You can score whole e. The IELTS scoring system is very unique composed of 9 bands, measured in consistent manner and is internationally acclaimed and understood. The individual result from these four parts will produce an overall band score The total test time is 2 hours and 45 minutes. The Listening, Reading and Writing tests are done in one sitting.
Generally, when you take any test or exam then there can be the possibility of getting passed or failed. But here in this case, you will not get failed but you may be disqualified to continue your higher education in choice of college or university. Questions Look at the patient information leaflet on the following reading page. Questions 8 and 9 You must ask your doctor before taking Borodine tablets if you are already being treated for ……. Questions 12 and 13 You must consult your doctor at once if you find Borodine tablets cause…….
What are borodine tablets used for? Borodine tablets are used to help relieve hay fever and conditions due to allergies, in particular skin reactions and a runny nose. It is not recommended that Borodine tablets are given to children under 12 years of age or pregnant or breastfeeding women.
Before you take borodine tablets In some circumstances it is very important not to take Borodine tablets. If you ignore these instructions, this medicine could affect your heart rhythm. Are you taking oral medicines for fungal infections?
Have you suffered a reaction to medicines containing Borodine before? Do you suffer from any liver, kidney or heart disease? If the answer to any of these questions is YES, do not take Borodine tablets before consulting your doctor.
IELTS READING ACADEMIC TEST 6
After taking borodine tablets Date_trunc snowflake tablets, like many other medicines, may cause side-effects in some people. If you faint, stop taking Borodine tablets and tell your doctor immediately.
In addition Borodine tablets may cause problems with your vision, hair loss, depression or confusion, yellowing of your skin or your eyes.This website is designed for non-native English speakers who need to study in America, Australia and Europe or Work where English is the language of communication. Contact Sitemap Downloads. Lessons From The Titanic A From the comfort of our modern lives we tend to look back at the turn of the twentieth century as a dangerous time for sea travellers.
With limited communication facilities, and shipping technology still in its infancy in the early nineteen hundreds, we consider ocean travel to have been a risky business. But to the people of the time it was one of the safest forms of transport. And the Titanic was confidently proclaimed to be unsinkable. She represented the pinnacle of technological advance at the time. Her builders, crew and passengers had no doubt that she was the finest ship ever built.
IELTS Recent Actual Test With Answers Volume 1
But still she did sink on April 14,taking 1, of her passengers and crew with her. On board were some of the richest and most famous people of the time who had paid large sums of money to sail on the first voyage of the most luxurious ship in the world.
Imagine her placed on her end: she was larger at metres than many of the tallest buildings of the day. And with nine decks, she was as high as an eleven storey building. The Titanic carried first class, second class and third class passengers with crew members, under the care of the very experienced Captain Edward J. She also carried enough food to feed a small town, including 40, fresh eggs, 36, apples,lbs of fresh meat and 2, lbs of coffee for the five day journey.
C RMS Titanic was believed to be unsinkable because the hull was divided into sixteen watertight compartments. Even if two of these compartments flooded, the ship could still float. It was largely as a result of this confidence in the ship and in the safety of ocean travel that the disaster could claim such a great loss of life.
Only one of these messages was formally posted on the bridge; the others were in various locations across the ship. Instead, the lack of formal procedures for dealing with information from a relatively new piece of technology, the wireless, meant that the danger was not known until too late.
This was not the fault of the Titanic crew. Procedures for dealing with warnings received through the wireless had not been formalised across the shipping industry at the time.
But this only partly accounts for his actions, since the spring weather in Greenland was known to cause huge chunks of ice to break off from the glaciers. Captain Smith knew that these icebergs would float southward and had already acknowledged this danger by taking a more southerly route than at other times of the year.
So why was the Titanic travelling at high speed when he knew, if not of the specific risk, at least of the general risk of icebergs in her path? As with the lack of coordination of the wireless messages, it was simply standard operating procedure at the time.
