MOCK TEST 7 – ANSWER KEY

I. LISTENING (50 POINTS)

Part 1.
1. DAVID COTTENHAM
2. 4 WEST COTTAGES
3. 8B GREENEND ROAD
4. 60,000
5. WWW.WE-MOVE-U.CO.UK

Part 2.
6. G
7. D
8. J
9. B
10. E
A. A crash in an industry is closely linked to foreign affairs. (no link)
C. According to the IMF, this country is following unsustainable development pathways. (the WEF not
the IMF)
D. With GDP per capita at nearly $80,000, this country is the richest place in Europe. (Ireland has GDP
per capita nearly $80,000 but Luxembourg is the richest place in Europe)
H. Nearly 40 per cent of the total proven natural gas reserves globally are located in this place. (14% not
40%)
I. This is a success story of a formula implemented to overthrow an autonomous regime. ( to support
rather than overthrow)
K. Holding the largest natural gas reserves, this country claims the first spot of the richest nation's
ranking (the third largest)

Part 3.
11. B When the present government came to power, morale within education circles was at an all-time
low. Teachers felt that the valid concerns they had were dismissed out of hand and that any
improvements that were being made were despite, rather than because of, official policies.
12. D They are neglecting the situation within adult population. Something has to be done to tackle this
problem.
13. A And remember that adults with poor literacy levels tend to be in low-paid jobs and are often
unemployed for long periods. So simply on economic grounds you need to pour more resources into this
area. Research shows that if we were to raise levels of numeracy and literacy we could increase the
country’s gross domestic product. This increase in GDP would come about by the creation of a better
skilled and more productive workforce.
14. D Things are already in much better shape in this regard than they were under the last
administration.
15. C The number of people participating in the scheme is just a drop in the ocean. This is a decent start,
but it can only be the beginning of the process.

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Part 4.
16. consumers
17. fluctuations
18. boost local industries
19. effectiveness
20. political risks
21. illegal, unjustified
22. bombshell
23. retaliatory tariffs
24. casualties
25. mutual de-escalation

II. LEXICO-GRAMMAR (20 POINTS)

Part 1.
26.C 27.A 28.D 29.A 30.D 31.A 32.D
33.B 34.B 35.C 36.C 37.C 38.A 39.A

Part 2.
40. UNRIVALLED 41. TRANSFIXED 42. INSTANTANEOUS
43. CAPTIVATING 44. ENLIGHTENING 45. OUTDONE

III. READING (50 POINTS)

Part 1.
46. convert 47. retrieve 48. where 49. work 50. which

51. trigger 52. linking 53. clue 54. personalise 55. unique

Part 2.
56 T
57 F
58 T
59 F
60 F
61 NG
62 T
63 F
64 A
65 D
66 B
67 D
68 A

Part 3.
69 G
70 D
71 E
72 B
73 H
74 A
75 F

Part 4.
76. C
77. A
78. B
79. D
80. D

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81. A
82. C
83. C
84. C
85. C

Part 5.
86 A
87 D
88 B
89 C
90 D
91 A
92 D
93 E
94 B
95 C

IV. WRITING (60 points)

Part 1. (15pts)
Contents (10 points):
- The summary MUST cover the following points:
+ The topic sentence must cover the main content of the extract: causes of animal extinction with human
beings the main culprit.
+ natural forces
+ human-driven factors: overhunting, the introduction of predators, the encroachment upon natural
habitat, excessive fishing and deforestation
- The summary MUST NOT contain personal opinions.
Language use (5 points)
The summary:
+ should show attempts to convey the main ideas of the original text by means of paraphrasing
(structural and lexical use),
+ should demonstrate correct use of grammatical structures, vocabulary, and mechanics (spelling,
punctuations,....),
+ should maintain coherence, cohesion, and unity throughout (by means of linkers and transitional
devices).
Penalties:
+ A penalty of 1 point to 2 points will be given to personal opinions found in the summary.
+ A penalty of 1 point to 2 points will be given to any summary with more than 20% of words copied
from the original.
+ A penalty of 1 point to 2 points will be given to any summary longer than 130 words or shorter than
90 words.
Sample:

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The passage raises concern over the causes of animal extinction for which human bears greater
responsibility not just in terms of speed but also scale. Formerly, natural selection and disasters were
scientifically acknowledged as two attributes of species disappearance. However, for the time being,
human beings are to blame for the acceleration of the problem. In the past, man mainly contributed to
the demise of some species through overhunting or the introduction of predators. Nowadays, other
human activities such as greater quest for living space, excessive fishing and deforestation pose a
considerable threat on the destruction of animal natural habitat, marine diversity and food sources.

Part 2. (15pts)
Contents (10 points):
- The report MUST have at least 2 paragraphs covering the following points:
 Introduce the charts (2 points) and state the overall trends & striking features (2 points)
 Describe main features with relevant data from the charts and make relevant comparisons
(6 points)
- The report MUST NOT contain personal opinions. (A penalty of 1 point to 2 points will be given
to personal opinions found in the answer.)
Language use (5 points)
The report:
- should demonstrate a wide variety of lexical and grammatical structures,
- should have correct use of words (verb tenses, word forms, voice,…); and mechanics (spelling,
punctuations,....).

