Module 07 · Two full tests · Test A Academic · Test B General Training · answer keys and band conversion

Full practice tests — sit them exactly as the real thing.

Test A is Academic (the master's application). Test B is General Training (Express Entry). Listening and Speaking are shared. Do each section in one sitting with the timer, on paper or in the answer boxes, with no pausing of the audio and no dictionary. Mark with the keys, convert with the tables, and record every result in the tracker.

Test A = Academic (মাস্টার্স আবেদন)। Test B = General Training (Express Entry)। Listening ও Speaking দুটোতেই একই। প্রতিটি অংশ এক বসায়, timer দিয়ে, অডিও না থামিয়ে, অভিধান ছাড়া। key দিয়ে মার্ক করুন, টেবিলে band বের করুন, tracker-এ লিখুন।

Listening 40q · 🔊Academic Reading 40qGT Reading 40qWriting ×4 · Speaking 🔊

0 · Test conditions

  • Listening: play each part once only. Answer while listening. At the end, 10 minutes to transfer (paper) — on computer there are 2 minutes to check. Spelling counts.
  • Reading: 60 minutes for 40 questions, no extra transfer time. Start the timer and stop when it rings.
  • Writing: 60 minutes for both tasks; 20 + 40. Word counts count.
  • Speaking: record in one take; play each question once.
  • Do Test A in one day (2 h 45 min) if possible; that is what test day feels like. Test B Reading and Writing another day.
সংক্ষেপেListening একবার; শোনার সময়ই উত্তর; বানান গণ্য। Reading ৬০ মিনিটে ৪০ প্রশ্ন, অতিরিক্ত সময় নেই। Writing ৬০ মিনিট (২০+৪০)। Speaking এক টেকে রেকর্ড। Test A সম্ভব হলে এক দিনে (২ ঘ. ৪৫ মি.) — পরীক্ষার দিনের অনুভূতি।

A1 · Listening (Test A and B) · 40 questions · ~30 min

Part 1 · Questions 1–10 · Booking a hire car

Complete the form. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. Play once.

NORTHGATE CAR HIRE — booking form
NamePriya (1)
Mobile0772 619 (2)
Collection dateThursday (3), 9 am
Return dateTuesday (4)
Car classeconomy · £ (5) per day basic
Insurance excess£ (6), reduced to zero for £9/day — customer accepts
Collection branch (7)
Mileage (8)
Bringdriving licence and a (9)
Booking reference (10)

Part 2 · Questions 11–20 · Volunteer induction at a community garden

Questions 11–15: choose the correct letter. Questions 16–20: which area of the garden is each activity in? Choose from A–E.

  1. The garden's land is
  2. On a typical Saturday, how many volunteers come?
  3. Volunteers must sign in because of
  4. Volunteers are asked to bring their own
  5. Money from the monthly stall is used for
ABCDE▲ Entrance — Elm Streetshed ▪

Elm Street Community Garden

  1. Planting seedlings
  2. Turning compost
  3. Weeding
  4. Pruning
  5. Pond survey

Part 3 · Questions 21–30 · Two students planning a project on sleep and exam performance

Questions 21–26: choose the correct letter. Questions 27–30: what does each person say about the research methods? Choose from the list.

  1. Leila's objection to a survey is that
  2. The problem with the wrist monitors is
  3. They decide to
  4. Dan thinks students are less likely to misreport grades because
  5. When must the trackers be given out?
  6. Regarding the Walker study, they agree to

Questions 27–30. Who will do each task? A = Dan · B = Leila · C = Dr Okafor

  1. Complete the ethics form
  2. Draft the questionnaire
  3. Check the questionnaire for leading questions
  4. Reserve the wrist monitors

Part 4 · Questions 31–40 · Lecture: the history of coffee

Complete the notes. Write ONE WORD AND/OR A NUMBER for each answer.

The history of coffee

  • Native to (31); legend of Kaldi first printed in (32)
  • First reliable evidence: Yemen, 15th century — used by (33) to stay awake
  • Coffee houses banned by rulers because of (34), not the drink
  • First English coffee house: Oxford, (35); London coffee houses nicknamed "penny (36)"
  • (37) of London began in a coffee house
  • Yemen's monopoly: beans were roasted or boiled before export; broken when the Dutch took plants to (38)
  • Late 18th century: Haiti produced (39) of world coffee; then Brazil became largest producer by 1850
  • Less than 10% of the cup price reaches the producing country; about (40) reaches the farmer

A2 · Academic Reading · 40 questions · 60 minutes

Passage 1 · The bicycle and the making of the modern world

A Few machines have been as quietly influential as the bicycle. It has no engine, no electronics and, in its essentials, has not changed since the 1890s; yet it transformed how ordinary people moved, dressed, courted and campaigned, and it laid the industrial groundwork for the car and the aeroplane. The historian David Herlihy has called it "the first personal transport machine", and the phrase captures what was new: for the first time, an individual of modest means could travel faster than walking without owning an animal.

