文档内容
Contents
Introduction 4
Test1 10
Test 2 33
Test 3 57
Test4 80
Audioscripts 103
Listening and Reading Answer Keys 124
Sample answers for W「itingtasks 132
Sample answer sheets 140
Acknowledgements 144Introduction
The International English Language Testing System (IELTS) is widely recognised as
a reliable means of assessing the language ability of candidates who need to study
or work whe e English is the language of communication. These Practice Tests are
「
designed to give future IELTS candidates an idea of whethe their English is at the
「
equired level.
「
IELTS is owned by th「ee partners, Cambridge English Language Assessment, part of
the University of Cambridge, the British Council and IDP Education Pty Limited (through
its subsidia「y company, IELTS Australia Pty Limited). Further information on IELTS can
be found on the IELTS website www.ielts.org.
WHAT 15 THE TEST FORMAT?
IELTS consists of four components. All candidates take the same Listening and Speaking
tests. There is a choice of Reading and Writing tests according to whether a candidate is
taking the Academic O General T aining module.
「 「
Academic General Training
For candidates wishing to study at For candidates wishing to migrate to an
undergraduate or postgraduate levels, English-speaking country (Australia, Canada,
and for those seeking professional New Zealand, UK), and for those wishing to
registration. train or study at below degree level.
The test components are taken in the fo川owingorder:
Listening
4 sections, 40 items approximately 30 minutes
Academic Reading General Training Reading
3 sections, 40 items or 3 sections, 40 items
60 minutes 60 minutes
Academic Writing General Training Writing
2 tasks or 2 tasks
60 minutes 60 minutes
Speaking
11 to 14 minutes
Total Test Time
2 hou s44 minutes
「
4ACADEMIC TEST FORMAT
Listening
This test consists of four sections, each with ten questions. The first two sections are
concerned with social needs. The first section is a conversation between two speakers and
the second section is a monologue. The final two sections a e concerned with situations
「
related to educational or training contexts. The third section is a conversation between up to
four people and the fourth section is a monologue.
A variety of question types is used, including: multiple choice, matching, plan/map/
diagram labelling, form completion, note completion, table completion, flow-cha completion,
「t
summ a叩completion, sentence completion, sho t-answerquestions.
「
Candidates hear the recording once only and answer the questions as they listen. Ten
minutes are allowed at the end for candidates to transfe theiranswers to the answer sheet.
「
Reading
This test consists of th ee sections with 40 questions. The eare three texts, which are
「 「
taken from journa怡 books, magazines and newspapers. The texts are on topics of general
，
interest. At least one text contains detailed logical argument.
A variety of question types is used, including: multiple choice, identifying information
(True/False/Not Given), identifying the writer’s views/claims (Yes/No/Not Given). matching
information, matching headings, matching features. matching sentence endings, sentence
completion, summary completio note completion, table completion, flow-chart completion,
门，
diagram label completion, short-answer questions.
Writing
This test consists of two tasks. It is suggested that candidates spend about 20 minutes on
Task 1, which requires them to W iteat least 150 wo ds, and 40 minutes on Task 2, which
「 「
requires them to W iteat least 250 wo ds. Task 2 contributes twice as much as Task 1 to the
「 「
Writing score.
Task 1 requires candidates to look at a diagram o somedata (graph, table or cha时）and
「
to present the information in thei own words. They are assessed on their ability to organise,
「
present and possibly compare data, desc
「
ibethe stages of a p
「
ocess. describe an object or
event, or explain how something works.
In Task 2, candidates are p esentedwith a point of view, a gument O problem. They a e
「 「 「 「
assessed on their ability to present a solution to the problem. p esentand justify an opinion,
「
com pa eand contrast evidence and opinions, evaluate and challenge ideas. evidence O
「 「
arguments.
Candidates a「ealso assessed on thei「ability to write in an appropriate style.
More information on assessing the Writing test. including Writing Assessment Criteria
(public version). is available on the IELTS website.
5Speaking
This test takes between 11 and 14 minutes and is conducted by a trained examiner.
There are three parts:
Part 1
The candidate and the examine introducethemselves. Candidates then answer general
「
questions about themselves, their home/family, their job/studies, thei interestsand a wide
「
range of simila familiartopic a eas. This pa lasts between fou andfive minutes.
「 「 「t 「
Part 2
The candidate is given a task card with prompts and is asked to talk on a particular topic.
The candidate has one minute to prepare and they can make some notes if they wish,
before speaking for between one and two minutes. The examine thenasks one or two
「
questions on the same topic.
Part 3
The examiner and the candidate engage in a discussion of more abstract issues which are
thematically linked to the topic in Part 2. The discussion lasts between four and five minutes.
The Speaking test assesses whether candidates can communicate e仔ectively in English.
