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Practice Cam 13 Reading Test 01

Cambridge ielts reading

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 service 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 travelers 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 travelers 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.

  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

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9    It was found that most visitors started searching on the website by geographical location.

10    According to research, 26% of visitor satisfaction is related to their accommodation.

11    Visitors to New Zealand like to become involved in the local culture.

12    Visitors like staying in small hotels in New Zealand rather than in larger ones.

13    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.  

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Questions 14-19

Reading Passage 2 has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-viii , in boxes 14-19 on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom 

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v          A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii        Identifying those most affected by boredom

14    Paragraph A

15    Paragraph B

16    Paragraph C

17    Paragraph D

18    Paragraph E

19    Paragraph F

Questions 20-23

Look at the following people (Questions 20-23 ) and the list of ideas below.

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

Write the correct letter, A-E , in boxes 20-23 on your answer sheet.

20    Peter Toohey

21    Thomas Goetz

22    John Eastwood

23    Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

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.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot 24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom 25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26 ……………………….. can generally cope with it.

READING PASSAGE 3

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

Artificial artist?

Can computers really create works of art.

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 27-31

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

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

27    What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably.

B    A great deal of progress has already been attained in this field.

C    They have had more success in some artistic genres than in others.

D    the advances are not as significant as the public believes them to be.

28    According to Geraint Wiggins, why are many people worried by computer art?

A    It is aesthetically inferior to human art.

B    It may ultimately supersede human art.

C    It undermines a fundamental human quality.

D    It will lead to a deterioration in human ability.

29    What is a key difference between Aaron and the Painting Fool?

A    its programmer’s background

B    public response to its work

C    the source of its subject matter

D    the technical standard of its output

30    What point does Simon Colton make in the fourth paragraph?

A    Software-produced art is often dismissed as childish and simplistic.

B    The same concepts of creativity should not be applied to all forms of art.

C    It is unreasonable to expect a machine to be as imaginative as a human being.

D    People tend to judge computer art and human art according to different criteria.

31    The writer refers to the paintings of a chair as an example of computer art which

A    achieves a particularly striking effect.

B    exhibits a certain level of genuine artistic skill.

C    closely resembles that of a well-known artist.

D    highlights the technical limitations of the software.

Questions 32-37

Complete each sentence with the correct ending, A-G below.

Write the correct letter, A-G , in boxes 32-37 on your answer sheet.

32    Simon Colton says it is important to consider the long-term view then

33    David Cope’s EMI software surprised people by

34    Geraint Wiggins criticized Cope for not

35    Douglas Hofstadter claimed that EMI was

36    Audiences who had listened to EMI’s music became angry after

37    The participants in David Moffat’s study had to assess music without

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

Questions 38-40

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

In boxes 38-40 on your answer sheet, write

YES                   if the statement agrees with the claims of the writer

NO                    if the statement contradicts the claims of the writer

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

38    Moffat’s research may help explain people’s reactions to EMI.

39    The non-experts in Moffat’s study all responded in a predictable way.

40    Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Cam 12 Reading Test 04

Cam 13 reading test 02, answer cam 13 reading test 01.

2. environment

6. accommodation

9. NOT GIVEN

12. NOT GIVEN

25. pleasure

26. curiosity

39. NOT GIVEN

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IELTS Cambridge 13 Test 1: ACADEMIC Reading Module

Reading Passage 1: The headline of the passage:  Case Study: Tourism New Zealand website

Questions 1-7 ( Completing table with  ONE WORD ONLY):

In this type of question, candidates are asked to write  only one word  to complete a table on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word.

[ TIPS:  Here scanning technique will come in handy. Target the keywords of the questions to find the answers. Remember to focus on Proper nouns, random Capital letters, numbers, special characters of text etc.]

Question 1:  allowed businesses to ______ information regularly.

Keywords for these answers:  database, allowed businesses, information, regularly,

In paragraph no. 2, we find the mention of the word ‘database’ in the third line. Here, lines 8 & 9, the writer mentions, “In addition, because participating businesses were able to  update  the  details,  they gave on a  regular  basis….”.

Here,  details = information

So, the answer is:  update

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

Keywords for this answer:  database, country-wide evaluation, impact on

The last line of paragraph no. 2 has the answer. Here, the writer suggests, “As part of this, the effect of each business on the  environment  was considered.”

Here,  effect = impact

So, the answer is:  environment                      

Question 3:  e.g. an interview with a former sports __________.  

Keywords for this answer:  special features, interview, a former sport

The answer can be found in paragraph 3, lines 1-3. The words  ‘interview’  and  ‘former’  are formed in line number 2. The writer says, “.. .. . One of the most popular was  an interview  with  former  New Zealand All Blacks  rugby   captain  Tana Umaga.”

Here, rugby = sports

So, the answer is:  captain                   

Question 4:  and an interactive tour of various locations used in ________.

Keywords for this answer:  interactive tour, various locations

The answer is in paragraph 3, lines 4-5. The lines say, “…… was an interactive journey through a number of locations  chosen for  blockbuster  films  …… ..”.

Here,  journey = tour,

A number of locations = various locations,

Chosen for = used in,

So, the answer is:  films                       

Question 5:  varied depending on the __________. 

Keywords for these answers:  driving routes, varied, depending on

Paragraph 3, lines 8-9 has the answer to this question. The lines say, “…. . .the site catalogued the most popular driving routes in the country, highlighting different routes  according to  the  season ….. . .”.

Here,  different = varied,

according to = depending on,

So, the answers are:  season            

Question 6:  including a map showing selected places, details of public transport and local _______.

Keywords for this answer:    travel planner, a map, public transport, local

The answer lies in paragraph no. 4, line 4. The paragraph begins with ‘travel planner’. In the subsequent lines, we can find the mention of ‘public transport’. In line no. 4 it says, “… . There were also links to  accommodation  in the area.”

Here, the phrase ‘in the area’ can be replaced with the word ‘local’.

So, the answer is:  accommodation

Question 7:  travelers could send a link to their ________.

Keywords for this answer:    ‘Your Words’, travelers, send, link to,

The answer is in paragraph no. 4. ‘Your Words’ is the name of a section of the website www.newzealand.com. We can see that the phrase ‘Your Words’ is present in line 6 of paragraph 4. So, we need to read lines 6 & 7 to find the answer.

The author says, “ ….. . . 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.”

Here,  anyone could submit = travelers could send a link to

So, the answer is:  blog

Questions 8-13: (TRUE/FALSE/NOT GIVEN)

In this type of question, candidates must find out whether:

The statement in the question matches with the account in the text-  TRUE The statement contradicts the account in the text-  FALSE There is no clear connection of the statement with the account in the text-  NOT GIVEN

Question 8:  The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

Keywords for this answer:  the website, aimed, itineraries, travel packages

To find the answer to this question, look for the words  itineraries and travel packages.  The answer is in Paragraph 6. Here, lines 1 and 2 say, “ The website was set up to  allow both individuals and travel organizations to create  itineraries and travel packages  to suit their own needs and interests.”

This means that the aim of the website was to allow individuals and travel organizations to do their work on their own, the website did not provide any ready-made itineraries and travel packages.

The statement clearly contradicts the text.

So, the answer is:   FALSE

Question 9:  It was found that most visitors started searching on the website by geographical location.

Keywords for this answer:  started searching, geographical location

The answer is not anywhere in the passage. The question is about  starting the search in the website.

  In paragraph 6 line 3, the author says, “…… visitors can search for activities not solely by geographical locations, but also by the particular nature of the activity.” However, nowhere it says anything about  starting the search.

So, the answer is:   NOT GIVEN

Question 10:  According to research, 26% of visitor satisfaction is related to their accommodation.

Keywords for this answer:  26%, visitor satisfaction, accommodation

** Special answer-finding technique:

There is a number in the question (26%). If the answer is TRUE, 26% has to be in the text. For FALSE, the number will be different; or, the number will be 26% (but it will be related to other matters). If the number is still 26%, yet it doesn’t match with other keywords, the answer will be NOT GIVEN.

The answer is in lines 4, 5 & 6 of paragraph no. 6. Here, the writer says, “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% .”

Here, the lines clearly contradict the question. Transportation and accommodation account for 26%. Visitor satisfaction accounts for 74%. If only accommodation accounted for 26%, we could write TRUE. 

Question 11:  Visitors to New Zealand like to become involved in the local culture.

Keywords for this answer:   like to, involved, local nature

The answer lies in lines 7-9 of paragraph 6. The author says, “…. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a  marae  (meeting ground) to learn more about traditional life.”

It means that visitors like to engage in local culture.

So, the answer is:   TRUE

Question 12:  Visitors like staying in small hotels in New Zealand rather than in larger ones.

Keywords for this answer:  like staying, small hotels

In paragraphs 6 & 7, there is no mention of staying in hotels. There is no comparison between small and large hotels also.

