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TABlE 7.1
Band 5
Band 6
Band 7
Band 8
Listening Test marks and Academic
Reading and Writing Test marks
16 to 22
23 to 29
30 to 34
35 to 38
General Training Reading and Writing
Test marks
23 to 29
30 to 33
34 to 37
38 to 39
167
HOW TO MASTER THE IELTS
168
Test 1
Listening section
Section 1, Questions 1 to 10.
1
40 weeks
2
deposit
3
4 weeks
4
breakfast
5
dinner
6
Li
7
M24 7AB
8
0161 343651
9
no fish
10
2
Section 2, Questions 11 to 20.
11
Arts (Centre)
12
Sports (Hall)
13
Reed dining (room)
14
Information (Services)
15
Union shop
16
car park
17
Education centre
18
Moore (Hall)
19
Hepworth (Hall)
20
North (Road)
ANSWERS
169
Section 3, Questions 21 to 30.
21
A
22
C
23
A
24
B
25
C
26
,
27
and
28
BDG
29
instruments
30
candidates
Section 4, Questions 31 to 40.
31
confusion
32
clouds
33
east
34
25
35
earth
36
Asia
37
65
38
position
39
male and female
40
several
HOW TO MASTER THE IELTS
170
Academic reading
Reading Passage 1, Questions 41 to 53.
Shedding light on it
41
TRUE
42
FALSE
43
NOT GIVEN
44
TRUE
45
FALSE
46
NOT GIVEN
47
TRUE
48
carbon footprint
49
warm
50
insulated
51
cold
52
mercury
53
efficient
Reading Passage 2, Questions 54 to 66.
Taking soundings
54
B
55
A
56
D
57
E
58
B
59
major concern
ANSWERS
171
60
training exercises
61
common sense
62
migration routes
63
navigation
64
predators
65
cannot
66
social
Reading Passage 3, Questions 67 to 80.
Oxbridge
67
D
68
A
69
B
70
C
71
TRUE
72
FALSE
73
NOT GIVEN
74
FALSE
75
TRUE
76
NOT GIVEN
77
I
78
D
79
H
80
G
HOW TO MASTER THE IELTS
172
Academic writing
The following writingtask answers have been written by the author. The method
used is explained at the end of each task. There are no right or wrong answers but
you must cover all parts of the question. Marks are lost for mistakes in grammar,
punctuation and spelling, as well as repetition of words. A higher mark is awarded
for wellconstructed sentences that communicate a clear message using sufficient
vocabulary.
Writing task
1
The graph shows the use of wood, coal, oil and gas for a period between the years
1800 and 2000. Only wood was used for fuel in 1800. The use of wood declined
following the advent of coal. This decline continued in a steady fashion for the next
150 years and after 1950 there was negligible use of wood.
No coal was used in 1800 but its use increased rapidly over the next 100 years.
By about 1925, coal and wood were used in equal amounts, after which time coal
became the most popular fuel. Coal reached its peak around 1900 and then, like
wood, it declined steadily, as oil and gas became more popular.
Oil came into use after 1900. Starting at a low level, the percentage of oil rose
quickly over the next 50 years before levelling off after about 1970.
Gas came into use at the same time as oil, and although less popular at first, the
use of gas grew steadily over the next 100 years to eventually match oil.
It can be seen that coal, oil and gas account for roughly onethird each of the fuel
used in the year 2000. At this time, coal was in decline, oil use was holding steady
and gas was continuing to climb.
Method
The first paragraph introduces the graph stating what it does, taking care not to copy
the words in the question. It then describes the change (trend) in wood usage over
time. The second paragraph describes the trend in coal usage over time. The third
paragraph describes the trend in oil usage over time. The fourth paragraph describes
the trend in gas usage over time. The final paragraph compares all the fuels for the
most recent time.
ANSWERS
173
Writing task
2
The electronic calculator is a very useful tool for carrying out basic calculations
and it is hard to imagine anyone never having used one. They are ideal for adding
up large columns of numbers quickly and reduce the chances of making a mistake.
This does not mean that a calculator should be used for making every calculation. In
some maths problems – for example, fractions – it is not possible to find the solution
with a calculator. For this reason, pupils should be able to solve arithmetic problems
either in their head or by writing the calculation down on paper.
If calculators are introduced in school too early, the pupils will not have developed
their mental arithmetic skills. In a situation where a calculator is not available, the
pupils will find that they are unable to solve the problem. Calculators can save time
but this is not always more important than being able to work out the right answer
unaided. In the real world it is important to have a good grasp of numbers, even for
simple things like money.
I believe that calculators should be allowed in schools but only after the pupils can
remember their multiplication tables and work out basic arithmetic problems. It is
very important that pupils have competent number skills so that they can work out
a wide range of mathematical problems. Calculators are not the answer to every
problem and it is still possible to make a mistake if you press the wrong button.
Mental arithmetic is particularly useful for checking if an answer makes sense. A
calculator is not an alternative to pupils using their brains.
Method
The first paragraph expands on what has been said in the question and includes
the advantages of calculators and also some limitations. The second paragraph
focuses on why calculators should not be allowed in school before number skills
have been mastered. The third paragraph is used for the writer’s own opinion as
expressed by the words ‘I believe’. It also brings together the advantages and dis
advantages of calculator use so as to create a balanced argument.
HOW TO MASTER THE IELTS
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