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IELTS Reading 2 — Work It Out: Lesson 6

Intermediate (target band 7+) 135 minutes
Kamran Hajiyev

Kamran Hajiyev

IELTS Instructor

TIME ACADEMY

Aims

By the end of the lesson, students will be able to:

  1. Say what a paragraph is mainly about in three words, and tell that apart from a detail inside the paragraph.
  2. Choose the heading for a paragraph as soon as they finish reading it, and explain why a “true but too small” heading is wrong.
  3. Answer which paragraph contains… questions, and say how they differ from headings.
  4. Match a person to the claim they made, using the name as the search word.
  5. Complete sentence endings using both a meaning check and a grammar check.
  6. Answer multiple choice by crossing out three wrong options, and answer Yes/No/Not Given about the writer's opinion.
  7. Work a passage paragraph by paragraph: read it, answer what it answers, choose its heading, move on — 20 minutes total, one reading.
What this lesson does NOT re-teach: True/False/Not Given, the completion family and short answer are Lesson 5's work. They are not taught again — they simply turn up inside the timed passage in Stage 8, which is the point. The one exception is Yes/No/Not Given: Lesson 5 only introduced it, so Stage 7 gives it the practice it never got. After today they have met all 11 question types, so the next thing they need is a full 60-minute paper, not more types.

Problems you will see, and what to do

ProblemWhat to do
They read the paragraph, then go straight down to the next one without choosing the heading.Stage 3: stop them after each paragraph. 'Before you move on — heading. Now.' Once they have to read it a second time, the time is already lost.
They do one question type all the way down the passage, then start again at the top for the next type.The most expensive habit in the room. Stage 1: make them say what paragraph C gave them — a True/False AND a gap AND a heading. Everything that paragraph answers gets written down before they move to D.
They start the passage without having read the question list.Then they read a sentence that answers question 21 and do not notice. Two minutes on the questions first, every time. Not to answer them — just to recognise them.
They look at the heading list while they are still in the middle of the paragraph.Tell them to finish the paragraph first. Reading the list too early makes them hunt for matching words instead of understanding the paragraph.
They pick a heading because one word matches.This is the main error of the lesson. Every time it happens, ask: 'Is the paragraph ABOUT that word, or does it just mention it once?' Make them show you the sentence.
They use one heading twice.Remind them: each heading is used once only, and there are always more headings than paragraphs. Cross off each one as it is used.
They treat matching information like headings.Stage 4: put both question types on the board side by side. Headings = the whole paragraph. Matching information = one line hiding in it.
They read the whole passage once for the headings, then read it all again for the other questions.This is what eats the 20 minutes. Stage 1: put the paragraph loop on the board and keep it there. Check it again before Stage 8 starts.
In sentence endings they choose an ending that is true but does not fit grammatically.Stage 6: make them read the whole sentence out loud, beginning plus ending. If it sounds wrong, it is wrong.
In multiple choice they choose the option with the most familiar words.Stage 7: no answer without a reason. They must say why the other three are wrong before they say which one is right.
They finish Stage 8 with three questions unanswered.That is normal today. Tell them before they start. Never leave a blank — a guessed letter costs nothing.

Materials

  • This page, on a screen or printed. Everything they need is on it — no book required in class.
  • Cambridge 5 and 6 books to hand, for checking answers and for homework.
  • Highlighters or coloured pens, one each.
  • Visible countdown timer for Stage 8.
  • Board space for three things: the 15 / 20 / 25 clock, the four-step paragraph loop, and the headings-vs-which-paragraph box from Stage 4.

Timing map

StageFocusTime
1Passages 2 and 3, the clock, the paragraph loop10 min
2Main idea vs. detail15 min
3Matching headings25 min
4Matching information20 min
5Matching names to ideas10 min
6Sentence endings10 min
7Multiple choice and the writer's opinion15 min
8Timed passage — 20 min on the clock, plus checking25 min
9Wrap-up and homework5 min

Procedure

Stage 1: The clock and the paragraph loop (10 min)

Interaction: teacher-led

Write this on the board and leave it there all lesson:

Passage 1 — 15 min       FOR EACH PARAGRAPH:
Passage 2 — 20 min         1. Read it. Understand it.
Passage 3 — 25 min         2. Take EVERY answer it gives you —
                              any type, any question number.
                           3. Choose its heading NOW.
                           4. Next paragraph.

                         Leave until the end:
                           which paragraph contains… · who said what

Say this, in these words:

  • “Last lesson you looked for words. The words were in the passage and you went and got them. Today the answer is an idea, and the words will be different.”
  • “Passage 2 gets 20 minutes and Passage 3 gets 25. You saved those five minutes on Passage 1 last lesson. This is where you spend them.”
  • “You read the passage once. Once. You read a paragraph, you understand it, you answer whatever that paragraph answers, and before you go down you decide its heading. Then the next paragraph.”
  • “One paragraph does not belong to one question type. Paragraph C might answer a True/False question, fill a gap, and give you its heading — all three. Take all three while you are there. Do not come back for them.”
  • “That is why you read the question list first — not to answer anything, just so you recognise an answer when the passage hands it to you.”
  • “If you do the True/False, then start again at the top for the gaps, then start again for the headings, you have read the passage three times. That is where your 20 minutes go.”

If you have a real Passage 2 in front of you, spend two minutes showing it: point at one paragraph and read out the question numbers it answers. They are almost never consecutive, and almost never the same type. That picture does more than the explanation.

Ask one check question: You have just finished reading paragraph C and you have answered the True/False question in it. What do you do before you read paragraph D? (Answer: choose the heading for C.) If nobody gets it, say the loop again and move on. Do not spend more than 10 minutes here.

If a student says they cannot decide the heading yet: Tell them to write their best guess in pencil and keep going. They can change it at the end when the unused headings are visible. What they must not do is leave it blank and plan to come back and re-read.

Stage 2: Main idea vs. detail (15 min)

Interaction: teacher-led, then pairs

This stage is the whole lesson in miniature. Do not skip it to get to the headings faster — headings are impossible without it.

