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
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to 1………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the 2……………………….. |
Special features on local topics | • e.g. an interview with a former sports 3……………………………., and an interactive tour of various locations used in 4………………………. |
Information on driving routes | • varied depending on the 5…………………………… |
Travel Planner | • included a map showing selected places, details of public transport, and local 6…………………………. |
‘Your Words’ | • travelers could send a link to their 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.
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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
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- ENVIRONMENT
- ACCOMMODATION
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Reading Reference: Cambridge Book 13 - Case Study: Tourism New Zealand website reading answers.
Case study: tourism new zealand website: ielts reading mock test 29.
Complete Case Study: Tourism New Zealand website reading answers after reading the following passage.
IELTS Mock Test: Reading Passage 1
You should spend around 20 minutes attempting Case Study: Tourism New Zealand website reading answers to Questions 1–13 based on the passage 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 source: Cambridge Book 13 – Passage 1 – Case Study: Tourism New Zealand website Reading answers)
Case Study: Tourism New Zealand website IELTS Reading Questions
Read the following text and attempt Case Study: Tourism New Zealand website reading answers.
Questions 1-7
Complete the table below and attempt Case Study: Tourism New Zealand website reading answers.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-7 on your answer sheet.
|
|
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to …………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the ……………………….. |
Special features on local topics | • e.g. an interview with a former sports ……………………………., and an interactive tour of various locations used in ………………………. |
Information on driving routes | • varied depending on the …………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local …………………………. |
‘Your Words’ | • travelers could send a link to their ………………………… |
Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, attempt Case Study: Tourism New Zealand website reading answers and 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 questions source: Cambridge Book 13 – Passage 1 – Case Study: Tourism New Zealand website Reading answers)
IELTS Mock Test: 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
A 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.
B 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.
C 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.
D 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.
E 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.
F 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.
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.
IELTS Mock Test: 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.
Case Study: Tourism New Zealand website reading answers:
- environment
- accommodation
Why being bored is stimulating – and useful, too reading answers:
Artificial artist reading answers:
IELTS Mock Test: Academic Reading
The history of glass: ielts reading mock test 30, flying tortoises: ielts reading mock test 31, the risks agriculture faces in developing countries: ielts reading mock test 32, cork: ielts reading mock test 33.
‘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
Question | Answer |
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 |
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.
Database of tourism services | • easy for to get on the list • allowed businesses to …………………………… information regularly paragraph Explanation: The answer to this question is in the last third line of the paragraph. ‘In addition, because participating businesses were able to update the details they gave on a regular basis…’Here, ‘information’ and ‘details’ are synonyms. Moreover, ‘able to’ means ‘allowed’. Thus, the answer is very clear.
• provided a country-wide evaluation of businesses, including their the ……………………….. paragraph Explanation: The main keyword ‘impact’ has been written as ‘effect’ in the last line of the paragraph. ‘As part of this, the effect of each business on the environment was considered…’Thus, the answer is ‘environment’ Answer: Environment |
Special features on local topics | with a ……………………………., paragraph Explanation: The main keyword ‘former’ is there in the second line of the paragraph. ‘One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga…’Here, ‘rugby’ is sports. Hence, the answer is clear.
and an interactive of various used in ………………………. paragraph Explanation: The answer to this question is in the third line of the paragraph. ‘attracted a lot of attention was an interactive journey… number of the locations chosen for blockbuster films…’Here, ‘tour’ and ‘journey’ are synonyms. Moreover, ‘number of..’ ,means ‘various. Hence, the answer is ‘films’ Answer: Films |
Information on driving routes | • depending on the …………………………… paragraph Explanation: The location of the answer is in the last line of the paragraph. ‘the site catalogued the most popular driving routes in the country, highlighting different routes according to the season…’Here, ‘varied’ and ‘different’ are synonyms. This line makes an answer very clear. Hence, the answer is SEASON.