The assessment takes into account Fluency and Coherence, Lexical Resource, Grammatica
Range and Accu acy, and Pronunciation. More information on assessing the Speaking test,
「
including Speaking Assessment Criteria (public version), is available on the IELTS website.
6HOW 15 IELTS SCORED?
IELTS results are reported on a nine-band scale. In addition to the sco efo overall language
「 「
ability, I ELT S provides a sco
「
ein the fo
「
mof a profile fo
「
each of the fou
「
skills (Listening,
Reading, W iting and Speaking). These scores are also repo巾don a nine-band scale. All
「
scores are ecordedon the Test Report Form along with details of the candidate’s nationality,
「
first language and date of bi内h. Each Overall Band Score corresponds to a desc
「
iptive
statement which gives a summa叩of the English language ability of a candidate classified at
that level. The nine bands and their descriptive statements a eas follows:
「
9 Expert User- Has fully operational command of the language: appropriate, accurate and
fluent with complete understanding.
8 Very Good User -Has fully operational command of the language with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in
unfamiliar situations. Handles complex detailed argumentation well.
7 Good User- Has operational command of the language, though with occasional
inaccuracies, inappropriacies and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.
6 Competent User - Has generally effective command of the language despite some
inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
5 Modest User - Has partial command of the language, coping with overall meaning in
most situations, though is likely to make many mistakes. Should be able to handle basic
communication in own field.
4 Limited User - Basic competence is limited to familiar situations. Has frequent problems
in understanding and expression. Is not able to use complex language.
3 Extremely Limited User - Conveys and understands only general meaning in ve叩
familiar situations. Frequent breakdowns in communication occur.
2 Intermittent User - No real communication is possible except for the most basic
information using isolated words or short formulae in familiar situations and to meet
immediate needs. Has great difficulty understanding spoken and written English.
1 Non User- Essentially has no ability to use the language beyond possibly a few isolated
words.
。
Didnot attempt the test -No assessable information provided.
7MARKING THE PRACTICE TESTS
Listening and Reading
The Answe Keysa eon pages 124-131
「 「
Each question in the Listening and Reading tests is wo hone mark.
「t
Questions which req山reletter I Roman numeral answers
For questions where the answers are letters or Roman nume_ ra怡 youshould write only
，
the number of answers equired.For example, if the answe isa single letter or numeral
「 「
you should write only one answer. If you have written more letters or numerals than are
required, the answer must be marked wrong.
Questions which require answers in the form of words or numbers
• Answers may be written in upper or lower case.
Wo dsin brackets are optional -they are correct, but not necessa叩－
「
Alternative answers a eseparated by a slash (/).
「
If you are asked to W itean answer using a certain number of words and/or (a)
「
numbe「（s), you will be penalised if you exceed this. For example, if a question specifies
an answer using NO MORE THAN THREE WORDS and the correct answer is 'black
leather coat， the answer 'coat of black leather’is incorrect.
’
In questions where you are expected to complete a gap, you should only t ansferthe
「
necessa叩missingword(s) onto the answer sheet. Fo example, to complete 'in the ...’
「 ，
and the cor ectanswer is 'morning’ the answer 'in the morning’ would be incorrect.
「 ，
All answers require correct spelling (including words in brackets).
• Both US and UK spelling are acceptable and are included in the Answer Key.
All standard alternatives fo numbers, dates and currencies a eacceptable.
「 「
All standard abbreviations are acceptable.
You will find additional notes about individual answers in the Answer Key.
Writing
The sample answers are on pages 132-139. It is not possible for you to give yourself a mark
fo「the W「iting tasks. We have provided sample answers (wri忧en by candidates), showing
their score and the examiner’s comments. These sample answers will give you an insight
into what is required for the Writing test.
8HOW SHOULD YOU INTERPRET YOUR SCORES?
At the end of each Listening and Reading Answer Key you will find a cha 「 twhich will help
you assess whether, on the basis of you 「 Practice Test results, you a 「 e ready to take the
IELTS test.
In interpreting your sco thereare a number of points you should bear in mind. Your
陀，
perfo「 mancein the real IELTS test will be repo『tedin two ways: the 「 ewill be a Band Score
from 1 to 9 for each of the components and an Overall Band Score f 「 om 1 to 9, which
is the average of you 「 scoresin the four components. However, institutions considering
your application are advised to look at both the Ove 「 all Band Score and the Bands for
each component in order to dete 「 minewhethe 「 youhave the language skills needed for a
particular course of study. For example, if your course has a lot of reading and writing, but
no lectures, listening skills might be less impo tantand a score of 5 in Listening might be
「
acceptable if the Ove allBand Score was 7. However, for a course which has lots of lectures
「
and spoken instructions, a score of 5 in Listening might be unacceptable even though the
Overall Band Score was 7.
Once you have marked your tests, you should have some idea of whether your listening
and reading skills are good enough for you to t叩the I ELT S test. If you did well enough in
one component, but not in others, you will have to decide for yourself whether you are ready
to take the test.
