REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN

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* BAO ĐỘC QUYỀN FULL AUDIO

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* TÀI LIỆU CHUẨN NHẤT ĐỂ KIỂM TRA TRÌNH ĐỘ

* TÀI LIỆU TỐT NHẤT ĐỂ NHẬN BIẾT CÁC "CẠM BẪY" CỦA IELTS

* TÀI LIỆU "TUYỆT MẬT" CỦA IDP & BC

 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

TEST 1

SECTION 1 Question 1 - 10
Questions 1-6

Complete the table below.

Write ONE WORD AND/OR A NUMBER for each answer.

Beechen Festival
Date Time Activity Place Comments
Example
June 19th 7 p.m. the 1 .............
Concert
..............
meet at includes a visit to an
June 20th 2 ............ tour
p.m. the 3 ........... old flour mill
Beechen
children's
June 21st all day 4.............. Community bring a 5 ..............
competition Centre
June 21st evening fireworks by the 6..........

Questions 7-10

Complete the notes below.

Write ONE WORD AND/OR A NUMBER for each answer.

 This year, activities end by 7 .................... p.m.

 There won’t be any 8 ...................... in the town centre this year.

 The festival’s web address is www. 9..................com.

 Festival organisers would like to receive 10 ...............online.

 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

SECTION 2 Questions 11-20

Questions 11-14

Choose the correct letter, A, B or C.

Walking Holiday
11 Approximately how many passengers does the ferry hold?
A 160
B 600
C 2000
12 Which items should the tourists pack in a separate bag?
A food
B reading material
C medicines
13 The hostel in La Vega de Liebana has
A good washing facilities.
B a games room.
C a number of single bedroom
14 Residents at the hostel are not allowed to
A take furniture out of the hostel building.
B enter the hostel after a certain time
C smoke in the hostel gardens.
 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

Questions 15-17

Complete the notes below.

Write NO MORE THAN THREE WORDS for each answer.

Clothes and equipment

Bring:

boots with thick soles

spare 15 ................

light waterproofs

suncream: strength -16 ................

a 17 .............folder for map, etc.

Questions 18-20

Choose THREE letters, A-G.

Which THREE of the following features of the area in Spain does the speaker talk about?

A altitude
B coastline
C economy
E temperatures
F vegetation
G wildlife
 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

SECTION 3 Questions 21-30

Questions 21-24

Choose the correct letter, A. B or C.

Peer Assessment

21 Sally says many students see peer assessment as

A a way for tutors to save time.
B a useful learning tool.
C a valuable form of assessment.
22 What do Steve and Sally agree is an advantage of peer assessment?
A It's more reliable than self-assessment.
B It increases students' self-awareness,
C It builds rapport between students.
23 If the peer assessment marks seem incorrect,
A students should mark the assignments again.
B the tutor should check those assignments.
C the marking criteria should be rewritten.

24 How were the presentations in the research project marked?

A Students and lecturers marked all the presentations.
B Students chose which presentations they wanted to mark, C
C Lecturers marked a selection of presentations.
 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

Questions 25 - 30

How did the following categories of student markers compare with the rest of the
group when marking student presentations?
Write the correct letter, A, B or C, next to questions 25-30.

A They gave higher marks.

B They gave lower marks.
C Their marks were not significantly different

Categories of student markers

25 male students marking female presenters .............

26 female students marking male presenters .............

27 female students marking female presenters .............

28 younger students marking older presenters .............

29 students marking presenters from a different university .............

30 students who had helped set criteria .............

 REAL IELTS EXAMS - DỰ ĐOÁN ĐỀ THI IELTS ĐỘC QUYỀN - CUNG CẤP ĐỀ THI THẬT LUYỆN THI

SECTION 4 Questions 31-40

Complete the notes below.
Write ONE WORD ONLY for each answer.
Bislama - The Pidgin English Language of Vanuatu
Languages in Vanuatu
Local languages: Actively spoken languages: 81
Declining languages: 17
31........................languages 8

Total: 106
Foreign languages: English is used in the 32 ........................ system

Bislama
 It is spoken by 90% of the population today.
 In the past this language was described as 33 .......................

History of Bislama
 Around 1800 it was used as a common language on many ships.
 After 1860 Vanuatu people worked in Australian 34 .....................
 After 1950 people moved to the 35 ........................