  1. Send them to Drill A — say it in three words. Five short paragraphs. No headings yet, no question list. Just the paragraphs.
  2. Do paragraph A together on the board. Give them a minute to read the whole paragraph, then ask: What is this paragraph mainly about? Three words. Take three answers, write them all up, keep the best one.
  3. They do B to E in pairs. Three words each, typed into the box. Give them 6 minutes.
  4. Feed back on the board. Where two pairs disagree, ask both to read the sentence that made them write it.
The point to make out loud: Paragraph E mentions telephones and telecommunications in the first line. But the paragraph is about people needing to work near each other. Say it plainly: the first thing a paragraph mentions is often not what it is about. Keep this example — you use it again in Stage 3.

Stage 3: Matching headings (25 min)

Interaction: teacher-led, then on their own

Write the three steps on the board before you start:

1. Read the paragraph. Do not look at the heading list yet.
2. At the end of it, say the paragraph in three words.
   (You did exactly this in Drill A.)
3. Now look at the list and find the heading that matches
   your three words.
   — Cross off each heading as you use it.
   — There are always MORE headings than paragraphs.
The reason for step 1: If they read the heading list first, they stop reading for meaning and start hunting for matching words — and that is exactly how they get the “true but too small” heading wrong. Understand the paragraph, then look.
  1. Send them to Worksheet — matching headings. Same five paragraphs they just summarised, now with eight headings. Tell them that: “You have already done the hard part.”
  2. Do paragraph A together. Their three words were something like Portland chose rail. Show them how heading ii (a successful exercise in people power) says the same thing in different words. Point out that not one word is shared.
  3. They do B to E on their own. 8 minutes. Then compare with a partner.
  4. Go through the answers. Spend most of your time on paragraph E — heading vi is about telecommunications, which the paragraph really does mention, and it is wrong. Ask them why. This is the moment the lesson lands.
  5. Then send them to Worksheet — headings again, three sections — Cambridge 5, a different passage, whole sections instead of paragraphs. 6 minutes, on their own. This one has six headings for three sections, so three are unused.
If they are struggling: Give them the answer to one paragraph for free, and ask them to explain why it is right. Explaining a correct answer teaches the skill faster than hunting for a wrong one.

Stage 4: Matching information — which paragraph contains… (20 min)

Interaction: teacher-led, then on their own

Put this on the board next to the heading steps:

HEADINGS               =  the WHOLE paragraph
WHICH PARAGRAPH…       =  ONE LINE hidden in it

Same-looking question. Opposite skill.
  1. Say: “These two look identical on the page. They are not. A heading is the main idea. A which-paragraph question is one detail, and the paragraph is usually about something else entirely.”
  2. Send them to Worksheet — which paragraph contains…. Six paragraphs, seven questions.
  3. Warn them before they start: a letter can be used more than once. In this one, B is the answer twice. Every year somebody gets both of those right, then changes one because “it can't be B again”.
  4. They work alone, 10 minutes. Then check in pairs.
  5. Feed back. For each answer ask for the line, not the paragraph letter. “Read me the words.”
Say this at the end: This is the slowest question type in the paper and it is worth exactly one mark, the same as the easiest gap-fill. That is why it goes last.

Stage 5: Matching names to ideas (10 min)

Interaction: pairs

Good news stage — this is the easiest type in the lesson and they should feel that.

  1. Say: “This one is different. In the exam you would already have read this passage — that is why this question type comes last. So do not read it now either. A name is a capital letter in the middle of a line, and your eye finds it in seconds. Go to the name, read the two sentences around it, done.”
  2. Make that point properly, because the passage in front of them is new. Tell them plainly: in the exam you would not be meeting this text for the first time here. Today they are practising the move on its own, so they get to skip straight to the names.
  3. Send them to Worksheet — who said what. Four people, eight statements.
  4. Step one, before any matching: they find all four names in the passage and highlight them. 2 minutes. Nothing else.
  5. Step two: read only the sentences around each name, then choose the statement. 6 minutes in pairs.
  6. Feed back. Point out the four statements nobody chose. One of them (B) belongs to a man in the passage whose name is not in the question list. The other three were never in the passage at all — they are there to punish guessing.

Stage 6: Sentence endings (10 min)

Interaction: teacher-led

Short stage. Two checks, that is all there is to it.

CHECK 1 — MEANING:  does the passage actually say this?
CHECK 2 — GRAMMAR:  read the whole sentence out loud.
                    Beginning + ending. Does it sound right?

Both must pass. One is not enough.
  1. Send them to Worksheet — sentence endings.
  2. Do question 23 together, out loud. Read “Home medical aids” plus each ending until one sounds right. Make them hear it, not think it.
  3. They do 24 to 26 alone. 4 minutes.
  4. Feed back. Two endings to talk about. D (“have cost the government more than $200 billion”): the passage says the opposite — the trend saved that money. A number they recognise is not a reason to pick an ending.
  5. Then question 26, where most of them will choose F (“may get stronger at night”) because the passage says “even when asleep”. Make them read it out loud: Feelings of loneliness may get stronger at night. The passage never says that. It says lonely people have more stress hormones — which is ending C. This is the best example in the lesson of a matching word beating the meaning, so spend the time on it.

Stage 7: Multiple choice and the writer's opinion (15 min)

Interaction: teacher-led, then on their own

Two things at once here: multiple choice, and the Yes/No/Not Given you only met briefly last lesson. Same passage, so it costs you nothing.

  1. Say the rule: “Do not look for the right answer. Cross out the three wrong ones. Three crossings-out, then whatever is left is your answer.”
  2. Remind them of Yes/No/Not Given from last lesson, in one line: “True/False asks about facts. Yes/No asks what the writer thinks. Not Given means the writer never told you what he thinks.”
  3. Send them to Worksheet — multiple choice and opinion. Three opinion questions first, then five multiple choice.
  4. They work alone, 8 minutes.
  5. Feed back on Q33 and Q35 only — those are the two where the wrong option is a true statement about the passage. Do not go through all eight if time is short; the answers are on their page.
Careful here: This passage argues that environmentalists exaggerate. Some students will disagree with the writer and answer what they believe. Say it early: you are marking what the writer thinks, not what is true.