The Practice Tests have been checked to ensure that they are of approximately the same
level of difficulty as the 「eal IELTS test. Howeve「， wecannot gua「anteethat your score in the
Practice Tests will be reflected in the eal IELTS test. The Practice Tests can only give you
「
an idea of your possible future performance and it is ultimately up to you to make decisions
based on you sco e.
「 「
Different institutions accept different I EL TS scores for different types of courses. We have
based our ecommendationson the average sco eswhich the majority of institutions accept.
「 「
The institution to which you are applying may, of course, require a higher O「lowerscore than
most other institutions.
。
Further inf rmation
For more information about IELTS O「anyother Cambridge English Language Assessment
examination, write to:
Cambridge English Language Assessment
1 Hills Road
Cambridge
CB12EU
United Kingdom
https://support.cambridgeenglish.org
h忧p://www.ielts.org
9Test 1
11.!l:l且呈且�
SECTION 1 Questions 1-10
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answeκ
。。”
HIRING A PUBLIC R
Example
the Main Hall -seats .....……... ?.9.9. ..……·
。。
R m and cost
the 1 ..... .................... ..... . .. .. Room -seats 100
Cost of Main Hall fo Satu day evening: 2 £ ....
「 「
+ £250 deposit (3 ......................................... payment is required)
Cost includes use of tables and chairs and also 4 .....
Additional charge fo use of the kitchen: £25
「
。
Bef rethe event
Will need a 5 ............………··….............. licence
Need to contact caretake「（Mr Evans) in advance to arrange
6
During the event
The building is no smoking
The band should use the 7 .....…........….........…......... door at the back
• Don’t touch the system that controls the volume
• For microphones, contact the caretaker
10After the event
Need to know the 8 .... .. .................. ..... .. for the cleaning cupboard
The 9 .......………··－….. must be washed and rubbish placed in black bags
All 10 must be taken down
……· ·－……
Chairs and tables must be piled up
11SECTION 2 Questions 11-20
Questions 11-14
Complete the notes below.
Write ONE WORD for each answer.
Fiddy Working Heritage Farm
Advice about visiting the farm
Visitors should
• take care not to harm any 11
• not touch any 12 ..
• wear 13 ...............
• not bring 14 into the farm, with certain exceptions
... .....……….... ........
12Questions 15-20
Label the map below.
A
Write the correct letter 斗， nextto Questions 15-20.
Road
Farm Yard
公
〈h
、u －：
、 、、 i灿
、的γ
、
－
Z
VMW
n比
C
币
2
Car Park G
.You are here
15 Scarec「ow 18 Black Barn
16 Maze 19 Covered picnic area
17 Cafe 20 Fiddy House
13SECTION 3 Questions 21-30
Choose the correct letter, A, B or C.
Study on Gender in Physics
21 The students in Akira Miyake’s study were all majoring in
A physics.
B psychology or physics.
C science, technology, engineering or mathematics.
22 The aim of Miyake’s study was to investigate
A what kind of women choose to study physics.
B a way of improving women’s pe formance in physics.
「
C whether fewer women than men study physics at college.
23 The female physics students were wrong to believe that
A the teachers marked them in an unfair way.
B the male students expected them to do badly.
C their test results were lowe than the male students'.
「
24 Miyake’s team asked the students to write about
A what they enjoyed about studying physics.
B the successful experiences of other people.
C something that was important to them personally.
25 What was the aim of the w iting exercise done by the su同ects?
「
A to reduce stress
B to strengthen verbal ability
C to encourage logical thinking
26 What surprised the researchers about the study?
A how few students managed to get A grades
B the positive impact it had on physics esults for women
「
C the difference between male and female pe formance
「
27 Greg and Lisa think Miyake’s results could have been affected by
A the length of the writing task.
B the number of students who took part.
C the information the students were given.
1428 Greg and Lisa decide that in thei own p oject, they will compare the effects of
「 「
A two diffe ent writing tasks.
「
B a w itingtask with an oral task.
「
C two different oral tasks.
29 The main finding of Smolinsky’s research was that class teamwork activities
A were most effective when done by all-women groups.
B had no effect on the performance of men or women.
C improved the esultsof men more than of women.
「
30 What will Lisa and Greg do next?
A talk to a professo
「
B observe a science class
C look at the science timetable
15SECTION 4 Questions 31-40
Complete the notes below.
Write ONE WORD ONLY for each answer.
Ocean Biodiversity
Biodiversity hotspots
• areas containing many different species
• impo tantfor locating targets for 31
「
• at first only identified on land
Boris Worm, 2005
• identified hotspots for large ocean predators, e.g. sharks
• found that ocean hotspots:
were not always rich in 32 ...............
had higher temperatures at the 33 ...........
had SU忏icient34 .........…..........…… in the water
·φ....
Lisa Ballance, 2007
• looked for hotspots for marine 35 ..
