IELTS Recent Mock Tests Volume 4

Đăng ngày: 29 Nov 2017
Tests taken: 1,152,237

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Part 1: Question 1 - 13

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

8 (skilled) stonemason
9 Gian Giorgio Trissino
10 Inigo Jones
11 temple (architecture)
12 Quattro Libri dell’ Architettura
13 benevolent calm

Part 2: Question 14 - 26

14 v
15 viii
16 vi
17 vii
18 iii
19 i
20 ii

21 equal opportunity
22 internal costs
23 C
24 C
25 A
26 B

Part 3: Question 27 - 40

27 C
28 A
29 B
30 D
31 I
32 D
33 J

34 F
35 C
36 YES
37 NO
38 NOT GIVEN
39 NOT GIVEN
40 YES

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剑桥雅思14听力原文-TEST4

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READING PASSAGE 1

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

Andrea Palladio: Italian Architect

A new exhibition celebrates Palladio’s architecture 500 years on.

Vicenza is a pleasant, prosperous city in the Veneto, 60 km west of Venice. Its grand families settled and farmed the area from the 16th century. But its principal claim to fame is Andrea Palladio, who is such an influential architect that a neoclassical style is known as Palladian. The city is a permanent exhibition of some of his finest buildings, and as he was born — in Padua, to be precise — 500 years ago, the International Centre for the Study of Palladio’s Architecture has an excellent excuse for mounting la grande mostra, the big show.

The exhibition has the special advantage of being held in one of Palladio’s buildings, Palazzo Barbaran da Porto. Its bold facade is a mixture of rustication and decoration set between two rows of elegant columns. On the second floor the pediments arc alternately curved or pointed, a Palladian trademark. The harmonious proportions of the atrium at the entrance lead through to a dramatic interior of fine fireplaces and painted ceilings. Palladio’s design is simple, clear and not over-crowded. The show has been organised on the same principles, according to Howard Bums, the architectural historian who co-curated it.

Palladio’s father was a miller who settled in Vicenza, where the young Andrea was apprenticed to a skilled stonemason. How did a humble miller’s son become a world renowned architect? The answer in the exhibition is that, as a young man, Palladio excelled at carving decorative stonework on columns, doorways and fireplaces. He was plainly intelligent, and lucky enough to come across a rich patron, Gian Giorgio Trissino, a landowner and scholar, who organised his education, taking him to Rome in the 1540s, where he studied the masterpieces of classical Roman and Greek architecture and the work of other influential architects of the time, such as Donato Bramante and Raphael.

Burns argues that social mobility was also important. Entrepreneurs, prosperous from agriculture in the Veneto, commissioned the promising local architect to design their country villas and their urban mansions. In Venice the aristocracy were anxious to co-opt talented artists, and Palladio was given the chance to design the buildings that have made him famous – the churches of San Giorgio Maggiore and the Redentore, both easy to admire because the can be seen from the city’s historical centre across a stretch of water.

He tried his hand at bridges — his unbuilt version of the Rialto Bridge was decorated with the large pediment and columns of a temple — and, after a fire at the Ducal Palace, he offered an alternative design which bears an uncanny resemblance to the Banqueting House in Whitehall in London. Since it was designed by Inigo Jones, Palladio’s first foreign disciple, this is not as surprising as it sounds.

Jones, who visited Italy in 1614, bought a trunk full of the master’s architectural drawings; they passed through the hands of the Dukes of Burlington and Devonshire before settling at the Royal Institute of British Architects in 1894. Many are now on display at Palazzo Barbaran. What they show is how Palladio drew on the buildings of ancient Rome as models. The major theme of both his rural and urban building was temple architecture, with a strong pointed pediment supported by columns and approached by wide steps.

Palladio s work for rich landowner alienates unreconstructed critics on the Italian left but among the papers in the show are designs for cheap housing in Venice. In the wider world, Palladio’s reputation has been nurtured by a text he wrote and illustrated, “Quattro Libri dell’ Architettura”. His influence spread to St Petersburg and to Charlottesville in Virginia, where Thomas Jefferson commissioned a Palladian villa he called Monticello.

Vicenza’s show contains detailed models of the major buildings and is leavened by portraits of Palladio’s teachers and clients by Titian, Veronese and Tintoretto; the paintings of his Venetia buildings are all by Canaletto, no less. This is an uncompromising exhibition; many of the drawings are small and faint, and there are no sideshows for children, but the impact of harmonious lines and satisfying proportions is to impart in a viewer a feeling of benevolent calm. Palladio is history’s most therapeutic architect.

