• IELTS Prediction Test (15.3)

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  • IELTS Listening Test

    Duration: 30-40 minutes
  • PART 1 Questions 1-10

  • Complete the form below.

    Write ONE WORD AND/OR A NUMBER for each answer.

  • Employment Agency: Possible Jobs


    First Job
    Administrative assistant in a company that produces : 1      (North London)
    Responsibilities

    • data entry
    • go to 2      and take notes
    • general admin
    • management of 3      

    Requirements

    • good computer skills including spreadsheets
    • good interpersonal skills
    • attention to 4   

    Experience

    • need a minimum 5       of experience of teleconferencing

    Second Job
    Warehouse assistant in South London
    Responsibilities

    • stock management
    • managing 6      

    Requirements

    • ability to work with numbers
    • good computer skills
    • very organised and 7   
    • good communication skills
    • used to working in a 8   
    • able to cope with items that are 9   

    Need experience of

    • driving in London
    • warehouse work
    • 10    service
  • PART 2 Questions 11-20

  • Questions 11-16

    Choose the correct letter, A, B, or C.

  • Street Play Scheme

          

  • Questions 17 and 18

    Choose TWO letters, A-E.

  • Questions 19 and 20

    Choose TWO letters, A-E.

  • PART 3 Questions 21-30

  • Questions 21-26

    Complete the notes below.

    Write ONE WORD ONLY for each answer

  • What Hazel should analyse about items in newspapers :

    • what 21   the item is on
    • the 22   of the item, including the headline
    • any 23   accompanying the item
    • the 24   of the item, e.g. what's made prominent
    • the writer's main 25   
    • the 26   the writer may make about the reader


  • Questions 27-30

    Who is going to do research into each topic?

    Write the correct letter, A, B, or C, next to Questions 27-30.

  •  

    A She will definitely look for a suitable article

    B She may look for a suitable article

    C She definitely won't look for an article 

  • Types of articles

  • PART 4 Questions 31-40

  • Complete the notes below.

    Write ONE WORD ONLY for each answer.

  • Early history of keeping clean


    Prehistoric times:

    • water was used to wash off 31   .

    Ancient Babylon:

    • soap-like material found in 32    cylinders

    Ancient Greece:

    • people cleaned themselves with sand and other substances
    • used a strigil - scraper made of 33   
    • washed clothes in streams


    Ancient Germany and Gaul:

    • used soap to colour their 34   

    Ancient Rome:

    • animal fat, ashes and clay mixed throuh action of rain, used for washing clothes
    • from about 312 BC, water carried to Roman 35   .by aqueducts

    Europe in Middle Ages:

    • decline in bathing contributed to occurence of 36    
    • 37    began to be added to soap

    Europe from 17th century:

    • 1600s: cleanliness and bathing started becoming usual
    • 1791: Leblanc invented a way of making soda ash from 38    
    • early 1800s: Chevreul turned soapmaking into a 39    
    • from 188s, there was no longer a 40    on soap
  • IELTS Reading Test

    Duration: 60 minutes
  • READING PASSAGE 1

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

    You can read the passage below or open it in a new tab.

  • Henry Moore (1898 – 1986)

    The British sculptor Henry Moore was a leading figure in 20th-century art world

    Henry Moore was born in Castleford, a small town near Leeds in the north of England. He was seventh child of Raymond Moore and his wife Mary Baker. He studied at Castleford Grammar School from 1909 to 1915, where his early interest in art was encouraged by his teacher Alice Gostick. After leaving school, Moore hoped to become a sculptor, but instead he complied with his father’s wish that he train as a schoolteacher. He had to abandon his training in 1917 when he sent to France to fight in the First World War.

    After the wae, Moore enrolled at the Leeds School of Art, where he studied for two years. In his first year, he spent most of his time drawing. Although he wanted to study sculpture, no teacher was appointed until his second year. At the end of the year, he passed the sculpture examination and was awarded a scholarship to the Royal College of Art in London. In September 1921, he moved to London and began three years of advanced study in sculpture.

