Ebook expert on cambridge IELTS practice test 1 part 1

In addition to the score for overall language ability, IELTS provides a score in the form of a profile for each of the four skills Listening, Reading, Writing and Speaking.. Questions wh

Collected by Hai Jim

Practice Tests

Collected by Hai Jim

Practice Tests

NHÀ XUẤT BẢN THẾ GIỚI

Published and distributed in the teưitory of Vietnam by Tan Viet

Investment and Development Co., Ltd.,

All rights reserved

Công ty TNHH Đầu tư và Phát triển Tân Việt giữ bản quyền xuất bản

và phát hành ấn phẩm này trên toàn lãnh thổ Việt Nam

Chịu trách nhiệm xuất bản:

Đoàn Trần Lâm

Biên tập: Đông Vĩnh Trình bày bìa: Tân Việt Chế bản: Hoàng Thanh

In 1.000 cuốn, khổ 19x26cm, tại Công ty c ổ phần In Truyền Thông Việt Nam

Quyết định xuất bản số: 135/QĐ - ThG cấ p ngày 15 tháng 07 năm 2014.

In xong và nộp lưu chiểu Quý III năm 2014

INTRODUCTION 3

IELTS PR A CTICE T ES T 1 13

LISTENING 14

READING 18

W R ITIN G 34

SPEAKING 36

IELTS PR A CTICE T ES T 2 37

LISTENING 38

READING 43

W R ITIN G 58

SPEAKING 60

IELTS PR A CTICE T ES T 3 61

LISTENING 62

READING 67

W R ITN G 81

SPEAKING 83

IELTS PR A CTICE T ES T 4 84

LISTENING 85

READING 90

W R ITIN G 103

SPEAKING 105

IELTS PR A C TICE T ES T 5 106

LISTENING 107

READING 112

W R ITIN G 127

SPEAKING 129

IELTS P R A C T ICE T ES T 6 130

LISTENING 131

READING 137

W R ITIN G 153

SPEAKING 1 5 5 G EN ER A L T R A IN IN G : R EA D IN G A N D W R IT IN G TEST A 156

READING 157

W R ITIN G : 169

Contents 1

A N SW ER K E Y 171

TE S T 1 172

TEST 2 179

T E S T 3 186

TE S T 4 193

TE S T 5 195

T E S T 6 197

G EN ERA L TRAINING T E S T A 199

M O D EL AND SA M P LE A N SW ER S FO R W RITIN G T A S K S 200

TEST 1 200

TEST 2 202

TEST 3 204

TEST 4 206

TEST 5 208

TEST 6 210

GENERAL TRAINING TES TA 212

SA M PLE SPEA KIN G T E S T 214

TEST 5 214

TEST 6 217

T A P E S C R IP T S 220

TEST 1 220

TEST 2 229

TEST 3 238

TEST 4 247

TEST 5 254

TEST 6 262

2 I Contents

Introduction f

• The International English Language Testing System (IELTS) is w id e ly recognised as a reliable means of assessing the language ability of candidates w h o need to study or w o rk w h ere English is the language of co m m un icatio n These Practice Tests are designed to give future IELTS candidates an idea of w hether their English is at the required level.

• IELTS is ow ned by three partners: the U niversity of Cam bridge

ES O L Exam inations, the British C o uncil and ID P : Education Australia (through its subsidiary co m p an y, IELTS Australia Pty Lim ited) Further inform ation on IELTS can be found on the IELTS

w ebsite (w w w ie lts.o rg ).

• labelling parts of a diagram

• classification matching lists

• sentence completion

• correcting notes

4 10 talk or lecture on topic of

general interest (1 speaker)

Tips and hints

• Read the questions before each section of the recording begins.

ễ Use the pauses to prepare for the next set of questions.

• Study the instructions to find out what you have to write and where.

ệ Use the example at the beginning of the first section to familiarize yourself with the sound, the situation, and the speakers.

• Keep listening all the time, looking only at the questions that relate to the part being played.

• Remember that the topics are non-technical and no more difficult for you than for students of other subjects.

• Answer questions in the order they appear on the Question Paper - they normally follow the order of information in the recording.

4 Introduction

ề You have some time after the tape ends to transfer your answers to the Answer Sheet - check your grammar and spelling as you do so.

• There may be a variety of English accents and dialects, so practise listening to speakers from different places and backgrounds.

Academic Reading (60 minutes)

The three passages contain 2000-2750 words in total and become progressively more difficult, but they are always suitable for non-specialist readers If any technical terms are used, they will be explained in a glossary W hile the number of questions for each passage may vary, there are always forty items in total.

Number Passage

11-15

11-15

11-15

topics of general interest

non-specialist articles or extracts from books, journals, magazines and newspapers one, at least, has detailed logical argument

various kinds of multiple-choice questions short-answer questions sentence completion classification matching headings with paragraphs or sections of text

completing notes, sentences, tables, summary, diagram or flow chart matching lists/phrases

matching information with paragraphs true/false/not given (text information) yes/no/not given (writer's views)

Tips and hints

• First read each passage quickly and ask yourself questions, e.g W hat is the topic?

