PDF Drive is your search engine for PDF files. As of today we have Cambridge IELTS 4 Examination papers from University of Cambridge ESOL Examinations: English. Cambridge IELTS 12 Academic Student s Book with Answers. Cambridge IELTS 8 contains four authentic IELTS papers from Cambridge ESOL, providing excellent exam practice. The Student's Book with answers provides. Cambridge University Press, Complete IELTS Bands prepares students for the IELTS test at B1 The Workbook with Answers with Audio CD features reading, writing and listening exercises with answer key for homework. It provides.
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Cambridge IELTS 4 Examination papers from University of Cambridge ESOL Examinations: Cambridge IELTS 4 Student's Book with Answers: Examination papers from University of Cambridge ESOL Examinations . DOWNLOAD PDF. pdf+audio for free (). Start to prepare for IELTS test with cambridge ielts 13 pdf. Cambridge IELTS book Third part: At this section, you will find the Listening and reading answer keys. were written by IELTS candidates; each answer has been given a band score and the candidate's. Cambridge IELTS 4 - Assets - Cambridge - Cambridge University Best Practice Book for IELTS Writing IELTS Writing Samples.
English for Speakers of Other Langu Cambridge ESOL. English for Speakers of Other Languages:: 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. Answer 5 ……… Visit places which have:
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 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. Answer the following questions by choosing the correct responses A—P. Write your answers in boxes 9—13 on your answer sheet.
There is a complicated combination of reasons for the loss of the rainforests. B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe. C Rainforests are located near the Equator.
D Brazil is home to the rainforests. E Without rainforests some animals would have nowhere to live.
F Rainforests are important habitats for a lot of plants. G People are responsible for the loss of the rainforests. H The rainforests are a source of oxygen. I Rainforests are of consequence for a number of different reasons.
J As the rainforests are destroyed, the world gets warmer. K Without rainforests there would not be enough oxygen in the air. L There are people for whom the rainforests are home. It provides further practice in the Student's Book grammar and vocabulary and contains an Audio CD and recording scripts for the Workbook. Audio CD. The Teacher's Book contains detailed teacher's notes with advice on classroom procedure as well as extra teaching ideas and answer keys.
There are also extra photocopiable materials including class activities, progress tests and vocabulary extension wordlists. The units provide language input and skills practice to help you to deal successfully with the tasks in each section. When you are doing grammar exercises, you will sometimes see this symbol: These exercises are based on research from the Cambridge Learner Corpus and they deal with the areas which cause problems for students in the exam.
These contain exercises which revise the grammar and vocabulary that you have studied in each unit. They give you examples, together with additional exercises and advice on how best to approach these two IELTS papers. My control group consisted of eighteen sighted undergraduates from the University of Toronto.
All but one of the blind subjects assigned distinctive motions to each wheel.
Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Part 2 We have found that the blind understand other kinds of visual metaphors as well.
One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square.
For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard? All our subjects deemed the circle soft and the square hard. But other pairs revealed less agreement: See Fig. When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects.
One man, who had been blind since birth, scored extremely well. Thus, we concluded that the blind interpret abstract shapes as sighted people do. These percentages show the level of consensus among sighted subjects. Write your answers in boxes 27—29 on your answer sheet.
From the experiment described in Part 1, the writer found that the blind subjects A B C D had good understanding of symbols representing movement. Questions 30—32 Look at the following diagrams Questions 30—32 , and the list of types of movement below. Match each diagram to the type of movement A—E generally assigned to it in the experiment. Choose the correct letter A—E and write them in boxes 30—32 on your answer sheet.
Write your answers in boxes 33—39 on your answer sheet. NB You may use any word more than once. In the experiment described in Part 2, a set of word 33…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34…… in the same way.
When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices. Write your answer in box 40 on your answer sheet. A B C D 30 The blind represent some aspects of reality differently from sighted people. The blind comprehend visual metaphors in similar ways to sighted people.
The blind may create unusual and effective symbols to represent reality.
The blind may be successful artists if given the right training. The table below shows the proportion of different categories of families living in poverty in Australia in Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least words. Write about the following topic: Compare the advantages and disadvantages of three of the following as media for communicating information.
State which you consider to be the most effective. In what ways are your friends important to you? PA RT 2 Describe an interesting historic place. You should say: You will have to talk about the topic for one to two minutes. You can make some notes to help you if you wish. PA RT 3 Discussion topics: Looking after historic places Example questions: How do people in your country feel about protecting historic buildings?
In what way? What do you think will happen to historic places or buildings in the future? The teaching of history at school Example questions: How were you taught history when you were at school? Are there other ways people can learn about history, apart from at school? Do you think history will still be a school subject in the future?
Example How long has Sally been waiting? A B C 1 What does Peter want to drink? What do Peter and Sally decide to order? He was late. Who did Peter talk to at the bank? A B C 4 tea coffee a cold drink What caused Peter problems at the bank? Listening Questions 6—8 Complete the notes below using words from the box.