•i1··'····· :: : CAMBRIDGE UNIVERSITY PRESS :·! 1111 CAMBRIDGE ENGLISH 1!i! Language Assessment 11 1'1 Part of the University of Cambridge ACADEMIC WITH ANSWERS AUTHENTIC EXAMINATION PAPERS Cambridge University Press www.cambridge.org/elt Cambridge Assessment English www.cambridgeenglish.org Information on this title: www.cambridge.org/9781108450492 © Cambridge University Press and UCLES 2018 It is normally necessary for written permission for copying to be obtained in advance from a publisher The sample answer sheets at the back of this book are designed to be copied and distributed in class The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom Only those pages that carry the wording '© UCLES 2018 IRMMS•MFiMI' may be copied First published 2018 20 19 18 17 16 15 14 13 12 11 10 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-108-45049-2 Academic Student's Book with answers ISBN 978-1-108-55309-4 Academic Student's Book with answers with Audio ISBN 978-1-108-45055-3 General Training Student's Book with answers ISBN 978-1-108-55319-3 General Training Student's Book with answers with Audio ISBN 978-1-108-45067-6 Audio CDs (2) The publishers have no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the publishers not guarantee the accuracy of such information thereafter Contents Introduction Test 10 Test2 32 Test3 54 Test4 76 Audioscripts 97 Listening and Reading Answer Keys Sample answers for Writing tasks Sample answer sheets Acknowledgements 118 126 136 140 Introduction 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 where English is the language of communication These Practice Tests are designed to give future IELTS candidates an idea of whether their English is at the required level IELTS is owned by three partners: Cambridge English Language Assessment, part of the University of Cambridge; the British Council; IDP Education Pty Limited (through its subsidiary company, IELTS Australia Pty Limited) Further information on IELTS can be found on the IELTS website www.ielts.org WHAT IS 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 or General Training module Academic For candidates wishing to study at undergraduate or postgraduate levels, and for those seeking professional registration General Training For candidates wishing to migrate to an English-speaking country (Australia, Canada, New Zealand, UK), and for those wishing to train or study at below degree level The test components are taken in the following order: Listening sections, 40 items, approximately 30 minutes Academic Reading sections, 40 items or Academic Writing tasks or 60 minutes 60 minutes Speaking 11 to 14 minutes Total Test Time hours 44 minutes General Training Reading sections, 40 items 60 minutes General Training Writing tasks 60 minutes Introduction ACADEMIC 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 are 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-chart completion, summary co�pletion, sentence completion and short-answer questions Candidates hear the recording once only and answer the questions as they listen Ten minutes are allowed at the end for candidates to transfer their answers to the answer sheet Reading This test consists of three sections with 40 questions There are three texts, which are taken from journals, 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 completion, note completion, table completion, flow-chart completion, diagram label completion and 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 write at least 150 words, and 40 minutes on Task 2, which requires them to write at least 250 words Task contributes twice as much as Task to the Writing score Task requires candidates to look at a diagram or some data (in a graph, table or chart) and to present the information in their own words They are assessed on their ability to organise, present and possibly compare data, and are required to describe the stages of a process, describe an object or event, or explain how something works In Task 2, candidates are presented with a point of view, argument or problem They are assessed on their ability to present a solution to the problem, present and justify an opinion, compare and contrast evidence and opinions, and to evaluate and challenge ideas, evidence or arguments Candidates are also assessed on their 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 Introduction Speaking This test takes between 11 and 14 minutes and is conducted by a trained examiner There are