Description of Bislama
General
 Bislama should be called a 36 ..................' pidgin.
Vocabulary
 Most words come from English.
 Words such as “from” may have more 37 ................. in Bislama.
 Less than 10% of words are of 38 .................. origin.
 Pacific words describe the natural world and also local 39 ................
Grammar
 It is based on Vanuatu languages.
 The word “long” acts as an important 40 ............... in Bislama.
 TEST 1
READING PASSAGE 1
You should spend about 20 minutes on Question 1-13 which are based on Reading
Passage 1 on pages 2 and 3.
The development of the silk industry
Silk, a natural fibre produced by a particular worm called a silkworm, has been used
in clothing for many centuries.

When silk was first discovered in China over sought after by other countries from an early
4,500 years ago, it was reserved exclusively date, and it is believed that the silk trade
for the use of the emperor, his close actually existed before the Silk Road† was
relations and the very highest of his officially opened in the second century BC.
dignitaries. Within the palace, the emperor is An Egyptian mummy with a silk thread in her
believed to have worn a robe of white silk; hair, dating from 1070 BC, has been
outside, he, his principal wife, and the heir to discovered in the village of Deir el Medina
the throne wore yellow, the colour of the near the Valley of the Kings, and is probably
earth. the earliest evidence of the silk trade. During
Gradually silk came into more general use, the second century BC, the Chinese
and the various classes of Chinese society emperor Han Wu Di’s ambassadors
began wearing tunics of silk. As well as travelled as far west as Persia and
being used for clothing and decoration, silk Mesopotamis, bearing gifts including silks. A
was quite quickly put to industrial use, and range of important finds of Chinese silks
rapidly became one of the principal elements have also been made along the Silk Road.
of the Chinese economy. It was used in the One of the most dramatic of these finds was
production of musical instruments, as string some Tang silk discovered in 1900. It is
for fishing, and even as the world’s first believed that around 1015 AD Buddhist
luxury paper. Eventually even the common monks, possibly alarmed by the threat of
people were able to wear garments of silk. invasion by Tibetan people, had sealed
During the Han dynasty (206 BC-220 AD), more than ten thousand manuscripts and
silk ceased to be a mere fabric and became silk paintings, silk banners and textiles in
a form of currency. Farmers paid their taxes caves near Dunhuang, a trading station on
in grain and silk, and silk was used to pay the Silk Road in north-west China.
civil servants and to reward subjects for Some historians believe the first Europeans
outstanding services. Values were to set eyes upon the fabulous fabric were
calculated in lengths of silk as they had the Roman legions of Marcus Licinius
previously been calculated in weight of gold. Crassus, Governor of Syria. According to
Before long, silk became a currency used in certain accounts of the period, at an
trade with foreign countries, which continued important battle near the Euphrates River in
into the Tang dynasty (616-907 AD). It is 53 BC, the Roman soldiers were so startled
possible that this added importance was the by the bright silken banners of the enemy
result of a major increase in production. Silk that they fled in panic. Yet, within decades
also found its way so thoroughly into the Chinese silks were widely worn by the rich
Chinese language that 230 of the 5,000 and noble families of Rome. The Roman
most common characters of Mandarin* have Emperor Heliogabalus (218-222 AD) wore
'silk' as their key component. nothing but silk. By 380 AD, the Roman
Silk became a precious commodity, highly historian Marcellinnus Ammianus reported
that. The use of silk, which was one
*
A group of related Chinese dialects which have
†
been recognised as the ‘national language’ since An ancient trade route between China and the
the early 20th century mediterranean Sea
confined to the nobility, has now spread to all
classes without distinction - even to the lowest.
The desire for silk continued to increase over the
centuries. Despite this demand, the price of silk
remained very high.
In spite of their secrecy about production methods,
the Chinese eventually lost their monopoly on silk
production. Knowledge of silk production methods
reached Korea around 200 BC, when waves of
Chinese immigrants arrived there. Shortly after
300 AD, it travelled westward, and the cultivation
of the silkworm was established in India.
Around 550 AD silk production reached the
Middle East. Records indicate that two monks
from Constantinople (modern-day Istanbul),
capital of the Byzantine Empire, appeared at their
emperor’s court with silkworm eggs which they
had obtained secretly, and hidden in their hollow
bamboo walking sticks. Under their supervision
the eggs hatched into worms, and the worms spun
silk threads. Byzantium was in the silk business at
last. The Byzantine church and state created
imperial workshops, monopolising production and
keeping the secret to themselves. This allowed a
silk industry to be established, undercutting the
market for ordinary-grade Chinese silk. However,
high quality silk textiles, woven in China especially
for the Middle Eastern market, continued to
achieve high prices in the West, and trade along
the Silk Road continued as before. By the sixth
century the Persians, too, had mastered the art of
silk weaving, developing their own rich patterns
and techniques. But it wasn’t until the 13th century
that Italy began silk production, with the
introduction of 2,000 skilled silk weavers from
Constantinople. Eventually, silk production
became widespread throughout Europe.
World silk production has approximately
doubled during the last 30 years in spite of man-
made fibres replacing certain uses of silk. Before
this period, China and Japan were the two main
producers, together manufacturing more than 50
per cent of world production each year. After the
late 1970s, however, China dramatically increased
its silk production, and once again became the
world’s leading producer.

