IELTS Full Test 8
[IELTS Listening - Part 1] IELTS Full Test 8

PART 1                        Questions 1-10

Complete the notes below.

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

Transport Survey

Example

Travelled to town today: by …..bus…..

Name: Luisa 1 …………………………

Address: 2 ………………………… White Stone Rd

Area: Bradfield

Postcode: 3 …………………………

Occupation: 4 ............................

Reason for visit to town: to go to the 5 …………………………

Suggestions for improvement:

·         better 6 …………………………

·         have more footpaths

•        more frequent 7 …………………………

Things that would encourage cycling to work:

•        having 8 ............................... parking places for bicycles

·         being able to use a 9 ................................ at work

·         the opportunity to have cycling 10 ............................... on busy roads

1
- Hardie
1
2
- 19
2
3
- GT8 2LC//GT82LC
3
4
- hairdresser
4
5
- dentist//dentist’s
5
6
- lighting
6
7
- trains
7
8
- safe
8
9
- shower
9
10
- training
10

Đáp án và giải thích

Interviewer: Excuse me. Luisa: Yes? Interviewer: I wonder if you could spare a few minutes to do a survey on transport. It won’t take long. Luisa: No, that’s fine. Interviewer: Lovely. The survey is on behalf of the local council. They’d like to know about what transport you use and any suggestions for improvement. Can I start by asking you how you travelled to town today? Luisa: Sure. I came on the bus. Interviewer: Great. Now can I get a few details about yourself? Luisa: OK. Interviewer: What’s your name? Luisa: It’s Luisa .... Interviewer: Yes. Luisa: Hardie. Interviewer: Can you spell that, please? Luisa: Yes, It’s H-A-R-D-l-E. Interviewer: Great. Thanks. And can I have your address? Luisa: It’s 19, White Stone Road. Interviewer: Oh, right. I know that area. It’s Bradfield, isn’t it? Luisa: That’s right. Interviewer: Is the postcode GT7? Luisa: It’s actually G-T-8, 2-L-C. Interviewer: Great. And could I ask what your job is? Are you a student? Luisa: I’ve actually just finished my training. I'm a hairdresser. Interviewer: Oh, right. And one more question in this section. What is the reason for you coming into town today? Luisa: Actually it’s not for shopping today, which would be my normal reason, but to see the dentist. Interviewer: Right. Thanks. --------------------------------------- Interviewer: Now in this last section I’d like you to give us some ideas about the facilities and arrangements in the city for getting to and from work, er, any suggestions you have for improvements. Luisa: Well, something I’ve thought about for some time is that when I do walk and I’m doing a later shift, I think the lighting should be better. Interviewer: Yes, good point. Luisa: And of course, I think it’s a real shame they’ve been cutting down on the number of footpaths. They should have more of those. Then people would walk more. Interviewer: Yes, right. Luisa: And, I don’t think there are enough trains. That’s why I don’t use them – you have to wait so long. Interviewer: Thanks. And finally I’d like to ask your opinion on cycling. As you may know, there’s a drive in the city to get more people to cycle to work. Luisa: Right. Interviewer: But we realise that there are things which the council, but also employers, might do to help encourage workers to cycle to work. Luisa: Yep. Well, I have thought about it and where I work there are no safe places to leave your bikes. Interviewer: OK. Luisa: And also, I’d have to cycle uphill and on a hot day I’d arrive at work pretty sweaty so I think I’d need a shower somewhere at work. Interviewer: Right. Luisa: And I suppose the last thing is that I wouldn’t be all that confident about cycling on such busy roads. I think I’d like to see you offering training for that, you know, I’d feel a lot better about starting if that was the case. Interviewer: Well, that’s very helpful. Thank you very much for your time. Luisa: No problem. Bye.

PART 2                        Questions 11-20

Questions 11-15

Label the map below.

Write the correct letter, A-E, next to questions 11-15.

11
- B
Science Museum
12
- A
National History Museum
13
- E
Car Park
14
- C
Shopping Mall
15
- D
Primary School
Questions 16-20

What is the improvement of each main point of interest in the area?

Choose FIVE answers from the box and write the correct letter, A-G, next to questions 16-20.

A   New entrance

B   Free lunch provided

C   Free information provided

D   Increase in size

E   Additional signs

F    New exhibitions

G   New structure

16
- E
Car Park
17
- G
Primary School
18
- C
Science Museum
19
- D
National History Museum
20
- A
Shopping Mall
[IELTS Listening - Part 3] IELTS Full Test 8

PART 3                        Questions 21-30

Choose the correct letter, A, B or C.

