Cambridge IELTS 5 With Answers (T.L)

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Cambridge IELTS 5 Examination papers from University of Cambridge ESOL Examinations: English for Speakers of Other Languages

gCAMBRIDGE ~ UNIVERSITY PRESS

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L'N IVF.R5ITY

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Cambridge, New York. Melbourne. Madrid. Cape Town. Singapore. sao Paulo

Cambridge University p~~ The Edinburgh Building, Cambridge C 02 2RlJ. UK www.cambridge..org Infonnation on this title: wWVr".c:ambridgc.ol"b"nS052!677011 (, CambriJge University

Pr~s

2006

It is normally necessary for written permission for cupying to be obtained in advana: from a publi:-;her. The candidate answer sheets at the back of this book are d~ignl!tl to be copiiXl and distributoo in class.. The! n(.lnnal rcqui~men\s art! waived here and it i... nOI necessary to write I() Cambridge lJnivenilYPress for permission for an individualleal;her to make! copies for use within his or her own cla!iSroom. Only those pagtS which carry the won!ing -© UCLES 2006 _ ' may be copied.

rim published 2006 Printed in the United Kingdom at the University Pn:ss. Cambridge

A "ulaIIlXlIe rt'cc)f'(ljor IhiJ' book is available/rom lht' Brili:.·h Libwry ISBN-IJ 978·l)...51!·67701-1 Student's Book \ll'ithnnswers ISBN-to 0-521 ·67701-7 St udents Book with answers ISBN-IJ 978-0-52J-677OJ-5 Casscllc Sct !SBN- IO 0-52 1-67703-3 Cas~elle Sel ISBN-I) 978·1l-52!-67704-2 Audio CD SCI [SUN-IO 0-521-6771)4-1 Audio CD ScI ISBN- IJ 978·0-521·67702-8 Selr-study flack ISBN-IO (l..521-67702-5 Self-.'Itudy Pack

Contents lntroduction

Test I

10

Test 2

32

Test 3

55

Test 4

78

4

General Training: Reading and Writing Test A

101

General Training: Reading and Writing Test B

L14

Tapescriprs

128

Answer key

152

Model and sample answers for Writing (asks

Sample answer sheets Acknowledgements

174 176

162

Introduction The In ternational Engli sh Language Testing System ( fELTS) is widely recognised as a reliable means of assessi ng the language ab ility o f candidates who need to s tudy o r work where English is the language of communicati on. These Practice Tests are designed to give future IELTS candidates an idea of whether thei r English is at the requ ired leveL IELTS is ow ned by three partners; the Universi ty o f Cambridge ESO l Examinations. the British Council a nd lOP: Educatio n Australia (t hrough its subsidi ary company, JELTS Australia Ply limited). • Further information on fELTS can be found in the JELTS Handbook and the IELTS Information for cand idates leaflet, available free o f charge from IELTS centres. These ca n also be downloaded from the IELTS website (www.ie!ts.o rg).

WHAT IS THE TEST fORMAT? lELTS consists of six modules. All candidates take the same Listening and Speaking modules. There is a choice o f Reading and Writing modules according to whether a candidate is laking the Academic or General Training version of the lest Academic For candidateS taking the lest for entry to undcrgraJ.uate or pOstgraduate studies or for professional reasons.

General Tmining For candidales laking the test for entry to voauional or training programmes not at degree level, for admission to secondary schools and for immigration purposes.

The test modules arc taken in the fo ll owi ng o rder: Listening .. seclion~ 40 Items approlornately )0 minul~

Academic Reading 3 SC' 34-40 Do the following statements agree with the information given in the passage?

111 boxes 34 40 on ymlr answer shen, write TRUE FALSE NOT GIVEN

if the :NOlement agrees wi,h (he injimnalion if the slllteml'IH rontradicts the in/ormation if there is 110 in/ormatioll on Ih;s

34

Scientists have only recently been able to list the exact number of glow-worm species.

35

The first fireflies appeared 30 million years ago.

36

Glow-worm populations arc decreasing faster in some countries than in others.

37

Heat affects rhe production of glow-worm larvae.

38

Adulthood is the longest stage o f a glow-warm's life.

39

Tht! exact reason why glow-worm numbers are decreasing is unknown.

40

Glow-worms arc usually found in wet areas.

126

Writing

\\ RITI,\(;

WRITING TASK I You should

~ pend

about 20 minutes on this ta::;k.

You IIal-e a filII-lime job and al'e al.WI doing II part-time evenint: ('OUI'U, YOUllOW find that )'11ll cannot contillue the couru.

