IELTS Recent Mock Tests Volume 2

Đăng ngày: 05 Dec 2017
Tests taken: 927,850

Đáp án

Báo cáo lỗi sai

Part 1: Question 1 - 13

1 NOT GIVEN
2 FALSE
3 TRUE
4 FALSE
5 TRUE
6 TRUE
7 NOT GIVEN

8 spring
9 sediment
10 razorback sucker
11 common carp
12 visibility
13 sand

Part 2: Question 14 - 26

14 A
15 B
16 C
17 D
18 NOT GIVEN
19 TRUE
20 NOT GIVEN

21 FALSE
22 C
23 B
24 C
25 A
26 B

Part 3: Question 27 - 40

27 Sound laws
28 fashion
29 imperfect
30 principle of ease
31 FALSE
32 NOT GIVEN
33 NOT GIVEN

34 TRUE
35 NOT GIVEN
36 NOT GIVEN
37 TRUE
38 C
39 B
40 A

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How to Crack Section 3 of IELTS Listening?

IELTS Listening module consists of 4 sections viz. Section 1, Section 2, Section 3 and Section 4. Out of all these sections, Section 3...

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01 Jan 2018

Giải thích chi tiết

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

Dirty River But Clean Water

Floods can occur in rivers when the flow rate exceeds the capacity of the river channel, particularly at bends or meanders in the waterway. Floods often cause damage to homes and businesses if they are in the natural flood plains of rivers. While riverine flood damage can be eliminated by moving away from rivers and other bodies of water, people have traditionally lived and worked by rivers because the land is usually flat and fertile and because rivers provide easy travel and access to commerce and industry.

A Fire and flood are two of humanity’s worst nightmares. People have,therefore,always sought to control them. Forest fires are snuffed out quickly. The flow of rivers is regulated by weirs and dams. At least, that is how it used to be. But foresters have learned that forests need fires to clear out the brash and even to get seeds to germinate. And a similar revelation is now – dawning on hydrologists. Rivers – and the ecosystems they support – need floods. That is why a man-made torrent has been surging down the Grand Canyon. By Thursday March 6th it was running at full throttle, which was expected to be sustained for 60 hours.

B Floods once raged through the canyon every year. Spring Snow from as far away as Wyoming would melt and swell the Colorado river to a flow that averaged around 1,500 cubic metres (50,000 cubic feet) a second. Every eight years or so, that figure rose to almost 3,000 cubic metres. These floods infused the river with sediment, carved its beaches and built its sandbars.

C However, in the four decades since the building of the Glen Canyon dam, just upstream of the Grand Canyon, the only sediment that it has collected has come from tiny, undammed tributaries. Even that has not been much use as those tributaries are not powerful enough to distribute the sediment in an ecologically valuable way.

D This lack of flooding has harmed local wildlife. The humpback chub,for example, thrived in the rust-redwaters of the Colorado. Recently, though, its population has crashed. At first sight, it looked as if the reason was that the chub were being eaten by trout introduced for sport fishing in the mid-20th century. But trout and chub co-existed until the Glen Canyon dam was built, so something else is going on. Steve Gloss, of the United States’ Geological Survey (USGS), reckons that the chub’s decline is the result of their losing their most valuable natural defense, the Colorado’s rusty sediment. The chub were well adapted to the poor visibility created by the thick, red water which gave the river its name, and depended on it to hide from predators. Without the cloudy water the chub became vulnerable.

E And the chub are not alone. In the years since the Glen Canyon dam was built, several species have vanished altogether. These include the Colorado pike-minnow, the razorback sucker and the round-tail chub. Meanwhile, aliens including fathead minnows, channel catfish and common carp, which would have been hard, put to survive in the savage waters of the undammed canyon, have moved in.

F So flooding is the obvious answer. Unfortunately, it is easier said than done. Floods were sent down the Grand Canyon in 1996 and 2004 and the results were mixed. In 1996 the flood was allowed to go on too long. To start with,all seemed well. The built up sandbanks and infused the river with sediment. Eventually, however, the continued flow washed most of the sediment out of the canyon. This problem was avoided in 2004, but unfortunately, on that occasion, the volume of sand available behind the dam was too low to rebuild the sandbanks. This time, the USGS is convinced that things will be better. The amount of sediment available is three times greater than it was in 2004. So if a flood is going to do some good, this is the time to unleash one.

