A place for ielts : tháng 3 2013

29/3/13

Các cách nói so sánh và hơn nhất-writing task 1

writing task 1

các cách nói so sánh hơn giữa 2 năm của cùng 1 chủ thể:

1. Số+times higher than in +năm

Eg. 44.7 million American are currently Hispanics, 5 times higher than in 1996

2. Four/five…fold more than in + năm

Eg. 44.7 million American are currently Hispanics, fivefold higher than in 1996

Các cách nói so sánh giữa 2 chủ thể về số lượng

To be (far) lower than…..

The population of the USA in 2006 was 200000000, far lower than that of the UK.

To be (far) higher than………

The population of the USA in 2006 was 200000000, far higher than that of the UK.

Các cách nói cao nhất và thấp nhất

Ghi chú: Không dùng “the” trong trường hợp sau

The US population in 2000 was highest

Nhưng dùng “the” trong trường hợp:

America had the highest population in 2000

The lowest/highest ever recorded during the period

Eg. By 2000, the US population reached 200000000000000, the highest ever recorded during the period from 1990 to 2005

Answers and Explanation for Reading Practice 1

Questions 1-8
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-8 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

1 The plight of the rain-forest has largely been ignored by the media.
Answer: F
Explanation: "Plight" here means "a difficult and sad situation". The sentence "In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rain forests – what and where they are, why they are important, what endangers them – independent of any formal tuition." infers that children do not take information or form ideas from education but from mass media, which means the media really pays attention to the difficult situation of the forests, not ignore them.
2 Children only accept options on rain-forests that they encounter in their classrooms.
Answer: F
"what and where they are, why they are important, what endangers them – independent of any formal tuition" means they do not get much information concerning rain forests at school.
3 It has been suggested that children hold mistaken views about the 'pure' science that they study at school.
True
Reason: "Many studies have shown that children harbour misconceptions about 'pure', curriculum science.", curriculum>>> school program.
4 The face that children's ideas about science form port of larger framework of ideas means that it is easier to change them.

Answer: True
Reason: ở khổ 2 chúng ta có câu "These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification." , modification đồng nghĩa với change.
5 The study involved asking children a number of yes/no questions such as 'Are there any rain-forests in Africa?"

False

Reason: khổ 5 có từ "to complete a questionnaire containing five open-form questions, trong khi câu hỏi yes/no là loại closed questions.

6 Girls are more likely than boys to hold mistaken views about rain-forests' destruction.

Not given

Khổ 6,7,8,9 cho thấy không có nhận xét nào so sánh lượng mistaken view của từng giới.
7 The study reported here follows on from a series of studies that have looked at children's understanding of rain-forests.

True:

Khổ 2: Many studies have shown that..........................

8 A second study has been planned to investigate primary school children's ideas about rain-forest.

Not given -không hề có thông tin

Reading Practice Test 1

This is the passage taken from Reading Test 1-Cambridge Ielts 4

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.

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 endangers 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 misconceptions about 'pure', curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers. Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children's ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.

The study surveys children's scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions 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 rainforests. 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.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. 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 that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils' views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.

The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as 'we are'. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.

In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.

The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils' responses indicate some misconceptions in basic scientific knowledge of rainforests' ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.

Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision - makers.

Questions 1-8
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-8 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

1 The plight of the rain-forest has largely been ignored by the media.
2 Children only accept options on rain-forests that they encounter in their classrooms.
3 It has been suggested that children hold mistaken views about the 'pure' science that they study at school.
4 The face that children's ideas about science form port of larger framework of ideas means that it is easier to change them.
5 The study involved asking children a number of yes/no questions such as 'Are there any rain-forests in Africa?"
6 Girls are more likely than boys to hold mistaken views about rain-forests' destruction.
7 The study reported here follows on from a series of studies that have looked at children's understanding of rain-forests.
8 A second study has been planned to investigate primary school children's ideas about rain-forest.

Questions 9-13
The box below give a list of responses a-P to the questionnaire discussed in Reading Passage 1. Answer the following questions by choosing the correct responses A-P. Write your answers in boxes 9-13 on your answer sheet.

9 What was the children's most frequent response when asked where the rain-forests where?
10 What was the most common response to the question about the importance of the rain-forests?
11 What did most children give as the reason for the loss of the rain-forests?
12 Why did most children think it important for the rain-forests to be protected?
13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?

A There is a complicated combination of reasons for the loss of the rain-forests.
B The rain-forests are being destroyed by the same things that are destroying the forests of Western Europe.
C Rain-forests are located near the Equator.
D Brazil is home to the rain-forests.
E Without rainforests some animals would have nowhere to live.
F Rain-forests are important habitats for a lot of plants.
G People are responsible for the loss of the rain-forests.
H The rain-forests are a source of oxygen.
I Rain-forest are of consequence for a number of different reasons.
J As the rain-forests are destroyed, the world gets warmer.
K Without rain-forests there would not be enough oxygen in the air.
L There are people for whom the rain-forests are home.
M Rain-forests are found in Africa.
N Rain-forests are not really important to human life.
O the destruction of the rain-forests is the direct result of logging activity.
P Humans depend on the rain-forests for their continuing existence.

Question 14
Choose the correct letter, A, B, C, D or E.
Write your answer in box 14 on your answer sheet.
Which of the following is the most suitable title for Reading Passage 1?

A The development of a programme in environmental studies within a science curriculum
B Children's ideas about the rain-forests and the implications for course design
C The extent to which children have been misled by the media concerning the rain-forests
D How to collect, collate and describe the ideas of secondary school children
E The importance of the rain-forests and the reasons for their destruction

28/3/13

Writing task 1 -Transport

A mode of transport= a means of transport

Bus, train, ....=public transport= massive transport

Traveling by car= car transport

Modes of personal transport

Means of public transport

(Source: The motor car- IELTS 2)

22/3/13

Listening Practice 5-section 1

Write NO MORE THAN THREE WORDS AND/OR A NUMBERfor each answer.
PACKHAM’S SHIPPING AGENCY – customer quotation form
Name: Jacob 1…………
Address to be collected from: 2 ………… College, Downlands Rd
Town: Bristol
Postcode: 3…………
Size of container:
Length: 1.5m
Width: 4 ………… Height: 5…………
Contents: clothes
6 …………
7…………
Total estimated value: 8£…………

Question 9 and 10

9. Type of insurance chosen
A. Economy
B. Standard
C. Premium
10Customer wants goods delivered to
A .port
B. home
C. depot

<iframe width="420" height="315" src="http://www.youtube.com/embed/IAwoq6UOqTs" frameborder="0" allowfullscreen></iframe>

Summer music festival Booking form
NAME: George O'Neill ADDRESS:3. Westsea POSTCODE: 4. TELEPHONE: 5.
Date	Event	Price per ticket	No. of tickets
5 June	Instrumental group - Guitarrini	£7.50	2
17 June	Singer (price includes 6 in the garden)	£6	2
22 June	7 (Anna Ventura)	£7.00	1
23 June	Spanish Dance & Guitar Concert	8£	9
NB Children / Students / Senior Citizens have 10 discount on all tickets.

A place for ielts

29/3/13

Các cách nói so sánh và hơn nhất-writing task 1

Answers and Explanation for Reading Practice 1

Reading Practice Test 1

28/3/13

Writing task 1 -Transport

27/3/13

Ielts listening practice 9 questions and audio

Ielts listening practice 8 audios, questions and answers

Vocabulary Review 1 (For Writing- 3 words)

26/3/13

ielts listening 7 questions

ielts listening practice 7 audio

22/3/13

Listening Practice 5-section 1