Turn over ►
Questions 1-7
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-7 on your answer sheet.

Chinese silk
Early Uses
Clothing
 at first, silk only available to Chinese of high rank
 emperor wore 1 …………. silk indoors
In industry
 silk items included parts of musical instruments, fishing strings and 2 …………
Currency
 silk was used as payment of 3 ………… as well as for wages and rewards
 silk replaced 4 …………. as a unit of value
 silk soon used as payment in 5 ………….. trade

Evidence of silk trade

1070 BC, Egypt:
 hair of a 6………… contained silk
2nd century BC, Persia and Mesopotamia:
 gifts of silk were presented by Chinese ambassadors
1015 AD, north-west China:
 silk objects were hidden inside 7 ……………
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 GIVE if there is no information on this
8 Their first sight of silk created fear among Roman soldiers.
9 The quality of Chinese silk imported by the early Romans varied widely.
10 The Byzantine emperor first acquired silkworm eggs from the Chinese
emperor.
11 The price of high-grade Chinese silk fell due to competition from Middle-
Eastern producers.
12 Silk was produced in the Middle East several centuries before it was produced
in Europe.
13 Global silk production has declined in recent years.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on
Reading Passage 2 on pages 6 and 7.
The discovery of a baby mammoth
A near-perfect frozen mammoth offers clues to a great vanished species
A On a May morning in 2007, on the Yamal Peninsula in northwestern Siberia, a Nenets
reindeer herder named Yuri Khudi stood on a sandbar on the Yuribey River, looking
carefully at a diminutive corpse. Although he'd never seen such an animal before, Khudi
had seen many mammoth tusks, the thick corkscrew shafts that his people found each
summer, and this persuaded him the corpse was a baby mammoth. It was eerily well
preserved. Apart from its missing hair and toenails, it was perfectly intact. Khudi realised
the find might be significant and he knew he couldn't just return home and forget all about
it. He therefore decided to travel to the small town of Yar Sale to consult an old friend
named Kirill Serotetto. His friend took him to meet the director of the local museum, who
persuaded the local authorities to fly Khudi and Serotetto back to the Yuribey River to
collect the baby mammoth.
B Mammoths became extinct between 14,000 and 10,000 years ago and since the
extinctions coincided with the end of the most recent Ice age, many researchers believe
that the primary cause of the great die-off was the sharp rise in temperature, which
dramatically altered the vegetation. 'We have strong evidence that the temperature rise
played a significant part in their extinction.’ says Adrian Lister, a palaeontologist and
mammoth expert at London's Natural History Museum. 'In Eurasia, the timing of the two
events matches closely.' The extinctions also coincided, however, with the arrival of
modern humans. In addition to exploiting mammoths for food, they used their bones and
tusks to make weapons, tools, and even dwellings. Some scientists believe humans were
as much to blame as the temperature rise for the great die-off. Some say they caused it.
C The body of the baby mammoth was eventually sent to the St Petersburg Zoological
Museum in Russia. Alexei Tikhonov, the museum's director, was one of the first scientists
to view the baby, a female. According to Tikhonov, Khudi had rescued 'the best
preserved mammoth to come down to US from the Ice Age', and he gratefully named her
Lyuba, after Khudi's wife. Tikhonov knew that no-one would be more excited by the find
than Dan Fisher, an American colleague at the University of Michigan who had spent 30
years researching the lives of mammoths. Tikhonov invited Fisher, along with Bernard
Buigues, a French mammoth hunter, to come and view the baby mammoth. Fisher and
Buigues had examined other specimens together, including infants, but these had been
in a relatively poor state. Lyuba was another story entirely. Other than the missing hair
and toenails, the only flaw in her pristine appearance was a curious dent above the trunk.
D Fisher was particularly excited about one specific part of Lyuba's anatomy: her milk tusks.
Through his career, Fisher has taken hundreds of tusk samples. Most of these came
from the Great Lakes region of North America, and his research showed that these
animals continued to thrive, despite the late Pleistocene* temperature change. On the