Captain Smith was following the practices accepted on the North Atlantic, practices which had coincided with forty years of safe travel. He believed, wrongly as we now know, that the ship could turn or stop in time if an iceberg was sighted by the lookouts.
F There were around two and a half hours between the time the Titanic rammed into the iceberg and its final submersion.The question requires a method of producing flat glass. There are two methods of making flat glass. So the first method is spinning and the second method is the ribbon process, which is already mentioned in the table. The writer mentions the advantage of spinning as it makes the glass remain perfectly unblemished. Pilkington used molten metal as material to form flat glass.
Therefore, in the answer number 7 you can write tin or metal. This means that the float process did not need the rollers within the float bath.
Key words: process, invented by Pilkington, been improved.When will the next ice age happen? - Lorraine Lisiecki
Key words: Europeans, farming abroad. This means that there is a relationship between smell and feelings. The experience relating to a smell can affect the feeling of one person towards it. This means that the importance of the human sense of smell is underestimated and not appreciated, especially in comparison with its importance among animals.
Therefore, it is necessary in the future to have further studies into smell. In paragraph C, the writer explains that though the human sense of smell is considered to be feeble and undeveloped, our noses are able to recognize thousands of smells, and to perceive odours which are present only in extremely small quantities. This means that it is difficult for people to talk about smells because of the lack of specific vocabulary in their languages.
This means that in some cultures, certain smells may be acceptable but in others they are unacceptable. The process invented by Pilkington has now been improved Key words: process, invented by Pilkington, been improved. Questions 23 — 26 classify events Many Europeans started farming abroad. The cutting down of trees began to affect the climate. What is the writer doing in paragraph C? What does the writer suggest about the study of smell in the atmosphere in paragraph E?
Tests have shown that odours can help people recognize the…. Certain linguistic groups may have difficulty describing smell because they lack the appropriate…. The sense of smell may involve response to… which do not smell, in addition to obvious odours. Odours regarded as unpleasant in certain…. Related Posts. About The Author admin. Leave a Reply Cancel reply.VI — Types of Glaciers.
A comprehensive description of various glaciers is given. II — Formation and Growth of Glaciers. The process of how glaciers appear is described in detail. Moreover, it will become useful later on. III — Glacial Movement. This paragraph gives an in-depth view of how glaciers move. No other paragraph can fit here. Various alterations of terrain are described here. This paragraph probably contains a lot of vocabulary you are not familiar with.
Concentrate on the main idea here — the fact that glaciers have a huge impact on landscape they affect. You do not have to understand every word to choose the right heading. V — Glaciers Through the Years. The paragraph tells us about glaciers in various periods of time, not just the Ice Age.
The opposite is stated in first sentence of Paragraph B.
Sentence two of Paragraph B describes the process. Statement of Question 7 gives a simplified description, similar to one in that sentence. Last but one sentence of Paragraph B confirms this statement, giving both figures. Middle of Paragraph C states that middle part of a glacier travels faster that other parts because there is nothing to cause friction and slow it down. Even though Paragraph E says that during the Last Ice Age glaciers used to cover larger territories, it does not state that the temperatures were lower.
B — alpine glacier. D — polar glacier. Last sentence of Paragraph A clearly gives the answer. H — surging glacier. Last two sentences of Paragraph B describe surging glaciers as having unusually high speed, fastest among all types of glaciers. A — fjord. Paragraph D states that fjords are formed by ocean water that fill the coastal valleys. G — cirque. Bowl is the keyword that helps find the answer at the end of Paragraph D. This paragraph mentions the attitude of British officials towards the situation in Ireland.
It also mentions how a certain individual attempted to help the Irish people, but unfortunately failed because of the government and the people opposing his views. Paragraph E is wrong as it only lists certain laws introduced by the officials.
No detailed description of attitude is given. The system of dividing land into plots is described in this paragraph. Paragraph E is wrong answer — it only mentions that the Irish were not allowed to have land in their ownership. Instead, they had to pay money to use it for a limited amount of time — to rent it.Academic reading practice test 3 Cleaning up The Thames.