|
Travel Planner | • included a map showing selected places, details of and local …………………………. paragraph Explanation: The main keyword ‘public transport’ helps to locate the answer in the third line of the paragraph. ‘There were also links to accommodation in the area…’Here, ‘in the area’ is paraphrased as ‘local’. So, the answer is ‘accommodation’
|
‘Your Words’ | • travelers could send a to their ………………………… paragraph Explanation: The answer to this question is in the last line of the paragraph. ‘The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand…’Here, ‘could send a link’ means ‘submit …’Thus, the answer is ‘blog’
|
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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THE IELTS BRIDGE
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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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CAMBRIDGE IELTS 13 – TEST 1 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.
|
|
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to …………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the ……………………….. |
Special features on local topics | • e.g. an interview with a former sports ……………………………., and an interactive tour of various locations used in ………………………. |
Information on driving routes | • varied depending on the …………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local …………………………. |
‘Your Words’ | • travelers could send a link to their ………………………… |
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.
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Case Study Tourism New Zealand Website Reading Answers: IELTS Reading Practice Test
Updated on Jul 02, 2024, 11:57
The IELTS Reading section is a pivotal part of the International English Language Testing System (IELTS), designed to evaluate your ability to understand and interpret written texts. It consists of three passages of increasing complexity, followed by questions that assess your reading comprehension skills.
Throughout this section, you will encounter diverse text types, ranging from descriptive to analytical, requiring you to extract specific details, comprehend main ideas, and infer information from the text effectively.
Key highlights of the Reading section:
- The IELTS Reading section consists of three passages, each progressively more challenging in terms of complexity and vocabulary.
- Passage types include descriptive, narrative, factual, and discursive texts, reflecting real-life academic and everyday situations.
- Questions are designed to test a range of reading skills, from locating specific information to understanding main ideas and implied meanings.
- Time management is crucial, with approximately 20 minutes allocated per passage and its associated questions, totaling 60 minutes for the entire section.
- Test takers must demonstrate their ability to read and comprehend texts accurately within a specified timeframe, showcasing their proficiency in English reading skills.
On this page
1. Case Study Tourism New Zealand Website Reading Passage Reading Answers Reading Passage
You should spend approximately 20 minutes answering Questions 1 - 13 based on the Reading Passage below. This approach can help manage time effectively during a reading comprehension activity or exam.
2. Case Study Tourism New Zealand
Discover exciting and informative IELTS reading answers about Case Study Tourism New Zealand
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Case Study Tourism New Zealand Website Reading Passage
- Read Instructions: Understand each question before answering.
- Manage Time: Spend about 20 minutes per passage.
- Skim and Scan: Quickly get the main idea and find specific information.
- Highlight Key Info: Underline essential words or phrases.
- Answer All Questions: Attempt every question; no penalty for wrong answers.
- Stay Focused: Avoid distractions and keep your attention on the task.
- Check Spelling: Ensure correct spelling and grammar.
- Transfer Answers Clearly: Write answers neatly on the answer sheet.
- Don’t Dwell: Move on if stuck and return later.
- Review: If time allows, review your answers.
Case Study Tourism New Zealand Website Reading Passage
Paragraph 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.
Paragraph 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 services to the country. Any tourism-related business could be listed by filling in a simple form.
Paragraph C: 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.
Paragraph D: The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly, perhaps, the growth of tourism in New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004.
Paragraph E: 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.
Paragraph F: 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 organized a scheme whereby organizations 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.
Paragraph G: 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 about their New Zealand travels for possible inclusion on the website.
Paragraph H: 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.
Case Study Tourism New Zealand Question & Answers
Questions and answers 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.
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to …………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the ……………………….. |
Special features on local topics | • e.g. an interview with a former sports ……………………………., and an interactive tour of various locations used in ……………………….v |
Information on driving routes | • varied depending on the …………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local …………………………. |
‘Your Words’ | • travelers could send a link to their ………………………… |
Case Study Tourism New Zealand Website Reading Answers with Explanations 1-7
Type of Question: Table Completion
These types of questions involve locating the relevant information in the passage and accurately transfer the details to complete the table, ensuring that your answers fit the context and are grammatically correct.
How to best answer:
- Understand what information is required to complete the table and how many words or numbers you are allowed to use.
- Quickly scan the relevant paragraphs to locate where the missing information might be found.
- Look for keywords or synonyms in the question that match information in the passage. Focus on key details such as names, dates, figures, or specific terms.
- Skim through the passage for an overview, then scan more closely for the specific details needed to complete the table accurately.