*
Pleistocene era: the time between roughly 2.6 million years ago and 10.000 years ago
 other hand, to Fisher the tusks often revealed telltale evidence of human hunting. His
samples frequently came from animals that had died in the autumn, when they should
have been at their peak after summer grazing, and less likely to die of natural causes, but
also when humans would have been most eager to stockpile meat for the coming winter.
He has done limited work in Siberia, but his analysis of tusks from Wrangel Island, off the
coast of Siberia, suggests the same conclusion.
E In December 2007, Buigues arranged for the specimen to be transported to Japan to
undergo a CT scan by Naoki Suzuki of the Jikei University School of Medicine. The test
confirmed her skeleton was undamaged, and her internal organs seemed largely intact. It
also showed that the end of her trunk, and her throat, mouth, and windpipe were filled
with dense sediment. Six months later, in a laboratory in St Petersburg, Fisher, Buigues,
Suzuki, Tikhonov and other colleagues began a three-day series of tests on Lyuba.
During these, Fisher noted a dense mix of clay and sand in her trunk, mouth and throat,
which had been indicated earlier by the scan. In fact, the sediment in Lyuba's trunk was
packed so tightly that Fisher saw it as a possible explanation for the dent above her
trunk. If she was frantically fighting for breath and inhaled convulsively, perhaps a partial
vacuum was created in the base of her trunk, which would have flattened surrounding
soft tissue. To Fisher, the circumstances of Lyuba's death were clear: she had
asphyxiated. Suzuki, however, proposed a different interpretation, seeing more evidence
for drowning than asphyxiation.
F Studies are ongoing, but Lyuba has begun to shed the secrets of her short life and some
clues to the fate of her kind. Her good general health was shown in the record of her
dental development, a confirmation for Fisher that dental research is useful for evaluating
health and thus key to investigating the causes of mammoth extinction. Analysis of her
well-preserved DNA has revealed that she belonged to a distinct population of
Mammuthus primigenius and that, soon after her time, another population migrating to
Siberia from North America would take their place. Finally, Lyuba's premolars and tusks
revealed that she had been born in late spring and was only a month old when she died.
Questions 14-18
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 14-18 on your answer sheet.
14 Similarities between studies of mammoth remains from different parts of the
world.
15 Details of the uses to which mammoth body parts were put.
16 A theory that accounts for the damage to lyuba’s face.
17 An explanation of how an individual was able to identify a small corpse.
18 A comparison between lyuba and other young mammoth corpses.
Questions 19-23
Look at the following statements (Questions 19-23) and the list of people below.
Match each statement with the correct person, A-G.
Write the correct letter, A-G, in boxes 19-23 on your answer sheet.
NB You may use any letter more than once.
19 The indications are that mammoths died as a result of climate change.
20 Teeth analysis is important in discovering why mammoths died out.
21 The corpse of the baby mammoth is in better condition than any other that has
been discovered.
22 It would be a mistake to ignore the baby mammoth’s discovery, because of its
potential importance.
23 Mammoths often died at a time of year when they should have been in good
physical condition.
List of People
A Yuri Khudi
B Kirill Serotetto
C Adrian Lister
D Alexei Tikhonov
E Dan Fisher
F Bermard Buigues
G Naoki Suzuki

Questions 24 - 26
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.
24 Some researchers say that a marked rise in temperature impacted on
mammoths by changing the type of…………available.
25 Fisher concluded that many of the mammoth tusks he looked at displayed
signs of …………
26 Not long after Lyuba’s death, the Mammuthus primigenius group she belonged
to was replaced by another group that came from ………….
.