Study on Gender in Physics

21
The students in Akira Miyake’s study were all majoring in
22
The aim of Miyake’s study was to investigate
23
The female physics students were wrong to believe that
24
Miyake’s team asked the students to write about
25
What was the aim of the writing exercise done by the subjects?
26
What surprised the researchers about the study?
27
Greg and Lisa think Miyake’s results could have been affected by
28
Greg and Lisa decide that in their own project, they will compare the effects of
29
The main finding of Smolinsky’s research was that class teamwork activities
30
What will Lisa and Greg do next?

Đáp án và giải thích

Lisa: OK, Greg, so I finally managed to read the article you mentioned – the one about the study on gender in physics. Greg: About the study of college students done by Akira Miyake and his team? Yeah. I was interested that the researchers were actually a mix of psychologists and physicists. That’s an unusual combination. Lisa: Yeah. I got a little confused at first about which students the study was based on. They weren’t actually majoring in physics – they were majoring in what’s known as the STEM disciplines. That’s science, technology, engineering and ... Greg: ... and math. Yes, but they were all doing physics courses as part of their studies. Lisa: That’s correct. So as I understood it, Miyake and co started from the fact that women are underrepresented in introductory physics courses at college, and also that on average, the women who do enrol on these courses perform more poorly than the men. No one really knows why this is the case. Greg: Yeah. But what the researchers wanted to find out was basically what they could do about the relatively low level of the women’s results. But in order to find a solution they needed to find out more about the nature of the problem. Lisa: Right – now let’s see if I can remember ... it was that in the physics class, the female students thought the male students all assumed that women weren’t any good at physics ... was that it? And they thought that the men expected them to get poor results in their tests. Greg: That’s what the women thought, and that made them nervous, so they did get poor results. But actually they were wrong … No one was making any assumptions about the female students at all. Lisa: Anyway, what Miyake’s team did was quite simple – getting the students to do some writing before they went into the physics class. What did they call it? Greg: Values-affirmation – they had to write an essay focusing on things that were significant to them, not particularly to do with the subject they were studying, but more general things like music, or people who mattered to them. Lisa: Right. So the idea of doing the writing is that this gets the students thinking in a positive way. Greg: And putting these thoughts into words can relax them and help them overcome the psychological factors that lead to poor performance. Yeah. But what the researchers in the study hadn’t expected was that this one activity raised the women’s physics grades from the C to the B range. Lisa: A huge change. Pity it wasn’t to an A, but still! No, but it does suggest that the women were seriously underperforming beforehand, in comparison with the men. Greg: Yes. Mind you, Miyake’s article left out a lot of details. Like, did the students do the writing just once, or several times? And had they been told why they were doing the writing? That might have affected the results. Lisa: You mean, if they know the researchers thought it might help them to improve, then they’d just try to fulfil that expectation? Greg: Exactly. ------------------------------------- Greg: So anyway, I thought for our project we could do a similar study, but investigate whether it really was the writing activity that had that result. Lisa: OK. So we could ask them to do a writing task about something completely different ... something more factual? Like a general knowledge topic. Greg: Maybe ... or we could have half the students doing a writing task and half doing something else, like an oral task. Lisa: Or even, half do the same writing task as in the original research and half do a factual writing task. Then we’d see if it really is the topic that made the difference, or something else. Greg: That’s it. Good. So at our meeting with the supervisor on Monday we can tell him we’ve decided on our project. We should have our aims ready by then. I suppose we need to read the original study – the article’s just a summary. Lisa: And there was another article I read, by Smolinsky. It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own. Greg: Let me guess ... the women were better at teamwork. Lisa: That’s what I expected, but actually the men and the women got the same results whether they were working in teams or on their own. But I guess it’s not that relevant to us. Greg: What worries me anyway is how we’re going to get everything done in the time. Lisa: We’ll be OK now we know what we’re doing. Though I’m not clear how we assess whether the students in our experiment actually make any progress or not ... Greg: No. We may need some advice on that. The main thing’s to make sure we have the right size sample, not too big or too small. Lisa: That shouldn’t be difficult. Right, what do we need to do next? We could have a look at the timetable for the science classes ... or perhaps we should just make an appointment to see one of the science professors. That’d be better. Greg: Great. And we could even get to observe one of the classes. Lisa: What for? Greg: Well ... OK maybe let's just go with your idea. Right, well ...