- After filling in the table, review your answers to ensure they make sense contextually and grammatically, and that they fit the required format and word/number limits.
From Paragraph F , "participating businesses were able to update the details"
Explanation: Businesses could regularly update their information, ensuring the accuracy of their listings on the website.
From Paragraph F , "effect of each business on the environment was considered"
Explanation : The evaluation included assessing each business's impact on the environment, reflecting a commitment to sustainability.
From Paragraph E, "interview with former New Zealand All Blacks rugby captain Tana Umaga"
Explanation: The website featured an interview with Tana Umaga, enhancing its appeal through sports-related content.
From Paragraph E, "interactive journey through a number of the locations chosen for blockbuster films"
Explanation: Users could explore film locations interactively, highlighting New Zealand's role in major films.
From Paragraph C, "highlighting different routes according to the season"
Explanation : The website provided driving routes tailored to seasonal conditions, aiding trip planning for visitors.
From Paragraph C, "links to accommodation in the area"
Explanation: Users had access to links for local accommodation options, facilitating comprehensive travel planning.
From Paragraph G, "submit a blog of their New Zealand travels"
Explanation: Visitors could share their travel experiences through blogs, contributing to user-generated content on the website.
Questions and Answers 8-13
- 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 Reading Answers with Explanations 8-13
Type of Question: True/False/Not Given
These types of questions in IELTS reading involve identifying whether the sentence is True, False, or Not Given using the given paragraph.
How to best answer:
- Read the statements and paragraphs carefully to understand the context and meaning.
- Identify keywords or key phrases in both the statements and paragraphs.
- Look for direct matches between the statements and the content of the paragraphs.
- Pay attention to synonyms or paraphrases that convey similar meanings.
- Choose the paragraph that best aligns with the statement based on the information provided in the passage.
From Paragraph G, "The website was set up to allow both individuals and travel organisations to create itineraries and travel packages".
Explanation: The statement suggests the website allowed customisation rather than offering ready-made itineraries.
Not available
Explanation: The passage does not specify how visitors started their searches on the website, so it cannot be determined if the statement is true or false
From Paragraph H, "Visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%"
Explanation : The passage states that activities contribute 74% to visitor satisfaction, not accommodation.
From Paragraph H , "It has also been found that visitors enjoy cultural activities most when they are interactive"
Explanation: This aligns with the information provided in the paragraph about visitor preferences for interactive cultural experiences.
Not Given
Explanation : The passage does not provide information about visitor preferences for small hotels versus larger ones, so it cannot be determined if the statement is true or false.
From Paragraph H, "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"
Explanation: This statement accurately reflects the passage's description of visitor behavior and intentions when visiting New Zealand.
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Q. How can I manage my time effectively during the IELTS Reading test?
Ans. Managing time during the IELTS Reading test is crucial. Allocate about 20 minutes per section to read and answer questions. Skim through questions before reading passages to focus on key details. Don’t get stuck on difficult questions; mark them and return if time permits. Practicing with timed mock tests helps build speed and confidence.
Q. What are some good sources for practice materials for the IELTS Reading test?
Ans. Utilize official IELTS practice materials, including past papers and sample tests available on the IELTS website. Cambridge IELTS books (1-15) are excellent for structured practice. Online platforms like British Council and IDP websites offer additional resources and practice tests. Reviewing academic texts, newspapers, and magazines can also enhance familiarity with varied reading styles and topics.
Q. How can I improve my comprehension skills for the IELTS Reading test?
Ans. Enhance comprehension by actively engaging with texts. Practice scanning for specific information and skimming for main ideas. Focus on understanding context, vocabulary, and how ideas are structured. Summarize paragraphs after reading to reinforce understanding. Work on increasing reading speed without compromising accuracy. Regularly attempt practice tests to identify weak areas and improve strategy, ensuring you’re prepared for the test’s demands.
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.
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to …………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the ……………………….. |
Special features on local topics | • e.g. an interview with a former sports ……………………………., and an interactive tour of various locations used in ………………………. |
Information on driving routes | • varied depending on the …………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local …………………………. |
‘Your Words’ | • travelers could send a link to their ………………………… |
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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Test 1: case study: tourism new zealand website.