Turn over ►
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on
Reading Passage 3 on pages 10 and 11.

What makes a musical expert?

How does someone become expert in music? And IS it really
possible to have a ‘talent’ for music?
Does that class of people acknowledged to be musical experts just have more of the same
basic skills we are all endowed with, or do they have a set of abilities - or neural structures -
that are totally different from those of the rest of US? Are high levels of musical achievement
simply the result of training and practice, or are they based on innate brain structure - what
we refer to as ‘talent’? Talent can be defined as something that originates in genetic
structures and that is identifiable by trained people who can recognize its existence before a
person has achieved exceptional levels of performance. The emphasis on early identification
means that to investigate it, we study the development of skills in children.

It is evident that some children acquire skills more rapidly than others: the age of onset for
walking and talking varies widely, even between children in the same household. There may
be genetic factors at work, but these are closely linked with other factors - with a presumably
environmental component - such as motivation and family dynamics. Similar factors can
influence musical development and can mask the contribution of genetics to musical ability.

Brain studies, so far, haven’t been of much use in sorting out the issues. Gottfried Schlaug at
Harvard collected brain scans of individuals with absolute pitch* (AP) and showed that a
region in the brain called the planum temporale is larger in these people than in others. This
suggests that the planum is involved in AP, but it’s not clear if it starts out larger in people
who eventually acquire AP, or if the acquisition of AP makes the planum increase in size.

Results of research into the areas of the brain involved in skilled motor movement are more
conclusive. Studies of violin players have shown that the region of the brain responsible for
controlling the movement of the left hand (the hand that requires greater precision in violin
playing) increases in size as a result of practice. We do not know yet if the propensity for
increase pre-exists in some-peopled not others.

The evidence against talent comes from research on how much training the experts do. Like
experts in mathematics, chess, or sports, experts in music require lengthy periods of
instruction and practice. In several studies, the very best music students
Were found to have practiced more than twice as much as the others. In another study,
students were secretly divided into two groups based on teachers’ perceptions of their talent.
Several years later, it was found that the students who achieved the highest performance
ratings had practiced the most, irrespective of which ‘talent’ group they had been assigned

*
individuals with absolute pitch: people who can identify or sing any musical note correctly without
help
to, suggesting that practice does not merely correlate with achievement, but causes it.

Anders Ericsson, at Florida State University, approaches the topic of musical expertise as a
general problem in cognitive psychology. He takes as a starting point the assumption that
there are certain issues involved in becoming an expert at anything; that we can learn about
musical expertise by studying expert chess players, athletes, artists, mathematicians, as well
as the musicians themselves. The emerging picture from such studies is that ten thousand
hours of practice is required to achieve the level of mastery associated with being a world-
class expert - in anything. In study after study, of composers, ice skaters, concert pianists,
chess players and master criminals, this number comes up again and again. Someone would
do this amount of practice if they practiced, for example, roughly 20 hours a week for ten
years. Of course, this does not address why some people do not seem to get anywhere
when they practice, and why some people get more out of their practice sessions than
others. But no-one has yet found a case in which true world-class expertise was
accomplished in less time. It seems that it takes the brain this long to assimilate all that it
needs to know to achieve true mastery.

The ten-thousand-hour theory is consistent with what we know about how the brain learns.
Learning requires the assimilation and consolidation of information in neural tissue. The more
experiences we have with something, the stronger the memory/learning trace for that
experience becomes. Although people differ in how long it takes them to consolidate
information neutrally, it remains true that increased practice leads to a greater number of
neural traces, which create stronger memory representation.

