and innocent.
PRESENTER: But, without going into great detail, you must alert them to the possibility that the people they are chatting with may not be who they say they are.
PRESENTER: It's also sensible not to give them their own email address until they are old enough to use the Internet safely, so all communication from websites will go through you. When they are old enough to use social sites, like Facebook and My Space, teenagers need to know that whatever postings they put on the Web will remain accessible forever—nothing is ever really deleted there, and embarrassing pictures or remarks may come back to haunt them one day.
PRESENTER: For instance, when they apply for a job, they could jeopardize their chances as the employer or human resources staff will look on the Web to find out more about their potential employee and they may be shocked by what they find there—not the sort of stuff an applicant would want on his or her CV. It can also make them more vulnerable to bullying.
PRESENTER: Unfortunately, bullying on social sites is another thing to look out for and, I have to tell you, it's on the increase. It's a very difficult issue to deal with but something that is more easily detected if the computer is kept in a family space.
PRESENTER: If we can put these negative issues aside, let's not forget that the Internet is also a wonderful place for children of all ages. Teenagers may be mostly networking on social sites or completing research that they've been asked to do as part of their homework assignments, but younger children can get assistance with mathematics, spelling and reading on a variety of free and paid for sites.
NARRATOR: Before you hear the rest of the talk, you have some time to look at Questions 17 to 20.
[Pause to read Questions 17-20.]
NARRATOR: Now listen and answer Questions 17 to 20.
PRESENTER: A good way for children to learn and have fun at the same time is the website mathtutor.com. They can practise mathematics on this site no matter what their level while they compete against other children from all over the world. And here's a fun way for primary school children to learn the spelling words for the week—it can be such a chore for some children—they just type them in and play games to learn them. What's that? The Website? Oh, sorry, yes, you'll need to go to...spellcity.com for that.
PRESENTER: The one I'm going to tell you about now is one of the most practical sites that's popular with people of all ages. Children (or parents for that matter) can learn to touch type as they sing along with songs and there's a variety of funny characters to help you enjoy yourself as you learn. In this day and age, typing is essential—everyone should be able to type fast and accurately—so go to beeb.co/typing and try it out.
PRESENTER: Don't just leave it up to the kids—here's a site that parents can use to download worksheets to extend their children by giving them further practice: it's called coolresources.com and I can really recommend it, particularly for middle school students.
PRESENTER: Now, are there any questions?
NARRATOR: That is the end of Section 2. You now have half a minute to check your answers.
[Pause to check answers.]
Section 3 - Reasons for Studying Abroad (Questions 21-30) Transcript
NARRATOR: Now turn to Section 3. Section 3. You will hear a conversation between two students in the Education Department who are discussing their first assignment. First, you have some time to look at Questions 21 to 28.
[Pause to read Questions 21-28.]
NARRATOR: Listen carefully and answer Questions 21 to 28.
CLEO: Hey, Ted. What are we going to do about this assignment?
TED: Well, Cleo, I think it's pretty straightforward.
CLEO: Oh?
TED: Yeah, the topic is 'Why Study Abroad?' I suggest we do a survey of international students, collate the responses, make a graph and exhibit our findings in the form of a poster.
CLEO: Wow! You have given this some thought, haven't you?
TED: Of course. This is only the first assignment—there'll be a lot more to come so let's get this one out of the way quickly.
CLEO: Well, how do we do the survey?
TED: I think we need to find a good selection of foreign students.
CLEO: So...how about we go over to the English Language School at lunchtime and talk to some of the students there.
TED: That's not a bad idea—but we shouldn't limit ourselves to that Department.
CLEO: Why not?
TED: Well, think about it...They'll all give the same reason— 'to learn English'.
CLEO: Of course, you're right. Well, one of us could cover the Language School and the other could go around the Business School.
TED: Yes, I know there are a lot of internationals there too but I think a random sample from foreign students on campus might give us a better range of answers.
CLEO: Mmm. What are we going to ask them— 'Why are you studying abroad?'
TED: An open question like that could mean we get hundreds of different responses—it would be better if we made up, say, 10 reasons, and asked each respondent to place them in order of importance.
CLEO: You're right. That would certainly make collation easier. Any ideas about what these 10 reasons might be?
TED: Sure—I've got enough foreign friends to know quite a lot about what motivates them.
CLEO: Okay. Number 1 is...?
TED: I think that's obvious—how about 'Study abroad is the best way to learn a language'? And number 2 is obvious as well.
CLEO: I know— 'Study abroad gives you the chance to travel'?
TED: What's third?
CLEO: It's either culture or friendship...