[IELTS Listening - Part 4] IELTS Full Test 8

PART 4                        Questions 31-40

Complete the notes below.

Write ONE WORD ONLY for each answer.

The Engineer Sarah Guppy, 1770-1852

Background

·         women were active in many areas of 19th-century British society, e.g. Jane Harrison was the first female 31 ..........................

·         by the end of the century there were 140 female dentists and 212 32 .........................., as well as many musicians and actors

 

Sarah Guppy

·         was born in Birmingham and moved to Bristol with her husband

·         designed bridges that could survive 33 ..........................

·         built 34 .......................... of the Clifton Suspension Bridge

·         was a significant 35 .......................... in the Clifton Suspension Bridge together with her husband

·         designed a ‘barnacle buster’ that allowed 36 .......................... to go faster

·         helped stop 37 .......................... near railway lines

·         built an amusing machine for making different parts of 38 .......................... at the same time

·         designed an early type of 39 .......................... equipment

 

Conclusions

·         other women worked as engineers, e.g. Ada Lovelace and Hertha Marks Ayrton

·         it was not until 1906 that a woman 40 .......................... in engineering

31
- academic
31
32
- doctors
32
33
- floods
33
34
- models
34
35
- investor
35
36
- ships
36
37
- erosion
37
38
- breakfast
38
39
- gym
39
40
- graduated
40

Đáp án và giải thích

Student: Well, hi everyone. In my presentation today I’m going to be talking about Sarah Guppy, a female engineer in Britain in the 19th century. So, first some background. Um, so in Britain at that time, there weren’t many women engineers. But the 19th century was a time of great change in Britain and women were becoming increasingly active in many aspects of society. So one example would be Jane Harrison, who was a linguist and an expert on ancient civilisations. Jane Harrison is credited with being the first woman to be employed as an academic at a British university. And slowly women were being employed in more fields during this period. Let me just give you a few statistics to illustrate. Um, so, by the end of the 19th century, there were thousands of female musicians and actors and more than half in each group were women. When it came to the professions, the numbers were much lower. So dentists – there were 140 women, and there were 212 women who were employed as doctors at the end of the century. OK, so moving onto Sarah Guppy herself. Sarah was born in 1770 in the city of Birmingham into a family of merchants. Aged 25 she married Samuel Guppy and moved to the city of Bristol. Then in 1811, she patented her first invention. This was a method of building bridges that were so strong they could withstand even severe floods, which might otherwise have destroyed the bridge. Her idea was used by the engineer Isambard Kingdom Brunel when he built the famous Clifton Suspension bridge. Sarah was not directly involved in this project as an engineer. However, she is known to have constructed models representing the entire structure, and these were of great assistance to Brunel when he built the Clifton Suspension bridge. What’s more, Sarah was involved in the project to build the Clifton Suspension bridge in another way, too. Together with her husband, Sarah was an important investor in the project, and did well out of it financially. ------------------------------------- Student: However, Sarah’s talents as an engineer and designer went beyond bridges. One of her inventions was the so-called ‘barnacle buster’. This was a device that increased the speed at which ships could sail, by preventing tiny creatures like barnacles growing on them. Sarah also had an interest in railways. Now, the 19th century was a time when a huge number of railway lines were being built across Britain. Frequently, this involved digging ‘cuttings’, where the railway line was cut into a hill. And Sarah encouraged trees and vegetation to be planted in cuttings to reduce the problem of erosion – a technique that is still commonly used today. I’d also like to mention that some of Sarah Guppy’s machines are quite amusing when we look back at them today. One that stood out for me was a machine that made tea, kept toast warm and boiled an egg all at the same time, so you could sit down for a typical British breakfast without waiting for anything. It’s quite strange to look at but I guess it might have been convenient! Then there was one area where Sarah was really ahead of her time because she designed an early type of equipment that’s very common today. This was a sort of gym machine that you could keep at home. And in the last 150 years or so that’s an industry that has really taken off. OK, so in conclusion, what can we say about the career of Sarah Guppy? She certainly wasn’t the only woman engineer in 19th century Britain. I mean, for example there was Ada Lovelace, who is sometimes described as the first computer programmer and Hertha Marks Ayrton, a mathematician and electrical engineer. But still, Sarah’s contribution was highly unusual. Just by way of illustration, it’s worth noting that it wasn’t until 1906 – 54 years after Sarah’s death – that a woman studied engineering at university and graduated as an engineer for the first time. Now one other thing…

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism services to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travellers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travellers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Questions 1-7

Complete the table below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1-7 on your answer sheet.