So the answer is:  NOT GIVEN

Question 13:  Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Keywords for this answer:   feel, unlikely, will return, after their visit

The answer is in paragraph 7. Here, lines 4 and 5 states, “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 .”

Here, the phrase  ‘often seen as a once-in-a-lifetime visit’  means that there is a very low possibility that the visit will happen again.

So, the answer is: TRUE

Reading Passage 2 :The headline of the passage: Why being bored is stimulating – and useful, too

Questions 14-19: (List of headings)

Follow the same rules of finding answers for the  List of Headings  and check the first and last few lines of each paragraph. Most of the time, the answer is there for you containing some synonymous words, which match with the lists of headings. If you cannot find the answers in the first and last few lines, you may need to check the middle of the paragraphs. (This we did in other tests too.)

Question 14:  Paragraph A

For this question, check line 3 of Paragraph A. The line says, “But defining boredom so that it can be studied in the lab  has proved difficult .” Let’s analyse the sentence here. The phrase ‘ has proved difficult ’ in the sentence means that there is a problem with the science to define boredom.

So, the answer is:  iv  (Problems with a scientific approach to boredom)

Question 15:  Paragraph B

The answer is in lines 1-3 of the paragraph. Here, the writer says, “ By asking people  about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted … …  .”

So, we can gather from these lines that there is an explanation of how a team of scientists has classified the feelings of boredom.

So, the answer is:  vi (Creating a system of classification for feelings of boredom)

Question 16:  Paragraph C

In lines 2 and 3 of Paragraph C, we can find a sentence about the finding of psychologist Sandi Mann of the University of Central Lancashire. “Mann has found that  being bored makes us more creative .” This means that boredom can result in something good (productive outcomes).

So, the answer is:  i (The productive outcomes that may result from boredom)

Question 17:  Paragraph D

We can get the answer having a quick look in lines 6-7 of paragraph D. The lines say, “… . .. But even if boredom has evolved to help us survive, it  can still be toxic if allowed to fester .” The word ‘toxic’ here means poisonous or extremely bad or dangerous.

So, the answer is:  v (A potential danger arising from boredom)

Question 18:  Paragraph E

We can get an idea of what paragraph E talks about by reading the first 2-3 lines. Here the writer says, “Eastwood’s team is now trying to explore why the ‘attention system’ fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits.” From these lines, we can gather that the researchers or scientists are working on the identification of people who are most prone to or most affected by boredom.

So, the answer is:  viii (Identifying those most affected by boredom)

Question 19:  Paragraph F

The first and second lines of paragraph F talk about a new theory about boredom – “…. that our over-connected lifestyles might even be a new source of boredom.” Then, in lines 4-5, the writer provides a possible treatment for this new source of boredom – “…. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way . .. …”.

So, the answer is:  iii (A new explanation and a new cure for boredom)

Question 20-23:  (Matching names of people with their ideas or statements)

(The rules for finding answers to this sort of question are simple. Just find the name of the person and read around it carefully. Then, give a quick look to check whether there is another statement or idea provided by the same person in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )

Question 20:  Peter Toohey

In paragraph A, we find an idea shared by Peter Toohey. Look at the last lines – “If disgust protects humans from infection, boredom may protect them, from ‘infectious’ social situations .. . ..” It means boredom may help us to avoid an unpleasant situation. Here, infectious means displeasing/unpleasant.

So, the answer is:  E (Boredom may encourage us to avoid an unpleasant experience)

Question 21:  Thomas Goetz

There are two references for Thomas Goetz in this passage – in paragraphs B & E. So, we need to look at paragraph B first. In the first few lines, we can see that Goetz and his team have identified five types of boredom and when you read further, in lines 7-8, the writer states, “Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion.”

So, the answer is:  B (One sort of boredom is worse than all the others)

Question 22:  John Eastwood

Again, there are two references to John Eastwood in paragraphs D & E. So, we need to look at paragraph D first. If we don’t find the answer there, we can have a look at paragraph E. In paragraph D, lines 7-9 say, “For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything which makes time seem to go painfully slowly.” The lines indicate that if anyone tries and cannot focus on anything (attention system failure), this may give a bad feeling that the time has slowed down which may make anyone more and more irritated.

So, the answer is:  D (Trying to cope with boredom can increase its negative effects)

Question 23:  Francoise Wemelsfelder

There is only one reference to Wemelsfelder and that’s in Paragraph F, the very last one. Take a careful look lines 1-2, “Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom.” This clearly indicates that our present lifestyle may inspire boredom.

So, the answer is:  A (The way we live today may encourage boredom)

Questions 24-26: (Completing summary with ONE WORD ONLY):

Question 24:  For John Eastwood, the central feature of boredom is that people cannot ________, due to failure in what he calls the ‘attention system’,.. .. . . .

Keywords for this answer:  central feature, people cannot

The question starts with the name of John Eastwood. So, we simply need to go to paragraph D and start looking for answers there. In line 7, we can see the phrase ‘central feature’. So, we can read this line – “For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an  inability to   focus  on anything.” Here,  inability  = cannot

So, the answer is:  focus

Question 25:  His team suggests that those for whom ______ is an important aim in life may have problems in coping with boredom, …. . . ..

Keywords for this answer:  suggests,  important  aim in life, may have problems

In paragraph E, lines 3-4 say, “People who are motivated by  pleasure  seem to suffer particularly badly.”

This means people who depend on pleasure, may have problems coping with pleasure.

So, the answer is:  pleasure

Question 26:  …. whereas those who have the characteristic of ______ can generally cope with it.

Keywords for this answer:  characteristic, generally cope with it

This answer needs some understanding. In lines 4 and 5, we see – “Other personality traits (characteristics), such as  curiosity,  are associated with a high boredom threshold.” Here, the word ‘threshold’ means the point where something changes or turns into something else. So,  high boredom threshold  means where  boredom changes completely/ tendency to not get bored quickly . Thus, it further means people with curiosity can cope with boredom.

So, the answer is:  curiosity

Reading Passage 3 :Artificial Artists

Questions 27-31: (Multiple Choice Questions)

‘Multiple choice questions’ is a common type of question set in the IELTS Reading test. It is also found in the Listening test.  Most of the time, they come with four options but sometimes there are three options. Candidates need to work hard for this type of questions because this may confuse them easily in passage 2 or passage 3. There will be long answers for each question, so they may kill valuable time. So, quick reading or skimming technique might come handy here.  Remember that answers in 3 options out of 4 will be very close. So, vocabulary power will help a lot to choose the best answer.

TIP:  Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.

Question 27: What is the writer suggesting about computer-produced works in the first paragraph?

Keywords for this answer:  computer-produced works, first paragraph

In the first paragraph, the answer to this question can be guessed from line 1.

In line 1 the writer of the passage says, “The Painting Fool is  one of a growing number  of computer programs which, so their makers claim, possess creative talents.” Here, the phrase  one of a growing number  is a clear indication that the number of computer programs is on the rise. So, great progress has been made here.

So, the answer is:  B ( A great deal of progress has already been attained in this field. )

Question 28: According to Geraint Wiggins, why are many people worried by computer art?

Keywords for this answer:  Geraint Wiggins, worried by computer art

The answer to this question can be found in line 5 of paragraph 2. Here the writer says, “…. It scares a lot of people. They are worried that it is taking something special away from what it means to be human.”

Many of you (IELTS candidates) may think that the answer would be D (It will lead to a deterioration in human ability). But the answer cannot be it because the answer is in  future form (..will lead..),  while the lines in the text are in present form. Answer A and B are ruled out because there is no comparison on any aesthetic power between computer or human art and the line does not say anywhere that computer art may overtake or supersede human art.

But answer C (It undermines a fundamental human ability) has a close relationship with the line. The line indicates to the fact that people are worried that machines like computer may have the powers which are found generally in humans. Thus, computer art can undermine or make human quality weaker.

So, the answer is:  C  (It undermines a fundamental human ability)

Question 29: What is a key difference between Aaron and the Painting Fool?

Keywords for this answer:  key difference, Aaron, Painting Fool

The answer is in lines 2-5 of paragraph 4. Here, the author mentions some amazing and interesting features of the computer program named the Painting Fool – such as “only need minimal direction”, “can come up with its own concepts”, “runs its own web searches”, “trawls through social media sites”, “beginning to display a kind of imagination”, “creating pictures from scratch”. All these features or characteristics indicate that The Painting Fool is different from Aaron in its source of subject for painting.

So, the answer is:  C  (the source of its subject matter)

Question 30: What point does Simon Colton make in the fourth paragraph?

Keywords for this answer:  fourth paragraph, Simon Colton

For this question, answer A is ruled out because there is no reference to anything childish and simplistic. There are also no points on whether people should apply the same concepts of creativity to all forms of art. So, answer B is also wrong. Take a close look at lines 7-8, where the author says, “….. Colton agrees that such reactions arise from  people’s double standards  towards software-produced and human-produced art.” Here, the phrase ‘double-standard’ matches with the phrase in answer D ‘different criteria’.