• found these were all loζated where ocean currents meet
Census of Marine Life
• found new ocean species living:
under the 36 ....
near volcanoes on the ocean floor
丁6Global Marine Species Assessment
• want to list endangered ocean species, considering:
population size
geographical distribution
rate of 37 ..
• Aim: to assess 20,000 species and make a distribution 38
for each one
Recommendations to retain ocean biodiversity
• increase the number of ocean「eserves
• establish 39 .. .... ............... ..... .... corridors (e.g. for turtles)
• reduζe fishing quotas
• catch fish only for the purpose of 40 ... ... .
17�
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.
℃ ．
rop-grow1ng skyscrapers
j By the year 2050, nearly 80% of buildings in which food crops are
’
: the Earths population will live in grown in environmentally controlled
I urban centres. Applying the most conditions. Situated in the heart of
j conservative estimates to current urban centres, they would drastically
: demographic trends, the human reduce the amount of transportation
population will increase by about required to bring food to consumers.
:
: three billion people by then. An Vertical farms would need to be
: estimated 109 hectares of new land efficient, cheap to construct and
: (about 20% larger than Brazil) will be safe to operate. If successfully
: needed to grow enough food to feed implemented, proponents claim,
: them, if traditional farming methods vertical farms offer the promise
continue as they are practised today. of urban renewal, sustainable
: At present, throughout the world, production of a safe and varied
: over 80% of the land that is suitable food supply (through year-round
: for raising crops is in use. Historically, production of all crops), and the
: some 15% of that has been laid waste eventual repair of ecosystems that
j by poor management practices. What have been sacrificed for horizontal
: can be done to ensure enough food farming.
’
I for the worlds population to live on?
It took humans 10,000 years to
The concept of indoor farming is learn how to grow most of the crops
not new, since hothouse production we now take for granted. Along the
of tomatoes and other produce has way, we despoiled most of the land
been in vogue for some time. What we worked, often turning verdant,
is new is the urgent need to scale natural ecozones into semi-arid
up this technology to accommodate deserts. Within that same time frame,
another three billion people. Many we evolved into an urban species, in
believe an entirely new approach to which 60% of the human population
indoor farming is required, employing now lives vertically in cities. This
cutting-edge technologies. One such means that, for the m叫ority, we
‘
proposal is for the Vertical Farm'. humans have shelter from the
The concept is of multi-storey elements, yet we subject our food-
18: bearing plants to the rigours of the the efficiency of the system. Single-
: great outdoors and can do no more storey greenhouses have the benefit
I than hope for a good weather year. of natural overhead light: even so,
j However, more often than not now, many still need artificial lighting.
: due to a rapidly changing climate, A multi-storey facility with no natural
: that is not what happens. Massive overhead light would require far
: floods, long droughts, hurricanes and more. Generating enough light could
: severe monsoons take their toll each be prohibitively expensive. unless
: year, destroying millions of tons of cheap, renewable energy is available,
: valuable crops. and this appears to be rather a future
aspiration than a likelihood for the
j The supporters of vertical farming near future.
: claim many potential advantages for j
j the system. For instance, crops would One variation on vertical farming that
: be produced all year round, as they has been developed is to grow plants
: would be kept in artificially controlled, in stacked trays that move on rails.
optimum growing conditions. There Moving the trays allows the plants to
: would be no weather-related crop get enough sunlight. This system is
I failures due to droughts, floods or already in operation, and works well
: pests. All the food could be grown within a single-storey greenhouse
: organically, eliminating the need for with light reaching it from above: it
: herbicides, pesticides and fertilisers. is not certain, however, that it can be
: The system would greatly reduce the made to work without that overhead
incidence of many infectious diseases natural light.
:
that are acquired at the agricultural
: interface. Although the system would Vertical farming is an attempt to
I consume energy, it would return address the undoubted problems
: energy to the grid via methane that we face in producing enough
: generation from composting non- food for a growing population. At the
j edible parts of plants. It would also moment, though, more needs to be
: dramatically reduce fossil fuel use, done to reduce the detrimental impact :
by cutting out the need for tractors, it would have on the environment,
j
: ploughs and shipping. particularly as regards the use of
energy. While it is possible that
IA m叫or drawback of vertical farming, much of our food will be grown in
j however, is that the plants would skyscrapers in future, most experts
: re甲1ire artificial light. Without it, currently believe it is far more likely
: those plants nearest the windows that we will simply use the space
: would be exposed to more sunlight available on urban rooftops.
and grow more 甲1ickly, reducing
:
19Questions 1-7
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 1-7 on your answer sheet.
Indoor farming
1 Some food plants, including ....... .. ........ are already grown indoors.
2 Vertical farms would be located in ....… … ，meaning that there would be less
need to take them long distances to customers.
