CAMBRIDGE IELTS TRAINER PDF
IELTS Trainer Cambridge (pdf & Audio With Answer Key) free pdf download. IELTS Trainer cambridge has 6 IELTS tests with detailed. Cambridge IELTS Trainer, the perfect companion for IELTS exam Cambridge IELTS 13 Academic Student's Book with Answers (PDF & Audio. IELTS Trainer. Uploaded by SoniaKhan. IELTS Trainer. Copyright: © All Rights Reserved. Download as PDF or read online from Scribd. Flag for inappropriate.
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If you don't have an · opinion, invent one Ielts Trainer . made by IELTS candidates in the exam, as shown by the Cambridge Learner Corpus. IELTS TRAINER (PDF + AUDIO) Ielts Listening, Me On A Map, Trainers Cambridge IELTS Trainer Six Practice Tests with Answers PDF Book is available for. Cambridge IELTS Trainer Six Practice Tests with Answers PDF Book is available for free ieltsmaterial-cambridge-ielts-trainer-ebook-audio-cds Ielts Listening.
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There is a wide range of tasks in the I ELTS Listening and Reading papers and the same task may not always appear in the same part of the exam every time. The practice tests reflect this variety and training is given in Tests 1 and 2 in all the major task types which you will come across. Test 2 contains training for the exam focusing on the task types not covered in Test 1, in addition to a review of information in Test 1. The training sections are shorter in Test 2 than in Test 1.
Test 2 also contains an exam practice section with tips and advice on how to deal with the practice test itself. Tests are complete practice tests without advice or training. They contain variations of the task types in Tests 1 and 2 and cover a wide range of topics and text types.
They give you the opportunity to practise the strategies and skills you have acquired while working through Tests 1 and 2.
The practice tests in Guided Tests 1 and 2 are also accompanied by training and advice. All six tests are at the level of the exam. In Test 1 each part of each paper consists of a training section and an exam practice section; e The training sections have information and exercises to help you prepare for each part of the paper.
It is aimed at candidates who would like to achieve a Band Score of 6 or higher. See section on Scoring below. Both modules are made up of four parts - Listening, Reading, Writing and Speaking.
These ask you about strategies which were introduced in Test1. Use the cross-reference to refer back to Test l if you need to.
Use the Tip! Tests Exam practice ti Tryto do the exam tasks under exam conditions where possible, applying the skills and language learnt in Guided Tests 1 and 2. Test 2 Training e Answer the questions in the Review section to remind yourself about each part of the test. If you need to, use the cross-reference to Test 1 to check your answers. The Speaking section extends the strategies and skills introduced in Test 1 and adds to the topics which you might be asked about.
The Writing section revises the strategies covered in Test l and offers further targeted language training exercises. Test 1 Exam practice e Readthe Action plan for each task in the Listening, Readingand Writing papers immediately before working through the exam practice task. There are many differenttask types and the Action plans show how to approach each type in the best way to achieve good marks and avoid wasting time. For listening, the parts of the Transcripts which give the correct answers are underlined.
The Explanatory answer key contains answers to the exercises.
Cambridge IELTS Trainer With Answers (Ebook & Audio)
These training exercises build up to an exam task at the end which is similar to, but not the sameas, those in the training exercises. These can be used with a partner, or working alone, for timed practice. Check the boxes marked Advice. These give practical help with individual questions. These training exerciseshelp to develop the necessary skills and offer practice directly relevant to the exam tasks in Test 1.
Answers to the exercises are in the Explanatory answer key see below. Many exercises involve focusing on and correcting common language mistakes made by actual I ELTS candidates, as shown by the Cambridge Leamer Corpus see below. For some parts there is also a section called What does it test? Scoring The Listening Test contains 40 items and each correct item is given one mark. The Reading Test contains 40 items and each correct item is given one mark. However, because the texts in the Academic Reading Test are more challenging overall than those in the General Training Test, more questions need to be answered correctly on a General Training Test to receive the same grade.
Examiners give a Band Score for each of these criteria, which are equally weighted. For the Speaking Test,a Band Score is given for each of the following which are equally weighted: They are of equal importance.
These four scores are then averaged and rounded to produce an Overall Band Score. You get a Band Score between 1 and 9.
Candidates scoring 9 have fluent, accurate English,with wide-rangingvocabulary, making very few errors and will be capable of performing in English in professional and academic contexts. Candidates scoring 7 can understand and communicate effectively in English,using some complex language, and althoughthere may be errors, these do not impede communication. A score of 5 or lower means that the candidate has a limited range of language and that errors in grammar, pronunciation,etc.