So, the answer is:  D  (People tend to judge computer art and human art according to different criteria)

Question 31: The writer refers to the paintings of a chair as an example of computer art which –

Keywords for this answer:  paintings of a chair

In lines 12-14 of paragraph no. 4, we find the reference of the painting of a chair. “Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality.” It means that though there was a  glitch or problem  in the program, it created an excellent black and white feature in the painting which was very  attractive/striking/spooky ( eerie, ghostlike quality ) .

So, the answer is:  A  (achieves a particularly striking effect)

Questions 32-37 (Completing sentence with given list of Ideas)

Here, candidates have to complete sentences with a list of ideas. It is just like completing sentences. Candidates need to check the keywords from the question parts and try to match those keywords with the information given in the passage.

Question 32: Simon Colton says it is important to consider long-term view when –

Keywords for this answer:  Simon Colton, important, long-term view

The answer is in the first two lines of paragraph 5. Here, the writer says, “Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had  millennia  to develop our skills.’ These lines clearly indicate that we should not be so direct or so quick to compare machine creativity with human creativity because humans have had developed their skills in  several millennia (thousand years)  to become as creative as they are now, but machines have evolved only recently and more time is necessary to understand what machines can create.

So, the answer is:  D (comparing the artistic achievements of humans and computers)

Question 33: David Cope’s EMI software surprised people by –

Keywords for this answer:  David Cope’s EMI, surprised people

We find the mention of David Cope’s EMI software in lines 4-5 of paragraph 5. Then, in lines 7-8, we can find the answer. Here, the writer states, “Audiences were moved to experts into thinking they were hearing genuine Bach.” It means the audience was so moved by their experience of listening to machine-created music that they failed to distinguish (to find the difference) between machine-created music and human-created music.”

So, the answer is:  A (generating work that was virtually indistinguishable from that of humans)

Question 34: Geraint Wiggins criticized Cope for not –

Keywords for this answer:  Geraint Wiggins, criticized, Cope

We can see a criticism made by Geraint Wiggins about Cope’s EMI software in paragraph 5, lines 9-11. The author states, “Some, such as Wiggins, have  blasted  Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked.” It means Wiggins does not like Cope’s work because it is pseudoscience (a kind of scientific work which is not what it claims to be) and Cope’s explanations about the work are  vague (unclear/elusive) .

So, the answer is:  E (revealing the technical details of his program)

Question 35: Douglas Hofstadter claimed that EMI was –

Keywords for this answer:  Douglas Hofstadter, claimed, EMI

The answer is in lines 11-12 of paragraph 5. The lines say, “…. Meanwhile, Douglas Hofstadter of Indiana University said EMI created  replicas  which  still rely completely on the original artist’s creative impulses .”

So, the answer is:  C (producing work entirely dependent on the imagination of its creator)

Question 36: Audiences who had listened to EMI’s music became angry after –

Keywords for this answer:  Audiences, listened, EMI’s music, angry

The answer lies in lines 13-14 of paragraph 5. Here, the author states, “When audiences found out the truth, they were often  outraged  with Cope, and one music lover even tried to punch him.” This means when audiences found out that they actually listened to music that a machine created,  they were outraged  or  became angry  at the creator of the program.

So, the answer is:  G (discovering that it was the product of a computer program)

Question 37: The participants in David Moffat’s study had to assess music without –

Keywords for this answer:  participants, David Moffat’s study, assess music without

To find the answer to this question, we must find  David Moffat  first. In paragraph no. 6, we find the name in line no. 2. The next lines give us clues to the answer. Here, in lines 3-4, the writer says, “He asked both expert musicians and non-experts to assess six compositions. The  participants weren’t told beforehand  whether the tunes were composed by humans or computers”. This means the listeners were not given information about the original composer until they listened to the music.

So, the answer is:  B (knowing whether it was the work of humans or software)

Questions 38-40: (YES, NO, NOT GIVEN)

[In this type of question, candidates are asked to find out whether:

The statement in the question matches with the account in the text-  YES The statement in the question contradicts the account in the text-  NO The statement in the question has no clear connection with the account in the text-  NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question 38:  Moffat’s research may help explain people’s reactions to EMI.

Keywords for this answer:  Moffat’s research, help, explain, reactions, EMI

We had to read the first half of paragraph 6 for question no. 37 before. Here, we learned that Moffat’s study was giving listeners six music compositions without telling them who the composers were. Now, the last half of the paragraph tells us how people might react to this. “People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, .. . .”

So, the result of the experiment helps to understand people’s reactions.

So, the answer is:  YES

Question 39:  The non-experts in Moffat’s study all responded in a predictable way.

Keywords for this answer:  non-experts, Moffat’s study, all responded, predictable way

There is no reference as to whether there was any predictable way to respond by non-experts in Moffat’s study.

So, the answer is:  NOT GIVEN

Question 40:  Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Keywords for this answer:  Justin Kruger’s findings, cast doubt, Paul Bloom’s theory

The last paragraph’s lines 1-5 give us the answer. Though we find here two views of Justin Kruger and Paul Bloom, these two views actually approve or support each other.

Paul Bloom’s theory says, “…. . . .. part of the pleasure we get from art stems….. .” This matches with Justin Kruger’s experiments, “… . . have shown that people’s enjoyment of  an artwork increases.”

There is another clue: In Paul Bloom’s suggestion, there is a mention of ‘the creative process’.

This also matches with Justin Kruger’s findings where we can see the mention of “more time and effort was needed to create it”.

Thus, the two findings do not cast any doubt. Rather, one supports the other.

So, the answer is:  NO

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IELTS STUDY MATERIAL

‘Case study: Tourism New Zealand website’- Reading Answer Explanation- CAM- 13

Here are explanations of the Questions of passage named ‘Case study: Tourism New Zealand website’, which is from the Cambridge 13 book. The Questions that have been asked are True/False/Not Given and Blanks. You will find the locations of the Reading Answers, Keywords( highlighted and underlined) and justifications.  

READING PASSAGE 1: Case Study: Tourism New Zealand 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.

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

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

Location: 6 th paragraph

Explanation: The main keyword ‘ready-made itineraries’ helps to locate the answer in the first line of the paragraph. ‘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…’The question statement contradicts the passage statement. ‘Create itineraries’ is opposite to the ‘ready-made itineraries’. Thus, the answer is very clear.

Answer: False

9    It was found that most visitors started searching on the website by geographical location.

Explanation: The answer to this question is in the second line of the passage. ‘Visitors can search for activities not solely by geographical location, but also by the particular nature of the activity…’Here, the writer does not give information about the starting of search. Hence, no information available.

Answer: Not Given

10    According to research, 26% of visitor satisfaction is related to their accommodation.

Explanation: The main keyword ‘visitor satisfaction’ is in the fourth line of the paragraph. ‘Visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%…’Here, transportation and accommodation account for 26%.But in question statement 26% accounts for accommodation only. Thus, the answer is False.

11    Visitors to New Zealand like to become involved in the local culture. Location: 6 th paragraph

Explanation: The location of the answer is in the middle line of the paragraph. ‘It has also been found that visitors enjoy cultural activities most when they are interactive…’Here,  ‘like to become involved in’ is visible as ‘enjoy cultural activities…’Thus, the answer is clear.

Answer: True

12    Visitors like staying in small hotels in New Zealand rather than in larger ones.

Location: Last paragraph

Explanation: Though the writer talks about the visitors in New Zealand. But there is no information regarding hotels in the New Zealand. Thus, no information available.

13    Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Explanation: The location of the answer is in the second last line of the paragraph. ‘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…’Here, ‘often seen as a once-in-a-lifetime visit…’ makes it clear that there is less possibility  that they will return.   Thus, the answer is True.

‘About Marine debris or ocean trash’- Reading Answers Explanation- CAM -14

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Case Study: Tourism New Zealand Website Answers

IELTS Academic Test – Passage 01: Case Study: Tourism New Zealand website reading with answers explanation, location and pdf. This reading paragraph has been taken from our huge collection of Academic & General Training (GT) Reading practice test PDF’s.

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’ : paces 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 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 earning 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.

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

8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9. It was found that most visitors started searching on the website by geographical location.

10. According to research, 26% of visitor satisfaction is related to their accommodation.

11. Visitors to New Zealand like to become involved in the local culture.

12. Visitors like staying in small hotels in New Zealand rather than in larger ones.

13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.

________________

1) IELTS 13 READING PASSAGE – WHY BEING BORED IS STIMULATING ↗

2) IELTS 13 READING PASSAGE – ARTIFICIAL ARTISTS ↗

3) IELTS 13 READING PASSAGE – BRINGING CINNAMON TO EUROPE ↗

4) IELTS 13 READING PASSAGE – OXYTOCIN ↗

5) IELTS 13 READING PASSAGE – MAKING THE MOST OF TRENDS ↗

Case Study: Tourism New Zealand website Answers

Check out Case Study: Tourism New Zealand website reading answers below with explanations and locations given in the text.