3 Ve「tical farms could use methane from plants and animals to produce .........
4 The consumption of ..................... would be cut because agricultural vehicles would be
unnecessa叩．
5 The fact that vertical farms would need …............….. light is a disadvantage.
6 One form of vertical fa「ming involves planting in ...................... which are not fixed.
7 The most probable development is that food will be grown on .........… ...... in towns
and cities.
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 Methods fo predicting the Earth’s population have recently changed.
「
9 Human beings are 「esponsible for some of the destruction to food producingland.
『
10 The crops p「oduced in vertical farms will depend on the season.
11 Some damage to food crops is caused by climate change.
12 Fertilisers will be needed for ce ain crops in vertical farms.
「t
13 Vertical farming will make plants less likely to be a仔ected by infectious diseases.
20READING PASSAGE 2
γou should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.
THE FALKIRK WHEEL
A unique engineering achievement
The Falkirk Wheel in Scotland is the headed axe, but also the vast turning
world’s first and only otatingboat lift. P opeller of a ship, the ibcageof a whale
「 「 「
Opened in 2002, it is cent alto the O thespine of a fish.
「 「
ambitious £84.Sm Millennium Link p
「
oject
to restore navigability ac 「 oss Scotland by The various parts of The Falkirk Wheel
reconnecting the historic wate waysof the we e all constructed and assembled, like
「 「
Forth & Clyde and Union Canals. one giant toy building set, at Butterley
Engineering’s Steelworks in De byshi e,
「 「
The major challenge of the p ojectlay in some 400 km from Falkirk. A team there
「
the fact that the Fo th & Clyde Canal is ca efullyassembled the 1,200 tonnes
「 「
situated 35 metres below the level of the of steel, painstakingly fitting the pieces
Union Canal. Historically, the two canals together to an accuracy of just 10 mm to
had been joined nea thetown of Falkirk ensu e ape fect final fit. In the summer of
「 「 「
by a sequence of 11 locks -enclosed 2001, the structu ewas then dismantled
「
sections of canal in which the water level and t anspo edon 35 lo iesto Falkirk,
「 「t 「「
could be raised or lowered -that stepped before all being bolted back together
down ac ossa distance of 1.5 km. This had again on the ground, and finally lifted into
「
been dismantled in 1933, the ebyb eaki 9 position in five large sections by c ane.The
「 「 「1 「
the link. When the p ojectwas launched Wheel would need to withstand immense
「
in 1994, the British Wate waysauthority and constantly changing st essesas it
「 「
were keen to create a dramatic twenty-first otated, so to make the structu emo e
「 「 「
century landma k which would not only be obust,the steel sections were bolted
「 「
a fitting commemoration of the Millennium, rather than welded together. Over 45,000
but also a lasti 9 symbol of the economic bolt holes were matched with their bolts,
「1
regeneration of the region. and each bolt was hand-tightened.
Nume ousideas we esubmitted fo the The Wheel consists of two sets of opposing
「 「 「
P oject,including concepts ranging f om axe-shaped arms, attached about 25
「 「
rolling eggs to tilting tanks, f omgiant see met esapa内to a fixed cent alspine.
「 「 「
saws to ove headmonorails. The eventual Two diametrically opposed water-filled
「
winner was a plan for the huge rotating ’gondolas’ each with a capacity of 360,000
，
steel boat lift which was to become The litres, are fitted between the ends of the
Falkirk Wheel. The unique shape of the arms. These gondolas always weigh the
structu e is claimed to have been inspi ed same, whethe ornot they a eca ying
「 「 「 「 「「
by various sources, both manmade and boats. This is because, acco dingto
「
natural, most notably a Celtic double- A chimedes’principleof displacement,
「
21floating objects displace thei 「 ownweight Wheel, which begin to 「 otateat a speed
in water. So when a boat enters a gondola, of 1/8 of a evolutionpe minute.As the
「 「
the amount of water leaving the gondola wheel otates, the gondolas are kept in
「
weighs exactly the same as the boat. This the up 「 ightposition by a simple gea 「 ing
keeps the Wheel balanced and so, despite system. Two eight-metre-wide cogs orbit
its eno mousmass, it rotates through 180。 a fixed inner cog of the same width,
「
in five and a half minutes while using ve y connected by two smaller cogs travelling
「
little powe Ittakes just 1.5 kilowatt-hou S in the opposite di ectionto the oute cogs
「 「 「 「
(5.4 MJ) of energy to rotate the Wheel一 -so ensu ingthat the gondolas always
「
oughlythe same as boiling eight small emainlevel. When the gondola eaches
「 「 「
domestic kettles of water. the top, the boat passes st aight onto the
「
aqueduct situated 24 met esabove the
「
Boats needing to be lifted up ente the canal basin.