B The bicycle's ancestor, the "running machine" patented by the German Karl Drais in 1817, had two wheels but no pedals; the rider pushed it along with their feet. It enjoyed a brief craze among the fashionable and was then forgotten. Pedals attached to the front wheel appeared in France in the 1860s, producing the "velocipede", nicknamed the boneshaker for its iron tyres and wooden frame. Because a pedal on the front axle turns the wheel exactly once per revolution, speed depended on wheel size, and designers responded by making the front wheel enormous. The resulting "high-wheeler" of the 1870s could reach considerable speeds but placed the rider five feet above the road, with predictable results when it hit a stone.

C The breakthrough came in 1885 with John Kemp Starley's "Rover safety bicycle": two wheels of equal size, a chain drive to the rear wheel, and a diamond-shaped frame. The chain and gearing meant that speed no longer depended on wheel diameter, so the rider could sit low and stable. Three years later, the Scottish veterinarian John Boyd Dunlop reinvented the pneumatic tyre — an air-filled rubber tube, originally to stop his son's tricycle jolting on cobbles — and the combination of the two produced a machine that was fast, safe and comfortable. Between 1890 and 1896 the price of a bicycle in Britain fell by roughly half, and the "bicycle boom" began.

D The social consequences were immediate and, to contemporaries, alarming. Women took to cycling in large numbers, and found that the long skirts and tight corsets of the period made it impossible; the "rational dress" movement, which advocated divided skirts and loose clothing, gained its first mass following. The American campaigner Susan B. Anthony remarked in 1896 that the bicycle had "done more to emancipate women than anything else in the world". The machine also loosened the grip of the chaperone: a young woman on a bicycle could be miles away in an hour, unaccompanied. Rural populations, whose marriage partners had for centuries come from within walking distance, began to marry people from further afield, an effect that geneticists have since detected in the diversity of surnames in English villages.

E Economically, the bicycle industry was the laboratory of modern manufacturing. Ball bearings, tension-spoked wheels, steel tubing, differential gears and the pneumatic tyre were all developed or perfected for bicycles, and the factories that made them — in Coventry, Birmingham, and later Dayton, Ohio — developed the precision machine tools and assembly methods that the motor industry would inherit. Many early car makers, including Rover, Peugeot and Opel, began as bicycle firms, and the Wright brothers financed their experiments with flight from the profits of their bicycle shop.

F The boom ended almost as quickly as it began. By 1900 the market in Britain and America was saturated, and the arrival of the cheap motorcycle and then the car pushed the bicycle down the social scale, from a fashionable toy to a working man's transport. It remained that for most of the twentieth century in the West, while becoming, in China and India, the dominant vehicle of the mid-century city. Its recent return to favour in wealthy countries — as a response to congestion, pollution and inactivity — has brought a machine that is, mechanically, almost exactly what Starley and Dunlop produced 130 years ago.

Questions 1–6 · TRUE / FALSE / NOT GIVEN

  1. Drais's running machine had pedals attached to the front wheel.
  2. The high-wheeler was dangerous because of the rider's height above the ground.
  3. Dunlop originally developed the pneumatic tyre for racing bicycles.
  4. Starley's design was more expensive than the high-wheeler.
  5. Cycling encouraged changes in women's clothing.
  6. The Wright brothers were the first to build an aeroplane.

Questions 7–13 · Complete the sentences. ONE WORD ONLY from the passage.

  1. On the velocipede, the rider's speed depended on the size of the front .
  2. Starley's bicycle used a to drive the rear wheel.
  3. Dunlop's tyre was originally intended for his son's .
  4. Cycling weakened the role of the .
  5. Evidence of wider marriage choices survives in the variety of in villages.
  6. Bicycle factories developed the machine later used by car makers.
  7. By 1900 the bicycle market in Britain was .

Passage 2 · Why we sleep on it

A The advice to "sleep on" a difficult decision is at least as old as written language, and for most of history it was folk wisdom without an explanation. The last thirty years of neuroscience have supplied one. Sleep, it turns out, is not a pause in mental activity but a distinct mode of it, during which the brain sorts, strengthens and reorganises what it learned while awake. The process is called memory consolidation, and its discovery has changed how researchers think about learning, ageing and mental illness.

