Cambridge IELTS Practice Tests

Introduction to Cambridge Practice Tests for IELTS

• The book is designed for candidates preparing for the International English Language Testing System (IELTS)
• The book consists of four complete sample IELTS tests, including Listening, Speaking, Academic Reading, and Academic Writing modules
• Additionally, the book includes one set of General Training Reading and Writing modules
• The book aims to prepare students for the test by familiarizing them with the types of texts and tasks they will encounter in the IELTS test

Description of the IELTS Test

• The test is designed to assess the English language skills of non-English speaking students seeking to study in an English-speaking country
• There are two versions of the IELTS test: Academic Module and General Training Module
• The Academic Module is for students seeking entry to a university or institution of higher education
• The General Training Module is for students seeking entry to a secondary school or to vocational training courses
• All candidates take the same Listening and Speaking modules, but may choose between the Academic or General Training versions of the Reading and Writing sections

Test Format

• Listening Module: 4 sections, 40 questions, 30 minutes + transfer time
• Academic Reading Module: 3 sections, 40 questions, 60 minutes
• General Training Reading Module: 3 sections, 40 questions, 60 minutes
• Academic Writing Module: 2 tasks, 60 minutes
• General Training Writing Module: 2 tasks, 60 minutes
• Speaking Module: 10-15 minutes

What Does the Test Consist Of?

• Listening Module:
  • Requirements: listen to four separate sections and answer questions
  • Question types: multiple choice, short answer, sentence completion, notes/summary/flow-chart completion, labelling a diagram
• Academic Reading Module:
  • Requirements: read three reading passages with a total of 1,500 to 2,500 words
  • Question types: multiple choice, short answer, sentence completion, notes/summary/flow-chart completion, choosing from a bank of headings, identification of writer's views or attitudes
• Academic Writing Module:
  • Requirements: complete two writing tasks
  • Task types: Task 1 (describe a diagram, table, or short piece of text), Task 2 (present an argument or discuss a problem)
  • Question types: various, including multiple choice, short answer, sentence completion, notes/summary/flow-chart completion
• General Training Reading Module:
  • Requirements: read three sections of increasing difficulty with a total of 1,500 to 2,500 words
  • Question types: multiple choice, short answer, sentence completion, notes/summary/flow-chart completion, choosing from a bank of headings, identification of writer's views or attitudes
• General Training Writing Module:
  • Requirements: complete two writing tasks
  • Task types: Task 1 (write a short letter in response to a given problem or situation), Task 2 (present an argument or discuss a problem)
  • Question types: various, including multiple choice, short answer, sentence completion, notes/summary/flow-chart completion
• Speaking Module:
  • Requirements: talk to an examiner for about 15 minutes
  • Assessment criteria: ability to communicate effectively, ability to use appropriate vocabulary and structures, ability to ask questions, ability to take initiative in a conversation, general fluency, structural accuracy, intelligibility### The Control of Fire
• Fire was a divine gift to early humans, randomly delivered through lightning, forest fires, or burning lava.
• Early humans stored fire by keeping slow-burning logs alight or carrying charcoal in pots.
• The first method of making fire was likely through friction, where a wooden drill was inserted into a round hole and rotated briskly.

Early Fire-Lighting Methods

• The Ancient Greeks used lenses or concave mirrors to concentrate the sun's rays and ignite fires.
• In Europe, the combination of steel, flint, and tinder was used to create fire until the mid-19th century.
• In Arctic North America, the Eskimos produced a slow-burning spark by striking quartz against iron pyrites.
• In China, porcelain was struck with bamboo to produce fire.

The Development of Matches

• The discovery of phosphorus in 1669 revolutionized fire-lighting.
• Matches were initially expensive and dangerous, with the first practical match made in 1827 by John Walker.
• Walker's formula was copied by Samuel Jones, who marketed his product as Lucifers.
• In 1845, the use of white phosphorus was banned due to its deadly poisonous effects.

American Innovations

• The Diamond Match Company pioneered book matches in 1892.
• Book matches became popular after 1896, when a brewery used them to advertise their product.
• Other American innovations include anti-afterglow solutions to prevent smoldering and waterproof matches that light after eight hours in water.Here are the study notes for the provided text:

Reading Passage 1 - Matches

• Made using a less poisonous type of phosphorus (type of match)
• Identical to a previous type of match (type of match)
• Caused a deadly illness (type of match)
• First to look like modern matches (type of match)
• First matches used for advertising (type of match)
• Relied on an airtight glass container (type of match)
• Made with the help of an army design (type of match)
• Types of matches:
  • Ethereal Match
  • Instantaneous Lightbox
  • Congreves
  • Lucifers
  • First strike-anywhere match
  • Lundstrom’s safety match
  • Book matches
  • Waterproof matches

Reading Passage 2 - Zoo Conservation Programmes

• Zoos were originally created for entertainment, not conservation
• The zoo community’s commitment to conservation began 30 years ago
• The World Zoo Conservation Strategy (WZCS) estimates 10,000 zoos in the world
• WZCS estimates 1,000 core zoos capable of participating in co-ordinated conservation programmes
• Criticisms of WZCS:
  • Underestimation of the number of zoos
  • Lack of examination of the standards of core zoos
  • Unrealistic optimism about the nature of the zoo industry
• Colin Tudge argues that zoos can save 2,000 species of endangered land vertebrates
• Currently, 16 species have been saved through captive breeding programmes
• A further 20 species are being considered for zoo conservation programmes

Reading Passage 3 - Architecture

• Architecture is the art and science of designing buildings and structures
• The appearance of individual buildings is often controversial
• The use of an architectural style cannot be said to start or finish on a specific date
• The origins of modern architecture can be traced back to the 18th and 19th centuries
• The International Style emerged in the 1930s, characterized by:
  • Bold use of new materials
  • Simple, geometric forms
  • White walls supported by stilt-like pillars
• Influential architects:
  • Walter Gropius
  • Charles Jeanneret (Le Corbusier)
  • Ludwig Mies van der Rohe
• Criticisms of modern architecture:
  • Led to many badly designed buildings
  • Discredited the original aims of modernism
• The architectural style of the 1970s:
  • Favours smaller scale building design
  • Reflects a growing public awareness of environmental issues
  • Incorporates traditional building materials and styles

Writing Task 1 - Adult Education

• Reasons for adults to decide to study:
  • Interest in the subject
  • To gain qualifications
  • To improve job prospects
  • To change jobs
  • To meet people
• How people think the costs of adult education should be shared:
  • Taxpayer: 25%
  • Individual: 40%
  • Employer: 35%