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Case Study Tourism New Zealand Website - IELTS Reading Answers
The IELTS Reading Module offers a fantastic chance to achieve excellent scores. It assesses a candidate’s reading comprehension skills in English. You must comprehend the various question types in order to perform at your best in this area. Ideally, you should not spend more than 20 minutes on a passage. The Academic 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.
The IELTS Reading test is essential for anybody planning to study, work, or relocate to English-speaking nations. Mastery of this part necessitates strong linguistic abilities and efficient reading comprehension techniques. In this situation, understanding reading passages and correctly recognizing responses is critical. This article will examine "Case Study Tourism New Zealand Website" and how it relates to IELTS reading. By analyzing the passage and critiquing example responses, we want to give valuable insights and tactics to assist test takers in effectively traversing this area. This article provides thorough information for improving reading comprehension and eventually succeeding on the IELTS Reading exam, from understanding the material to breaking down sample responses.
Case Study Tourism New Zealand Website Reading Passage
Paragraph 1
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.
Paragraph 2
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 organized a scheme whereby organizations 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.
Paragraph 3
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 customized itineraries. To make it easier to plan motoring holidays, the site cataloged the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.
Paragraph 4
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 about their New Zealand travels for possible inclusion on the website.
Paragraph 5
The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly, perhaps, the growth of tourism in 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.
Paragraph 6
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.
Paragraph 7
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.
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Case Study Tourism New Zealand Website Reading Questions
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.
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to 1…………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the 2……………………….. |
Special features on local topics | • e.g. an interview with a former sports 3……………………………., and an interactive tour of various locations used in 4……………………….v |
Information on driving routes | • varied depending on the 5…………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local 6…………………………. |
‘Your Words’ | • travelers could send a link to their 7………………………… |
Questions 8-13
- Do the following statements agree with the information given in Reading Passage 1?
- In boxes 8-13 on your answer sheet, write
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
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 Reading Answers
In this section, the case study tourism New Zealand website reading answers with explanations, are given to evaluate your errors.
(Note: The text in italics mentions the location and referring lines written in the reading passage)
1. Answer:Update Explanation: participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. The given answer is located in 8-10 lines of the 2nd paragraph.
2. Answer: Environment Explanation: As part of this, the effect of each business on the environment was considered. The given answer is located in the last 2 lines of the 2nd paragraph.
3. Answer:Captain Explanation: One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.The given answer is located in the 2-3 lines of the 3rd paragraph.
4. Answer: Flims Explanation:Attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films. The given answer is located in the 4-5 line of the 3rd paragraph.
5. Answer: Seasons Explanation: The site cataloged the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times. The given answer is located in the last 3 lines of the 3rd paragraph.
6. Answer: Accommodation Explanation: There were also links to accommodation in the area. The given answer is located in the 4-5 lines of the 4th paragraph.
7. Answer: Blog Explanation: 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 given answer is located in the last 3 lines of the 4th paragraph.
8. Answer: False Explanation: 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. The given answer is located in the first 3 lines of the 6th paragraph.
9. Answer: Not given
10. Answer: False Explanation: Visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The given answer is located in the 5-7 lines of the 6th paragraph.
11. Answer: True Explanation: It has also been found that visitors enjoy cultural activities most when they are interactive. The given answer is located in the 7-9 lines of the 6th paragraph.
12. Answer: Not given
13. Answer: True Explanation: 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. The given answer is located in the 4-6 lines of the 7th paragraph.
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Tips for the IELTS Reading Test
Below are some tips to help you improve your band score in the IELTS reading test:
- Mark essential words as you read the section. It helps you keep your attention on the critical points.
- Look over the questions quickly before you read them. Find keywords in the questions to help you learn.
- Keep track of time. Make good use of your time for each part, and don’t spend too much on any one question.
- Skim the sentence before entering the details. Know what the primary thought is and how the information is put together.
- Begin with the easiest questions for you. It makes sure you get those questions before moving on to harder ones.