    Alongside the instruction he received at the Royal College, Moore visited many of the London museums, particularly the British Museum, which had a wide-ranging collection of ancient sculpture. During these visits, he discovered the power and beauty of ancient Egyptian and African sculpture. As he became increasingly interested in these ‘primitive’ forms of art, he turned away from European sculptural traditions.

    After graduating, Moore spent the first six months of 1925 travelling in France. When he visited the Trocadero Museum in Paris, he was impressed by a cash of a Mayan* sculpture of the rain spirit. It was a male reclining figure with this stone sculpture, which he thought had a power and originality that no other stone sculpture possessed. He himself started carving a variety of subjects in stone, including depictions of reclining women, mother-and-child groups, and masks.

    Moore’s exceptional talent soon gained recognition, and in 1926 he started works as a sculpture instructor at the Royal College. In 1933, he became a member of a group of young artists called Unit One. The aim og the group was to convince the English of the merits of the emerging international movement in modern art and architecture.

    Around this time, Moore moved away from the human figure to experiment with abstract shapes. In 1931, he held an exhibition at the Leicester Galleries in London. His work was enthusiastically welcomed by fellow sculptors, but the reviews in the press were extremely negative and turned Moore into a notorious figure. There were calls for his resignation from the Royal College, and the following year, when his contract expired, he left to start a sculpture department at the Chelsea School of Art in London.

    Throughout the 1930s, Moore did not show any inclination to please the British public. He became interested in paintings of the Spanish artist Pablo Picasso, whose work inspired him to distort the human body in a radical way. At times, he seemed to abandon the human figure altogether. The pages sketchbooks from this period show his ideas for abstract sculptures that bore little resemblance to the human form.

    In 1940, during the Second World War, Moore stopped teaching at the Chelsea School and moved to a farmhouse about 20 milers north the London. A shortage of materials forced him to focus on drawing. He did numerous small sketches of Londoners, later turning these ideas into large coloured drawings in his studio. In 1942, he returned to Castleford to make a series of sketches of the miners who worked there.

    In 1944, Harlow, a town near London, offered Moore a commission for a sculpture deplecting a family. The resulting work signifies a dramatic change in Moore’s style, away from the experimentation of the 1930s towards a more natural and humanistic subject matter. He did dozens of studies in clay for the sculpture, and these were cast in bronze and issued in editions of seven to nine copies each. In this way, Moore’s work became available to collectors all over the world. The boost to his income enabled him to take on ambitious projects and start working on the scale he felt his sculpture demanded.

    Critics who had begun to think that Moore had become less revolutionary were proven wrong by the appearance, in 1950, of the first of Moore’s series of standing figures in bronze, with their harsh and angular pierced forms and distinct impression of menace. Moore also varied his subject matter in 1950s with suck works as Warrior with Shield and Falling Warrior. These were rare example of Moore’s use of the male figure and owe something to his visit to Greece in 1951, when he had the opportunity to study ancient works of art.

    In his final years, Moore created the Henry Moore Foundation to promte art appreciation and to display his work. Moore was the first modern English sculptor to achieve international critical acclaim and he is still regarded as one of the most important sculptors of the 20th century.


     

  • Questions 1-7

    Do the following statements agree with the information given in Reading Passage 1?

    In boxes 1-7 on your answer sheet, write

    TRUE if the statement agrees with the information

    FALSE if the statement contradicts the information

    NOT GIVEN if there is no information on this

  • Questions 8-13

    Complete the notes below.

    Choose ONE WORD ONLY from the passage for each answer.

    Write your answers in boxes 8-13 on your answer sheet.

  • Moore's career as an artist


    1930s

    • Moore's exhibition at the Leicester Galleries is criticised by the press
    • Moore is urged to offer his 8    and leave the Royal College

    1940s

    • Moore turns to drawing because 9         for sculpting are not readily available
    • While visiting his hometown 10          
    • Moore is employed to produce a sculpture of a 11          
    • 12    start to buy Moore's work
    • Moore's increased 13    makes it possible for him to do more ambitious sculptures

    1950s

    • Moore's series of bronze figures marks a further change in his style
  • READING PASSAGE 2

  • You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on pages 63 and 64.

