Introduction HOW SHOULD YOU INTERPRET YOUR SCORES? In the Answer key atthe end of the each set of Listening and Reading answers you will find «chart which will help you assess if, on the basis of your practice test results, you are ready to take the IELTS exam. In interpreting your score, there are a number of points you should bear in mind Your performance inthe real IELTS test will be reported in two way’: there will be a Band Score from | t0 9 for each of the modules and an Overall Band Score from | 109, which is the average of your scores inthe four modules However, institutions considering your application are advised to look at both the Overall Band and the Bands for each module. They do this in otder to see if you have the language skills needed for a particular course of study: For example, if your course has a lot of reading and writing, but ne lectures, listening comprehension might be less important and a score of Sin Listening might be acceptable if te Overall Band Score was 7. However, for course where there are lots of lectures and spoken instructions, a score of 5 in Listening ‘might be unacceptable even though the Overall Band Score was 7 ‘Once you have marked your papers you should have some idea of whether your Listening and Reading skills are good enough for you to try the eal TELTS test, If you did well, enough in one module but net in others you will have to decide for yourself whether you are ready to take the proper test yt. ‘The Practice Tests have been checked so that they are about the same level of difficulty as the real IELTS test. However, we cannot guarantee that your score in the Practice Test papers will be reflected inthe real IELTS tes The Practice Tests can only give you an idea of your possible future performance and iti 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, Sample answers or model answers are provided for the Writing tasks, The sample answers ‘were written by IELTS candidates; each answer has been given a band score and the ‘candidate's performance is described. Please note that the examiner's guidelines for marking the Writing scripts are very detailed. There are many diferent ways a candidate may achieve a particular band score. The model answers were written by an examiner as examples of very ood answers, but its important to understand that they are just one example ott of many possible approaches, Test 1 SECTION 1 Questions 1-5 Complete the form below Questions 1-10 Write NO MORE THAN ONE WORD OR A NUMBER for each answer First names: Adres Post code: ‘Telephone: Driver's licence number: Date of birth: Le VIDEO LIBRARY APPLICATION FORM Louise Cynthia Street Apartment 1, 72 (1) Highbridge QD) rssseen 9835 6712 (home) e @).. Day: 25th Month: 6)... seve (OTK) Year: 1977Test Listening Questions 6-8 CTION 2 Questions 11-20 Circle THREE letters A-E. 1I- Questions 11-13 , What types of films does Louise lke? : Complete the notes below A Acton Com RE THAN THREE WORDS fr coh ans © Musicals $$___—_—_— a FE Wonems | Expedition Across Attora Mountains F Wildlife Leader: hares Owen Prepared» ay forthe trip Questions 9 and 10 Sotl length of tip (2) Write NO MORE THAN THREE WORDS for each answer. Ctimbed highest peak in (13) 9° How much does it cos to join the library? Questions 14 and 15 10. When will Louise’ card be ready? Cirle the correct testers A-C. 14 What took the group by surprise? A theamount of rain B_ the number of possible routes the length of the journey 15 How did Charles feel about having to change routes? ‘A He reluctantly accepted it B_ He was irritated by the diversion C__Itmade no difference to his enjoyment Questions 16-18 (Circle THREE letters A-F. | ‘What does Charles say about his friends? He met them at one stage on the rip. ‘They kept all their meeting arrangements, (One of them helped arrange the transport. ‘One of them owned the hotel they stayed in, Some of them travelled with him. Only one group lasted the 96 days, amooe>Test 1 Questions 19 und 20 Circle TWO levers AE ‘What does Charles say about the donkeys? | He rode them wien he was tre. BH He named them after places. © Oneof them died. D_ They behaved unpredictably E They were very small 0 SECTION 3 Questions 21-30 Questions 21-25 fete the table belo —— 7m Sunday History @e, Questions 26-30 rite NO MORE THAN THREE WORDS for each answer. 26 What is Jane’ study strategy in lectures? 27 What is Tim's study strategy for reading? 28 What is the subject of Tim’s first lecture? 29 Whats the ttle of Tim's first essay? 