W here is the text probably taken from? W hat is the writer's main purpose? W ho

is the intended reader? In what style is it written?

• Don't try to understand the exact meaning of every word There isn't time, and a particular word or sentence may not be tested anyway.

• Study any example answer and decide why it is correct.

Ế If you have to choose from alternatives, check how many of them you have to use.

Ệ Check whether you have to use words from the text in your answers or your own words

ề Keep to the^stated word limit by avoiding unnecessary words in your answer.

Introduction 5

Ệ If a question type uses both unfinished statements and direct questions, decide which are which and check the grammar of your answers.

• After you fill in all the answers on a diagram, chart or table, check that it makes sense overall.

Academic Writing (60 minutes)

There is no choice of task, either in Part 1 or 2, so you must be prepared to write about any topic However, the topics in the exam are of general interest and you do not need to be an expert to write about them.

1 20 minutes 150-word report,

describing or explaining a table or diagram

presenting information based on:

• data, e.g bar charts, line graph, table

• a process/procedure in various stages

• an object, event or series of events

2 40 minutes 250-word essay,

responding to a written

Tips and hints

ề Your answer must be relevant to the task: never write pre-prepared sections of text.

• There are no marks for copying the question in your answer, but if you wish you can rephrase it in your own words.

• There is a minimum number of words, but no maximum This means that if you write fewer than 150 words you will lose marks.

• Task 2 carries more marks than Task 1, so keep to the suggested timing.

• Always leave some time to check your essay after you have finished.

• Essays are often on topics that are of current interest: read and listen to the news

on a wide range of subjects, thinking about the issues involved.

In Task 1, you are tested on:

Task Fulfilment - answer the question, keeping to the topic at all times.

Coherence and Cohesion - organize your writing well, connecting your ideas and sentences with suitable linking expressions.

6 I Introduction

Vocabulary and Sentence Structure - use a wide range of language both

accurately and appropriately.

In Task 2, you are tested on:

Arguments, Ideas and Evidence - show you can discuss these and put forward your own opinions.

Communicative Quality - express your ideas clearly, organizing and linking them logically.

Vocabulary and Sentence Structure - use a wide range of language both

accurately and appropriately.

Speaking (11-14 minutes)

You will be interviewed, on your own, by one Examiner, and the conversation will

be recorded on audio cassette The three-part structure of the interview is always the same, although the topics will vary from candidate to candidate.

Part ,ăỳ: Time' ' s‘ Format Task types

2 3-4 minutes independent

long turn

• You are given a topic verbally and on a card You have a minute to prepare a talk.

• You speak for 1 -2 minutes on the topic, e.g

a person, place, object or event.

• You answer one or two follow-up questions.

• Do not try to make any kind of prepared speech.

• Add to any 'Yes' or 'No' answers you give, explaining at least one point.

• Remember that it is your ability to communicate effectively that is being assessed, not your general knowledge.

• Speak directly to the Examiner, not to the cassette player.

Introduction I 7

• The Examiner cannot tell you the result of this (or any other) module: don't ask for comments.

Ề Practise for Part 2 by speaking continuously for 1 -2 minutes, timing yourself with

a clock or watch.

In all parts of Speaking, you are tested on the following:

Fluency and Coherence - talk at normal speed, without over-long pauses

Organize your ideas and sentences logically, connecting them with suitable linking expressions.

Lexical Resource - use a wide range of vocabulary both precisely and

appropriately to express your ideas.

Grammatical Range and Accuracy - use a wide range of structures Try to

make as few errors as possible, in particular avoid any that make it difficult to understand you.

Pronunciation - make sure that your speech sounds natural and that it can be understood at all times.

• HOW IS IELTS SCO RED ?

IELTS results are reported on a nine-band scale In addition to the score for overall language ability, IELTS provides a score in the form of a profile for each of the four skills (Listening, Reading, Writing and Speaking) These scores are also reported on a nine-band scale All scores are recorded on the Test Report Form along with details

of the candidate's nationality, first language and date of birth Each Overall Band Score corresponds to a descriptive statement which gives a summary of the English language ability of a candidate classified at that level The nine bands and their descriptive statements are as 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.

8 I Introduction

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 very

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.

0 Did not attempt the test - No assessable information provided.

Most universities and colleges in the United Kingdom, Australia, New Zealand, Canada and the USA accept an IELTS Overall Band Score of 6.0-7.0 for entry to academic programmes.

• MARKING TH E P R A CTICE T E S T S

Listening and Reading

Each question in the Listening and Reading modules is worth one mark.

Questions which require letter/Roman numeral answers

• For questions where the answers are letters or numbers, you should write only

the number of answers required For example, if the answer is a single letter or number 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 o f words or numbers

• Answers may be written in upper or lower case.

introduction I 9

• Words in brackets are optional - they are correct, but not necessary.

