Table of Contents
BEST IELTS Academic Reading Test 575
IELTS ACADEMIC READING TEST 575 – PASSAGE – 3
IELTS ACADEMIC READING TEST – 575
READING PASSAGE – 3
WHY GIRLS NEED TO SWITCH ON TO COMPUTING
The garden is coming along nicely. Flowers spring into bloom in the herbaceous borders; mature trees are imported to cast their shade across the lawn. If only real life was this simple. For Bernadette Carverry and Jessica Allen, both 10, designing a garden takes a matter of minutes, not years. Later they might switch to designing a room, complete with plasma TV, or a bedroom, with lava lamps and pot plants. “I like computers,” says Jessica, “you can design lots of things.” “I liked it when we got to design clothes, and do interviews,” says Bernadette. “It was like something you see in a magazine.”
The girls are part of an after-school computer club specifically tailored to get girls interested in what can often be an all-too-macho world of computer games and web design. Once a week they come along from their west London primary school to the ICT suite of the Sacred Heart High School in Hammersmith, an 11 to 16 maintained Catholic girls’ school, for an hour or so of girly fun at the keyboard.
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And it clearly is fun. Every computer station in the room is taken, either by the dozen visiting pupils, or by Sacred Heart students, and screens glow with bubble gum colours as girls run a rock concert, design a magazine or plan a fashion show. “The target is girls in years six and seven. It’s nice to be able to offer them something different,” says head of ICT Niall Quinn.
“They find it creative, and they are learning about ICT almost subliminally.” Behind the fun lie serious problems. Girls are perfectly happy to use computers as social aids, to chat with their friends or read e-mails, but they are not acquiring the heavyweight technological skills of using spread sheets, constructing databases and designing web pages. Pre-school girls seem to embark on life just as interested as boys in computers, but somewhere along the way the rot sets in, so that only a mere fraction of the country’s computer graduates are female.
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Which means that an enormous number of skilled jobs are closed to girls when they leave school, and the e-skills industries, in turn, are finding it hard to get people of the right calibre. This has serious implications for the country’s long-term technological capability.
“Jobs are growing in the IT sector much faster than in the economy as a whole.” says Brian McBride, former managing director of T-Mobile, “but there is an over-all shortage of skills, and a basic gender imbalance in the industry. Only about twenty per cent of the workforce is female, and of the women who go into it, many leave to have their families and so on. Part of the problem is the IT and telecommunications image.
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People tend to think of geeky, long-haired boys playing war games!” Because of this, his former company and other corporate heavyweights, such as British Airways, IBM, the Ford Motor Company and Cisco, have thrown their muscle behind a new initiative to make computers more accessible and girl-friendly.
The Department for Education and Skills came up with funding (28.4m until 2007), companies donated time, advice and software, and the Computer Club for Girls, or CC4G as it is known, was launched in 2002, with a pilot programme funded by the South East England Development Agency.
“We did some research among women’s groups and employers and we found that girls lost interest between about 9 and 13, and weren’t carrying on with IT in secondary school,” says Melody Hermon, project manager with e-skills UK, the national skills council for the IT sector, which is running the programme. So CC4G developed software for an after-school computer club mainly in a startling shade of pink which would allow girls to do all kinds of things dear to their hearts from designing digital dance moves to planning a sports event.
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On the way, so the thinking went, girls would become acquainted with programmes such as Photoshop, MS PowerPoint and MS Excel, and gain confidence in all aspects of using computers. The club would work for all kinds of schools, whether in rich or poor areas, and for all kinds of pupils, from the very bright to the academically challenged.
Since the materials were tailored to the national curriculum it would also underpin the ICT curriculum that pupils were following in key stages two and three and help improve their performance. Most clubs would run after school, or in the lunch-hour, but, once enrolled, club members would also be free to access the website at home. So far 1,054 schools are registered, and some of them have 80 to 90 girls signed up to their clubs.
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“It’s picking up all the time,” says Hermon. “We help and support schools to get started and encourage girls to return to the site out-of-hours. The whole thing has a non-school, club-type feel about it, with things that we give away, like pens and bags, which is what girls want. I have two daughters, so I know!”
The club is free to schools, and teachers get induction sessions, plus online and telephone support, and those who have been running pilot clubs report good results, with a positive impact on girls’ ICT achievements. Two thirds of girls in these clubs now say they are more likely to think about a career in ICT than before. “The club has made a profound difference in school to attitudes and aptitudes of girls in the ICT area,” says Deborah Forster, head of Trinity School, Newbury, a specialist performing arts and technology college.
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“What it has helped do is reinforce the critical link between ICT, the arts, creativity and the full range of subjects. That’s the point: IT is an essential part of any career nowadays.” “The beauty of the club is the way it combines a fun, real-life structure for learning IT-related skills with the development of a whole set of wider transferable skills, from project management to teamwork and evaluation. The girls absolutely love going to the club and have been its biggest advocate within school by spreading the word,” says Jenny Wilkins, head of Skinners’ Company’s School for Girls, in east London.
Questions 27-30
For each question, only ONE of the choices is correct.
27. …………… girls are just as interested in computers as boys of the same age.
A. Very young
B. Older
C. Teenage
28. CC4G is a partnership between the government and
A. private schools.
B. private companies.
C. women’s groups.
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29. The girls in CC4G can
A. only use computers at schools.
B. use computers outside schools.
C. only use computers at the CC4G club rooms.
30. Deborah Forster says that CC4G has
A. strengthened the connection between ICT and other subjects.
B. helped girls get better grades at school.
C. helped girls become as good as boys at using computers.
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Questions 31-35
Write NO MORE THAN THREE WORDS for each gap.
31. Many skilled jobs are ……………. because they lack IT skills.
32. CC4G materials are related to the ……………. to help girls with schoolwork.
33. Some CC4G clubs have ……………. members.
34. Two thirds of girls in CC4G are ……………. consider ICT related work.
35. Project management, teamwork and evaluation are …………….
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Questions 36-40
Do the following statements agree with the information given in the text?
Write:
TRUE if the information in the text agrees with the statement.
FALSE if the information in the text contradicts the statement.
NOT GIVEN if there is no information on this.
36. Jessica Allen’s favourite computer club activity is designing gardens.
37. Girls are more likely than boys to use computers for communication.
38. About 20% of the IT workforce is female.
39. Pink is often used to attract girls’ attention.
40. Girls, rather than teachers, introduced CC4G to Skinners’ Company’s School for Girls.
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IELTS Academic Reading Test
ANSWERS
27. A
28. B
29. B
30. A
31. CLOSED TO GIRLS
32. NATIONAL CURRICULUM
33. 80 TO 90
34. MORE LIKELY TO
35. (WIDER) TRANSFERABLE SKILLS
36. NOT GIVEN
37. NOT GIVEN
38. TRUE
39. TRUE
40. NOT GIVEN
IELTS Academic Reading Test