“Palladio, 500 Anni: La Grande Mostra” is at Palazzo Barbaran da Porto, Vicenza, until January 6th 2009. The exhibition continues at the Royal Academy of Arts, London, from January 31st to April 13th, and travels afterwards to Barcelona and Madrid.

-------------------------------------------

Great thanks to volunteer Truong Nhat Minh 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.

Corporate Social Responsibility

Broadly speaking, proponents of CSR have used four arguments to make their case: moral obligation, sustainability, license to operate, and reputation. The moral appeal – arguing that companies have a duty to be good citizens and to “do the right thing” – is prominent in the goal of Business for Social Responsibility, the leading nonprofit CSR business association in the United States. It asks that its members “achieve commercial success in ways that honour ethical values and respect people, communities, and the natural environment. “Sustainability emphasises environmental and community stewardship.

A. An excellent definition was developed in the 1980s by Norwegian Prime Minister Gro Harlen Brundtland and used by the World Business Council for Sustainable Development: “Meeting the needs of the present without compromising the ability of future generations to meet their own needs.” Nowadays, governments and companies need to account for the social consequences of their actions. As a result, corporate social responsibility (CSR) has become a priority for business leaders around the world. When a well-run business applies its vast resources and expertise to social problems that it understands and in which it has a stake, it can have a greater impact than any other organization. The notion of license to operate derives from the fact that every company needs tacit or explicit permission from governments, communities, and numerous other stakeholders to justify CSR initiatives to improve a company’s image, strengthen its brand, enliven morale and even raise the value of its stock.

B. To advance CSR. we must root it in a broad understanding of the interrelationship between a corporation and society. Successful corporations need a healthy society. Education, health care, and equal opportunity are essential lo a productive workforce. Safe products and working conditions not only attract customers but lower the internal costs of accidents. Efficient utilization of land, water, energy, and other natural resources makes business more productive. Good government, the rule of law, and property rights are essential for efficiency and innovation. Strong regulatory standards protect both consumers and competitive companies from exploitation. Ultimately, a healthy society creates expanding demand for business, as more human needs are met and aspirations grow. Any business that pursues its ends at the expense of the society in which it operates will find its success to be illusory and ultimately temporary. At the same time, a healthy society needs successful companies. No social program can rival the business sector when it comes lo creating the jobs, wealth, and innovation that improve standards of living and social conditions over time.

C. A company’s impact on society also changes over time, as social standards evolve and science progresses. Asbestos, now understood as a serious health risk was thought to be safe in the early 1900s, given the scientific knowledge then available. Evidence of its risks gradually mounted for more than 50 years before any company was held liable for the harms it can cause. Many firms that failed to anticipated the consequences of this evolving body of research have been bankrupted by the results. No longer can companies be content to monitor only the obvious social impacts of today. Without a careful process for identifying evolving social effects of tomorrow, firms may risk their very survival.

D. No business can solve all of society’s problems or bear the cost of doing so. Instead, each company must select issues that intersect with its particular business. Other social agendas are best left to those companies in other industries, NGOs, or government institutions that are better positioned to address them. The essential test that should guide CSR is not whether a cause is worthy but whether it presents an opportunity to create shared value – that is, a meaningful benefit for society that is also valuable to the business. Each company can identify the particular set of societal problems that it is best equipped to help resolve and from which it can gain the greatest competitive benefit.

E. The best corporate citizenship initiatives involve far more than writing a check: They specify clear, measurable goals and track results over time. A good example is General Electronics’s program to adopt underperforming public high schools near several of its major U.S. facilities. The company contributes between $250,000 and $1 million over a five-year period to each school and makes in-kind donations as well. GE managers and employees take an active role by working with school administrators to assess needs and mentor or tutor students. In an independent study of Ion schools in the program between 1989 and 1999, nearly all showed significant improvement, while the graduation rate in four of the five worst performing schools doubled from an average of 30% to 60%. Effective corporate citizenship initiatives such as this one create goodwill and improve relations with local governments and other important constituencies. What’s more, GE’s employees feel great pride in their participation. Their effect is inherently limited, however. No matter how beneficial (he program is, it remains incidental to the company’s business, and the direct effect on GE’s recruiting and retention is modest.