Writt! a letter

(0

the course lutm', In }'rmr leller

• describe Ihe sihlution • explain .vhy you cannot con,i"II(' at this time • say what action you ",ould like f() ,uke

Write at least 150 words. YOLI do NOT need to write any addresses.

Begin your letter as follows: Dfar ....... .... ... .. ... .... .

t

WRITING TASK 2 You should ::; pend about 4U minutes on this task . Write aho ut the fl"lliow in g t()pic : Nowaday~' HIe

aJ'e prmim:int: mOTt! and more rubbi.'lh.

Why do )'011 think 'his is happening? Whul can gove"nmenl$ do to help redfll'e tlte amounl of rubbish produced?

Give reasons lor your an~wcr and includf: any relevant examples from your own knowledge or ex perience. Write at least 250 words.

127

Tapescripts

SECTION I RECI:I'T10Nts r:

CUSTOMER ;

Good afternoon. Drcaml;mc Travel. Huw till] I help you? Oh hdlo. I'm interested in the holidays you oller along the coast near here.

RECEPTION IST: CIJSTOMJ;R:

RECEPT IO NIST:

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operate several lo urs up the coast. Where in particular did you want [0 go'! WeI! , I like Ihe sound of the holiday thai men tioned whales. Was il 'Whale Watching"~ Oh. thaI's tlUr Whale Walch E.'(pcrienL'C. II's very popular and it's ba!;Cd in a lovely littl..: [uwn wit h niL"t beaches.

rt:snH.tER:

Oh righi , Hnd how long dot'S it lasl'?

RECI·: ... T ION IS r:

[t's twa days - thaI includes four hours'lravel time each way from here. Good, 1 don't want 10 be uway any longer than thal. So is that by cOOlch'! Actually it's by minibus. We like to keep thme to urs small and personal so we don't ta ke a whole coachload of people. In fact, we o nly tuke up to lIacen people on this tour, alt hough we do run it with jl15t twelVe' or thirteen. Oh. right. So do you run thcse tours often'.' Well it depends on the time of year. Of course in peak tim~ like the summer holid.ays we do thcm every wukend. bUT OIl the moment it's usually once a month a t most. And when is the ne.'lt one going'~ Mmm , lei me see. Urn. there's one in three weeks' time \\Ihi(:h is April the I Bth, and then we don't have another one until JUl1e the 2nd. All right. and is April a good time 10 go'.' Preny good. Though the reall), good time is later in the year. I have to soly tho ugh thallhe wha le sighting is only ~IIlC Ilf" the many things olTered . Really? Yes. Th~ hotel itself where you st ..y has great facilities. II's cal led Thc Pallisades. The Paris what? No. it'~ aClllally The Pnllisaucs. f.:A:.l.:.U-S-A-D-E-S, It'!> right on Ihe main beach there Oh. I sce.

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RH" EPTlUS1ST: CUSTOMER :

128

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All or the room s have nil;C vicws and the food is really good there too, Oh righ1. And whm ahou t the other things? You know, thai are included in the pnce. Oh, lhere are lots of things. If you don't walll to do the whale watc h cnlise, )'Qur guide will take anyone who is interestl'eo nl inue this pr,l.l:tic~. As Ihis ":01 wi!lthen ~ stlfe in every way. we h:we made. tht' MOther's ChoJc~ l'ol om hcst buy. Congmlulutions Mo ther's Choice~ cQ{'~ W'"C. Yl)U l:ould do thilt in eighteen months if you wanteu or longer. it's quite ncxiblc and it would be up to ~'l)tJ. AN nRI::W ; Mmm . So wh,1( dowork \ov\luld I have to do'! ,\H):>IL(',\: Well. it's a mixture. You 'd be expected to write an essay ellch mOllth_ whic h co un ts towards yo ur !intl J asscs,~mcnt. YOli have a case study \0 d o by the end of the course, which might involve doing u surveyor something: like th ill, a mI alsl' yOll need to ha nd in iI shQrt rcpon every four wec ks. A:>: LlR FW: So. lhat 's quilt" a 1m o f work... then , o n to p wo rking ever}' day It sounds like :t lot Il l' ~ tlld y ing - and really (iring . ,\IONKA : Yes. YO LI (:-en,lin l), w(luld n'l have much I'n:c lim c ~