B The first clear evidence came from studies of simple skills. In a series of experiments in the 1990s, Robert Stickgold at Harvard trained volunteers on a visual task — spotting a pattern in a briefly flashed image — and tested them again later. Those who were tested the same day improved little. Those tested after a night's sleep improved substantially, and the improvement was proportional to the amount of deep, slow-wave sleep they had had. Crucially, volunteers kept awake all night and tested two days later, after recovery sleep, still showed no gain: the window had closed. Sleep on the first night, it seemed, was doing something that could not be done later.

C What that something is became clearer with the discovery of "replay". Matthew Wilson at MIT recorded the activity of individual neurons in the hippocampus — the brain's temporary memory store — of rats as they ran a maze. Each location in the maze activated a particular set of cells, in a particular order. When the rats slept, the same cells fired in the same order, but roughly twenty times faster, as if the brain were rehearsing the route at high speed. Later work showed that these replays coincide with brief bursts of electrical activity called sleep spindles, and that the number of spindles predicts how well a person remembers the next day.

D The current model, associated with the German researcher Jan Born, proposes a two-stage system. During the day, new experiences are stored rapidly but fragilely in the hippocampus. During slow-wave sleep, they are replayed to the neocortex — the brain's long-term store — where they are gradually integrated with existing knowledge. This transfer is why memories become more resistant to interference after sleep, and also why they become less detailed: the cortex stores the gist, not the episode. Born's group has shown that presenting a smell during learning, and then again during slow-wave sleep, boosts recall of the material learned with that smell — the odour acts as a cue that triggers replay.

E Sleep does not merely preserve memories; it appears to edit them. Several studies have found that after sleep, people are better at extracting general rules from examples, solving puzzles that require insight, and seeing connections between facts learned separately. Ullrich Wagner's 2004 experiment is the best known: volunteers learned a laborious method for solving a number problem, unaware that a hidden shortcut existed. After eight hours of sleep, 59 per cent discovered the shortcut; after eight hours awake, fewer than a quarter did. The brain, it seems, uses sleep to look for patterns in what it has stored — the neural basis of "sleeping on it".

F The practical implications are considerable, and mostly ignored. Adolescents, whose biological clocks shift later, are routinely required to start school before their brains are fully awake; the few districts that have moved start times later report better grades and fewer accidents. Students who cram through the night before an exam are sabotaging the very process that would fix the material in memory. And the age-related decline in slow-wave sleep, which begins in the thirties, tracks the decline in memory closely enough that some researchers — including Matthew Walker at Berkeley — now regard poor sleep as a cause of cognitive ageing rather than a symptom of it. Walker's claims have been criticised as overstated; but on the basic point, that a night's sleep is part of learning rather than a break from it, the field is now agreed.

Questions 14–19 · Choose the correct heading for each paragraph A–F

i · A theory of how memories move between brain regions · ii · Evidence that sleep improves a learned skill · iii · Consequences for education and ageing · iv · Sleep as a creative process · v · The origin of the phrase · vi · A folk belief gains a scientific basis · vii · Observing memory being rehearsed · viii · The dangers of sleep deprivation

  1. Paragraph A
  2. Paragraph B
  3. Paragraph C
  4. Paragraph D
  5. Paragraph E
  6. Paragraph F

Questions 20–23 · Match each finding with the researcher. A = Stickgold · B = Wilson · C = Born · D = Wagner · E = Walker

  1. Neurons replay a sequence at high speed during sleep.
  2. A cue presented during sleep improves recall.
  3. Sleep makes people more likely to find a hidden solution.
  4. Missing sleep on the first night permanently loses the benefit.

Questions 24–26 · Complete the summary. ONE WORD ONLY from the passage.

In Born's model, new memories are first held in the (24), then transferred during slow-wave sleep to the (25), where they are combined with existing knowledge. As a result, memories become less detailed, retaining the (26) rather than the episode.

Passage 3 · The paradox of choice

In 2000, the psychologists Sheena Iyengar and Mark Lepper set up a tasting booth in an upmarket Californian grocery store. On some days it displayed six varieties of jam; on others, twenty-four. The larger display attracted more attention — 60 per cent of passing shoppers stopped, against 40 per cent for the smaller one. But of those who stopped at the large display, only 3 per cent bought a jar. At the small display, 30 per cent did. The study became one of the most cited in consumer psychology, and its conclusion — that more choice can mean less action — acquired a name: the paradox of choice.

