113 Practice Problems Continued Answer Key With Work
IELTS Academic Reading Practice Test 113 With Answers
Reading Passage 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
Micro-Enterprise Credit for Street Youth
"I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes."
Doreen Soko
"We've had business experience. Now I'm confident to expand what we've been doing. I've learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn't know each other before – now we've made new friends."
Fan Kaoma
Participants in the Youth Skills Enterprise Initiative Program, Zambia
Introduction
Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.
Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.
Background
Typically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.
Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal tracing. Some may also earn income through begging, or through theft and illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.
Street Business Partnerships
S.K.I. has worked with partner organizations in Latin America, Africa, and India to develop innovative opportunities for street children to earn income.
• The S.K.I. Bicycle Courler Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.
• Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a sale place to store their equipment and facilities for individual savings plans.
• The Youth Skills Enterprise initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.
Lessons learned
The following lessons have emerged from the programs that S.K.I. and partner organisations have created.
• Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation's programs for at least six months, and trust and relationship building will have already been established.
• The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.
• It is critical for all loans to be linked to training programs that include the development of basic business and life skills.
• There are tremendous advantages to involving parents or guardians in the program, where such relationships exits. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.
• Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$90-$100.
• All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally, the rates have been modest (lower than bank rates)
Conclusion
There is a need to recognise the importance of access to credit for impoverished young people seeking to fulfill economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical skills as well as productive businesses.
Questions 1-4
IELTS Academic Reading Practice Test 113 With Answers
Choose the correct letter, A, B, C or D. Write your answers in boxes 1-4 on your answer sheet.
1. The quotations in the box at the beginning of the article
A. exemplify the effects of S.K.I.
B. explain why S.K.I. was set up.
C. outline the problems of street children.
D. highlight the benefits to society of S.K.I.
2. The main purpose of S.K.I. is to
A. draw the attention of governments to the problem of street children.
B. provide schools and social support for street children.
C. encourage the public to give money to street children.
D. give business training and loans to street children.
3. Which of the following is mentioned by the writer as a reason why children end up living on the streets?
A. unemployment
B. war
C. poverty
D. crime
4. In order to become more independent, street children may
A. reject paid employment.
B. leave their families.
C. set up their own business.
D. employ other children.
Questions 5-8
IELTS Academic Reading Practice Test 113 With Answers
Complete the table below. ChooseNO MORE THAN THREE WORDS from Reading Passage 161 for each answer.
Do the following statements agree with the claims of the writer in Reading Passage 1?
Write your answers in boxes5-8on your answer sheet.
| Country | Organisations Involved | Type of Project | Support Provided |
| 5 ………… and Bangalore – India | · S.K.I. | Courier service | · Provision of6 ………… |
| Dominican Republic | ·S.K.I · Y.W.C.A. | 7 ……………… | · Loans · Storage facilities · Savings plans |
| Zambia | · S.K.I · The Red Cross · Y.W.C.A. | Setting up small businesses | · Business training ·8 ………….. training · access to credit |
Questions 9-12
IELTS Academic Reading Practice Test 113 With Answers
In boxes 9-12 on your answer sheet write:
YES if the statement agrees with the claims of the writer
NOif the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
9. Any street child can set up their own small business if given enough support.
10. In some cases, the families of street children may need financial support from S.K.I.
11. Only one fixed loan should be given to each child.
12. The children have to pay back slightly more money than they borrowed.
Questions 13
IELTS Academic Reading Practice Test 113 With Answers
Choose the correct letter, A, B, C or D. Write your answer in box 13 on your answer sheet.
The writers conclude that money should only be lent to street children
A as part of a wider program of aid.
B for programs that are not too ambitious.
C when programs are supported by local businesses.
D if the projects planned are realistic and useful.
Reading Passage 2
You should spend about 20 minutes on Questions 14-26. which are based on Reading Passage 2 on the following pages.
Questions 14-19
Reading Passage 156 has seven sections,A-G.
Choose the correct headings for sectionsA-F from the list of headings below.
Write the correct number,i-x, in boxes14-19 on your answer sheet.
