mshojaei77/ielts-practice-sentences · Datasets at Hugging Face

sentence stringlengths 5 12.7k	Keywords sequencelengths 0 1.23k
in paragraphs a to d the author describes four processes which may contribute to the extinction of a species.	[ "paragraphs", "author", "describes", "processes", "contribute", "extinction", "species" ]
match the list of processes (i-vi) to the paragraphs.	[ "match", "list", "processes", "i-vi", "paragraphs" ]
write the appropriate number (i-vi) in boxes 32-35 on your answer sheet.	[ "write", "appropriate", "number", "i-vi", "boxes", "32-35", "answer", "sheet" ]
nb there are more processes than paragraphs so you will not use all of them.	[ "nb", "processes", "paragraphs", "use" ]
processes iloss of ability to adapt iinatural disasters iiian imblance of the sexes ivhuman disasters vevolution vithe haphazard nature of reproduction32paragraph a 33paragraph b 34paragraph c 35paragraph d 90questions 36-38 based on your reading of part c, complete the sentences below with words taken from the passage.	[ "processes", "iloss", "ability", "adapt", "iinatural", "disasters", "iiian", "imblance", "sexes", "ivhuman", "disasters", "vevolution", "haphazard", "nature", "reproduction32paragraph", "b", "c", "36-38", "based", "reading", "part", "c", "complete", "sentences", "words", "taken", "passage" ]
use no more than three words for each answer.	[ "use", "words", "answer" ]
write your answers in boxes 36-38 on your answer sheet.	[ "write", "answers", "boxes", "36-38", "answer", "sheet" ]
while the population of a species may be on the increase, there is always a chance that small isolated groups … (36) … survival of a species depends on a balance between the size of a population and its … (37) … the likelihood that animals which live in forests will become extinct is increased when … (38) … question 39 choose the appropriate letter a-d and write it in box 39 on your answer sheet.	[ "population", "species", "increase", "chance", "small", "isolated", "groups", "…", "…", "survival", "species", "depends", "balance", "size", "population", "…", "…", "likelihood", "animals", "live", "forests", "become", "extinct", "increased", "…", "question", "choose", "appropriate", "letter", "a-d", "write", "box", "answer", "sheet" ]
an alternative heading for the passage could be: athe protection of native flora and fauna binfluential factors in assessing survival probability can economic rationale for the logging of forests dpreventive measures for the extinction of a speciespractice test 4 143answer keys reading /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g31 /g20/g47/g6c/g61/g73/g73 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g2d/g35 suggested approach read the task rubric carefully.	[ "alternative", "heading", "passage", "athe", "protection", "native", "flora", "fauna", "binfluential", "factors", "assessing", "survival", "probability", "economic", "rationale", "logging", "forests", "dpreventive", "measures", "extinction", "speciespractice", "test", "keys", "reading", "/g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g31", "/g20/g47/g6c/g61/g73/g73", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g2d/g35", "suggested", "approach", "read", "task", "rubric" ]
you have to decide which heading best fits each paragraph in the passage.	[ "decide", "heading", "best", "fits", "paragraph", "passage" ]
read paragraph a and look at the example.	[ "read", "paragraph", "look", "example" ]
skim through the list of paragraph headings to familiarise yourself with them.	[ "skim", "list", "paragraph", "headings", "familiarise" ]
read paragraph b and underline parts that are relevant to the main focus of the paragraph.	[ "read", "paragraph", "b", "underline", "parts", "relevant", "main", "focus", "paragraph" ]
paragraph b begins “on the horizon” suggesting that it is going to discuss a futureuse of glass.	[ "paragraph", "b", "begins", "“", "horizon", "”", "suggesting", "going", "discuss", "futureuse", "glass" ]
it goes on to discuss fibre optics and how they could be used in the future to improve optical instruments.	[ "goes", "discuss", "fibre", "optics", "used", "future", "improve", "optical", "instruments" ]
phrases such as“could function hundreds of times faster” and “the surge in fibre optic use” all indicate that this paragraph is about “exciting innovations infibre optics”.	[ "phrases", "“", "function", "hundreds", "times", "”", "“", "surge", "fibre", "optic", "use", "indicate", "paragraph", "“", "exciting", "innovations", "infibre", "optics", "”" ]
so viii is the heading for paragraph b.	[ "viii", "heading", "paragraph", "b" ]
go on to paragraph c. if you think there is more than one possible heading for a paragraph, re-read the paragraph and try to decide which heading is mostappropriate.	[ "go", "paragraph", "c.", "think", "possible", "heading", "paragraph", "re-read", "paragraph", "try", "decide", "heading", "mostappropriate" ]
if you cannot decide go on to the next paragraph — you can come back to anyquestions that you can’t do, later./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g36/g2d/g31/g33 answer question molten glass//ribbon of glass//molten glass ribbon6 belt of steel//steel belt//moving belt 7 (lightbulb) moulds 8 abaca910111213question answer focus of paragraphs 1viii the future of fibre optics andthe excitement felt about this.	[ "decide", "go", "next", "paragraph", "come", "anyquestions", "’", "later./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g36/g2d/g31/g33", "answer", "question", "glass//ribbon", "glass//molten", "glass", "ribbon6", "belt", "steel//steel", "belt//moving", "belt", "lightbulb", "moulds", "abaca910111213question", "answer", "focus", "paragraphs", "future", "fibre", "optics", "andthe", "excitement", "felt" ]
i the increase in trade for glassartists.	[ "increase", "trade", "glassartists" ]
ix the impact of a machine forglass objects made in 1920.	[ "ix", "impact", "machine", "forglass", "objects", "made" ]
iii reasons why glass is so easyto shape.	[ "iii", "reasons", "glass", "easyto", "shape" ]