Ế Alternative answers are separated by a slash (/).

• If you are asked to write an answer using a certain number of words and/or (a) number(s), you will be penalised if you exceed this For example, if a question specifies an answer using NO M ORE THAN TH REE W O R D S and the correct answer is 'black leather coat1, the answer of 'coat of black leather1 is incorrect.

• In questions where you are expected to complete a gap, you should transfer only the necessary missing word(s) onto the answer sheet For example, to complete 'in the ', and the correct answer is 'morning1, 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 for numbers, dates and currencies are acceptable.

• All standard abbreviations are acceptable.

• You will find additional notes about individual questions in the Answer keyệ

W riting

It is not possible for you to give yourself a mark for the Writing tasks All model answers and sample answers in the book will give you an insight into what is required for the Writing module.

* HOW SHOULD YOU IN TERPRET YOUR SCORES? _

In the Answer key at the end of each set of Listening and Reading answers you will find a chart which will help you assess whether, on the basis of your Practice Test results, you are ready to take the IELTS test.

In interpreting your score, there are a number of points you should bear in mind Your performance in the real IELTS test will be reported in two ways: there will be a Band Score from 1 to 9 for each of the modules and an Overall Band Score from 1 to 9, which is the average of your scores in the four modules However, institutions considering your application are advised to look at both the Overall Band and the Bands for each module in order to determine whether you have 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 important and a score of 5 in Listening might be acceptable if the Overall Band 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.

O nce you have marked your tests you should have some idea of whether your listening and reading skills are good enough for you to try the IELTS test If you did well enough in one module 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 real IELTS test However, we cannot guarantee that your score in the Practice Tests will be reflected in the real 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 your score.

Different institutions accept different IELTS scores for different types of courses W e have based our recommendations on the average scores which the majority of institutions accept The institution to which you are applying may, of course, require a higher or lower score than most other institutions.

Introduction I 11

Sample answers and model answers are provided for the Writing tasks The sample answers were written by IELTS candidates; each answer has been given a band score and the candidate's performance is described Please note that there are many different ways by which a candidate may achieve a particular band score The model answers were written by an examiner as examples of very good answers, but it is important to understand that they are just one example out of many possible approaches.

INTERNATIONAL ENGLISH LANGUAGE

TESTING SYSTEM

IELTS Practice Test 1

► Listening (30 m inutes - 40 Questions)

► Reading (60 m inutes - 40 Questions)

► W ritin g (60 m inutes - 2 Tasks)

► Speaking (15 m inutes - 3 Parts)

HEC-VN006 HAl JIM'S TESTING DOCUM ENT

V _ /

13

SECTION 1 Questions 1 -10

Q uestion s 1-3

Answ er the following questions using N O M O R E T H A N T H R E E W O R D S

A N D /O R N U M B E R S for each answer.

1 ẵ What are the advantages and disadvantages of sending things by air?

2ế What might cause delays in transportation?

3 When will the customer arrive in Canada?

Q uestions 4-6

Complete the following sentences using N O M O R E T H A N T H R E E W O R D S for each answer.

4 The costs on the price list include _.

5 The customer isn't sending _.

6 There is no extra charge for packing _.

Q uestions 7-10

Complete the following information

i l l Customer name 7 _

I w 1 1 Stoppinii from 14 Hopton Close, Porton, 8 _ ,UK

I \ y j Shipping to 9 _ Road, Toronto, TR12 3CN, Canada

SECTION 2 Questions 11 -20

Q uestion s 17-14

Complete the following sentences using N O M O R E T H A N T H R E E W O R D S for each answer.

11 ẻ On the beach there was a cast of a

12 The area is one of the best in Europe for finding

13 The museum contains reconstructions that are

14 Neovenator means

Q uestions 15-17

From the following list, choose the 3 things that you can experience at the museum Write your answers on your answ er sheet in any order.

A ễ cutting fossils from rocks

B activity sheets for children

c sitting inside a T Rex jaw

D sitting on a dinosaur's brain

Eề the smell of dead dinosaurs

F a map of where some dinosaurs lived

G an exhibition of dinosaur artwork

Q u estion s 18-20

Complete the following notes about adm ission and getting to the m useum

Opening times 10 a.m - 6 p.m April- October

10 a.m - 4 p.m November - March

Admission Adults - £4.75

Family (2 adults + 2 children) - £13Students/Pensioners - £3.75 includes 2-hour guided dinosaur tour

Getting there bus number 30 from the 19 of the university

Groups 20 for proups of 8 or more, if booked in advance

Contact details Tel - 01940434

Website - www.sandowndinosaur.com

Listening I 15

SECTION 3 Questions 21 -30

Q uestion 21

Which three guests are on the radio program m er?

Write the correct letter on your answer sheet.

