ENTESTS: PRACTICE TEST

22 Jan 2013

PRACTICE TEST Contents: IELTS: Listening IELTS: Academic reading IELTS: Academic writing IELTS: Speaking

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Username: demouser Email: [email protected]

The document is licensed only for personal use for the specified user. Any unauthorised use or distribution is expressly forbidden and will be prosecuted.

Contents Tests.............................................................. 2 IELTS: Listening..................................................... 2 Section 1........................................................

2

Section 2........................................................

3

Section 3........................................................

4

Section 4........................................................

5

IELTS: Academic reading.............................................. 7 Section 1........................................................

7

Section 2.......................................................

11

Section 3.......................................................

15

IELTS: Academic writing............................................. 20 Section 1.......................................................

20

Section 2.......................................................

21

IELTS: Speaking .................................................... 23 Section 1.......................................................

23

Section 2.......................................................

23

Section 3.......................................................

23

Audio transcriptions............................................... 25 IELTS: Listening.................................................... 25 Section 1.......................................................

25

Section 2.......................................................

26

Section 3.......................................................

27

Section 4.......................................................

28

Answer keys...................................................... 30 IELTS: Listening.................................................... 30 IELTS: Academic reading............................................. 30

1 / 31



Tests IELTS: Listening Section 1 Questions 1-10 Questions 1 and 2 Choose the correct letter, A, B or C.

1

Jane is going to have A B C

2

Coca-Cola. a beer. ice tea.

Lucy’s class is going to start at A B C

2 o’clock. 2:15 p.m. quarter to 2 p.m.

Questions 3-10 Complete the sentences below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer

Jane just finished her Jane wants to go to Kevin’s party is at

3 4

5

*** class.

*** for vacation.

*** p.m.

According to Jane, the Italian Prime Minister looks kind of Lucy’s roommate’s name is

7

6

*** .

*** .

Lucy had to work on an important

8

*** . 2 / 31



Reconstruct Lucy’s path Location University Lucy’s House

Hour of departure 9 7.15 p.m*** 9.15 p.m.

Mean of transportation Bus 10 car***

Section 2 Questions 11-20 Questions 11-15 Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

11 In August 1985, a Dunlap Broadside was found in the attic*** .of the Ladd-Gilman House, now part of the museum, in the most unusual way. 12 Nicholas Gilman Senior served as the New Hampshire*** during the American Revolution. 13 The Folsom Tavern was site of many passionate*** during the Revolutionary War. 14 After Colonel Folsom’s death in 1790, the tavern was*** to his widow and his two daughters. 15 In*** the tavern was moved to its current location on museum grounds.

Questions 16-18 Choose THREE letters, A-G.

16-18

Which three of these items are kept in the museum’s collection? A John Fitzgerald Kennedy’s birth certificate B two rare draft copies of the U.S. Constitution C President Lincoln’s treasured hat D a Dunlap Broadside E George Washington’s mummified heart. F a copy of the Holy Grail G a Badge of Military Merit

Questions 19 and 20 3 / 31



Choose TWO letters, A-E.

19-20

Which two of these tours are offered in the museum? A B C D E

tour to the Twin Tower Memorial in New York tour to the United States Capitol tour to the Ladd-Gilman House tour to the White House tour to the Folsom Tavern

Section 3 Questions 21-30 Questions 21-24 Choose the correct letter, A,B or C

21

The production of abscisic acid helps plants survive in dry climates A B C

22

Cutler’s research team managed to discover a way to improve plants’ resistance to dry climates A B C

23

by artificially improving the plants’ water absorption capacity by engineering abscisic acid receptors that can be turned on at will and stay on by genetically modifying the plants’ DNA using genes coming from cactuses

A genetic marker is A B C

24

by improving the plants’ water absorption capacity by turning them into carnivorous plants by decreasing water loss and stopping the plants from growing

a DNA sequence with a known location a special pen used to mark DNA sequences a DNA sequence unique of certain types of plants

The system developed by Anna McClung and Georgia Eizenga will allow A B C

turning normal plants into carnivorous plants in case of drought mixing of rice and corn DNAs genetically fingerprint of the rice varieties and gaining a better understanding of the markers

Questions 25-27

4 / 31



Choose THREE letters, A-G

25-27

Which three of these affirmations are reported in the article? A Biological pathways in the plant that may control yield, disease resistance, nutritional quality... B McClung and Eizenga received the Nobel Prize for their discovery. C Abscisic acid may be toxic for the plants. D Sean Cutler works at the University of Michigan. E Drought is not the only cause of plant stress. F Cutler’s team worked with different types of rice and maize. G Cutler’s team worked with a plant known as Arabidopsis.

Questions 28-30 Complete the sentences below. Write ONE WORD AND/OR A NUMBER for each answer.

28 Until now breeders have been limited to use perhaps*** genetic markers. 29 McClung and Eizenga’s finding could make it easier in the future for farmers to grow*** rice bred to meet their specific needs. 30 The natural reaction of the receptors is to close so-called*** cells on and inside the leaves.