The idea had a ready audience. Barry Schwartz's 2004 book of that title argued that the abundance of options in affluent societies, far from liberating people, was making them anxious, paralysed and dissatisfied. He drew on work by Herbert Simon distinguishing "maximisers", who seek the best possible option, from "satisficers", who settle for one that is good enough. In a world of six jams, a maximiser can inspect them all. In a world of two hundred, the maximiser cannot, and is left with the nagging certainty that a better jar exists somewhere. Schwartz's surveys found that maximisers earned more than satisficers but were less happy with their jobs, their purchases and their lives.

The paradox was embraced enthusiastically by businesses, some of which reduced their product ranges and reported higher sales, and by policymakers designing pension and health-insurance schemes, who found that citizens offered dozens of plans frequently chose none. It also fitted a broader mood of unease about consumer culture. Choice, the argument went, had become a burden that the affluent bore in the name of freedom.

Yet the evidence turned out to be less solid than the story. In 2010 Benjamin Scheibehenne and colleagues combined the results of fifty studies of "choice overload" and found that, taken together, the effect was close to zero: for every study in which more options reduced purchases, another found the opposite or nothing. The jam study itself has proved difficult to replicate. Scheibehenne's analysis did not conclude that choice overload never happens; rather, that it happens under specific conditions — when the options are hard to compare, when the chooser has no prior preference, when time is short — and not as a general law.

Later research has clarified those conditions. Choice overload is strongest when options differ on many attributes at once, so that comparison requires holding several trade-offs in mind; it largely disappears when the options are sorted or when a default is provided. It is stronger for people who lack expertise in the domain: a wine expert enjoys a long list, a novice is defeated by it. And it is stronger when the decision feels consequential and irreversible. The jam study, in retrospect, may have captured a real effect in an unusually favourable setting: an unfamiliar product, many similar-looking options, and shoppers with no intention of buying jam.

What remains of the paradox is therefore a more modest and more useful claim. Adding options is not free: each one imposes a cost of attention and comparison on the chooser, and beyond some point that cost exceeds the benefit of the additional option. The point varies with the person and the product. The practical lesson, which the best retailers and the best regulators have absorbed, is not to offer fewer choices but to make choices easier — by sorting, by defaults, by clear comparison, and by letting people who want to satisfice do so quickly. The maximiser, meanwhile, is beyond help, and probably always was.

Questions 27–32 · YES / NO / NOT GIVEN (the writer's views)

  1. The larger jam display attracted fewer shoppers.
  2. Schwartz found that maximisers were less satisfied than satisficers.
  3. Businesses that reduced their product ranges always increased their profits.
  4. Scheibehenne's analysis showed that choice overload never occurs.
  5. The writer believes the jam study's conditions favoured the effect it found.
  6. The writer thinks retailers should reduce the number of products they sell.

Questions 33–36 · Choose the correct letter

  1. According to the passage, a "satisficer" is someone who
  2. Policymakers were interested in the paradox because
  3. Scheibehenne's 2010 study found that across fifty studies the effect of more choice was
  4. Choice overload is weaker when

Questions 37–40 · Complete the sentences. NO MORE THAN TWO WORDS from the passage.

  1. Schwartz's book drew on Herbert Simon's distinction between maximisers and .
  2. The jam study has proved hard to .
  3. Choice overload is stronger for decisions that feel consequential and .
  4. Every additional option imposes a cost of attention and on the chooser.

A3 · Academic Writing · 60 minutes

Task 1 · 20 minutes · at least 150 words

The chart below shows the share of electricity generated from four sources in a European country in 2000, 2010 and 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

01020304050% 48222553530221312282040 200020102020 CoalGasNuclearRenewables

Share of electricity generation by source (%), 2000–2020

Model answer (band 8+)

The bar chart compares the percentage of electricity produced from coal, gas, nuclear power and renewable sources in a European country at three points between 2000 and 2020.

Overall, the country's electricity mix changed dramatically over the period: coal, which had dominated in 2000, fell to a minor source by 2020, while renewables rose from a negligible share to the largest single one. Gas and nuclear were comparatively stable.

In 2000, coal generated almost half of all electricity (48%), roughly twice the share of nuclear (25%) or gas (22%), while renewables accounted for just 5%. Over the following decade, coal's share declined to 35% as gas rose to 30% and renewables more than doubled to 13%; nuclear slipped slightly to 22%.

The most striking change came between 2010 and 2020. Coal collapsed to only 12%, a quarter of its share in 2000, whereas renewables tripled to 40%, overtaking every other source. Gas remained the second-largest source at 28%, and nuclear continued its gradual decline, reaching 20% by the end of the period.

184 words. Overview at paragraph 2; every figure compared, not listed; tense consistent.

Task 2 · 40 minutes · at least 250 words

Some people believe that universities should accept students on the basis of academic ability alone. Others think that other qualities, such as motivation or community involvement, should also be considered. Discuss both views and give your own opinion.