A Tony W u, an undergraduate student from China, Susan Hall, International Student, and Wendy Clark, Head of the University.

B Tony W u, a Master's student from China, Susan Hall, International Student, and Wendy Clark, Head of the ESL Unit.

c Tony W u, a Master's student from China, Susan Hall, International Student Liaison, and W endy Clark, Head of English.

D Tony W u, a Master's student from China, Susan Hall, International Student Liaison, and Wendy Clark, Head of the ESL Unit.

Q uestion s 22-24

Complete the following sentences using N O M O R E T H A N T H R E E W O R D S for each answer.

22ệ Tony Wu took a pre-Master's course because of his _English.

23 Susan says international students are a of funds for universities.

24 Wendy says living amongst native speakers helps students _.

Q uestion s 25-27

Choose the correct answer, A, B, c or D.

25 How many students on Tony's course passed?

A All of them B 28 c 23 D 5.

26 How many universities in the country have special course for international students?

A All of them B More than 12 C ế 12 D Less than 12.

27 What do private colleges focus on, according to Wendy?

A Pre-Master's courses B Exam-related courses,

c General English courses D Technological terminology.

Q uestio n s 28-30

Complete the following sentences using N O M O R E T H A N T H R E E W O R D S for each answer.

28 Wendy says a pre-Master's course should encourage students to their teachers.

29 Wendy says a pre-Master's course costs the same as a _Master's programme.

30 Susan thinks a for such courses would be good

16 I Listening

SECTION 4 Questions 31-40

Q u estion s 31-33

Complete the following sentences using N O M O R E T H A N T H R E E W O R D S

A N D /O R N U M B E R S for each answer.

31 Tiktaalik rosae is considered to be an evolutionary

32 Tiktaalik rosae lived around ago.

33 The remains of the Tiktaalik rosae were found 600 miles from th e

Q uestions 34-38

Label the diagram o f Tiktaalik rosae using N O M O R E T H A N T H R E E

W O R D S A N D / O R N U M B E R S for each gap.

37 ribcage

Q uestion s 39-40

Answ er the follow ing questions using N O M O R E T H A N T H R E E W O R D S for each answer.

39 How long had the researchers been looking when they found the Tiktaalik remains?

40. W here were the late Devonian rocks originally created?

V-Listening I 17

READING PASSAGE 1

You should spend about 20 m inutes on Q u e stio n s 1-14 which are based on

Reading Passage 1.

The grapes of winter

If an a rtis t m ust suffer to c re a te g re a t a rt, so does th e w in em ak er when it com es to p rod ucing ice wine.

A Ice wine, or Eisw ein as the G erm ans call it, is th e product of frozen

grapes A sm all portion of the vineyard is left unpicked during th e fall

h arv est those grapes are left on the vine u n til the m ercury drops to at least -7°c At th is tem p eratu re, the sugar-rich juice begins to freeze If the grapes are picked in th e ir frozen sta te and pressed w hile they are as h a rd as m arbles, th e sm all am ount of juice recovered is intensely sweet and high in acidity The am ber dessert wine m ade from th is juice is an am brosia fit forD ionysus1 him self - very sweet, it combines savours of peach and apricot

B The discovery of ice wine, like m ost epicurean b reak th ro u g h s w as accidental In 1794, wine producers in the G erm an duchy of F ran co n ia

m ade virtue of necessity by pressing juice from frozen grapes They were am azed by an abnorm ally high concentration of sugars and acids which, u n til then, h ad been achieved only by drying th e grapes on

straw m ats before pressing or by th e effects of Botrytis cinerea, a disease known as 'root rot' Botrytis cinerea afflicts grapes in autu m n ,

usually in regions where th ere is early m orning fog and hum id, su n n y afternoons A m ushroom -like fungus attach es itse lf to th e berries,

p u n ctu res th e ir skins and allows th e juice to evaporate To m any, th e

Dionysus = the Roman 'god' of wine

resu lt is sheer am brosia The world's great dessert wines, such as

S auternes, Riesling and Tokay Aszu Essencia, are m ade from grapes afflicted by this benign disease

c It was not until the mid- 19th century in the Rheingau region of northwestern Germany th at winegrowers made conscious efforts to produce ice wine on a regular basis But they found they could not make it every year since the subzero cold spell m ust last several days to ensure

th a t the berries rem ain frozen solid during picking and the pressing process, which alone can take up to three days or longer Grapes are 80 percent water; when this water is frozen and driven off under pressure and shards of ice, the resulting juice is wonderfully sweet If the ice melts dining a sudden thaw, the sugar in each berry is diluted

D Not all grapes are suitable for ice wine Only the thick-skinned, late-

m aturing varieties such as Riesling and Vidal can resist such predators as grey rot, powdery mildew, unseasonable warmth, wind, rain and the variety of fauna craving a sweet meal Leaving grapes on the vine once they have ripened is an enormous gamble If bnds and animals do not get them, mildew and rot or a sudden storm might So growers reserve only a small portion of then’ Vidal or Riesling grapes for ice wine, a couple of hectares of views at most