three parts: Part The candidate and the examiner introduce themselves Candidates then answer general questions about themselves, their home/family, their job/studies, their interests and a wide range of similar familiar topic areas This part lasts between four and five minutes Part 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 examiner then asks one or two questions on the same topic Part3 The examiner and the candidate engage in a discussion of more abstract issues which are thematically linked to the topic in Part The discussion lasts between four and five minutes The Speaking test assesses whether candidates can communicate effectively in English The assessment takes into account Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation More information on assessing the Speaking test, including Speaking assessment criteria (public version), is available on the IELTS website Introduction HOW IS IELTS SCORED? 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: Expert User - Has fully operational command of the language: appropriate, accurate and fluent with complete understanding B 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 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 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 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 Limited User - Basic competence is limited to familiar situations Has frequent problems in understanding and expression Is not able to use complex language Extremely Limited User - Conveys and understands only general meaning in very familiar situations Frequent breakdowns in communication occur 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 Non User - Essentially has no ability to use the language beyond possibly a few isolated words O Did not attempt the test - No assessable information provided Introduction MARKING THE PRACTICE TESTS Listening and Reading The Answer Keys are on pages 118-125 Each question in the Listening and Reading tests is worth one mark Questions which require Jetter I Roman numeral answers • For questions where the answers are letters or Roman numerals, you should write only the number of answers required For example, if the answer is a 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 Words in brackets are optional - they are correct, but not necessary 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 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 transfer the necessary missing word(s) onto the answer sheet For example, to complete 'in the .', where the correct answer 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 for numbers, dates and currencies are acceptable All standard abbreviations are acceptable You will find additional notes about individual answers in the Answer Key Writing The sample answers are on pages 126-135 It is not possible for you to give yourself a mark for the Writing tasks We have provided sample answers (written 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 Introduction HOW SHOULD YOU INTERPRET YOUR SCORES? At the end of each Listening and Reading Answer Key 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 to for each of the components and an Overall Band Score from to 9, which is the average of your scores in the four components However, institutions considering your application are advised to look at both the Overall Band Score and the Bands for each component in order to determine whether you have the language skills needed for a particular course of study For example, if your course involves a lot of reading and writing, but no lectures, listening skills might be less important and a score of in Listening might be acceptable if the Overall Band Score was However, for a course which has lots of lectures and spoken instructions, a score of in Listening might be unacceptable even though the Overall Band Score was Once 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 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 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 We 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 Further information For more information about IELTS or any other Cambridge English Language Assessment examination, write to: Cambridge English Language Assessment Hills Road Cambridge CB12EU United Kingdom https://support.cambridgeenglish.org http://www.ielts.org Sample answers for Writing tasks TEST 2, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 6.0 score Here is the examiner's