READING

Short Answer Questions

Description
1. The questions follow the order of information in the passage.
2. The instructions tell you how many words to write in each answer.
3. The wording of the questions includes some words and ideas that you can find in the
passage.
4. The words you need to write in your answer are found in the passage.
5. You write the words in the same form as you see them in the passage (e.g.
singular/plural) - you don't need to change them in any way.
6. Spelling counts! The words you write must be spelled correctly.

Tactics
1. Underline the most important words in the questions and think about the type of
information you're looking for. For example, are you looking for a name, a number, a
specific term or something else?
2. Most of the answers are facts about the topic, so many of the words you need to write
are nouns. Check if words are singular or plural in the passage.
3. Read the passage quickly. Remember that the questions follow the order of information
in the passage.
4. Then go through the questions one by one. Use the underlined words to help you find
the relevant sections of the passage. Read these sections in detail and find the
information to answer the question.
5. The word(s) you need to write are in the passage. Don't put the information you read
into your own words. Copy the spelling of the words exactly and check it carefully.
6. Don't just write down the first word you find that fits the gap - keep reading and keep
thinking about the meaning.
7. Remember, the instructions tell you how many words to write - if you write more, your
answer will be marked wrong.
8. Write numbers as figures, e.g. '104' - not as words, e.g. 'one hundred and four'.
9. If you aren't sure of an answer, always write something. No marks are taken off for
wrong answers
Reading 1
 Reading 2 B Sample questions
2 Read the passage and answer the questions. Use the rules about the task from
Section A to help you. Then check your answers. Which questions did you find
difficult?

I E LTS PRACTICETASK
A Crack in the Earth

Researchers working off the coast of Portugal in western Europe have discovered what could be the birth of a new
subduction zone. Subduction zones happen when the large tectonic plates that make up the Earth's crust crash into
one another, and one slides, or subducts, below the other.

According to a report published in the journal Geology, this new subduction zone could signal the start of an extended
cycle that fuses continents together into a single land mass - or supercontinent - and then forces them apart again.
This process has occurred at least three times during Earth's approximately four-billion-year history, with the most
recent evidence coming from the splitting up of the single land mass called Pangaea about 200 million years ago.
In the distant future, the Earth's continents could 'look very much like Pangaea,' says researcher Joao Duarte, a
geoscientist at the University of Monash in Australia.

The recently discovered subduction zone is located in the Atlantic Ocean about 200 kilometres off the southwest
coast of Portugal. It is made up of six distinct segments that together span a distance of about 300 kilometres.
The subduction zone is actually a newly formed crack in the Eurasian plate, which is one of the main tectonic plates
making up the Earth's crust. The Eurasian plate contains all of Europe and most of Asia. In this case. 'the Eurasian
plate is breaking in two.' says Duarte.

Scientists have long suspected that a new subduction zone was forming near the western margin of the Eurasian
plate, off the coast of Portugal. Part of the reason is that the region has been the site of significant earthquakes. Over
the past 20 years, several scientific teams from different countries have been mapping the region's seafloor. As part of
his research project while at the University of Lisbon. Duarte gathered together the data from these different mapping
projects and combined them to create a new tectonic map of the seafloor off the coast of Portugal. This provided the
first conclusive indication that the ocean floor off the coast of Iberia is indeed beginning to fracture, and that a new
subduction zone is starting to form. 'It is not a fully developed subduction, but an embryonic one,' says Duarte.

The evidence collected by Duarte's team suggests that the Eurasian plate could eventually split into separate oceanic
and continental sections. If this happens. the oceanic section - which is made of denser rock - will dive beneath
the continental section. causing the Atlantic Ocean to shrink and pulling North America and western Europe closer
together. Other studies have indicated that geologic activity in the region could also pull Africa and Europe together,
causing the Mediterranean Sea to vanish. 'Eventually North America and Europe will be together again, and the
collision will give origin to new mountain chains,' says Duarte.

Questions 1-8

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer

1 What term describes the situation in which a single land mass exists on Earth?
2 How long has it been since the last single land mass existed?
3 What is the size of the area affected by the new subduction zone?
4 What happened to make scientists think that the new subduction zone existed?
5 What name is used for the type of image Duarte produced of the region's seabed?
6 Which word does Duarte use to indicate the new subduction zone's stage of development?
7 According to Duarte, which section of the Eurasian plate is likely to move?
8 According to researchers, what might disappear as a result of the new subduction zone?

ACADEMIC READING 93
1-7
1-7
8-13
 8-13

8
9
10
11
12
13
Academic Reading
tailieutienganh.net | up-to-date IELTS materials
 Listening
Multiple Choice
Tactics
1. Before you listen, you have time to read the question stems and options and underline
the most important words and ideas.
2. Remember that the questions follow the order of the information in the recording.
3. When you listen to the recording, you hear words and ideas from the question stems.
These help you to know that the relevant information is coming.
4. Remember, the correct answer reports the meaning of the recording, but doesn't use
exactly the same words and expressions - listen for the meaning.
5. Don’t use your own knowledge of the subject to help you to choose an option.
Remember, you are being tested on your understanding of the recording.
6. Remember to write one letter on the answer sheet.
7. Always answer all the questions, even if you’re not entirely sure.
8. Remember, you hear the recording ONCE only.