E To ensure the right tem perature is maintained, in Germany the pickers

m ust be out well before dawn to harvest the grapes A vineyard left for ice wine is a sorry sight The mesh-covered vines are denuded of leaves and the grapes are brown and shrivelled, dangling like tiny bats from the frozen canes The stems of the grape clusters are dry and brittle A strong wind or an ice storm could easily knock the fruit to the ground A twist of the w rist is all th a t is needed to pick them, but when the wind howls through the vineyard, driving the snow before it and the wind chill factor can make a tem perature of -10° seem like -40°, harvesting ice wrne grapes becomes a decidedly uncomfortable business Pickers fortified with tea and brandy, brave the elements for two hours at a time before rushing back to the winery to warm up

F Once the tractor delivers the precious boxes of grapes to the winery, the really h a rd work begins Since the berries m ust rem ain frozen, the pressing is done either outdoors or inside the winery with the doors left

V -)

open The presses have to be worked slowly otherwise the bunches will turn to a solid block of ice yielding nothing Some producers throw rice husks into the press to pierce the skins of the grapes and create channels for the juice to flow through the mass of ice Sometimes it takes two or three hours before the first drop of juice appears.

G A kilogram of unfrozen grapes normally produces sufficient juice to ferm ent1 into one bottle of wine Depending on the degree of dehydration caused by wind and winter sunshine, the juice from a kilogram of ice wine grapes produces one-fifth of th a t amount or less The longer the grapes hang on the vine, the less juice there is So grapes harvested during a cold snap in December will yield more ice wine than if they are picked in February The oily juice, once extracted from the m arble-hard berries, is allowed to settle for three or four days It is then clarified of dust and debris by 'racking' from one tank to another A special yeast is added to activate fermentation in the stainless steel tanks since the colourless liquid

is too cold to ferment on its own Because of the high sugar content, the fermentation can take several months But when the wine is finally bottled, it has the capacity to age for a decade or more

H While G erm any m ay be recognised as th e home of ice wine, its

w inem akers cannot produce it every year C anadian w inem akers can and are slowly becoming known for th is expensive ra rity as th e hom e­

competitions K laus Reif of the Reif W inery at N iagara-on-the-L ake

h as produced ice wine in both countries W hile studying oenology the science of w inem aking, he worked at a governm ent w inery in N eu stad t

in the West G erm an sta te of R heinland-Pfalz In 1983 he m ade his first C anadian ice wine from Riesling grapes Four years la te r he

m ade ice wine from Vidal grapes grown in his uncle's vineyard at

N iagara-on-the-Lake "The juice comes out like honey here" says Reif

"but in G erm any it has th e consistency of ordinary wine"

1 ferment = the breakdown of sugar into alcohol in winemaking

V - - J

20 I Reading

- >

Q uestions 1 - 7

Reading Passage 1 has seven paragraphs A-G

From the list o f headings below, choose the most suitable heading for each paragraph.

List of Headings International comparisons 1 Paragraph B

ii Unique grapes withstand various attacks

2 Paragraph c iii Production of initial juice

iv Warm temperatures reduce sweetness 3 Paragraph D

VIII Temperature vital to production

ix Infection bring benefits 6 Paragraph G

X.

xi.

Obstacles to picking The juice flows quickly

Q uestions 8-10

Write your answers in boxes 8-10 on your answer sheet.

8 Growers set aside only a small area for ice wine grapes because

A not all grapes are suitable.

B nature attacks them in various ways,

c not many grapes are needed.

D the area set aside makes the vineyard look extremely untidy.

9 Rice husks are used because they

A stop the grapes from becoming ice blocks.

B help the berries to remain frozen,

c create holes in the grapes.

D help producers create different tastes.

10 According to Klaus Reif, Canadian ice wine

A flows more slowly than German wine.

B tastes a lot like German ice wine.

c is better than German ice wine.

D is sweeter than German ice wine.

Q uestion s 1 1 - 1 4

Complete each o f the following statem ents (questions 11-14) with the best ending A-G from the box below.

Write the appropriate letters A-G in boxes 11-14 on your answer sheet.

A use diseased grapes to produce their wine.

B enjoy working in cool climates,

c can produce ice wine every year.

D were surprised by the high sugar content in frozen grapes.

E made a conscious effort to produce ice wine.

F drink tea and brandy during their work.

11 Franconia ice wine makers

12 Famous dessert winemakers

13 Ice wine grape pickers in Germany

14 Canadian ice wine makers

Reading I 23

READING PASSAGE 2

You should spend about 20 m inutes 071 Q u e stio n s 15-27 which are based on

Reading Passage 2.