TED: Okay, let's go for culture— 'Study abroad gives you first-hand experience of a different culture'?
CLEO: Not just that—but it gives you new experiences as well—not all of them are good but it's meeting those challenges and adapting to new situations and solving problems and so on.
TED: Let's make that a separate reason. How about 'Study abroad...umm...will compel you to develop new skills'?
CLEO: Sounds good. Then, 'Study abroad promotes international friendship'.
TED: What are we up to now?
CLEO: Umm, wait. That was number five...
TED: Do you think 'learning about yourself' is the same as 'developing new skills'?
CLEO: No, I think it's quite different—probably more closely related to culture—you really mean embracing new concepts and perceptions, don't you?
TED: Yes, and reconsidering one's own beliefs and values, or, at least, seeing them through new eyes.
CLEO: We could make that the next one and call it something like 'Study abroad provides the opportunity to learn about yourself'.
TED: We ought to throw in a few about study and work because I'm sure that rates highly with many foreign students.
CLEO: Of course. 'Study abroad gives you the opportunity to expand your academic...umm...'
TED: Academic what? Let's simplify it—make it '...the opportunity to study different subjects'.
CLEO: Yes, good. It can also enhance the value of your degree.
TED: How's that?
CLEO: Well, I think you can take courses you would never have had the opportunity to take on your home campus and employers will know also that your language skills have been given quite a boost.
TED: Isn't that the same as number seven?
CLEO: No, I think it's a separate issue.
TED: Alright. Keep it. Now, I think this next one is more important?
CLEO: Shall I change the order?
TED: No, no need, the students are going to rank them according to their views.
CLEO: So what is it?
TED: 'Study abroad enhances employment opportunities'.
CLEO: Ugh, why didn't I think of that? Anyway, there's one even more obvious than that.
TED: Let me guess: 'Study abroad broadens your mind'?
CLEO: Exactly.
TED: Okay, now we have ten. Let's print off 100 questionnaires and go and do the survey.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at Questions 29 to 30.
[Pause to read Questions 29-30.]
NARRATOR: Now listen and answer Questions 29 to 30.
CLEO: Did you hear about the National Geographic survey of American students between the ages of 18 and 24?
TED: Yes, it sounds as if they could benefit from study abroad—Did you know that only one percent of US students currently study abroad? Anyway, back to that National Geographic survey—it was carried out internationally—and it was Sweden that came out on top.
CLEO: It's really amazing, isn't it; when given a map of the world, only 13% of American students were able to find Iraq and the same for Iran.
TED: I know...and, not surprisingly I suppose...Afghanistan didn't fare much better—83% couldn't locate it on the map. There must be something about that region...76% couldn't identify Saudi Arabia either.
CLEO: But Asia didn't come off much better—over half the students couldn't find Japan on the map! But do you know what's really incredible?
TED: Yes, I do: 11% of them couldn't even find their own country!
CLEO: It's no wonder the USA scored near the bottom, only two points above Mexico which was ranked last!
NARRATOR: That is the end of Section 3. You now have half a minute to check your answers.
[Pause to check answers.]
[Pause to read Questions 21-28.]
NARRATOR: Listen carefully and answer Questions 21 to 28.
CLEO: Hey, Ted. What are we going to do about this assignment?
TED: Well, Cleo, I think it's pretty straightforward.
CLEO: Oh?
TED: Yeah, the topic is 'Why Study Abroad?' I suggest we do a survey of international students, collate the responses, make a graph and exhibit our findings in the form of a poster.
CLEO: Wow! You have given this some thought, haven't you?
TED: Of course. This is only the first assignment—there'll be a lot more to come so let's get this one out of the way quickly.
CLEO: Well, how do we do the survey?
TED: I think we need to find a good selection of foreign students.
CLEO: So...how about we go over to the English Language School at lunchtime and talk to some of the students there.
TED: That's not a bad idea—but we shouldn't limit ourselves to that Department.
CLEO: Why not?
TED: Well, think about it...They'll all give the same reason— 'to learn English'.
CLEO: Of course, you're right. Well, one of us could cover the Language School and the other could go around the Business School.
TED: Yes, I know there are a lot of internationals there too but I think a random sample from foreign students on campus might give us a better range of answers.
CLEO: Mmm. What are we going to ask them— 'Why are you studying abroad?'
TED: An open question like that could mean we get hundreds of different responses—it would be better if we made up, say, 10 reasons, and asked each respondent to place them in order of importance.
CLEO: You're right. That would certainly make collation easier. Any ideas about what these 10 reasons might be?
TED: Sure—I've got enough foreign friends to know quite a lot about what motivates them.