• ENVIRONMENT
• ACCOMMODATION

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Case Study Tourism New Zealand Website - IELTS Reading Answers

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Updated On Sep 05, 2024

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You will find IELTS Academic Reading passage, Case Study Tourism New Zealand Website Reading Answers, in this article. Practise this one and you will get an idea of how to deal with IELTS Reading.

Table of Contents

Reading passage.

• ‘Case Study Tourism New Zealand Website’ IELTS Reading Answers With Location and Explanation
• Tips for Answering the Question Types in the ‘Case Study Tourism New Zealand website’ IELTS Reading Answers

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The IELTS Academic Reading passage, Case Study Tourism New Zealand Website reading answers, appeared in an IELTS test. Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests . Let’s see how easy this passage is for you and if you can solve it in 20 minutes.

The question types found in this passage are:

• IELTS Reading Table Completion (Q. 1-7)
• IELTS Reading True/False/Not Given (Q 8-13)

Case Study: Tourism New Zealand Website

A 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.

B 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 service 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.

C 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 travelers 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.

D 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.

E 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.

F The website was set up to allow both individuals and travel organizations 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 travelers 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.

G 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 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

Questions 8-13

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

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.

8 The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9 It was found that most visitors started searching on the website by geographical location.

10 According to research, 26% of visitor satisfaction is related to their accommodation.

11 Visitors to New Zealand like to become involved in the local culture.

12 Visitors like staying in small hotels in New Zealand rather than in larger ones.

13 Many visitors feel it is unlikely that they will return to New Zealand after their visit.

‘ Case Study Tourism New Zealand Website ’ IELTS Reading Answers With Location and Explanation

Go through the answers and detailed explanations of each question in the Case Study Tourism New Zealand Website passage and prepare to get a high IELTS band score .

1 Answer: update

Question type: Table Completion

Answer location: Paragraph B

Answer explanation: It is mentioned in the 8th and 9th lines that, “In addition, because participating businesses were able to update the details they gave on a regular basis….”.

2 Answer: environment

Answer explanation: It is mentioned in the last line that, “As part of this, the effect of each business on the environment was considered.”

3 Answer: Captain

Answer location: Paragraph C

Answer explanation: It is mentioned in the 1-3 lines that, “….One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.”

4 Answer: films

Answer explanation: It is mentioned in the 4th and 5th lines that, “…… was an interactive journey through a number of locations chosen for blockbuster films …….”.

5 Answer: season

Answer explanation: It is mentioned in the 8th and 9th lines that, “…. the site catalogued the most popular driving routes in the country, highlighting different routes according to the season…..”.

6 Answer: accommodation

Answer location: Paragraph D

Answer explanation: It is mentioned in the 4th line that, “….. There were also links to accommodation in the area.”

7 Answer: blog

Answer explanation: It is mentioned in the 6th and 7th lines that, “ ….. 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.”

8 Answer: FALSE

Question type: TRUE/FALSE/NOT GIVEN

Answer location: Paragraph F

Answer explanation: The response lies in Paragraph 6. The initial two lines indicate that the website’s purpose was to empower individuals and travel organizations to create their own travel plans. The website did not offer pre-packaged itineraries and travel packages.

This assertion directly opposes the information in the passage.

Hence, the answer is FALSE.

9 Answer: NOT GIVEN

Answer explanation: The answer cannot be located within the text. The question pertains to initiating a search on the website.

In Paragraph 6, line 3, the author mentions, “…visitors can search for activities not solely by geographical locations, but also by the particular nature of the activity.” However, there is no information provided regarding how to start a search.

As a result, the answer is NOT GIVEN.

10 Answer: FALSE

Answer explanation: The answer can be found in lines 4, 5, and 6 of paragraph 6.

In these lines, it is evident that the question is contradicted. Transportation and lodging makeup 26%, while visitor satisfaction makes up 74%. If only lodging constituted 26%, we could affirm that it is TRUE.

Therefore, the correct answer is FALSE.

11 Answer: TRUE

Answer explanation: It is mentioned in lines 7-9 that, “…. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn more about traditional life.”

12 Answer: NOT GIVEN

Answer location: Paragraphs F & G

Answer explanation: Staying in hotels is not discussed, and there is also no comparison made between small and large hotels.

Therefore, the answer is NOT GIVEN.

13 Answer: TRUE

Answer location: Paragraph G

Answer explanation: It is mentioned in the 4th and 5th lines that, “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.”

Tips for Answering the Question Types in the ‘Case Study Tourism New Zealand website’ IELTS Reading Answers

Let us check out some quick IELTS exam preparation tips to answer the types of questions in the ‘Case Study: Tourism New Zealand website’ Reading Answers passage.

Table Completion:

The way to solve the table completion questions is similar to IELTS Reading Summary Completion . You will be asked to fill in the blanks in a small passage given in the form of a note with the relevant words or numbers. So, let us revise the strategies.

• Read the instructions carefully. It will help you determine the word limit (no more than two, one word, etc.) and important terms like ‘using words from the text’ or ‘from the text’. You have to follow these strictly.
• Go through the incomplete table first. Also, think about keywords and how they could be represented by synonyms or paraphrasing.
• Locate where the information is by scanning quickly . If you can’t, move on.
• Study the reading text by using the skimming and scanning techniques . It will help to establish the answer quickly. When scanning for your answer, make sure you are thinking about paraphrasing and synonyms.
• The answers appear in the same order as the questions . Also, check your spelling and remember that your answer should be grammatically correct.

True/False/Not Given

In IELTS Reading , ‘True, False, Not Given’ questions are based on facts. Several factual statements will be provided to you, and it is up to you to determine whether or not they are accurate by reading the text.

To answer this type of question, you can use the following strategies:

• Read the question and identify the keywords – Before reading the material, have a look at your list of True, False, and Not Given questions.
• Scan the passage for synonyms or paraphrased words of the keywords – When you have highlighted the keywords, swiftly read the text to look for paraphrases or synonyms.
• Match the highlighted words in the questions with their synonyms in the text – Once you find both sets of keywords, cross-check them to find the answer.

Identify the answer – If the facts match, the answer is TRUE, and in case it doesn’t match, it is FALSE. If you are unable to find the answer or unsure of it, mark it NOT GIVEN.

Great work on attempting to solve the ‘Case Study: Tourism New Zealand website’ IELTS reading passage! To crack your IELTS Reading in the first go, try solving more of the Recent IELTS Reading Passages.

Also check:

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Cambridge IELTS 13 Academic Reading Test 1 Answer Key

Cambridge 13 reading test 1 answers, reading passage - 1, case study: tourism new zealand website.

Case Study: Tourism New Zealand website reading answers

• environment
• accommodation

Reading Passage - 2

Why being bored is stimulating - and useful, too.

Why being bored is stimulating - and useful, too reading answers

Reading Passage - 3

Artificial artists.

Artificial artists reading answers

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Exam Review

As part of a marketing course, two marketing experts comment on a hypothetical case study involving TF, a fiction retail giant specializing in home furnishing. The experts give concrete solutions and advice to assist students.

Hypothetical case study:

TF became a retail success in the 1970s when it succeeded in spotting homeware trends and meeting the needs of its then trendy young customers. However; by 2004, the IF stores were failing and a rethink was clearly necessary. Tibal Fisher, TF's founder and CEO, decided to change its focus under the new brand name of TVs Nextstage. His aim was to recapture the now ageing customers that had given him his early success and target consumers aged 60+ with devices and gadgets specifically designed to assist them with the problems associated with ageing: mobile phones with screens that were easy to read; kitchen gadgets with comfortable grips; electronic devices that were easy to set and adjust. TF’s market research proved to be very positive, showing strong consumer support for the products

In 2007, the stores were remodelled at a cost of US $40 million and the new brand was launched. Each store was made more comfortable and featured a coffee shop to help increase traffic - Tibal had predicted that if they could get customers into the stores then the products would sell themselves. However, by 2009 it was clear that the idea was a failure and the stores consistently remained empty. Customers complained that the new stores felt like a senior center and reminded them that they were growing old.

Feedback from expert

Expert 1: Donna Sturgess, global head of innovation, GlaxoSmithKline

The TReam's customer research efforts are a classic case of missing the subconscious associations at work in consumers' minds. Tlbal and his executives looked only at surface attitudes. Since those attitudes make up a relatively small part of the total consumer response, the executives are clueless about the reason for the poor sales. It's critical for companies to understand that every customer relates to a brand emotionally, and it’s those emotions that trigger - or block - purchases

That's why we’ve focused on using emotional strategies behind branding for a number of years now. A great example Is Alli (pronounced 'ally'), a drug to aid weight loss. The product deals with a highly emotional issue, so in marketing it, we faced the same challenge that the new TFstores are facing: the very thought of buying the product reminds customers that they have problems they feel negatively In the case of TF’s Nextstage, the problems are age and infirmity. In the case of Alli, the problems are excessive weight and all consequences. There's always a risk that consumers' negative feelings will discourage them from starting or staying on a diet. So, after extensive market research, we took a number of steps to inject emotions into the whole process of using the product.