ISLANDS THAT FLOAT

Islands are not know n for their m obility but, occasionally it occurs N a tu ra l floating islands have been recorded in m any parts o f the world (Burns et al 1985) Longevity studies in lakes have been carried out by Hesser, a n d in rivers and the open sea by Boughey (Sm ithsonian In stitu te 1970) They can form in two common ways: landslides o f (usually vegetated) p ea ty1 soils into lakes or seawater or as a flotation o f peat soils (usually bound by roots of woody vegetation) after storm surges, river floods or lake level risings.

The capacity of the living p a rt of a floating islan d to m a in ta in its equilibrium in the face of destructive forces, such as fire, wave attack

01' hogging and sagging while riding sea or swell waves is a m ajor obstacle In general, ocean-going floating islands are m ost likely to be short-lived; wave wash-over gradually elim inates enough of the isla n d ’s store of fresh w ater to deplete soil air and kill vegetation around the edges which, in tu rn , causes erosion an d dim inishes buoyancy and horizontal mobility

The forces acting on a floating island determine the speed and direction of movement and are very similar to those which act on floating mobile ice chunks during the partially open-water season (Peterson 1965) In contrast

to such ice rafts, many floating islands carry vegetation, perhaps including trees which act as sails In addition B um s et al examined the forces acting and concluded th at comparatively low wind velocities are required to establish free-floating islands with vegetation standing two m eters or more tall

The sighting of floating islands at sea is a ra re event; such a th in g is unscheduled, short-lived and usually undocum ented On Ju ly 4th 1969

1 Peat = a dark brown substance that is formed by plants dying and becoming buried

V

an island some 15 m eters in diam eter w ith 10-15 trees 10-12 m eters tall was included in the daily notice to m ariners as posing a shipping navigation h azard between Cuba and H aiti M cW hirter described the island as looking “ as though it were held together by a mangrovetype

m atting; there was some ea rth on it but it looked kind of bushy around the bottom, like there was dead foliage, grass-like m aterial or som ething on the island itself The trees were coming up out of th a t It looked like the trees came rig h t out of the surface brown layer No roots were visible” By the 14th of Ju ly the islan d h ad apparently broken up and the p a rts h ad p artially subm erged so th a t only the upper tree tru n k s were above the w ater By July 19th, no trace of the islan d was found after an intensive six hour search

A nother exam ple albeit freshw ater, can be found in Victoria, A ustralia

- the floating islands of P irron Yallock Accounts of how the floating islands were form ed have been given by local residents These accounts have not been disputed in scientific literatu re P rior to 1938, the lake was an in te rm itte n t swamp which usually dried out in sum m er A drainage channel h ad been excavated at the lowest point of the swamp

at the n o rth ern p a rt of its perim eter This is likely to have encouraged the developm ent or enlargem ent of a p eat m at on the floor of the depression Potatoes were grown in the centre of th e depression where the p e a t rose to a slight mound The p eat was ignited by a fire in 1938 which b u rn ed from the dry edges tow ards a cen tral damp section A track w as laid through the swamp la st century and pavem ent work was carried out in 1929-30 This causew ay restricted flow betw een the depression and its form er southern arm These roadworks, plus collapse and p a rtia l infilling of the n o rth ern drainage channel, created drainage conditions conducive to a tran sitio n from swam p to

p erm an en t lake

The transform ation from swam p to lake was dram atic, occurring over

th e w inter of 1952 w hen rainfall of around 250mm was well above average P eat is very buoyant and the cen tral raised section which h ad been isolated by the fire, broke away from th e rocky, b asa lt floor as the

w ater level rose in w inter The m ain islan d th en broke up into several

sm aller islands which drifted slowly for up to 200 m eters w ithin the confines of the lake and ranged in size from 2 to 30 m eters in diam eter

Reading I 25

The years im m ediately following experienced average or above average rainfall and the w ater level was m aintained R e-alignm ent of the highw ay in 1963 completely blocked the form er south-east outlet of the depression, fu rth e r enhancing its ability to reta in w ater The road surface also provided an additional source of runoff to the depression.Anecdotal evidence indicates th a t the islands floated u n in te rru p te d for

30 years following th eir form ation They generally moved betw een th e

NW and NE sides of the lake in response to the prevailing winds In

1980, the R ural W ater Commission issued a nearby motel a domestic licence to remove w ater from the lake and occasionally w ater is tak en for the purpose of firefighting The most significant am ount ta k en for firefighting was during severe fires in F eb ru ary 1983 Since then, the PilTon Yallock islands have ceased to float, and this is thought to be related to a drop in the w ater level of approxim ately 600 mm over the

p ast 10-15 years The islands have eith er ru n aground on the bed or the lagoon or vegetation h as attached them to the bed

Floating islands have attra cte d atten tio n because they are uncom m on and th eir behaviour has provided not only explanations for events in

m yth and legend b u t also great scope for discussion and speculation

am ongst scientific and other observers

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Q uestions 1 5 - 1 9

Do the following statements agree with the information given in R eading Passage 2?