    Questions 14-20

    Reading Passage 2 has seven sections, A-G.

    Choose the correct heading for each section from the list of headings below.

    Write the correct number, i-x, in boxes 14-20 on your answer sheet.

  • List of Heading

    i Getting the finance for production

    ii An unexpected benefit

    iii From initial inspiration to new product

    iv The range of potential customers for the device

    v What makes the device different from alternatives

    vi Cleaning water from a range of sources 

    vii Overcoming production difficulties

    viii Profit not the primary goal

    ix A warm welcome for the device

    x The number of people affected by water shortages

  • THE DESOLENATOR: PRODUCING CLEAN WATER

    ATraveling around Thailand in the 1990s, William Janssen was impressed with the basic rooftop solar heating systems that were on many homes, where energy from the sun was absorbed by a plate and then used to heat water for domestic use. Two decades later Janssen developed that basic idea he saw in Southeast Asia into a portable device that uses the power from the sun to purify water.
    B

    The Desolenator operates as a mobile desalination unit that can take water from different places, such as the sea, rivers, boreholes, and rain, and purify it for human consumption. It is particularly valuable in regions where natural groundwater reserves have been polluted, or where seawater is the only water source available.

    Janssen saw that there was a need for a sustainable way to clean water is both the developing and the developed countries when he moved to the United Arab Emirates and saw large-scale water processing. ‘I was confronted with the enormous carbon footprint that the Gulf nations have because of all of the desalination that they do,’ he says.

    CThe Desolenator can produce 15 liters of drinking water per day, enough to sustain a family for cooking and drinking. Its main selling point is that unlike standard desalination techniques, it doesn’t require a generated power supply: just sunlight. It measures 120 cm by 90 cm, and it easy to transport, thanks to its two wheels. Water enters through a pipe and flows as a thin film between a sheet of double glazing and the surface of a solar panel, where it is heated by the sun. the warm water flows into a small boiler (heated by a solar-powered battery) where it is converted to steam. When the steam cools, it becomes distilled water. The device has a very simple filter to trap particles, and this can easily be shaken to remove them. There are two tubes for liquid coming out: one for the waste – salt from seawater, fluoride, etc. – and another for the distilled water. The performance of the unit is shown on an LCD screen and transmitted to the company which provides services when necessary.
    DA recent analysis found that at least two-thirds of the world’s population lives with severe water scarcity for at least a month every year. Janssen says that be 2030 half of the world’s population will be living with water stress – where the demand exceeds the supply over a certain period of time. ‘It is really important that a sustainable solution is brought to the market that is able to help these people,’ he says. Many countries ‘don’t have the money for desalination plants, which are very expensive to build. They don’t have the money to operate them, they are very maintenance intensive, and they don’t have the money to buy the diesel to run the desalination plants, so it is a really bad situation.’
    EThe device is aimed at a wide variety of users – from homeowners in the developing world who do not have a constant supply of water to people living off the grid in rural parts of the US. The first commercial versions of the Desolenator are expected to be in operation in India early next year, after field tests are carried out. The market for the self-sufficient devices in developing countries is twofold – those who cannot afford the money for the device outright and pay through microfinance, and middle-income homes that can lease their own equipment. ‘People in India don’t pay for a fridge outright; they pay for it over six months. They would put the Desolenator on their roof and hook it up to their municipal supply and they would get very reliable drinking water on a daily basis,’ Janssen says. In the developed world, it is aimed at niche markets where tap water is unavailable – for camping, on boats, or for the military, for instance.
    FPrices will vary according to where it is bought. In the developing world, the price will depend on what deal aid organizations can negotiate. In developed countries, it is likely to come in at $1,000 (£685) a unit, said Janssen. ‘We are a venture with a social mission. We are aware that the product we have envisioned is mainly finding application in the developing world and the humanitarian sector and that this is the way we will proceed. We do realize, though, that to be a viable company there is a bottom line to keep in mind,’ he says.
    GThe company itself is based at Imperial College London, although Janssen, its chief executive, still lives in the UAE. It has raised £340,000 in funding so far. Within two years, he says, the company aims to be selling 1,000 units a month, mainly in the humanitarian field. They are expected to be sold in areas such as Australia, northern Chile, Peru, Texas, and California.