First we came up with a name that sounds like a helpful partner. We also aimed to make the container both beautiful and functional — something that didn’t just hold pills but could later be used to store diet guides and recipes. Traditional market research is unlikely to uncover Ideas like this, so we use a wide variety of techniques. Even simple techniques such as one-on-one interviews, or ethnographical observation that involves going into people's houses to examine their behaviour, can provide valuable data.

Expert 2: Alex Lee, president of 0X0 International, maker of 0X0 Good Grips household products

This retailer can get back on track by remembering a principle that applies to consumers In general and those aged 60+ in particular: they’re attracted by brands they associate with the type of people they’d like to be - not the type they really are. That's why marketing campaigns for surf gear feature surfers, not the city dwellers who will wear the products while doing their shopping

• was reminded of this principle few years ago when we wanted to find out how far we could apply our design philosophy of makings things easier to use in order to move from our core business, kitchen tools, into other products. We conducted what are known as focus groups, where participants were asked to look at photos of people and pick those they are perceived to be users and nonusers of our products. Consistently they picked people who looked fit as the sort who would use our products, and people who look old and boring as the sort who wouldn't. Yet the participants, all owners of our products, looked a lot more like the later than the former

Although the needs of elderly users and those with deteriorating vision or dexterity are very much taken into consideration when we develop new designs, we try to offer that appeal to 20- and 30-year-olds. We believe that referring to these products as helping tools would serve only to harm the brand in our customers' eyes. That's why our philosophy of universal design, which involves creating products that are comfortably useable by the largest possible range of people, is never explicitly stated as part of our marketing position.

We’ve found that market research does not need to be very sophisticated. For instance, we have conducted simple surveys in the lobby of our building offering free products in exchange for people's opinions. Some may call this unscientific but we have uncovered great insights this way. Sometimes the most important signals come from an executive's own instincts. In Tibal fisher's case, this could have told him what his surveys and focus groups didn't: 60-plus-year-olds won't support a business that expects them to act their age.

Questions 1-5

Do the following statements agree with the information given in Reading Passage ? In boxes 1-5 on your answer, 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

1 TRUE FALSE NOT GIVEN The TF Nextstage stores planned to sell products to make life easier for older people Answer: TRUE

2 TRUE FALSE NOT GIVEN  TF’s market research indicated that people liked the products. Answer: TRUE

3 TRUE FALSE NOT GIVEN  It cost more than expected to remodel the TF stores. Answer: NOT GIVEN

4 TRUE FALSE NOT GIVEN  The TF Nextstage coffee shops sold their own brand of food and drink. Answer: NOT GIVEN

5 TRUE FALSE NOT GIVEN  TF Nextstage customers liked the atmosphere in the new stores Answer: FALSE

Questions 6 -13

Complete the notes below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 6-13 on your answer sheet

Feedback from experts

Donna Sturgess

Problems with customer research:

• TF team limited their research to attitudes that occur at a 6 Answer: surface level in customers' minds
• TF didn't consider customers' emotions

How my company dealt with a similar problem:

• Product: Alli
• Use: help people achieve 7 Answer: weight loss
• Marketing aim: help customers see the product a positive way by:
• Giving the product a 8 Answer: name  that seems helpful and supportive
• Giving the product a reusable 9 Answer: container

Market research

• Does not need to be complex
• Good information can come from interviews or studying the 10 Answer: behavior  of consumers in the home
• Customers are attracted to the ideal not the reality, e.g. ads for surf gear
• We organised 11 Answer: focus groups  to find out what images customers associate with

our products

• we do not call our products helping tools in our marketing campaigns

Market research:

• Can be basic, e.g. by doing 12 Answer: (simople) surveys
• Company executives should follow their 13 Answer: instincts

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IELTS Academic Reading # 38 - Implementing the Cycle of Success

Ielts academic reading passage:  implementing the cycle of success - a case studfy,  implementing the cycle of success: a case study.

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Cambridge IELTS 13 Academic Reading Test 1 with Answers

Cambridge ielts 13 academic reading test 1, reading passage 1, 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 service 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 travelers 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 travelers 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.

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

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists. 9    It was found that most visitors started searching on the website by geographical location. 10    According to research, 26% of visitor satisfaction is related to their accommodation. 11    Visitors to New Zealand like to become involved in the local culture. 12    Visitors like staying in small hotels in New Zealand rather than in larger ones. 13    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.

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Questions 14-19

Reading Passage 2 has six paragraphs,  A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii , in boxes  14-19  on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v           A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii         Identifying those most affected by boredom

14    Paragraph  A 15    Paragraph  B 16    Paragraph  C 17    Paragraph  D 18    Paragraph  E 19    Paragraph  F

Questions 20-23

Look at the following people (Questions  20-23 ) and the list of ideas below.

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

Write the correct letter,  A-E , in boxes  20-23  on your answer sheet.

20    Peter Toohey

21    Thomas Goetz

22    John Eastwood

23    Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

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.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot  24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom  25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of  26 ……………………….. can generally cope with it.

READING PASSAGE 3

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

Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 27-31

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

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

27    What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably. B    A great deal of progress has already been attained in this field. C    They have had more success in some artistic genres than in others. D    the advances are not as significant as the public believes them to be.

28    According to Geraint Wiggins, why are many people worried by computer art?

A    It is aesthetically inferior to human art. B    It may ultimately supersede human art. C    It undermines a fundamental human quality. D    It will lead to a deterioration in human ability.

29    What is a key difference between Aaron and the Painting Fool?

A    its programmer’s background B    public response to its work C    the source of its subject matter D    the technical standard of its output

30    What point does Simon Colton make in the fourth paragraph?

A    Software-produced art is often dismissed as childish and simplistic. B    The same concepts of creativity should not be applied to all forms of art. C    It is unreasonable to expect a machine to be as imaginative as a human being. D    People tend to judge computer art and human art according to different criteria.

31    The writer refers to the paintings of a chair as an example of computer art which

A    achieves a particularly striking effect. B    exhibits a certain level of genuine artistic skill. C    closely resembles that of a well-known artist. D    highlights the technical limitations of the software.

Questions 32-37

Complete each sentence with the correct ending,  A-G  below.

Write the correct letter,  A-G , in boxes  32-37  on your answer sheet.

32    Simon Colton says it is important to consider the long-term view then

33    David Cope’s EMI software surprised people by

34    Geraint Wiggins criticized Cope for not

35    Douglas Hofstadter claimed that EMI was

36    Audiences who had listened to EMI’s music became angry after

37    The participants in David Moffat’s study had to assess music without

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

Questions 38-40

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

In boxes  38-40  on your answer sheet, write

YES                   if the statement agrees with the claims of the writer NO                    if the statement contradicts the claims of the writer NOT GIVEN     if it is impossible to say what the writer thinks about this

38    Moffat’s research may help explain people’s reactions to EMI.

39    The non-experts in Moffat’s study all responded in a predictable way.

40   Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Cambridge IELTS 13 Academic Reading Test 1 Answers

1. update 2. environment 3. captain 4. films 5. season 6. accommodation 7. blog 8. FALSE 9. NOT GIVEN 10. FALSE 11. TRUE 12. NOT GIVEN 13. TRUE 14. iv 15. vi 16. i 17. v 18. viii 19. iii 20. E

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Cambridge IELTS 17 Academic [PDF + Audio]

Cambridge IELTS 17 Academic is the 17th book in the series of IELTS books 1-18 published by Cambridge. You can become more confident when taking the real IELTS tests through the practice tests. Regarding the structure of the exam questions, the book Cambridge 17 has not changed much compared to the previous volumes, but the topics are more diverse and broader.

The free Cambridge IELTS 17 PDF book lets learners develop confidence in the IELTS examinations with practice tests. You can polish your preparation with the Cambridge 17 IELTS Books , which include examination papers similar to the actual test. Although the topics in Cam 17 are more diverse and extensive than in previous volumes, the layout of test questions has not altered much.

IELTS 17 Academic Student’s Book with Answers & Audio with Resource Bank contains four complete examinations covering speaking, listening, writing, and reading, audio recordings and detailed explanations for each question. This helps pupils to evaluate their test-taking skills rapidly. In addition, it allows users to practice exam methods using actual test content.

The IELTS exam is available in both Academic and General Training formats. The IELTS General Training test is for those who seek secondary education, training programs, or job experience in an English-speaking environment and those emigrating to Australia, Canada, or the United Kingdom. Meanwhile, the IELTS Academic test is for those undertaking postsecondary education or professional registration.