F. Microsoft s Working Connections partnership with the American Association of Community Colleges (AACC) is a good example of a shared-value opportunity arising from investments in context. The shortage of information technology workers is a significant constraint on Microsoft’s growth; currently, there are more than 450,000 unfilled IT positions in the United States alone. Community colleges, with an enrollment of 11.6 million students, representing 45% of all U.S. undergraduates, could be a major solution. Microsoft recognizes, however, that community colleges face special challenges: IT curricula are not standardized, technology used in classrooms is often outdated, and there are no systematic professional development programs to keep faculty up to date. Microsoft’s $50 million five-year initiative was aimed at all three problems. In addition to contributing money and products, Microsoft sent employee volunteers to colleges to assess needs, contribute to curriculum development, and create faculty development institutes. Microsoft has achieved results that have benefited many communities while having a direct-and potentially significant-impact on the company.

G. At the heart of any strategy is a unique value proposition: a set of needs a company can meet for its chosen customers that others cannot. The most strategic CSR occurs when a company adds a social dimension to its value proposition, making social impact integral to the overall strategy. Consider Whole Foods Market, whose value proposition is to sell organic, natural, and healthy food products to customers who are passionate about food and the environment. The company’s sourcing emphasises purchases from local farmers through each store’s procurement process. Buyers screen out foods containing any of nearly 100 common ingredients that the company considers unhealthy or environmentally damaging. The same standards apply to products made internally. Whole Foods’ commitment to natural and environmentally friendly operating practices extends well beyond sourcing. Stores are constructed using a minimum of virgin raw materials. Recently, the company purchased renewable wind energy credits equal to 100% of its electricity use in all of its stores and facilities, the only Fortune 500 company to offset its electricity consumption entirely. Spoiled produce and biodegradable waste are trucked to regional centers for composting. Whole Foods’ vehicles are being converted to run on biofuels. Even the cleaning products used in its stores are environmentally friendly. And through its philanthropy, the company has created the Animal Compassion Foundation to develop more natural and humane ways of raising farm animals. In short, nearly every aspect of the company’s value chain reinforces the social dimensions of its value proposition, distinguishing Whole Foods from its competitors.

-------------------------------------------

Great thanks to volunteer Truong Nhat Minh who has contributed these explanations and markings.

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

READING PASSAGE 3

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

The Significant Role of Mother Tongue in Education

One consequence of population mobility is an increasing diversity within schools. To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication. Schools in Europe and North America have experienced this diversity for years, and educational policies and practices vary widely between countries and even within countries. Some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society. However, they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society. Consequently, they promote unfortunate educational policies that will make the “problem” disappear. If students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.

The challenge for educator and policy-makers is to shape the evolution of national identity in such a way that rights of all citizens (including school children) are respected, and the cultural linguistic, and economic resources of the nation are maximised. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for culturally and linguistically diverse children is to examine what the existing research says about the role of children’s mother tongues in their educational development.

In fact, the research is very clear. When children continue to develop their abilities in two or more languages throughout their primary school, they gain a deeper understanding of language and how to use it effectively. They have more practice in processing language, especially when they develop literacy in both. More than 150 research studies conducted during the past 25 years strongly support what Goethe, the famous eighteenth-century German philosopher, once said: the person who knows only one language dose not truly know that language. Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.

The level of development of children;s mother tongue is a strong predictor of their second language development. Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succed educationally. Children’s knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two-way: both languages nurture each other when the educational environment permits children access to both languages.

Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For exampie, in a bilingual program when 50% of the time is spent teaching through children’s home language and 50% through the majority language, surely children won’t progress as far in the latter? One of the most strongly established findings of educational research, however, is that well-implemented bilingual programs can promote literracy and subject-matter knowledge in a minority language without any negative effects on children’s development in the majority language. Within Europe, the Foyer program in Belgium, which develops children’s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000).

It is easy to understand how this happens. When children are learning through a minority language, they are learning concepts and intellectual skills too. Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept. Similarly, at more advanced stages, there, is transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion. Studies of secondary school pupils are providing interesting findings in this area, and it would be worth extending this research.

Many people marvel at how quickfy bilingual children seem to “pick up” conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context. The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Where the mother tongue is used extensively in the community, then language loss among young children will be less. However, where language communities are not concentrated in particular neighborhoods, children can lose their ability to communicate in their mother tongue within 2-3 years of starting school. They may retain receptive skills in the language but they will use the majority language, in speaking with their peers and siblings and in responding to their parents. By the time children become adolescents, the linguistic division between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school with predictable results.

-------------------------------------------------------------

Great thanks to volunteer Truong Nhat Minh who has contributed these explanations and markings.

