The 6 most exciting activities you can do on a family holiday
A
Siemens Cookery School
Whether you have children who need to be fed or a busy working life, finding time to learn new cooking skills is a challenge. Expert chefs share all the tricks and skills required to cook to a professional standard. In the summer you may even learn to cook in the open air. Heaven.
B
Cycling
The landscape surrounding the hotel has some of the best cycling terrains in the world. Whether you want to ride along the glorious coast on a road bike or take on some serious climbs and downhills in the Sierra Nevada, there are options for all abilities. Robinson can also organise group tours to Salobreña and Calahonda.
C
Archery
Your holiday experiences of archery are probably limited to cheap equipment in a random part of the hotel. But here there’s a unique archery centre with distances of up to 40m for true experts. There are also beginners’ classes for keen novices.
D
Padel Tennis
This exciting game, which originated in Mexico, is a cross between tennis and squash. There is a net, and back and side walls to bounce the ball off. This hotel has introduced the game for the first time this year.
E
WellFit
Robinson coined this term to describe its extensive spa and fitness facilities. At Cala Serena, there is a huge range, including a fitness studio, GroupFitness classes including step, Aqua Fit and indoor cycling, a body and mind room offering Yoga and Stretch & Relax classes and the soothing WellFit spa, with a Finnish sauna and even a Cleopatra bath (additional charge).
F
Diving
The Red Sea is a veritable Eden of underwater delights and when you stay at Soma Bay in Hurghada you can take a range of diving courses to explore the world beneath the sea.
The latest dive equipment waits and instructors can guide you through a taster session to your PADI Open Water qualification and beyond with SSI Diamond Dive Resort Daily excursions. The ultra-sporty can even try freediving, or if you prefer, there are snorkelling courses available.
Questions 1-7
Look at the six advertisements above, A-F
For which activity are the following statements true?
Write the correct letter, A-F, in boxes 1-7 on your answer sheet.
NB You may use any letter more than once.
1. You can ride along the beach or try something more difficult, depending on their capabilities.
2. Travel underwater to explore
3. Play an exciting game
4. Prepare something to eat
5. Participants can try something for both beginners and the more experienced
If you like people, have a passion for scuba diving and want an extraordinary life – become a PADI Instructor. Teaching scuba diving allows you to share your love of the aquatic world with others while doing what you enjoy – being in, around and under water. PADI Open Water Scuba Instructors and PADI Assistant Instructors are the most sought-after dive professionals around the world because they’ve completed the program that sets the standard for training dive professionals. You earn a PADI Instructor rating through hard work and commitment, but you’re rewarded with a job that lets you share incredible underwater adventures with others – transforming their lives for the better and enriching yours.
Are you ready to join the ranks of the dedicated professionals who teach the world’s most progressive and popular scuba diver education programs? Then Go PROSM with an Instructor Development Course. The Instructor Development Course (IDC) is made up of two parts – the Assistant Instructor (AI) course and the Open Water Scuba Instructor (OWSI) program. Most dive professionals complete the entire IDC and go on to attend an Instructor Examination (IE), which is the final step to earning a PADI Instructor certification.
Successfully completing just the AI course results in a PADI Assistant Instructor qualification. When an AI is ready to progress, attending an OWSI program allows entry into an IE to earn a full PADI Instructor rating. Dive professionals who hold an instructor rating with another diver training organisation may be eligible to enrol directly in the OWSI program. This recognises prior instructor training and provides a path to become a PADI Instructor.
Over a minimum of five days, but usually, more like seven, the IDC teaches you to conduct all PADI core courses. You’ll be able to organise and present information, conduct skill development sessions and control open water dives. Basically, you become a better public speaker and get really good at demonstrating skills while watching out for student diver safety.
Questions 8-14
Do the following statements agree with the information given in the text above?