Section 4 Questions 31-40 Complete the notes below. Write ONE WORD ONLY for each answer

DNA NANOTECHNOLOGY

The DNA nanotechnology involves the creation of stable

31

*** as a result of the physical and chemical

properties of the components. The main feature of the nucleic acids is the easy process of other materials. For a matching

33

32

*** between two of them as in comparison with

*** to be formed between nucleic acids, each base can only be paired to one 5 / 31



of the other bases, with adenine only pairing with thymine for instance. The

34

*** are responsible to choose the type and order of the nucleic acids, so that the strands interact as

desired. There are two subfields in DNA nanotechnology: -

35

*** DNA nanotechnology: seeking for nucleic acid materials assembling into a 36 *** , equilibrium end

state. -

37

*** DNA nanotechnology: working with 38 *** that are capable of reconfiguring based on a chemical or

physical stimulus. The resulting products might contain branched structures such as a four-arm 40

39

*** , or an unbranched double

*** , like in most biological DNA.

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IELTS: Academic reading Section 1 READING PASSAGE 1 http://en.wikipedia.org/wiki/Architecture_of_ancient_Greece

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

Ancient Greek Architecture The architecture of Ancient Greece is the architecture produced by the Greek-speaking people (Hellenic people) whose culture flourished on the Greek mainland and Peloponnesus, the Aegean Islands, and in colonies in Asia Minor and Italy for a period from about 900 BC until the 1st century AD, with the earliest remaining architectural works dating from around 600 BC. Ancient Greek architecture is best known from its temples, many of which are found throughout the region, mostly as ruins but many substantially intact. The second important type of building that survives all over the Hellenic world is the open-air theatre, with the earliest dating from around 350 BC. Other architectural forms that are still in evidence are the processional gateway (propylon), the public square (agora) surrounded by storied colonnade (stoa), the town council building (bouleuterion), the public monument, the monumental tomb (mausoleum) and the stadium. The formal vocabulary of Ancient Greek architecture, in particular the division of architectural style into three defined orders: the Doric Order, the Ionic Order and the Corinthian Order, was to have profound effect on Western architecture of later periods. The architecture of Ancient Rome grew out of that of Greece and maintained its influence in Italy unbroken until the present day. From the Renaissance, revivals of Classicism have kept alive not only the precise forms and ordered details of Greek architecture, but also its concept of architectural beauty based on balance and proportion. The successive styles of Neoclassical architecture and Greek Revival architecture followed and adapted Ancient Greek styles closely. There is a clear division between the architecture of the preceding Mycenaean culture and Minoan cultures and that of the Ancient Greeks, the techniques and an understanding of their style being lost when these civilizations fell. The architecture of Ancient Greece is of a trabeated or "post and lintel" form, i.e. it is composed of upright beams (posts) supporting horizontal beams (lintels). Although the existent buildings of the era are constructed in stone, it is clear that the origin of the style lies in simple wooden structures, with vertical posts supporting beams which carried a ridged roof. The posts and beams divided the walls into regular compartments which could be left as openings, or filled with sun dried bricks, lathes or straw and covered with clay daub or plaster. Alternately, the spaces might be filled with rubble. It is likely that many early houses and temples were constructed with an open porch or "pronaos" above which rose a low

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pitched gable or pediment.

The earliest temples, built to enshrine statues of deities, were probably of wooden construction, later replaced by the more durable stone temples many of which are still in evidence today. The signs of the original timber nature of the architecture were maintained in the stone building. A few of these temples are very large, with several, such as the Temple of Zeus Olympus and the Olympieion at Athens being well over 300 feet in length, but most were less than half this size. It appears that some of the large temples began as wooden constructions in which the columns were replaced piecemeal as stone became available. This, at least was the interpretation of the historian Pausanias looking at the Temple of Hera at Olympia in the 2nd century AD. The stone columns are made of a series of solid stone cylinders or “drums” that rest on each other without mortar, but were sometimes centred with a bronze pin. The columns are wider at the base than at the top, tapering with an outward curve known as “entasis”. Each column has a capital of two parts, the upper, on which rests the lintels, being square and called the “abacus”. The part of the capital that rises from the column itself is called the “echinus”. It differs according to the order, being plain in the Doric Order, fluted in the Ionic and foliate in the Corinthian. Doric and usually Ionic capitals are cut with vertical grooves known as “fluting”. This fluting or grooving of the columns is a retention of an element of the original wooden architecture. The columns of a temple support a structure that rises in two main stages, the entablature and the pediment. The entablature is the major horizontal structural element supporting the roof and encircling the entire building. It is composed by three parts. Resting on the columns is the architrave made of a series of stone “lintels” that spanned the space between the columns, and meet each other at a joint directly above the centre of each column. Above the architrave is a second horizontal stage called the “frieze”. The frieze is one of the major decorative elements of the building and carries a sculptured relief. In the case of Ionic and Corinthian architecture, the relief decoration runs in a continuous band, but in the Doric Order, it is divided into sections called “metopes” which fill the spaces between vertical rectangular blocks called “triglyphs”. The triglyphs are vertically grooved like the Doric columns, and retain the form of the wooden beams that would once have supported the roof. The upper band of the entablature is called the “cornice”, which is generally ornately decorated on its lower edge. The cornice retains the shape of the beams that would once have supported the wooden roof at each end of the building. At the front and back of each temple, the entablature supports a triangular structure called the “pediment”. The triangular space framed by the cornices is the location of the most significant sculptural decoration on the exterior of the building.