「
canal basin at the level of the Fo h &
「t
Clyde Canal and then enter the lower The remaining 11 metres of lift needed
gondola of the Wheel. Two hyd aulicsteel to reach the Union Canal is achieved by
「
gates are raised, so as to seal the gondola means of a pai of locks. The Wheel could
「
o忏f omthe water in the canal basin. The not be const uctedto elevate boats over
「 「
wate betweenthe gates is then pumped the fu川35-met e difference between the
「 「
out. A hydraulic clamp, which p events two canals, owing to the p esence of the
「 「
the arms of the Wheel moving while the historically important Antonine Wall, which
gondola is docked, is emoved, allowing was built by the Romans in the second
「
the Wheel to turn. In the central machine century AD. Boats travel under this wall via
ooman a ray of ten hydraulic motors a tunnel, then through the locks, and finally
「 「
then begins to rotate the central axle. The on to the Union Canal.
axle connects to the outer arms of the
22Questions 14-19
Do the following statements agree with the information given in Reading Passage 2?
/n boxes 14-19 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
14 The Falkirk Wheel has linked the Fo「th & Clyde Canal with the Union Canal for the
first time in their history.
15 The 「 e was some opposition to the design of the Falkirk Wheel at first.
16 The Falkirk Wheel was initially put together at the location where its components
were manufactured.
17 The Falkirk Wheel is the only boat lift in the world which has steel sections bolted
together by hand.
18 The weight of the gondolas varies according to the size of boat being carried.
19 The construction of the Falki「K Wheel site took into account the p「esence of a
nearby ancient monument.
23Questions 20-26
Label the diagram below.
Choose ONE WORD from the passage for each answer.
Write your answers in boxes 20-26 on your answer sheet.
How a boat is lifted on the Falkirk Wheel
A pair of 20 ... ...... ..... a e lifted in order to
「
shut out wate fromcanal basin
「
A 21 ...................... is taken out, enabling Wheel to rotate
26 ...
Canal
Boat is raised,
floating in one
口 U oaφt u hd叫，IWe－厄 of Wheel’s two
u
忡w
oHU
nuu
h且，，、
u
me－
hυenOVndhRm
－an川
qL
p
…
b
Boat reaches top Wheel, then A range of different-sized 23
moves directly onto 24 ... ensu「esboat keeps up「ight
24READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.
Reducing the Effects of Climate Change
Mark Rowe rψ0附on the increasingly ambitious
geo-engineering projects
bei e.习pfo ·ed码y scie1仰tJ
刀ig 俨
A Such is our dependence on fossil fuels, and such is rhe volume of carbon dioxide already
released inro rhe armosphere, that many experts agree rhar significant global warming is now
inevitable.丁l1ey believe that the best we can do is keep ir at a reasonable level, and at present
the only serious option for doing rhis is cutting back on our carbon emissions. But while a few
countries arc making major strides in chis rega时，themajoriry are having great di而culryeven
stemming che rate of increase, let alone reversing ir. Consequently, an increasing numbe of
『
scientisrs arc beginning ro explore the alternative of ge。”engineering-a term which generally
refers ro the intentional large-scale manipularion of the environrnenr. According ro its
proponents, geo-engineering is the equivalent of a backup generaror: if Plan A一reducingour
dependency on fossil fuels -fails, we require a Plan B, employing grand schemes to slow down
or reverse the process of global warming.
B Geo-engineering has been shown ro wor丸atleast on a small localised scale. For d巳cades, May
Day parades in Moscow have taken place under clear blue skies, aircra仕having deposited dry
ice, silver iodide and cement po,vder to disperse clouds. Many of the sch巳mesnow suggesred
look to do the opposite, and reduce the amount of sunlight reaching the planer. The most
eye-carching idea of all is suggested by Professor Roger Angel of rhe Universiry of Arizona. His
scheme would employ up to 16 trillion minute spacecraft, each weighing about one gram, to
form a transparent, sunlight-refracting sunshade in an orbit 1.5 million km above the Earth.
This could, argues Angel, reduce the amount of light reaching the Earth by rwo per cent.
c τ11e majority of geo-engineering projects so far carried out -which include planting forests
in deserts and depositing iron in the ocean to stimulate the growth of algae -have focused on
achieving a general cooling of the Earth. But some look speci自callyat reversing the melting
at the poles, particularly the Arctic. TI1e reasoning is that if you replenish rhe ice sheets and
frozen waters of the high laritudes, more light will be reflected back into space, so reducing the
warming of the oceans and atmosphere.
D TI1e concept of releasing aerosol sprays into the stratosphere above the Arctic has been proposed
by several scientists. This would involve using sulphur or hydrogen sulphide aerosols so that
sulphur dioxid巳would form clouds ”which would in turn ’ lead to a Do[ obal dimming. TI1e idea
is modelled on historic volcanic explosions, such as that of Mount Pinatubo in the Philippines
in 1991, which led to a short-term cooling of global temperatures by 0.5 。C Scientists have
also scrutinised whether it’ s possible ro preserve the ice sheets of Greenland with reinforced
high-rension cables, preventino iceberos from rnovino into the sea. Meanwhile in the Russian
t, t, t,
Arctic, ge。”engineering plans include the planting of millions of birch trees. Whereas the
region's native evergreen pines shade the snow and absorb radiation, birches would shed their
25leaves in winter, thus enabling radiation ro be reAectcd by the snow. Re-routing Russian rivers
to increase cold water Aow to ice-forming areas could also be used to slow clown warming, say
some di mace scientists.