To summarize, mastering the IELTS Reading test involves a combination of successful tactics, persistent practice, and confidence. You may quickly and accurately explore the chapters by establishing strong skimming and scanning methods, growing your vocabulary, and becoming familiar with various questions. Identify and manage your time effectively, remain calm under pressure, and systematically address each question. Yocket's extensive study materials and professional assistance may provide additional support and tools to help you succeed in your IELTS. With effort and the correct resources, you may confidently take the IELTS Reading exam and attain your goal score. Visit Yocket today and take your IELTS preparation to the next level.
FAQ's on Case Study Tourism New Zealand Website - IELTS Reading Answers
How many parts does the IELTS Reading test have?
There are three parts to the IELTS Reading test, each with a different written text. From sections one to three, these sentences get more complicated and complex as you read them. Quickly read through the questions to know what to expect. You can read more quickly and easily with this.
How can I qualify for the IELTS Reading test?
To prepare for the IELTS Reading test, practice reading various literature, such as academic articles, newspapers, and magazines. Familiarize yourself with various question forms and use efficient reading skills, including skimming, scanning, and paraphrasing.
What sorts of questions might I expect on the IELTS Reading test?
The IELTS Reading test has a variety of question formats, including multiple-choice, matching headers, True/False/Not Given, sentence completion, summary completion, and more. These questions measure reading abilities, such as comprehending key concepts, accessing particular material, and recognizing viewpoints or attitudes.
What is the IELTS Reading test, and what does it cover?
The IELTS Reading exam measures a candidate's ability to comprehend and interpret written English content. It is divided into three sections, each with distinct content: an article, an essay, and an advertisement. Test takers must attentively read each section and respond to text-related questions.
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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.
Your email address:
Happy Reading!!!
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 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.
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.
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 art 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 they 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 1-7
Complete the table below. Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes on your answer sheet.
Database of tourism services | information regularly |
Special features on local topics | , and an interactive tour of various locations used in |
Information on driving routes | |
Travel Planner | |
‘Your Words’ |
Questions 8-13
Do the following statements agree with the information given in the Reading Passage?
In boxes 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
Questions 14-19
The Reading Passage 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 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
Questions 20-23
Look at the following people and the list of ideas below.
Match each person with the correct idea, A-E .
Write the correct letter, A-E , in boxes on your answer sheet.
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
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.
Questions 27-31
Choose the correct letter, A , B , C or D .
Write the correct letter in boxes on your answer sheet.
Questions 32-37
Complete each sentence with the correct ending, A-G below.
Write the correct letter, A-G , in boxes 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
Questions 38-40
Do the following statements agree with the claims of the writer in the Reading Passage?
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
Cambridge IELTS 13 Academic Reading Test 1
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A Comprehensive Guide to IELTS Academic Writing: Task 1
Master the IELTS Academic Writing Task 1 with this comprehensive guide, covering strategies and examples.
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Are you preparing for the IELTS Academic Writing Task 1, and feeling overwhelmed? Fear not, as this comprehensive guide will provide you with everything you need to know to tackle this task with confidence.
The IELTS Academic Writing Task 1 requires you to describe and analyse visual information presented in the form of graphs, charts, tables, maps, or diagrams .
In this guide, we'll provide you with step-by-step instructions on how to approach this section effectively. From understanding the task requirements to organising your response and using appropriate vocabulary, we've got you covered!
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A step-by-step guide to IELTS Academic Writing: Task 1
The IELTS Academic Writing task 1 may seem daunting at first, but with the right approach and preparation, you can excel in it.
Here is a step-by-step guide for you to equip yourself with the skills and strategies needed to approach IELTS Writing task 1 with confidence and achieve a high score:
Step 1: Understand the task requirements before you start
It is crucial to thoroughly understand what is expected of you.
Familiarise yourself with the task description, including the type of visual information you may encounter and the specific details you need to focus on.
Take note of the word limit and the time allocated for this task.
Step 2: Analyse the visual information carefully
Examine the given visual information, whether it's a graph, chart, table, or diagram.
Identify the main trends, patterns, and key features presented in the data.
Pay attention to the axes, units of measurement, labels, and any significant changes or comparisons that the visual information highlights.
Step 3: Create a clear and organised plan for your response
Consider the structure of your essay, including an introduction, an overview paragraph, and supporting paragraphs.
Decide on the key points you want to include and the logical order in which you will present them.
Planning will save you time and ensure a coherent and well-structured essay.