Questions 1-9 Complete the table and diagram below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 1-9 on your answer sheet. Architectural Styles 8 / 31



Orders 1

Ionic

Corinthian

***

Architectural Periods

Geographical Areas

Renaissance

Greek Mainland

Classicism

3

***

2

***

Aegean Islands

Parts of an Ancient Greek temple of the Doric Order:

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4

***

5

***

6

***

7

***

8

***

9

***

Questions 10-13 Do the following statements agree with the information given in Reading Passage 1? In boxes 10-13 on your answer sheet, write TRUE

if the statement agrees with the information

FALSE

if the statement contradicts the information

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NOT GIVEN

if there is no information on this

10 Ancient Greek architecture is divided into five defined orders.

***

11 The Minoan architecture of Crete, was of trabeated form like that of Ancient Greece.

***

12 The earliest temples, built to enshrine statues of deities, were probably of wooden construction.

***

13 The ideal of proportion that was used by Ancient Greek architects in designing temples was not a simple mathematical progression using a square module.

***

Section 2 READING PASSAGE 2 http://en.wikipedia.org/wiki/Children%27s_literature

You should spend about 20 minutes on Questions 14-26 , which are based on Reading Passage 2 on the following pages.

Children's Literature

A Children's literature as such probably started in the 17th century; it is generally believed that before then books were written mainly for adults. Additionally, most printed works were hard to come by due to their cost and were mostly available for purchase only by upper class society. Scholarship on children's literature includes professional organizations, dedicated publications and university courses. There is some debate on what constitutes children's literature. The United Nations Convention on the Rights of the Child defines a child as "a human being below the age of 18 years unless under the law applicable to the child, majority is attained earlier". Some books written for children, such as The Young Visiters by Daisy Ashford (aged nine) or the juvenilia of Jane Austen, written to amuse brothers and sisters, are also written by children. Anne Frank wrote a novel and many very short stories in addition to her diary (which is not described as children's literature). Barbara Newhall Follett wrote four books, beginning with a novel called The House Without Windows at the age of nine; when the manuscript was destroyed in a fire, she rewrote it from memory. In 1937 two schoolchildren, Pamela Whitlock and Katharine Hull sent their manuscript of The Far-Distant Oxus to Arthur Ransome, who persuaded his publisher Jonathan Cape to produce it, characterising it as "the best children's book of 1937". In 1941 The Swish of the Curtain written by Pamela Brown 11 / 31



was published while Pamela Brown herself was still only 17 years old. Dorothy Straight's How the World Began and S.E. Hinton's The Outsiders are more recent examples of books written by children. Children's literature is usually understood to comprise books intentionally written for children to read. Nancy Anderson associate professor in the College of Education at the University of South Florida in Tampa, defines children's literature as all books written for children, "excluding works such as comic books, joke books, cartoon books, and nonfiction works that are not intended to be read from front to back, such as dictionaries, encyclopedias, and other reference material". Some of this work is also very popular among adults. J. K. Rowling's Harry Potter series was originally written and marketed for children, but it was so popular among children and adults that The New York Times created a separate bestseller list. Another work dating back to the Victorian Era is Charles Dicken's "A Christmas Carol". Both children and adults continue to enjoy this story and the lessons it teaches. Often no consensus is reached whether a given work is best categorized as adult or children's literature, and many books are marketed for both adults and children.

B Children's literature can be divided in many ways. Children's literature by genres: A literary genre is a category of literary composition. Genres may be determined by technique, tone, content, or length. Nancy Anderson, associate professor in the College of Education at the University of South Florida in Tampa, has delineated six major categories of children's literature, with some significant subgenres: Picture books, including board books, concept books (teaching an alphabet or counting), pattern books, and wordless books Traditional literature: there are ten characteristics of traditional literature: (1) unknown authorship, (2) conventional introductions and conclusions, (3) vague settings, (4) stereotyped characters, (5) anthropomorphism, (6) cause and effect, (7) happy ending for the hero, (8) magic accepted as normal, (9) brief stories with simple and direct plots, and (10) repetition of action and verbal patterns. The bulk of traditional Literature consists of folktales, which conveys the legends, customs, superstitions, and beliefs of people in past times. This large genre can be further broken down into subgenres: myths, fables, ballads, folk music, legends, and fairy tales. Fiction, including the sub-genres of fantasy and realistic fiction (both contemporary and historical). This genre would also include the school story, a genre unique to children's literature in which the boarding school is a common setting. Non-fiction Biography, including autobiography, Poetry and verse. C Children's books are often illustrated, sometimes lavishly, in a way that is rarely used for adult literature except in the illustrated novel genre popular especially in Japan, Korea and France. Generally, the artwork plays a greater role in books intended for the youngest readers (especially pre-literate children). Children's picture books can be a cognitively accessible source of high quality art for young children. Many authors work with a preferred artist who illustrates their words; others create books together, and some illustrators write their own books. Even after children attain sufficient levels of literacy to enjoy the story without illustrations, they continue to appreciate the occasional drawings found in chapter books. Folklore is the oldest of stories including nursery rhymes, folktales, myths, epics, legends, fables, songs, and ballads that have been passed down by storytellers for hundreds, even thousands, of years to enlighten and entertain generations of listeners, young and old. (Literature and the Child, 7th edition, Lee Galda, Bernice E. Cullian, and Lawrence R. Sipe, p. 175). 12 / 31