30 What is the subject of Jane's first essay? Day of frst leture Tuesday ListeningTest} : i Listening SECTION 4 Questions 31-40 ustions 1-10 Questions 31-35 she able blo i compete he table bl propriate eters A-Gagainst Questions 36-40 Compete the table below: a aman Write NO MORE THAN THREE WORDS foreach ansver: nf | sow Main role Type of course: Physical Fess Instructor Course ration and ee ney requirements | Spon Adm = “ ‘ = Sports Administrator ——s Sports Poychologist, ‘Physical Education Teacher Physical Fitness Instructor None eaeewse “4 Recreation Officer i Sports Administrator on, oa | i in pons administration MAIN ROLES | : A the coaching of teams the support of elite athletes Sports Psychologist a Degree in pacholory 5B thesupport of elite athe i © guidance of ordinary insviduals ! — ~ D community health | | Pca Education Four year degree in ee E_ the treatment of injuries Tacier aa F arranging matches and venues | ae G _therounded development of children Recreation Officer 65) None eee ease ae R = B= esr 1 : Reading wt fe Jontict forthe airport’ runways and its are temporary: they will be 2 READING na won the conte fr th a f ‘more taviwaye “The sand dredged removed when the airport [RBs tor The snd “dredged at oP approach, "Th from the waters ll sso. be fhe. ¥ mee yc Mlnads largest used to: provide ® twormelte The sifport, though, i here READING PASSAGE 1 | estes nhuh sched Spine fae rhe wate 1 st To mt ey | : | Besos mete of iy plo, Tha make ier Coane ee bic Yon should spend abot 20 minutes on Questions 1-13 which are based on Reading Passage 1 Salmo and amped for is ti ent LNs of sete Tne | elo | deeper wd was dredged from of the terminal buildings will brunt of a typhoon will be je sand ped ontop of be placed above the site of the deed by the neighbouring oo _ eoecececseaieee seoeseee 1 cr of stiff clay that the existing island. Only a limited island of Lantau; the sex walls Al R P 0 R T S 0 N W A E R | [RESIS ony eed sat tuig Goer tt reper T Net cat trante Toandaionssberecofer arse bod weer — the downpous ee eau lad Theeompleted nnd wilbe ofthe summer momone = & SSS sda high sil and sv Io sean ves dove nea abo eing taken nto account ce ce ctiger tye inalt Seimcube mete Av matic. marl cl | | Nese tees im Omer. of mara wil hie” becn gcoentie Beng Tad eras River deltas are difieuk places The ususl way to rechim the seabed to strengthen it} | Ha two MENG HET. OAM aah of asikethe the sand to separate te rock for map. mikers. The river kind isto pile sand rock on to before the lanai was pled on || | is prante wadd tothe overloads has to. be_ moved and sand layers That will stop | builds thm up the yen wears the seabed. When the seabed top, inan attempt to sow the | | MEE (Srtone Betas sveral er beforereaching ts sand partes frm being them down: their outlines sre ooze with mud, this is rather proces: butthishasmnotbeenas | | Hand founltiens ans sre eae Forexample, washed into the rock voids and i! always changing: The changss like lacingatexibook onawet effective ashad been hoped. To | | the" space perfectly, this there has to be a motorway so causing furter setlement | in'China'’s Pearl River dela, sponge: the weight squcezesthe cope with setlement, Kansas | | MASS SPIPe aca or capable of carrying 150-tonne Ths land is Being Built never However ave move ‘dramatic water out, easing both saler gant terminal supported on Telnet of lan dumpiucks and there has toto be aun Thun these natral Muctuaions. and-ponge to sclle tower The 90D pillars Each of them can | | MS CENA Oh sare for the 13000 1 i ‘An island sit hlometes long. setenent. is rarely even; be individually jacked up. | | Me" foundations forthe consirction workers ‘These hl] ‘and with tal area of 1248 llerent parts sink st iferent allowing wedges (0 be added | Hectares s being created there. rates So builings pipes roads underneath. Thats meant to Noi ‘And the civil engineers se a8 and so.on tend to buckle and Keep the Duiling Kel. But i 1 i interested in performance asin crack, Yowean engineer around could bea tricky task. Speed and size This bit of these’ problems, or you can Conditions are ifeent at | the delta that they want to enginerihem out Kasai look Chek Lap Kok. There was | ‘endure. the "first approach: Chek Some land there to begin with, | The new island of Chek Lap Lap Kokis aking the second. the orignal ile land of | Kok, the site of Hong Kong ‘The diferences are both Chek Lap Kok and smaller | new aitport, is 83% complete. poliealand prological Kansai outerop ‘called "Lam “Chas, i The lant’ dumper trucks was supposed to be bull just Between them, these two fumbling. across it will have one kilometre offshore, where outerops of hard, weathered finshed theirjob by the middle the seabed is quite. solid. granite make up a quarter of of this year and the aitport Fishermen protested, and the the new bland’ surface ana, self will be built aa similarly site was shifted a Torther fe Unfortunately, between the breakneck pace Kilometres That pat it in islands there was ayer of soft ‘As Chek Lap Kok rises, deeper water (around. 