Differentorganisations and institu tiens publish the Band Score they require for entry. In some cases, such as multiple-choice questions, it also explains why the other possible answers are wrong. Before you take the exam, you should study these so that you know how to mark or write your answers correctly.
In Writing, the question paper has plenty of lined space for you to write your answers. If that is not possible, follow the instructions and do all three parts alone. Usea watch and keep to the correct time.
IELTS TRAINER (PDF + AUDIO)
Recording the test and listening to it can help you identify language areaswhich need more practice. You can do Tests in any order, but you should always try to keep to the ti me recommended for each paper. Where there is more than one task in a section, there is also a short pause before the part of the recording which relates to the next task. Each section is heard once only. The instructions for eachtask are on the question paper. For details on each part, see the tables below.
Has great difficulty understanding spoken and written English. Is not able to use complex language. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. Generally handles complex language well and understands detailed reasoning.
The scores are reported in whole bands or half bands according to the nine-band score given below. To achieve a Band Score of7, you need approximately 30 marks on Reading and Listening. Both papers follow the same format but the kinds oftexts on the two modules differ in terms of topic, genre, complexity of language and style.
For a full description - of! It is a face-to-face interview with an examiner and it is recorded. EE is 'double E'. Limited 3 Name: Read the word you have written. Can you say it? If not, maybe you missed a vowel! Which are they? If you are asked to write the name of a street, person, company, etc. You need to be very familiar with the names of the letters of the alphabet as you only hear them once.
Task information: Note completion This task requires you to fill the gaps in the notes someone makes during a conversation. The notes are in the same order as the information you hear.
There are other similar completion tasks that you will see: Test 1 Section 4 , sentences e. Test2 Section 1. You have to: Useful language: What is Listening Section 1? I"'' 6 Date of Interview: Ap rllle. Csmp st. A 10 will we pla. AnswerExample Holiday lasts Which gaps need What tells you this? Q days. Vo5sibe that the. The options express ideas using different words from the recording. Matching information Matching information requires you to listen to detailed information and relate itto a number of places, people, etc.
There are other kinds of matching task e. Multiple choice three options Multiple-choice questions usually focus on the details. They follow the order of the recording. There is another kind of multiple-choice task- seeTest2 Listening Section 2.
What is listening Section 2? A Fish can now be bought from the fishermen. B The restaurants have moved to a different part. C There are fewer restaurants than thereused to be.
C hand-made items. A under a car park. B besidethe cathedral, C near the river.
Choose the correct letter, A, B or C. Fherestaurants are i. The option. Which advantage is mentioned for each of the foHowing restaurants? Questions Action plan for Matching information 1 Readthe options in the box. Th ink about words you might hear that have a similar nieaning Diagram labelling Diagram labelling requires you to transfer the information you hear to a simple picture or plan. You need to follow language expressing where things are. I isten to part of the discussion - you hear it once only.
There are always more words in the box than you need. There are other kinds of diagram-labelling task e. Flow-chart completion Flow-chart completion requires you to follow the development of a discussion.
The steps in the flow-chart are in the same order as what you hear. B, C, etc. There is another kind of flow-chart completion task - see Test 5 Listening Section 4. What is listening Section 3? Exam practice I listening Section 3 Questio Js Focus on each question in turn. A actors furniture background noise costumes local council equipment shooting schedule understudies shopowners B c D E F G H I Look at the list in the box and the flow-chart before you begin.
Bl Questions Completethe tiow-chert below. Water- wheel They may refer to things which are not in the diagram, or things which you do not have to label.
Choose four answers from the box and write the correct letter; A-G, next to questions Tablecompletion Tablecompletion requires you to follow a talk, step by step,and complete a table which gives a record of the information and ideasthat you hear.
You haveto: Remember to write only the missing word s. Listening Section 4. What is Listening Section 4? Read these expressions and mark each one A, B, C or D to show what kind of verbal signal it could be.
For some expressions, you can use more than one letter. When completing a table or notes, flow-chart, etc , it is important to listen for verbal signals that show when the speaker is moving from one aspect of the topic to another. Th is helps you to be in the right place for each answer.
Here are four kinds of verbal signal you can listen for: Focus on each row in turn as you listen. England rabbit Australia years ago: America fire ants Scotland deliberately introduced in order to improve Japan I Australian some advantages coastal waters Australia budgerigar urban areas of smaller flocks because of south-east arrival of You will hear the exact word you need to write, but its context may be worded differently from the table.