In boxes 15-19 on your answer sheet write

15 Natural floating islands occur mostly in lakes.

16 Floating Islands occur after a heavy storm or landslide.

17 The details of the floating island at sea near Cuba and Haiti were one of many sea-going islands in that area.

18 Floating islands at sea sink because the plants on them eventually die.

19 Scientists and local residents agree on how the Pirron Yallock Islands were formed.

Q uestions 20 - 23

Look at the following people (questions 20-23) and the list o f statem ents below.

M atch each person to the correct statement.

Write the correct letter A-G in boxes 1-4 on your answer sheet.

20 Burns A compared floating islands to floating blocks of ice

B documented the breakup of a sea-going island

21 Peterson c examined floating islands in a confined area

D studied the effect of rivers on floating islands

22 McWhirter E like floating islands, floating mobile ice chunks carry

vegetation

F even comparatively light winds can create a floating island

23 Hesser

G recorded the appearance of a sea-going floating island

H tall trees increase floating island mobility

Reading I 27

-Q uestions 24 - 27

Complete the labels on Diagram B below.

■ Diagram A: Before Pirron Yallock Island formation

Diagram B: After Pirron Yallock Island formation

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READING PASSAGE 3

You should spend about 20 minutes on Q u e stio n s 28-40 which are based on

R eading Passage 3.

OCEAN PLANT LIFE IN DECLINE

A Scientists have discovered p lan t life covering the surface of the world's oceans is disappearing at a dangerous rate This p lan t life called phytoplankton is a vital resource th a t helps absorb the worst of the

‘greenhouse gases’ involved in global warming S atellites and ships at sea have confirmed the dim inishing productivity of the microscopic plants, which oceanographers say is m ost striking in the w aters of the

N orth Pacific - ranging as far up as the high Arctic “W hether the lost productivity of the phytoplankton is directly due to increased ocean tem p eratu res th a t have been recorded for a t least the p ast 20 years rem ains p a rt of an extrem ely complex puzzle”, says W atson w Gregg,

a NASA biologist at the Goddard Space F light C enter in the USA, but

it surely offers a fresh clue to the controversy over clim ate change According to Gregg, the g reatest loss of phytoplankton has occurred where ocean tem p eratu res have risen m ost significantly between the early 1980s and the late 1990s In the N orth A tlantic sum m ertim e, sea surface te m p eratu res rose about 1.3 degrees F ah ren h eit during th a t period, while in the N orth Pacific the ocean's surface te m p eratu res rose about 0.7 of a degree

B While th e link between ocean te m p eratu res and the productivity of plankton is striking, other factors can also affect th e h ealth of the plan ts They need iron as nourishm ent, for example, and much of it reaches them via powerful winds th a t sweep iron-containing dust across the oceans from continental deserts W hen those winds dim m ish

or fail, plankton can suffer According to Gregg and his colleagues,

th e re have been sm all b u t m easurable decreases in the am ount of iron deposited over the oceans in recent years

c The significant decline in plankton productivity h as a direct effect on

Reading I 29

the world's carbon cycle Norm ally, the ocean p lan ts take up about h a lf

of all the carbon dioxide in the world's environm ent because they use the carbon, along with sunlight, for growth, and release oxygen into the atm osphere in a process known as photosynthesis P rim ary production

of plankton in the N orth Pacific h as decreased by more th a n 9 percent during the p ast 20 years, and by nearly 7 percent in the N orth A tlantic, Gregg and his colleagues determ ined from th e ir satellite observations and shipboard surveys Studies combining all the m ajor ocean b asin s of the world, has revealed the decline in plankton productivity to be more

th an 6 percent

D The plankton of the seas are a m ajor way in which the ex tra carbon dioxide em itted in the com bustion of fossil fuels is elim inated W hether caused by currently rising global te m p eratu res 01’ not, the loss of

n a tu ra l plankton productivity in th e oceans also m eans the loss of an

im portant factor in rem oving much of the principal greenhouse gas

th a t has caused the world's clim ate to warm for th e p a s t cen tu ry or more “O ur combined research shows th a t ocean p rim ary productivity

is declining, and it may be the resu lt of clim ate changes such as increased te m p eratu res and decreased iron deposits into p a rts of th e oceans This h as m ajor im plications for the global carbon cycle” said Gregg

E At the sam e tim e, Stanford U niversity scientists using two other NASA satellites and one flown by th e Defense D ep artm en t have observed dram atic new changes in the vast ice sheets along the w est coast of

A ntarctica These changes, in tu rn , are having a m ajor im pact on phytoplankton there They report th a t a m onster chunk of th e Ross Ice

S h etf- an iceberg alm ost 20 m iles wide and 124 m iles long - h as broken off the w est face of the shelf and is burying a v ast ocean area of phytoplankton th a t is the base of the food web in an area exceptionally rich in p lan t and anim al m arine life

