167

Answers

Marking scheme

There are 40 marks available for the Listening Test and 40 marks available for the Reading Test. You need at least 30 correct answers for every 40 questions, in other words no more than 10 wrong answers per test. If you achieve a minimum of 30 marks you should be ready to sit the IELTS test as long as you have kept to the time limits. If you score less than 30 out of 40 you need more practice. Academic candidates who fall short of 30 marks can attempt the General Training exercises for additional practice.

The table below shows approximately how many marks you need to score in the real IELTS for the Band Score indicated. General Training Candidates have to score higher marks in the Reading and Writing to achieve the same Band Score as Academic candidates in Reading and Writing. The table shows only full Band scores, but it is possible to be awarded half Band scores such as 6.5 and 7.5.

Table 7.1

168 How to Master the IELTS

Test 1

Listening section

Section 1, Questions 1 to 10.

 7 M24 7AB

 8 0161 343651

 9 no fish

10 2

Section 2, Questions 11 to 20.

11Arts (Centre)

12Sports (Hall)

13Reed dining (room)

14Information (Services)

15Union shop

16car park

17Education centre

18Moore (Hall)

19Hepworth (Hall)

20North (Road)

Answers 169

Section 3, Questions 21 to 30.

21A

22C

23A

24B

25C

26, 27 and 28  BDG

29instruments

30candidates

Section 4, Questions 31 to 40.

31confusion

32clouds

33east

3425

35earth

36Asia

3765

38position

39male and female

40several

170 How to Master the IELTS

Academic reading

Reading Passage 1, Questions 41 to 53. Shedding light on it

41TRUE

42FALSE

43NOT GIVEN

44TRUE

45FALSE

46NOT GIVEN

47TRUE

48carbon footprint

49warm

50insulated

51cold

52mercury

53efficient

Reading Passage 2, Questions 54 to 66. Taking soundings

54B

55A

56D

57E

58B

59major concern

Answers 171

60training exercises

61common sense

62migration routes

63navigation

64predators

65cannot

66social

Reading Passage 3, Questions 67 to 80.

Oxbridge

67D

68A

69B

70C

71TRUE

72FALSE

73NOT GIVEN

74FALSE

75TRUE

76NOT GIVEN

77I

78D

79H

80G

172 How to Master the IELTS

Academic writing

The following writing-task answers have been written by the author. The method used is explained at the end of each task. There are no right or wrong answers but you must cover all parts of the question. Marks are lost for mistakes in grammar, punctuation and spelling, as well as repetition of words. A higher mark is awarded for well-constructed sentences that communicate a clear message using sufficient vocabulary.

Writing task 1

The graph shows the use of wood, coal, oil and gas for a period between the years 1800 and 2000. Only wood was used for fuel in 1800. The use of wood declined following the advent of coal. This decline continued in a steady fashion for the next 150 years and after 1950 there was negligible use of wood.

No coal was used in 1800 but its use increased rapidly over the next 100 years. By about 1925, coal and wood were used in equal amounts, after which time coal became the most popular fuel. Coal reached its peak around 1900 and then, like wood, it declined steadily, as oil and gas became more popular.

Oil came into use after 1900. Starting at a low level, the percentage of oil rose quickly over the next 50 years before levelling off after about 1970.

Gas came into use at the same time as oil, and although less popular at first, the use of gas grew steadily over the next 100 years to eventually match oil.

It can be seen that coal, oil and gas account for roughly one-third each of the fuel used in the year 2000. At this time, coal was in decline, oil use was holding steady and gas was continuing to climb.

Method

The first paragraph introduces the graph stating what it does, taking care not to copy the words in the question. It then describes the change (trend) in wood usage over time. The second paragraph describes the trend in coal usage over time. The third paragraph describes the trend in oil usage over time. The fourth paragraph describes the trend in gas usage over time. The final paragraph compares all the fuels for the most recent time.

Answers 173

Writing task 2

The electronic calculator is a very useful tool for carrying out basic calculations and it is hard to imagine anyone never having used one. They are ideal for adding up large columns of numbers quickly and reduce the chances of making a mistake. This does not mean that a calculator should be used for making every calculation. In some maths problems – for example, fractions – it is not possible to find the solution with a calculator. For this reason, pupils should be able to solve arithmetic problems either in their head or by writing the calculation down on paper.

If calculators are introduced in school too early, the pupils will not have developed their mental arithmetic skills. In a situation where a calculator is not available, the pupils will find that they are unable to solve the problem. Calculators can save time but this is not always more important than being able to work out the right answer unaided. In the real world it is important to have a good grasp of numbers, even for simple things like money.

I believe that calculators should be allowed in schools but only after the pupils can remember their multiplication tables and work out basic arithmetic problems. It is very important that pupils have competent number skills so that they can work out a wide range of mathematical problems. Calculators are not the answer to every problem and it is still possible to make a mistake if you press the wrong button. Mental arithmetic is particularly useful for checking if an answer makes sense. A calculator is not an alternative to pupils using their brains.

Method

The first paragraph expands on what has been said in the question and includes the advantages of calculators and also some limitations. The second paragraph focuses on why calculators should not be allowed in school before number skills have been mastered. The third paragraph is used for the writer’s own opinion as expressed by the words ‘I believe’. It also brings together the advantages and dis­ advantages of calculator use so as to create a balanced argument.