Step 4: Begin your essay with a concise and engaging introduction
Provide an overview of the visual information, including its source, the date it was published, and a brief statement summarising the main trends or features.
Hook the reader's attention and set the tone for the rest of your essay.
Step 5: Present an overview in a separate paragraph
Present an overview of the key trends or patterns observed in the visual information.
Summarise the main points without going into excessive detail.
This overview paragraph acts as a roadmap for the reader, giving them a clear understanding of the main information contained in the visual.
Step 6: Support with specific details in the subsequent paragraphs
Provide specific details and supporting evidence to illustrate and analyse the trends or features mentioned in the overview.
Use a combination of accurate data, percentages, comparisons, and specific examples to enhance the clarity and depth of your analysis.
Be mindful of using appropriate vocabulary related to the data and ensure coherence within and between paragraphs.
Step 7: Use language devices and cohesive elements
To enhance the overall quality of your writing, incorporate a range of language devices, such as appropriate verb tenses, adjectives, and adverbs, to accurately describe and analyse the visual information.
Additionally, use cohesive devices, such as transitional words and phrases, to create a smooth flow and logical progression between sentences and paragraphs.
Step 8: Proofread and revise
After finishing your essay, it is important to dedicate some time to proofread and revise it.
Thoroughly examine it for any grammatical, spelling, or punctuation mistakes.
Ensure that your sentences are both clear and concise.
Pay attention to the coherence and cohesion of your ideas and make any necessary adjustments to improve the overall quality of your response.
Marking criteria for IELTS Academic Writing Task 1
To understand how your performance is assessed in the IELTS Academic Writing Task 1, it's essential to know everything about the marking criteria used by examiners.
The following are the key areas that examiners focus on when evaluating your response:
1. Task Achievement
Have you provided a clear and accurate overview of the visual information?
Did you accurately describe the key features, trends, and comparisons presented in the data?
Have you addressed all aspects of the task and covered the required content?
2. Coherence and Cohesion
Is your essay well-organised, with a clear introduction, body paragraphs, and conclusion?
Have you used appropriate paragraphing to separate ideas logically?
Is there a clear progression of ideas and a smooth flow of information between sentences and paragraphs?
3. Lexical Resource
Have you used a wide range of vocabulary accurately and appropriately?
Have you demonstrated the ability to paraphrase and use synonyms effectively?
Is there evidence of using domain-specific vocabulary related to the given visual information?
4. Grammatical Range and Accuracy
Have you displayed a wide range of grammatical structures, including complex sentences?
Is your grammar usage accurate, with minimal errors?
Have you demonstrated control over verb tenses, subject-verb agreement, sentence structure, and punctuation?
By understanding and practicing within these marking criteria, you can improve your performance in the IELTS Academic Writing Task 1 and increase your chances of achieving a higher band score.
Mastering the IELTS Writing task 1 requires practice, preparation, and a systematic approach. By understanding the task requirements, analysing visual information effectively, planning your response, and employing language and cohesive elements, you can confidently approach this task and showcase your ability to describe and analyse data.
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To help you prepare for your IELTS test, you can access our wide range of preparation materials, attend a FREE Masterclass with an IELTS expert, and complete IELTS practice tests.
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Published on September 20, 2024
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बंद करने के लिए ESC दबाएँ
पर्यटन न्यूज़ीलैंड वेबसाइट केस स्टडी उत्तर पढ़ना: अपनी आईईएलटीएस तैयारी को बढ़ावा देने का तरीका
For now, we have talked a lot about the speaking & listening sections of the IELTS examination. Today, let’s move forward to know more about the IELTS reading section.
The आईईएलटीएस पढ़ना section is an extremely important yet tough exams but it is not possible for one to not crack it in time. All you need is the right reading practice and by that we mean, a lot of it to make sure that you do not cease anywhere while you’re giving the exam during the final attempt. Along with this, you need to tackle a lot of reading passage’s questions and increase your difficulty level every day to make sure that you are easily able to solve all these questions, no matter what type or any sort of questions you’re presented with.
So, today let’s move forward to know more about it.
Case Study Tourism New Zealand Website Reading Answers
The IELTS reading passage topic: Tourism New Zealand Website” is a very common yet interesting topic in the IELTS examination. In the sections below, this topic is divided into different parts to help you practice in a better yet easy manner for this passage.