List of Headings
i The results of the research into blood-variants
ii Dental evidence
iii Greenberg's analysis of the dental and linguistic evidence
iv Developments in the methods used to study early population movements
v Indian migration from Canada to the U.S.A.
vi Further genetic evidence relating to the three-wave theory
vii Long-standing questions about prehistoric migration to America
viii Conflicting views of the three-wave theory, based on non-genetic Evidence
ix Questions about the causes of prehistoric migration to America
x How analysis of blood-variants measures the closeness of the relationship between different populations
14 Section A
15 Section B
16 Section C
17 Section D
18 Section E
19 Section F
Example Answer
Section G viii
Population movements and genetics
A
Study of the origins and distribution of hum on populations used to be based on archaeological and fossil evidence. A number of techniques developed since the 1950s however have placed the study of these subjects on a sounder and more objective footing. The best information on early population movements is now being obtained from the archaeology of the living body the clues to be found in genetic material.
B
Recent work on the problem of when people first entered the Americas is an example of the value of these new techniques. North-east Asia and Siberia have long been accepted as the launching ground for the first human colonisers of the New World1. But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place? In recent years, new clues have come from research into genetics, including the distribution of genetic markers in modern Native Americans2.
C
An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm all types) of one particular protein – immunologic G – found in the fluid portion of human blood. All proteins 'drift', or produce variants, over the generations, and members of an interbreeding human population will share a set of such variants. Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic distance, which itself can be calibrated to give an indication of the length of time since these populations last interbred.
D
Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty- year period. They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut3 formed a third group.
From this evidence, it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo – Indian wave more than 15,000 years ago was ancestral to all Central and South American Indians. The second wave, about 14,000-12,000 years ago, brought No-Dene hunters ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago). The third wave perhaps 10,000 or 9,000 years ago saw the migration from Northeast Asia of groups ancestral to the modem Eskimo and Aleut.
E
How far does other research support these conclusions? Geneticist Douglas Wallace has studied mitochondrial DNA4 in blood samples from three widely separated Native American groups: Pima- Papa go Indians in Arizona, Maya Indians on the Yucatan peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams's work, all three groups appear to be descended from the same ancestral (Paleo-Indian) population.
F
There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages. The biological anthropologist Christy Turner is on expert in the analysis of changing physical characteristics in human teeth. He argues that tooth crowns and roots5 have a high genetic component, minimally affected by environmental and other factors. Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, suggest 'hot the majority of prehistoric Americans are linked to Northern Asian populations by crown and root traits such as incisor6 shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first premolars6 and triple-rooted lower first molars6.
According to Turner, this ties in with the idea of a single Paleo-Indian migration out of North Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth analyses also suggest that there were two later migrations of Na-Denes and Eskimo- Aleut.
G
The linguist Joseph Greenberg has, since the 1950s, argued that all Native American languages belong to a single Amerind family, except for No-Dene and Eskimo-Aleut – a view that gives credence to the idea of three main migrations. Greenberg is in a minority among fellow linguists, most of whom favor the no I on of a great money waves of migration to account for the more than 1,000 – languages spoken at one time by American Indians. But there is no doubt that the new genetic and dental evidence provides strong backing for Greenberg's view. Dates given for the migrations should nevertheless be treated with caution, except where supported by hard archaeological evidence.
1. New World: the American continent, as opposed to the so-called Old World of Europe, Asia and Africa
2. Modern Native America: an American descended from the groups that were native to America
3. Inuit and Aleut: two of the ethnic groups native to the northern region of North America (i.e. northern Canada and Greenland)
4. DNA: the substance in which genetic information is stored
5. Crown/ Root: Parts of the tooth
6. incisor/premolar/molar: kinds of teeth
Questions 20 and 21
IELTS Academic Reading Practice Test 113 With Answers
The discussion of Williams's research indicates the periods at which early people are thought to have migrated along certain routes.
There are six routes,A-F, marked on the map below.
Complete the table below.
Write the correct letter,A-F, in boxes20 and21 on your answer sheet.
Route Period (number of years ago)
20…………… 15,000 or more
21…………… 600 to 700
Early Population Movement to the Americas
Questions 22-25
IELTS Academic Reading Practice Test 113 With Answers
Reading Passage 156 refers to the three-wave theory of early migration to the Americas. It also suggests in which of these three waves the ancestors of various groups of modern native Americans first reached the continent.