comment: The candidate has identified all the main features and trends, including the fact that in 1971 the number of households in owned and rented households was the same Comments are supported by dates and percentages of households and there is a short overview at the end of the script Organisation is clear as the writer deals with each category in turn The range of vocabulary is adequate but there are frequent spelling errors [comprssion I comparison I dramaticly droped I dramatically dropped I stated I stayed I yeas I year I leveled I levelled I Genarally I Generally I prectarge I percentage] These not noticeably impede communication, however There is a mix of grammatical structures and some complex sentence forms, though these are not always accurate: the meaning is still clear, however The provided bar lhart depilts the lomprf>f>ion of bu'{ing or renting houf>e.f> in fog\and and Wa\es from 1q1s to 2.011 1q1s the rented houf>eho\df> waf> raised about 1S perlentage.1he.n it \eve\ed of between 1q,q to 1q5'3 From 1q(p1 to 1qs1 it dramatid'{ droped to '35 perlentage Thif> allommodation f>tated the flame unti\ WOI In 2.011 there waf> a f>\ight inlrease in rented houf>eho\df> and it waf> up to '3S% Toe same 'leaf> the owned onef> haf> raiie from 1.1% to '31.% in 1q1s to1q5'3 In 1q3q to 1q53 the wai a graduate itade in the perlentage Then it f>tarti to \eve.led up to !Qq% In 1qq1 At 1.001 to 1.011 there wai a de.dine in the owned allommodation and it wai !Q1.% benara\\'{ , both of the rented and owned house.ho\di has raif>ed and droped throug the '{earf> from 1q1s to 1.011 The wai a '{tar that the were the iame prectarge and it wai 1cn1 whilh 50% 128 Sample answers for Writing tasks TEST 2, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band score Here is the examiner's comment: The candidate explains why s/he both agrees and disagrees with the statement, meeting the requirements of 'To what extent you agree or disagree with this statement?' S/he singles out two areas of disagreement (food and jobs) and provides clear examples to support these opinions, then goes on to identify an area of agreement (TV channels), again providing support and then some development of the example Organisation is logical and there is clear progression throughout the writing There is a range of cohesive devices, used appropriately [Take for example I Actually I Therefore I Naturally I However I This specific area I From this point of view I In conclusion] The range of vocabulary is sufficient to show some flexibility and precision, as well as less common items and an awareness of style and collocation [Complex I list of favourites I fits my abilities I specific area I many available channels] There is only one spelling error [beome], probably a slip of the pen Control over grammar and punctuation is generally good and there is a variety of complex structures with frequent error-free sentences 1he answer is lomp\ei sinle there are a \ot of d1oiles in our \ife and a\\ of them are different l(inds ln some lases I wou\d sai that it is a good thing to have the abi\it'j to lhoose from a wide variet'j Ta\::e for eiamp\e gastronoml f.ver-t sing\e pm,on haf> different mea\f> on their \ist of favouritM, Ac.tua\\i if iOU have a bigger fami\i it is a\most impof>sib\e to loo\:: f>omething that ever-tone wou\d \il(e.1herefore I wou\d D21i that it if> great that iOU lan 90 to a shopping lenter and lhoof>e from a doz.en different food t'jpes I lan a\waif> find something that \001(5 de\iliouf> Natura\\i, there are Mme peop\e who sai that it if> against evo\ution.1hei daim to sai that ball( in the o\d dais we had a perfelt \ife when telhnila\\i ever-tbod-1 was farming I perwna\\i disagree with that I am happi that I lOu\d d1oose ajob that fits best to mi abi\ities I mean no one is the same, wh; wou\d we want to the same? Different l(inds of universities give us the opportunit'j to beome who we are meant to be We have the right to lhoose However there is one topil where, allording to mi opinion we have too mani lhoiles 1his spelifil area is te\evision.1here are hundreds of lhanne\s, therefore iOU lan a\wais find something that is worth watlhing Litera\\i iOU lOu\d sit in iOur sofa the who\e dai and watlh fi\ms I thin\:: that peop\e doing \ess outdoor altivities are the resu\ts of the mani avai\ab\e d1anne\s from this point of view I wou\d agree that we have too mani lhoiles In lOndusion I wou\d sai that we lan't genera\\i ta\\:: about