剑9全部答案 1

1、Listening and Reading Answer KeysTest 1 LISTENINGSection 1, Questions1-10 1 answer(ing) (the) phone 2 Hillsdunne Road 3 library 4 4.45 5 national holidays 6 after 11 (o'clock) 7 clear voice 8 think quickly 9 22 0ctober10 ManujaSection 2, Questions 11-2011 branch12 west13 clothing14 1015 running1

2、6 bags17 A18 A19&20 IN EITHER ORDER A ESection 3, Questions 21-3021 B22 C23 B24 A25 C26 B27 A28 B29 C30 BSection 4, Questions 31-4031 tide/tides32 hearing/ear/ears33 IN EITHER ORDER; BOTH REQUIRED FOR ONE MARKplantsanimals/fish/fishes34 feeding35 noise/noises36 healthy37 group38 social39 leader4

3、0 network/networksACADEMIC READINGReading Passage l, Questions I-13 1 FALSE 2 NOT GIVEN3 FALSE4 TRUE 5 NOT GIVEN6 TRUE 7 NOT GIVEN 8 (the / only) rich 9 commercial (possibilities)10 mauve (was/is)11 (Robert) Pullar12 (in) France13 malaria (is)Reading Passage 2, Questions 14-2614 iv15 vii16 i17 ii18

4、several billion years19 radio (waves/signals)20 1000 (stars)21 YES22 YES23 NOT GIVEN24 NO25 NOT GIVEN26 NOReading Passage 3, Questions 27-4027 plants28 IN EITHER ORDER; BOTH REQUIREDFOR ONE MARKbreathingreproduction29 girls30 dolphins31 NOT GIVEN32 FALSE33 TRUE34 3 measurements35 (triangular) graph3

5、6 cluster37 amphibious38 half way39 dry-land tortoises40 DIf you score. 0-11 12-27 28-40you are unlikely to get anacceptable score underexamination conditions andwe recommend that you spenda lot of time improving yourEnglish before you take IELTS.you may get an acceptablescore under examinationcondi

6、tions but we recommendthat you think about havingmore practice or lessonsbefore you take IELTS.you are likely to get anacceptable score underexamination conditions butremember that differentinstitutions will find differentscores acceptable.Test 2LISTENINGSection 1, Questions 1-101 Bhatt2 31 March3 n

7、ursing4 25 meat6 bedsit7 theatre/theater8 mature/older9 town10 sharedSection 2, Questions 11-20 11 trees12 Friday/Sunday13 farm14 C15 B16 A17 A18 I19 F20 ESection 3, Questions 2J-3021 C22 B23 B24 C25 reading26 CD27 workbooks28 timetable/schedule29 alarm30 email/emailsSection 4, Questions 30-4031 cen

8、tral32 conversation/conversations33 effectively34 risk/risks35 levels36 description/descriptions37 technical38 . change39 responsibility40 flexibleACADEMIC READINGReading Passage I, Questions 1-131 H2 C3 B4 I5 D6 A7 two decades8 crowd (noise) 9 invisible (disabilities/disability)10 0bjective 311&

9、;12 IN EITHER ORDER A C13 CReading Passage 2, Questions 14-2614 F15 D16 G17 E18 D19 A20 B21 C22 FALSE23 FALSE24 TRUE25 NOT GIVEN26 TRUEReading Passage 3, Questions 27-4027 C28 B29 D30 C31 B32 YES33 YES34 NOT GIVEN35 NO36 NOT GIVEN37 NO38 A39 B40 CTest 3LISTENING Section1, Questions 1-10 1 300 2 Suns

10、hade3 balcony 4 forest/forests 5 319 6 10,000 7 relative 8 missed 9 item10 LudlowSection 2, Questions 11-2011 C12 A13 C14 E15 H16 F17 C18 G19 12020 5 t0 12Section 3, Questions 21-3021 fishing industry22 statistics23 note-taking24 confidence25 ideas26 student support27 places28 general29 3 times30 25