vi the future with glass fordesigners of buildings andhomes.questions task skills tested 1-5 paragraph headings reading for detail identifying main ideas/themes/topics understanding gist 6-8 labelling a diagram following a description of a process 9-13 classification skimming/scanning for specific information understanding gist and paraphrase 144practice test 4 /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g32 /g57/g68/g79/g20/g73/g6f/g6d/g65/g20/g77/g6f/g6d/g65/g6e/g20/g63/g72/g6f/g73/g73/g20/g74/g68/g65/g20/g66/g69/g6e/g69/g73/g68/g20/g6c/g69/g6e/g65/g20/g61/g68/g65/g61/g64/g20/g6f/g66/g20/g6d/g65/g6e /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g34/g2d/g32/g33 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g34/g2d/g32/g37 suggested approach read the task rubric carefully.	[ "future", "glass", "fordesigners", "buildings", "andhomes.questions", "task", "skills", "tested", "1-5", "paragraph", "headings", "reading", "detail", "identifying", "main", "ideas/themes/topics", "understanding", "gist", "6-8", "labelling", "diagram", "following", "description", "process", "classification", "skimming/scanning", "specific", "information", "understanding", "gist", "paraphrase", "test", "/g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g32", "/g57/g68/g79/g20/g73/g6f/g6d/g65/g20/g77/g6f/g6d/g65/g6e/g20/g63/g72/g6f/g73/g73/g20/g74/g68/g65/g20/g66/g69/g6e/g69/g73/g68/g20/g6c/g69/g6e/g65/g20/g61/g68/g65/g61/g64/g20/g6f/g66/g20/g6d/g65/g6e", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g34/g2d/g32/g33", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g34/g2d/g32/g37", "suggested", "approach", "read", "task", "rubric" ]
note that you must use a maximum of three words for eachanswer.	[ "note", "use", "maximum", "words", "eachanswer" ]
you can take a straightforward approach to this set of questions.	[ "take", "straightforward", "approach", "set", "questions" ]
read question 24.	[ "read", "question" ]
note that it makes reference to the annual survey.	[ "note", "makes", "reference", "annual", "survey" ]
skim through the text until it discusses an annual survey.	[ "skim", "text", "discusses", "annual", "survey" ]
this is in paragraph d. look for a comment on changing numbers of female managers or directors.	[ "paragraph", "d.", "look", "comment", "changing", "numbers", "female", "managers", "directors" ]
in the text thesurvey is quoted as showing a “doubling of the numbers”.	[ "text", "thesurvey", "quoted", "showing", "“", "doubling", "numbers", "”" ]
thus the change referred to in the question is the fact that the numbers havedoubled.	[ "change", "referred", "question", "fact", "numbers", "havedoubled" ]
read the question again to make sure you give a grammatically appropriate answer.	[ "read", "question", "make", "sure", "give", "appropriate", "answer" ]
in thiscase, the best answer would be “it has doubled’ although “double” alone would be acceptable because it is an understandable response to thequestion.	[ "thiscase", "best", "answer", "“", "doubled", "’", "“", "double", "”", "acceptable", "understandable", "response", "thequestion" ]
repeat this procedure with questions 25 to 27.questions task skills tested 14-19 identifying paragraphs skimming for detailed information understanding paraphrase and summary 20-23 matching skimming/scanning for speakers and information understanding gist and paraphrase 24-27 short-answer questions skimming for specific information identifying question focus answer e g a c f d a squestion 14 15 16 17 18 19 20 21 m s22 23question 24 25 26 27location of answer in text “this year the survey showsa doubling of the number ofwomen serving as non-executive directors …” “sears said that this (de-layering) has halted progressfor women …” “demographic trendssuggest that the number ofwomen going intoemployment is steadilyincreasing.” “until there is a beliefamong employers until theyvalue the difference nothing will change.”answer (it has) double(d)//doubling de-layering demographictrends employers 145answer keys /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g33 /g50/g6f/g70/g75/g6c/g61/g74/g69/g6f/g6e/g20/g76/g69/g61/g62/g69/g6c/g69/g74/g79/g20/g61/g6e/g61/g6c/g79/g73/g69/g73 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g38/g2d/g33/g31 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g32/g2d/g33/g35 suggested approach read the task rubric carefully.	[ "repeat", "procedure", "questions", "task", "skills", "tested", "14-19", "identifying", "paragraphs", "skimming", "detailed", "information", "understanding", "paraphrase", "summary", "20-23", "matching", "skimming/scanning", "speakers", "information", "understanding", "gist", "paraphrase", "24-27", "short-answer", "questions", "skimming", "specific", "information", "identifying", "question", "focus", "answer", "e", "g", "c", "f", "squestion", "s22", "answer", "text", "“", "year", "survey", "showsa", "doubling", "number", "ofwomen", "serving", "non-executive", "directors", "…", "”", "“", "sears", "said", "de-layering", "halted", "progressfor", "women", "…", "”", "“", "demographic", "trendssuggest", "number", "ofwomen", "going", "intoemployment", "steadilyincreasing.", "”", "“", "beliefamong", "employers", "difference", "nothing", "change.", "”", "answer", "double", "//doubling", "de-layering", "demographictrends", "employers", "keys", "/g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g33", "/g50/g6f/g70/g75/g6c/g61/g74/g69/g6f/g6e/g20/g76/g69/g61/g62/g69/g6c/g69/g74/g79/g20/g61/g6e/g61/g6c/g79/g73/g69/g73", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g38/g2d/g33/g31", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g32/g2d/g33/g35", "suggested", "approach", "read", "task", "rubric" ]
note that these questions are based on part b of the reading passage.	[ "note", "questions", "based", "part", "b", "reading", "passage" ]
you will have to decide whichparagraphs in this part cover which processes.	[ "decide", "whichparagraphs", "part", "cover", "processes" ]
note that there are two extra processes which are not described.	[ "note", "extra", "processes", "described" ]
the extra processes will beclose to the correct answers but not correct.	[ "extra", "processes", "beclose", "correct", "answers", "correct" ]
read the text carefully so that you do not fall into any traps.	[ "read", "text", "fall", "traps" ]
read through the list of processes to familiarise yourself with them.	[ "read", "list", "processes", "familiarise" ]
read paragraph a carefully, noting any sections that relate to the processes described in i - vi.	[ "read", "paragraph", "noting", "sections", "relate", "processes", "described", "vi" ]
paragraph a states that survival of a species is largely a “matter of chance” and that not all animals produce young at the same rate.	[ "paragraph", "states", "survival", "species", "“", "matter", "chance", "”", "animals", "produce", "young", "rate" ]
the meaning of this paragraph can therefore beglossed as “the haphazard nature of reproduction” and vi is the correct answer to question 32.	[ "meaning", "paragraph", "therefore", "beglossed", "haphazard", "nature", "reproduction", "”", "vi", "correct", "answer", "question" ]
repeat this procedure with questions 33-35./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g36/g2d/g33/g39 answer question will/may not survive//will/may/could become extinct36 locality//distnbution logging takes place/occurs b37 38 39answer yes no no not givenquestion 28 29 30 31question answer focus of paragraph 32vi the fluctuation in reproductionrates.	[ "repeat", "procedure", "questions", "33-35./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g36/g2d/g33/g39", "answer", "question", "survive//will/may/could", "become", "extinct36", "locality//distnbution", "logging", "takes", "place/occurs", "b37", "yes", "givenquestion", "answer", "focus", "paragraph", "fluctuation", "reproductionrates" ]