Stage 8: Timed passage — 20 minutes on the clock (25 min)

Interaction: on their own, then pairs

  1. Send them to Worksheet — timed passage. This is a real Passage 2: 13 questions, headings plus opinion plus a summary.
  2. Before you start the timer, ask them: how do you work through it? They should say it back to you: read the paragraph, answer everything that paragraph answers, choose its heading, then move down. Do not start the timer until somebody says it.
  3. Point out the shape of this one before the timer starts — it is the whole point of the stage. Questions 14–17 are headings for paragraphs B, D, E and F (A and C are given as examples), and 18–23 are Yes/No/Not Given spread through paragraphs A to D. So paragraph B hands them questions 19 and 20 and heading 14 — all three get written down before they read paragraph C. Questions 24–26 summarise paragraphs E and F, so those go at the end.
  4. Set the timer to 20 minutes. Show it. Do not help anybody during the 20 minutes, even if they ask.
  5. Stop them at 20 minutes exactly, even mid-question. That leaves you five minutes: pairs compare, then read the answers straight out. Do not explain them one by one — you have no time, and the reasons are on their page.
Tell them this before they start: Most of you will not finish. That is what today is measuring — not your score, your speed. Never leave a box empty: an unanswered question is zero, a guessed letter is sometimes a mark.

Stage 9: Wrap-up and homework (5 min)

Interaction: teacher-led

Three questions to the class, in this order:

  • When do you choose the heading for a paragraph? (As soon as you finish reading it, before you move down.)
  • You are reading paragraph C. It answers a True/False question and it also has a gap answer in it. What do you do? (Write both, now, before paragraph D.)
  • Which two question types do you leave until the end? (Which paragraph contains…, and who said what.)
  • Why is a heading wrong when it mentions something in the paragraph? (Because it is a detail, not the main idea.)

Then set the homework. Say clearly: you now know all 11 question types. The next lesson is a whole paper.

Homework bank

All Cambridge 5 and 6. With one marked exception, every question in these passages is a type they have been taught across Lessons 5 and 6.

The one exception: Early Childhood Educationcontains a set of classification questions (“classify the following features as characterising…”), which is not one of the 11 types and has not been taught. Either set only questions 1–4 and 11–13, or spend two minutes on it first: classification is matching features wearing a different hat — find the thing in the passage, decide which group it belongs to, and letters repeat.
PassageQuestion typesBest for
Cam 6 · Test 4 · Passage 1 — Doctoring salesMatching headings + othersFirst homework — headings practice on a fresh passage
Cam 6 · Test 3 · Passage 1 — The Evolution and Influence of CinemaWhich paragraph contains… + multiple choiceWeek 1 — the slow type, untimed
Cam 6 · Test 2 · Passage 3 — NumerationSentence endings + True/False/Not GivenWeek 1 — a hard Passage 3, give them 25 minutes
Cam 5 · Test 4 · Passage 2 — Flawed BeautyThe rest of the passage they saw in Stage 5Week 2 — familiar text, so they can focus on speed
Cam 5 · Test 3 · Passage 1 — Early Childhood EducationWhich paragraph contains… + True/False/Not Given + classificationWeek 2 — set questions 1–4 and 11–13 only, or teach classification first (see the note below)
Cam 6 · Test 1 · Passage 3 — Climate Change and the InuitMatching headingsStretch — long and hard, only for the fast group
Cambridge 12 · Test 1 — the whole Reading paperAll types, 60 minutesThe first full mock. Set this after the Lesson 6 homework is marked.

Notes for the teacher

  • Before the lesson: the answer keys on this page were worked out from the passages, not copied from the official keys. Check them against your Cambridge 5 and 6 books once. It takes ten minutes and you only do it once.
  • There is no skimming or scanning in this lesson, and that is on purpose. Students read the paragraph properly, and because they have understood it they can name the main idea at the end of it. If a student asks about skimming, tell them plainly: you are not going to skim, you are going to read once and read well. Reading twice is what costs time, not reading carefully.
  • Never cut Stage 2. If you are short of time, cut Stage 6 to five minutes and do the sentence endings as a demonstration on the board. Headings without the main-idea drill is a wasted 25 minutes.
  • The passage in Stages 2 and 3 is the same one they met in Lesson 5 for True/False/Not Given. That is deliberate: they know the text, so all their attention goes on the new skill. Remind them they have seen it.
  • Stages 3 and 4 overrun. They are the two that matter. If you lose ten minutes there, take it from Stage 8 and give them 12 minutes on the timed passage instead of 20 — but tell them the clock is short so they do not read the result as a score.
  • Expect the “but it says that!” argument in Stage 3. A student will insist a heading is right because the word appears in the paragraph. Do not argue in the abstract — make them read the whole paragraph out loud, then ask what it was mainly about.
  • After this lesson they have met all 11 Academic Reading question types. What they have never done is a whole 60-minute paper. That is the next lesson, and it is worth more to them now than any new technique.

Drill A — say it in three words

Cambridge 6 · Test 2 · Passage 1 — Advantages of public transport, the five marked paragraphs. You saw the beginning of this passage last lesson.

What to do: Read each paragraph — the whole thing. When you get to the end of it, write what it was mainly about, in three words. Not a full sentence. Three words. Then go to the next paragraph.

Paragraph A

In fact, Newman believes the main reason for adopting one sort of transport over another is politics: “The more democratic the process, the more public transport is favored.” He considers Portland, Oregon, a perfect example of this. Some years ago, federal money was granted to build a new road. However, local pressure groups forced a referendum over whether to spend the money on light rail instead. The rail proposal won and the railway worked spectacularly well. In the years that have followed, more and more rail systems have been put in, dramatically changing the nature of the city. Newman notes that Portland has about the same population as Perth and had a similar population density at the time.

This paragraph is mainly about…

Paragraph B

In the UK, travel times to work had been stable for at least six centuries, with people avoiding situations that required them to spend more than half an hour travelling to work. Trains and cars initially allowed people to live at greater distances without taking longer to reach their destination. However, public infrastructure did not keep pace with urban sprawl, causing massive congestion problems which now make commuting times far higher.

This paragraph is mainly about…

Paragraph C

There is a widespread belief that increasing wealth encourages people to live farther out where cars are the only viable transport. The example of European cities refutes that. They are often wealthier than their American counterparts but have not generated the same level of car use. In Stockholm, car use has actually fallen in recent years as the city has become larger and wealthier. A new study makes this point even more starkly. Developing cities in Asia, such as Jakarta and Bangkok, make more use of the car than wealthy Asian cities such as Tokyo and Singapore. In cities that developed later, the World Bank and Asian Development Bank discouraged the building of public transport and people have been forced to rely on cars — creating the massive traffic jams that characterize those cities.