11、 .Section 4, Questions 31-4031 B32 A33 glass34 insulation35 windows36 electricity37 floor/floors38 waste39 concrete40 15 yearsACADEMIC READINGReading Passage 1, Questions l-13 1 YES 2 N0 3 YES4 NOT GIVEN5 YES6 YES7 NO8 YES9 H10 F11 A12 C13 BReading Passage 2, .Questions 14-2614 C15 E16 A17 C18-22 IN

12、ANY ORDER A D E F J23 maintenance24 slow (turning)25 low pressure26 cavitationReading Passage 3, Questions 27-4027 D28 F29 B30 E31 A 32 C33 IN EITHER ORDER; BOTH REQUIRED JupiterSaturn34 Solar System35 IN EITHER ORDER; BOTH REQUIRED sensorscircuits36 spares37 radio dish38 TRUE39 TRUE40 FALSEIf you s

13、core.0-1213-29 30-40you are unlikely to get anacceptable score underexamination conditions andwe recommend that you spenda lot of time improving yourEnglish before you take IELTS.you may get an acceptablescore under examinationconditions but we recommendthat you think about having more practice or l

14、essonsbefore you take IELTS.you are likely to get anacceptable score underexamination conditions butremember that different institutions will find differentscores acceptable.Test 4LISTENING Section 1, Questions 1-1O1 babies2 Eshcol3 evening4 Gormley5&6 IN EITHER ORDER B E7 heart8 primary school9

15、 4.3010 agesSection 2, Questions 11-2011 B12 C13 E14 B15 E16 D17 A18 C19 73228120 Thursday/ThursdaysSection 3, Questions 21-3021 A22 C23 approach24 mature25 interest26 groups27 every 2 days28 2 weeks29 confident30 education systemSection 4, Questions 31-4031 C32 A33 B34 B35 A36 C37 frog/frogs38 pred

16、ators39 count40 seed/seedsACADEMIC READINGReading Passage 1, Questions 1-131 FALSE2 NOT GIVEN3 TRUE4 FALSE5 TRUE6 NOT GIVEN7 thorium8 pitchblende9 radium10 soldiers11 illness12 neutron13 leukaemia/leukemia .Reading Passage 2, Questions 14-2614 G15 C16 G17 D18 H19 EIf you score.20 D21 B22 E23 C24 mir

17、ror25 communication26 ownershipReading Passage 3, Questions 27-4027 ii28 vi29 i30 iii31 B32 A33 D34 D35 C36 B37 FALSE38 NOT GIVEN39 FALSE40 TRUEIf you score. 0-11 12-28 29-40you are unlikely to get anacceptable score underexamination conditions andwe recommend that youspend a lot of time improvingyo

18、ur English before you takeIELTS.you may get an acceptablescore under examinationconditions but werecommend that you thinkabout having more practiceor lessons before you takeIELTS.you are likely to get anacceptable score underexamination conditions butremember that differentinstitutions will find dif

19、ferentscores acceptable.GENERAL TRAINING TEST ASection 1, Questions 1-141.D 2.C 3.A 4.G 5.F 6.B 7.F 8.C 9.G 10.B 11.A 12.A 13.E 14.DSection 2, Questions 15-2715 professional image16 pressed17 tasteful18 allergic reactions19 cultural tradition20 company logo21 verbal warning22 progress23 five years 2

20、4 (residential) clubs25 concerts26 leisure skills27 loanSection 3, Questions 28-4028 C29 B30 G31 F32 E33 H34 August 31st35 human chain/chains36 blotting paper37 (countless) dustbins38 C39 C40 D 0-19 20-32 33-40you are unlikely to get anacceptable score underexamination conditions andwe recommend tha

21、t you spenda lot of time improving yourEnglish before you take IELTS.you may get an acceptablescore under examinationconditions but we recommendthat you think about havingmore practice or lessonsbefore you take IELTS.you are likely to get anacceptable score underexamination conditions butremember th

