cambridge ielts 04

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cambridge ielts 4 examination papers from university of cambridge esol examinations: english for speakers of other languages    cambridge, new york, melbourne, madrid, cape town, singapore, são paulo cambridge university press the edinburgh building, cambridge cb2 2ru, uk www.cambridge.org information on this title: www.cambridge.org/9780521544627 © cambridge university press 2005 it is normally necessary for written permission for copying to be obtained in advance from a publisher. the candidate answer sheets at the back of this book are designed to be copied and distributed in class. the normal requirements are waived here and it is not necessary to write to cambridge university press for permission for an individual teacher to make copies for use within his or her own classroom. only those pages which carry the wording ‘© ucles 2005 photocopiable ’ may be copied. first published 2005 printed in the united kingdom at the university press, cambridge a …

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3 ……………… people time: departure – 8.30 a.m. return – 6.00 p.m. to reserve a seat: sign name on the 4 ……………… 3 days in advance example answer number of trips per month: 5 ……… notes on social programme questions 5–10 complete the table below. write no more than three words and/or a number for each answer. listening 11 weekend trips place date number of seats optional extra st ives 5 ............................. 16 hepworth museum london 16th february 45 6 ............................. 7 ............................. 3rd march 18 s.s. great britain salisbury 18th march 50 stonehenge bath 23rd march 16 8 ............................. for further information: read the 9 ............................. or see social assistant: jane 10 ............................. section 2 questions 11–20 questions 11–13 complete the sentences below. write no more than three words and/or a number for each answer. riverside industrial village 11 riverside village was a good place to start an industry …

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deadlines. c personal illness or accident. test 1 14 example melanie could not borrow any books from the library because a the librarian was out. b she didn’t have time to look. c the books had already been borrowed. questions 23–27 what recommendations does dr johnson make about the journal articles? choose your answers from the box and write the letters a–g next to questions 23–27. jackson: 23 …………………… roberts: 24 …………………… morris: 25 …………………… cooper: 26 …………………… forster: 27 …………………… listening 15 example answer anderson and hawker: a ............ a must read b useful c limited value d read first section e read research methods f read conclusion g don’t read questions 28–30 label the chart below. choose your answers from the box below and write the letters a–h next to questions 28–30. test 1 16 possible reasons a uncooperative landlord b environment c space d noisy neighbours e …

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of sunlight, water and 40 …………………… to grow xreadingx reading passage 1 you should spend about 20 minutes on questions 1–14 which are based on reading passage 1 below. test 1 18 adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. for example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes – about the duration of a normal classroom period. in the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests – what and where they are, why they are important, what endan- gers them – independent of any formal tuition. it is also possible that some of these ideas will be mistaken. many studies have shown that children harbour …

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asked to complete a questionnaire containing five open-form questions. the most frequent responses to the first question were descrip- tions which are self-evident from the term ‘rainforest’. some children described them as damp, wet or hot. the second question concerned the geographical location of rain- forests. the commonest responses were continents or countries: africa (given by 43% of children), south america (30%), brazil (25%). some children also gave more general locations, such as being near the equator. reading 19 responses to question three concerned the importance of rainforests. the domi- nant idea, raised by 64% of the pupils, was that rainforests provide animals with habi- tats. fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. more girls (70%) than boys (60%) raised the idea of rainforest as animal habitats. similarly, but at a lower level, more girls (13%) than boys (5%) said …

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cambridge ielts 4 examination papers from university of cambridge esol examinations: english for speakers of other languages    cambridge, new york, melbourne, madrid, cape town, singapore, são paulo cambridge university press the edinburgh building, cambridge cb2 2ru, uk www.cambridge.org information on this title: www.cambridge.org/9780521544627 © cambridge university press 2005 it is normally necessary for written permission for copying to be obtained in advance from a publisher. the candidate answer sheets at the back of this book are designed to be copied and distributed in class. the normal requirements are waived here and it is not necessary to write to cambridge university press for permission for an individual teacher to make copies for use within his or he...

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