This paragraph is mainly about…

Paragraph D

Newman believes one of the best studies on how cities built for cars might be converted to rail use is The Urban Village report, which used Melbourne as an example. It found that pushing everyone into the city centre was not the best approach. Instead, the proposal advocated the creation of urban villages at hundreds of sites, mostly around railway stations.

This paragraph is mainly about…

Paragraph E

It was once assumed that improvements in telecommunications would lead to more dispersal in the population as people were no longer forced into cities. However, the ISTP team’s research demonstrates that the population and job density of cities rose or remained constant in the 1980s after decades of decline. The explanation for this seems to be that it is valuable to place people working in related fields together. “The new world will largely depend on human creativity, and creativity flourishes where people come together face-to-face.”

This paragraph is mainly about…

Drill A — what to accept

ParaGood answersWhat to say
APortland chose rail / voters chose rail / local people decidedAccept anything with the vote or the people in it. If they write 'Portland railway', ask: who decided? That word is the point.
BJourneys got longer / commuting takes longer nowThe paragraph starts with six centuries of stability and ends with far higher commuting times. The change is the idea, not the history.
CRich cities, fewer cars / wealth doesn't mean carsIf they write 'European cities' or 'Asian cities', that is an example, not the idea. Ask what the examples are examples OF.
DDon't crowd the centre / spread out around stationsThe Urban Village report is the source, not the idea. The idea is the recommendation it made.
EPeople work better together / cities stayed denseThe trap. Telecommunications is the first thing mentioned and it is NOT what the paragraph is about. Make this one loud — it comes back in the next worksheet.
Marking this: Do not chase the exact wording. Any three words that name the whole paragraph pass. Three words that name one sentence inside it fail — and that failure is the thing worth five minutes of your time.

Worksheet — matching headings

Same five paragraphs as Drill A. Cambridge 6 · Test 2 · Passage 1, questions 1–5.

Questions 1–5 Choose the correct heading for each paragraph from the list below.

Each heading is used once only. There are eight headings and five paragraphs, so three headings are never used. Cross them off as you go.

List of Headings

  • i — Avoiding an overcrowded centre
  • ii — A successful exercise in people power
  • iii — The benefits of working together in cities
  • iv — Higher incomes need not mean more cars
  • v — Economic arguments fail to persuade
  • vi — The impact of telecommunications on population distribution
  • vii — Increases in travelling time
  • viii — Responding to arguments against public transport

1  Paragraph A

2  Paragraph B

3  Paragraph C

4  Paragraph D

5  Paragraph E

Matching headings — answers

#AnswerWhyThe wrong one they will pick
1 (A)ii — A successful exercise in people powerLocal pressure groups forced a referendum, the rail proposal won. That is people power.v (economic arguments). The paragraph opens with 'politics', not economics — and 'economic arguments fail to persuade' is the opposite of what the passage says.
2 (B)vii — Increases in travelling timeTravel times were stable for six centuries; congestion now makes commuting times far higher.None, usually. This is the easy one — say so, so they trust the method.
3 (C)iv — Higher incomes need not mean more carsEuropean cities are wealthier than American ones but use cars less; Stockholm got richer and car use fell.vi. Some students see 'Jakarta and Bangkok' and reach for anything about population.
4 (D)i — Avoiding an overcrowded centre'Pushing everyone into the city centre was not the best approach' — instead, urban villages around stations.iii (working together). Both are about where people are, but D is about spreading out, not gathering.
5 (E)iii — The benefits of working together in citiesDensity did not fall; it is valuable to place people in related fields together; creativity flourishes face-to-face.vi — and this is THE teaching moment. Telecommunications is in the first line, so it feels right. But it is the assumption the paragraph disproves. Ask them: does the paragraph tell you about telecommunications, or about why people still gather?
Before the lesson: Check these five against the key in your Cambridge 6 book. They are worked from the passage, not copied from the official key.

Worksheet — headings again, three sections

Cambridge 5 · Test 4 · Passage 1 — The Impact of Wilderness Tourism, questions 1–3. This time each heading covers a whole section of several paragraphs, not one paragraph.

Section A

The market for tourism in remote areas is booming as never before. Countries all across the world are actively promoting their ‘wilderness’ regions — such as mountains, Arctic lands, deserts, small islands and wetlands — to high-spending tourists. The attraction of these areas is obvious: by definition, wilderness tourism requires little or no initial investment. But that does not mean that there is no cost. As the 1992 United Nations Conference on Environment and Development recognized, these regions are fragile not just in terms of their ecology, but also in terms of the culture of their inhabitants. The three most significant types of fragile environment in these respects are deserts, mountains and Arctic areas. An important characteristic is their marked seasonality, with harsh conditions prevailing for many months each year.

Tourists are drawn to these regions by their natural landscape beauty and the unique cultures of their indigenous people. And poor governments in these isolated areas have welcomed the new breed of ‘adventure tourist’, grateful for the hard currency they bring. For several years now, tourism has been the prime source of foreign exchange in Nepal and Bhutan.

Section B

Once a location is established as a main tourist destination, the effects on the local community are profound. When hill-farmers can make more money in a few weeks working as porters for foreign trekkers than they can in a year working in their fields, many of them give up their farm-work. In some hill-regions, this has led to a serious decline in farm output and a change in the local diet, because there is insufficient labour to maintain terraces and irrigation systems.

In Arctic and desert societies, year-round survival has traditionally depended on hunting and collecting fruit over a relatively short season. However, as some inhabitants become involved in tourism, they no longer have time to collect wild food. The physical impact of visitors is another serious problem: erosion along major trails, deforestation and impacts on water supplies arising from the need to provide tourists with cooked food and hot showers.

Section C

Stories about the problems of tourism have become legion in the last few years. Yet it does not have to be a problem. Although tourism inevitably affects the region in which it takes place, the costs to these fragile environments and their local cultures can be minimized. In the Swiss Alps, communities have decided that their future depends on integrating tourism more effectively with the local economy. Some Arctic communities are now operating tour businesses themselves, thereby ensuring that the benefits accrue locally.

