How to Master the ielts
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How to master the IELTS (Keys)
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10 2 Section 2, Questions 11 to 20. 11 Arts (Centre) 12 Sports (Hall) 13 Reed dining (room) 14 Information (Services) 15 Union shop 16 car park 17 Education centre 18 Moore (Hall) 19 Hepworth (Hall) 20 North (Road) ANSWERS 169 Section 3, Questions 21 to 30. 21 A 22 C 23 A 24 B 25 C 26, 27 and 28 BDG 29 instruments 30 candidates Section 4, Questions 31 to 40. 31 confusion 32 clouds 33 east 34 25 35 earth 36 Asia 37 65 38 position 39 male and female 40 several HOW TO MASTER THE IELTS 170 Academic reading Reading Passage 1, Questions 41 to 53. Shedding light on it 41 TRUE 42 FALSE 43 NOT GIVEN 44 TRUE 45 FALSE 46 NOT GIVEN 47 TRUE 48 carbon footprint 49 warm 50 insulated 51 cold 52 mercury 53 efficient Reading Passage 2, Questions 54 to 66. Taking soundings 54 B 55 A 56 D 57 E 58 B 59 major concern ANSWERS 171 60 training exercises 61 common sense 62 migration routes 63 navigation 64 predators 65 cannot 66 social Reading Passage 3, Questions 67 to 80. Oxbridge 67 D 68 A 69 B 70 C 71 TRUE 72 FALSE 73 NOT GIVEN 74 FALSE 75 TRUE 76 NOT GIVEN 77 I 78 D 79 H 80 G HOW TO MASTER THE IELTS 172 Academic writing The following writing-task answers have been written by the author. The method used is explained at the end of each task. There are no right or wrong answers but you must cover all parts of the question. Marks are lost for mistakes in grammar, punctuation and spelling, as well as repetition of words. A higher mark is awarded for well-constructed sentences that communicate a clear message using sufficient vocabulary. Writing task 1 The graph shows the use of wood, coal, oil and gas for a period between the years 1800 and 2000. Only wood was used for fuel in 1800. The use of wood declined following the advent of coal. This decline continued in a steady fashion for the next 150 years and after 1950 there was negligible use of wood. No coal was used in 1800 but its use increased rapidly over the next 100 years. By about 1925, coal and wood were used in equal amounts, after which time coal became the most popular fuel. Coal reached its peak around 1900 and then, like wood, it declined steadily, as oil and gas became more popular. Oil came into use after 1900. Starting at a low level, the percentage of oil rose quickly over the next 50 years before levelling off after about 1970. Gas came into use at the same time as oil, and although less popular at first, the use of gas grew steadily over the next 100 years to eventually match oil. It can be seen that coal, oil and gas account for roughly one-third each of the fuel used in the year 2000. At this time, coal was in decline, oil use was holding steady and gas was continuing to climb. Method The first paragraph introduces the graph stating what it does, taking care not to copy the words in the question. It then describes the change (trend) in wood usage over time. The second paragraph describes the trend in coal usage over time. The third paragraph describes the trend in oil usage over time. The fourth paragraph describes the trend in gas usage over time. The final paragraph compares all the fuels for the most recent time. ANSWERS 173 Writing task 2 The electronic calculator is a very useful tool for carrying out basic calculations and it is hard to imagine anyone never having used one. They are ideal for adding up large columns of numbers quickly and reduce the chances of making a mistake. This does not mean that a calculator should be used for making every calculation. In some maths problems – for example, fractions – it is not possible to find the solution with a calculator. For this reason, pupils should be able to solve arithmetic problems either in their head or by writing the calculation down on paper. If calculators are introduced in school too early, the pupils will not have developed their mental arithmetic skills. In a situation where a calculator is not available, the pupils will find that they are unable to solve the problem. Calculators can save time but this is not always more important than being able to work out the right answer unaided. In the real world it is important to have a good grasp of numbers, even for simple things like money. I believe that calculators should be allowed in schools but only after the pupils can remember their multiplication tables and work out basic arithmetic problems. It is very important that pupils have competent number skills so that they can work out a wide range of mathematical problems. Calculators are not the answer to every problem and it is still possible to make a mistake if you press the wrong button. Mental arithmetic is particularly useful for checking if an answer makes sense. A calculator is not an alternative to pupils using their brains. Method The first paragraph expands on what has been said in the question and includes the advantages of calculators and also some limitations. The second paragraph focuses on why calculators should not be allowed in school before number skills have been mastered. The third paragraph is used for the writer’s own opinion as expressed by the words ‘I believe’. It also brings together the advantages and dis- advantages of calculator use so as to create a balanced argument. |
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