Section of website

Comments

Database of tourism services

·         easy for tourism-related businesses to get on the list

·         allowed businesses to 1 ............................. information regularly

·         provided a country-wide evaluation of businesses, including their impact on the 2 .............................

Special features on local topics

·         e.g. an interview with a former sports 3 ............................. , and an interactive tour of various locations used in

4 .............................

Information on driving routes

·         varied depending on the 5 .............................

Travel Planner

·         included a map showing selected places, details of public transport and local 6 .............................

‘Your Words’

·         travellers could send a link to their 7 .............................

41
- update
1
42
- environment
2
43
- captain
3
44
- films
4
45
- season
5
46
- accommodation
6
47
- blog
7
Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes 8-13 on your answer sheet, write

TRUE               if the statement agrees with the information

FALSE              if the statement contradicts the information

NOT GIVEN     if there is no information on this

Question :
48
- false
The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
49
- not given
It was found that most visitors started searching on the website by geographical location.
50
- false
According to research, 26% of visitor satisfaction is related to their accommodation.
51
- true
Visitors to New Zealand like to become involved in the local culture.
52
- not given
Visitors like staying in small hotels in New Zealand rather than in larger ones.
53
- true
Many visitors feel it is unlikely that they will return to New Zealand after their visit.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

The robots are coming – or are they?

What is the current state of play in Artificial Intelligence?

A

Can robots advance so far that they become the ultimate threat to our existence? Some scientists say no, and dismiss the very idea of Artificial Intelligence. The human brain, they argue, is the most complicated system ever created, and any machine designed to reproduce human thought is bound to fail. Physicist Roger Penrose of Oxford University and others believe that machines are physically incapable of human thought. Colin McGinn of Rutgers University backs this up when he says that Artificial Intelligence ‘is like sheep trying to do complicated psychoanalysis. They just don’t have the conceptual equipment they need in their limited brains’.

B

Artificial Intelligence, or Al, is different from most technologies in that scientists still understand very little about how intelligence works. Physicists have a good understanding of Newtonian mechanics and the quantum theory of atoms and molecules, whereas the basic laws of intelligence remain a mystery. But a sizeable number of mathematicians and computer scientists, who are specialists in the area, are optimistic about the possibilities. To them it is only a matter of time before a thinking machine walks out of the laboratory. Over the years, various problems have impeded all efforts to create robots. To attack these difficulties, researchers tried to use the ‘top-down approach’, using a computer in an attempt to program all the essential rules onto a single disc. By inserting this into a machine, it would then become self-aware and attain human-like intelligence.

C

In the 1950s and 1960s great progress was made, but the shortcomings of these prototype robots soon became clear. They were huge and took hours to navigate across a room. Meanwhile, a fruit fly, with a brain containing only a fraction of the computing power, can effortlessly navigate in three dimensions. Our brains, like the fruit fly’s, unconsciously recognise what we see by performing countless calculations. This unconscious awareness of patterns is exactly what computers are missing. The second problem is robots’ lack of common sense. Humans know that water is wet and that mothers are older than their daughters. But there is no mathematics that can express these truths. Children learn the intuitive laws of biology and physics by interacting with the real world. Robots know only what has been programmed into them.

D

Because of the limitations of the top-down approach to Artificial Intelligence, attempts have been made to use a ‘bottom-up’ approach instead – that is, to try to imitate evolution and the way a baby learns. Rodney Brooks was the director of MIT’s Artificial Intelligence laboratory, famous for its lumbering ‘top- down’ walking robots. He changed the course of research when he explored the unorthodox idea of tiny ‘insectoid’ robots that learned to walk by bumping into things instead of computing mathematically the precise position of their feet. Today many of the descendants of Brooks’ insectoid robots are on Mars gathering data for NASA (The National Aeronautics and Space Administration), running across the dusty landscape of the planet. For all their successes in mimicking the behavior of insects, however, robots using neural networks have performed miserably when their programmers have tried to duplicate in them the behavior of higher organisms such as mammals. MIT’s Marvin Minsky summarises the problems of Al: ‘The history of Al is sort of funny because the first real accomplishments were beautiful things, like a machine that could do well in a maths course. But then we started to try to make machines that could answer questions about simple children’s stories. There’s no machine today that can do that.’