Too many people living in fragile environments have lost control over their economies, their culture and their environment when tourism has penetrated their homelands. Merely restricting tourism cannot be the solution. Instead, communities in fragile environments must achieve greater control over tourism ventures in their regions, in order to balance their needs and aspirations with the demands of tourism.

List of Headings

  • i — The expansion of international tourism in recent years
  • ii — How local communities can balance their own needs with the demands of wilderness tourism
  • iii — Fragile regions and the reasons for the expansion of tourism there
  • iv — Traditional methods of food-supply in fragile regions
  • v — Some of the disruptive effects of wilderness tourism
  • vi — The economic benefits of mass tourism

1  Section A

2  Section B

3  Section C

Headings again — answers

#AnswerWhyThe wrong one they will pick
1 (A)iii — Fragile regions and the reasons for the expansion of tourism thereSection A names the fragile regions and says why tourists and governments both want this tourism.i (the expansion of international tourism). True of the first line, but the section is about these particular regions, not tourism in general. The classic too-broad heading.
2 (B)v — Some of the disruptive effects of wilderness tourismFarm output falls, diets change, wild food is no longer collected, trails erode.iv (traditional methods of food-supply). Food is all over this section — but as the thing being damaged, not as the topic.
3 (C)ii — How local communities can balance their own needs with the demands of wilderness tourismSwiss villages, Arctic tour businesses, and the closing line about balancing needs with the demands of tourism.vi (economic benefits of mass tourism). The section is about control, not benefits — and this is wilderness tourism, not mass tourism.
Note the pattern: In all three, the tempting wrong heading is true about a sentence in the section. Say that out loud — it is the same trap as paragraph E in the previous worksheet, and naming it twice is what makes it stick.

Worksheet — which paragraph contains…

Cambridge 6 · Test 1 · Passage 1 — Australia's Sporting Success, questions 1–7.

A

They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sportsmen and women. Both provide intensive coaching, training facilities and nutritional advice.

B

Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. “We can't waste our time looking at ethereal scientific questions that don't help the coach work with an athlete and improve performance,” says Peter Fricker, chief of science at AIS.

C

A lot of their work comes down to measurement — everything from the exact angle of a swimmer's dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. No gain is too slight to bother with. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D analysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses how her spine swivels. Mason's contribution also includes the SWAN (SWimming ANalysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer's performance into factors that can be analysed individually.

D

“Take a look,” says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. “His turn times were 44 hundredths of a second behind the other guy. If he can improve on his turns, he can do much better.” With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete's clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete's ability to run. There's more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes' saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether.

E

Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times. “You design the model to make ‘that’ time,” says Mason. “A start of ‘this’ much, each free-swimming period has to be ‘this’ fast, with a certain stroke frequency and stroke length, with turns done in ‘these’ times.” All the training is then geared towards making the athlete hit those targets.

F

Of course, there's nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists' and rowers' times. Now everyone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia's success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

Questions 1–7 Which paragraph contains the following information? Choose A–F.

You may use any letter more than once. Do not change a correct answer just because you have already used that letter.

1  a reference to the exchange of expertise between different sports

2  an explanation of how visual imaging is employed in investigations

3  a reason for narrowing the scope of research activity

4  how some AIS ideas have been reproduced

5  how obstacles to optimum achievement can be investigated

6  an overview of the funded support of athletes

7  how performance requirements are calculated before an event

Which paragraph contains… — answers

#AnswerThe words that prove it
1B'applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash'
2CThe 3D analysis tool, the wire-frame model, and SWAN collecting images from digital cameras.
3BFricker: 'We can't waste our time looking at ethereal scientific questions.' Narrowing the scope = refusing to study what doesn't help. B is the answer twice — say so when you feed back.
4F'nothing to stop other countries copying… Now everyone uses them.' Reproduced = copied.
5DSensors monitoring heart rate and sweating, and the IgA saliva test for illness. Obstacles = illness and the things that hold performance back.
6A'the ASC finances programmes of excellence in a total of 96 sports.' Funded support.
7EThe 'competition model' built before a championship from expected winning times.
What to draw out: Look at paragraph C with them. It is about measurement, and question 2 asks about visual imaging — a detail inside it. That is exactly the difference from a headings question. Same passage, same paragraph, opposite skill.

Worksheet — who said what

Cambridge 5 · Test 4 · Passage 2 — Flawed Beauty: the problem with toughened glass, questions 14–17.

Do this first: Before you match anything, find the four names in the passage and highlight them. Names are capital letters in the middle of a line — you can see them without reading. Only then read what each person says.

On 2nd August 1999, a large pane of toughened glass in the roof of a shopping centre at Bishops Walk shattered without warning and fell from its frame. When fragments were analysed by experts at the giant glass manufacturer Pilkington, they found that minute crystals of nickel sulphide trapped inside the glass had almost certainly caused the failure.

“The glass industry is aware of the issue,” says Brian Waldron, chairman of the standards committee at the Glass and Glazing Federation. But he insists that cases are few and far between. “It's a very rare phenomenon,” he says.

Others disagree. “On average I see about one or two buildings a month suffering from nickel sulphide related failures,” says Barrie Josie, a consultant engineer. Tony Wilmott of London-based consulting engineers Sandberg, and Simon Armstrong at CladTech Associates both say they know of hundreds of cases. “What you hear is only the tip of the iceberg,” says Trevor Ford, a glass expert at Resolve Engineering in Brisbane. He believes the reason is simple: “No-one wants bad press.”

Toughened glass has five times the strength of standard glass, and when it does break it shatters into tiny cubes rather than large, razor-sharp shards. The problem starts when glass contains nickel sulphide impurities. As the glass is heated, these atoms react to form tiny crystals, which are left unstable by the rapid cooling of the toughening process, ready to expand without warning.

The time that elapses before failure occurs is unpredictable. It could happen just months after manufacture, or decades later. Ironically, says Graham Dodd, of consulting engineers Arup in London, the oldest pane of toughened glass known to have failed due to nickel sulphide inclusions was in Pilkington's glass research building in Lathom, Lancashire. The pane was 27 years old.

One of the worst examples is Waterfront Place, completed in 1990. Eighty panes of its toughened glass shattered due to inclusions before experts were finally called in. John Barry, an expert in nickel sulphide contamination at the University of Queensland, analysed every glass pane in the building. A photographer went up in a cradle to take photos of every pane, which were scanned for signs of nickel sulphide crystals. “We discovered at least another 120 panes with potentially dangerous inclusions which were then replaced,” says Barry. Though the project cost A$1.6 million, the alternative — re-cladding the entire building — would have cost ten times as much.