Cambridge IELTS Academic 17 with Answers Review

Cambridge IELTS Academic with Answers 17 is very similar to the books in the Cambridge IELTS series , including IELTS Listening, Reading, Writing, and Speaking. Cambridge English 15 provides audio clips for listening and key answer answers for other tests.

In addition, the Writing section has multiple-choice answers for many candidates with Band scores of 6.0-7.0, with comments from the examiner. This helps the reader visualize the IELTS score standard in the test.

The Speaking and Writing sections address social issues related to the new trend.

Inside IELTS 17 Academic with Answers with Audio , you’ll find FOUR complete examination papers plus details of the different parts of the test and the scoring system so you can familiarise yourself with the Academic test format and practice your exam technique.

Cambridge IELTS Academic 17 Layout

Introduction: Give some background information related to the book. Also, introduce the format of IELTS Academic and IELTS General Training.

Practice Test: Provide quality test questions with the same format as real tests for all 4 skills (Listening, Reading, Writing, Speaking)

Audio scripts: Give the transcript for the Listening lesson

Listening and Reading Answer Keys: Give answers to Listening and Reading exercises

Sample Writing Answer: Provide sample answers for Writing (band score ranges from 5.5 to 7.5)

Here are the Topics included in the book

Cambridge IELTS Academic 17 Test 1

Cambridge IELTS 17 Listening Test 1

• Listening Section 1: Buckworth Conservation Group
• Listening Section 2: Boat trip round Tasmania
• Listening Section 3: Work experience for veterinary science students
• Listening Section 4: Labyrinths (Labyrinths)

Cambridge IELTS 17 Reading Test 1

• Reading Passage 1: The London underground railway
• Reading Passage 2: Stadiums: past, present and future
• Reading Passage 3: To catch a king (To catch a king)

Cambridge IELTS Academic 17 Test 2

Cambridge IELTS 17 Listening Test 2

• Listening Section 1: Opportunities for voluntary work in Southoe village
• Listening Section 2: Oniton Hall (Oniton Hall)
• Listening Section 3: Romeo and Juliet
• Listening Section 4: The impact of digital technology on the Icelandic language

Cambridge IELTS 17 Reading Test 2

• Reading Passage 1: The Dead Sea Scrolls (Manuscripts of the Dead Sea Scrolls)
• Reading Passage 2: A second attempt at domesticating the tomato
• Reading Passage 3: Insight or evolution? (Insight or evolution?)

Cambridge IELTS Academic 17 Test 3

Cambridge IELTS 17 Listening Test 3

• Listening Section 1: Advice on surfing holidays
• Listening Section 2: Childcare Service
• Listening Section 3: Holly’s Work Placement Tutorial
• Listening Section 4: Bird Migration Theory

Cambridge IELTS 17 Reading Test 3

• Reading Passage 1: The thylacine (Tasmanian Tiger)
• Reading Passage 2: Palm oil (Palm Oil)
• Reading Passage 3: Building the Skyline: The Birth and Growth of Manhattan’s Skyscrapers

Cambridge IELTS Academic 17 Test 4

Cambridge IELTS 17 Listening Test 4

• Listening Section 1: Easy Life Cleaning Services
• Listening Section 2: Staff Turnover
• Listening Section 3: Sporting activities at school
• Listening Section 4: Maple syrup (Maple syrup)

Cambridge IELTS 17 Reading Test 4

• Reading Passage 1: Bats to the rescue
• Reading Passage 2: Does education fuel economic growth? (Does education promote economic growth?)
• Reading Passage 3: Timur Gareyev – blindfold chess champion (Timur Gareyev – blindfold chess champion)

How to Use Cambridge IELTS 17 Academic Book PDF

A background of about 3.5 IELTS is required.

Since the Cambridge IELTS 17 book provides 100% of the test questions, you need an IELTS 3.5 or higher to do well in this book series, so you should first lay a solid foundation of English knowledge through the course. The IELTS Collins Classic test preparation book series will help you create a solid foundation for listening, speaking, reading, and writing skills.

Take Cambridge mock tests to assess your skills accurately

If there is a long or long time from the test date (more than 1 month), you should not always do the test questions in the Cambridge IELTS Academic 17 book to practice but only use it for reference purposes. What is my weakest skill, and can I improve it in a short amount of time?

You can check your current level by doing 1 or 2 questions in the Cambridge 16 book first, then see which skill is weaker, focus more time on that skill before taking the test, and do the 3 weeks of continuous review like studying for a university exam or other exams.

Only see the answers after you have taken the tests

100% never look at the printed answers in the Cambridge IELTS 17 Academic book before taking the test, as this will make you think the test is too easy. Trust me; this won’t make you any better. So do it carefully and in detail during the test time, then check your level and give the result as the answer.

Take the practice tests many times.

Of course, there is no reason to take this test just once; doing it repeatedly will help you remember the course’s vocabulary, grammar, and knowledge, and it will also help you improve your skills and score. However, do not immediately repeat this Cambridge IELTS 17 test the next day.

Since you are sure to remember its results, repeat in 1 or 2 weeks, during which time you can take another test in the Cambridge IELTS series 1-16.

Time to ensure you finish the tests in the allotted time

The best thing about preparing for a test is to put pressure on yourself; don’t wait until the test is over; use the watch to time it precisely like the real test to speed things up.

How to Practice with IELTS Cambridge 17 Academic Book

There are several errors to avoid when using IELTS Cambridge practice books. You shouldn’t just conduct exam after test after test. This has more to do with your worry than your English proficiency.

The sole purpose of taking practice exams is to become familiar with the test format and practice exam tactics like crafting subject sentences. You must utilize the IELTS Cambridge books differently to increase your English proficiency. Start with a timed exam to determine your skill level. Then, select the areas in which you need the most improvement.

IELTS Cambridge 17 Listening

• Study some IELTS Listening Tips before you listen.
• Create a realistic testing environment: silence, headphones, practice paper, pencil, etc.
• After you’re finished, check your answers.
• More importantly, reread the tapescript.
• Underline it.
• Determine the cause of your incorrect answers: Is it the vocabulary? How is the pronunciation?
• Now that you know what to improve, you may practice it more before the next exam.
• Use the tests in the book to assess your progress.

IELTS Cambridge 17 Reading

• Similar to listening, first read some IELTS Listening tips.
• Simulate the setting for testing.
• Time yourself and complete the exam.
• Examine your replies.
• Highlight the incorrect answers.
• Write in your notes the causes of your errors.
• You must improve in these areas before retaking an exam to determine your progress.

IELTS Cambridge 17 Writing

• Time yourself and write a full test.
• Find a skilled instructor to edit your work, provide comments, or edit it yourself.
• Examine some sample responses about the same issue.
• Repeatedly practice focusing on your weak areas: vocabulary, grammar, structure, concepts, etc.
• This is typically the lowest score for most IELTS candidates; practice it above anything else!

IELTS Cambridge 17 Speaking

• Respond to the speaking questions and record your responses.
• Listen to it again, or have an expert grade it.
• Determine your deficiencies, such as vocabulary, pronunciation, and speed.
• Find techniques to enhance your speaking skills before the upcoming exam.
• You can improve your pronunciation with a Google Voice search.

Download Cambridge IELTS Academic 17 with Answers [PDF + Audio]

You can choose a version of the Cambridge IELTS 17 Academic or General Training courses that contain four tests. Each book includes an overview of these various modules and an explanation of the scoring methodology employed by Cambridge Assessment English, the company that created the IELTS test.

The volumes are ideal for independent study since they contain answers and further explanations, audio for the Listening exams, tapescripts, sample answers for the Writing test, and a sample video for the Speaking test.

Obtain a sample video for the Speaking test, answer keys with further explanations, and audio for the Listening tests. Write your answers down (instructions on the inside front cover) or use the QR codes in the book to quickly access your audio and video material.

Each test in the book has a QR code that will direct you to the audio file, so please scan it.

For those who don’t want to scan, below are the Cambridge IELTS Academic 17 audio files:

Cambridge IELTS 17 Listening Test 01 Part 1 Audio

Cambridge IELTS 17 Listening Test 01 Part 2 Audio

Cambridge IELTS 17 Listening Test 01 Part 3 Audio

Cambridge IELTS 17 Listening Test 01 Part 4 Audio

Cambridge IELTS 17 Listening Test 02 Part 1 Audio

Cambridge IELTS 17 Listening Test 02 Part 2 Audio

Cambridge IELTS 17 Listening Test 02 Part 3 Audio

Cambridge IELTS 17 Listening Test 02 Part 4 Audio

Cambridge IELTS 17 Listening Test 03 Part 1 Audio

Cambridge IELTS 17 Listening Test 03 Part 2 Audio

Cambridge IELTS 17 Listening Test 03 Part 3 Audio

Cambridge IELTS 17 Listening Test 03 Part 4 Audio

Cambridge IELTS 17 Listening Test 04 Part 1 Audio

Cambridge IELTS 17 Listening Test 04 Part 2 Audio

Cambridge IELTS 17 Listening Test 04 Part 3 Audio

Cambridge IELTS 17 Listening Test 04 Part 4 Audio

Study Activities for Cambridge IELTS 17

When practising, combine diverse abilities, so your brain links the language, greatly accelerating your advancement.