     

  • Questions 21-26

    Complete the summary below.

    Choose ONE WORD ONLY from the passage for each answer.

    Write your answers in boxes 21-26 on your sheet.

  • How the Desolenator works


    The energy required to operate the Desolenator comes from sunlight. The device can be used in different locations, as it has 21    . Water is fed into a pipe, and a 22         of water flows over a solar panel. The water then enters a boiler, where it turns ito steam. Any particles in the water are caught in a 23      .   The purified water comes out through one tube, and all types of 24        come out through another. A screen displays the 25    of the device, and transmits the information of the company so that they know when the Desolenator requires 26    .

  • READING PASSAGE 3

    You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

    You can read the passage below or open it in a new tab.

  • Why fairy tales are really scary tales


    Some people think that fairy tales are just stories to amuse children, but their universal and enduring appeal may be due to more serious reasons

    People of every culture tell each other fairy tales but the same story often takes a variety of forms in different parts of the world. In the story of Little Red Riding Hood that European children are familiar with, a young girl on the way to see her grandmother meets a wolf and tells him where she is going. The wolf runs on ahead and disposes of the grandmother, then gets into bed dressed in the grandmother’s clothes to wait for Little Red Riding Hood. You may think you know the story – but which version? In some versions, the wolf swallows up the grandmother, while in others it locks her in a cupboard. In some stories, Red Riding Hood gets the better of the wolf on her own, while in others a hunter or a woodcutter hears her cries and comes to her rescue.

    The universal appeal of these tales is frequently attributed to the idea that they contain cautionary messages: in the case of Little Red Riding Hood, to listen to your mother, and avoid talking to strangers. ‘It might be what we find interesting about this story is that it’s got this survival-relevant information in it,’ says anthropologist Jamie Tehrani at Durham University in the UK. But his research suggests otherwise. ‘We have this huge gap in our knowledge about the history and prehistory of storytelling, despite the fact that we know this genre is an incredibly ancient one,’ he says. That hasn’t stopped anthropologists, folklorists* and other academics devising theories to explain the importance of fairy tales in human society. Now Tehrani has found a way to test these ideas, borrowing a technique from evolutionary biologists.

    To work out the evolutionary history, development and relationships among groups of organisms, biologists compare the characteristics of living species in a process called ‘phylogenetic analysis’. Tehrani has used the same approach to compare related versions of fairy tales to discover how they have evolved and which elements have survived the longest.

    Tehrani’s analysis focused on Little Red Riding Hood in its many forms, which include another Western fairy tale known as The Wolf and the Kids. Checking for variants of these two tales and similar stories from Africa, East Asia, and other regions, he ended up with 58 stories recorded from oral traditions. Once his phylogenetic analysis had established that they were indeed related, he used the same methods to explore how they have developed and altered over time.

    First, he tested some assumptions about which aspects of the story alter least as it evolves, indicating their importance. Folklorists believe that what happens in a story is more central to the story than the characters in it – that visiting a relative, only to be met by a scary animal in disguise, is more fundamental than whether the visitor is a little girl or three siblings, or the animal is a tiger instead of a wolf.

    However, Tehrani found no significant difference in the rate of evolution of incidents compared with that of characters. ‘Certain episodes are very stable because they are crucial to the story, but there are lots of other details that can evolve quite freely,’ he says. Neither did his analysis support the theory that the central section of a story is the most conserved part. He found no significant difference in the flexibility of events there compared with the beginning or the end.

    But the really big surprise came when he looked at the cautionary elements of the story. ‘Studies on hunter-gatherer folk tales suggest that these narratives include really important information about the environment and the possible dangers that may be faced there – stuff that’s relevant to survival,’ he says. Yet in his analysis such elements were just as flexible as seemingly trivial details. What, then, is important enough to be reproduced from generation to generation?