Model essay (band 8+)

University admission is one of the few decisions that shapes an entire life, and how it should be made is contested. Some argue that examination results alone should decide who is admitted; others hold that qualities such as determination or service to others deserve weight. I believe academic ability must remain the primary criterion, but that it is an incomplete one.

The case for admitting on grades alone rests on fairness and predictive power. Examination results are, at least in principle, the same test applied to everyone, and they are the best single predictor of whether a student will cope with a degree. Broader criteria, by contrast, are easily manipulated by those who know the system: a wealthy applicant can purchase a summer of "community involvement" that a poor one, working to support a family, cannot. Where such criteria have been used at scale, as in some American universities, they have tended to favour the already advantaged.

Nevertheless, grades measure only one thing, and universities need more than that. A medical school that selects purely on chemistry marks may produce doctors who cannot talk to patients; a department that ignores motivation will admit students who drop out. Moreover, the same grade does not mean the same thing everywhere: a student from an under-resourced rural school who matches the marks of a privately tutored city student has almost certainly demonstrated more ability, not equal ability, and an admissions system that cannot see this is measuring privilege as much as talent.

In my view, the resolution is to use academic results as a threshold rather than a ranking. Applicants who clear the threshold have shown they can do the work; among them, universities should be free to weigh context, motivation and evidence of commitment, provided those judgements are transparent and, crucially, are not simply proxies for wealth.

In conclusion, academic ability should decide who is eligible, but not, on its own, who is chosen. Universities that admit only the best examinees will get good students; those that look a little further will get good graduates.

352 words. Position stated in the introduction and sustained; both views developed with a concession; a specific example per paragraph; mixed sentence types; no memorised phrases.

A4 · Speaking · 11–14 minutes · record in one take

Part 1

  1. Can you tell me your full name, please?
  2. Do you work or are you a student?
  3. What do you enjoy most about your work?
  4. Is there anything you would like to change about your working day?
  5. Let's talk about walking. Do you walk a lot in your daily life?
  6. Is it easy to walk around the place where you live?
  7. Did you walk more when you were younger?
  8. Now let's talk about photographs. Do you like taking photographs?
  9. What do you usually do with the photographs you take?
  10. Do you think people take too many photographs these days?

Part 2 · Describe a change that would improve the area where you live.

  • what the change is
  • why it is needed
  • who would benefit from it
  • and explain how the change could be made.

▶ "Can you start speaking now, please?" · Follow-up: Do you think this change is likely to happen?

Part 3

  1. What are the biggest changes that have happened in cities in your country in recent years?
  2. Do you think these changes have been positive?
  3. Who should be responsible for improving urban areas: the government or the residents?
  4. How do you think cities will be different in fifty years?
  5. Some people say cities are becoming too similar to each other. Do you agree?
  6. Is it better to grow up in a city or in the countryside?
  7. Thank you. That is the end of the speaking test.

B1 · General Training Reading · 40 questions · 60 minutes

Section 1 · Questions 1–14

Text 1 · Riverside Leisure Centre — membership options

A · Pay as you go. No membership fee. Pool £5.50 per visit, gym £8, classes £7. Book classes up to 7 days ahead online. Peak times (Mon–Fri 5–8 pm) may sell out.

B · Off-peak membership — £29/month. Unlimited pool and gym Mon–Fri 9 am–4 pm and all day at weekends. Classes at £4. Not valid on public holidays. Minimum term 3 months.

C · Full membership — £45/month. Unlimited pool, gym and classes at all times. One free guest pass per month. Free towel hire. Minimum term 12 months; cancellation with one month's notice after that. Members who join before 31 March pay no joining fee (normally £25).

D · Family membership — £79/month. Full membership for two adults and up to three children under 16 living at the same address. Children under 8 must be accompanied in the pool. Includes swimming lessons at a 20% discount.

E · Concessions. Students, over-65s and holders of a disability card receive 30% off options B and C on proof of status. Concessions cannot be combined with other offers.

All memberships are paid by direct debit on the 1st of the month. Freezing a membership (for illness or travel) is possible for up to 3 months per year at £5 per month; the minimum term is extended accordingly.

Questions 1–7. Which option (A–E) matches each statement?