iii the problems of having asmall or unequal number ofone sex.	[ "iii", "problems", "asmall", "unequal", "number", "ofone", "sex" ]
i the effect on survival of ananimal’s ability to adapt tochanges and therefore avoidextinction.	[ "effect", "survival", "ananimal", "’", "ability", "adapt", "tochanges", "therefore", "avoidextinction" ]
ii the fluctuating environment inaustralia, e.g.	[ "ii", "fluctuating", "environment", "inaustralia", "e.g" ]
fire, flood anddrought.questions task skills tested 28-31 yes, no, not given skimming for detailed information understanding gist and paraphrase identifying opinion 32-35 matching (processes toparagraphs) detailed reading identifying main and supporting points understanding gist and paraphrase 36-38 sentence completion skimming for information understanding paraphrase 39 global multiple choice understanding the overall theme of the passage 74practice test 3 speaking candidate`s cue card task 3 the public holiday there will soon be a public holiday in the country your examiner comes from.	[ "fire", "flood", "anddrought.questions", "task", "skills", "tested", "28-31", "yes", "given", "skimming", "detailed", "information", "understanding", "gist", "paraphrase", "identifying", "opinion", "32-35", "matching", "processes", "toparagraphs", "detailed", "reading", "identifying", "main", "supporting", "points", "understanding", "gist", "paraphrase", "36-38", "sentence", "completion", "skimming", "information", "understanding", "paraphrase", "global", "multiple", "choice", "understanding", "overall", "theme", "passage", "test", "speaking", "candidate", "cue", "card", "task", "public", "holiday", "public", "holiday", "country", "examiner", "comes" ]
you want to find out about the holiday.	[ "want", "find", "holiday" ]
ask the examiner about: the name of the public holiday the significance of the holiday availability of services on the day (banks/shops/cinemas) things for visitors to do how she/he plans to spend the day interviewer`s notes the public holiday choose a lesser known public holiday from your country.	[ "ask", "examiner", "name", "public", "holiday", "significance", "holiday", "availability", "services", "day", "banks/shops/cinemas", "things", "visitors", "she/he", "plans", "spend", "day", "interviewer", "notes", "public", "holiday", "choose", "lesser", "known", "public", "holiday", "country" ]
be prepared to provide some accurate information on the history and significance of the day.	[ "prepared", "provide", "accurate", "information", "history", "significance", "day" ]
if in-country, tell the candidate how you will spend the day.	[ "in-country", "tell", "candidate", "spend", "day" ]
if you are in a non-english speaking country, tell the candidate how people normally spend this day back home.	[ "non-english", "speaking", "country", "tell", "candidate", "people", "spend", "day", "home" ]
provide information about the availability of shops, services and banks on the day.	[ "provide", "information", "availability", "shops", "services", "banks", "day" ]
writing 73writing writing task 1 you should spend about 20 minutes on this task.	[ "writing", "writing", "task", "spend", "minutes", "task" ]
the charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.	[ "charts", "show", "levels", "participation", "education", "science", "developing", "industrialised", "countries" ]
write a report for a university lecturer describing the information shown below.	[ "write", "report", "university", "lecturer", "describing", "information", "shown" ]
you should write at least 150 words.	[ "write", "least", "words" ]
test 3 74writing task 2 you should spend about 40 minutes on this task.	[ "test", "task", "spend", "minutes", "task" ]
present a written argument or case to an educated reader with no specialist knowledge of the following topic.	[ "present", "written", "argument", "case", "educated", "reader", "specialist", "knowledge", "following", "topic" ]
in many countries children are engaged in some kind of paid work.	[ "many", "countries", "children", "engaged", "kind", "paid", "work" ]
some people regard this as completely wrong, while others consider it as valuable work experience, important for learning and taking responsibility.	[ "people", "regard", "wrong", "others", "consider", "valuable", "work", "experience", "important", "learning", "taking", "responsibility" ]
what are your opinions on this?	[ "opinions" ]
you should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.	[ "use", "ideas", "knowledge", "experience", "support", "arguments", "examples", "relevant", "evidence" ]
you should write at least 250 words.	[ "write", "least", "words" ]
model and sample answers for writing tasks 163test 3, writing task 1 model answer this model has been prepared by an examiner as an example of a very good answer.	[ "model", "sample", "answers", "writing", "tasks", "writing", "task", "model", "answer", "model", "prepared", "examiner", "example", "good", "answer" ]
however, please note that this is just one example out of many possible approaches.	[ "please", "note", "example", "many", "possible", "approaches" ]
the data shows the differences between developing and industrialised countries’ participation in education and science.	[ "data", "shows", "differences", "developing", "industrialised", "countries", "’", "participation", "education", "science" ]
in terms of the number of years of schooling received, we see that the length of time people spend at school in industrialised countries was much greater at 8.5 years in 1980, compared to 2.5 years in developing countries.	[ "terms", "number", "years", "schooling", "received", "see", "length", "time", "people", "spend", "school", "industrialised", "countries", "greater", "years", "compared", "years", "developing", "countries" ]
the gap was increased further in 1990 when the figures rose to 10.5 years and 3.5 years respectively.	[ "gap", "increased", "figures", "rose", "years", "years" ]
we can see a similar pattern in the second graph, which shows that the number of people working as scientists and technicians in industrialised countries increased from 55 to 85 per 1,000 people between 1980 and 1990, while the number in developing countries went from 12 to 20.	[ "see", "similar", "pattern", "second", "graph", "shows", "number", "people", "working", "scientists", "technicians", "industrialised", "countries", "increased", "people", "number", "developing", "countries", "went" ]