G Even so, it may turn out to be an empty gesture. At less than 1,200 cubic metres a second, this flood is smaller than even an average spring flood, let alone one of the mightier deluges of the past. Those glorious inundations moved massive quantities of sediment through the Grand Canyon,wiping the slate dirty, and making a muddy mess of silt and muck that would make modern river rafters cringe.

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Great thanks to volunteer Lan Nguyen who has contributed these explanations and markings.

If you want to make a better world like this, please contact us.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Activities for Children

A Twenty-five years ago, children in London walked to school and played in parks and playing fields after school and at the weekend. Today they are usually driven to school by parents anxious about safety and spend hours glued to television screens or computer games. Meanwhile, community playing fields are being sold off to property developers at an alarming rate. ‘This change in lifestyle has, sadly, meant greater restrictions on children,’ says Neil Armstrong, Professor of Health and Exercise Sciences at the University of Exeter. ‘If children continue to be this inactive, they’ll be storing up big problems for the future.’

B In 1985, Professor Armstrong headed a five-year research project into children’s fitness. The results, published in 1990, were alarming. The survey, which monitored 700 11-16-year-olds, found that 48 per cent of girls and 41 per cent of boys already exceeded safe cholesterol levels set for children by the American Heart Foundation. Armstrong adds, “heart is a muscle and need exercise, or it loses its strength.” It also found that 13 per cent of boys and 10 per cent of girls were overweight. More disturbingly, the survey found that over a four-day period, half the girls and one-third of the boys did less exercise than the equivalent of a brisk 10-minute walk. High levels of cholesterol, excess body fat and inactivity are believed to increase the risk of coronary heart disease.

C Physical education is under pressure in the UK – most schools devote little more than 100 minutes a week to it in curriculum time, which is less than many other European countries. Three European countries are giving children a head start in PE, France, Austria and Switzerland – offer at least two hours in primary and secondary schools. These findings, from the European Union of Physical Education Associations, prompted specialists in children’s physiology to call on European governments to give youngsters a daily PE programme. The survey shows that the UK ranks 13th out of the 25 countries, with Ireland bottom, averaging under an hour a week for PE. From age six to 18，British children received, on average, 106 minutes of PE a week. Professor Armstrong, who presented the findings at the meeting, noted that since the introduction of the national curriculum there had been a marked fall in the time devoted to PE in UK schools, with only a minority of pupils getting two hours a week.

D As a former junior football international, Professor Armstrong is a passionate advocate for sport. Although the Government has poured millions into beefing up sport in the community, there is less commitment to it as part of the crammed school curriculum. This means that many children never acquire the necessary skills to thrive in team games. If they are no good at them, they lose interest and establish an inactive pattern of behaviour. When this is coupled with a poor diet, it will lead inevitably to weight gain. Seventy per cent of British children give up all sport when they leave school, compared with only 20 per cent of French teenagers. Professor Armstrong believes that there is far too great an emphasis on team games at school. “We need to look at the time devoted to PE and balance it between individual and pair activities, such as aerobics and badminton, as well as team sports. “He added that children need to have the opportunity to take part in a wide variety of individual, partner and team sports.

E The good news, however, is that a few small companies and children’s activity groups have reacted positively and creatively to the problem. Take That, shouts Gloria Thomas, striking a disco pose astride her mini-spacehopper. Take That, echo a flock of toddlers, adopting outrageous postures astride their space hoppers. ‘Michael Jackson, she shouts, and they all do a spoof fan-crazed shriek. During the wild and chaotic hopper race across the studio floor, commands like this are issued and responded to with untrammelled glee. The sight of 15 bouncing seven-year-olds who seem about to launch into orbit at every bounce brings tears to the eyes. Uncoordinated, loud, excited and emotional, children provide raw comedy.

F Any cardiovascular exercise is a good option, and it doesn’t necessarily have to be high intensity. It can be anything that gets your heart rate up: such as walking the dog, swimming, miming, skipping, hiking. “Even walking through the grocery store can be exercise,” Samis-Smith said. What they don’t know is that they’re at a Fit Kids class, and that the fun is a disguise for the serious exercise plan they’re covertly being taken through. Fit Kids trains parents to run fitness classes for children. ‘Ninety per cent of children don’t like team sports,’ says company director, Gillian Gale.

G A Prevention survey found that children whose parents keep in shape are much more likely to have healthy body weights themselves. “There’s nothing worse than telling a child what he needs to do and not doing it yourself,” says Elizabeth Ward, R.D., a Boston nutritional consultant and author of Healthy Foods, Healthy Kids . “Set a good example and get your nutritional house in order first.” In the 1930s and ’40s, kids expended 800 calories a day just walking, carrying water, and doing other chores, notes Fima Lifshitz, M.D., a pediatric endocrinologist in Santa Barbara. “Now, kids in obese families are expending only 200 calories a day in physical activity,” says Lifshitz, “incorporate more movement in your family’s lifepark farther away from the stores at the mall, take stairs instead of the elevator, and walk to nearby friends’ houses instead of driving.”

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Mechanisms of Linguistic Change

A The changes that have caused the most disagreement are those in pronunciation. We have various sources of evidence for the pronunciations of earlier times, such as the spellings, the treatment of words borrowed from other languages or borrowed by them, the descriptions of contemporary grammarians and spelling-reformers, and the modern pronunciations in all the languages and dialects concerned From the middle of the sixteenth century, there are in England writers who attempt to describe the position of the speech-organs for the production of English phonemes, and who invent what are in effect systems of phonetic symbols. These various kinds of evidence, combined with a knowledge of the mechanisms of speech-production, can often give us a very good idea of the pronunciation of an earlier age, though absolute certainty is never possible.

B When we study the pronunciation of a language over any period of a few generations or more, we find there are always large-scale regularities in the changes: for example, over a certain period of time, just about all the long [a:] vowels in a language may change into long [e:] vowels, or all the [b] consonants in a certain position (for example at the end of a word) may change into [p] consonants. Such regular changes are often called sound laws. There are no universal sound laws (even though sound laws often reflect universal tendencies), but simply particular sound laws for one given language (or dialect) at one given period

C It is also possible that fashion plays a part in the process of change. It certainly plays a part in the spread of change: one person imitates another, and people with the most prestige are most likely to be imitated, so that a change that takes place in one social group may be imitated (more or less accurately) by speakers in another group. When a social group goes up or down in the world, its pronunciation of Russian, which had formerly been considered desirable, became on the contrary an undesirable kind of accent to have, so that people tried to disguise it. Some of the changes in accepted English pronunciation in the seventeenth and eighteenth centuries have been shown to consist in the replacement of one style of pronunciation by another style already existing, and it is likely that such substitutions were a result of the great social changes of the period: the increased power and wealth of the middle classes, and their steady infiltration upwards into the ranks of the landed gentry, probably carried elements of middle-class pronunciation into upper-class speech.

D A less specific variant of the argument is that the imitation of children is imperfect: they copy their parents’ speech, but never reproduce it exactly. This is true, but it is also true that such deviations from adult speech are usually corrected in later childhood. Perhaps it is more significant that even adults show a certain amount of random variation in their pronunciation of a given phoneme, even if the phonetic context is kept unchanged. This, however, cannot explain changes in pronunciation unless it can be shown that there is some systematic trend in the failures of imitation: if they are merely random deviations they will cancel one another out and there will be no net change in the language.

E One such force which is often invoked is the principle of ease, or minimization of effort. The change from fussy to fuzzy would be an example of assimilation, which is a very common kind of change. Assimilation is the changing of a sound under the influence of a neighbouring one. For example, the word scant was once skamt, but the /m/ has been changed to /n/ under the influence of the following /t/. Greater efficiency has hereby been achieved, because /n/ and /t/ are articulated in the same place (with the tip of the tongue against the teeth-ridge), whereas /m/ is articulated elsewhere (with the two lips). So the place of articulation of the nasal consonant has been changed to conform with that of the following plosive. A more recent example of the same kind of thing is the common pronunciation of football as football.

F Assimilation is not the only way in which we change our pronunciation in order to increase efficiency. It is very common for consonants to be lost at the end of a word: in Middle English, word-final [-n] was often lost in unstressed syllables, so that baken ‘to bake’ changed from [‘ba:kan] to [‘ba:k3],and later to [ba:k]. Consonant-clusters are often simplified. At one time there was a [t] in words like castle and Christmas, and an initial [k] in words like knight and know. Sometimes a whole syllable is dropped out when two successive syllables begin with the same consonant (haplology): a recent example is temporary, which in Britain is often pronounced as if it were /tempory/.

Keywords in Questions	Information location
Q1: Damage caused by fire is worse than that caused by flood.	Paragraph A
Fire is mentioned only in Paragraph A. However, The paragraph actually doesn’t compare the damage caused by those two disasters. So the answer is “NOT GIVEN”.

Keywords in Questions	Similar words in Passage
Q2: The flood peaks at almost 1500 cubic meters every eight years.	Every eight years or so, that figure rose to almost 3,000 cubic meters ( Paragraph B )
From the text in paragraph B , the figure could rise to 3,000 cubic meters so it would not peak at only 1500 Cubic meters. So the answer is “FALSE”.

Keywords in Questions	Similar words in Passage
Decreasing number of chubs is always caused by introducing of trout since mid -20th century.	Recently, though, its population has crashed. At first sight, it looked as if the reason was that the chub were being eaten by trout introduced for sport fishing in the mid-20th century. But trout and chub co-existed until the Glen Canyon dam was built, so something else is going on. ( Paragraph D )
From the text in paragraph D, first two sentences justify the question statement. However , the decreasing number of chubs is not ‘always’ caused by trout due to the phrase ‘trout and chub co-existed until the Glen Canyon dam was built‘ in the 3rd sentence. So the answer is “FALSE”.

Keywords in Questions	Similar words in Passage
It seemed that the artificial flood in 1996 had achieved success partly at the very beginning.	The built up sandbanks and infused the river with sediment. Eventually, however, the continued flow washed most of the sediment out of the canyon. ( Paragraph F )
The 1st sentence infer that at the beginning the artificial flood had succeeded to build up sandbanks and infuse the river with sediment. However , the 2nd sentence explain why the success didn’t last long. So the answer is “TRUE”.

Keywords in Questions	Similar words in Passage
Mighty floods drove fast moving flows with clean and high quality water.	Those glorious inundations moved massive quantities of sediment through the Grand Canyon, wiping the slate dirty, and making a muddy mess of silt and muck that would make modern river rafters cringe. ( Paragraph G )
Although the noun phrase ‘glorious inundations’ can refer to the phrase ‘mighty floods’ , the text only mentions the impacts of those floods. So the answer is “NOT GIVEN”.

IELTS Recent Mock Tests Volume 2

Part 1: Question 1 - 13

Part 2: Question 14 - 26

Part 3: Question 27 - 40

Tips for improving your ielts score

How to Crack Section 3 of IELTS Listening?

Questions 1-7

Questions 8-13

The eco-impact of the Canyon Dam

Questions 14-17

Questions 18-21

Questions 22-26

Questions 27-30

Questions 31-37

Questions 38-40

READING PASSAGE 1

Dirty River But Clean Water

READING PASSAGE 2

Activities for Children

READING PASSAGE 3

Mechanisms of Linguistic Change

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TRUE	if the statement agrees with the information
FALSE	if the statement contradicts the information
NOT GIVEN	If there is no information on this

Keywords in Question
The [g] in gnat not being pronounced will not be spelt out in the future.
There is no information about the word “gnat” in the passage, so the answer is “NOT GIVEN”.

A	Since the speakers can pronounce it with less effort
B	Assimilation of a sound under the influence of a neighbouring one
C	It is a trend for changes in pronunciation in a large scale in a given period
D	Because the speaker can pronounce [n] and [t] both in the same time

Keywords in Questions	Similar words in Passage
The omit of 't' in the sound of Christmas	(paragraph F) Assimilation is not the only way in which we change our pronunciation in order to increase efficiency. [...] At one time there was a [t] in words like castle and Christmas
It is stated clearly in the passage that there used to be [t] sound in the word "Christmas" and nowadays, people do not pronounce [t] sound in that word anymore. This change is to increase efficiency, or in other words, for the speakers to pronounce word with less effort. Therefore, the correct answer is option A.

IELTS Recent Mock Tests Volume 2

Part 1: Question 1 - 13

Part 2: Question 14 - 26

Part 3: Question 27 - 40

Share your score

Tips for improving your ielts score

How to Crack Section 3 of IELTS Listening?

Questions 1-7

Questions 8-13

The eco-impact of the Canyon Dam

Questions 14-17

Questions 18-21

Questions 22-26

Questions 27-30

Questions 31-37

Questions 38-40

READING PASSAGE 1

Dirty River But Clean Water

READING PASSAGE 2

Activities for Children

READING PASSAGE 3

Mechanisms of Linguistic Change

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Về chúng tôi

Sứ mệnh