  1. the most economical option for someone who only visits at weekends
  2. includes a reduction on lessons
  3. lets you bring a friend without charge
  4. requires no commitment
  5. cannot be used together with another discount
  6. is unavailable on certain dates
  7. has the longest minimum term

Text 2 · Notice to residents: Water supply interruption

Anglian Water will be replacing the main water pipe under Bridge Street between Monday 3 June and Friday 21 June. During this period, the water supply to properties on Bridge Street, Mill Lane and the north side of Station Road will be interrupted on the following occasions: Tuesday 4 June, 9 am–3 pm; Thursday 13 June, 9 am–3 pm; and Wednesday 19 June, 10 pm–6 am. Residents are advised to fill containers beforehand. When supply resumes, water may appear cloudy or discoloured for a short time; run the cold kitchen tap for a few minutes until it clears. Do not use washing machines or dishwashers until the water runs clear.

Bridge Street will be closed to through traffic for the whole period, with access for residents maintained from the Station Road end only. On-street parking on Bridge Street will be suspended; residents with permits may park on Mill Lane without charge by displaying their permit. Bus route 14 will be diverted via Church Road and will not stop at Bridge Street or the Library.

Bottled water will be available for customers on our Priority Services Register (elderly, disabled or with medical needs). To register, or if you experience any loss of supply outside the times listed, call 0800 771 8888, 24 hours. Compensation of £20 is payable automatically to any property whose supply is interrupted for more than 12 continuous hours.

Questions 8–14. TRUE / FALSE / NOT GIVEN.

  1. The water supply will be off for the whole three weeks.
  2. One of the interruptions takes place overnight.
  3. Discoloured water after the works is dangerous to drink.
  4. Residents can drive into Bridge Street from either end.
  5. Permit holders must pay to park on Mill Lane.
  6. All residents will receive bottled water.
  7. Compensation must be claimed by phone.

Section 2 · Questions 15–27

Text 3 · Harwood Logistics — Staff handbook extract: Working hours and leave

Hours. Standard full-time hours are 37.5 per week, normally 8.30 am to 5 pm with a one-hour unpaid lunch break. Warehouse staff work a rota of early (6 am–2 pm) and late (2 pm–10 pm) shifts, published four weeks in advance. Shift swaps must be agreed with the team leader in writing at least 48 hours before the shift. Overtime is paid at 1.5 times the hourly rate on weekdays and double time on Sundays and public holidays; it must be authorised in advance and is capped at 10 hours per week.

Flexible working. Office staff with at least 26 weeks' service may request flexible arrangements, including compressed hours (37.5 hours over four days) or home working up to three days a week. Requests are made through the HR portal and answered within one month. A refusal must give a business reason; a second request may not be made within twelve months.

Annual leave. The leave year runs from 1 April. Full-time staff receive 25 days plus public holidays, rising to 28 days after five years' service. Leave is booked through the portal and requires the line manager's approval; requests for more than 10 consecutive working days need approval from the department head. Up to 5 days may be carried into the following year if unused, provided they are taken by 30 June. No more than 20% of a team may be on leave at once; where requests conflict, the earlier request takes priority.

Sickness. Employees who are unwell must telephone — not text or email — their line manager before the start of their shift. Absences of more than 7 calendar days require a doctor's certificate. Company sick pay is full pay for up to 4 weeks in any rolling 12-month period, then half pay for a further 4 weeks, after which statutory sick pay applies. A return-to-work meeting is held after every absence.

Other leave. Compassionate leave of up to 5 paid days is granted on the death of an immediate family member. Parental leave and jury service follow the statutory schemes. Time off for medical appointments should be made up or taken as leave, except for antenatal appointments, which are paid.

Questions 15–21. Complete the sentences. NO MORE THAN TWO WORDS AND/OR A NUMBER from the text.

  1. Warehouse shift rotas are published ahead.
  2. Overtime is limited to hours per week.
  3. Office staff can apply for flexible working after of service.
  4. After a refusal, staff must wait before applying again.
  5. Employees with more than five years' service get days' leave.
  6. Leave carried over must be used by .
  7. Sick employees must contact their manager by .

Questions 22–27. TRUE / FALSE / NOT GIVEN.

  1. Sunday overtime is paid at twice the normal rate.
  2. Home working is permitted on every day of the week.
  3. Leave requests of over two weeks need the line manager's approval only.
  4. When two leave requests clash, the more senior employee has priority.
  5. Company sick pay is more generous than the industry average.
  6. Paid time off is given for pregnancy-related appointments.

Section 3 · Questions 28–40

Text 4 · The long life of the shipping container

A On 26 April 1956, a converted tanker called the Ideal-X left Newark, New Jersey, carrying fifty-eight metal boxes on its deck. The boxes had been lifted from lorries by crane in a few minutes each; at Houston, five days later, they were lifted onto other lorries and driven away. Nobody had opened them. The voyage attracted little attention at the time, but it is now generally regarded as the beginning of containerisation, the change in how goods are moved that, more than any trade agreement or technology, created the global economy of the late twentieth century.