List of Statements

  • A — suggests that publicity about nickel sulphide failure has been suppressed
  • B — regularly sees cases of nickel sulphide failure
  • C — closely examined all the glass in one building
  • D — was involved with the construction of Bishops Walk
  • E — recommended the rebuilding of Waterfront Place
  • F — thinks the benefits of toughened glass are exaggerated
  • G — claims that nickel sulphide failure is very unusual
  • H — refers to the most extreme case of delayed failure

14  Brian Waldron

15  Trevor Ford

16  Graham Dodd

17  John Barry

Who said what — answers

#PersonAnswerThe words that prove it
14Brian WaldronG — claims it is very unusual'It's a very rare phenomenon,' he says. Direct.
15Trevor FordA — publicity has been suppressed'the tip of the iceberg… No-one wants bad press.' Suppressed = kept out of the press.
16Graham DoddH — the most extreme case of delayed failure'the oldest pane… known to have failed… was 27 years old.' Oldest = most delayed.
17John BarryC — examined all the glass in one building'analysed every glass pane in the building.'
Point at B, D, E and F: B is true of Barrie Josie — a name that is NOT in the question list. D, E and F are true of nobody at all. Tell them: extra statements exist to punish guessing. If you have not found the name, do not choose.

Worksheet — sentence endings

Cambridge 6 · Test 2 · Passage 2 — Greying Population Stays in the Pink, questions 23–26.

The survey also assessed how independent people over 65 were. Almost 80% of those in the 1994 survey could complete everyday activities ranging from eating and dressing unaided to complex tasks such as cooking and managing their finances. If the trends apparent in the United States 14 years ago had continued, researchers calculate there would be an additional one million disabled elderly people in today's population. According to Manton, slowing the trend has saved the United States government's Medicare system more than $200 billion.

The increasing self-reliance of many elderly people is probably linked to a massive increase in the use of simple home medical aids. For instance, the use of raised toilet seats has more than doubled since the start of the study, and the use of bath seats has grown by more than 50%. The MacArthur Foundation's research group found that those elderly people who were able to retain a sense of independence were more likely to stay healthy in old age.

Maintaining a level of daily physical activity may help mental functioning, says Carl Cotman, a neuroscientist at the University of California at Irvine. He found that rats that exercise on a treadmill have raised levels of brain-derived neurotrophic factor coursing through their brains. Cotman believes this hormone, which keeps neurons functioning, may prevent the brains of active humans from deteriorating.

Teresa Seeman, a social epidemiologist, found a connection between self-esteem and stress in people over 70. In laboratory simulations of challenging activities such as driving, those who felt in control of their lives pumped out lower levels of stress hormones such as cortisol. Chronically high levels of these hormones have been linked to heart disease.

But independence can have drawbacks. Seeman found that elderly people who felt emotionally isolated maintained higher levels of stress hormones even when asleep. The research suggests that older people fare best when they feel independent but know they can get help when they need it.

Questions 23–26 Complete each sentence with the correct ending, A–H.

Two checks before you write a letter: does the passage say this, and does the whole sentence sound right when you read it out loud?

Endings

  • A — may cause heart disease.
  • B — can be helped by hormone treatment.
  • C — may cause rises in levels of stress hormones.
  • D — have cost the United States government more than $200 billion.
  • E — may help prevent mental decline.
  • F — may get stronger at night.
  • G — allow old people to be more independent.
  • H — can reduce stress in difficult situations.

23  Home medical aids

24  Regular amounts of exercise

25  Feelings of control over life

26  Feelings of loneliness

Sentence endings — answers

#AnswerThe words that prove itWhat to say
23G — allow old people to be more independent'The increasing self-reliance of many elderly people is probably linked to a massive increase in the use of simple home medical aids.'Do this one out loud together. Read the beginning plus each ending until the class hears the right one.
24E — may help prevent mental decline'Maintaining a level of daily physical activity may help mental functioning… may prevent the brains of active humans from deteriorating.'B (hormone treatment) is the trap: the hormone in the passage is produced by exercise, not given as treatment.
25H — can reduce stress in difficult situations'those who felt in control of their lives pumped out lower levels of stress hormones' in simulations of challenging activities.Note 'challenging activities such as driving' = 'difficult situations'. A paraphrase, as always.
26C — may cause rises in levels of stress hormones'elderly people who felt emotionally isolated maintained higher levels of stress hormones even when asleep.'F ('may get stronger at night') is the trap, and it is the best trap in the lesson. 'Even when asleep' is right there in the line, so it feels right. Make them read the whole sentence out loud: 'Feelings of loneliness may get stronger at night.' The passage never says loneliness gets stronger — it says lonely people have more stress hormones. Meaning check fails.
Talk about D: “have cost the government more than $200 billion” contains a number they have just read, so it feels like an answer. The passage says the trend saved $200 billion. Recognising a number is not evidence.

Worksheet — multiple choice and the writer's opinion

Cambridge 5 · Test 1 · Passage 3 — The Truth about the Environment. Three opinion questions, then five multiple choice.

For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet's air and water are becoming ever more polluted.

But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since 1972. Second, more food is now produced per head of the world's population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient — associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it.

Yet opinion polls suggest that many people nurture the belief that environmental standards are declining, and four factors seem to cause this disjunction between perception and reality.

One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.

Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: “Two thirds of the world's forests lost forever”. The truth turns out to be nearer 20%.

Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.

A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception.

The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America's trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.

Questions 27, 31 and 32 Do these statements agree with the claims of the writer?
YES — the writer thinks this · NO — the writer thinks the opposite · NOT GIVEN — the writer never says what he thinks

27  Environmentalists take a pessimistic view of the world for a number of reasons.

31  Some pollution problems have been correctly linked to industrialisation.

32  It would be best to attempt to slow down economic growth.

Questions 33–37 Choose the correct letter, A, B, C or D. Cross out three before you choose one.