D It is difficult to trace the history of literature specifically for children to a precise starting point. Literature for older children includes Tom Sawyer, Anne of Green Gables, the Hardy Boys mysteries, The Jinx Ship and its sea story sequels, the Nancy Drew mysteries, The Hobbit and the Lord of the Rings trilogy, Lassie Come Home, The Black Stallion and its sequels, the Harry Potter fantasy series, and the His Dark Materials fantasy trilogy. Charles Perrault (1628–1703) laid the foundations of the fairy tale in France. His stories include Little Red Riding Hood, Sleeping Beauty, Puss in Boots, and Cinderella. In the early 19th century the brothers Jakob and Wilhelm Grimm wrote down and preserved tales told by oral tradition in Germany, such as Snow White, Rapunzel, and Hansel and Gretel (1812). Recent research suggests that many such tales were based ultimately on written materials, usually French or Italian. Between 1835 and 1848 Hans Christian Andersen (1805–1875) of Denmark published his beloved fairy tales: The Little Mermaid (1836), The Emperor's New Clothes (1837), The Ugly Duckling (1844), The Snow Queen (1845) and others. During Andersen's lifetime he was feted by royalty and acclaimed for having brought joy to children across Europe. His fairy tales have been translated into over 150 languages and continue to be published in millions of copies all over the world and inspired many other works. In 1865 Lewis Carroll (1832–1898) published Alice's Adventures in Wonderland in England. The tale plays with logic in ways that have given the story lasting popularity to adults as well as children. In 1902 Beatrix Potter published The Tale of Peter Rabbit, that follows Peter Rabbit, a mischievous and disobedient young rabbit, as he ventures into the garden of Mr. McGregor. The book has generated considerable merchandise over the decades since its release with toys, dishes, foods, clothing, videos and other products made available. In 1911 J.M Barrie (1860–1937) published Peter and Wendy where Peter Pan, one of the most famous characters in children's literature, magically refuses to grow up and spends his never-ending childhood in the small island called Neverland. In 1990 J. K. Rowling wrote The Harry Potter Series, in which 3 characters embark on new adventures across 7 books, all leading up to an epic battle between good and evil. The main characters are Harry Potter, Hermione Granger and Ronald Weasley. E Scholarship in children's literature written in or translated into English is primarily conducted in three different disciplinary fields: (1) literary studies (English departments, language departments), (2) library and information science, and (3) education (Wolf, et al., 2011). There has historically been little overlap between the topics studied or the methodologies used to conduct research in each of these fields, but recently more attention has been paid to how scholars from across disciplines might collaborate, as well as how each field of study contributes unique information and theories to scholarship related to children's literature. F Some noted awards for children's literature are: Internationally: the Hans Christian Andersen Award, the Astrid Lindgren Memorial Award and the Ilustrarte Bienale for children's book illustration. United States: the major awards are given by the American Library Association Association for Library Service to Children. United Kingdom and Commonwealth: the Carnegie Medal for writing and the Kate Greenaway Medal for illustration. Questions 14-17 Reading Passage 2 has six paragraphs, A-F. 13 / 31



Choose the correct heading for paragraphs B and D-F from the list of headings below. Write the correct number, i-ix , in boxes 14-17 on your answer sheet.

List of Headings

i

Types of children's literature

ii

Famous authors

iii

Illustrations

iv

History

v

Defining children's literature

vi

Research in children's literature

vii

Awards

viii

Fairy Tales

ix

Scholarship

Example

Answer

Paragraph A

v

Paragraph B

14

***

Paragraph D

15

***

Paragraph E

16

***

Paragraph F

17

***

Example

Answer

Paragraph C

iii

Questions 18-22 Complete the summary using the list of words, A-I , below. 14 / 31



Write the correct letter, A-I , in boxes 18-22 on your answer sheet. Children's literature is literature written for and/or marketed towards a primarily books are

19

Still others are

18

*** audience. While some

*** for a youthful audience, others become associated with children through marketing or tradition. 20

*** books, read by children and adults alike. Literature addressed directly to children arose in

Western Europe in the late 17th and early 18th centuries, becoming a very Throughout its 300-year history, children's stories have reflected the

22

21

*** industry in the 19th century.

*** of the societies that produced them.

A --- "Crossover"

B --- Adaptions

C --- Values

D --- Picture books

E --- Juvenile

F --- Allegory

G --- Profitable

H --- Authored

I --- Children's writers

Questions 23-26 Classify the following events as occurring during the A -- 18th Century B -- 19th Century C -- 20th Century Write the correct letter, A, B or C , in boxes 23-26 on your answer sheet. 23 A. A. Milne wrote Winnie-the-Pooh, chapter stories about an adorable bumbling teddy bear, his best friend Piglet, and other animal characters.