lhOiles sinle thei lOu\d be different In Mme ,ases it is good to have mani of them whi\e in other areas thei lOu\d have a negative effelt 129 Sample answers for Writing tasks TEST 3, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 5.0 score Here is the examiner's comment: This response is rather mechanical as it lists the countries in order of production and consumption of electricity, identifies the countries that produce and consume most and least and notes the fact that all the countries except Germany produce more than they consume However, the writing is supported by data, although there are some errors in the figures (the figures for production in Russia, India and Brazil are inaccurate as is the figure for consumption in Japan) Organisation is limited and there are few examples of cohesive devices; similarly the range of vocabulary is limited although just adequate for the task There is a mix of simple and complex sentence structures, but complex forms are mainly inaccurate [that have /has I Almost all the country have I Almost all the countries have] from the bar lhart that f>how the top ten lountrief> for the produltion and lOnf>umption of e\ectrilii'f in io14 for the production of e\ectrilii'f, the lr,t ran\:: if> China that have 5;3qs bi\\ion i::wh, the 2.0d ran\:: if> United �tatef> that have 4,oqq bi\\ion i::wh, the 3rd ran\:: iD \Z-UDf>ia that have 1,05q bi\\ion i::wh, the 4th ran\:: if> Japan that have q%1.2 bi\\ion \:'.wh, the 5th ran\:: if> India that have sq1 bi\\ion Kwh, the (ptn ran\:: if> lanada that have lPIS.q bi\\ion \:'.wh, the 1t11 ran\:: if> franle that have 5(pl.2 bi\\ion i::wh, the gth ran\:: if> e,raz.i\ that have 530.q bi\\ion \:'.wh, the qtn ran\:: if> Giermani that have '52.lP.(p bi\\ion \:'.wh and the 10th ran\:: if> \Z-epub\il of korea that have 4S5.1 bi\\ion \::wh for the lOmf>umption of e\e.ctrilii'f, the lr,t ran\:: if> China that have 5,'32.2 bi\\ion i::wh, the ind ran\:: if> United �tatef> that have 3,S(p(p bi\\ion \::wh, the 3rd if> \Z-Uf>f>ia that have l,0'3S bi\\ion i::wh, the 4th ran\:: is Japan that have S5lP.q bi\\ion i::wh, the 5th ran\:: is India that have (pqs.s bi\\ion i::wh, the Vh ran\:: iD Giermani that have 5S2 bi\\ion \::wh, the 1th ran\:: is lanada that have 4qq_q i::wh, the stn ran\:: is franle that have 4lt,2 q bi\\ion \::wh, the qth ran\:: is e,raz.i\ that have 455.S i::wh and the wtn is \Z-epub\il of korea that have 44q.5 bi\\ion Kwh from the information 1he wunt� that have the most in produltion and lonsumption is China The lount� that have the \east in production and wnsumption is \Z-e.pub\il of korea A\most al\ the wunt� have production more than lonsumption, e-,.e,pt Giermani that have lonsumption more than production 130 Sample answers for Writing tasks TEST 3, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 6.0 score Here is the examiner's comment: The writer addresses all parts of the prompt and outlines why the various subjects are all important, supporting these ideas with relevant examples Although the organisation is sometimes confused, there is a sense of progression and a definite conclusion is reached Cohesive devices are used effectively [In my opinion I Of course I especially] Referencing is generally accurate [we wouldn't know that without them I these things I that hope I that is a reason why], but there is one error [With this I these two things] The range of vocabulary is quite varied [go along with today's world I to move forward I daily life I transportation, communication, collaboration etc I political standing, culture and traditions], though errors occur [every subjects I subject I normally I normal human beings I a bright chances I chance], while a reference to [stuff and things] suggests the writer struggled to find more precise terms There is a mix of simple and complex sentence forms, including different types of subordinate clauses [Some people say that I which is science and technology I people who pushes I push us to I The I They taught us how to] and although errors occur, these not usually cause misunderstanding or difficulty for the reader Punctuation is sometimes faulty, particularly omission of full stops In mi opinion I thin\C eve.I"{ f>U�Utf> if> important for Uf> We have to \e.arn e.ve.l"'{thing through our pant, pre.ne.nt and future- '5ome pe,op\e sa'f that HintOI"'{ in one of the mont important slhoo\ nu�e.lts it'n true but it has to go a\ong with toda'f's wor\d whilh is uie-nle and Telhno\og'f