Listening Activities in Cambridge IELTS 17

Over and over: Repetition is the most critical stage in improving your listening skills. Continue listening and attempt to learn new words, sounds, etc. The audio script may then be utilized to identify your weaknesses.

Test environment: Determine how the test is administered in your nation and practice in that environment. Sound system or headphones? Working at a desk? Is this a chilly room? This can minimize anxiety on the day of the exam.

After you listen: This is a crucial phase for personal development. Fill in the spaces, but also consider jotting down other options – keep your exercise short and straightforward. You should enjoy yourself while honing your listening abilities. Instead of reading a book, watch a YouTube video or listen to a podcast.

Writing Activities in Cambridge IELTS 17

Focus Activity: Students may have difficulties focusing on many subjects simultaneously, such as vocabulary, grammar, concepts, etc. Make life simpler for yourself. Compose one paragraph for each subject while focusing on your vocabulary. Then, rewrite the same paragraph with an emphasis on grammar. Then, one thinks. Reverse the order in the next paragraph. Continue to develop your talents, and then strive to produce an essay that simultaneously focuses on them.

Sample answers: Utilize model responses to help you improve. Compare your essays to the sample answers. Can you utilize some of the advanced words, phrases, and collocations? Continue revising your essays using what you’ve learned from my examples. Then, while practising alone, attempt to recollect some of what you have learned.

Speaking Activities in Cambridge IELTS 17

Combination: After reading, follow up with some related speaking questions. Make notes on your answers. Then write something. Focus on your replies and return to them. Are there alternative terms that may have been used? Re-record your voice. Continue practising the same subject. Review your replies the next day. Use a different word and create a new video. Repeat this method until you can hear your improvement and realize you are not wasting your time!

Different Answers: Some pupils rehearse by answering the same questions again. This makes you sound pretty mechanical. Instead, repeatedly respond to the same inquiry with slightly different information. This will help you sound more natural and fluent and will allow you to utilize a more extensive vocabulary.

Test Simulation: View a YouTube demonstration to see how it operates. Simulate a genuine test for yourself with a computer or a companion. This can make you feel less stressed throughout the actual exam.

Reading Activities for Cambridge IELTS 17

Listen and stop: Begin listening to an exam, but stop listening periodically. What sentence did you last hear? The final word? Can you guess the following word? The following phrase? Modify your practice methods so that your progress is more constant and rapid.

Paraphrases/Synonyms: Using paraphrases and synonyms is crucial for the IELTS. After completing a test, underline the questions’ essential terms. Emphasize how these words alter during the reading. Create a list of the distinctions in your notebook. This will increase your awareness of the distinctions and improve your exam comprehension.

Summaries: Summarizing is both simple and quite challenging. After reading, attempt to compose a summary of the material. But switch things up. Sometimes, you can write a single sentence and then a whole paragraph. Sometimes, merely summarize a single paragraph or paraphrase one statement. Always vary your method of practice to keep yourself challenged!

Cambridge IELTS 17 General Training with Answers

Cambridge IELTS 17 General Training Student’s Book with Answers and Resource Bank  allows IELTS learners to enhance their English language skills and prepare for the authentic IELTS test. Students can familiarize themselves with the IELTS exam and practice the test content.

Download Cambridge IELTS 17 General Training with Answers [PDF + Audio]

Note: Please note that these Cambridge IELTS Books 17 Academic + General Training were collected from different sources on the internet and gathered together to help students prepare for their upcoming IELTS exam. The website owner does not hold any responsibility for those. Please contact us if you have any complaints rega rd ing any content on this website.

Cambridge IELTS 17 General Training [PDF + Audio]

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IELTS Academic Reading: Cambridge 2 Test 2 Reading passage 1; IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY; with best solutions and best explanations

This Academic IELTS Reading post focuses on solutions to  IELTS Cambridge 2 Reading Test 2 Reading Passage 1 titled ‘ IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.

IELTS Cambridge 2 Test 2: AC Reading Module

Reading Passage 1: Questions 1-13

The headline of the passage: IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY

Questions 1-5: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is set found as the last question set in most passages so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about these questions.]

Question no. 1: The high costs of running AHI’s hotels are related to their ______.

Keywords for the question: high costs, running, AHI’s hotels, related to,

The answer is in the first paragraph. First, look at the first few lines, “Within Australia, Australian Hotels Inc (AHI) operates nine hotels and employs over 2000 permanent full-time staff , 300 permanent part-time employees and 100 casual staff . .. .. .”

Then, in lines 11-16 of the same paragraph, the writer says, “ . . . . Similar to many international hotel chains, however, AHI has experienced difficulties in Australia in providing long-term profits for hotel owners, as a result of the country’s high labour-cost structure . .. .. .”

Here, high labour-cost structure = high cost of staff,  

So, the answer is: C (staff)

Question no. 2: SAH’s new organisational structure requires _______.

Keywords for the question: SAH’s new organisational structure, requires,  

The answer can be traced from the final lines of paragraph no. 1 and the first few lines of paragraph no. 2. Let’s have a look.

In the final lines of the first paragraph, the writer says, “ .. . … In order to develop an economically viable hotel organisation model, AHI decided to implement some new policies and practices at SAH .”

Here, some new policies and practices at SAH = SAH’s new organisational structure,

Then, at the beginning of the second paragraph, the writer says, “ The first of the initiatives was an organisational structure with only three levels of management – compared to the traditional seven. Partly as a result of this change, there are 25 per cent fewer management positions , enabling a significant saving. .. … ..”

Here, there are 25 per cent fewer management positions = 75% of the old management positions,

So, the answer is: A (75% of the old management positions.)

Question no. 3: The SAH’s approach to organisational structure required changing practices in _________. 

Keywords for the question: SAH’s approach, organisational stricture, changing practices,  

In the third paragraph, the writer says in the beginning, “ The hotel also recognised that it would need a different approach to selecting employees who would fit in with its new policies. . .. .”

Here, The hotel = the SAH, a different approach = changing practices, selecting employees = hiring staff,

So, the answer is: C (hiring staff.)

Question no. 4: The total number of jobs advertised at the SAH was ______.

Keywords for the question: total number, jobs advertised, SAH,   

The answer can be found in lines 8-10 of paragraph no. 3, where the writer says, “ . … .. Over 7000 applicants filled in application forms for the 120 jobs initially offered at SAH . .. … .”

Here, 120 jobs initially offered at SAH = 120 jobs advertised at the SAH,

So, the answer is: B (120.)

Question no. 5: Categories A, B and C were used to select ______.

Keywords for the question: Categories A, B, and C, used to select,  

The answer can be found in paragraph no. 4, “A series of tests and interviews were conducted with potential employees, which eventually left 280 applicants competing for the 120 advertised positions. After the final interview, potential recruits were divided into three categories. Category A was for applicants exhibiting strong leadership qualities, Category C was for applicants perceived to be followers, and Category B was for applicants with both leader and follower qualities. Department heads and shift leaders then composed prospective teams using a combination of people from all three categories. Once suitable teams were formed, offers of employment were made to team members. ”

So, the answer is: B (new teams.)

Questions 6-13: Summary completion

[In this kind of questions candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords from the questions. Then, they should follow the steps of finding answers for fill in the gaps.]

Title of the summary: WHAT THEY DID AT SAH

Question no. 6: Teams of employees were selected from different hotel departments to participate in a _________ exercise.

Keywords for the question: teams of employees, selected, different hotel departments, participate, exercise,  

At the end of paragraph no. 5, the writer mentions the selection of employees from different hotel departments, “ . . .. . For example, when office staff are away on holidays during quiet periods of the year, employees in either food or beverage or housekeeping departments can temporarily fill in.”

Here, food or beverage or housekeeping departments = different hotel departments,

Then, take a look at these lines of paragraph no. 6, “ . .. .. SAH management concluded this would first require a process of ‘ benchmarking ’ . .. .. . ..”

So, the answer is: benchmarking

Questions no. 7, 8 & 9: The information collected was used to compare 7. ________  processes which, in turn, led to the development of 8. ________  that would be used to increase the hotel’s capacity to improve 9. _________  as well as quality.

Keywords for the questions: information collected, used to compare, processes, led to, development, used to increase, hotel’s capacity, improve, as well as quality,  

Take a look at the these lines of paragraph no. 6, “ .. . . The prime objective of the benchmarking process was to compare a range of service delivery processes across a range of criteria using teams made up of employees from different departments within the hotel which interacted with each other. This process resulted in performance measures that greatly enhanced SAH’s ability to improve productivity and quality .”