20 mud, 27 metees thick in places however, another new Asian metres)and aboyea seabed that" Accordiag to Frans ‘sland is sinking back ino the consisted of 20 metres of Soll Uiterwik, a Dutchman who i sea, This is S20-hectate sland Siw sit and mad deposits. the projects. reclamation | Tut n Osaka Bay. Japan, that Worse, below twas anotsery~ director it would have been serves as the platform for the firm placial deposit hundreds of possible to leave this mid pew Kansui airport, Chek Lap metres thick, Below the reclaimed lind, id Kok was builtin a diferent "The Kanssi builders fo" deal withthe resulting | ‘way, and thus hopes to avoid recognised that seulement was setlement by the | Kansat the same sinking Ete Inevitable Sand wsdriven into method. Rut the consortiam fl 4 2 15Test} Questions 1-5 CCasify the following statements ax applying to 'N Chek Lap Kok airport only B Kansai airport only € Both airports White the appropriate letters A~C in boxes 1-5 on your answer sheet 1 having an area of over 1000 hectares 2 witina verde 3 tiltin the open ea 4 aint etaiming and | ‘5. built using conventional methods of reclamation Ye Questions 6-9 the labels on Diagram B below Comer ames rth ox eo he gram and tthe in bose 6-908 your gwen sheet [NB There are more wondfphrases than spaces, 0 you ill no ase heal DIAGRAM A. Daten of the orginal area arond Chek Lap Kok before work Began DIAGRAM B ‘Crasssection of the same area atthe time the article was writen 6 granite runways and taxiways mud water terminal building site sti clay sand ReadingFest 1 Questions 10-13, F Complete the summary beta ooo Choose your ansvers from the bax below the summary and write them in bOkéS 10-13 0n your answer sheet, NB_ There are more words than spaces. so son will mot ase tent al, E “Answer ‘Whea the now Chk Lap Kok airport has been completed } the aived aren and the. (Example... willbe removed __motormay | The island will be partially protected from storms by... (10)... and so by... (1) prevented by the use of .. (13) Further seth an caused by .. (12)... will be construction workers coustline ddump-trucks aeotextile Lantau Island motorway rainfall rock and sand rock voids sea walls typhoons Revuting ADING PASSAGE 2 RE! mpd ion vi HF otek as ai 2 ae followin Paes Questions 1-18 Passage 2 us six paragraphs AF. he meat suitable headings for paragraph B-E from the list of headings Below Cheer ne appopriate munbers (ix) mn ones 4-18. your answer shee. |B There re more headings than paragraphs so you will wot use them al 4 Onawa Health Promotion Holistic approach to health “The primary importance of environmental | factors iv Healthy lifestyles approach to health Changes in concepts of health in Western society Prevention of diseases and illness vif Ottawa Charter for Health Promotion viii Definition of health in medical terms fk Socio-ecological view of health 14 Paragraph B 15. Paragraph © 16. Paragraph D 17 Paragraph E 18 Paragraph FTess} Changing our Understanding of Health A The concept of health holds different meanings for different people and ‘groups. These meanings of health have also changed over time, This change is no more evident than in Western society today, when notions of health and health promotion are being challenged and expanded in new ways. B For much of recent Western history, health has been viewed in the physical sense only. That is, good health has been connected to the smooth ‘mechanical operation of the body, while ill health has been attributed to a breakdown in this machine. Health in this sense has been defined as the absence of disease or illness and is seen in medical terms. According to this view, creating health for people means providing medical care to treat or prevent disease and iliness. During this period, there was an emphasis on providing clean water, improved sanitation and housing, c In the late 1940s the World Health Organisation challenged this physically and medically oriented view of health. They stated that ‘health is @ complete state of physical, mental and social well-being and is not merely the absence of disease’ (WHO, 1946). Health and the person were seen more holistically, (mind/bodyispirit) and not just in physical terms. > The 1970s was a time of focusing on the prevention of disease and illness by emphasising the importance of the lifestyle and behaviour of the individual. Specific behaviours which were seen to increase risk of disease, such as, smoking, lack of fitness and unhealthy eating habits, were targeted. Creating health meant providing