22、at differentinstitutions will find differentscores acceptable.GENERAL TRAINING TEST B Section 1, Questions 1-141 full-time education2 (officially) stamped3 minimum fares4 signature5 anybody else6 purchase facilities7 full fare/rate8 25 per cent/%9 Sales Department10 15 per cent/%11 10 per cent/%12 s

23、ame day returns13 IN EITHER ORDER; BOTH REQUIRED FOR ONE MARK dates times14 2 minutesSection 2, Questions 15-2715 trade certificates16 (formal) education17 salary (level)18 apprenticeship (training)19 (job) interviews20 (workforce/workplace) diversity21 compliment22 sentence23 story24 props25 time26

24、 game27 confidenceSection 3, Questions 28-4028 A29 D30 B31 commercial32 miniature33 wings34 300 kph35 skydiver36 D37 A38 D39 C40 B 0-19 20-31 32-40you are unlikely to get anacceptable score underexamination conditions andwe recommend that you spenda lot of time improving yourEnglish before you take

25、IELTS.you may get an acceptablescore under examinationconditions but we recommendthat you think about havingmore practice or lessonsbefore you take IELTS.you are likely to get anacceptable score underexamination conditions butremember that differentinstitutions will finddifferent scores acceptable.M

26、odel and sample answers for writing tasksTEST l WRITING TASK 1SAMPLE ANSWERThis is an answer written by a candidate who achieved a Band 7 score. Here is the examiner's comment:This answer clearly presents the key features of the diagrams, and although the first map is described only briefly, thi

27、s is acceptable for this particular task. The description is accurate though some aspects, such as the section on the accommodation, could have been more fully extended. The final paragraph summarizes the main points effectively. The information is logically organized and can be easily followed thro

28、ughout the response. A range of cohesive devices including reference and substitution is used appropriately, with only occasional inaccuracies. Some less common vocabulary and collocations are used appropriately, e.g. central reception block; western accommodation units, and there are no spelling er

29、rors. There is a variety of grammatical structures and many sentences contain no inaccuracies.Where errors do occur, they do not affect understanding.The two maps show the same island while first one is before and the second one is after the construction for tourism.Looking first at the one before c

30、onstruction, we can see a huge island with a beach in the west. The total length of the island is approximately 250 metres.Moving on to the second map, we can see that there are lots of buildings on the island. There two areas of accommodation. One is in the west near the beach while the other one i

31、s in the central of the island. Between them, there is a restaurant in the north and a central reception block, which is surrounded by a vehicle track. This track also goes down to the pier where people can go beach in the west. A footpatch connecting the western accommodation units also leads to th

32、e beach.Overall, comparing the two maps, there are significant changes after this development. Not only lots of facilities are built on the island, but also the sea is used for activities. The new island has become a good place for tourism.TEST lWRITING TASK 2MODELANSWERModel and sample answers for

33、writing tasksThis model has been prepared by an examiner as an example of a very good answerHowever, please note that this is just one example out of many possible approaches.Traditionally, children have begun studying foreign languages at secondary school but introducing them earlier is recommended

34、 by some educationalists. This policy has been adopted by some educational authorities or individual schools, with both positive and negative outcomes.The obvious argument in its favor is that young children pick up languages much more easily than teenagers. Their brains are still programmed to acqu

35、ire their mother tongue, which facilitates learning another language, and unlike adolescents, they are not inhibited by self-consciousness.The greater flexibility of the primary timetable allows for more frequent, shorter sessions and for a play-centered approach, thus maintaining learners; enthusia

36、sm and progress. Their command of the language in later life will benefit from this early exposure, while learning other languages subsequently will be easier for them. They may also gain a better understanding of other cultures.There are, however, some disadvantages. Primary school teachers are gen

37、eralists, and may not have the necessary language skills themselves. If specialists have to be brought in to deliver these sessions, the flexibility referred to above is diminished. If primary language teaching is not standardized, secondary schools could be faced with a great variety of levels in d