E

There are people who believe that eventually there will be a combination between the top- down and bottom-up, which may provide the key to Artificial Intelligence. As adults, we blend the two approaches. It has been suggested that our emotions represent the quality that most distinguishes us as human, that it is impossible for machines ever to have emotions. Computer expert Hans Moravec thinks that in the future robots will be programmed with emotions such as fear to protect themselves so that they can signal to humans when their batteries are running low, for example. Emotions are vital in decision-making. People who have suffered a certain kind of brain injury lose the ability to experience emotions and become unable to make decisions. Without emotions to guide them, they debate endlessly over their options. Moravec points out that as robots become more intelligent and are able to make choices, they could likewise become paralysed with indecision. To aid them, robots of the future might need to have emotions hardwired into their brains.

F

There is no universal consensus as to whether machines can be conscious, or even, in human terms, what consciousness means. Minsky suggests the thinking process in our brain is not localised but spread out, with different centres competing with one another at any given time. Consciousness may then be viewed as a sequence of thoughts and images issuing from these different, smaller ‘minds’, each one competing for our attention. Robots might eventually attain a ‘silicon consciousness’. Robots, in fact, might one day embody an architecture for thinking and processing information that is different from ours – but also indistinguishable. If that happens, the question of whether they really ‘understand’ becomes largely irrelevant. A robot that has perfect mastery of syntax, for all practical purposes, understands what is being said.

Questions 14-20

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 14-20 on your answer sheet.

NB       You may use any letter more than once.

54
- C
an insect that proves the superiority of natural intelligence over Artificial Intelligence
55
- D
robots being able to benefit from their mistakes
56
- B
many researchers not being put off believing that Artificial Intelligence will eventually be developed
57
- D
an innovative approach that is having limited success
58
- A
the possibility of creating Artificial Intelligence being doubted by some academics
59
- F
no generally accepted agreement of what our brains do
60
- C
robots not being able to extend their intelligence in the same way as humans
Questions 21-23

Look at the following people (Questions 21-23) and the list of statements below.

Match each person with the correct statement, A-E.

Write the correct letter, A-E, in boxes 21-23 on your answer sheet.

A   Artificial Intelligence may require something equivalent to feelings in order to succeed.

B    Different kinds of people use different parts of the brain.

C    Tests involving fiction have defeated Artificial Intelligence so far.

D    People have intellectual capacities which do not exist in computers.

E    People have no reason to be frightened of robots.

61
- D
Colin McGinn
62
- C
Marvin Minsky
63
- A
Hans Moravec
Questions 24-26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 24 -26 on your answer sheet.

When will we have a thinking machine?

Despite some advances, the early robots had certain weaknesses. They were given the information they needed on a 24 …………………. . This was known as the ‘top-down’ approach and enabled them to do certain tasks but they were unable to recognise 25 …………………. . Nor did they have any intuition or ability to make decisions based on experience. Rodney Brooks tried a different approach. Robots similar to those invented by Brooks are to be found on 26 …………………. where they are collecting information.

64
- disc
24
65
- patterns
25
66
- Mars
26

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Designed to Last

Could better design cure our throwaway culture?

Jonathan Chapman, a senior lecturer at the University of Brighton, UK, is one of a new breed of ‘sustainable designers’. Like many of us, they are concerned about the huge waste associated with Western consumer culture and the damage this does to the environment. Some, like Chapman, aim to create objects we will want to keep rather than discard. Others are working to create more efficient or durable consumer goods or goods designed with recycling in mind. The waste entailed in our fleeting relationships with consumer durables is colossal.

Domestic power tools, such as electric drills, are a typical example of such waste. However much DIY the purchaser plans to do, the truth is that these things are thrown away having been used, on average, for just ten minutes. Most will serve ‘conscience time’, gathering dust on a shelf in the garage; people are reluctant to admit that they have wasted their money. However, the end is inevitable: thousands of years in landfill waste sites. In its design, manufacture, packaging, transportation and disposal, a power tool consumes many times its own weight in resources, all for a shorter active lifespan than that of the average small insect.

To understand why we have become so wasteful, we should look to the underlying motivation of consumers. “People own things to give expression to who they are, and to show what group of people they feel they belong to,” Chapman says. In a world of mass production, however, that symbolism has lost much of its potency. For most of human history, people had an intimate relationship with objects they used or treasured. Often they made the objects themselves, or family members passed them on. For more specialised objects, people relied on expert manufacturers living close by, whom they probably knew personally. Chapman points out that all these factors gave objects a history – a narrative – and an emotional connection that today’s mass-produced goods cannot possibly match. Without these personal connections, consumerist culture idolizes novelty instead. People know that they cannot buy happiness, but the chance to remake themselves with glossy, box-fresh products seems irresistible. When the novelty fades, they simply renew the excitement by buying more.