***

24 Pamela L. Travers wrote Mary Poppins, the first of a long series of books about a magical nanny and the children she shepherded.

***

25 Johanna Spyri published Heidi in Switzerland.

***

26 John Newbery published A Little Pretty Pocket-Book in England. He sold it with a ball for boys or a pincushion for girls.

***

Section 3 READING PASSAGE 3 http://en.wikipedia.org/wiki/Bicycle_lock

You should spend about 20 minutes on Questions 27-40 , which are based on Reading Passage 3 on the 15 / 31



following pages.

Bicycle Lock

A A bicycle lock is a physical security device used on a bicycle to prevent theft. It is generally used to fasten the bicycle to a bicycle stand or other immovable object. An important difficulty in preventing the theft of a bicycle is that the wheels are easily detachable from the frame, and that unless both wheels and frame are secured, wheels can easily be carried away after being detached. The most secure locking method therefore is to lock the wheels and frame to each other and to an immovable object. A U-lock is a rigid metal ring in the shape of the letter U. The U part of the lock attaches to a crossbar section, and for this reason they are also called D-locks. To lock the bicycle, one locks it physically to some other object, such as a bike rack securely in the ground, parking meter or a flagpole. Merely locking the bike frame to the wheel is not recommended because, although it cannot be rolled away, the entire bicycle can still be lifted and carried away. B A chain lock is a chain with a lock. It often has a key or a combination lock attached to it. A long enough chain can pass through both wheels, the frame and attach the bicycle to an immovable object. Chains vary widely in their security level. If the chain is bought from a hardware store, it is most likely made from basic iron or steel and can easily be cut with a relatively inexpensive pair of bolt cutters. Chains specifically designed for locking bicycles are available. These case hardened security chains have links shaped in a manner that deters bolt cutters, such as with a hexagonal or trapezoidal cross-section and are difficult to cut with hand tools, but easily defeated with power tools. C The main advantage of cable locks over chains is the ease of transporting them. Many cable locks are made of spring cable that automatically coils itself when released. Even a straight cable can be coiled by the user into a more manageable shape than a chain. Simple cable locks, however, are only sufficient for use in low-risk areas. Even the largest diameter unprotected cable can be quickly cut with bolt cutters. Better cable locks such as the one shown on the right have overlapping steel jackets threaded over the cable. This can make it more difficult to cut the central cable. D A wheel lock, also called an O-lock or ring-lock, this is a low security mechanism mounted on the frame that immobilizes the rear wheel by moving a steel bolt through the spokes to prevent motion. It uses a straight or circular bolt which extends from the housing. This type of lock is common in Scandinavia, the Netherlands, China, 16 / 31



India and Japan. An O-lock prevents riding the bicycle but does not, by itself, secure the bicycle to a stationary object. This type of lock is effective and convenient for securing a bicycle against opportunistic theft, when the bike is left unattended momentarily. It forces the thief to carry the bicycle. The O-lock also conveniently secures the rear wheel: only locking the frame is needed, to secure both the frame and the rear wheel. Some models have an optional cable or chain that plugs in to the body of the lock to enable the bicycle to be secured as well. E Locking skewers replace the existing quick release skewers on a bicycle's wheels and seatpost clamp (quick release skewers enable removal without tools). This reduces the need to lock these parts of the bike since now their removal requires tools. One type of locking skewer uses the same design as a normal quick release skewer, except after clamping the skewer the (keyed) handle may be removed. Another type of locking skewer uses a uniquely-shaped nut that can only be turned using the matching socket/key, which is typically a wrench-like tool that is small enough to fit on a keychain. Though expensive, locking skewers provide additional security and convenience. Locking wheels with an additional U-Lock or removing the front wheel and locking it to the frame and rear wheel would provide the highest security. A disadvantage is that if the owner loses the special tool then they will not be able to undo the skewer, and will need to obtain a spare tool from the manufacturer. The same type of uniquely-shaped nut used for the locking skewer can also be found for suspension forks, V-brakes, and solid-axle wheels in addition to regular wheels and seatposts. Manufacturers such as Pitlock and Pinhead offer services to supply additional lock nuts to an existing key number registered by the owner. F Test standards that rate the effective security of bicycle locks are provided by Thatcham and Sold Secure in the United Kingdom, Stichting ART in the Netherlands, SFF in Sweden, and VDS in Germany. Tests carried out on behalf of Cycle magazine showed that all of the bicycle locks tested, which had a variety of certifications from Sold Secure, Thatcham, and ART, could be broken in less than 42 seconds. Cables and chains were breached using either small cable cutters or 36" bolt croppers, and D-locks were breached using a stubby bottle jack. Of the locks tested, five had a Sold Secure Gold rating, varying in price from £25 to £100. Two of these Gold rated locks withstood only 10 seconds of attack.

Questions 27-32 Reading Passage 3 has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i-vi , in boxes 27-32 on your answer sheet.