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Q32

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Willu !loom tht.' ' m mJula r' COUTSt." ! What would J have Ll) d o lo r lhut? Thut 's where yu u gel the o rport un ity 10 study ful8jrru:. rur short period :>. That way YOLl can cover :, 101 of co ursework and attcncllcclu res a nd seminars d uring the da y. And eac h modulc lasts lor O1K.l~.IJ)] , say. abo ut I\vcJve week s ~H a tim!!. There are o hvi(HIS au vantagc..o; in t his - the main Ime being thilt you can sludy in a much more jntl,:nsjve way, which i\ uilS SQmc people much beller. And huw muny o f thc~ 'mlld ulcs' wou ld I have In J o Itl get the diplumu? Thc current programme is twu moJuJcs - a ndlhen yo u haw h'l chutlsC iI...1!lllli.: 10 work in m\)n: depth · hUl yUU Coin base IheLltlll ),o ur job. anti so yo u d o n-t need [ I) be away fro m the o t1icc. and ho w Ion!! it takt.'S is lip (0 you .

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The important thing is thut you d()[\'t have to study and work. You Clln IlICU:; on one thing at a time. Yes. I .;an!>ec that. It certainly sounds attractive! It would be more expensiv.:, though . I ntt':.tn . J"d have til SUppllrt myself" withuut pay for each module. Thl:l.t"s IrUl'. so thllt might he a problem ror you . Look. why don't you talk this over with your t:mployers und .

SECTION 4 ~ocia l a nd cultural grOll~ towards the manag.eme nt of their personal fin a m..:es ·- how importan t thl.!Y fed it is to save money, and what they save their money fa r. One aspccilhal we haven't yet considered is gcnder. So if we consider gender issues wc 'n; hasically asking whether men a mJ wumen have tlilfcrcnt a\titudi,;s towards :>aving money_ and wheth1!r they sav!.: mo ney ro r dill"crcnt thinb'S.

OK. sn we've heen looking at the at t'itudes of various

Back in 1928 the Brifish writer Georg\! Bernard Shaw wrote in his Infelligent Women's Guido: ro SU/' ;lIhmJ dud CrJpiwlil"ln that "A ma n is suppo.."lsed to understand PQlil!cs. economics a nt.! finano: and is therefore unwilling 10 accept e:>St:nlial instruction.' He also SOlid, 'A \Vl)man, having fewer prdellsions, h; far more willing. to ICiHn'. Now, though these days p,-=op1c migbt question a IOlot" the as.'>umplio ns l'Onlained in Ihl)SC' statement s, rccen t research lh,\!s s uggeSt thatlhcrc urc some quitc fundamental difTerences betWCt:n men and women in their auitudes to economic mailers.

Q31

Q31

LeC~ look Cli whal men and WQmcn actua lly SlIV('" lor, Rese:lrch studies of women in NI)r1 h America haw found that wo mcil are rar mo re likely II) save Ivr their children's edm:atjvl] and they are also mOre likely to $Clling and still bcingclose 10 ~enLral London, something that will certainly be of interest to you is that Rexford i.Ji..l.illil35 mimllcs from London Airport. At Rexlo nl we have a strong research capability. We CTll/louristflour

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Read"ng Pauage 2. QllestiollN 14-26 14

G

15

A

16

H

17

C

18 19 20

F 1 C

NOTGIVfN FALSE

TRUE TRUE :'\!OTGIVEN FALSE

FALtabk score under examination conditions but remember that different institutions will find different scores acceptable.

160

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READING Set'lion 1,

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nhd marshals Fenlon cvery h;tlf h('1Ir 10 kilonlc:tre (w;llk ) 1 )0 kilonn:lcr (wa lk) D

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25

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27

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S{>(:I;on 3, Questions 2H-4()

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17

IN EITIIER ORDI:.'R; BOTH REQlllRED FOR ONE M ..,RK

28

D

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B A

31

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32

E

33 J4

C

A

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NOT GIVEN FAI.SE

36 37 3M

NOT GIVEN TRUE FALSE

SectioJl 2. Questiolls /5-27 15

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16

TRUE

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If \'OU score ...

0- ' 7

18- 29

.111-40

you iHe highly unlikely to gI!l :111 / w/(I sample llllsl1't!I:~I(lr Writing

I(l.~ks

TEST 2, WRITING TASK I SAMPLE ANSWER

This is un answer wriUen by It eandidal\.' who a..:hieved a Rand 8 score. JJere i~

t h~ ~xamincr's

C;Clmmcnt:

This answer summarises the key features of both charts and integrates them well. Clear trends

are identified and supported with appropriately-selected figutes. The answer could only be Improved by adding an introduction to the general topic of the charts. The information is well organised, with a clearly-signalled progression . Unking words are used accurately and precisely, although there is occasional omission. Paragraphing Is used well initially, but lapses in the later section. A very good range of vocabulary is used to convey the information concisely and accurately with only occasional inappropriacy. Words are used precisely and there are no BlTors iil speJr.ng or word form. A wide range of structures is used and most sentences in this answer are accurate. Errors are rare and do not affect communication In this answer.