finally, the figures for spending on research and development show that industrialised countries more than doubled their spending, from $200bn to $420bn, whereas developing countries actually decreased theirs, from $75bn down to $25bn.	[ "figures", "spending", "research", "development", "show", "industrialised", "countries", "doubled", "spending", "whereas", "developing", "countries", "decreased" ]
overall we can see that not only are there very large differences between the two economies but that these gaps are widening.	[ "overall", "see", "large", "differences", "economies", "gaps", "widening" ]
model and sample answers for writing tasks 164test 3, writing task 2 model answer this model has been prepared by an examiner as an example of a very good answer.	[ "model", "sample", "answers", "writing", "tasks", "writing", "task", "model", "answer", "model", "prepared", "examiner", "example", "good", "answer" ]
however, please note that this is just one example out of many possible approaches.	[ "please", "note", "example", "many", "possible", "approaches" ]
the issue of children doing paid work is a complex and sensitive one.	[ "issue", "children", "paid", "work", "complex", "sensitive", "one" ]
it is difficult to say who has the right to judge whether children working is ‘wrong’ or ‘valuable’.	[ "difficult", "say", "right", "judge", "children", "working", "‘", "wrong", "’", "‘", "valuable", "’" ]
opinions will also differ as to ‘learning’ benefits: no doubt teachers and factory owners, for example, would have varying concerns.	[ "opinions", "differ", "‘", "learning", "’", "benefits", "doubt", "teachers", "factory", "owners", "example", "varying", "concerns" ]
an important consideration is the kind of work undertaken.	[ "important", "consideration", "kind", "work", "undertaken" ]
young children doing arduous and repetitive tasks on a factory production line, for example, are less likely to be ‘learning’ than older children helping in an old people’s home.	[ "young", "children", "arduous", "repetitive", "tasks", "factory", "production", "line", "example", "likely", "‘", "learning", "’", "older", "children", "helping", "old", "people", "’", "home" ]
there are health and safety issues to be considered as well.	[ "health", "safety", "issues", "considered" ]
it is an unfortunate fact that many employers may prefer to use the services of children simply to save money by paying them less than adults and it is this type of exploitation that should be discouraged.	[ "unfortunate", "fact", "many", "employers", "prefer", "use", "services", "children", "save", "money", "paying", "less", "adults", "type", "exploitation", "discouraged" ]
however, in many countries children work because their families need the additional income, no matter how small.	[ "many", "countries", "children", "work", "families", "need", "additional", "income", "matter", "small" ]
this was certainly the case in the past in many industrialized countries, and it is very difficult to judge that it is wrong for children today to contribute to the family income in this way.	[ "case", "past", "many", "industrialized", "countries", "difficult", "judge", "wrong", "children", "today", "contribute", "family", "income", "way" ]
nevertheless, in better economic circumstances, few parents would choose to send their children out to full-time paid work.	[ "better", "economic", "circumstances", "parents", "choose", "send", "children", "full-time", "paid", "work" ]
if learning responsibilities and work experience are considered to be important, then chitdren can acquire these by having light, part- time jobs or even doing tasks such as helping their parents around the family home, which are unpaid, but undoubtedly of value in children’s development.	[ "learning", "responsibilities", "work", "experience", "considered", "important", "chitdren", "acquire", "light", "part-", "time", "jobs", "tasks", "helping", "parents", "family", "home", "unpaid", "value", "children", "’", "development" ]
academic reading sample task – matching features [note: this is an extract from an academic reading passage on the development of rockets.	[ "academic", "reading", "sample", "task", "–", "matching", "features", "[", "note", "extract", "academic", "reading", "passage", "development", "rockets" ]
the invention of rockets is linked inextric ably with the invention of 'black powder'.	[ "invention", "rockets", "linked", "inextric", "invention", "'black", "powder" ]
most historians of technology credit the chinese with its discovery.	[ "historians", "technology", "credit", "chinese", "discovery" ]
they base their belief on studies of chinese writings or on the notebooks of early europeans who settled in or made long visits to china to study its history and civilisation.	[ "base", "belief", "studies", "chinese", "writings", "notebooks", "early", "europeans", "settled", "made", "long", "visits", "china", "study", "history", "civilisation" ]
it is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, c harcoal and sulphur.	[ "probable", "time", "tenth", "century", "black", "powder", "compounded", "basic", "ingredients", "saltpetre", "c", "harcoal", "sulphur" ]
but this does not mean that it was immediately used to propel rocke ts.	[ "mean", "used", "propel", "rocke", "ts" ]
by the thirteent h century, powder- propelled fire arrows had become rather co mmon.	[ "thirteent", "h", "century", "powder-", "propelled", "fire", "arrows", "become", "co", "mmon" ]
the chinese relied on this type of technological development to produce incendia ry projectiles of many sorts, explosive grenades and possibly cannons to repel thei r enemies.	[ "chinese", "relied", "type", "technological", "development", "produce", "incendia", "ry", "projectiles", "many", "sorts", "explosive", "grenades", "cannons", "repel", "thei", "r", "enemies" ]
one such weapon was the 'basket of fire' or, as directly translated fr om chinese, the 'arrows like flying leopards'.	[ "weapon", "'basket", "fire", "translated", "fr", "chinese", "'arrows", "flying", "leopards" ]
the 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces.	[ "metre-long", "arrows", "long", "tube", "gunpowder", "attached", "point", "arrow", "fired", "long", "octagonal-shaped", "basket", "time", "range", "paces" ]
another weapon was the 'arrow as a flying sabre', which could be fired from crossbows.	[ "weapon", "'arrow", "flying", "sabre", "fired", "crossbows" ]
the rocket, placed in a similar position to other rocket-propelled arrows, was desi gned to increase the range.	[ "rocket", "placed", "similar", "position", "rocket-propelled", "arrows", "gned", "increase", "range" ]
a small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket.	[ "small", "iron", "weight", "attached", "bamboo", "shaft", "feathers", "increase", "arrow", "stability", "moving", "centre", "gravity", "position", "rocket" ]
at a similar time, the arabs had developed the 'egg which moves and burns'.	[ "similar", "time", "arabs", "developed", "moves", "burns" ]