पर्यटन New Zealand Website IELTS Reading Answers: Part 1
New Zealand is a small country with a minimum of just four million inhabitants that are spread across the country in a peaceful manner.
Currently, the total GDP of the country has the highest percentage of tourism in it. Tourism contributes to making up to 9% of this country’s GDP and is the largest export sector of the country. Unlike all the other export sectors, tourism is one such sector in this country which helps to bring a lot of its customers to this country. And while we talk about the other products of this country – they are just people, places, and the experiences that are taken out of it.
In the year 1999, Tourism New Zealand launched a great campaign which was there to help communicate a new brand position to the world. This campaign focused on New Zealand’s scenic beauty, its exhilarating outdoor activities and the authentic Maori culture that is being followed here which helps in making it the most powerful yet the strongest brands in the world.
यह भी पढ़ें एक अच्छा आईईएलटीएस स्कोर क्या है? क्या 7.5 एक अच्छा आईईएलटीएस स्कोर है? यहां वह सब कुछ है जो आपको जानना आवश्यक है
पर्यटन New Zealand Website IELTS Reading Answers: Part 2
A key feature of this campaign was the website that was launched during this period for this country, www.newzealand.com. This website helped in providing great potential visitors to the country with a single gateway to each and everything that the destination had to offer to its people.
But the heart of the business is the database of tourism services operators, both of which are based in New Zealand as well as abroad which helps in providing great tourism services to the country. So, any tourism-related form can be filled easily without taking anybody’s help at all. Further, to maintain the standards and improve them, Tourism New Zealand organised a scheme with the help of which organisations that appear on the website underwent an independent evaluation against a set of the national standards of quality that they all agreed on. And due to this, the effect it had on each of the businesses was considered too.
पर्यटन New Zealand Website IELTS Reading Answers: Part 3
Further, to communicate the New Zealand experience, this site also carried forward various features related to the famous people and places which was one of the most popular interviews that this country had with the former New Zealand All Blacks Rugby Captain “Tana Umaga.”
Another such feature that helped in increasing a lot of attention towards his country is through the help of those blockbuster films that were made here which helps in providing people with an interactive journey through a number of some amazing yet extremely beautiful locations.
A Travel Planner feature was also added to this list which helped the visitors to click and bookmark the places of attraction for them so that when they visit this country, they’ll have a long list of places to roam around. This planner also helps in suggesting routes and public transport options to the readers in order to easily choose between the locations that they have chosen for them.
यह भी पढ़ें: एक सितारे का जीवन चक्र: एक आईईएलटीएस रीडिंग उत्तर विषय जिसमें हल किए गए प्रश्न शामिल हैं
पर्यटन New Zealand Website IELTS Reading Answers: Part 4
New Zealand is not just any typical destination where people could come and roam around; it’s an emotion, a feeling for all those four million people residing here. New Zealand is just a small & pretty country with little less population in it and it creates a visitor economy for the tourists which is generally composed of small businesses. It is generally perceived as a safe English-speaking country with reliable transport infrastructure. And because of the long-haul flights, most visitors have to stay for a long period of time in this country, let’s say, for about a period of 20 days so that they can see as much of the country as is possible for them on a one-time long visit to this country.
पर्यटन New Zealand Website IELTS Reading Questions
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.
#1. Easy for Tourism-related business to get on the list
#2. Allowed businesses to _____________ information regularly
#3. Provided a countrywide evaluation of businesses, including their impact on the _________________
#4. Special features on local topics
Example – an interview with a former sports _________________, and an interactive tour of various locations used in ____________________________
#5. Information on driving routes that varied depending on the ___________________________
#6. Travel Planner • included a map showing selected places, details of public transport and local ________________
#7. ‘Your Words’ • travelers could send a link to their ________________________
#2. Environment
#3. Captain
#6. Accommodation
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, mention
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 ” created by the tourism department of New Zealand has been aiming to provide some great deals, itineraries, and good-deal packages for the travel companies as well as for all those travel enthusiasts.
#9. Many of the visitors out of these were found to be searching for the information that they want on the official website by the geographical location of the area.