In boxes 8-14 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 present
8. You need to be enthusiastic and motivated on this course
9. To complete the course you have to perform well and show responsibility
10. The diving course takes more than two days to complete
11. The Instructor development Course is made up of 3 parts
12. You can enrol onto the OWSI program if you have previous training
13. It is important that you are a strong swimmer
14. An important part of the course is diving in deep water to look for sea life
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We all know the simple don’ts of an interview such as don’t arrive late, don’t dress inappropriately and don’t show up looking unprepared. However, I have compiled a more in-depth Top 10 List of Don’ts derived from the feedback of industry companies and candidates alike.
1) Don’t mispronounce the names of those interviewing you. Double check the pronunciation of names with the receptionist or hiring manager prior to your interview. Getting names correct is a simple matter of courtesy and respect.
2) Don’t walk into the interview without knowing about the company. Do your homework and research the company prior to the interview. Visiting their website is a good place to start.
3) Don’t even think about answering your cell phone during the interview. It’s best to turn it off prior to entering the building.
4) Don’t make negative comments or remarks about your present or past employers. When explaining why you are seeking a change, communicate your rationale professionally.
5) Don’t answer questions with a simple “yes” or “no”. Explain and give details whenever possible. However, make sure you provide the details in a succinct and articulate manner.
6) Don’t expect your resume to close the deal. Sell yourself by providing more information and cite specific examples of how you have been successful at your current or past job(s).
7) Don’t pretend to know-it-all. If you don’t know the answer to a question, say so. Never pretend to know something or someone if you don’t.
8) Don’t inquire about salary, vacation, benefits, bonuses or retirement during the initial interview. This information will be provided at a later date if the process proceeds. If the interviewer asks about the salary you want, give a range based on your research of competitive rates. However, it might be best to indicate that you are more interested in the opportunity than a specific salary.
9) Don’t falsify application information. Most companies do background checks on candidates and any false information you provide will be exposed.
10) Don’t’ leave the interview without asking about the next steps in the process and don’t forget to write a thank-you note immediately after the interview.
Questions 15-20
Complete the sentences below.
Choose ONE WORD ONLY from the text for each answer.
Write your answer in boxes 15-20 on your answer sheet.
15. Before the interview make sure you………………………… the company.
16. Only say good things about your past employers, nothing …………………………..
17. Give good answers to questions with lots of …………………………….
18. Include……………………….. of how you have used your skills in previous jobs.
19. It is better not to ask questions about the ………………………………
20. Be honest, most places will do a ………………………. check.
This course is suitable for people aged 16+ who work in high-hazard environments such as construction, manufacturing or agriculture.
It is also ideal for organisations whose needs assessment identifies a requirement for additional first aid training (e.g. due to having employees with a disability or medical condition).
It gives learners the skills and confidence to respond to a range of accidents and first aid emergencies they could encounter in the workplace.
Length
3 days
Time
09:00-17:00
Course content includes:
Our first aid at work course covers the content specified in the Health and Safety (First Aid) Regulations 1981.
It gives learners the first aid skills to help someone who:
is unresponsive and breathing
is unresponsive and not breathing (including the use of an automated external defibrillator/AED)
is choking
is bleeding
is suffering from shock
is burnt
feels faint
has been poisoned
has a head injury
has hypothermia or heat exhaustion
is having a medical emergency:
seizure
heart attack*
angina attack
stroke
asthma attack
severe allergic reaction
diabetic emergency
has an injury to a bone muscle or joint (including spinal injuries).
The course also includes information on:
dealing with an emergency:
assessing a casualty
monitoring a casualty
where to get help
electrical incidents
accident recording and reporting
control of substances hazardous to health (COSHH).
Each learner receives a training pack including a host of resources to help them practice the skills covered. The pack includes a course companion workbook, first aid manual, bandages and more.
Qualification
The HSE requires at least 18 training and contact hours for this course. Learners must attend all sessions to be eligible for assessment, which is done by continuous observation and questioning during the course.
On successful completion of this course, you will receive a first aid at work certificate which is valid for three years.
For best practice, we support the HSE recommendation to complete an annual first aid skills update.
Pre-requisites
Our courses offer a practical, hands-on approach that delivers the skills and confidence to use first aid skills in a real life situation. Learners must be physically able to carry out the practical elements of the course.