in paragraphs a to d the author describes four processes which may contribute to the extinction of a species.

[ "paragraphs", "author", "describes", "processes", "contribute", "extinction", "species" ]

match the list of processes (i-vi) to the paragraphs.

[ "match", "list", "processes", "i-vi", "paragraphs" ]

write the appropriate number (i-vi) in boxes 32-35 on your answer sheet.

[ "write", "appropriate", "number", "i-vi", "boxes", "32-35", "answer", "sheet" ]

nb there are more processes than paragraphs so you will not use all of them.

[ "nb", "processes", "paragraphs", "use" ]

processes iloss of ability to adapt iinatural disasters iiian imblance of the sexes ivhuman disasters vevolution vithe haphazard nature of reproduction32paragraph a 33paragraph b 34paragraph c 35paragraph d 90questions 36-38 based on your reading of part c, complete the sentences below with words taken from the passage.

[ "processes", "iloss", "ability", "adapt", "iinatural", "disasters", "iiian", "imblance", "sexes", "ivhuman", "disasters", "vevolution", "haphazard", "nature", "reproduction32paragraph", "b", "c", "36-38", "based", "reading", "part", "c", "complete", "sentences", "words", "taken", "passage" ]

use no more than three words for each answer.

[ "use", "words", "answer" ]

write your answers in boxes 36-38 on your answer sheet.

[ "write", "answers", "boxes", "36-38", "answer", "sheet" ]

while the population of a species may be on the increase, there is always a chance that small isolated groups … (36) … survival of a species depends on a balance between the size of a population and its … (37) … the likelihood that animals which live in forests will become extinct is increased when … (38) … question 39 choose the appropriate letter a-d and write it in box 39 on your answer sheet.

[ "population", "species", "increase", "chance", "small", "isolated", "groups", "…", "…", "survival", "species", "depends", "balance", "size", "population", "…", "…", "likelihood", "animals", "live", "forests", "become", "extinct", "increased", "…", "question", "choose", "appropriate", "letter", "a-d", "write", "box", "answer", "sheet" ]

an alternative heading for the passage could be: athe protection of native flora and fauna binfluential factors in assessing survival probability can economic rationale for the logging of forests dpreventive measures for the extinction of a speciespractice test 4 143answer keys reading /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g31 /g20/g47/g6c/g61/g73/g73 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g2d/g35 suggested approach read the task rubric carefully.

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you have to decide which heading best fits each paragraph in the passage.

[ "decide", "heading", "best", "fits", "paragraph", "passage" ]

read paragraph a and look at the example.

[ "read", "paragraph", "look", "example" ]

skim through the list of paragraph headings to familiarise yourself with them.

[ "skim", "list", "paragraph", "headings", "familiarise" ]

read paragraph b and underline parts that are relevant to the main focus of the paragraph.

[ "read", "paragraph", "b", "underline", "parts", "relevant", "main", "focus", "paragraph" ]

paragraph b begins “on the horizon” suggesting that it is going to discuss a futureuse of glass.

[ "paragraph", "b", "begins", "“", "horizon", "”", "suggesting", "going", "discuss", "futureuse", "glass" ]

it goes on to discuss fibre optics and how they could be used in the future to improve optical instruments.