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

Keywords in Questions	Similar words in Passage
Q2:.Palazzo Barbaran da Porto typically represents the Palladio’s design.	The exhibition has the special advantage of being held in one of Palladio’s buildings, Palazzo Barbaran da Porto. Its bold facade is a mixture of rustication and decoration set between two rows of elegant columns. On the second floor the pediments arc alternately curved or pointed, a Palladian trademark.
Q2: The text describes what the Palazzo Barbaran da Porto looks like and confirmed that its design is the Palladian trademark. => The answer is True.

Keywords in Questions	Similar words in Passage
Q3: Palladio’s father worked as an architect	Palladio’s father was a miller who settled in Vicenza.
Q3: The text confirms the job of Palladio’s father is a miller, not an architect => The answer is False.

Keywords in Questions	Similar words in Passage
Q5: Palladio’s alternative design for the Ducal Palace in Venice was based on an English building.	after a fire at the Ducal Palace, he offered an alternative design which bears an uncanny resemblance to the Banqueting House in Whitehall in London.
Q5: While being based on the Banqueting House in Whitehall in London means that it was built first then Palladio’s alternative design took it as a model to follow, bearing an uncanny resemblance to the English building means that the two buildings shared the same appearance => The answer is False.

Keywords in Questions	Similar words in Passage
Q6: Palladio designed for both wealthy and poor people.	Palladio’s work for rich landowner alienates unreconstructed critics on the Italian left but among the papers in the show are designs for cheap housing in Venice.
Q6: In this paragraph, the sentence: ”Palladio’s work for rich landowner alienates unreconstructed critics on the Italian left but among the papers in the show are designs for cheap housing in Venice.” does mention Palladio’s work for rich landowner (or the rich like in the question statement) and his designs for cheap housing (which was aimed for the poor). So the given statement is True.

Keywords in Questions	Similar words in Passage
Q7: The exhibition includes paintings of people by famous artists.	Vicenza’s show contains detailed models of the major buildings and is leavened by portraits of Palladio’s teachers and clients by Titian, Veronese and Tintoretto; the paintings of his Venetia buildings are all by Canaletto, no less.
Q7: The first sentence of this paragraph does mention all the keywords list above (exhibition = Vicenza’s show; include = contain; paintings of people = portraits of Palladio’s teachers and clients; famous artists = Titian, Veronese and Tintoretto), so the given statement is confirmed. The answer is True.

NEW

NEW

IELTS Recent Mock Tests Volume 4

Part 1: Question 1 - 13

Part 2: Question 14 - 26

Part 3: Question 27 - 40

Tips for improving your ielts score

剑桥雅思14听力原文-TEST4

Question 1-7

Questions 8-13

Questions 14-20

Questions 21-22

Questions 23-26

Questions 27-30

Questions 31-35

Bilingual Children

Questions 36-40

READING PASSAGE 1

Andrea Palladio: Italian Architect

READING PASSAGE 2

Corporate Social Responsibility

READING PASSAGE 3

The Significant Role of Mother Tongue in Education

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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 Questions	Similar words in Passage
Q11: What type of Ancient Roman buildings most heavily influenced Palladio’s work?	What they show is how Palladio drew on the buildings of ancient Rome as models. The major theme of both his rural and urban building was temple architecture
The text: “What they show is how Palladio drew on the buildings of ancient Rome as models. The major theme of both his rural and urban building was temple architecture” contains all the keywords in the question, hence it shows us that temple architecture is the answer for this question.

	List of Headings
i	How CSR may help one business to expand
ii	CSR in many aspects of a company’s business
iii	A CSR initiative without a financial gain
iv	Lack of action by the state of social issues
v	Drives or pressures motivate companies to address CSR
vi	The past illustrates business are responsible for future outcomes
vii	Companies applying CSR should be selective
viii	Reasons that business and society benefit each other

Keywords in Question	Similar words in Passage
Q14: Drives or pressures motivate companies to address CSR	Nowadays, governments and companies need to account for the social consequences of their actions. As a result, corporate social responsibility (CSR) has become a priority for business leaders around the world. When a well-run business applies its vast resources and expertise to social problems that it understands and in which it has a stake, it can have a greater impact than any other organization.
The first paragraph mainly mentions about the reason (or drives/ pressures stated in the question) why companies address CSR, and it turns out to be the social consequences of their actions (found in the paragraph). Therefore, the answer is v.

Keywords in Question	Similar words in Passage
Q15: Reasons that business and society benefit each other	To advance CSR, we must root it in a broad understanding of the interrelationship between a corporation and society.
The first or the last sentence usually contains the main idea of the whole paragraph, and this notion is applied in this paragraph. By skimming over the first sentence with the synonyms of the question’s keywords listed above, we could easily confirm that the answer is viii.