The first 9rapn Shovs thoJ there j,o.ph 'ho,",' rho.r employer ,uppor! i, mo.,imum (o.PP(o,irno.rely 60~,) for rhe under l by( ' Iuden\" It drop' ("pidly to 3 1~, up to the Third deco.de of life, o.~cl r"en inc.rea':.€'5 in Ia.te o..d.u\thood. up 10 a bout ,.4'.1 . I: ic;, undea( vherher employe( ~"pporr i, only for wreer-foc",ed ,rudy. but Ihe highE'5t level is fO( f"hose 5tu.d.enl~ -...tho tno.. inly stu.d. y for' w.(eer purpoe; . 11>4

Model and sump/(' ullswersjor Writing Ia.yks

TEST 2, WRITING TASK 2 MODEL ANSWER This model has been prepared by an examiner as an example of a very good answer. However. please note that this isjust one example o ut of many possible approaches.

It IS Quite common Ihese days tor young people in many countries to have a break from studying after graduating from high schooL The trend IS not restricted to rich students who have the money to travel. but is also evident among poorer students who choose to work and become economically independenllor a period at time. The reasons for this trend may involve the recognition that a young adult who passes directly from SchOOl 10 university Is rather restricted In terms 01 general knowledge and experience of the world . By contrast. those who have spent some time earning a living or travelling to other places, have a broader view allile and betler personal resources to draw on. They tend to be more independent. which is a very imporlanl factor in academIc study and research. as well as giving them an advantage in terms at coping with the chaJlenges of student life. However, Ihere are certainly dangers In taking time off at that important age. Young adults may end up never returning to their stUdies Or findIng It difficult to readapt to an academic environment. They may think that It IS belter 10 continue in a particular job, or to do something completely different from a university course. But overall . I thin Ii; this is less likely today. when academic qualifications are essential for getting a reasonable career. My view is that young people should be encouraged to broaden Iheir horizons. That Is the best way for them to gel a clear perspective of what they are hoping to do with Iheir lives and why. Students with such a perspective are usually the most effective and motivated ones and taking a year off may be the besl way to gain this.

165

Model lind sample all.\'lI'crsjor Writing ltu'ks

TEST 3, WRITING TA'SK I MODEL ANSWER

This model has been prepared by an examiner as an example of a very good answer. However. please nOlc thallhis is just one example o ut of many possible approaches. The map shows two proposed locations for a new supermarket for Ihe town of Garlsdon. The first potential location (81) is outside the town itself, and is sited just off the main road 10 Ihe town of Hindon, lying 12 kms to the north-west. This sUe is In the countryside and so would be able to accommodate a lot 01 car parking. This would maka It accessible to shoppers from both Hindon and Garlsdon who could travel by car. As il Is also close to the railway line linking the two towns 10 Cransdon (25 km 10 the south·east), a pOlentlally large number of shoppers would also be able 10 travel by lraln, In contrast, the suggested location. 82, is right in the town centre! which would be good for local residents. Theoretically the store could be accessed by road or rad from the surrounding towns, including Bransdon. but as the central area is a no-traffic lone, cars would be unable to park and access would be difficult.

Overall, neither srte Is appropriate for all the towns, but for customers In Cransdon, Hlndon and Garlsdon. the out-of-town sile (S1) would probably oHer more advantages.

166

Model and sample answers for Writing lasks

TEST 3, WRITING TASK 2 SAMPLE ANSWER This is an answer written by a candidate who achieved a Band 6 score. Here is the examiner's comment: Although the answer considers the maIn issues in the Question, it deals much more wIth the aspect of 'competition' than It does with 'co-operation'. Some of the supporting examples are overdeveloped and diver! the reader away from the argument. However, the maIn points are relevant and the writer's point of view is generally dear. The argument has a logical progression and Ihere is some good use of linking expressions, though the use of rhetorical questions 10 signal topic changes Is not very skilful. There are also examples of overusing markers, and of errors In referencing. The candidate tries to use a range of language, but there Bre regular errors in word choice and word form, and thIs occasionally causes problems for the reader. SImilarly, a range of structures is attempted, but not always with good control of punctuation or grammar. However, the meaning is generally clear. ~O;\js, fv"'pose of ed.v.co.tOOl'l be.\"5 c\o.c\~w iM )