Questions 21-27
Answer the questions below.
Choose ONE OR TWO WORDS ONLY AND/OR A NUMBER from the text for each answer.
Write your answers in boxes 21-27 on your answer sheet.
21. What is the minimum age to enrol on the course?
22. Which position is the certificate intended for?
23. How many days does the course cover?
24. What does each participant receive during the course?
25. How many hours must the students attend in order to pass the course?
26. How long is the course certificate valid for?
27. What do the students have to be, so that they can manage the course?
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Answers >
Questions 15-20
15. research
16. negative
17. details
18. examples
19. salary
20. background
Questions 21-27
21. 16
22. One of the following – Construction/Manufacturing/Agriculture
Henry, the second son of King Henry VII and Elizabeth of York, was born on 28 June 1491 at Greenwich Palace. After the death of his elder brother Arthur in 1502, Henry became heir to the English throne.
B
When Henry VII died in 1509, this popular eighteen-year-old Prince, known for his love of hunting and dancing, became King Henry VIII. Soon after he obtained the papal dispensation required to allow him to marry his brother’s widow, Catherine of Aragon. In the first years of his reign Henry VIII effectively relied on Thomas Wolsey to rule for him, and by 1515 Henry had elevated him to the highest role in government: Lord Chancellor. In 1521 Pope Leo X conferred the title of Defender of the Faith on Henry for his book ‘Assertio Septem Sacramentorum’, which affirmed the supremacy of the Pope in the face of the reforming ideals of the German theologian, Martin Luther.
C
Henry VIII’s early military campaigns began when he joined Pope Julius II’s Holy League against France in 1511. Wolsey proved himself to be an outstanding minister in his organisation of the first French campaign and while the Scots saw this war as an opportunity to invade England, they were defeated at Flodden in 1513. However, war with France ultimately proved expensive and unsuccessful. Henry VIII is known as the ‘father of the Royal Navy.’ When he became king there were five royal warships. By his death, he had built up a navy of around 50 ships. He refitted several vessels with the latest guns including the Mary Rose, which sank in 1545. Henry also built the first naval dock in Britain at Portsmouth and in 1546 he established the Navy Board. This set up the administrative machinery for the control of the fleet.
D
Henry was acutely aware of the importance of securing a male heir during his reign. He was worried that he had only one surviving child, Mary, to show for his marriage to Catherine, who was now in her 40s. So the king asked Cardinal Wolsey to appeal to Pope Clement VII for an annulment and it soon became clear he wanted to marry Anne Boleyn, who had been a lady-in-waiting to his first wife. But, unwilling to anger Catherine of Aragon’s nephew – the most powerful ruler in Europe, the Holy Roman Emperor Charles V – the Pope refused. Thomas Wolsey’s ascendancy was cut short by this failure. In 1533, Henry VIII broke with the church and married the now pregnant Anne Boleyn in a secret ceremony. Henry was excommunicated by the Pope. The English Reformation had begun.
E
After Wolsey’s downfall, Thomas Cromwell became Henry’s chief minister and earned the confidence of the King by helping him to break with Rome and establish Henry VIII as head of the Church of England. This act also brought him much needed wealth through the dissolution of the well-funded monasteries. Over four years Cromwell ordered that 800 monasteries be disbanded and their lands and treasures were taken for the crown. The cultural and social impact was significant, as much of the land was sold to the gentry and churches and monasteries were gutted and destroyed. Henry’s personal religious beliefs remained Catholic, despite the growing number of people at court and in the nation who had adopted Protestantism.
F
In September 1533 Anne gave birth to a daughter, Elizabeth (the future Queen Elizabeth I). Henry had grown tired of her, and after two further pregnancies ended in miscarriages, she was arrested in 1536 on trumped up charges of adultery and publicly beheaded at the Tower of London. Henry’s third marriage, this time to the lady-in-waiting, Jane Seymour, finally produced the son he so desperately desired with the birth of Edward in 1537. Jane Seymour died after childbirth and Henry ordered that she be granted a queen’s funeral. In an attempt to establish ties with the German Protestant alliance, Thomas Cromwell arranged a marriage between the king and German princess Anne of Cleves. The marriage was a disaster and Henry divorced Anne a few months later. Henry blamed Cromwell for this mismatch and soon afterwards had him executed for treason.