Academic reading practice test 5 Wildfires are usually the product. Academic reading practice test 6 Amber-Frozen Moments in Time. Academic reading practice test 7 The Canals of De Lesseps. Academic reading practice test 8 Myxomatosis is a highly lethal disease.
Academic reading practice test 10 Hydrogen Cars, What is Intelligence? Academic reading practice test 11 A disaster of Titanic proportions. Academic reading practice test 12 The way in which information is taught. Academic reading practice test 15 The Development of Travel under the Ocean. Academic reading practice test 16 Nushu A Secret Language. Academic Reading Practice Test 22 the circulation of air in the atmosphere is activated by convection the.
Academic reading practice test 23 Jupiter and Bruises. Academic reading practice test 24 Our fears of public speaking. Academic reading practice test 25 Librarians may be able to save millions of books.
CAMBRIDGE IELTS 9 READING – TEST 1 – ANSWERS
Academic reading practice test 26 Problem With Drought. Academic reading practice test 28 Are biofuels really the greenhouse. Academic reading practice test 30 Jargon is a loaded word. Academic reading practice test 33 Raising the Mary Rose, Neuroaesthetics, destroyed the civilization of Easter Island?
The Conquest of Malaria in Italy, General reading practice test 7 sunset tours, easy listening, employees and contractors, paid parental leave, why do clocks go clockwise. General reading practice test 8 citywide power company, how to use your new flamings flat irons, chickens as pets and useful garden animals. General reading practice test 9 having a lovely time, hiring a car online, study notes series, school of design. General reading practice test 10 a stone-age approach to exercise, school of design, having a lovely time, hiring a car online, study notes series.
General reading practice test 16 jubilee swimming club regulations ielts exam. General reading practice test 17 Rules for St.
General reading practice test 19 Bath worth University, transportation, Advertisements, Refund policy, Global Extinctions Crisis ielts exam.
General reading practice test 27 Music Clubs, the manta rays, Biological Research Institute, Negotiating a better salary package for your new job, How to run a successful project ielts exam.You should spend about 20 minutes on Questionswhich are based on Reading Passage Questions Reading Passage 2 has six paragraphs, A—F.
Choose the correct heading for paragraphs B and D—F from the list of headings below. Write the correct number, i—ixin boxes on your answer sheet. A This book will provide a detailed examination of the Little Ice Age and other climatic shifts, but, before I embark on that, let me provide a historical context. We tend to think of climate - as opposed to weather - as something unchanging, yet humanity has been at the mercy of climate change for its entire existence, with at least eight glacial episodes in the pastyears.
Our ancestors adapted to the universal but irregular global warming since the end of the last great Ice Age, around 10, years ago, with dazzling opportunism. They developed strategies for surviving harsh drought cycles, decades of heavy rainfall or unaccustomed cold; adopted agriculture and stock-raising, which revolutionised human life; and founded the world's first pre-industrial civilisations in Egypt, Mesopotamia and the Americas. But the price of sudden climate change, in famine, disease and suffering, was often high.
B The Little Ice Age lasted from roughly until the middle of the nineteenth century. Only two centuries ago, Europe experienced a cycle of bitterly cold winters; mountain glaciers in the Swiss Alps were the lowest in recorded memory, and pack ice surrounded Iceland for much of the year.
The climatic events of the Little Ice Age did more than help shape the modern world. They are the deeply important context for the current unprecedented global warming. The Little Ice Age was far from a deep freeze, however; rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century, driven by complex and still little understood interactions between the atmosphere and the ocean.
The seesaw brought cycles of intensely cold winters and easterly winds, then switched abruptly to years of heavy spring and early summer rains, mild winters, and frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer heat waves. C Reconstructing the climate changes of the past is extremely difficult, because systematic weather observations began only a few centuries ago, in Europe and North America. Records from India and tropical Africa are even more recent.