The classic rebuttal to this theory goes something like this: ‘What about Mozart? I hear that
he composed his first symphony at the age of four!’ First, there is a factual error here: Mozart
did not write it until he was eight. Still, this is unusual, to say the least. However, this early
work received little acclaim and was not performed very often. In fact, the only reason we
know about it is because the child who wrote it grew up to become Mozart. And Mozart had
an expert teacher in his father, who was renowned as a teacher of musicians all over
Europe. We do not know how much Mozart practiced, but if he started at age two and
worked thirty- two hours a week (quite possible, given that his father was a stern taskmaster)
he would have made his ten thousand hours by the time he composed his first symphony.
This does not mean that there are no genetic factors involved in Mozart’s greatness, but that
inborn traits may not be the only cause.
Questions 27-30
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.
27 In the first paragraph, the writer suggests that a musician who IS talented
someone
A who is aware of being set apart from other people.
B whose brain structure is unlike that of other people,
C who can perform extremely well in early childhood.
D whose essential skills are more varied than those of ordinary people.
28 According to the writer, what is unclear about the findings of Gottfried
Schlaug?
A which part of the brain is linked to a particular musical skill.
B which type of musical skill leads to the greatest change in the brain.
C whether a feature of the brain is a cause or an effect of a musical skill.
D whether the acquisition of a musical skill is easier for some people than
others.
29 According to the writer, what has been established by studies of violin
players?
A Changes may occur in the brain following violin practice.
B Left-handed violinists have a different brain structure from other people.
C A violinist’s hand size is not due to practice but to genetic factors.
D Violinists are born with brains that have a particular structure
30 According to the writer, findings on the amount of practices done by expert
musicians suggest that
A talent may have little to do with expertise.
B practice may actually prevent the development of talent.
C talent may not be recognised by teachers.
D expertise may be related to quality of instruction.
Questions 31-36
Do the following statements agree with the claims of the writer in Reading Passage
3?
In boxes 31-36 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
31 Anders Ericsson's work with cognitive psychology has influenced other
researchers.
32 Different areas of expertise seem to have one specific thing in common.
33 In order to be useful, practice must be carried out regularly every day.
34 Anyone who practices for long enough can reach the level of a world-class
expert.
35 Occasionally, someone can become an expert at global level with fewer than
10,000 hours' practice.
36 Existing knowledge of learning and cognitive skills supports the importance of
practice.

Questions 37- 40
Complete the summary using the list of words, A-J, below.
Write the correct letter, A-J, in boxes 37-40 on your answer sheet.
Mozart
The case of Mozart could be quoted as evidence against the 10,000-hour-practice
theory. However, the writer points out that the young Mozart received a lot of
37…………...from his father, and that the symphony he wrote at the age of
38…………..was not 39…….……and may be of only academic interest. The case
therefore supports the view that expertise is not solely the result of
40……..….characteristics.
A popular B artistic C completed
D eight E tuition F encouragement
G inherited H four I practice
J two
 TEST 1
WRITING TASK 1
TESTI
You should spend about 20 minutes on this task.
The table below shows the results of a survey In one European country in 2012
in which people from different age groups were asked about their favourite
type of TV programme.

Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.

Write at least 150 words.

TV viewing preferences
Favourite programme type % of age group
11-15 16-20 21-25
cartoons 29% 15% 4%
feature films 21% 23% 20%
news 6% 18% 21%
soap operas 17% 20% 20%
TV dramas 8% 10% 13%
sports 19% 14% 22%
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:

It has been suggested that all primary school children should learn how to
grow vegetables and keep animals.

To what extent do the advantages of this suggestion outweigh the

disadvantages?

Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
 KEY LISTENING
1 theather 21 A
2 4.30 22 B
3 station 23 B
4 cooking 24 A
5 plate 25 B
6 river 26 C
7 11.15 27 C
8 parking 28 A
9 events 29 C
10 feedback 30 B
11 C 31 extinct
12 B 32 education
13 A 33 broken
14 B 34 plantation
15 socks 35 city
16 total block 36 developed
17 plastic 37 meanings
18 A 38 French
19 F 39 culture
20 G 40 preposition
 KEY READING
1 white 21 D
2 paper 22 A
3 taxes 23 E
4 gold 24 vegetation
5 foreign 25 human hunting
6 mummy 26 North America
7 caves 27 C
8 TRUE 28 C
9 NOT GIVEN 29 A
10 FALSE 30 A
11 FALSE 31 NOT GIVEN
12 TRUE 32 YES
13 FALSE 33 NOT GIVEN
14 D 34 NO
15 B 35 NO
16 E 36 YES
17 A 37 E
18 C 38 D
19 C 39 A
20 E 40 G