List of Headings

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i

Cable locks

ii

Standards and tests

iii

Wheel lock

iv

Chain

v

Padlock

vi

Locking skewers

vii

U-locks and D-locks

Paragraph A

27

***

Paragraph B

28

***

Paragraph C

29

***

Paragraph D

30

***

Paragraph E

31

***

Paragraph F

32

***

Questions 33-36 Choose the correct letter, A, B, C or D. Write the correct letter in boxes 33-36 on your answer sheet.

33

They are more resistant to high-leverage hand tools… A B C D

Chains Cable locks Wheel locks U-locks and D-locks 18 / 31



34

Cable locks have the advantage, that A B C D

35

they weigh significantly less than other locks. the locking mechanism is permanently integrated. they are especially secure. they are the cheapest option.

Pitlock brand skewers - use a specially-shaped…….. to protect various parts of one's bicycle. A B C D

36

nut/bolt slot key rod

The main problem concerning bicycle theft is that A B C D

the minimal weight of a bicycle allows it to be carried away easily. people are not aware of how insufficient their locks are. the wheels are easily removable from the frame. the saddle is detachable.

Question 37-40 Complete the sentences below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 37-40 on your answer sheet.

The ideal lock should combine several factors such as security,

37

*** and cost. There are a variety of tests that

rate the effective

38

attaches to a

*** section. Another reason why the wheel lock is so convenient, is because it also secures

the

40

39

*** of bicycle locks. U-locks are also referred to as D-locks because part of the lock

*** wheel.

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IELTS: Academic writing Section 1 WRITING TASK 1 You should spend about 20 minutes on this task. Net migration rate is the difference of immigrants and emigrants of an area in a period of time. The map below summarizes the net migration rates for 2008. The color code is as follows: grey (not reported), blue (positive), orange (negative), and green (stable). Summarize the information by selecting and reporting the main features, and make comparisons when relevant.

Write at least 150 words

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Section 2 WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Some people believe that our destiny is already decided from the moment we are born. Others rather believe that every single choice we make is able to radically change our fate. Discuss both these views and give your opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words

21 / 31



22 / 31



IELTS: Speaking Section 1 PART 1 The examiner asks the candidate about him/herself, his/her home, work or studies or other familiar topics.

EXAMPLE House and living

Would you prefer living in an apartment or in a private house? Would you prefer living by yourself / with friends / with your partner / with your family? Why? What kind of accommodation do you have now? Do people in your country mostly live in private houses or in apartments?

Section 2 PART 2 Describe a picture / painting you particularly like. You should say: what kind of picture / painting it is. what is represented in it. why you particularly like it.

You will have to talk about the topic for one to two minutes. You have one minute to think what you are going to say. You can make some notes to help you if you wish.

Section 3 23 / 31



PART 3 Discussion topics: Town and countryside Example questions: Do you live in a town or the countryside? Do people from your country prefer to live in towns or in the countryside? What do you think are the advantages of living in a big town? What are the advantages of living in the countryside?

Lifestyle Example questions: What environment do you think is better for children to grow up in (big town / small town / countryside)? Why? What environment do you think is better for young people to live in (big town / small town / countryside)? Why? Some people move from big towns to the countryside in order to search for a more natural way of living. Do you agree with their choice?

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Audio transcriptions IELTS: Listening Section 1 LUCY : Hello Jane! I’m sorry, I didn’t wait for you! I already ordered my coffee! Can I offer you something? JANE : I would gladly have a refreshing drink, an ice tea for example! I just finished my Physics class and I’m so exhausted! LUCY : Poor girl! Then why don’t you take something more caloric? Cake for example? JANE : No, thank you! I am planning to go to the seaside next summer and I don’t want to gain weight! I just bought a very nice bikini, but I need to lose some pounds in order to wear it! LUCY : It’s only February! How can you already be thinking about summer? JANE : Maybe you’re right, but I’ve been very self conscious about my weight lately. I even stopped drinking beer! LUCY : But you’ve always loved beer! Where are you going for vacation? JANE : My boyfriend would like to go to Spain, but I’d rather go to Sardinia. It’s more expensive, but they tell me it’s amazing! LUCY : It is! I’ve been there last year! You feel like you were in the Caribbean! And the food is delicious! JANE : So they tell me! By the way, did you hear about the Italian Prime Minister? LUCY : I heard about it on the news! Apparently he was involved in a bad sex scandal! JANE : I have to admit I wasn’t surprised at all! I never liked that guy! He looks kind of creepy. LUCY : You’re right! Oh, but it’s already two! I have my class in a quarter of hour! I’m sorry dear, I have to leave! JANE : Ok! Will you be at Kevin’s party tonight? LUCY : Of course, I wouldn’t miss it for anything in the world! It’s around nine, right? JANE : Nine thirty I heard! See you there! ............................. JANE : Hi Lucy! How are you enjoying the party? LUCY : Hey! I just arrived now! I was at university until seven! JANE : Why were you there so late? LUCY : I had to work on an important assignment and I needed some of the university’s equipment for that! I had totally forgotten about it! Luckily, I still managed to get the last bus at seven fifteen. I just had time enough to take a 25 / 31



shower and change my clothes! JANE : Poor girl! Did you have to drive all the way here? LUCY : No, my roommate Paula drove me.