Keywords in Question	Similar words in Passage
Q16: The past illustrates business are responsible for future outcomes	No longer can companies be content to monitor only the obvious social impacts of today. Without a careful process for identifying evolving social effects of tomorrow, firms may risk their very survival.
The paragraph states that the past would determine the future outcomes as companies would risk their survival if they do not prepare a careful process for identifying the social effects of tomorrow in the past. Therefore, the answer must be vi.

Keywords in Question	Similar words in Passage
Q17: Companies applying CSR should be selective	No business can solve all of society’s problems or bear the cost of doing so. Instead, each company must select issues that intersect with its particular business
The question statement is confirmed in the first sentence as it states that each company should select the particular issues (should be selective) because no business can solve all of society problems (if they want to apply CSR). Therefore, the answer must be vii.

Keywords in Question	Similar words in Passage
Q18: A CSR initiative without a financial gain	No matter how beneficial the program is, it remains incidental to the company’s business, and the direct effect on GE’s recruiting and retention is modest.
It could be inferred from the last sentence of this paragraph that the GE’s program is a failure one since the benefit this program brings to the company is minor and modest (or no financial gain). Therefore, the answer must be iii.

Keywords in Question	Similar words in Passage
Q19: How CSR may help one business to expand	Microsoft has achieved results that have benefited many communities while having a direct - and potentially significant - impact on the company.
It could be inferred from the last sentence of this paragraph that Microsoft can expand by applying CSR. Hence, the answer must be i.

Keywords in Question	Similar words in Passage
Q20: CSR in many aspects of a company’s business	In short, nearly every aspect of the company’s value chain reinforces the social dimensions of its value proposition, distinguishing Whole Foods from its competitors.
The last sentence of paragraph G acts as a summary of listed ideas about CSR in many aspects of a company’s business( here we have Whole Foods as an example). By scanning the whole paragraph, you could see that CSR appears in the company’s sourcing, stores, how they use renewable wind energy, how they handle spoiled products,etc. Therefore, the answer must be ii.

Keywords in Question	Similar words in Passage
Q21: Corporations workers’ productivity generally needs health care, education, and given _______	Education, health care, and equal opportunity are essential to a productive workforce.
The answer must be a Noun, which is classified in the same group with health care and education. Therefore, we just find the noun standing near these keywords to find the answer. And equal opportunity is the answer we are looking for.

Keywords in Question	Similar words in Passage
Q23: The disposable waste	Spoiled produce and biodegradable waste are trucked to regional centers for composting.
We found the paraphrased phrase of the question’s keywords in the last paragraph and it all focus on Whole Food Market. Therefore the answer must be C.

Keywords in Question	Similar words in Passage
Q24: The way company purchases as goods	The company’s sourcing emphasises purchases from local farmers through each store’s procurement process. Buyers screen out foods containing any of nearly 100 common ingredients that the company considers unhealthy or environmentally damaging. The same standards apply to products made internally.
We found the paraphrased phrase of the question’s keywords in the last paragraph and it all focus on Whole Food Market. Therefore the answer must be C.

Keywords in Question	Similar words in Passage
Q25: Helping the undeveloped	A good example is General Electronics’s program to adopt underperforming public high schools near several of its major U.S. facilities.
We found the paraphrased phrase of the question’s keywords in paragraph E and it all focus on General Electronics. Therefore the answer must be A.

Keywords in Question	Similar words in Passage
Q29. The writer believes that when young children have a firm grasp of their mother tongue they go on to do much better throughout their time at school.	Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language.
Although this is a multiple choice question, it is somewhat like a matching question in which the question and option statement form together to become a complete idea. The piece of information list above can easily confirm that option B. is the answer.

A	teachers
B	schools
C	dislocation
D	rate
E	time
F	family
G	communication
H	type
I	ability
J	area

Keywords in Question	Similar words in Passage
Q31. It was often recorded that bilingual children acquire the ______ to converse in the majority language remarkable quickly.	Many people marvel at how quickly bilingual children seem to “pick up” conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills).
The answer must be a Noun. The missing word is something which bilingual children acquire to converse in the majority language quickly. Therefore, we just find the noun standing near the verb acquire or its synonym. The noun skills is what we find in this case. Next, we will look back in the given table and find its synonym and ability is the one we are looking for. The answer must be I.

Keywords in Question	Similar words in Passage
Q32. The fact that the mother tongue can disappear at a similar ______ is less well understood.	Many people marvel at how quickly bilingual children seem to “pick up” conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context.
The answer must be a Noun. Here we see the phrase how quickly is repeated twice in the two consecutive sentences, so it could be inferred that bilingual children can acquire conversational skills in the major language at school as quickly as how they could lose their ability to use their mother tongue. So we could use similar rate in the question statement. Therefore, the answer is D.

Keywords in Question	Similar words in Passage
Q33. This phenomenon depends, to a certain extent, on the proposition of people with the same linguistic background that have settled in a particular _____.	The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood.
The answer must be a Noun. By using keyword technique, we could easily locate the answer is the paraphrase of the word neighborhood. Here we have particular area could be regarded as neighborhood. So the answer must be J.

Keywords in Question	Similar words in Passage
Q34. If this is limited, children are likely to lose the active use of their mother tongue. And thus no longer employ it even with ____, although they may still understand it.	They may retain receptive skills in the language but they will use the majority language, in speaking with their peers and siblings and in responding to their parents.
The answer must be a Noun to whom the children would use majority language to speak. Hence, peers, siblings and parents are the potential answer. By looking back to the given table, we found the option F. Family could be regarded as siblings and parents. So the answer must be F.

NEW

IELTS Recent Mock Tests Volume 4

Part 1: Question 1 - 13

Part 2: Question 14 - 26

Part 3: Question 27 - 40

Share your score

Tips for improving your ielts score

剑桥雅思14听力原文-TEST4

Question 1-7

Questions 8-13

Questions 14-20

Questions 21-22

Questions 23-26

Questions 27-30

Questions 31-35

Bilingual Children

Questions 36-40

READING PASSAGE 1

Andrea Palladio: Italian Architect

READING PASSAGE 2

Corporate Social Responsibility

READING PASSAGE 3

The Significant Role of Mother Tongue in Education

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Keywords in Question	Similar words in Passage
Q35. It follows that teenager children in these circumstances experience a sense of _____ in relation to all aspects of their lives.	Pupils frequently become alienated from the cultures of both home and school with predictable results.
The answer must be a Noun. By using keyword technique, we could easily locate the answer is the paraphrase of the word alienated. Since a sense of dislocation could be regarded as alienated, the answer must be C.

YES	if the statement agrees with the views of the writer
NO	if the statement contradicts the views of the writer
NOT GIVEN	if it is impossible to say what the writer thinks about this

Keywords in Question	Similar words in Passage
Q36: Less than half of the children who attend kindergarten in Toronto have English as their mother tongue.	To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication.
This question is a little tricky since 58% means more than half. But if we take a closer look at the whole sentence, it states that 58% is the percentage of kindergarten children do not use English as their mother tongue. In another words, 42% is the percentage of the children do use English as their mother tongue. The answer is Yes.

Keywords in Question	Similar words in Passage
Q37: Research proves that learning the host country language at school can have an adverse effect on a child’s mother tongue.	Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.
The question statement contradicts with the idea found in the paragraph. Here it could be acknowledged that learning the host country language at school does not have an adverse effect on a child’s mother tongue, instead, bilingual children can develop more flexibility in their thinking as a result of processing information through two different languages. Therefore, the answer must be No.

Keywords in Question	Similar words in Passage
Q38: The Foyer program is accepted by the French education system.	Within Europe, the Foyer program in Belgium, which develops children’s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000).
Obviously, we must use scanning skill in this question. The keyword we must search for is the Foyer program. After locating the keyword and reading the whole sentence, the question statement is not confirmed in the text since it only mentions the Foyer program in Belgium, we don’t have enough information to know whether the Foyer program is accepted or not by the French education system. Therefore, the answer must be Not Given.

Keywords in Question	Similar words in Passage
Q39: Bilingual children are taught to tell the time earlier than monolingual children.	Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept.
The text found in the passage just states that bilingual children don’t need to relearn the concept of telling the time in the majority language if they have already acquired this ability in their mother tongue, and we could not find any information relating to the statement in the question that bilingual children are taught to tell the time earlier than monolingual children. The answer must be Not Given.

Keywords in Question	Similar words in Passage
Q40: Bilingual children can apply reading comprehension strategies acquired in one language when reading in the other.	In order to tell time in the majority language, they do not need to re-learn the concept. Similarly, at more advanced stages, there, is transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion.
By locating the synonyms of the keywords highlighted above, we can easily confirm that the question statement is true, thus the correct answer for this question is Yes.