Listening Section 4 Questions Flow-chart completion Flow-chart completion requires you to understand a description of a process or sequence of events. This may be one or more parts of the text or the whole text. The information is not always in the same order as the flow-chart. There is another kind of completion task - seeTest 2 Reading Passage 2. Diagram labelling Diagram labelling requires you to understand a detailed description, and relate it to information in a diagram.
This task is often found where the text Is concerned with a process or a description of something. If you spell the word s wrongly, you will lose marks. I You haveto: What is Reading Passage 1? Reading Passage 1Test 1 Exam practice24 The application of computational techniques in palaeontology is becoming more prevalent every year.
As computer power continues to increase, the range of problems that can be tackled and questions that can be answered will only expand. A footprint is then made in the digital mud by a virtual foot. This footprint can be chopped up and viewed from any angle and stress values can be extracted and calculated from inside it. By running hundreds of these simulations simultaneously on supercomputers, Falkingham can start to understand what types of footprint would be expected if an animal moved in a certain way over a given kind of ground.
Looking at the variation in the virtual tracks, researchers can make sense of fossil tracks with greater confidence. I I J Falkingham himself is investigating fossilised tracks. Modern-day trackers who study the habitats of wild animals can tell you what animal made a track, whether that animal was walking or running, sometimes even the sex of the animal. But a fossil track poses a more considerable challenge to interpret in the same way. A crucial consideration is knowing what the environment i nduding the rnud,or sediment,upon which the animal walked was like millions of years ago when the track was made.
Experiments can answerthese questions but the number of variables is staggering. To physically recreate each scenario with a box of mud is extremely time-consuming and difficult to repeat accurately. This is where computer simulation comes in.
It is called an acrocanthosaurus which literally means 'high sp1ned lizard' because of the spines which run along its backbone. It is not really known why they are there but scientists have speculated they could have supported a hump that stored fat and water reserves. There are also those who believe that the spines acted as a support for a sail, Of these, one half think it was used as a display and could be flushed with blood and the other half think it was used as a temperature-regulating device.
It may have been a mixture of the two. The skull seems out of proportion with its thick, heavy body because it Is so narrow and the jaws are delicate and fine.
The feet are also worthy of note as they look surprisingly small in contrast to the animal as awhole. It has a deep broad tail and powerful leg muscles to aid locomotion. It walked on its back legs and its front legs were much shorter with powerful claws. The fossilised bones of a complete dinosaur skeleton can tell scientists a lot about the animal, but they do not make up the complete picture and the computer can try to fill the gap.
The computer model is given a digitised skeleton, and the locations of known muscles. The model then randomly activates the muscles. Thls, perhaps unsurprisingly, results almost without fail in the animal falling on its face. So the computer alters the activation pattern and tries again The modelled 'dinosaurs' quickly 'evolve'. If there is any improvement, the computer discards the old pattern and adopts the new one as the base for alteration.
Eventually, the muscle activation pattern evolves a stable way of moving, the best possible solution is reached, and the dinosaur can walk, run, chase or graze. Assuming natural selection evolves the best possible solution too, the modelled animal should be moving in a manner similar t9 its now-extinct counterpart. And indeed, using the same method for living animals humans, emu and ostriches similar top speeds were achieved on the computer as ln reality.
By comparing their cyberspace results with real measurements of livinq species, the Manchester team of palaeontologists can be confident in the results computed showing how extinct prehistoric animals such as dinosaurs moved. I What few people may consider is that uncovering a skeleton, or discovering a new species, is where the research begins, not where it ends.
What we really want to understand is how the extinct animals and plants behaved in their natural habitats. Drs Bill Sellers and Phil Manning from the University of Manchester use a 'genetic algorithm' - a kind of computer code that can change itself and 'evolve' - to explore how extinct animals like dinosaurs, and our own early ancestors, walked and stalked.
The media Image of palaeontologists who study prehistoric life is often of field workers camped in the desert in the hot sun, carefully picking away at the rock surrounding a large dinosaur bone. But Peter Falkingham has done little of that for a while now. Instead, he devotes himself to his computer. Not because he has become inundated with paperwork, but because he is a new kind of palaeontologist: Peter L Falkingham and his colleagues at Manchester University are developing techniques which look set to revolutionise our 1.
You should spend about 20 minutes on Questions , which arebased on Reading Passage 1 below. Reading Passage 1 Some palaeontologists have expressed reservations about the conclusions reached by the Manchester team concerning the movement of dinosaurs. When the Sellers and Manning computer model was used for people, it showed them moving faster than they are physically able to. In his study of prehistoric life, Peter Falkingham rarely spends time on outdoor research these days.