G
The final years of his reign witnessed Henry VIII’s physical decline and an increasing desire to appear all-powerful. Henry continued with fruitless and expensive campaigns against Scotland and France. In 1540, the ageing King married the teenage Catherine Howard. Their marriage was short-lived. It was alleged that she had a previous relationship with Henry’s courtier Francis Dereham and an affair with another courtier Thomas Culpeper. Catherine was executed for adultery and treason in 1542. Henry’s final marriage to Catherine Parr, who acted as a nurse, was more harmonious and she would go on to outlive him. Henry VIII died on 28 January 1547 and was succeeded by his son, Edward VI. He was buried next to Jane Seymour in St. George’s Chapel at Windsor Castle.
Questions 35 – 37
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 35-37 on your answer sheet.
Who was Henry VIII?
Henry VIII was one of the most notable and memorable monarch’s that England has seen. Much talked about throughout history, Henry VIII ascended to the throne when his father died and he was the only 35 ……………………………… He married his brother’s widow Catherine of Aragon and took counsel from one of the more well-known figures in history 36 …………………………………………. Throughout his reign, Henry VIII was known for his many relationships, foremost with his second wife 37 ……………………………………………. This relationship was the driving force behind Henry’s break with Rome and the Catholic faith.
Questions 38-40
Complete the notes below.
Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 38-40 on your answer sheet.
The Wives of Henry VIII
Catherine of Aragon was the first wife of Henry VIII, originally married to his brother.
His second wife was Anne Boleyn, mother of 38 …………………………………. He grew tired of her and had her beheaded.
Moving on to Jane Seymour who gave Henry the son he so wanted, she died during childbirth.
Next was Anne of Cleaves, who was thought to have disappointed Henry with her appearance, however, she survived the marriage as it ended in 39 ………………………………………
After that, he married teenager Catherine Howard, who was much younger than him and was rumoured to have had many affairs.
Lastly he married Catherine Parr, who went on to 40 ………………………………… him.
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Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published June 2017. Last reviewed 3 July 2026.
Reading Text 1
This text is from Science Mag and written by Carrie Arnold
You should spend around 20 minutes on Questions 1-13, which are based on reading text 1.
Shhh, The Ants Are Talking
If you want to survive as an ant, you’d better get ready to make some noise. A new study shows that even ant pupae—a stage between larvae and adult—can communicate via sound and that this communication can be crucial to their survival.
“What’s very cool about this paper is that researchers have shown for the first time that pupae do, in fact, make some sort of a sound,” says Phil DeVries, an entomologist at the University of New Orleans in Louisiana who was not involved in the study. “This was a very clever piece of natural history and science.”
Scientists have known for decades that ants use a variety of small chemicals known as pheromones to communicate. Perhaps the most classic example is the trail of pheromones the insect’s place as they walk. Those behind them follow this trail, leading to long lines of ants marching one by one. However, the insects also use pheromones to identify which nest an ant is from and its social status in that nest. Because this chemical communication is so prevalent and complex, researchers long believed that this was the primary way ants shared information.
However, several years ago, researchers began to notice that adults in some ant genuses, such as Myrmica, which contains more than 200 diverse species found across Europe and Asia, made noise. These types of ants have a specialised spike along their abdomen that they stroke with one of their hind legs, similar to dragging the teeth of a comb along the edge of a table. Preliminary studies seemed to indicate that this noise served primarily as an emergency beacon, allowing the ants to shout for help when being threatened by a predator.
Larvae and young pupae have soft outer skeletons, which means their specialised spikes haven’t yet formed and they can’t make noise. However, as the pupae mature, their covering hardens into a tough exoskeleton like that found in adult ants. These older pupae do have fully functional spikes but were generally thought to be silent.