E Bue will such schemes ever be implemented? Generally speaking, chose who are mosc cautious
about oe。”cnoinecrinoare the scientists involved in the research. AnOoe ! saIy s that his tp' lan is 'no
’
substitute for developing renewable energy: the only permanent solution. And Dr Phil Rasch of
the US-based Pacific Northwest National Laboratory is equally guarded about the role of geo-
‘
engineering： l think all of us agree that if we were to end geo-engineering on a given day, then
the planet would return to its pre-engineered condition very rapidl民and probably within ten to
t飞ventyyears.币1at's certainly something to worry about.’
F TI1e US National Center for Atmospheric Research has already suggested that the proposal
to inject sulphur into the atmosphere might a仔ectrainfall patterns across the tropiαand the
outhern Ocean. 'Geo-engineering plans to inject srrarospheric aerosols or to seed clouds would
act to cool the planet, and act to increase the extent of sea ice,' says Rasch.‘But all the models
suggest some impact on the distribution of precipitation.’
‘ “ ”
G A further risk with geo-engineering projects is that you can overshoot ，’says Dr Dan
Lunt, from the University of Bristol's School of Geophysical Sciences, who has swdied the
likely impacts of the sunshade and aerosol schemes on the climate.‘You may bring global
temperawres back to pre-industrial levels, bur the risk is that the poles will still be warmer than
they should be and the tropics will be cooler than before industrialisation.’To avoid such a
scenario, Lunr says Angel's project would have to operate at half srreng巾，allof which reinforces
his view that the best option is to avoid the need for geo’engineering alt ogether.
H The main reason why geo-engineering is supported by many in the scienri自ccommuniry is that
most researchers have little faith in the ability of politicians ro agree -and then bring in -the
necessary carbon cuts. Even leading conservation organisations see the value of investigating the
potential of geo-engineering. According to Dr Marcin Sommerkorn, climate change advisor for
’
the World Wildlife Funds InrernationaJ Arctic Programme, 'Human-induced climate change
’
has btoughc humanity to a position where we shouldnt exclude thinking thoroughly about chis
topic and its possibilities.’
26Questions 27-29
Reading Passage 3 has eight paragraphs A-H.
Which parag「aph contains the following info「mation?
Write the correct letter, A－” ， in boxes 27-29 on your answer sheet.
27 mention of a geo-engineering project based on an earlier natural phenomenon
2 8 an example of a successful use of geo-engineering
29 a common definition of geo-enginee 「 ing
27Questions 30-36
Complete the table below.
Choose ONE WORD from the passage for each answer.
Write your answers in boxes 30-36 on your answer sheet.
GEO-ENGINEERING PROJECTS
Procedure Aim
put a la ge number of tiny spacecraft into
「 to create a 30 .......…........... that would educe
「
orbit far above Earth
the amount of light eaching Earth
「
place 31 .................... in the sea to encourage 32 ..................... to form
eleaseaerosol sprays into the
「 to create 33 that would reduce
...…...
stratosphere
the amount of light reaching Earth
to prevent icebergs moving into the sea
fix st ong 34 ........……川....to G eenland ice
「 「
sheets
plant trees in Russian Arctic that would
to allow the 35 ............... to eflectradiation
「
lose their leaves in winter
to bring more cold wate into ice-forming
change the direction of 36 ... 「
a eas
「
28Questions 37-40
Look at the following statements (Questions 37-40) and the list of scientists below.
Match each statement with the correct scientist, A-D.
Write the correct letter, A-D, in boxes 37-40 on your answer sheet.
37 The effects of geo-engineering may not be long-lasting.
38 Geo-engineering is a topic wo「th exploring.
39 It may be necessary to limit the effectiveness of geo-engineering projects.
40 Research into non-fossil-based fuels cannot be replaced by geo-engineering.
List of Scientists
A Roger Angel
B Phil Rasch
C Dan Lunt
D Martin Sommerkorn
29l!lfilim团
WRITING TASK 1
You should spend about 20 minutes on this task.
The charts below show the percentage of water used for different purposes in
six areas of the world.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Percentage of water used for different
purposes in six areas of the world
10%
19%
48%
53%
13%
NORTH AMERICA SOUTH AMERICA EUROPE
7% 12%
AFRICA CENTRAL ASIA SOUTH EAST ASIA
D
Industrial use 区�Agricultural use - Domestic use
30WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Governments should spend money on railways rather than roads.