[ "goes", "discuss", "fibre", "optics", "used", "future", "improve", "optical", "instruments" ]

phrases such as“could function hundreds of times faster” and “the surge in fibre optic use” all indicate that this paragraph is about “exciting innovations infibre optics”.

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so viii is the heading for paragraph b.

[ "viii", "heading", "paragraph", "b" ]

go on to paragraph c. if you think there is more than one possible heading for a paragraph, re-read the paragraph and try to decide which heading is mostappropriate.

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if you cannot decide go on to the next paragraph — you can come back to anyquestions that you can’t do, later./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g36/g2d/g31/g33 answer question molten glass//ribbon of glass//molten glass ribbon6 belt of steel//steel belt//moving belt 7 (lightbulb) moulds 8 abaca910111213question answer focus of paragraphs 1viii the future of fibre optics andthe excitement felt about this.

[ "decide", "go", "next", "paragraph", "come", "anyquestions", "’", "later./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g36/g2d/g31/g33", "answer", "question", "glass//ribbon", "glass//molten", "glass", "ribbon6", "belt", "steel//steel", "belt//moving", "belt", "lightbulb", "moulds", "abaca910111213question", "answer", "focus", "paragraphs", "future", "fibre", "optics", "andthe", "excitement", "felt" ]

i the increase in trade for glassartists.

[ "increase", "trade", "glassartists" ]

ix the impact of a machine forglass objects made in 1920.

[ "ix", "impact", "machine", "forglass", "objects", "made" ]

iii reasons why glass is so easyto shape.

[ "iii", "reasons", "glass", "easyto", "shape" ]

vi the future with glass fordesigners of buildings andhomes.questions task skills tested 1-5 paragraph headings reading for detail identifying main ideas/themes/topics understanding gist 6-8 labelling a diagram following a description of a process 9-13 classification skimming/scanning for specific information understanding gist and paraphrase 144practice test 4 /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g32 /g57/g68/g79/g20/g73/g6f/g6d/g65/g20/g77/g6f/g6d/g65/g6e/g20/g63/g72/g6f/g73/g73/g20/g74/g68/g65/g20/g66/g69/g6e/g69/g73/g68/g20/g6c/g69/g6e/g65/g20/g61/g68/g65/g61/g64/g20/g6f/g66/g20/g6d/g65/g6e /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g34/g2d/g32/g33 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g34/g2d/g32/g37 suggested approach read the task rubric carefully.

[ "future", "glass", "fordesigners", "buildings", "andhomes.questions", "task", "skills", "tested", "1-5", "paragraph", "headings", "reading", "detail", "identifying", "main", "ideas/themes/topics", "understanding", "gist", "6-8", "labelling", "diagram", "following", "description", "process", "classification", "skimming/scanning", "specific", "information", "understanding", "gist", "paraphrase", "test", "/g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g32", "/g57/g68/g79/g20/g73/g6f/g6d/g65/g20/g77/g6f/g6d/g65/g6e/g20/g63/g72/g6f/g73/g73/g20/g74/g68/g65/g20/g66/g69/g6e/g69/g73/g68/g20/g6c/g69/g6e/g65/g20/g61/g68/g65/g61/g64/g20/g6f/g66/g20/g6d/g65/g6e", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g31/g34/g2d/g32/g33", "/g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g34/g2d/g32/g37", "suggested", "approach", "read", "task", "rubric" ]

note that you must use a maximum of three words for eachanswer.

[ "note", "use", "maximum", "words", "eachanswer" ]

you can take a straightforward approach to this set of questions.

[ "take", "straightforward", "approach", "set", "questions" ]

read question 24.

[ "read", "question" ]

note that it makes reference to the annual survey.

[ "note", "makes", "reference", "annual", "survey" ]

skim through the text until it discusses an annual survey.

[ "skim", "text", "discusses", "annual", "survey" ]

this is in paragraph d. look for a comment on changing numbers of female managers or directors.

[ "paragraph", "d.", "look", "comment", "changing", "numbers", "female", "managers", "directors" ]

in the text thesurvey is quoted as showing a “doubling of the numbers”.

[ "text", "thesurvey", "quoted", "showing", "“", "doubling", "numbers", "”" ]

thus the change referred to in the question is the fact that the numbers havedoubled.

[ "change", "referred", "question", "fact", "numbers", "havedoubled" ]

read the question again to make sure you give a grammatically appropriate answer.

[ "read", "question", "make", "sure", "give", "appropriate", "answer" ]

in thiscase, the best answer would be “it has doubled’ although “double” alone would be acceptable because it is an understandable response to thequestion.

[ "thiscase", "best", "answer", "“", "doubled", "’", "“", "double", "”", "acceptable", "understandable", "response", "thequestion" ]

repeat this procedure with questions 25 to 27.questions task skills tested 14-19 identifying paragraphs skimming for detailed information understanding paraphrase and summary 20-23 matching skimming/scanning for speakers and information understanding gist and paraphrase 24-27 short-answer questions skimming for specific information identifying question focus answer e g a c f d a squestion 14 15 16 17 18 19 20 21 m s22 23question 24 25 26 27location of answer in text “this year the survey showsa doubling of the number ofwomen serving as non-executive directors …” “sears said that this (de-layering) has halted progressfor women …” “demographic trendssuggest that the number ofwomen going intoemployment is steadilyincreasing.” “until there is a beliefamong employers until theyvalue the difference nothing will change.”answer (it has) double(d)//doubling de-layering demographictrends employers 145answer keys /g52/g45/g41/g44/g49/g4e/g47/g20/g50/g41/g53/g53/g41/g47/g45/g20/g33 /g50/g6f/g70/g75/g6c/g61/g74/g69/g6f/g6e/g20/g76/g69/g61/g62/g69/g6c/g69/g74/g79/g20/g61/g6e/g61/g6c/g79/g73/g69/g73 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g32/g38/g2d/g33/g31 /g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g32/g2d/g33/g35 suggested approach read the task rubric carefully.