38、ifferent languages within their intake, resulting in a classroom experience which undoes the earlier gains. There is no advantage if enthusiastic primary pupils become demotivated as soon as they change schools. However, these issues can be addressed strategically within the policy adopted.Anything

39、which encourages language learning benefits society culturally andeconomically, and early exposure to language learning contributes to this. Young childrens innate abilities should be harnessed to make these benefits more achievable. TEST 2WRITING TASK 1MODELANSWERThis model has been prepared by an

40、examiner as an example of a very good answerHowever, please note that this is just one example out of many possible approaches.The chart shows the time spent by UK residents on different types of telephone calls between 1995 and 2002.Local fixed line calls were the highest throughout the period, ris

41、ing from 72 billion minutes in 1995 to just under 90 billion in 1998. After peaking at 90 billion the following year, these calls had fallen back to the 1995 figure by 2002.National and international fixed line calls grew steadily from 38 billion to 61 billion at the end of the period in question, t

42、hough the growth slowed over the last two years.There was a dramatic increase in mobile calls from 2 billion to 46 billion minutes. This rise was particularly noticeable between 1999 and 2002, during which time the use of mobile phones tripled. To um up, although local fixed line calls were still th

43、e most poplar in 2002, the gap between the three categories had narrowed considerably over the second half of the period in question.TEST 2WRITING TASK 2SAMPLEANSWERModel and sample answers for writing tasksThis is an answer written by a candidate who achieved a Band 8 score. Here is the examiner

44、9;s comment:The answer addresses all parts of the prompt sufficiently, focusing on the benefits for students rather than society. A number of relevant, extended and supported ideas are used to produce a well-developed response to the question. However, some ideas, for example the reference to the cr

45、ime level, are not fully extended. The ideas are logically ordered and cohesion is consistently well managed. Paragraphing is used appropriately, and progression between paragraphs is managed with some sophistication. A wide range of vocabulary is used to articulate meanings precisely, with skilful

46、use of uncommon lexis, and very few inappropriacies. The range of grammatical structures used is also wide, with only occasional minor errors.It has been suggested that high school students should be involved in unpaid community services as a compulsory part of high school programmes. Most of the co

47、lleges are already proving opportunities to gain work experience, however these are not compulsory. In my opinion, sending students to work in community services is a good idea as it can provide them with many lost of valuable skills.Life skills are very important and by doing voluntary work, studen

48、ts can learn how to communicate with others and work in a team but also how to manage their time and improve their organizational skills. Nowadays, unfortunately, teenagers do not have many after-school activities. After-school clubs are no longer that popular and students mostly go home and sit in

49、front of the TV, browse internet or play video games. By giving hem compulsory work activities with charitable or community organizations, they will be encouraged to do something more creative. Skills gained through compulsory work will not only be an asset on their CV but also increase their employ

50、ability. Students will also gain more respect towards work and money as they will realize that it is not that easy to earn them and hopefully will learn to spend them in a more practical way.Healthy life balance and exercise are strongly promoted by the NHS, and therefore any kind of spare time char

51、ity work will prevent from sitting and doing nothing. It could also possibly reduce the crime level in the high school age group. If students have activities to do, they will not be bored and come up with silly ideas which can be dangerous for them or their surroundings.In conclusion, I think this i

52、s a very good idea, and I hope this programme will be put into action for high schools colleges shortly. TEST 3WRITING TASK 1SAMPLEANSWERThis is an answer written by a candidate who achieved a Band 6 score. Here is the examiner's comment:The answer addresses the task, reporting sufficient detail

53、s for the reader to be accurately informed, even though in each chart one element is implied rather than overtly stated. Clear comparisons are drawn between the two countries. An overview is given, although focusing on only one age group reduces its clarity. The information is well organized and a range of linking devices used, e.g. whereas; the latter country. Vocabulary is adequate for the task and generally accurate, though attempts to use less common words are less successful. A few errors occur in word formation, e.g. statistic (statistical); estimative (estim