Section 2 Source: Adapted from Wikipedia Welcome to the American Independence museum. My name is John Frost and through this audio guide, I will help you rediscover the history of the birth of our great nation. But first, a little bit of history about the museum itself. The American Independence opened in 1991, six years after a Dunlap Broadside was found in the attic floorboards of the Ladd-Gilman House, now part of the museum, in the most unusual way. In August of 1985, an electrician was wiring for a security system, when he pulled from under the attic floor old newspaper clippings and the Broadside. The electrician contacted the Society of the Cincinnati of New Hampshire, who owned the building and had the document authenticated. The Society opened the museum to educate visitors about the Declaration and the American Revolution. Since the museum’s opening, the museum has restored the Folsom Tavern, adding additional material and space to the museum. The museum now focuses on Revolutionary history and the role of Exeter and the Gilman family in the forming of the United States of America. Now, a little bit of history about the Ladd-Gilman House. The building was originally the home of an 18th century merchant family whose members played key roles in the birth of the United States. Nicholas Gilman Senior served as the New Hampshire state treasurer during the American Revolution when the capital of New Hampshire moved from Portsmouth to Exeter. His eldest son, John Taylor Gilman, read the Declaration of Independence to the citizens of Exeter in 1776 and later became the New Hampshire governor for 14 non-consecutive terms between 1794 and 1805, and then again in 1813 to 1816. Nicholas Gilman Junior was a member of the Continental Army and a signer of the U.S. Constitution. In the early 20th century, the Society of the Cincinnati of New Hampshire purchased the building from the Gilman family and used the building as its meeting house, before converting the building into the museum. There are 7 rooms in the house open to the public for tours, with later additions now housing museum administration and a research library. It is not a case if so many important revolutionaries were born in Exeter. In fact, Exeter was the capital of New Hampshire when Colonel Samuel Folsom built his tavern in 1775. This building was site of many passionate political debates during the Revolutionary War and remained a popular spot with men of the town also after. The tavern was originally located on the corner of Court and Mill streets, now Front and Water streets. The New Hampshire chapter of the Society of Cincinnati formed in the tavern in 1783. George Washington stopped at the tavern for a collation on November 4th, 1789, during his tour of the states. After Colonel Folsom’s death in 1790, the tavern was willed to his widow and his two daughters, who continued to operate the tavern, that became known as Widow Folsom’s Tavern and stayed in the Folsom family until 1856. The tavern was bought in 1929 by the Society of the Cincinnati and moved to the Ladd-Gilman house. In 1947, Martha Foster Stearns, a preservationist and Colonial Dame, proposed to restore the tavern, in exchange for a long-term residential lease. The society agreed, and the Stearns restored and modernized much of the original tavern. The Stearns lived in the Tavern until 26 / 31



1956. Between 1956 and 1992, the tavern was leased out to neighboring Phillips Exeter Academy as a faculty residence. In 2004, the tavern was moved to its current location on museum grounds, at the intersection of Spring and Water Streets. Extensive restoration on the building included the installation of a new roof and clapboards. Interior restoration began in 2006, after receiving a grant from New Hampshire's Land and Community Heritage Investment Program. The tavern opened in 2007, and is now part of the museum's regular tour. It is also used as a programming location for the museum, and is often rented out by third parties. The museum's collection of historical artifacts includes the Dunlap Broadside, two rare draft copies of the U.S. Constitution and a Badge of Military Merit, originally know as the Purple Heart and awarded by General George Washington to soldiers demonstrating extraordinary bravery. Some of the museum’s other collections are period furniture, decorative arts from the 18th and 19th centuries, 18th century weaponry, military ephemera, letters, documents, and portraits of American statesmen. The museum is open from mid May through October, Wednesday through Saturday, from 10 am to 4 pm, and offers tours throughout the day to both the Ladd-Gilman House and the Folsom Tavern. The museum hosts a variety of public programs, the largest of which, the American Independence Festival held in July of each year, that actively engages thousands of visitors in the nation's 18th century heritage. Each September the museum hosts a Constitution Forum. The museum also hosts various children's programs throughout the year, which are popular with local families.

Section 3 Source: voaspecialenglish.com This is the VOA Special English Agriculture Report. A discovery in a laboratory could help lead to new generation of drought-resistant crops. Drought conditions cause plants to produce a stress hormone called abscisic acid. This chemical activates a set of protein molecules called receptors. These receptors then activate a series of changes to help the plant survive. The natural reaction of the receptors is to close so-called guard cells on and inside the leaves. That closure decreases water loss and stops the plant from growing to save water during a drought. Researchers say they have discovered a way to "supercharge," or increase, this reaction. Sean Cutler at the University of California, Riverside, led the team. The scientists engineered abscisic acid receptors that can be turned on at will and stay on. They tested hundreds of versions of engineered receptor genes until they found ones that worked right together. The team worked with Arabidopsis, a plant often used in experiments. The results recently appeared in the Proceedings of the National Academy of Sciences. Professor Cutler says testing the new receptors in the field may take several years. He also points out that drought is not the only cause of plant stress. SEAN CUTLER: "If a plant grows in the deserts normally, like a cactus, what would be stressful for a crop plant is 27 / 31