Matching
Tactics
1. Before you listen, you have time to read the question, the set of options in the box and
the numbered questions. Underline the most important words and ideas.
2. Remember that the numbered questions follow the order of the information in the
passage.
3. When you listen to the recording, you hear words and ideas from the numbered
questions. These help you to know that the relevant information is coming.
4. Remember, the correct answer reports the meaning of the recording, but doesn't use
exactly the same words and expressions - think about the overall question and listen for
the meaning.
6. Don't use your own knowledge of the subject to help you choose an option. Remember,
you are being tested on your understanding of the recording.
7. Remember to write one letter for each numbered question on the answer sheet.
8. Remember you can use the letters more than once in Type 2 tasks.
9. Always answer all the questions, even if you're not entirely sure.
10. Remember, you hear the recording ONCE only.
10 Listening 1
1-10

1-6
 1-10

1
 vk.com/englishlibrary

11
9
1-4
 vk.com/englishlibrary

5-10

5-10

1
 12 Listening 3
1-10

1-3

tailieutienganh.net | up-to-date IELTS materials

 4-8

4-8

9 10

1
Speaking part 1
Tactics

1. In the exam room, be friendly and polite. Make eye contact

regularly while taking part in the conversation.
2. Be aware of your pronunciation. Focus on speaking clearly and
carefully and take your time. Speak loudly enough so that the
examiner can hear you.
3. Listen carefully to the examiner when he/she asks you a question.
If you don't hear it or understand it the first time, you can ask the
examiner to repeat the question; for example, you can say, 'I'm
sorry, can you repeat that, please?'
4. The questions in Part 1 are supposed to be fairly easy, but if the
examiner asks you a difficult question, you can use a filler
expression such as 'That's a very good question ... ' or 'Well, I've
never really thought about that before, but .. . ' to give yourself a
little more time to think about your answer.
5. Avoid giving one- or two-word answers to the questions. Try to
extend your answer a little by giving a reason or an example. A full
answer in this part of the test can be two or three sentences long.
6. If you can't think of the perfect word to use to express your
meaning, don't worry about it. Just use another word or
expression instead and move on. Your ability to paraphrase (to
say something in a different way) is a positive tiling. Avoid using
expressions like 'How do you say ...?', as they just draw attention
to the vocabulary you don't know.
7. If you make a mistake, try not to worry about it: just keep going!
It's natural to make the occasional mistake when speaking. The
examiner knows this and will assess you on your overall
performance on the whole test.
Student A
1. What’s your name?

2. Where are you from?

3. Tell me something about your hometown

4. Do you work or are you a student?

5. What do you like about your job/studies?

Now, let’s talk about art.

1. Did you enjoy doing art lessons when you were a child?
[Why?/Why not?]

2. Do you ever draw or paint pictures now? [Why?/Why

not?]

3. When was the last time you went to an art gallery or

exhibition? [Why?]

4. What kind of pictures do you like having in your home?

[Why?]

Student B
1. What’s your name?

2. Where are you from?

3. Tell me something about your hometown

4. Do you work or are you a student?

5. What do you like about your job/studies?

Now, let’s talk about clothes.

1. Where do you buy most of your clothes? [Why?]

2. How often do you buy new clothes for yourself? [Why?]

3. How do you decide which clothes to buy? [Why?]

4. Have the kinds of clothes you like changed in recent

years? [Why?/Why not?]
 11. (Robert) Pullar
Key 12. France
Reading 1 13. malaria

1. (the/an) electronic sensor Listening

2. periodically Listening 1
3. tomato (plants)
4. 60 per cent 1. В
5. (their) temperature 2. А
6. (their) stem thickness 3. В
7. Leafsen 4. С
5. С
Reading 1 6. А
1. supercontinent 7. С
2. 200 million years 8. А
3. about 300 kilometres 9. С
4. (significant) earthquakes 10. В
5. tectonic map
6. embryonic Listening 2
7. oceanic section
1. А
8. (The) Mediterranean (Sea)
2. С
3. С
General Training Reading 4. А
5. Е
1. their department
6. F
2. supervisor
7. D
3. exempt employees
8. Н
4. Human Resources/HR
9. А
5. prorated system
10. В
6. Leave Request forms
7. grace period Listening 3
8. TRUE
9. NOT GIVEN 1. C
10. NOT GIVEN 2. А
11. TRUE 3. С
12. FALSE 4. Е
13. FALSE 5. Н
6. F
Academic Reading 7. С
8. G
1. FALSE
9. 120
2. NOT GIVEN
10. 5 to 12
3. FALSE
4. TRUE
5. NOT GIVEN
6. TRUE
7. NOT GIVEN
8. (the / only) rich
9. commercial (possibilities)
10. mauve (was/is)