F Although sea surface tem p eratu res around W estern A ntarctica are rem aining stable, the loss of plankton is proving catastrophic to all th e higher life forms th a t depend on the p la n t m asses, say S tanford biological oceanographers Arrigo and van Dijken Icebergs in

A ntarctica are designated bv le tte rs and num bers for aerial surveys across millions of square m iles of th e southern ocean, and th is berg is

30 I Reading

c - ^

known as C-19 "We estim ate from satellite observations th a t C-19 in the Ross Sea has covered 90 percent of all th e phytoplankton there" said Arrigo

G Huge as it is, the C-19 iceberg is only the second-largest recorded in the Ross Sea region An even larger one, dubbed B-15, broke off, or

‘calved’ in 2001 Although it also blotted out a large area of floating phytoplankton on the sea surface, it only wiped out about 40 percent of the microscopic plants Approxim ately 25 percent of the world's populations of em peror penguins and 30 percent of the Adelie penguins nest in colonies in this area This am ounts to hundreds of thousands of Adelie and em peror penguins all endangered by the huge iceberg, which h as been stuck against the coast ever since it broke off from the Ross Ice S helf la st year W hales, seals and the m illions of shrim p-like sea creatu res called krill are also th rea ten e d by the loss of m any square m iles of phytoplankton

Reading I 31

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Q uestion s 28 - 32

The passage has seven paragraphs labeled A-G.

Which paragraph contains the following inform ation?

Write the correct letter A-G in boxes 28-32 on your answer sheet.

28 the role of plankton in dealing with carbon dioxide from vehicles

29 the effect on land and marine creatures when icebergs break off

30 the impact of higher temperatures upon the ocean

31 the system used in naming icebergs

32 the importance of phytoplankton in the food chain

Q uestions 3 3 - 3 6

Complete the sentences below w ith words taken from R eading Passage 3.

Use N O M O R E T H A N TW O W O R D S for each answer.

Write your answers in boxes 33-36 on your answer sheet.

33 Much needed iron for plant life is transported to the ocean b y

34 An increase in greenhouse gasses is due to a decrease i n

35 Phytoplankton forms th e of the food web.

36 The technical term used when a piece of ice detached from the main block is

Q uestions 37 - 40

Write your answers in boxes 37-40 on your answer sheet.

A decline in the p lan t life located in the world’s oceans h as been

validated by 3 7 The m ost obvious decline in p la n t life has

been in the N orth Pacific A rise in ocean tem p eratu res in the

early 1980s and late 1990s led to a decline in 38 In

addition to higher ocean tem peratures, deficiencies in 3 9

can also lead to a decline in plankton num bers This, in tu rn ,

im pacts upon th e world’s 4 0

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WRITING TASK I

You should spend about 20 m inutes on this task.

The b a r c h a r t sh o w s the a v e r a g e p r i c e o f a house in th e UK in

d iffe r e n t ye a rs The p i e c h a r ts s h o w th e p e r c e n ta g e b e tw e e n owners, p e o p le r e n tin g a n d those w ith se c o n d homes.

S u m m a r is e the in fo r m a tio n by s e le c tin g a n d r e p o r tin g th e m a in

WRITING TASK II

You should spend 40 m inutes on this topic.

An increasing n um ber o f la rg e r sh oppin g areas, m a ils a n d

d ep a rtm en t stores are leading to the decline o f sm a lle r corner shops What are the a d v a n ta g e s a n d d is a d v a n ta g e s o f sh o p p in g in la rg e r

sh o p p in g centers r a th e r th a n s m a lle r, more tr a d i tio n a l shops?

Give reasons for your answer and include any relevant examples from your own knowledge and experience.

Write at least 250 words.

W riting I 35

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.

EXAMPLE

- What is your full name?

- What should I call you?

- Where are you from?

- Where is your town located in the country?

- What are the special features of your hometown?

- Would you like to stay there in the future? Why?

- What is the weather like in your country?

- How many different seasons are there?

- Do you prefer a cold or a hot season? w h y?

PART 2

Describe a film based on a real life event or a

real person Please say:

- When did you see it?

- Did you like it or not? w h y?

- W hat did you learn from the movie?

You will have to talk about the topic for one to two minutes.

You have one minute to think about what you're going to say.

You can make some notes to help you if you wish.

PART 3

D iscu ssio n topics:

- In your country what kind of real people are filmed in movies?

- What do you think is better: to read a book or to see a movie based on a book?

- W hat are the most important things to make a movie successful?

- Do you think the star acting in the movie influences the success of the movie? Why?

36 I Speaking

INTERNATIONAL ENGLISH LANGUAGE

TESTING SYSTEM

IELTS Practice Test 2

► Listening (30 m inutes - 40 Questions)

► Reading (60 m inutes - 40 Questions)

► W ritin g (60 m inutes - 2 Tasks)

► Speaking (15 m inutes - 3 Parts)

HEC-VN006 HAI JIM'S TESTING DOCUM ENT

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