How lan we move without our histol"'{, the peop\e behind us "Toe anlient peop\e'' is the most powerfu\ peop\e who pushes us to move forward Toe taught us how to fire a \ight, How to find a food, How to \ivef> with other and anima\n, How to survive and othern Of lOurse we wou\dn't \Cnow that without them &ienle and Telhno\og'{ are important too The'{ give us a lhanle to move forward with them Without 'i>lienle and Tedmo\09'{ we're just a norma\\'f humann being We spend our dai\'f \ife with no usefu\ Without them we have no \ight \'Je have no food, we have no lOmfortab\e stuff and things O\d peop\e lan survived without these thingn Humanf> lre.ates \ots of invention to give an un\imited wants of peop\e based on a \imited government Ma'{ I gives one eiamp\e of the deve\opment of uienle and Telhno\og'f, With this two thingn it give us a lhanle to be a member of A.'f>f,,N-J "/\ssoliation of 'i>outh f,,ast Asia Nation" we lan be ab\e to lommunilate with the other q lountries with the high techno\09'{ it he\p us to be a 1E/\MW0\2-I( with the q othe.r lOuntrien to deve\op our lOuntl"'{ he\p us in terms of transportation, lOmmunie,ation, e,o\\aboration etl it lan definite\'{ ho\d on to that hope, that in the near future 131 Sample answers for Writing tasks Overa\\ elOnomils lan tota\\'f ad1ieves it is a falt that the member of the member of the A�f,,N J have difforenles in term of po\itila\ standing, w\ture and traditions but it's not a prob\em with our he\p I Know that there're a bright future are waiting for a\\ of us and that is a reason wh'{ Histor'{, �lienle and Tuhno\09'{ is important We use Histor'{ to \earn about others, their w\ture, their tradition to be understand ealh other more and more and using uienle and Telhno\09'{ to he\p us, our lOuntr'{, our wor\d to be moving forward, to he\p ealh other and to give a bright lhanles and future for ever'{one, espelia\\'f Kids give a lhanles to them to stud'{, to go to slhoo\, to get Know\edge so the ne�t ten '{tars, twenrt '{tars to the new up lOming 'te�r a\\ of them lan he\p ealh other to pass these lhanles to other Kids go on and on 132 Sample answers for Writing tasks TEST 4, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 6.5 score Here is the examiner's comment: This answer addresses the main features of the redeveloped sports centre, but it could be improved by adding a brief description of the centre as it is at present Another aspect of the response that could be improved would be to indicate where the various facilities will be situated in relation to each other: from the description above the reader cannot know where for example the gym, the leisure pool and the dance studios will be located The range of vocabulary is above average, however: [illustrate I reconstruction I redeveloped I additional I replaced by other facilities I renovated] and shows flexibility and precision There is a variety of complex structures such as present and future verb forms, passive forms and relative clauses [the place where I It is also clear that] There could be more variety in the language used to express future plans: [going to] is over-used The fo\\owing p\ans i\\ustrate the \a1out of the univer&i1'{s sports ,entre at the pruent moment and the w� it wi\\ \oo� after a ruon&truction Alc.ordin9 to the new \�out, the redeve\oped sports ,entre i& 9oin9 to buome bi99er first, the 91m i& 9oin9 to be larger and an additional ,han9in9 room i& going to appear f,eside&, there i& going to be a &ports &hop and a cafe in the rueption z.one /\part from that, dan,e studios are going to wor� opposite the 9'1m fina\\1, the sports ,entre is 9oin9 to get a new \eiwre poo\ It is 9oin9 to be \ocated in the p\a,e where the outdoor ,ourt& used to be At, ,an be seen from the new \a'iout, both outdoor wurts are 9oin9 to be rep\a,ed b'f other fui\ities in the renovated sports ,entre furthermore, a sport& ha\\ is 9oin9 to appear in the universit f sports ,entre It is a\w dear from the �ond \�out that the redeveloped sports ,entre i& 9oin9 to be a fu\\1 indoor one 133 Sample answers for Writing tasks TEST 4, WRITING TASK SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 6.0 score Here is the examiner's comment: This script presents some difficulties for the reader There is an attempt to answer the first part of the prompt (Why is this the case?) although the explanation is not well supported, while the answer to the second question (What can be done about this problem?) lacks focus as it