Karsten Schönrogge, an entomologist at the Centre for Ecology & Hydrology, Wallingford, in the United Kingdom, thought it odd that mature pupae would have the capability to produce sound but remain silent. So he and his colleagues listened in to a group of Myrmica scabrinodisants. These 4- to 5-millimeter-long, reddish-brown ants are commonly found in northern Europe, in low-lying areas like peat bogs.
Using an extra-sensitive microphone that would pick up on the faint acoustic signals, the researchers measured the sounds produced by 10 differentM. scabrinodis larvae, six immature pupae, and six mature pupae. Whereas the larvae and immature pupae were completely silent, the mature pupae produced brief pulses of sound, the team reports online today in Current Biology.
Further analysis of this noise showed that it was a simplified version of the more complex adult sound. It was as if the mature pupae were saying, “Help!” while the adults were saying “Hey, I’m over here! Please come help! It’s your friend!”
To test the function of these noises in the mature pupae, the researchers first played back the sounds made by either the mature pupae or adult M. scabrinodis. Adult worker ants responded the same way to both recordings, such as walking over to the speaker, rubbing their antennae against it, and guarding it. They didn’t show these responses when Schönrogge and colleagues played white noise. These behaviours, which represent a worker ant’s attempts to protect its nestmates, indicate that acoustic communication served to bring assistance in both mature pupae and adult ants.
To see how the ants used this acoustic communication, the team removed the abdominal spike from some of the mature pupae in a nest. The researchers then disturbed the nest, spilling out larvae, pupae, and adult workers into an experimental arena. Normally, the adult ants rescue their nestmates in a specific order: mature pupae, immature pupae, and, finally, the larvae. In the experiments by Schönrogge and colleagues, the adult workers indeed rescued the unmuted mature pupae first. However, the adult ants completely ignored the muted ants. It was as if the mute mature pupae simply didn’t exist.
“The sounds they make rescue them by signalling their social status,” Schönrogge says. “There is complex information in these signals,” that combine with chemical signals to provide an array of information about the individual. Researchers have yet to decode everything the ants are communicating by sound and how the ants interpret these signals. Acoustic communication may be especially important in mature pupae because they don’t yet produce the full array of adult pheromones, but they also don’t smell and behave like larvae, either.
DeVries cautions that the discovery doesn’t mean that chemical communication in ants is less important. “Ants live in these enormously sophisticated societies,” he says. “Acoustic signalling adds another gorgeous piece to what we know about how insect societies communicate.”
Questions 1-6
Do the following statements agree with the information in the text?
In boxes 1-6 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 present
1. Adult ants have spiked legs
2. Mature ants and pupae can convey they need help by creating sounds
3. The larvae do no produce any signals
4. Quiet ants were not retrieved by the mature ants
5. The ants tested did not show any positions relating to hierarchy
6. Ants live in practical communities
Questions 7-9
Complete each sentence with the correct ending, A-F below
Write the correct letter A-F, in boxes 7-9 on your answer sheet.
7. The ants can use their sense of smell
8. Some ants can create a sound
9. Some researchers
A. to detect other insects
B. to talk to each other and gain knowledge of their place in the hierarchy
C. from using their antennae
D. that is used to ask for help
E. documented the tone from various stages of ant formation
F. created a support network for the ants
Questions 10-13
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 10-13 on your answer sheet.
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You should spend about 20 minutes on Questions 14-26, which are based on reading text 2.
Questions 14-18
The text below has five paragraphs A-E.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-viii, in boxes 14-18 on your answer sheet.
List of Headings
i. A new beginning
ii. A career like no other
iii. Integration and education
iv. The result of the overall benefits
v. Some drawbacks of working in the healthcare system
vi. From the initial process to the workplace
vii. The future of healthcare for refugees and migrants
viii. Examples of medical staff success
14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
World Refugee Day: WHO training enables Syrian doctors and nurses to provide health care in Turkey
A
“We and the Turkish doctors are working like brothers and sisters.” These are the words of Muhammed Hattab, 1 of more than 3 million Syrian refugees now living in Turkey – the country with the highest number of refugees in the world. A doctor who fled his home in Aleppo more than 2 years ago, Muhammed did not know whether by leaving northern Syria he was also abandoning his profession and the career he had built in his home country. However, thanks to a joint programme of the WHO Country Office in Turkey and the Turkish Ministry of Health, he has been able to begin a new chapter of his life and career, working in the Turkish national health system and providing care for his fellow Syrians in Turkey.