For the time before records began, we have only 'proxy records' reconstructed largely from tree rings and ice cores, supplemented by a few incomplete written accounts. We now have hundreds of tree-ring records from throughout the northern hemisphere, and many from south of the equator, too, amplified with a growing body of temperature data from ice cores drilled in Antarctica, Greenland, the Peruvian Andes, and other locations.
We are close to a knowledge of annual summer and winter temperature variations over much of the northern hemisphere going back years. D This book is a narrative history of climatic shifts during the past ten centuries, and some of the ways in which people in Europe adapted to them.
Part One describes the Medieval Warm Period, roughly to This website is designed for non-native English speakers who need to study in America, Australia and Europe or Work where English is the language of communication. Contact Sitemap Downloads. The private car is assumed to have widened our horizons and increased our mobility. When we consider our children's mobility, they can be driven to more places and more distant places than they could visit without access to a motor vehicle.
However, allowing our cities to be dominated by cars has progressively eroded children's independent mobility. Children have lost much of their freedom to explore their own neighbourhood or city without adult supervision.
In recent surveys, when parents in some cities were asked about their own childhood experiences, the majority remembered having more, or far more, opportunities for going out on their own, compared with their own children today.
They had more freedom to explore their own environment. Children's independent access to their local streets may be important for their own personal, mental and psychological development. Allowing them to get to know their own neighbourhood and community gives them a 'sense of place'. This depends on active exploration', which is not provided for when children are passengers in cars.
Such children may see more, but they learn less. Not only is it important that children be able to get to local play areas by themselves, but walking and cycling journeys to school and to other destinations provide genuine play activities in themselves. There are very significant time and money costs for parents associated with transporting their children to school, sport and to other locations.
Research in the United Kingdom estimated that this cost, inwas between 10 billion and 20 billion pounds. The reduction in children's freedom may also contribute to a weakening of the sense of local community. As fewer children and adults use the streets as pedestrians, these streets become less sociable places. There is less opportunity for children and adults to have the spontaneous of community.
This in itself may exacerbate fears associated with assault and molestation of children, because there are fewer adults available who know their neighbours' children, and who can look out for their safety. The extra traffic involved in transporting children results in increased traffic congestion, pollution and accident risk. As our roads become more dangerous, more parents drive their children to more places, thus contributing to increased levels of danger for the remaining pedestrians.
Anyone who has experienced either the reduced volume of traffic in peak hour during school holidays, or the traffic jams near schools at the end of a school day, will not need convincing about these points. Thus, there are also important environmental implications of children's loss of freedom. As individuals, parents strive to provide the best upbringing they can for their children. However, in doing so, e. The idea that 'streets are for cars and back yards and playgrounds are for children' is a strongly held belief, and parents have little choice as individuals but to keep their children off the streets if they want to protect their safety.
In many parts of Dutch cities, and some traffic calmed precincts in Germany, residential streets are now places where cars must give way to pedestrians.
In these areas, residents are accepting the view that the function of streets is not solely to provide mobility for cars. Streets may also be for social interaction, walking, cycling and playing. One of the most important aspects of these European cities, in terms of giving cities back to children, has been a range of 'traffic calming' initiatives, aimed at reducing the volume and speed of traffic.
These initiatives have had complex interactive effects, leading to a sense that children have been able to 'recapture' their local neighbourhood, and more importantly, that they have been able to do this in safety. Recent research has demonstrated that children in many German cities have significantly higher levels of freedom to travel to places in their own neighbourhood or city than children in other cities in the world.
Modifying cities in order to enhance children's freedom will not only benefit children. Such cities will become more environmentally sustainable, as well as more sociable and more livable for all city residents. Perhaps it will be our concern for our children's welfare that convinces us that we need to challenge the dominance of the car in our cities.
Questions 1 - 5 Read statements which relate to Paragraphs 1, 2, and 3 of the reading passage