mentions education, clean water and social mobility as well as food At the same time, it is clear that the writer has some ideas, but lacks the language needed to express them satisfactorily Ideas are organised into paragraphs and there is some sense of progression, with accurate use of cohesive devices [Nowadays I According to I for example] although there is also some inaccuracy [Hence I In the long team /term?] Control over spelling and word formation is weak and there are frequent errors [itmes I opioin I Captialism I divied I countris I resouse I develping] for example, causing further difficulty There are attempts to produce both simple and complex sentence forms, but the error level is high throughout, even in simple forms [/ think it made many problem I the people will be expenditure more] Punctuation is also sometimes faulty Nowada'fS, man'f lOuntries has been tried to deve\op the Mvanw, itmes to 'i>o\ves the \alK of food in the wor\d b'f the wa'f wh'f man'{ peop\e around the wor\d sti\\ 90 hungrt, In m'f opioin, I thinK "C.aptia\ism" Under "the wor\d Order" b'f Uf>A in l'flO (the lO\d war) divied the lountris around the wor\d in to groups, 1) the frist wor\d \iKe U'i>I\ Uk, rapan \iKe that, i) the sewnd word was \iKe 'i>oviet Union and 3) the third word was a devop\ing lOuntries I didn't thinK the laptia\ism is bad, l tninK it made man'f prob\em sulh as tne \alK of food in the poor wuntries /\c.wrding to the 6lonomils, the deve\ped wuntries have a abso\ute rights to taKe an adventage from the resouse in the deve\pin9 wuntries with the \owest wage, the nardest worKing and the dangerous p\ales worKing Henle, the peop\e who \ive in the devep\in9 wuntries has no oppunities to mob\isati,on their status the \owest wage the'f get vile versa the high prile of their item prodult for eiamp\e I do\\ar U'i> per a day for t worKer in the deve\ped wuntries, but 100 do\\ar U'i> per the item produd to be se\\ed, tne lap is approiimate qq do\\ar U'i> goes to tne owner who \ive in the deveoped wuntries 1he so\ve of this prob\em, I thinK the goverment on ealh wuntries shou\d guranted their litiz.en to have a basil rights, food, C.\ear water and €,dulation, for eiamp\e 1he highest prile of food that restriz.e the poor peop\e to alless the food, the government need to bare the barrier piles of food won't be high 134 Sample answers for Writing tasks In the \ong team of so\ving this prob\e.m, the gove.me.nt wi\\ give more t-dulation foe as free for thie livi\an be.laus I abso\ute.\i thinK t-dulation lome.s with mobi\isatim the solia\ status when the pe.op\e has a high t-dulation lOme.s with a hire in a high worKing then the government shou\d bare the free of housho\d is not high as we\\ the people wi\\ be e.1-pe.nditure more When the more e.r-pe,nditure the pe,op\e have, the more monei thei have we have to so\ve, this prob\e.m together, Not the dut-f of some lountries, the problem wi\\ be eradilate.d from the wi\d faina\\i we have to have a hope to so\ve it, Not despair iet 135 Sample answer sheets eeBRITISH MCOUNCIL CAMBRIDGE ENGLISH • Language Assessment Parto(theUnrttrsityofC,mbridge Then write your six digit candidate number in the bo�e$ and shade the number in the grid on the right Test date (shade ONE box for the day, ONE box for the month and ONE box for the year): �� fil����•�•e���g���g�����g��-����� Year(iast2digits): g���g� ��� - - • ;I-• •-• • ••-• •••-• - -1 0121520510C OP7871394 â UCLES 2018 136 - IA@"8•Mbil9 Sample answer sheets LI 1- -• -· Please write your full name in CAPITAL letters on the line below: SAMPLE Please write your Candidate number on the line below: Please write your three digit language cede in the boxes and shade the numbers in the ' grid on the right Are you: Female? Reading = Male?= Reading Reading = Reading Reading Reading = • -•-• •-• •-•-••-• -• •• •-• •-••-•-•- � Module taken (shade one box): Academic General Training © UCLES 2018 IRMMS•MFilfl 137 Sample answer sheets Candidate Name Centre Number I I I I I I I DJ DJ I I I I I Candidate Number Module (shade one box): Testdate Academic CJ M M General Training CJ Y Y Y Y TASK1 Do not write below this line © UCLES 2018 138 li@MQ.j@DM Sample answer sheets �idp eeBRITISH ••coUNCIL Candidate Name Centre Number Part of the University of Cambridge I I I I I I I I I I I I I DJ DJ I I I I I Candidate Number Module {shade one box): Testdate CAMBRIDGE ENGLISH • Language Assessment El'SAUSTRALIA D Academic CJ D M M General Training CJ Y Y Y Y