listening sample task - short answer

... that’s their main role of course. Listening sample task – Short- answer questions (to be used with IELTS Listening Recording 3) SECTION 2 Questions 11 – 16 Answer the questions below. ... Listening sample task – Short- answer questions (to be used with IELTS Listening Recording 3) Tapescript You will hear an extract ... – 16 Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. What TWO factors can make social contact in a foreign country difficult? • 11 ...

... Listening sample task – Multiple choice (to be used with IELTS Listening Recording 2) Answers: 9 C 10 A Listening sample task – Multiple choice (to be used with IELTS Listening ... sample task – Multiple choice (to be used with IELTS Listening Recording 2) Tapescript for IELTS Listening Recording 2 (A customer has been arranging with a shipping agent to send a large box ... thing to consider and our companies are able to offer very good rates in a number of different all-inclusive packages. B Sorry, could you explain a bit more? A Yes, sorry, um. There’s really...

... Westall College. A Is that W-E-S-T-A-L-L? B Yes, college. A Westall College. And where’s that? Listening sample task – Form completion (to be used with IELTS Listening Recording 1) SECTION ... Kenya Listening sample task – Form completion (to be used with IELTS Listening Recording 1) Answers: 1 Mkere 2 Westall 3 BS8 9PU 4 0.75 m/metre(s)/meter(s) (wide) / three (-) quarter(s) ... Listening sample task – Form completion (to be used with IELTS Listening Recording 1) Tapescript for IELTS Listening Recording 1 You will hear a telephone...

... Sounds good. So how do I apply? Listening sample task – Sentence completion (to be used with IELTS Listening Recording 4) Answers: 27 motivation 28 time (-) management 29 modules 30 ... Listening sample task – Sentence completion (to be used with IELTS Listening Recording 4) Tapescript for IELTS Listening Recording 4 Two friends, Rachel ... time-management because I had to fit time for studying round a full-time job. Paul Well I’m hoping to change to working part-time, so that’ll help. Rachel What makes it easier is that the...

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Sample task type 1 [Note: This is an extract from an Academic Reading passage on the subject of government subsidies to farmers. The text preceding this extract explained how subsidies can lead to activities which cause uneconomical and irreversible changes to the environment.] All these activities may have damaging environmental impacts.  For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high­ yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests or diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries.  The United States, where the most careful measurements have been done, discovered in 1982 that about one­fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity.  The country subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow or forest.  Topsoil in India and China is vanishing much faster than in America. Government policies have frequently compounded the environmental damage that farming can cause.  In the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land.  The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending in the 1980s.  To increase the output of crops per acre, a farmer's easiest option is to use more of the most readily available inputs: fertilisers and pesticides.  Fertiliser use doubled in Denmark in the period 1960­1985 and increased in The Netherlands by 150 per cent.  The quantity of pesticides applied has risen too: by 69 per cent in 1975­1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application in the three years from 1981. In the late 1980s and early 1990s some efforts were made to reduce farm subsidies.  The most dramatic example was that of New Zealand, which scrapped most farm support in 1984.  A study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the decline in world commodity prices, which cut farm incomes).  The removal of subsidies also stopped land­clearing and over­stocking, which in the past had been the principal causes of erosion.  Farms began to diversify.  The one kind of subsidy whose removal appeared to have been bad for the environment was the subsidy to manage soil erosion. Sample task type 1 Questions 10 – 12 Choose the appropriate letters A, B, C or D. Write your answers in boxes 10­12 on your answer sheet. 10  Research completed in 1982 found that in the United States soil erosion A  ... Sample task type 1 [Note: This is an extract from an Academic Reading passage on the subject of government subsidies to farmers. The text preceding this extract explained how subsidies can lead to activities which cause uneconomical and irreversible changes to the environment.] All these activities may have damaging environmental impacts.  For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high­ yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests or diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries.  The United States, where the most careful measurements have been done, discovered in 1982 that about one­fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity.  The country subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow or forest.  Topsoil in India and China is vanishing much faster than in America. Government policies have frequently compounded the environmental damage that farming can cause.  In the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land.  The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending in the 1980s.  To increase the output of crops per acre, a farmer's easiest option is to use more of the most readily available inputs: fertilisers and pesticides.  Fertiliser use doubled in Denmark in the period 1960­1985 and increased in The Netherlands by 150 per cent.  The quantity of pesticides applied has risen too: by 69 per cent in 1975­1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application in the three years from 1981. In the late 1980s and early 1990s some efforts were made to reduce farm subsidies.  The most dramatic example was that of New Zealand, which scrapped most farm support in 1984.  A study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the decline in world commodity prices, which cut farm incomes).  The removal of subsidies also stopped land­clearing and over­stocking, which in the past had been the principal causes of erosion.  Farms began to diversify.  The one kind of subsidy whose removal appeared to have been bad for the environment was the subsidy to manage soil erosion. Sample task type 1 Questions 10 – 12 Choose the appropriate letters A, B, C or D. Write your answers in boxes 10­12 on your answer sheet. 10 ...

... Sample task type 4 [Note: This is an extract from an Academic Reading passage on the subject of dung beetles. The text preceding this extract gave some background facts about dung beetles, and went on to describe a decision to introduce non­native varieties to Australia.] ... approximately 20 cm below the surface of the pat. Some surface-dwelling beetles, including a South African species, cut perfectly-shaped balls from the pat, which are rolled away and attached ... in early spring, produce two to five generations annually. The South African ball-rolling species, being a sub-tropical beetle, prefers the climate of northern and coastal New South Wales where...

... successful. Academic Writing Sample Task 2B Sample Script A Academic Writing Sample Task 2A Sample Script A Academic Writing Sample Task 1B Sample Script B ... are limited. Sample Candidate Writing Scripts and Examiner CommentsBoth the Academic and General Training Writing Modules consist of two tasks, Task 1 and Task 2. Each task is assessedindependently. ... only.On the next 12 pages you will find candidates’ answers totwo sample Writing tests. There are two answers for each Writing task. Each answer has been awarded a band score and is accompanied...

... don’t get confused by extra choices.FILL - IN - THE-BLANKA fill-in-the-blank test is the opposite of a matching or multiple-choicetest. The answer is not there for you; you have to come ... you are doingPREPARING FOR SHORT - ANSWER TESTS151MATCHINGA matching test is similar to multiple-choice in that the answer is there,but you have to find it among answers that may be close ... carefully, and answer shrewdly. Begin by answering questions you know for sure. Then go backto the tougher ones, starting with those that are the least difficult. Whenyou know fill-in-the-blanks will...

... Reading sample task – Sentence completion Questions 38 – 40 Complete the sentences below. Choose NO MORE THAN TWO WORDS from the text for each answer. Write your answers in boxes 3 8-4 0 ... dance from the vertical shows the angle of the food from the . General Training Reading sample task – Sentence completion [Note: This is an extract from a General Training Reading text ... MORE THAN TWO WORDS from the text for each answer. Write your answers in boxes 3 8-4 0 on your answer sheet. 38 Von Frisch discovered the difference between dance types by changing the position...

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