Here, resulted = led to, greatly enhanced SAH’s ability to improve = increase the hotel’s capacity to improve, and quality = as well as quality,

So, the answers are:

• (a range of) service delivery
• (performance) measures
• productivity

Question no. 10: Also, an older program known as _______ was introduced at SAH.

Keywords for the question: older program, known as, introduced at SAH,

In paragraph no. 8 of the text, the writer says in the beginning, “ In addition , a program modelled on an earlier project called ‘ Take Charge ’ was implemented .

Here, In addition = Also, a program modelled on an earlier project = an older program, called = known as, was implemented = was introduced,  

So, the answer is: ‘Take Charge’ / Take Charge

Question no. 11: In this program, __________ is sought from customers and staff.

Keywords for the question: sought from customers and staff,

Take a look at lines 3-5 of paragraph no. 8 where the writer says, “ . ..  Essentially, Take Charge provides an effective feedback loop from both customers and employees . . . . .”

Here, Take Charge = this program, loop from both customers and employees = sought from customers and staff,

So, the answer is: feedback

Question no. 12: Wherever possible _________ suggestions are implemented within 48 hours.

Keywords for the question: wherever possible, suggestions, implemented, within 48 hours,   

Again, take a look at lines 5-18 of paragraph no. 8 where the writer says, “ . .. Customer comments, both positive and negative, are recorded by staff . These are collated regularly to identify opportunities for improvement. Just as importantly, employees are requested to note down their own suggestions for improvement. (AHI has set an expectation that employees will submit at least three suggestions for every one they receive from a customer.) Employee feedback is reviewed daily and suggestions are implemented within 48 hours , if possible, or a valid reason is given for non-implementation. .. .. . .”

So, the answer is: employees / employees’ / staff

Question no. 13:  Other suggestions are investigated for their feasibility for a period of up to _________.

Keywords for the question: other suggestions, investigated, feasibility, for a period, up to,   

In paragraph no. 8, the final few lines say, “. . . . … If suggestions require analysis or data collection , the Take Charge team has 30 days in which to address the issue and come up with recommendations.”

Here, suggestions require analysis or data collection = other suggestions are investigated,

So, the answer is: 30 days

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Cambridge 13 IELTS Academic Reading Test 1

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 service 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 travelers 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 travelers 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.

READING PASSAGE 2

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

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

READING PASSAGE 3

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

Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

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.

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

8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9. It was found that most visitors started searching on the website by geographical location.

10. According to research, 26% of visitor satisfaction is related to their accommodation.

11. Visitors to New Zealand like to become involved in the local culture.

12. Visitors like staying in small hotels in New Zealand rather than in larger ones.

13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Reading Passage 2 has six paragraphs,  A-F

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii , in boxes 14-19  on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom 

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v           A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii         Identifying those most affected by boredom

14. Paragraph A

15. Paragraph B

16. Paragraph C

17. Paragraph D

18. Paragraph E

19. Paragraph F

Look at the following people (Questions  20-23 ) and the list of ideas below.

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

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

Write the correct letter, A-E , in boxes 20-23  on your answer sheet.

20. Peter Toohey

21. Thomas Goetz

22. John Eastwood

23. Francoise Wemelsfelder

Complete the summary below.

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

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot  24. , due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom  25.  is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of  26.  can generally cope with it.

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

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

27. What is the writer suggesting about computer-produced works in the first paragraph?

28. According to Geraint Wiggins, why are many people worried by computer art?

29. What is a key difference between Aaron and the Painting Fool?

30. What point does Simon Colton make in the fourth paragraph?

31. The writer refers to the paintings of a chair as an example of computer art which

Complete each sentence with the correct ending,  A-G  below.

Write the correct letter,  A-G , in boxes 32-37  on your answer sheet.

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

32. Simon Colton says it is important to consider the long-term view then

33. David Cope’s EMI software surprised people by

34. Geraint Wiggins criticized Cope for not

35. Douglas Hofstadter claimed that EMI was

36. Audiences who had listened to EMI’s music became angry after

37. The participants in David Moffat’s study had to assess music without

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

In boxes 38-40  on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

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

38. Moffat’s research may help explain people’s reactions to EMI.

39. The non-experts in Moffat’s study all responded in a predictable way.

40. Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

2. environment

6. accommodation

9. NOT GIVEN

12. NOT GIVEN

25. pleasure

26. curiosity

39. NOT GIVEN

25 out of 40

hehehe ajib

27 out of 40

That is now corrected, Thank you!

The box for questions # 20 to 23 and 32 to 37 are missing.

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Ielts Reading-Case Study: Tourism New Zealand website | IELTS reading Case Study: Tourism New Zealand website with answers

by Navita Thakur | Apr 8, 2020

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

READING PASSAGE 1 – Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabita nts, 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 service 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 travelers 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 travelers 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.

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

READING PASSAGE 2 – Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

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

READING PASSAGE 3 – Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

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CAMBRIDGE 13 READING TEST 1

Case study: tourism new zealand website .

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

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 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.

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

8 . The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists. 9 . It was found that most visitors started searching on the website by geographical location. 10 . According to research, 26% of visitor satisfaction is related to their accommodation.

 WHY BEING BORED IS STIMULATING READING 

 THIS MOST COMMON OF EMOTIONS IS TURNING OUT TO BE MORE INTERESTING THAN WE THOUGHT

Questions 14-19 Reading Passage 2 has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-viii, in boxes 14-19 on your answer sheet.

List of Headings

i           The productive outcomes that may result from boredom

ii          What teachers can do to prevent boredom

iii         A new explanation and a new cure for boredom

iv         Problems with a scientific approach to boredom

v          A potential danger arising from boredom

vi         Creating a system of classification for feelings of boredom

vii        Age groups most affected by boredom

viii        Identifying those most affected by boredom

14   Paragraph A

15   Paragraph B

16   Paragraph C

17   Paragraph D

18   Paragraph E

19   Paragraph F

Questions 20-23 Look at the following people (Questions 20-23) and the list of ideas below.

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

Write the correct letter, A-E, in boxes 20-23 on your answer sheet.

20   Peter Toohey

21   Thomas Goetz

22   John Eastwood

23   Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C     Levels of boredom may fall in the future.

D     Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

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.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot 24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom 25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26 ……………………….. can generally cope with it.

READING PASSAGE 3

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

Artificial artist?

Can computers really create works of art.

Questions 27-31 Choose the correct letter, A, B, C or D.

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

27   What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably.

B   A great deal of progress has already been attained in this field.

C    They have had more success in some artistic genres than in others.

D    the advances are not as significant as the public believes them to be.

28   According to Geraint Wiggins, why are many people worried by computer art?

A   It is aesthetically inferior to human art.

B   It may ultimately supersede human art.

C   It undermines a fundamental human quality.

D   It will lead to a deterioration in human ability.

29   What is a key difference between Aaron and the Painting Fool?

A   its programmer’s background

B   public response to its work

C   the source of its subject matter

D   the technical standard of its output

30   What point does Simon Colton make in the fourth paragraph?

A   Software-produced art is often dismissed as childish and simplistic.

B   The same concepts of creativity should not be applied to all forms of art.

C   It is unreasonable to expect a machine to be as imaginative as a human being.

D   People tend to judge computer art and human art according to different criteria.

31   The writer refers to the paintings of a chair as an example of computer art which

A   achieves a particularly striking effect.

B   exhibits a certain level of genuine artistic skill.

C   closely resembles that of a well-known artist.

D   highlights the technical limitations of the software.

Questions 32-37 Complete each sentence with the correct ending, A-G below.

Write the correct letter, A-G, in boxes 32-37 on your answer sheet.

32   Simon Colton says it is important to consider the long-term view then

33   David Cope’s EMI software surprised people by

34   Geraint Wiggins criticized Cope for not

35   Douglas Hofstadter claimed that EMI was

36   Audiences who had listened to EMI’s music became angry after

37   The participants in David Moffat’s study had to assess music without

A     generating work that was virtually indistinguishable from that of humans.

B     knowing whether it was the work of humans or software.

C     producing work entirely dependent on the imagination of its creator.

D     comparing the artistic achievements of humans and computers.

E     revealing the technical details of his program.

F     persuading the public to appreciate computer art.

G    discovering that it was the product of a computer program

Questions 38-40 Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 38-40 on your answer sheet, write

YES                  if the statement agrees with the claims of the writer

NO                   if the statement contradicts the claims of the writer

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

38   Moffat’s research may help explain people’s reactions to EMI.

39   The non-experts in Moffat’s study all responded in a predictable way.

40   Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

( Cambridge 13 Test 1 Reading Answers)

Case study: new zealand tourism website reading answers, passage 1 .

2. environment

6. accommodation

9. NOT GIVEN

12. NOT GIVEN

Why being boring is stimulating Reading Answers

Passage 2 .

25. pleasure

26. curiosity

Artificial Artists Reading Answers

Passage 3 .

39. NOT GIVEN

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