TASK2 Do not write below this line © UCLES 2018 IPMMM@iOM 139 Acknowledgements The publishers acknowledge the following sources of copyright material and are grateful for the permissions granted While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable Conde Nast for the text on p 15 adapted from 'How City Living Is Reshaping the Brains and Behaviour of Urban Animals' by Brandon Keim, Wired Magazine 2013 Copyright© 2013 Conde Nast Reproduced with permission; Taylor & Francis Group for the text on pp 16-17 adapted from 'Marketing in Travel and Tourism' by Victor Middleton, Alan Fyall, Mike Morgan and Ashok Ranchhod Copyright© 2009 Taylor & Francis Group Reproduced with permission; New Scientist for the text on pp 21-22 adapted from 'Why being bored is stimulating - and useful, too' by Caroline Williams, New Scientist, 29.08.2015 Copyright © 2015 New Scientist Ltd All rights reserved Distributed by Tribune Content Agency; New Scientist for the text on pp 24-25 adapted from 'Creative Sparks' by Catherine de Lange, New Scientist, 14.01.2012 Copyright© 2012 New Scientist Ltd All rights reserved Distributed by Tribune Content Agency; UCSF Memory and Aging Center for the text on p 37 adapted from 'Memory' Copyright© The Regents of the University of California Reproduced with kind permission; University of Minnesota Libraries for the text on pp 38-39 adapted from 'A Taste of Paradise: Cinnamon' by Troy David Osborne Copyright© James Ford Bell Library, University of Minnesota, https://www.lib.umn.edu/bell/tradeproducts/cinnamon Reproduced with kind permission; New Scientist for the text on pp 42-43 adapted from 'Dark side of the love hormone' by Ed Yong, New Scientist, 08.02.2012 Copyright© 2012 New Scientist Ltd All rights reserved Distributed by Tribune Content Agency; Harvard Business Publishing for the text on pp 46-47 adapted from 'Are You Ignoring Trends That Could Shake Up Your Business?' by Elie Ofek and Luc Wathieu, issue July-August 2010 Copyright© 2010 by Harvard Business Publishing Reproduced with permission; Department for Communities and Local Government (DCLG) and Census for the text on p 51 adapted from 'A Century of Home Ownership and Renting in England and Wales', Office for National Statistics licensed under the Open Government Licence v.3.0; Bodleian Library Publishing for the text on pp 6061 adapted from 'What have plants ever done for us?' by Stephen Harris Copyright© 2015 Bodleian Library Publishing Reproduced with kind permission; Smithsonian Enterprises for the text on pp 64-65 adapted from 'The Many Ways Baby Talk Gives Infant Brains a Boost' by Brian Handwerk, 28.05.2015 Copyright© 2015 Smithsonian Institution Reprinted with permission from Smithsonian Enterprises All rights reserved Reproduction in any medium is strictly prohibited without permission from Smithsonian Institution; Text on p 73 adapted from 'Electricity - production', CIA World Factbook; New Scientist for the text on pp 85-86 adapted from 'Endangered earth: The secret battle to save our soils' by Joshua Howgego, New Scientist, 07.10.2015 Copyright© 2015 New Scientist Ltd All rights reserved Distributed by Tribune Content Agency; Literary Review for the text on pp 89-90 adapted from 'The Literary Review: Politics of Pleasure' by John Gray Copyright© 2015 Literary Review Reproduced with kind permission 140 URLS The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this book are correct and active at the time of going to press However, the publisher has no responsibility for the websites and can make no guarantee that a site will remain live or that the content is or will remain appropriate Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes This means that Cambridge materials help students to avoid mistakes, and you can be confident the language taught is useful, natural and fully up to date www.cambridge.org/corpus ...•i1··'····· :: : CAMBRIDGE UNIVERSITY PRESS :·! 1111 CAMBRIDGE ENGLISH 1!i! Language Assessment 11 1'1 Part of the University of Cambridge ACADEMIC WITH ANSWERS AUTHENTIC EXAMINATION PAPERS Cambridge. .. Cambridge University Press www .cambridge. org/elt Cambridge Assessment English www.cambridgeenglish.org Information on this title: www .cambridge. org/9781108450492 © Cambridge University Press and... (through its subsidiary company, IELTS Australia Pty Limited) Further information on IELTS can be found on the IELTS website www .ielts. org WHAT IS THE TEST FORMAT? IELTS consists of four components