not only medical health care, but health promotion rograms and policies which would help people maintain healthy behaviours and lifestyles. While this individualistic healthy lifestyles approach to health worked for some (the wealthy members of society), people experiencing Poverty, unemployment, underemployment of litle control over the conditions of their daily lives benefited litte from this approach. This was largely because both the healthy lifestyles approgch and the medical approach to health largely ignored the social and environmental conditions affecting the health of people, 2 Reading ‘seeing Tin important, health is being viewed also in terms of the social, eo noch to health is called the socio-ecological view of health. The broad eco-system, sustainable resources, social justice and equity. me eo tr rtm eran of pen i ahora ome thaenouraging en aun nahvous and eave ana po alae Ae eat ae Ehren pee iccer teenie ny nei Rieter ieee iriepaarie ee eaeerateesneces) svat enh ges thet he roman F [At the Ottawa Conference in 1986, a charter was developed which outlined ‘new directions for health promotion based on the socio-ecological view of health. This charter, known as the Ottawa Charter for Health Promotion, mains as the backbone of health action today. In exploring the scope of health promotion it states that: Good health is a major resource for social, economic and personal development and an important dimension of quality of life. Political, economic, social, cultural, environmental, behavioural and biological factors can all favour health or be harmful to it. (WHO, 1986) The Ottawa Charter brings practical meaning and action to this broad notion of health promotion. It presents fundamental strategies and approaches in achieving health for all. The overall philosophy of health promotion which Guides these fundamental strategies and approaches is one of ‘enabling People to increase control over and to improve their health’ (WHO, 1986).Tet 1 Questions 19-22 ” » a 2 Questions 23-27 Do the following statements agree with the information in Reading Passage 2? In which yéar did the World Health Organisation define health in terms of mental physica and soctal well-being? Which members of society benefited most from the healthy lifestyles approach to health? [Name the three broad arcus which relate to people's health, according to the socio- ‘ecological view of health ‘During which decade were lifestyle risks seen as the major contributors to poor health? In boxes 23-27 on your answer sheet write 2B YES NO NOT GIVEN if there is no informanion on this in the passsage Doctors have been instrumental in improving living standards in Western society. ‘The approach to health during the 1970s included the introduetion of health awareness programs. ‘The socio-ecological view of health recognises tha lifestyle habits and the provision of adequate health care are critical factors governing health. ‘The principles of the Ottava Charter are considered to be out of date in the 1990s. In recent years a number of additional countries have subscribed to the Ottawa Charter If the starement agrees with the information Uf the statement contracts the information G PASSACE'S READIN! Using NO MORE THAN THREE WORDS fiom the pasage; answer the follong question Write your answers in boxes 19-22 on your answer sheet. = bee Rowling ui:gdrinutes on Questions 28-40 which are based on Reading Passage 3 Ya sho spend abo 30 a 0 of the, most eminent of gists: Clark Hull. claimed that Peyote eS of reasoning lies in the together of to “behaviour a FN some nowel way. never TEeay"pertormod ofr, s0 as to reac yrs of Clark ll, Howard anfnacey Render, dovised a test for ant gron that was explicitly based on CEA ills principles. ‘The children were given, eta of fang 10 Nepatfa machine so as to get toy In ePferto succoed they hed to go through srossinge sequence. The children Serine on soc tage separate Thestages consisted merely of preset tho cortoct ono of two buttons to get 8 mavblerand of inserting the marble nto nal hole o release the toy Te Kendiors found that tie childzen could learn. the separate bits reedily trough. iven. the task of getting @ inarble by. pressing the button they Could get the marble: given the ask of felting toy when a marble was handed {therm they could use the marble. (All thoy had to do was put tn a hole) But they did” not for the most” part grate’, "to use the." Kendlers terminology. ‘They didnot press the button to got the marble and then proceed without further help to use the || marble to got the toy. So tho Kendlers Concluded that they were incapable of | deductive reasoning pt ‘The mystory at first appears 10 | dcepen hen we lear