33  What aspect of scientific research does the writer express concern about?

  • A — the need to produce results
  • B — the lack of financial support
  • C — the selection of areas to research
  • D — the desire to solve every research problem

34  The writer quotes from the World Wide Fund for Nature to illustrate how

  • A — influential the mass media can be.
  • B — effective environmental groups can be.
  • C — the mass media can help groups raise funds.
  • D — environmental groups can exaggerate their claims.

35  What is the writer's main point about lobby groups?

  • A — Some are more active than others.
  • B — Some are better organised than others.
  • C — Some receive more criticism than others.
  • D — Some support more important issues than others.

36  The writer suggests that newspapers print items that are intended to

  • A — educate readers.
  • B — meet their readers' expectations.
  • C — encourage feedback from readers.
  • D — mislead readers.

37  What does the writer say about America's waste problem?

  • A — It will increase in line with population growth.
  • B — It is not as important as we have been led to believe.
  • C — It has been reduced through public awareness of the issues.
  • D — It is only significant in certain areas of the country.

Multiple choice and opinion — answers

#AnswerThe words that prove itWhat to say
27YES'four factors seem to cause this disjunction between perception and reality.'The whole passage is a list of reasons. Easy opener — use it to remind them what YES means.
31YES'most forms of environmental pollution… are transient — associated with the early phases of industrialisation.''Correctly linked' matches 'associated with'. The writer agrees this link is real.
32NO'best cured not by restricting economic growth, but by accelerating it.'The writer says the exact opposite, so NO, not NOT GIVEN. Make them find the word 'not'.
33C — the selection of areas to research'Scientific funding goes mainly to areas with many problems… will create an impression that many more potential problems exist than is the case.'B is the trap: the passage never says funding is short, only that it goes to the wrong places.
34D — environmental groups can exaggerate their claims'they sometimes overstate their arguments… The truth turns out to be nearer 20%.'Straightforward. Use it to show the method working: cross A, B and C, and D is left standing.
35C — Some receive more criticism than others'a trade organisation… is instantly seen as self-interested. Yet a green organisation… is seen as altruistic.'The second one to discuss. Nothing in the paragraph is about activity, organisation or importance — only about how differently the two are judged.
36B — meet their readers' expectations'People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants.'D (mislead readers) is tempting because distortion is mentioned — but the passage calls it a result, not an intention.
37B — It is not as important as we have been led to believe'all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area.'A repeats words from the passage (population, rise) and is still wrong. Classic word-matching trap.
Before the lesson: Check these against the key in your Cambridge 5 book. They are worked from the passage, not copied from the official key.

Worksheet — timed passage (20 minutes)

Cambridge 5 · Test 3 · Passage 2 — Disappearing Delta, questions 14–26. A real Passage 2, in real time.

Before you start: Read all 13 questions once — just to know what is coming. Then work one paragraph at a time. Read paragraph A and take any Yes/No/Not Given answer it gives you (its heading is already given to you, so there is nothing to choose). Then paragraph B: read it, take its Yes/No answers, and choose its heading before you move on. Same for C, D, E, F. Do not do all the headings first and then all the Yes/No — that is reading the passage twice. Questions 24–26 summarise paragraphs E and F, so do those at the end. When the 20 minutes are up, stop — and never leave a box empty.

A

The fertile land of the Nile delta is being eroded along Egypt's Mediterranean coast at an astounding rate, in some parts estimated at 100 metres per year. In the past, land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile, but this is no longer happening.

B

Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt, which hold back virtually all of the sediment that used to flow down the river. Before the dams were built, the Nile flowed freely, carrying huge quantities of sediment north from Africa's interior to be deposited on the Nile delta. This continued for 7,000 years, eventually covering a region of over 22,000 square kilometres with layers of fertile silt. Annual flooding brought in new, nutrient-rich soil to the delta region, replacing what had been washed away by the sea, and dispensing with the need for fertilizers in Egypt's richest food-growing area. But when the Aswan dams were constructed in the 20th century to provide electricity and irrigation, and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought, most of the sediment with its natural fertilizer accumulated up above the dam in the southern, upstream half of Lake Nasser, instead of passing down to the delta.

C

Now, however, there turns out to be more to the story. It appears that the sediment-free water emerging from the Aswan dams picks up silt and sand as it erodes the river bed and banks on the 800-kilometre trip to Cairo. Daniel Jean Stanley of the Smithsonian Institute noticed that water samples taken in Cairo, just before the river enters the delta, indicated that the river sometimes carries more than 850 grams of sediment per cubic metre of water — almost half of what it carried before the dams were built. “There is still a lot of sediment coming into the delta, but virtually no sediment comes out into the Mediterranean to replenish the coastline. So this sediment must be trapped on the delta itself.”

D

Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals and only a small proportion reaches the sea directly through the rivers in the delta. The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta. So very little of it actually reaches the coastline to replace what is being washed away by the Mediterranean currents.

E

The farms on the delta plains and fishing and aquaculture in the lagoons account for much of Egypt's food supply. But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people. “Pollutants are building up faster and faster,” says Stanley. Frederic Siegel of George Washington University concurs: in Manzalah Lagoon the increase in mercury, lead, copper and zinc coincided with the building of the High Dam at Aswan and the development of major power-based industries. These poisons can easily enter the food chain, affecting the productivity of fishing and farming. Another problem is that agricultural wastes include fertilizers which stimulate increases in plant growth in the lagoons and upset the ecology of the area, with serious effects on the fishing industry.

F

According to Siegel, international environmental organisations are beginning to pay closer attention to the region, partly because of the problems of erosion and pollution of the Nile delta, but principally because they fear the impact this situation could have on the whole Mediterranean coastal ecosystem. But there are no easy solutions. In the immediate future, Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. “In my view, Egypt must devise a way to have more water running through the river and the delta,” says Stanley.

Questions 14–17 Choose the correct heading for each paragraph. Paragraph A is vii and paragraph C is vi — those two are given to you as examples, so those headings are already used.

List of Headings

  • i — Effects of irrigation on sedimentation
  • ii — The danger of flooding the Cairo area
  • iii — Causing pollution in the Mediterranean
  • iv — Interrupting a natural process
  • v — The threat to food production
  • vi — Less valuable sediment than before (example: paragraph C)
  • vii— Egypt's disappearing coastline (example: paragraph A)
  • viii — Looking at the long-term impact

14  Paragraph B

15  Paragraph D

16  Paragraph E

17  Paragraph F

Questions 18–23 Do these statements agree with the claims of the writer? YES · NO · NOT GIVEN. These are spread through paragraphs A to D — answer each one at the moment the paragraph gives it to you, not in a separate pass.