Sample:
The tables describe the percentage scores achieved in the school subjects of Maths, Science,
Geographic, Languages and Sports by children aged 7,10,13 and 15 based on different gender.

In general, for both boys and girls, children tended to improve as they got older. Males in this age range
performed better in Sports while the opposite is true for Languages.

The subjects for which the highest average scores were recorded were Sports, at 78% (boys) and
Languages, at 75% (girls). The strongest subject for each gender was revealed to be the weakest for the
opposite sex, with these two subjects also comprising the lowest recorded scores, at 60% and 70%
respectively.

Apart from these two subjects, the performance of boys and girls was comparatively similar. Boys
tended to score higher in Geography, with scores ranging from 63% to 70%, while scores for girls
ranged between 62% and 64%. However, it is significant that at the age of 15 both boys and girls alike
averaged a score of 64% for this subject. The differences between the sexes for scores for Maths and
Science were negligible.

Part 3. (30 points)

The mark given to part 3 is based on the following criteria:
1. Task achievement: (10 points)
a. ALL requirements of the task are sufficiently addressed.
b. Ideas are adequately supported and elaborated with relevant and reliable explanations,
examples, evidence, personal experience, etc.
2. Organization: (10 points)
a. Ideas are well organized and presented with coherence, cohesion, and unity.
b. The essay is well-structured:

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  Introduction is presented with clear thesis statement.
 Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples when
necessary.
 Conclusion summarises the main points and offers personal opinions (prediction,
recommendation, consideration,…) on the issue.
3. Language use: (5 points)
a. Demonstration of a variety of topic-related vocabulary
b. Excellent use and control of grammatical structures
4. Punctuation, spelling, and handwriting (5 points)
a. Correct punctuation and no spelling mistakes
b. Legible handwriting
Sample:
Can you imagine traffic jams becoming a thing of the past? Some places have already turned their city
centres into pedestrian zones and others are now following suit. Yet, the idea has its opponents who
claim that it is an impractical restriction which will have negative consequences. Still, the implications
of this measure should give us pause for thought.

There are a number of reasons for banning private vehicles. One of the main arguments is that it will
result in less carbon emissions. For instance, fossil-fuelled vehicles are a major culprit when it comes to
air pollution in large urban centres. Consequently, a ban on private vehicles would reduce pollution
levels, which would be beneficial for public health and cut down on the number of cases of respiratory
problems. Secondly, it is argued that the restrictions on private vehicle use would make cities safer. This
is clearly illustrated by the fact that fewer cars on the roads will mean fewer accidents. This has obvious
benefits as pedestrians would be able to walk around the city safely.

In contrast, opponents point out that this restriction would cause further problems to already exhausted
public transport systems. For example, public vehicles would have to cater for more passengers and
would become overcrowded during rush hour periods. As a result, a new range of vehicles would need
to be purchased in order to deal with the extra passengers, but that would lead to a hike in fare prices,
which would increase the overall cost of commuting. Furthermore, it is generally felt that city centres
would lose business and be negatively impacted financially by the implementation of such measures.
Currently, people have the convenience of travelling to shops and urban centres with ease. By imposing
a ban, consumers would need to make a concerted effort to go to do their shopping and the High Street
would suffer immensely.

To sum up, although there are some advantages in turning streets into pedestrian zones, I am convinced
that there is a better solution. The best course of action would instead be to achieve a balance by
limiting the number of vehicles permitted into a city centre on certain days based on their plate numbers.
Upon consideration, if more cities took firmer traffic management measures, then air quality would be
improved, congestion reduced and the number of accidents would diminish.

V. SPEAKING (20 POINTS)

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The rapid loss of our planet’s forests is undoubtedly one of the greatest tragedies of modern times. This
loss will affect not only species and ecosystems, but also all aspects of our lives. But why is it
happening? There are several factors that can explain the prevalence of deforestation.

One of the main contributing factors in deforestation is poverty. Many communities located on the
borders of forests are impoverished with little access to education, jobs or technology. It is hard to
blame people for cutting down trees to cook or heat their homes if they have no other alternatives.
Likewise, it is hard to condemn felling trees and selling the wood if the only other option is starvation.
Most of us would do the same. This can only be halted by providing other opportunities, especially
education but also economic frameworks that allow people to escape the cycle of poverty and
environmental destruction.

Another factor that contributes to deforestation is development. Land is valuable and as populations
grow, there is increasing demand for roads, homes and factories. Roads are one of the most damaging
developments because they not only involve the clearing of the land where they are built, but they also
open up access to previously inaccessible areas which then also experience the pressure of development
and resource extraction. Even development associated with tourism in places of exceptional natural
beauty can be damaging if it is not carefully managed.

Finally, agriculture also contributes significantly to deforestation. Products of agriculture, especially

cattle and the grain crops that feed them, are highly lucrative on the global market. There is great
demand, which brings high prices. The inevitable result is that farmers clear land, often using
destructive slash and burn methods, in order to increase their pastures and likewise to increase their
profit. Even when everyone recognises the value of forests, it is difficult for this to compete with the
value of beef.

In conclusion, there are a number of interconnected factors which must all be addressed together if
deforestation is to be slowed or halted. It is not an easy task, but it is essential that we try.