fron another hogist: Michael Cole. and his es, that adults in an Aftican Culture apparently cannot do the {Kendlers’ task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous. to the Kendlers’ one but much easier for the African males to handle, instead of the _button-pressing machine, Cole used a locked box and two differently coloured match-boxes, fone of which contained a key that ‘would open the box. Notice that there re still two behaviour segments — ‘the right mateh-box to get the key" ‘oper and “use the key to open Use box’ the task seems formally to be the same. But psychologically tis quite different. Now the subject Is dealing not with a strange machine but with familiar | ‘meaningful objects; and it is clear to him what he is meant to do. It then turns” out that the difficulty of “ntogration’ is greatly reduced. ‘cent work by Simon Hewson is of great interest here for it shows that, for Young children, too, the difficulty ties hot in the inferential processes which the task demands, but in certain perplexing features of the apparatus fnd the procedure. When these. are changed in ways which do not at all faffect the inferential nature of theTest? problem, then five-year-old children folve the problem as well as college students did in the Kendlers’ own experiments, Hewson made two crucial changes. First, he replaced the button-pressing mechanism’ in the side panels by ‘drawers in these panels which the child ‘could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no ‘magic’ about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it ia the hole and get the roward: ‘Achild understands nothing, after all, about how a marble put into’a hole ‘can open a little door. How is he to Know that any other marble of similar size will do just’ as well? Yot he mug ‘assume that Hf he is to solve. ti problem, Hewson made the function Equivalence of different marbles clea by playing swapping game" with he The (wo modifications together produced a jump in success rates from Fo per cent to 90 per cent for five-year olds and from 35.per cent 10 72.5 per ‘ent for four-year-olds. For throo-year ‘lds, for roasons that are still in need of elarification, no improvement ~rather slight drop in performance ~ resulted from the change. ‘We may conclude, then, thet children experience very real difficulty when faced — with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning, Questions 28-35 2 cast fll Reailng ying descriptions as referyn30 cH cok Ha HTK Tracer Keler Howe Tf eoleagues MC SH ‘Simone Hewson rite he ope} NB Youriay use any answer v » 2 priate letters in Boxes 28-35 on your answer sheet more than once {sited as famous in the field of psychology: demonstrated thatthe two-stage experiment involving button-pressing and vr marble into @ hole poses problems for certain adults as wel as children inserting: _ on devised an experiment that investigated deductive reasoning without the use of Sy marbles. “appears to have proved that # change in the apparatus dramatically improves the performance of children of certain ages. ‘used a machine to measure inductive reasoning that replaced button-pressing with “rawer-opening. _~-experimented with things thatthe subjects might ave been expected to encounter jncveryday life rather than with a machine. compared the performance of five-year-old with college students, using the same ‘apparatus with both sets of subjects. «is cited as having demonstrated that earlier experiments into children’s ability to reason deductively may have led to the wrong conclusions.| test} Questions 36-40 Do ta following statements agree withthe information yiven in Reading Passage 3? In baxes 36-40 on sour answer sheet write vES A the statement agvees wit he iforowation No i the statement contradicts the information NOT GIVEN if there no nformuaon on this the passage Howard and Tracey Kendler studied under Clark Hull, “The Kendlers trained their subjeets separately in the two stages of their experiment, but not in how to integrate the two actions. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks depends on Features of the apparatus and procedure. All Howson’s experiments used marbles of the same size. ‘Hewson's moslfications resulted ina higher success rate fo children ofall ages. aed: wrITING TASK 1 oushould spend about 20 minutes o this ask ‘he table below shows the consumer durables (telephone, refrigerator, et.) owned in Britain fom 1972 t0 1983, Write a report fora university lecturer describing the information shown below. ‘You should write atleast 150 words. “Consumer durables Percentage of households with: ‘entra heating, television video ‘vacuum cleaner refrigerator washing machine dishwasher telephone