B The man behind the Ideal-X was Malcom McLean, a trucking entrepreneur from North Carolina with no experience of shipping. His insight was not the box itself — crates and lift-vans had existed for decades — but the system around it. Before McLean, a cargo ship was loaded piece by piece: sacks, barrels, bales and boxes of every size, carried aboard by gangs of dockers and stowed by hand. A ship might spend as long in port as at sea, and loading costs made up as much as half the total cost of a voyage. Theft was so routine that dockers' wages were understood to include it. McLean's proposition was that if every item travelled in an identical box that could be moved by machine and never opened between factory and customer, the ship would spend its life sailing, and the dockers would not be needed.

C The dockers understood this at once, and the history of containerisation is partly a history of their resistance. In New York, the longshoremen's union fought for a decade, winning guaranteed annual incomes for its members in exchange for accepting the machines; in London, the docks simply closed, one by one, as trade moved to Felixstowe, a small port with no union history and room for cranes. Between 1960 and 1990, employment in the port of London fell from around thirty thousand to a few hundred, and the docklands became, in due course, a financial district.

D The other obstacle was standardisation. McLean's boxes were thirty-five feet long, because that was the maximum length allowed on Carolina roads; other companies chose other sizes, and a box that fitted one ship's cells or one railway's wagons did not fit another's. It took the International Organization for Standardization until 1970 to settle on the twenty- and forty-foot lengths still used today, and the corner fittings that allow any crane in the world to lift any container. The standard is so ubiquitous that global trade is now measured in TEUs — twenty-foot equivalent units — of which some 800 million are moved each year.

E The effects went far beyond the docks. Because the cost of shipping a container is almost unrelated to what is inside it, the cost of moving a television from Shenzhen to Rotterdam fell to a few dollars, and distance ceased to matter in deciding where things were made. Factories moved to wherever labour was cheapest; supply chains stretched across continents; the "just-in-time" manufacturing that Toyota pioneered in Japan became possible worldwide because a container's arrival could be predicted to the hour. The economist Marc Levinson has argued that containerisation did more to expand world trade than every round of tariff reductions combined.

F That dependence became visible only when the system failed. When the container ship Ever Given ran aground in the Suez Canal in March 2021, blocking it for six days, the delayed cargo was valued at nearly ten billion dollars a day, and factories in Europe stopped for want of parts. The pandemic of the previous year had already shown how quickly a container shortage in one region could empty shelves in another. Neither event has reversed the trend. Ships have grown from the Ideal-X's fifty-eight boxes to vessels carrying twenty-four thousand, and the box itself, eight feet wide, eight and a half high and made of corrugated steel, remains almost exactly as McLean's engineers drew it.

Questions 28–33. Which paragraph (A–F) contains the following information?

  1. an explanation of why the size of McLean's first containers was chosen
  2. a comparison between the effect of containers and that of trade policy
  3. a description of how ships were loaded before containers
  4. examples of recent disruptions to container shipping
  5. the outcome of a dispute between workers and employers in one city
  6. a reference to the first container voyage

Questions 34–37. Choose the correct letter.

  1. According to the writer, McLean's key contribution was
  2. London's docks declined because
  3. The international standard for containers
  4. The writer's overall view of containerisation is that it

Questions 38–40. Complete the sentences. ONE WORD AND/OR A NUMBER from the text.

  1. Before containers, loading could account for up to of a voyage's cost.
  2. Global container traffic is counted in units called .
  3. The Ever Given blocked the Suez Canal for days.

B2 · General Training Writing · 60 minutes

Task 1 · 20 minutes · at least 150 words

You recently bought a laptop online. When it arrived, there was a problem with it. Write a letter to the company. In your letter: describe the problem; explain what happened when you contacted customer service; say what you would like the company to do.

Model letter (band 8+, formal)

Dear Sir or Madam,

I am writing to complain about a laptop (order number TX-48812) that I purchased from your website on 2 September and received on 6 September.

Although the box was undamaged, the laptop's screen has a vertical band, roughly two centimetres wide, along the left edge, in which the colours are distorted. The fault is present from the moment the machine starts and does not change with the display settings, which suggests a hardware defect rather than a software problem. I have photographs showing the issue and can send them on request.

I contacted your customer service line on 7 September and was asked to reset the laptop, which I did, without effect. I called again on 9 September and was told that a replacement would be arranged within 48 hours. It is now 18 September and I have received neither a replacement nor any further contact, despite two emails sent through your website.