B
In 2016, the Turkish government enacted a law that allows Syrian health professionals to enter the workforce in the Turkish health system, with the aim of both integrating Syrian professionals into the health system and also ensuring that Syrian refugees can receive health care without encountering language or cultural barriers. In order to implement this law, the Public Health Institution of Turkey, associated with the Ministry of Health, and the WHO Country Office developed an adaptation training for Syrian health workers living Turkey – including doctors, nurses and midwives. The initiative is supported financially by the European Civil Protection and Humanitarian Operations (ECHO).The training provides classroom and practical coursework, resulting in a certificate that authorises Syrian health-care workers to practice in refugee health centres established in Turkey and to deliver health services to Syrian refugees.
C
Since the trainings began in November 2016, over 380 doctors and 360 nurses and midwives have received vocational competence certificates, allowing them to serve refugee populations in Turkey. Ultimately, they will staff the 260 refugee health centres and 600 refugee health units that the Ministry of Health has opened and will establish in the future. These centres and units provide primary health care, with services offered to Syrian refugees free of charge. “This project in Turkey was the salvation for Syrian doctors,” says Muhammed. “With this programme, we felt like doctors for the first time in 2 years.”
D
While the health-care profession has general underlying principles that are universal across different parts of the world, some important regulations and practices differ greatly from country to country. The adaptation training seeks to give Syrian health workers the knowledge and experience they need in order to be fully competent and skilled in the Turkish setting. They must first apply for the programme and go through a selection process. Once approved by the Ministry of Health, they undergo a 1-week classroom training with Turkish university professors and lecturers, followed by 6 weeks of on-the -job training in a Refugee Health Centre. By working under the mentorship of Turkish health professionals for several weeks, they are able to familiarise themselves with the Turkish health system and prepare to provide care within this system. They are also evaluated at each stage of the training process before becoming certified to work in Turkey, helping to ensure good results for Syrian patients in the country.
E
“These trainings are not only a way to address language barriers but a good example of the collaboration between national and international partners in Turkey to help the integration of Syrian medical doctors, nurses and midwives to serve the community of refugees. We appreciate that the Government of Turkey, the Ministry of Health and Turkish health staff ensure equitable access to health services. And we consider this a one-of-a-kind collaboration among WHO, academia and the Ministry of Health to set an example for other countries, accommodating high numbers of refugees and migrants,” comments Dr Pavel Ursu, WHO Representative to Turkey. WHO supports the classroom portion of the training, in collaboration with the Ministry, and is committed to making sure that Syrian health professionals are equipped with the essential theoretical background for their future career. In addition, WHO provides trainees with financial support for the duration of practical training to cover living expenses and travel costs.
Questions 19-22
Look at the following titles/names (Questions 19-22) and the list of statements below.
Match each title/name with the correct statement, A-F.
Write the correct letter, A-F, in boxes 19-22 on your answer sheet.
19. Muhammed Hattab
20. The Turkish Government
21. The Ministry of Health
22. Dr Pavel Ursu
A. Moved to Turkey
B. Provides healthcare for Syrians in Turkey
C. Implemented a system allowing migrant and refugee medical workers to undergo training in similar practices
D. Are evaluating the Turkish health system
E. Has opened many places for people to receive free healthcare
F. Gives praise to the new collaboration amongst professionals and the government
Questions 23-26
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 23-26 on your answer sheet.
23. Muhammed Hattab refers to working with fellow Syrians like working with brothers ………………………………………….
24. The Turkish government is making it easier for Syrians to be treated medically by fellow ……………………………
25. Syrian medical professionals are entered into a …………………………. program that updates their knowledge of the Turkish healthcare system.
26. Everyone involved is trying to set an ………………………. to other places in the world.
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