not stressful for a cactus because it has evolved to live in that ecological niche where the water is very rare. So it would really mean, you know, any significant deviation from the normal or ideal growth conditions for an organism." In another development, scientists have produced a new system for analyzing genetic markers in rice plants. A genetic marker is a DNA sequence with a known location. It can help scientists identify nearby genes linked to individual qualities, or traits. Anna McClung and Georgia Eizenga are genetic scientists with the United States Department of Agriculture. Their new system will let researchers genetically "fingerprint" rice varieties and gain a better understanding of the markers. Until now, breeders have been limited to using perhaps two hundred markers. But modern technology lets scientists identify differences throughout the plant's genome, its genetic map. Ms. McClung says that means the ability to identify new genes that control biological pathways. ANNA McCLUNG: "You know, biological pathways in the plant that may control yield, disease resistance, nutritional quality ... " The finding could make it easier in the future for farmers to grow "designer rice," rice bred to meet their specific needs. And that's the VOA Special English Agriculture Report, written by Jerilyn Watson. I'm Karen Leggett.

Section 4 Source: Wikipedia Nanotechnology is often defined as the study of materials and devices with features on a scale below 100 nanometers. DNA nanotechnology, specifically, is an example of bottom-up molecular self-assembly, in which molecular components spontaneously organize into stable structures; the particular form of these structures is induced by the physical and chemical properties of the components selected by the designers. In DNA nanotechnology the component materials are strands of nucleic acids such as DNA, which are well-suited to nanoscale construction because a nucleic acid double helix has a diameter of 2 nm and a helical repeat length of 3.5 nm. The key property which makes nucleic acids more useful for constructing structures than other materials is that the binding between two nucleic acid strands depends on simple base pairing rules which are well understood, and form a specific structure upon binding, making the assembly of nucleic acid structures easy to control through nucleic acid design. This property is absent in other materials used in nanotechnology, including proteins, for which protein design is very difficult, and nanoparticles, which lack the capability for specific assembly on their own. The structure of a nucleic acid molecule consists of a sequence of nucleotides distinguished by which nucleobase they contain. In DNA, the four bases present are adenine, cytosine, guanine, and thymine. Nucleic acids have the property that two molecules will only bind to each other to form a double helix if the two sequences are complementary, meaning that they form matching sequences of base pairs, with adenine only binding to thymine, and cytosine only to guanine. Because the formation of correctly matched base pairs is energetically favorable, nucleic acid strands are expected in most cases to bind to each other in the conformation that maximizes the 28 / 31



number of correctly paired bases. The sequences of bases in a system of strands thus determine the pattern of binding and the overall structure in an easily controllable way. In DNA nanotechnology, the base sequences of strands are rationally designed by researchers so that the base pairing interactions cause the strands to assemble in the desired conformation. DNA nanotechnology is sometimes divided into two overlapping subfields: structural DNA nanotechnology and dynamic DNA nanotechnology. Structural DNA nanotechnology focuses on synthesizing and characterizing nucleic acid complexes and materials that assemble into a static, equilibrium end state. On the other hand, dynamic DNA nanotechnology focuses on complexes with useful non-equilibrium behavior such as the ability to reconfigure based on a chemical or physical stimulus. Some complexes, such as nucleic acid nanomechanical devices, combine features of both the structural and dynamic subfields. The complexes constructed in structural DNA nanotechnology use topologically branched nucleic acid structures containing junctions. (In contrast, most biological DNA exists as an unbranched double helix.) One of the simplest branched structures is a four-arm junction that consists of four individual DNA strands, portions of which are complementary in a specific pattern. Unlike in natural Holliday junctions, each arm in the artificial immobile four-arm junction has a different base sequence, causing the junction point to be fixed at a certain position.

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Answer keys IELTS: Listening Section 1

Section 3

1

C

21

C

2

B

22

B

3

Physics

23

A

4

Sardinia

24

C

5

nine / 9

25

A/E/G

6

creepy

28

200 / two hundred

7

Paula

29

designer

8

assignment

30

guard

9 10

Section 4

Section 2

31

structures

32

binding

11

floorboards

33

sequence

12

state treasurer

34

researchers

13

political debates

35

structural

14

willed

36

static

15

2004

37

dynamic

16

C/E/F

38

complexes

19

B/D

39

junction

40

helix

20

A

21

G

IELTS: Academic reading Section 1

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1

Doric

22

C

2

Peloponnesus

23

C

3

Neoclassicism

24

C

4

Cornice

25

B

5

Abacus

26

A

6

Fluting

7

Frieze

8

Triglyph

9

Columns

27

vii

10

FALSE

28

iv

11

NOT GIVEN

29

i

12

TRUE

30

iii

13

NOT GIVEN

31

vi

32

ii

33

D

34

B

Section 2

Section 3

14

i

35

A

15

iv

36

C

16

ix

37

portability

17

vii

38

security

18

E

39

crossbar

19

H

40

rear

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