    The answer, it would appear, is fear – blood-thirsty and gruesome aspects of the story, such as the eating of the grandmother by the wolf, turned out to be the best preserved of all. Why are these details retained by generations of storytellers, when other features are not? Tehrani has an idea: ‘In an oral context, a story won’t survive because of one great teller. It also needs to be interesting when it’s told by someone who’s not necessarily a great storyteller.’ Maybe being swallowed whole by a wolf, then cut out of its stomach alive is so gripping that it helps the story remain popular, no matter how badly it’s told.

    Jack Zipes at the University of Minnesota, Minneapolis, is unconvinced by Tehrani’s views on fairy tales. ‘Even if they’re gruesome, they won’t stick unless they matter,’ he says. He believes the perennial theme of women as victims in stories like Little Red Riding Hood explains why they continue to feel relevant. But Tehrani points out that although this is often the case in Western versions, it is not always true elsewhere. In Chinese and Japanese versions, often known as The Tiger Grandmother, the villain is a woman, and in both Iran and Nigeria, the victim is a boy.

    Mathias Clasen at Aarhus University in Denmark isn’t surprised by Tehrani’s findings. ‘Habits and morals change, but the things that scare us, and the fact that we seek out entertainment that’s designed to scare us – those are constant,’ he says. Clasen believes that scary stories teach us what it feels like to be afraid without having to experience real danger, and so build up resistance to negative emotions.

  • Questions 27-31

    Complete the summary using the list of words, A-J, below.

    Write the correct letter, A-J, in boxes 27-31 on your answer sheet.

  • A may be provided through methods used in biological research.

    B are the reason for their survival.

    C show considerable global variation.

    D contain animals which transform to become humans.

    E were originally spoken rather than written.

    F have been developed without factual basis.

     

  • Questions 32-36

    Complete the summary using the list of words, A-I, below

    Write the correct letter, A-I, in boxes 32-36 on your answer sheet.

  • Phylogenetic analysis of Little Red Riding Hood


    Tehrani used techniques from evolutionary biology to find out if 32      existed among 58 stories from around the world. He also wanted to know which aspects of the stories had fewest 33       , as he believed these aspects would be the most important ones. Contrary to the other beliefs, he found that some 34      that were included in a story tended to change over time, and that middle of a story seemed no more important than the other parts. He was also surprised that parts of a story which seemed to provide some sort of 35      were unimportant . The aspect that he found most important in a story's survival was 36      .

  • A endingB eventsC warning
    D linksE recordsF variations
    E horrorH peopleI plot
  • Questions 37-40

    Choose the correct letter, A, B, C, or D.

    Write the correct letter in boxes 32-34 on your answer sheet

  • IELTS WRITING TEST

    Duration: 60 minutes
  • WRITING TASK 1

    You should spend about 20 minutes on this task.

     

    The diagram below shows how instant noodles are manufactured.

    Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

     

  • Manufacturing instant noodles

  • 0/300
  • WRITING TASK 2

    You should spend about 40 minutes on this task.

    Write about the following topic.

     

     

    Some people say that advertising is extremely successful at persuading us to buy things. Other people think that advertising is so common that we no longer pay attention to it.

    Discuss both these views and give your own opinion.

     

    Give reasons for your answer and include any relevant examples from your own knowledge or experience.

  • 0/500
  • IELTS SPEAKING TEST

    Duration: 11-14 minutes
  • PART 1

    The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.

    Swimming

    • Did you learn to swim when you were a child? [Why/Why not?]
    • How often do you go swimming now? [Why/Why not?]
    • What places aret there for swimming where you live? [Why?]
    • Do you think it would be more enjoyable to go swimming outdoors or at an indoor pool? [Why?]
  • PART 2

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

    Describe a famous business person that you know about.

    You should say:

    • who this person is
    • what kind of business this person is involved in
    • what you know about this business person

    and explain why you think of this business person. 

  • PART 3

    Discussion topics:

    Famous people today

    • What kinds of people are most famous in your country today?
    • Why are there so many stories about famous people in the news?
    • Do you agree or disagree that many young people today want to be famous?

    Advantages of being famous 

    • Do you think it is easy for famous people to earn a lot of money?
    • Why might famous people enjoy having fans?
    • In what ways could famous people use their influence to do good things in the world?
  • Should be Empty: