Listening and Reading Answer Keys
ii Iii•
LISTENING
Section 1, Questions 1-10
1
choose
Section 3, Questions 21-30
21
A
2
private
3
20
I
twenty percent
4
healthy
5
bones
6
lecture
7
Arretsa
8
vegetarian
9
market
10
knife
22
c
23 B
24
c
25 B
26 G
27
c
28
H
29
A
30 E
Section
2,
Questions 11-20
11 B
Section 4, Questions 31-40
31
crow
12
c
13
B
14
E
15 D
16
B
17 G
18 c
19 H
20
If you score ...
0-16
you are unlikely to get an
acceptable score under
examination conditions and
we recommend that you spend
a lot of time improving your
English before you take IELTS.
118
32
cliffs
33
speed
34
brain(s)
35
food
36
behaviour(s)
I
behavior(s)
37
new
38
stress
39
tail(s)
40
permanent
17-25
26-40
you may get an acceptable
you are likely to get an
score under examination
acceptable sc�re under
conditions but we recommend
examination conditions but
that you think about having
remember that different
more practice or lessons
institutions will find different
before you take IELTS.
scores acceptable.
Listening and Reading Answer Keys
l•liil
READING
Reading Passage 1,
20
E
Questions 1-13
21
B
1
update
22
D
2
environment
23
A
3
captain
24
focus
4
films
25
pleasure
5
season
26
curiosity
6
accommodation
7
blog
Reading Passage 3,
8
FALSE
9
NOT GIVEN
Questions 27-40
10
FALSE
27
B
11
TRUE
28
c
12
NOT GIVEN
29
13
TRUE
30
D
31
A
Reading Passage 2,
32
D
Questions 14-26
33
A
34
E
14
iv
35
c
15
vi
36
G
16
37
17
v
38
YES
18
viii
39
NOT GIVEN
19
iii
40
NO
If you score ...
0-16
17-25
26-40
you are unlikely to get an
you may get an acceptable
you are likely to get an
acceptable score under
score under examination
acceptable score under
examination conditions and
conditions but we recommend
examination conditions but
we recommend that you spend
that you think about having
remember that different
a lot of time improving your
more practic� 9r lessons
institutions will find different
English before you take IELTS.
before you take IELTS.
scores acceptable.
119
Listening and Reading Answer Keys
l•iili
LISTENING
Section 1, Questions 1-10
Section 3, Questions 21-30
21 B
1
races
2
insurance
3
Jerriz
4
25
I
twenty-five
5
stadium
6
park
7
coffee
8
leader
9
route
10 lights
22 A
23
c
24
c
25
A
26 A
27
c
28 D
29
G
30
B
Section 2, Questions 11-20
11
c
Section 4, Questions 31-40
31
location
12
B
13 c
14
B
15 B
16 A
17&18
IN EITHER ORDER
c
E
19&20
IN EITHER ORDER
B
D
If you score ...
0-17
you are unlikely to get an
acceptable score under
examination conditions and
we recommend that you spend
a lot of time improving your
English before you take IELTS.
120
32 world
33 personal
34 attention
35 name
36
network
37
frequency
38
colour I color
39
brain
40 self
18-26
27-40
you may get an �cceptable
you are likely to get an
score under examination
acceptable score under
conditions but we recommend examination conditions but
that you think about having
remember that different
more practice or lessons
· institutions will find different
before you take IELTS.
scores acceptable.
Listening and Reading Answer Keys
l•iill
READING
Reading Passage 1,
20
c
Questions 1-13
21
animals
1
oils
22
childbirth
2
friendship
23
placebo
3
funerals
24
game
4
wealth
25
strangers
5
indigestion
26
names
6
India
7
camels
Reading Passage 3,
8
Alexandria
9
Venice
Questions 27-40
10
TRUE
27
D
11
FALSE
28
c
12
NOT GIVEN
29
A
13
FALSE
30
D
31
D
Reading Passage 2,
32
D
Questions 14-26
33
c
34
B
14
B
35
A
15
F
36
c
16
B
37
A
17
E
38
B
18
A
39
c
19
B
40
D
If you score ...
0-15
16-23
24-40
you are unlikely to get an
you may get an acceptable
you are likely to get an
acceptable score under
score under examination
acceptable score under
examination conditions and
conditions but we recommend
examination conditions but
we recommend that you spend
that you-think about having
remember that different
a lot of time improving your
more practice or lessons
institutions will find different
English before you take IELTS.
before you take IELTS.
scores acceptable.
121
Listening and Reading Answer Keys
Iii-ill
LISTENING
Section 1, Questions 1-10
1 850
Section 3, Questions 21-30
21
c
2
bike
I bicycle
3
parking
4
30
I
thirty
5
weekend(s)
6
cinema
7
hospital
8
dentist
9
Thursday
10
cafe
22
A
23
A
24 B
25
c
26
F
27 H
28
D
29
A
30 E
Section 2, Questions 11-20
11 F
Section 4, Questions 31-40
31
tongue(s)
12
D
13
A
14
B
15 c
16 G
17 & 18
IN EITHER ORDER
B
c
19&20
IN EITHER ORDER
B
D
If you score ...
0-17
you are unlikely to get an
acceptable score under
examination conditions and
we recommend that you spend
a lot of time improving your
English before you take IELTS.
122
32
plants
33
snakes
34
sky
35
partner( s)
36
contact
37
protection
38
tail(s)
39
steps
40
injury
I
injuries
18-26
27-40
you may get an acceptable
you are likely to get an
score under examination
acceptable score under
conditions but we recommend
examination conditions but
that you think about having
remember that different
more practice or lessons
institutions will find different
before you take IELTS.
scores acceptable.
Listening and Reading Answer Keys
l•lill
READING
Reading Passage 1,
20
bridge hypothesis
Questions 1-13
21
repertoire
1
furniture
22
(audio-recording) vests
2
sugar
23
vocabulary
3
ropes
24
F
4
charcoal
25
A
5
bowls
26
E
6
hormones
7
cosmetics
Reading Passage 3,
8
dynamite
FALSE
Questions 27-40
10
FALSE
27
c
11
NOT GIVEN
28
H
12
TRUE
29
A
13
NOT GIVEN
30
B
31
D
Reading Passage 2,
32
shells
Questions 14-26
33
lake
34
rainfall
14
B
35
grains
15
c
36
pottery
16
A
37
B
17
B
38
A
18
recording devices
39
D
19
fathers
I
dads
40
A
If you score ...
0-16
17-24
25-40
you are unlikely to get an
you may get an acceptable
you are likely to get an
acceptable score under
score under examination
acceptable score under
examination conditions and
conditions but we recommend
examination conditions but
we recommend that you spend that you think about having
remember that different
a lot of time improving your
more practice or lessons
institutions will find different
English before you take IELTS.
before you take IELTS.
scores acceptable.
123
Listening and Reading Answer Keys
LISTENING
Section 1, Questions 1-10
1
Finance
2
Maths
I
Math
I
Mathematics
3
business
4
17
I
seventeen
5
holiday( s)
I
vacation( s)
6
college
7
location
8
jeans
9
late
10 smile
Section 2, Questions 11-20
11 A
12
B
13
A
14 C
15
A
16 B
17
B
18
D
19 A
20
E
If you score ...
124
••iii•
Section 3, Questions 21-30
21 A
22
A
23
c
24
c
25 B
26 A
27&28
IN ErrHER ORDER
B
c
29&30
IN EITHER ORDER
D
E
Section 4, Questions 31-40
31
destruction
32 universities
I
university
33
political
34 port{s)
35 slaves
I
slavery
36 taxation
37 sugar
38 tea
39 transportation
40 night
'
Listening and Reading Answer Keys
READING
Reading Passage 1,
Questions 1-13
1
FALSE
2
FALSE
3
TRUE
4
TRUE
5
FALSE
l•lill
20
A
21
D
22
E
23
c
24
F
25
G
26
F
6
TRUE
7
NOTGIVEN
8
TRUE
Reading Passage 3,
Questions 27-40
9
wool
1 0
navigator
11
gale
12
training
13
fire
Reading Passage 2,
Questions 14-26
27
D
28
A
29
B
30
F
31
B
32
G
33
E
34
A
35
YES
14
minerals
15
carbon
36
NOTGIVEN
37
NO
16
water
17
agriculture
18
c
38
NOTGIVEN
39
YES
40
NO
19
E
If you score ...
0-16
17-25
you are unlikely to get an
you may get an acceptable
acceptabj� scon� u�d�r
,
score under examination
examination conditions and
>
conditions bi.ff we recommend
we recommend that you spend that you think about having
a lot of time improving your
more practice or lessons
English before you take IELTS.
.
before you take IELTS.
26-40
you are likely to get an
acceptable score under
examination conditions but
remember that different
institutions will find different
scores acceptable.
125
Sample answers for Writing tasks
TEST 1, WRITING TASK 1
SAMPLE ANSWER
This is an answer written by a candidate who achieved a
Band
5.5
score. Here is the
examiner's comment:
The candidate has identified all the key features (hospital, ring road, new public
car park, staff car park and bus station in 2010) but the descriptions are not always
accurate e.g. [two
features that still remained. This two features are City Hospital
and staff car park] whereas the staff car park was formerly a car park for both staff
and public, while the mention of the bus station is not developed. Organisation is
clear, however, with some good use of cohesive devices
[According to I Apart from I
The further additional features], although there is an error in the use of reference
pronouns
[This/These two features]. The range of vocabulary is sufficient for the
task [two
different years I features I remained I additiona�. though [features] is
over-used. A spelling error is noted in the second line
[sourrounded] but this
does not cause any difficulty for the reader; similarly, the use of
[around-tum]
can be easily understood as 'roundabout'. There is a mix of simple and complex
sentences, mainly used accurately.
Two maps i\\ustrate the wa'{ to get to a lit'{ hospita\ of two different -;ears (U>o1 and U>IO).
Aaording to both maps, the main featurei whilh if> lit'{ hoipita\ is sourrounded b'{ lZ-ing \Zoad. In
these two mapi, there have been two features that iti\\ remained. Thii two features are lit'{ Hoipita\
and staff lar par\::. /\part from these two features there are some features that ihows on U>IO map
but haven't shown on U>01 map. The additiona\ features that appear on the map of U>IO are pub\il
lar par\:: whilh \olated on the east-iide of the lit'{ hoipita\. The further additiona\ featurei are two
around-turn on the hospita\ \2-Overa\\, there are two major featurei that never lhange on both U>Ol and U>IO map. Theie features
are lit'{ hospita\ and itaff c.ar par\::. However, there are some additiona\ featurei that appear
on the map
of
U>IO but not on U>01. These features are pub\il lar par\::, bus station and two
around-turns.
126
TEST 1, WRITING TASK 2
SAMPLE ANSWER
Sample answers for Writing tasks
This is an answer written by a candidate who achieved a
Band 6.5
score. Here is the
examiner's comment:
The candidate deals with both parts of the prompt and addresses some social and
practical problems that might be experienced in a foreign language environment.
Ideas are supported by examples, though there is room for further development
here. Organisation is logical and there is clear progression throughout the
response. Cohesive devices are used appropriately [Another problem
I
For
example
I
Therefore
I
That means ...
I
The second ... problem
I
To summarize].
There is a sufficient range of vocabulary to allow some flexibility and precision and
to demonstrate awareness of style and collocation [language barrier
I
linked to
I
influence the behaviour I offend I misunderstanding I misconceptions]. There is a
mix of simple and complex sentence forms including subordinate clauses [which
means that I a person who], modal verbs [should I might I would] and gerunds
[finding a job]. Grammatical control is generally good as is the use of punctuation,
although the first sentence in the second paragraph is incomplete.
It is dear that \iving in a foreign lountr"! has its own benefits and drawbalKS to wnsider. I agre
with this statement, however I thinK that anibodi loming in another lountr"! shou\d re.spelt nation.a\
wlture. In this essai, I would liKe to outline the solial and praltilal problems.