Chapman’s solution is what he calls ‘emotionally durable design’. He says the challenge for designers is to create things we want to keep. This may sound like a tall order, but it can be surprisingly straightforward. A favorite pair of old jeans, for example, just do not have the right feel until they have been worn and washed a hundred times. It is as if they are sharing the wearer’s life story. The look can be faked, but it is simply not the same. Walter Stahel, visiting professor at the University of Surrey, UK, calls this ‘the teddy bear factor’. No matter how ragged and worn a favorite teddy becomes, we don’t rush out and buy another one. As adults, our teddy bear connects us to our childhoods and this protects it from obsolescence. Stahel argues that this is what sustainable design needs to do with more products.

The information age was supposed to lighten our economies and reduce our impact on the environment, but, in fact, the reverse seems to be happening. We have simply added information technology to the industrial era and speeded up the developed world’s melabolism. The cure is hardly rocket science: minimise waste, stop moving things around so much and use people more. So what will post-throwaway consumerism look like? It might be as simple as installing energy-saving light bulbs, more efficient washing machines or choosing locally produced groceries with less packaging. In general, we will spend less on goods and more on services. Instead of buying a second car, for example, we might buy into a car-sharing network. Rather than following our current wasteful practices, we will buy less and rent a lot more; why own things such as tools that you use infrequently, especially things are likely to be updated all the time?

Consumer durables will increasingly be sold with plans for their disposal. Electronic goods such as mobile phones will be designed to be recyclable, with the extra cost added into the retail price. Following Chapman’s notion of emotionally durable design, there will be a move away from mass production and towards tailor-made articles and products designed and manufactured with greater craftsmanship, products which will be repaired rather than replaced, in the same way as was done in our grandparents’ time. Companies will replace profit from bulk sales by servicing and repairing products chosen because we want them to last.

Chapman acknowledges that it will be a challenge to persuade people to buy fewer goods, and ones that they intend to keep. At the moment, price competition between retailers makes it cheaper for consumers to replace rather than repair.

Products designed to be durable and emotionally satisfying are likely to be more expensive so how will we be persuaded to choose sustainability? Tim Cooper, from Sheffield Hallam University in the UK, points out that many people are already happy to pay a premium for quality, and that they also tend to value and care more for expensive goods. Chapman is also positive: “People are ready to keep things for longer,” he says, “The problem is that a lot of industries don’t know how to do that.” Chapman believes that sustainable design is here to stay. “The days when large corporations were in a position to choose whether to jump on the sustainability bandwagon or not are coming to an end,” he says. Whether this is also the beginning of the end of the throwaway society remains to be seen.

Questions 27-31

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-31 on your answer sheet.

67
In the second paragraph, the expression ‘conscience time’ refers to the fact that the owners
68
Jonathan Chapman uses the word ‘narrative’ in the third paragraph to refer to the fact that the owner
69
In the third paragraph, the writer suggests that mass-produced goods are
70
Lack of personal connection to goods is described as producing
71
Jeans and teddy bears are given as examples of goods which
Questions 32-35

Do the following statements agree with the views of the writer in Reading Passage 3?

In boxes 32-35 on your answer sheet, write

TRUE               if the statement agrees with the views of the writer

FALSE              if the statement contradicts the views of the writer

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

Question :
72
- true
People often buy goods that they make little use of.
73
- true
Understanding the reasons for buying goods will help to explain why waste occurs.
74
- not given
People already rent more goods than they buy.
75
- not given
Companies will charge less to repair goods in the future.
Questions 36-40

Complete the summary using the list of words. A-I, below.

Write the correct letter, A-I, in boxes 36-40 on your answer sheet.

A cure for our wasteful habits

The writer believes that the recipe for reducing our impact on the environment is a simple one. He states that we should use less energy for things such as lighting or 36 ..............., and buy 37 ............... that will not need to be moved across long distances. Some expensive items such as 38 ............... could be shared, and others which may be less expensive but which are not needed often, such as 39 ..............., could be rented instead of being purchased. He believes that manufacturers will need to design high-technology items such as 40 ............... so that they can be recycled more easily.

A    mobile phones

D    laundry

G    heating

B    clothing

E    computers

H    cars

C    tools

F    food

I     teddy bears

76
- D
36
77
- F
37
78
- H
38
79
- C
39
80
- A
40
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