I would therefore ask you to send a replacement laptop of the same model within the next seven days, and to arrange free collection of the faulty unit. If a replacement is not available, I would like a full refund to my original payment method. I would also appreciate an explanation of why the promised replacement was not sent.

I look forward to your prompt reply.

Yours faithfully,
Saifur Rahman

238 words. All three bullets covered in order, formal register throughout, specific details (dates, order number), polite but firm requests, correct opening/closing pair.

Task 2 · 40 minutes · at least 250 words

In many countries, people are living longer than ever before. What are the advantages and disadvantages of this for individuals and for society?

Model essay (band 8+)

Life expectancy has risen by roughly thirty years in most countries over the past century, an achievement so complete that it is now discussed mainly as a problem. This essay considers what longer lives offer individuals and societies, and what they cost, and argues that the benefits outweigh the costs provided the extra years are healthy ones.

For individuals, the advantage is the most obvious one imaginable: more life. A person born today can expect to see their grandchildren grow up, to have a second career, or simply to enjoy two decades of retirement that their great-grandparents never had. Society gains as well. Older people provide an enormous amount of unpaid work — in Bangladesh, and increasingly in the West, grandparents are the main source of childcare — and they carry experience that younger generations cannot replace. An economy that keeps its older citizens active for longer has a larger workforce and a deeper pool of skills.

The disadvantages arise when longer lives are not healthier lives. For the individual, extra years spent with dementia or chronic illness may be years of dependence rather than enjoyment, and many people fear outliving their savings more than they fear death. For society, the costs are fiscal and structural: pension systems designed when retirement lasted ten years now fund it for twenty-five, and health services spend the majority of their budgets on the final years of life. Countries such as Japan and Italy, where a shrinking working population supports a growing retired one, show how severe the strain can become.

In my view, however, these are problems of adaptation rather than of longevity itself. Raising retirement ages in line with life expectancy, investing in preventive healthcare, and redesigning work so that people in their sixties and seventies can contribute are all achievable, and several countries have begun to do them. The alternative — regretting that people live longer — is not a policy.

In conclusion, longer lives are a benefit that brings real costs, and the task for societies is to ensure that the years gained are healthy and productive rather than merely long.

361 words. Advantages and disadvantages for both individuals and society, as the question demands; clear position; a specific example in each body paragraph.

K · Answer keys and band conversion

Every question above self-marks with Check. Count your correct answers and convert. প্রতিটি প্রশ্ন Check বোতামে নিজে মার্ক হয়। সঠিক গুনে নিচের টেবিলে band বের করুন।

Raw /40ListeningAcademic ReadingGT Reading
39–40999
37–388.58.58 (38) / 7.5 (37)
35–36887 (35–36)
33–347.57.56.5 (34) / 6 (33)
30–32776 (32) / 5.5 (30–31)
27–296.56.55.5 (27–29)
23–26665 (23–26)
19–225.55.54.5 (19–22)
15–18554 (15–18)

Approximate; official conversions vary slightly by test version. GT Reading needs about 2 more correct per band because the texts are easier.

Band 8 targetsListening 35+/40 · Academic Reading 35+/40 · GT Reading 38/40. If Test A Listening is below 35, the gap is almost always Parts 3–4 and spelling; go back to Module 01 drills.

Marking Writing and Speaking yourself

Use the self-marking grids in Modules 03, 04 and 05. Be harsh: give each criterion the lower band when unsure. For an honest external number, have one essay and one recording marked by a qualified tutor before booking the test; Writing is the module where self-assessment is least reliable, and where most band-8 attempts fail.

Record in the tracker

Enter each score in Module 08. Two consecutive practice tests at L 36+, R 36+, W 7.5+ (external mark), S 7.5+ is the threshold for booking.

সংক্ষেপেWriting ও Speaking নিজে মার্ক করলে সন্দেহে নিচের band দিন। পরীক্ষা বুক করার আগে অন্তত একটি রচনা ও একটি রেকর্ডিং যোগ্য tutor দিয়ে মার্ক করান। পরপর দুটি practice test-এ L 36+, R 36+, W 7.5+, S 7.5+ হলে বুক করুন।

Checklist

Test A Listening done once, under conditions, with transfer and spelling check: score recorded.

Test A Academic Reading done in 60 minutes: score and time-per-passage recorded.

Test A Writing done in 60 minutes; both tasks compared with the models and self-marked.

Test A Speaking recorded in one take and marked against the four criteria.

Test B GT Reading done in 60 minutes: score recorded (target 38/40).

Test B Writing done; letter checked for all three bullets and register; essay self-marked.

All results entered in the Module 08 tracker; weak areas mapped to specific module drills.