CLEO: Okay. Number 1 is...?
TED: I think that's obvious—how about 'Study abroad is the best way to learn a language'? And number 2 is obvious as well.
CLEO: I know— 'Study abroad gives you the chance to travel'?
TED: What's third?
CLEO: It's either culture or friendship...
TED: Okay, let's go for culture— 'Study abroad gives you first-hand experience of a different culture'?
CLEO: Not just that—but it gives you new experiences as well—not all of them are good but it's meeting those challenges and adapting to new situations and solving problems and so on.
TED: Let's make that a separate reason. How about 'Study abroad...umm...will compel you to develop new skills'?
CLEO: Sounds good. Then, 'Study abroad promotes international friendship'.
TED: What are we up to now?
CLEO: Umm, wait. That was number five...
TED: Do you think 'learning about yourself' is the same as 'developing new skills'?
CLEO: No, I think it's quite different—probably more closely related to culture—you really mean embracing new concepts and perceptions, don't you?
TED: Yes, and reconsidering one's own beliefs and values, or, at least, seeing them through new eyes.
CLEO: We could make that the next one and call it something like 'Study abroad provides the opportunity to learn about yourself'.
TED: We ought to throw in a few about study and work because I'm sure that rates highly with many foreign students.
CLEO: Of course. 'Study abroad gives you the opportunity to expand your academic...umm...'
TED: Academic what? Let's simplify it—make it '...the opportunity to study different subjects'.
CLEO: Yes, good. It can also enhance the value of your degree.
TED: How's that?
CLEO: Well, I think you can take courses you would never have had the opportunity to take on your home campus and employers will know also that your language skills have been given quite a boost.
TED: Isn't that the same as number seven?
CLEO: No, I think it's a separate issue.
TED: Alright. Keep it. Now, I think this next one is more important?
CLEO: Shall I change the order?
TED: No, no need, the students are going to rank them according to their views.
CLEO: So what is it?
TED: 'Study abroad enhances employment opportunities'.
CLEO: Ugh, why didn't I think of that? Anyway, there's one even more obvious than that.
TED: Let me guess: 'Study abroad broadens your mind'?
CLEO: Exactly.
TED: Okay, now we have ten. Let's print off 100 questionnaires and go and do the survey.
NARRATOR: Before you hear the rest of the conversation, you have some time to look at Questions 29 to 30.
[Pause to read Questions 29-30.]
NARRATOR: Now listen and answer Questions 29 to 30.
CLEO: Did you hear about the National Geographic survey of American students between the ages of 18 and 24?
TED: Yes, it sounds as if they could benefit from study abroad—Did you know that only one percent of US students currently study abroad? Anyway, back to that National Geographic survey—it was carried out internationally—and it was Sweden that came out on top.
CLEO: It's really amazing, isn't it; when given a map of the world, only 13% of American students were able to find Iraq and the same for Iran.
TED: I know...and, not surprisingly I suppose...Afghanistan didn't fare much better—83% couldn't locate it on the map. There must be something about that region...76% couldn't identify Saudi Arabia either.
CLEO: But Asia didn't come off much better—over half the students couldn't find Japan on the map! But do you know what's really incredible?
TED: Yes, I do: 11% of them couldn't even find their own country!
CLEO: It's no wonder the USA scored near the bottom, only two points above Mexico which was ranked last!
NARRATOR: That is the end of Section 3. You now have half a minute to check your answers.
[Pause to check answers.]
Section 4 - Charles Willson Peale (Questions 31-40) Transcript
NARRATOR: Now turn to Section 4. Section 4. You will hear a talk given by a lecturer in the Art History Department. First, you have some time to look at Questions 31 to 40.
[Pause to read Questions 31-40.]
NARRATOR: Listen carefully and answer Questions 31 to 40.
LECTURER: In this lecture today I'm going to introduce you to an American painter: Charles Willson Peale—you may be familiar with his portraits; but did you know that he never even saw a painting till he was a grown man?
LECTURER: He was born in Maryland in 1741. His father died when he was nine and the family struggled financially for the next few years and Charles became a saddle maker's apprentice. One day he went to Norfolk for supplies and there he saw paintings for the first time. He thought they were so bad that he felt sure he could do better so he decided to make painting his career. In 1766 he went to London to study painting with Benjamin West.
LECTURER: Whilst there he painted this portrait in 1768, see slide 1, Pitt as a Roman Senator. Notice how elaborately symbolical this portrait is. The symbolism arises of course from Pitt's famous speech to the British Parliament where he draws an analogy between the ancient Roman Senate's view of a barbaric Britain and the prevailing European view of the time of a barbaric African continent fuelling the slavery trade. Perhaps you didn't know that the Romans used Britons as slaves? But I digress...back to Peale.
LECTURER: He returned to America and in 1772 painted the first ever portrait of George Washington (see slide 2). In 1773 he painted a group portrait of himself, his wife, mother, brothers, sister, his old nurse and an unidentified baby. Just look at the slide—this painting is simply called The Peale Family and you can almost feel the exuberance of the family and their warmth towards one another. He enjoyed great success as a portraitist prior to the Revolution and served with distinction in the Revolution.
LECTURER: During this time he became friends with George Washington, Benjamin Franklin and Thomas Jefferson.
LECTURER: After the war he continued to paint and, when his wife died in the 1790s as a result of her eleventh pregnancy, he remarried. He had 17 children in all, naming the sons after famous painters or scientists. Although perhaps best known for his portraits of famous people, Peale liked novelty. Look at this slide of his two sons, Raphaelle and Titian, Life Size, climbing a narrow stairway.
LECTURER: This painting, the Staircase Group (1795), was exhibited in a doorway as a trompe l'oeil—and it is said that it did in fact 'fool the eye' of George Washington. Even as far back as 1772, we can see his desire for difference in Rachel Weeping. It's a rather macabre portrait of his first wife crying over the death of one of their children, their daughter, Margaret.
LECTURER: I'd like to show you one more slide to demonstrate his innovative approach—this is a portrait of his brother, James, sitting at his desk at night with only his face illuminated by a lamp. This was painted much later than the others—in 1822.
LECTURER: You know, Peale believed anyone could learn to paint and he taught painting to his brothers, sisters, sons, daughters, nephews, nieces, and other relatives. Four of his sons, Titian, Rubens, Rembrandt and Raphaelle, became painters as did his brother James.
LECTURER: Before I finish I'd like to tell you a bit more about Peale. He was active in politics for several years and throughout his life he maintained a lively interest in many branches of science. He was also an inventor who gained patents for a fireplace, porcelain false teeth, and a new kind of wooden bridge. He collaborated with Thomas Jefferson on what was known as the polygraph—a kind of portable writing desk—but it wasn't any ordinary desk: this one could make several copies of a manuscript at once.
LECTURER: He also wrote papers on a wide variety of subjects from hygiene to engineering. Oh, and he also tried his hand at inventing a fairly primitive but innovative motion picture technique; new types of eyeglasses; and a velocipede (which is a precursor to the bicycle). Now some of the original velocipedes had pedals and some didn't—you sort of scooted along on them using your feet—unfortunately, I can't remember which type it was that Peale worked on.
LECTURER: He's also remembered for his work as a naturalist. He established the first scientific museum in America and he even invented his own system of taxidermy—for those of you who aren't sure what taxidermy is, it's the art of preparing, stuffing and presenting dead animals so that they appear lifelike. He was also well ahead of his time in that he placed his animals in a simulated natural environment.
LECTURER: His most magnificent exhibit, however, was the complete skeleton of an extinct mammal known as a mastodon which he helped excavate; the event was memorialized in his extraordinary painting, The Exhuming of the Mastodon.
NARRATOR: That is the end of Section 4. You now have half a minute to check your answers.
[Pause to check answers.]
NARRATOR: That is the end of the listening test. You now have ten minutes to transfer your answers to the listening answer sheet.
[Pause to read Questions 31-40.]
NARRATOR: Listen carefully and answer Questions 31 to 40.
LECTURER: In this lecture today I'm going to introduce you to an American painter: Charles Willson Peale—you may be familiar with his portraits; but did you know that he never even saw a painting till he was a grown man?
LECTURER: He was born in Maryland in 1741. His father died when he was nine and the family struggled financially for the next few years and Charles became a saddle maker's apprentice. One day he went to Norfolk for supplies and there he saw paintings for the first time. He thought they were so bad that he felt sure he could do better so he decided to make painting his career. In 1766 he went to London to study painting with Benjamin West.
LECTURER: Whilst there he painted this portrait in 1768, see slide 1, Pitt as a Roman Senator. Notice how elaborately symbolical this portrait is. The symbolism arises of course from Pitt's famous speech to the British Parliament where he draws an analogy between the ancient Roman Senate's view of a barbaric Britain and the prevailing European view of the time of a barbaric African continent fuelling the slavery trade. Perhaps you didn't know that the Romans used Britons as slaves? But I digress...back to Peale.
LECTURER: He returned to America and in 1772 painted the first ever portrait of George Washington (see slide 2). In 1773 he painted a group portrait of himself, his wife, mother, brothers, sister, his old nurse and an unidentified baby. Just look at the slide—this painting is simply called The Peale Family and you can almost feel the exuberance of the family and their warmth towards one another. He enjoyed great success as a portraitist prior to the Revolution and served with distinction in the Revolution.
LECTURER: During this time he became friends with George Washington, Benjamin Franklin and Thomas Jefferson.
LECTURER: After the war he continued to paint and, when his wife died in the 1790s as a result of her eleventh pregnancy, he remarried. He had 17 children in all, naming the sons after famous painters or scientists. Although perhaps best known for his portraits of famous people, Peale liked novelty. Look at this slide of his two sons, Raphaelle and Titian, Life Size, climbing a narrow stairway.
LECTURER: This painting, the Staircase Group (1795), was exhibited in a doorway as a trompe l'oeil—and it is said that it did in fact 'fool the eye' of George Washington. Even as far back as 1772, we can see his desire for difference in Rachel Weeping. It's a rather macabre portrait of his first wife crying over the death of one of their children, their daughter, Margaret.
LECTURER: I'd like to show you one more slide to demonstrate his innovative approach—this is a portrait of his brother, James, sitting at his desk at night with only his face illuminated by a lamp. This was painted much later than the others—in 1822.
LECTURER: You know, Peale believed anyone could learn to paint and he taught painting to his brothers, sisters, sons, daughters, nephews, nieces, and other relatives. Four of his sons, Titian, Rubens, Rembrandt and Raphaelle, became painters as did his brother James.
LECTURER: Before I finish I'd like to tell you a bit more about Peale. He was active in politics for several years and throughout his life he maintained a lively interest in many branches of science. He was also an inventor who gained patents for a fireplace, porcelain false teeth, and a new kind of wooden bridge. He collaborated with Thomas Jefferson on what was known as the polygraph—a kind of portable writing desk—but it wasn't any ordinary desk: this one could make several copies of a manuscript at once.
LECTURER: He also wrote papers on a wide variety of subjects from hygiene to engineering. Oh, and he also tried his hand at inventing a fairly primitive but innovative motion picture technique; new types of eyeglasses; and a velocipede (which is a precursor to the bicycle). Now some of the original velocipedes had pedals and some didn't—you sort of scooted along on them using your feet—unfortunately, I can't remember which type it was that Peale worked on.
LECTURER: He's also remembered for his work as a naturalist. He established the first scientific museum in America and he even invented his own system of taxidermy—for those of you who aren't sure what taxidermy is, it's the art of preparing, stuffing and presenting dead animals so that they appear lifelike. He was also well ahead of his time in that he placed his animals in a simulated natural environment.
LECTURER: His most magnificent exhibit, however, was the complete skeleton of an extinct mammal known as a mastodon which he helped excavate; the event was memorialized in his extraordinary painting, The Exhuming of the Mastodon.
NARRATOR: That is the end of Section 4. You now have half a minute to check your answers.
[Pause to check answers.]
NARRATOR: That is the end of the listening test. You now have ten minutes to transfer your answers to the listening answer sheet.
Exam Review
Section 1 - Tax File Number Application (Questions 1-10)
Listen and answer Questions 1-10. Follow the instructions and word limits for each question group.
Questions 1-4
Choose the correct letter, A, B or C.
| Example | Answer |
|---|---|
| What is the applicant's residency status? A. citizen B. temporary visitor C. permanent migrant | C - permanent migrant |
Questions 5-10
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
For Question 10, enter the date in DD-MM-YYYY format using hyphens.
| Passport # | 5 .................... |
| Nationality | Spanish |
| Postal address | 1339 6 .................... Hollywell 1517 |
| Contact details | Phone: 09-5577 5076 |
| Preferred contact person | Martha 7 .................... (landlady) - contact number above |
| Title | 8 .................... |
| Family name | Farina |
| First given name | Maria |
| Other given name(s) | Rosa Ana |
| Any other names | Mary = (9 ....................) |
| Date of birth | 10 .................... (dd-mm-yy or dd-mm-yyyy) |
| Gender | Female |
| Name of spouse | N/A |
1
IELTS A/B/C Choice Style
Question 1. 1. A TFN is a number used
Answer: C
Explanation: The tax officer describes a TFN as a unique number issued to individuals and organisations to help administer tax collection and other government systems. Because it serves more than taxation alone and is not limited to individual taxpayers, C is correct.
2
IELTS A/B/C Choice Style
Question 2. 2. Without a TFN, the applicant would be
Answer: A
Explanation: In the conversation, the officer says more tax would be withheld from the applicant's wages or salary without a TFN. This matches A, taxed at a higher rate. The officer does not say she would be unable to work.
3
IELTS A/B/C Choice Style
Question 3. 3. What kind of visa does the applicant have?
Answer: A
Explanation: The applicant previously held student and working visas, but now has a permanent migrant visa because her employment became permanent. A permanent visa grants indefinite stay, matching A. The question asks about her current visa.
4
IELTS A/B/C Choice Style
Question 4. 4. A TFN is issued
Answer: B
Explanation: The officer explains that a person does not need to reapply when circumstances change, when taking another name or when retiring and claiming a pension. In this recording, a TFN remains the same for life, so B is correct.
5
Short Answer
5. Passport #: ______
Answer: JGW 1100536|JGW1100536|JGW-1100536
Explanation: The applicant reads the passport number as JGW, double one, double zero, 536. Double one is 11 and double zero is 00, producing JGW 1100536. Spaces or a separating hyphen do not change the reference.
6
Short Answer
6. Postal address: 1339 ______, Hollywell 1517
Answer: Harbour Drive
Explanation: The applicant gives her postal address as 1339 Harbour Drive, Hollywell. The house number, town and postcode are already printed on the form, so the two-word street name Harbour Drive is required.
7
Short Answer
7. Preferred contact person: Martha ______
Answer: Pearce
Explanation: The officer first suggests the spelling P-I-E-R-C-E, but the applicant corrects it to P-E-A-R-C-E. The preferred contact is her landlady Martha Pearce. Use the corrected spelling.
8
Short Answer
8. Title: ______
Answer: Miss
Explanation: When offered Mrs, Miss or Ms, the applicant says she is not married and asks to be recorded as Miss. The answer is her stated title, not a title inferred from her marital status alone.
9
Short Answer
9. Any other names: Mary = (______)
Answer: First name
Explanation: The applicant says Farina is her only surname but people call her Mary. The officer checks that Mary is used as a first name, and she confirms it. First name completes the note.
10
Short Answer
10. Date of birth: ______. Use DD-MM-YYYY, with hyphens.
Answer: 15-11-1983|15-11-83|15.11.1983|15.11.83|15 11 1983|15 11 83|15 November 1983|15th November 1983
Explanation: The applicant gives her birthday as the fifteenth of November, 1983. The day is 15, the month is 11 and the year is 1983. Enter 15-11-1983 or 15-11-83; this is the same date as the slash-formatted date in the supplied key.
Section 2 - Keeping Kids Safe on the Internet (Questions 11-20)
Listen and answer Questions 11-20. Follow the instructions and word limits for each question group.
Questions 11-16
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
| Keeping Kids Safe on the Internet |
|---|
| Internet for children - scary but educational |
| 'Online Family Norris' blocks 11 .................... and social sites |
| But still important to watch children and 12 .................... them |
| Keep computer in family room where you can see it |
| Children should never use their own name nor give out 13 .................... |
| Online friends stay online! |
| No personal email address for youngsters |
| Teach teenagers that 14 .................... on the Internet always stay there - and may ruin job prospects |
| Watch out for 15 .................... |
| Teenagers use Internet: to socialise or do 16 .................... |
| Young kids: find help with school subjects |
Questions 17-20
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
| Website | Content | Activity | Age group |
|---|---|---|---|
| www.mathtutor.com | mathematics | practise & 17 .................... | all levels |
| www.spellcity.com | spelling | 18 .................... | primary school |
| www.beeb.co/typing | typing | 19 .................... | all levels |
| www.coolresource.com | 20 .................... | extra practice | middle school |
11
Short Answer
11. 'Online Family Norris' blocks ______ and social sites.
Answer: Military
Explanation: The speaker says the program bars things like military and social websites. Social sites is already printed in the notes, so military fills the other category. This answer follows the description in the recording.
12
Short Answer
12. It is still important to watch children and ______ them.
Answer: Educate
Explanation: The speaker says that software alone is not enough and identifies educating children and keeping an eye on them as the best approach. The verb educate completes the note.
13
Short Answer
13. Children should never give out ______.
Answer: Personal Information
Explanation: Examples in the talk include where children live and their phone numbers. The speaker groups these details under personal information, which is the two-word phrase required.
14
Short Answer
14. Internet ______ can remain accessible and affect job prospects.
Answer: Postings
Explanation: The talk warns teenagers that postings, including pictures and remarks, may remain accessible and later be seen by employers. Postings is the plural noun missing from the notes.
15
Short Answer
15. Watch out for ______.
Answer: bullying
Explanation: The speaker specifically warns about bullying on social sites and says it can be easier to detect when the computer is in a shared family space. Bullying is the missing risk in the notes.
16
Short Answer
16. Teenagers use the Internet to socialise or do ______.
Answer: Research|homework|assignment|homework assignment
Explanation: The speaker contrasts social networking with research done for homework assignments. Research is the direct word used; homework, assignment and homework assignment are also supplied accepted ways to complete the note.
17
Short Answer
17. Mathtutor: practise and ______.
Answer: compete
Explanation: Children can practise mathematics at any level while competing against other children around the world. Because practise is already given, the missing verb is compete.
18
Short Answer
18. Spellcity: activity = ______.
Answer: play games
Explanation: Primary-school children enter their spelling words on the site and play games to learn them. Play games is the two-word activity described for that row.
19
Short Answer
19. Typing website: activity = ______.
Answer: sing|sing songs
Explanation: The typing site lets learners sing along with songs while learning to touch type. Sing or sing songs completes the Activity column. The site is described as suitable for all ages.
20
Short Answer
20. Coolresource: content = ______.
Answer: Worksheets
Explanation: Parents can download worksheets to give children additional practice. The speaker particularly mentions middle-school students, matching the age group in the final row. Worksheets is the content provided.
Section 3 - Reasons for Studying Abroad (Questions 21-30)
Listen and answer Questions 21-30. Follow the instructions and word limits for each question group.
Questions 21-23
Choose the correct letter, A, B or C.
Questions 24-28
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.
Department of Education Questionnaire
Reasons for Studying Abroad
| Study abroad... | Rank |
|---|---|
| ...is the best way to learn a language | □ |
| ...provides a 24 .................... | □ |
| ...allows you to experience another culture first-hand | □ |
| ...helps you 25 .................... | □ |
| ...gives you the opportunity to make new friends | □ |
| ...helps you 26 .................... | □ |
| ...enables you to 27 .................... | □ |
| ...increases the value of your degree | □ |
| ...improves 28 .................... | □ |
| ...expands your world view | □ |
Questions 29-30
Label the diagram below. Choose your answers from the box below and write the letters A-H next to Questions 29-30.
| Countries | |
|---|---|
| Letter | Country |
| A | Afghanistan |
| B | Saudi Arabia |
| C | Iraq |
| D | Japan |
| E | Mexico |
| F | Iran |
| G | Sweden |
| H | USA |
21
IELTS A/B/C Choice Style
Question 21. 21. Ted and Cleo's research results will be presented as a
Answer: A
Explanation: Ted proposes surveying international students, collating responses and making a graph, but says the findings will be exhibited as a poster. A is therefore the final presentation format; the survey and graph are parts of the process.
22
IELTS A/B/C Choice Style
Question 22. 22. They will select foreign students
Answer: C
Explanation: They consider visiting the Language School and Business School, but Ted recommends a random sample of foreign students across campus for a wider range of responses. The agreed sampling approach matches C.
23
IELTS A/B/C Choice Style
Question 23. 23. The foreign students will have to
Answer: B
Explanation: Ted suggests providing ten reasons for studying abroad and asking respondents to place them in order of importance. This means ranking the answers, so B is correct. Ted and Cleo will collate the responses afterwards.
24
Short Answer
24. Study abroad provides a ______.
Answer: chance of travel|chance to travel
Explanation: Cleo proposes that studying abroad gives students the chance to travel. The supplied key phrases this as chance of travel; both chance of travel and the wording chance to travel from the recording are accepted.
25
Short Answer
25. Study abroad helps you ______.
Answer: develop new skills
Explanation: They separate learning about a culture from dealing with new experiences, challenges and problems. Ted turns the latter idea into developing new skills. The three-word answer is develop new skills.
26
Short Answer
26. Study abroad helps you ______.
Answer: learn about yourself
Explanation: Ted and Cleo agree that reconsidering personal beliefs, values and perceptions is different from acquiring practical skills. They call this an opportunity to learn about yourself, which completes the next note.
27
Short Answer
27. Study abroad enables you to ______.
Answer: Study different subjects
Explanation: They simplify the academic benefit to the opportunity to study different subjects. Increasing the value of a degree is retained as a separate reason, so study different subjects fills this blank.
28
Short Answer
28. Study abroad improves ______.
Answer: employment opportunities
Explanation: Ted adds that studying abroad enhances employment opportunities. The notes paraphrase enhances with improves, leaving the two-word phrase employment opportunities.
29
IELTS A/B/C Choice Style
Question 29. 29. Countries chart: label 29 under the second bar. Choose A-H.
Answer: A
Explanation: Ted says 83% of the American students could not locate Afghanistan. Label 29 is the second bar, at about 83%, so it represents Afghanistan, letter A. The Iraq and Iran bars are higher because only 13% could locate those countries.
30
IELTS A/B/C Choice Style
Question 30. 30. Countries chart: label 30 under the third bar. Choose A-H.
Answer: D
Explanation: Cleo says more than half the students could not find Japan. This matches the third bar, a little below 60%, so label 30 is Japan, letter D. Mexico and Sweden are mentioned as overall survey rankings, not as this bar.
Section 4 - Charles Willson Peale (Questions 31-40)
Listen and answer Questions 31-40. Follow the instructions and word limits for each question group.
Questions 31-36
Complete the table below.
Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
Charles Willson Peale
1741 - Born in Maryland, USA
Became a saddler
Began to paint
1766 - London to study with B. West
| Slide | Painting | Date | Notes |
|---|---|---|---|
| 1 | Pitt as a Roman Senator | 31 .................... | elaborate, symbolical portrait of British parliamentarian |
| 2 | George Washington | 1772 | 32 .................... of many Washington portraits |
| 3 | The Peale Family | 1773 | family portrait - shows exuberance & 33 .................... |
| 4 | The 34 .................... | 1795 | 'trompe l'oeil' [= 'fool the eye'] style - double portrait of sons - Raphaelle & Titian |
| 5 | Rachel Weeping | 1772 | wife and dead 35 .................... - macabre |
| 6 | — | 36 .................... | brother James - in darkness but face illuminated |
Questions 37-40
Complete the summary below.
Write ONE WORD ONLY for each answer.
Primarily, Peale was a painter but he was also a politician, scientist and 37 .................... with many successful patents. He worked with Thomas Jefferson on the polygraph which was a desk that could be used for copying a 38 ..................... He wrote academic papers on different subjects and tried to make movies, spectacles and a velocipede (a kind of 39 ....................). Peale was also a naturalist and taxidermist and he helped unearth the skeleton of a mastodon which was the best 40 .................... in his museum.
31
Short Answer
31. Slide 1, Pitt as a Roman Senator: date = ______.
Answer: 1768
Explanation: The lecturer dates Pitt as a Roman Senator to 1768, while Peale was in London. The 1766 date in the introductory timeline is when he went to London to study, not the year of this painting.
32
Short Answer
32. Slide 2: ______ of many Washington portraits.
Answer: first|first ever|first-ever
Explanation: The lecture introduces the 1772 George Washington portrait as the first ever. The note places it at the beginning of Peale's many Washington portraits, so first or first ever completes the row.
33
Short Answer
33. The Peale Family shows exuberance and ______.
Answer: Warmth
Explanation: The lecturer says viewers can almost feel the family's exuberance and warmth towards one another. Exuberance is already printed in the table; warmth is the second quality required.
34
Short Answer
34. Slide 4: The ______, 1795.
Answer: Staircase Group
Explanation: The double portrait of Raphaelle and Titian climbing a narrow stairway is called the Staircase Group. The word The is already printed before blank 34, so enter only Staircase Group.
35
Short Answer
35. Rachel Weeping: wife and dead ______.
Answer: Daughter
Explanation: The lecturer describes Peale's wife mourning their daughter Margaret in Rachel Weeping. The missing relationship is daughter, not a son or the wife herself.
36
Short Answer
36. Slide 6, portrait of brother James: date = ______.
Answer: 1822
Explanation: The portrait of James at his desk at night, with his face illuminated by a lamp, is explicitly dated 1822. The lecturer contrasts it with the much earlier works shown before it.
37
Short Answer
37. Peale was a painter, politician, scientist and ______.
Answer: Inventor
Explanation: The lecturer calls Peale an inventor and lists patents for a fireplace, porcelain false teeth and a new kind of wooden bridge. Inventor completes the list of his roles.
38
Short Answer
38. The polygraph desk could copy a ______.
Answer: manuscript
Explanation: The polygraph is described as a portable writing desk that could make several copies of a manuscript at once. Manuscript is the one-word item being copied.
39
Short Answer
39. A velocipede is a kind of ______.
Answer: bicycle
Explanation: The lecturer explains that a velocipede is a precursor to the bicycle. Some early versions had pedals and others were propelled with the rider's feet. Bicycle is the familiar vehicle required in the summary.
40
Short Answer
40. The mastodon skeleton was the best ______ in his museum.
Answer: Exhibit
Explanation: The lecturer identifies the complete mastodon skeleton as Peale's most magnificent exhibit. Best paraphrases most magnificent in the summary, so exhibit is the required noun.
Other Tests