#10. According to research, 26% of visitor satisfaction is related to their accommodation.
#11. Many-a-times, it has been noticed that many of the visitors to this country become more involved in the local culture of the country and enjoy it a lot.
#12. Many visitors like staying in small hotels as they like the vibe of such hotels a lot rather than those big, grand, and new ones recently built in the country.
#13. Visitors feel it unlikely to return to the country after their first visit here.
#9. Not Given
#12. Not Given
आईईएलटीएस Preparation Tips: Reading Section
#1.the two “s”.
By the two S here, we mean Skimming and Scanning, that is to skim and scan the lines of the passage. This requires an individual to go through the reading passage in order to get a general understanding of the content and what could be the answers to the questions that follow behind it.
#2.Good Reading Speed
While practising for the IELTS reading section, an individual is asked to read as many passages as he/she can in order to increase their reading speed. This can further help an individual a lot in the future.
#3.Don’t Understand the Full Passage
While sitting in the exam hall, the aim of an individual should not be to understand the entire passage completely because this will put the ability to answer the questions in a timely manner to the test. And after all, your only aim should be to just find the correct answers to the questions.
After reading the above paragraph, we hope that you might have understood it well and have got an idea of how you can further solve the questions related to it or find out the different answers for the various questions being provided. If you have any doubts in your mind regarding the same, just feel free to comment down below and let us know all about it so that we can help you with that in the future because we’ll be more than happy to help you out through this.
Also, if you want more help in any of these reading passages, don’t forget to just check out our other blogs that will help you with the same.
यह भी पढ़ें: पुरातत्व की प्रकृति और उद्देश्य: आईईएलटीएस रीडिंग टेस्ट के लिए रीडिंग उत्तर खोजें
helped alott
प्रातिक्रिया दे जवाब रद्द करें
आलेख साझा करें:
लेखक के बारे में
साक्षी बचानी.
साक्षी बचानी एक फ्रीलांस कंटेंट राइटर और टीचर हैं। उन्होंने दिल्ली विश्वविद्यालय से स्नातक की डिग्री पूरी की है। वह पिछले पांच वर्षों से एक स्वतंत्र शिक्षिका हैं और उन्होंने छोटे बच्चों को उनके सपने हासिल करने में मदद करने की दिशा में काम किया है। उन्होंने एक एनजीओ के साथ इंटर्न टीचर के तौर पर भी काम किया था। लिखने और पढ़ाने के अलावा, वह वास्तव में संगीत, जानवरों और पौधों का आनंद लेती हैं। उसका अपना छोटा सा बगीचा भी है जिसे वह बहुत प्यार करती है और कभी-कभी उसे अपने लिए और पौधे खरीदते हुए भी देखा जा सकता है।
आप इसे भी पसंद कर सकते हैं
माइट हार्वेस्टमेन उत्तर पढ़ना: आइए आईईएलटीएस मॉक टेस्ट और आईईएलटीएस अभ्यास टेस्ट के साथ तैयारी करें!
उत्तर पढ़ने वाले चींटियों के नमूने एकत्र करना: आइए आईईएलटीएस परीक्षा में सफल होने की तैयारी करें
जैविक खेती और रासायनिक उर्वरक उत्तर पढ़ना: आइए आईईएलटीएस परीक्षा में अच्छा स्कोर करें!
अन्य कहानियाँ, क्या आईईएलटीएस स्पीकिंग टेस्ट आमने-सामने है यहां बताया गया है कि आप इसमें कैसे सफल हो सकते हैं और 8+ बैंड स्कोर हासिल कर सकते हैं, ऊबना क्यों उत्तेजक और उपयोगी भी है आईईएलटीएस उत्तर पढ़ना.
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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.
Database of tourism services | • easy for tourism-related businesses to get on the list • allowed businesses to …………………………… information regularly • provided a country-wide evaluation of businesses, including their impact on the ……………………….. |
Special features on local topics | • e.g. an interview with a former sports ……………………………., and an interactive tour of various locations used in ………………………. |
Information on driving routes | • varied depending on the …………………………… |
Travel Planner | • included a map showing selected places, details of public transport and local …………………………. |
‘Your Words’ | • travelers could send a link to their ………………………… |
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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