To what extent do you agree or disagree with this statement?
Give reasons for your answer and include any「elevant examples from your own
knowledge or experience.
Write at least 250 words.
31r...m.
Eli缸 且缸’
PART 1
The examiner asks the candidate about him/herself, his/he home, work O studies and
「 「
othe familiartopics.
「
EXAMPLE
。。 。。
F dand c king
• What so ts of food do you like eating most? [Why?]
「
Who normally does the cooking in your home? [Why/Why not?]
Do you watch cooke y programmes on TV? [Why/Why not?]
「
In general, do you prefe eating out or eating at home? [Why?]
「
PART 2
Describe a house/apartment that You will have to talk about the topic
。 。
some ney u know lives in. fo one to two minutes.
「
You have one minute to think about
You should say: what you are going to say.
whose house/apartment this is You can make some notes to help you
。
where the h use/apartment is if you wish.
what it looks like inside
。
and explain what you like rdislike
。
about this pers n’shouse/apartment.
PART 3
Discussion topics:
Different types of home
Example questions:
What kinds of home a emost popular in your country? Why is this?
「
What do you think are the advantates of living in a house atherthan an apa tment?
「 「
Do you think that everyone would like to live in a larger home? Why is that?
Finding a place to live
Example questions:
How easy is it to find a place to live in your count叩？
Do you think it’s better to rent or to buy a place to live in? Why?
Do you agree that there is a right age for young adults to stop living with their parents?
Why is that?
32Test 2
l!i::Imm
回
SECTION 1 Questions 1-10
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer
Enquiry about joining Youth Council
Example
Name: Roger. . .... . ...f?.r.rt
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134TEST 2, WRITING TASK 2
SAMPLE ANSWER
This is an answer written by a candidate who achieved a Band 5 sco e. Here is the
「
examiner’s comment:
The candidate expresses a position, but only pa「tially add「esses the p「ompt
(he or she considers ways in which people can be encouraged to 「ecycle, rather
than explicitly looking at the extent to which laws are required); however, ideas
are relevant and are supported with clear examples. There is a clear overall
progression and cohesive devices are used e仔ectively, if somewhat mechanically
(apa叫from Either). Pa「ag「aphingis just adequate. Lexical range is adequate fo「
the task and the「e are attempts to use less common items (policy, junk bank,
citizen, deposit), but there are errors in word fo mation (sale/sell, growth/grow up)
「
and some errors in wo d choice cause difficulty for the eader (inverse to be some
「 「
money, motivate advantages of recycling). The e are a忧empts to use complex
「
sentence structures, but grammatical e ors are frequent (million tons of wastes
「「
have been being produced which from home everyday easy example way to do in
‘
house, There is one day a week in order that clean school together which help they
have ...、 Starting give education〕．
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137TEST 4, WRITING TASK 1
SAMPLE ANSWER
This is an answer written by a candidate who achieved a Band 7 score. Here is the
examine ’s comment:
「
The candidate covers the main features of the table and charts, and gives a
satisfactory overview of the data. The information is logically organised with a
clear progression in the way points are presented. Cohesive devices are used
effectively (during the same two periods), but not always accurately (on a contrary).
A range of vocabulary is used flexibly (shows a negative pattern, illustrates that,
an upward trend, has reached its aim), but there are occasional errors in word
choice (the amount of visitors, It is obviously). The candidate has used a variety of
complex structures (the charts that show the result of surveys asking people how
satis币ed they were with their visit, after the refurbishment from 74,000 before the
reconstruction to 92,000 after it had been done). There is good control of grammar,
although there are a few mino errors (there is the charts). Punctuation is generally
「
well controlled, but full stops are missing at the end of the first and final paragraphs
and there are a few minor errors (lets look).
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138TEST 4, WRITING TASK 2
SAMPLE ANSWER
This is an answer written by a candidate who achieved a Band 5.5 score. Here is the
examine「’scomment:
All pa时s of the prompt are addressed and a position is presented (eventually)
that is directly relevant to the prompt. Main ideas are relevant, but some are
insufficiently developed. Ideas are genera川yarranged cohe entlyand there
「
is a clear overall progression. Some cohesive devices are used effectively, if
mechanically, while others are faulty (From the point of my view). Parag「aphing
is adequate. The lexical resource is limited, but just about adequate for the task.
Erro S occur in word choice, word formation and spelling (rise satis臼ction, the
「
same important as economic for a country, morden) and may cause some difficulty
for the reader. The candidate has tried to use a variety of complex structures, but
the writing lacks grammatical control (we are go的gto talk的g about, A country
doesn't have a completed systems is not a completed country ... ). The variety of
structures would suggest Band 6 on Grammar, Range and Accuracy, but the errors
sometimes impede communication; there are also errors in sentence formation andl
or punctuation (But some people argue that, So the goverments put the economic
progress to 的e top list, Because there are other progress such as).
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