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note that these questions are based on part b of the reading passage.

[ "note", "questions", "based", "part", "b", "reading", "passage" ]

you will have to decide whichparagraphs in this part cover which processes.

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note that there are two extra processes which are not described.

[ "note", "extra", "processes", "described" ]

the extra processes will beclose to the correct answers but not correct.

[ "extra", "processes", "beclose", "correct", "answers", "correct" ]

read the text carefully so that you do not fall into any traps.

[ "read", "text", "fall", "traps" ]

read through the list of processes to familiarise yourself with them.

[ "read", "list", "processes", "familiarise" ]

read paragraph a carefully, noting any sections that relate to the processes described in i - vi.

[ "read", "paragraph", "noting", "sections", "relate", "processes", "described", "vi" ]

paragraph a states that survival of a species is largely a “matter of chance” and that not all animals produce young at the same rate.

[ "paragraph", "states", "survival", "species", "“", "matter", "chance", "”", "animals", "produce", "young", "rate" ]

the meaning of this paragraph can therefore beglossed as “the haphazard nature of reproduction” and vi is the correct answer to question 32.

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repeat this procedure with questions 33-35./g51/g75/g65/g73/g74/g69/g6f/g6e/g73/g20/g33/g36/g2d/g33/g39 answer question will/may not survive//will/may/could become extinct36 locality//distnbution logging takes place/occurs b37 38 39answer yes no no not givenquestion 28 29 30 31question answer focus of paragraph 32vi the fluctuation in reproductionrates.

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iii the problems of having asmall or unequal number ofone sex.

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i the effect on survival of ananimal’s ability to adapt tochanges and therefore avoidextinction.

[ "effect", "survival", "ananimal", "’", "ability", "adapt", "tochanges", "therefore", "avoidextinction" ]

ii the fluctuating environment inaustralia, e.g.

[ "ii", "fluctuating", "environment", "inaustralia", "e.g" ]

fire, flood anddrought.questions task skills tested 28-31 yes, no, not given skimming for detailed information understanding gist and paraphrase identifying opinion 32-35 matching (processes toparagraphs) detailed reading identifying main and supporting points understanding gist and paraphrase 36-38 sentence completion skimming for information understanding paraphrase 39 global multiple choice understanding the overall theme of the passage 74practice test 3 speaking candidate`s cue card task 3 the public holiday there will soon be a public holiday in the country your examiner comes from.

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you want to find out about the holiday.

[ "want", "find", "holiday" ]

ask the examiner about: the name of the public holiday the significance of the holiday availability of services on the day (banks/shops/cinemas) things for visitors to do how she/he plans to spend the day interviewer`s notes the public holiday choose a lesser known public holiday from your country.

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be prepared to provide some accurate information on the history and significance of the day.

[ "prepared", "provide", "accurate", "information", "history", "significance", "day" ]

if in-country, tell the candidate how you will spend the day.

[ "in-country", "tell", "candidate", "spend", "day" ]

if you are in a non-english speaking country, tell the candidate how people normally spend this day back home.

[ "non-english", "speaking", "country", "tell", "candidate", "people", "spend", "day", "home" ]

provide information about the availability of shops, services and banks on the day.

[ "provide", "information", "availability", "shops", "services", "banks", "day" ]

writing 73writing writing task 1 you should spend about 20 minutes on this task.

[ "writing", "writing", "task", "spend", "minutes", "task" ]

the charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.

[ "charts", "show", "levels", "participation", "education", "science", "developing", "industrialised", "countries" ]

write a report for a university lecturer describing the information shown below.

[ "write", "report", "university", "lecturer", "describing", "information", "shown" ]

you should write at least 150 words.

[ "write", "least", "words" ]

test 3 74writing task 2 you should spend about 40 minutes on this task.

[ "test", "task", "spend", "minutes", "task" ]

present a written argument or case to an educated reader with no specialist knowledge of the following topic.

[ "present", "written", "argument", "case", "educated", "reader", "specialist", "knowledge", "following", "topic" ]

in many countries children are engaged in some kind of paid work.

[ "many", "countries", "children", "engaged", "kind", "paid", "work" ]

some people regard this as completely wrong, while others consider it as valuable work experience, important for learning and taking responsibility.

[ "people", "regard", "wrong", "others", "consider", "valuable", "work", "experience", "important", "learning", "taking", "responsibility" ]

what are your opinions on this?

[ "opinions" ]

you should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

[ "use", "ideas", "knowledge", "experience", "support", "arguments", "examples", "relevant", "evidence" ]

you should write at least 250 words.

[ "write", "least", "words" ]

model and sample answers for writing tasks 163test 3, writing task 1 model answer this model has been prepared by an examiner as an example of a very good answer.

[ "model", "sample", "answers", "writing", "tasks", "writing", "task", "model", "answer", "model", "prepared", "examiner", "example", "good", "answer" ]

however, please note that this is just one example out of many possible approaches.

[ "please", "note", "example", "many", "possible", "approaches" ]

the data shows the differences between developing and industrialised countries’ participation in education and science.

[ "data", "shows", "differences", "developing", "industrialised", "countries", "’", "participation", "education", "science" ]

in terms of the number of years of schooling received, we see that the length of time people spend at school in industrialised countries was much greater at 8.5 years in 1980, compared to 2.5 years in developing countries.