Classify the groups named in the table below as originating from
A the first wave
B the second wave
C the third wave
Write the correct letter. A. B or C. in boxes 22-25 on your answer sheet.
| Name of Group | Wave Number |
| Inuil | 22………………… |
| Apache | 23………………… |
| Pima-Papago | 24……………….. |
| Ticuna | 25………………… |
Question 26
IELTS Academic Reading Practice Test 113 With Answers
Choose the correct letter. A. B. C or D.
Write the correct letter in box 26 on your answer sheet.
Christy Turner's research involved the examination of ….
A teeth from both prehistoric and modern Americans and Asians
B thousands of people who live in either the New or the Old World
C dental specimens from the majority of prehistoric Americans
D the eating habits of American and Asian populations
Reading Passage 3
You should spend about 20 minutes on Questions 27-40. which are based on Reading Passage 3 below.
EFFECTS of Noise
A
In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially too quiet. Van experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.
B
But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject's ability to track a moving line with a steering wheel, but it did interfere with the subject's ability to repeat numbers while tracking (Finke man and Glass 1970).
C
Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to 'tune out' chronic, background noise, even if it is quite loud than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts had spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise).
| Unpredictable Noise % | Predictable Noise | Average | |
| Loud noise | 40.1 | 31.8 | 35.9 |
| Soft noise | -36.7 | 27.4 | 32.1 |
| Average | 35.4 | 29.6 |
Table 1: Proofreading Errors and Noise
D
Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment- But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.
Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.
E
Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is "control". If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and- Singer, 1972). Just the knowledge that one has control is sufficient.
F
The studies discussed so far exposed people lo noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools – near Los Angeles's busiest airport with students who attended schools in quiet neighborhoods (Cohen et al., 1980).
It was found that children from the noisy schools -had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long-lasting. A follow-up study showed that children who had moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.
Questions 27-29
IELTS Academic Reading Practice Test 113 With Answers
Choose the correct letter, A, B. C or D.
Write the correct letter in boxes 27-29 on your answer sheet
27. The writer suggests that people may have difficulty sleeping in the mountains because
A humans do not prefer peace and quiet to noise.
B they may be exposed to short bursts of very strange sounds.
C humans prefer to hear a certain amount of noise while they sleep.
D they may have adapted to a higher noise level in the city.
28 In noise experiments, Glass and Singer found that
A problem-solving is much easier under quiet conditions.
B physiological arousal prevents the ability to work.
C bursts of noise do not seriously disrupt problem-solving in the long term.
D the physiological arousal of control subjects declined quickly.
29 Researchers discovered that high noise levels are not likely to interfere with the
A successful performance of a single task.
B tasks of pilots or air traffic controllers.
C ability to repeal numbers while tracking moving lines.
D ability to monitor three dials at once.
Questions 30-34
IELTS Academic Reading Practice Test 113 With Answers
Complete the summary using the list of words and phrases, A-J. below.
Write the correct letterA-J in boxes 30-34 on your answer sheet.
NB You may use any letter more than once.
Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which30 ……………………….. noise occurs. Subjects had divided into groups to perform a task. Some heard loud bursts of noise, others sort. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to31 ……………………. noise.
The predictable noise group32 ……………………. the unpredictable noise group on this task. In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise33 ……………… group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who" had heard soft, unpredictable bursts. The results suggest that34 ………………………… noise produces fatigue but that this manifests itself later.
A no control over
B unexpected
C intense
D the same amount of
E performed better than
F performed at about the same level as
G no
H showed more irritation than
I made more mistakes than
J different types of
Questions 35-40
IELTS Academic Reading Practice Test 113 With Answers
Look at the following statements (Questions 35-40 ) and the lust of researchers below.
Match each statement with the correct researcher(s),A-E.
Write the correct letter A-E , in boxes 35-40 on your answer sheet.
NB You may use any letter more than once.
35. Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.
36. Long-term exposure to noise can produce changes in behavior which can still be observed a year later.
37. The problems associated with exposure to noise do not arise if the subject knows they can make it stop.
38. Exposure to high-pitched noise results in more errors than exposure to low-pitched noise
39. Subjects find it difficult to perform three tasks at the same time when exposed to noise
40. Noise affects a subject's capacity to repeat numbers while carrying out another task.
List of Researchers
A Glass and Singer
B Broadbent
C Finke man and Glass
D Cohen et al.
E None of the above
Answer Key
Reading Test 112
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