There is always at least oneTrue, one False and one Not given answer. You never needto use your own generalknowledge. Do the foHowing statements agree with the information given in Reading Passage 1? Questions The information you. Read the instructions carefully. Skull is 8.
Dinosaur's name comes from spines. One theory: A model of an acrocarrthosaurus Writeyour answersin boxes on your answer sheet. Label the diagrambelow. Questions Action plan for Diagram labelling The footprint is dissected and examined from all angles. A virtual foot produces a footprint in the mud. Mud is simulated with attention to its texture and thickness and how much i O ,, it contains.
Peter Falkinqharn's computer model Some parts of the flow- chart don't have a gap in them. They help you to find the right part of the text. Reading Passage 1 Test 1 Training There is another kind of summary task e. Test 4 Reading Passage 3.
Summary completion Summary completion requires you to understand the main points of part of the text. The information may not be in the same order as in the text. There are other kinds of matching task - see Test 2 Reading Passage 2. Matching names Matching names requires you to relate information, ideas or opinions in the text to a number of people, places, dates, etc.
You may have to match people, cities, projects, businesses, schools, theories, plants or dates with events, techniques, discoveries, facilities, etc. DON'T put the letter of the paragraph where you find the answer.
The answer may be in one sentence or phrase in a paragraph, or you may need to read more than one sentence. What is Reading Passage 2? They were huge and took hours to navigate across a room. Meanwhile, a fruit fly, with a brain containing only a fraction of the computing power, can effortlessly navigate in three dimensions.
Our brains, like the fruit fly's, unconsciously recognise what we see by performing countless calculations. This unconscious awareness of patterns is exactly what computers are missing.
The second problem is robots' lack of common sense. Humans know that water is wet and that mothers are older than their daughters. But there is no mathematics that can express these truths. Children learn the intuitive laws of biology and physics by interacting with the real world. Robots know only what has been programmed into them. Physicists have a good understanding of Newtonian mechanics and the quantum theory of atoms and molecules, whereas the basic laws of intelligence remain a mystery.
But a sizeable number of mathematicians and computer scientists, who are specialists in the area, are optimistic about the possibilities. To them it is only a matter of time before a thinking machine walks out of the laboratory. Over the years, various problems have impeded all efforts to create robots. By inserting this into a machine, it would then become self-aware and attain human-like intelligence. A Can robots advance so far that they become the ultimate threat to our existence? Some scientists say no, and dismiss the very idea of Artificial Intelligence.
The human brain, they argue, is the most complicated system ever created, and any machine designed to reproduce human thought is bound to fail. Physicist Roger Penrose of Oxford University and others believe tKat machines are physically incapable of human thought. Colin McGinn of Rutgers University backs this up when he says that Artificial lntelligence 'is like sheep trying to do complicated psychoanalysis. They just don't have the conceptual equipment they need in their limited brains'.
What is the current state of play in Artificial Intefligence?
The robots are coming - or are they? You should spend about 20 minutes on Questions , which are based on Reading Passage 2 below. Reading Passage 2Test 1 Exam practice30 IF There is no universal consensus as to whether machines can be conscious, or even, in human terms, what consciousness means.
Minsky suggests the thinking process in our brain is not localised but spread out, with different centres competing with one another at any given time. Consciousness may then be viewed as a sequence of thoughts and images issuing from these different, smaller 'minds', each one competing for our attention.
Robots might eventually attain a 'silicon consciousness'. Robots, In fact, might one day embody an architecture for thinking and processing information that is different from ours - but also indistinguishable. If that happens, the question of whether they really 'understand' becomes largely irrelevant. A robot that has perfect mastery of syntax, for all practical purposes, understands what is being said. Computer expert Hans Moravec thinks that in the future robots will be programmed with emotions such as fear to protect themselves so that they can signal to humans when their batteries are running low, for example.Usea watch and keep to the correct time.
The feet are also worthy of note as they look surprisingly small in contrast to the animal as awhole. The skull seems out of proportion with its thick, heavy body because it Is so narrow and the jaws are delicate and fine. The questions are in the same order as the ideas in the text.
What is Listening Section 1? Writing Task 1 E Checking your answer Read the answer at the top of page 43 as if you were checking your own work in the test. Useful language: Water- wheel American linguists, in particular, have focused largely on theoretical concerns ever since, even while doubts have mounted about Chomsky's universals.