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the gap was increased further in 1990 when the figures rose to 10.5 years and 3.5 years respectively.

[ "gap", "increased", "figures", "rose", "years", "years" ]

we can see a similar pattern in the second graph, which shows that the number of people working as scientists and technicians in industrialised countries increased from 55 to 85 per 1,000 people between 1980 and 1990, while the number in developing countries went from 12 to 20.

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finally, the figures for spending on research and development show that industrialised countries more than doubled their spending, from $200bn to $420bn, whereas developing countries actually decreased theirs, from $75bn down to $25bn.

[ "figures", "spending", "research", "development", "show", "industrialised", "countries", "doubled", "spending", "whereas", "developing", "countries", "decreased" ]

overall we can see that not only are there very large differences between the two economies but that these gaps are widening.

[ "overall", "see", "large", "differences", "economies", "gaps", "widening" ]

model and sample answers for writing tasks 164test 3, writing task 2 model answer this model has been prepared by an examiner as an example of a very good answer.

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however, please note that this is just one example out of many possible approaches.

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the issue of children doing paid work is a complex and sensitive one.

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it is difficult to say who has the right to judge whether children working is ‘wrong’ or ‘valuable’.

[ "difficult", "say", "right", "judge", "children", "working", "‘", "wrong", "’", "‘", "valuable", "’" ]

opinions will also differ as to ‘learning’ benefits: no doubt teachers and factory owners, for example, would have varying concerns.

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an important consideration is the kind of work undertaken.

[ "important", "consideration", "kind", "work", "undertaken" ]

young children doing arduous and repetitive tasks on a factory production line, for example, are less likely to be ‘learning’ than older children helping in an old people’s home.

[ "young", "children", "arduous", "repetitive", "tasks", "factory", "production", "line", "example", "likely", "‘", "learning", "’", "older", "children", "helping", "old", "people", "’", "home" ]

there are health and safety issues to be considered as well.

[ "health", "safety", "issues", "considered" ]

it is an unfortunate fact that many employers may prefer to use the services of children simply to save money by paying them less than adults and it is this type of exploitation that should be discouraged.

[ "unfortunate", "fact", "many", "employers", "prefer", "use", "services", "children", "save", "money", "paying", "less", "adults", "type", "exploitation", "discouraged" ]

however, in many countries children work because their families need the additional income, no matter how small.

[ "many", "countries", "children", "work", "families", "need", "additional", "income", "matter", "small" ]

this was certainly the case in the past in many industrialized countries, and it is very difficult to judge that it is wrong for children today to contribute to the family income in this way.

[ "case", "past", "many", "industrialized", "countries", "difficult", "judge", "wrong", "children", "today", "contribute", "family", "income", "way" ]

nevertheless, in better economic circumstances, few parents would choose to send their children out to full-time paid work.

[ "better", "economic", "circumstances", "parents", "choose", "send", "children", "full-time", "paid", "work" ]

if learning responsibilities and work experience are considered to be important, then chitdren can acquire these by having light, part- time jobs or even doing tasks such as helping their parents around the family home, which are unpaid, but undoubtedly of value in children’s development.

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academic reading sample task – matching features [note: this is an extract from an academic reading passage on the development of rockets.

[ "academic", "reading", "sample", "task", "–", "matching", "features", "[", "note", "extract", "academic", "reading", "passage", "development", "rockets" ]

the invention of rockets is linked inextric ably with the invention of 'black powder'.

[ "invention", "rockets", "linked", "inextric", "invention", "'black", "powder" ]

most historians of technology credit the chinese with its discovery.

[ "historians", "technology", "credit", "chinese", "discovery" ]

they base their belief on studies of chinese writings or on the notebooks of early europeans who settled in or made long visits to china to study its history and civilisation.

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it is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, c harcoal and sulphur.

[ "probable", "time", "tenth", "century", "black", "powder", "compounded", "basic", "ingredients", "saltpetre", "c", "harcoal", "sulphur" ]

but this does not mean that it was immediately used to propel rocke ts.

[ "mean", "used", "propel", "rocke", "ts" ]

by the thirteent h century, powder- propelled fire arrows had become rather co mmon.

[ "thirteent", "h", "century", "powder-", "propelled", "fire", "arrows", "become", "co", "mmon" ]

the chinese relied on this type of technological development to produce incendia ry projectiles of many sorts, explosive grenades and possibly cannons to repel thei r enemies.

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one such weapon was the 'basket of fire' or, as directly translated fr om chinese, the 'arrows like flying leopards'.

[ "weapon", "'basket", "fire", "translated", "fr", "chinese", "'arrows", "flying", "leopards" ]

the 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces.

[ "metre-long", "arrows", "long", "tube", "gunpowder", "attached", "point", "arrow", "fired", "long", "octagonal-shaped", "basket", "time", "range", "paces" ]

another weapon was the 'arrow as a flying sabre', which could be fired from crossbows.

[ "weapon", "'arrow", "flying", "sabre", "fired", "crossbows" ]

the rocket, placed in a similar position to other rocket-propelled arrows, was desi gned to increase the range.

[ "rocket", "placed", "similar", "position", "rocket-propelled", "arrows", "gned", "increase", "range" ]

a small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket.

[ "small", "iron", "weight", "attached", "bamboo", "shaft", "feathers", "increase", "arrow", "stability", "moving", "centre", "gravity", "position", "rocket" ]

at a similar time, the arabs had developed the 'egg which moves and burns'.

[ "similar", "time", "arabs", "developed", "moves", "burns" ]