The solial problemr, would be language barrier, whilh means that a person wming from another
lOuntr"! might not be able to speaK and understand the language whilh might be a problem as far
a person 'l-lho is \iving in a lountr"/, and a person who lame in the wuntr"!. Another problem is
linKed to the language barrier, but it might inf\uenle the behaviour of others. An individual 'l-lho
wme into the wuntr"! might offend othm, with their behaviour or language. for er-ample; some
w\tures \iKe Bng\ish peop\e prefer to be vet"! po\ite and sai things different\i from other w\turei.
Therefore a person who doesn't Know how to behave in a partic.u\ar w\ture might offend others
around him.
The praltilal problems wou\d be misunderstanding of w\ture. That means that a perion who visits
other wuntries does not undm,tand other w\ture and he behaves as he wants to.
The suond praltila\ problem is finding a job. An individual who worKs in foreign wuntr"! might not
be appropriate for peop\e who he serves. for er-ample if an individua\ worKs in a restaurant, the
peop\e who \ive in a wuntr"! and thei were born in that wuntr"! might not re.spelt and not liKe the
behaviour of a person who worKs in a restaurant, it might be belause, the w\tures are different.
To summariz.e, it lan be said that there are a \ot of miuonleptions whilh peop\e have when thei
wme in a foreign wuntr"/, and in
mt
opinion and from mi persona\ er-perienle peop\e shou\d
edulate themselves in order to Know how to behave in different situations with different w\tures.
127
Sample answers for Writing tasks
TEST 2, WRITING TASK 1
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 do 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
TEST 2, WRITING TASK 2
SAMPLE ANSWER
Sample answers for Writing tasks
This is an answer written by a candidate who achieved a
Band 7
.
0
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 do 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 do 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 eff elt.
129
Sample answers for Writing tasks
TEST 3, WRITING TASK 1
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 l
r,t
ran\:: if> China that have 5;3qs bi\\ion
i::wh, the 2.
0
d
ran\:: if> United �tatef> that have 4,oqq bi\\ion i::wh, the 3
rd
ran\:: iD \Z-UDf>ia that have
1,05q bi\\ion i::wh, the 4
th
ran\:: if> Japan that have q%1.2. bi\\ion \:'.wh, the 5
th
ran\:: if> India that have
sq1 bi\\ion Kwh, the (p
tn
ran\:: if> lanada that have lPIS.q bi\\ion \:'.wh, the 1
t11
ran\:: if> franle that have
5(pl.2. bi\\ion i::wh, the g
th
ran\:: if> e,raz.i\ that have 530.q bi\\ion \:'.wh, the q
tn
ran\:: if> Giermani that
have '52.lP.(p bi\\ion \:'.wh and the 10
th
ran\:: if> \Z-epub\il of korea that have 4S5.1 bi\\ion \::wh. for the
lOmf>umption of e\e.ctrilii'f, the l
r,t
ran\:: if> China that have 5,'32.2. bi\\ion i::wh, the i
nd
ran\:: if> United
�tatef> that have 3,S(p(p bi\\ion \::wh, the 3
rd
if> \Z-Uf>f>ia that have l,0'3S bi\\ion i::wh, the 4
th
ran\:: is
Japan that have S5lP.q bi\\ion i::wh, the 5
th
ran\:: is India that have (pqs.s bi\\ion i::wh, the V
h
ran\::
iD Giermani that have 5S2..5 bi\\ion \::wh, the 1
th
ran\:: is lanada that have 4qq_q i::wh, the s
tn
ran\::
is franle that have 4lt,2..q bi\\ion \::wh, the q
th
ran\:: is e,raz.i\ that have 455.S i::wh and the w
t
n 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 2
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 do 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
TEST 4, WRITING TASK 1
SAMPLE ANSWER
Sample answers for Writing tasks
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, 2. 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 2
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
3 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
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Sample answer sheets
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General Training CJ
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Sample answer sheets
eeBRITISH
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Candidate Name
�idp
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• CAMBRIDGE ENGLISH
Language Assessment
Part of the University of Cambridge
Centre Number
I I I I I I
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I I I I I I I
Module {shade one box):
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139
Acknowledgements
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always been possible to identify the sources of all the material used, or to trace all
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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. 46-4 7 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. 60-
61 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
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