18  Coastal erosion occurred along Egypt's Mediterranean coast before the building of the Aswan dams.

19  Some people predicted that the Aswan dams would cause land loss before they were built.

20  The Aswan dams were built to increase the fertility of the Nile delta.

21  Stanley found that the levels of sediment in the river water in Cairo were relatively high.

22  Sediment in the irrigation canals on the Nile delta causes flooding.

23  Water is pumped from the irrigation canals into the lagoons.

Questions 24–26 Complete the summary of paragraphs E and F with the words A–H:

A artificial floods · B desalination · C delta waterways · D natural floods · E nutrients · F pollutants · G population control · H sediment

In addition to the problem of coastal erosion, there has been a marked increase in the level of (24) contained in the silt deposited in the Nile delta. To deal with this, Stanley suggests the use of (25) in the short term, and increasing the amount of water available through (26) in the longer term.

24
25
26

Timed passage — answers

#AnswerThe words that prove it
14 (B)iv — Interrupting a natural process7,000 years of annual flooding brought silt down; the dams stopped it. A natural process, interrupted.
15 (D)i — Effects of irrigation on sedimentation10,000 km of irrigation canals; still water cannot carry sediment, so it sinks.
16 (E)v — The threat to food productionFarms and fishing account for much of Egypt's food supply; poisons enter the food chain.
17 (F)viii — Looking at the long-term impact'in the long term an alternative process such as desalination may have to be used.'
18YES'land scoured away from the coastline… used to be replaced' — so erosion was already happening; it was simply replaced.
19NOT GIVENNobody in the passage predicts anything before the dams were built.
20NOBuilt 'to provide electricity and irrigation, and to protect… from annual flooding and drought.' Fertility was lost, not the aim.
21YES'more than 850 grams of sediment per cubic metre — almost half of what it carried before the dams.'
22NOT GIVENSediment sinks in the canals; flooding from the canals is never mentioned.
23YES'added to fields by farmers or pumped with the water into the four large freshwater lagoons.'
24F — pollutants'Pollutants are building up faster and faster,' says Stanley.
25A — artificial floods'In the immediate future… make artificial floods to flush out the delta waterways.'
26B — desalination'in the long term an alternative process such as desalination.'
How to read their scores: Out of 13, expect 6–9 in 20 minutes. Do not treat that as a band score — it is a first attempt at a full Passage 2. What matters is whether they read the passage once or twice, and whether every box has something in it. Ask both questions before you give any marks.

Check yourself

After the timed passage, answer these honestly. They matter more than your score.

QuestionYes / NoIf the answer is no
Did you read the passage once, or did you go back and read it again for the headings?Once is the target. Next time, decide each heading the moment you finish that paragraph — do not save them all for the end.
When a paragraph answered two different question types, did you write both down before moving on?This is the habit that saves the most time. Take everything the paragraph gives you, whatever number or type it is. You are not coming back for it.
Did you read all the questions once before you started reading the passage?Without that, the answer goes past you and you do not notice it. Two minutes on the questions, then start.
For each paragraph, did you finish reading it before you looked at the heading list?Reading the list first makes you look for words instead of meaning. Paragraph first, list second.
Did you cross off each heading as you used it?Without crossing off you will use one heading twice — which means two marks lost, not one.
Is every box filled in?An empty box is a guaranteed zero. A guessed letter is sometimes a mark. Never leave one.
When you chose an answer, could you point at the line that proves it?If you cannot point at it, you matched a word instead of an idea. That is how the trap options work.

Appendix — the board

Three things go up at the start and stay up. Copy them exactly.

┌─ THE CLOCK ─────────────────────────────────────────┐
│  Passage 1 — 15 min                                 │
│  Passage 2 — 20 min                                 │
│  Passage 3 — 25 min          = 60 min, no extra time│
└─────────────────────────────────────────────────────┘

┌─ THE PARAGRAPH LOOP ────────────────────────────────┐
│  First: read the question list once. Don't answer.  │
│                                                     │
│  FOR EACH PARAGRAPH:                                │
│    1. Read it. All of it. Understand it.            │
│    2. Take EVERY answer it gives you — any type,    │
│       any question number. One paragraph can give   │
│       you a True/False AND a gap AND its heading.   │
│    3. Choose its heading NOW, before you move on.   │
│    4. Next paragraph.                               │
│                                                     │
│  ONE pass down the passage. Not one pass per type.  │
│                                                     │
│  Leave until the very end:                          │
│     which paragraph contains… · who said what       │
└─────────────────────────────────────────────────────┘

┌─ HEADINGS: 3 STEPS ─────────────────────────────────┐
│  1. Read the paragraph. Do NOT look at the list yet.│
│  2. Say the paragraph in THREE WORDS                │
│  3. NOW look at the list, find the matching heading │
│     · cross off each heading as you use it          │
│     · there are always MORE headings than paragraphs│
└─────────────────────────────────────────────────────┘

Add this one in Stage 4:

   HEADINGS         = the WHOLE paragraph
   WHICH PARAGRAPH  = ONE LINE hidden in it

Appendix — all answers on one page

WorksheetAnswers
Matching headings (Cam 6 T2 P1, Q1–5)1 ii · 2 vii · 3 iv · 4 i · 5 iii
Headings again (Cam 5 T4 P1, Q1–3)1 iii · 2 v · 3 ii
Which paragraph contains (Cam 6 T1 P1, Q1–7)1 B · 2 C · 3 B · 4 F · 5 D · 6 A · 7 E
Who said what (Cam 5 T4 P2, Q14–17)14 G · 15 A · 16 H · 17 C
Sentence endings (Cam 6 T2 P2, Q23–26)23 G · 24 E · 25 H · 26 C
Multiple choice and opinion (Cam 5 T1 P3)27 YES · 31 YES · 32 NO · 33 C · 34 D · 35 C · 36 B · 37 B
Timed passage (Cam 5 T3 P2, Q14–26)14 iv · 15 i · 16 v · 17 viii · 18 YES · 19 NG · 20 NO · 21 YES · 22 NG · 23 YES · 24 F · 25 A · 26 B