My first ride on a ferry .

My first ride on a ferry . 

My first ride on a ferry .

The first time I ever rode on a ferry was when I took one to cross from the city to an island. My family and I had gone to the island for a holiday. 

We arrived at the ferry terminal just as the sun was setting. My father paid the fare at one of the tollbooths and we were ushered into a lane. We had to stop behind a row of cars to await the arrival of the next ferry. 

Presently a light yellow ferry arrived. Cars and motorcycles Sped out of it. Then the green light came for us to board. My father carefully drove the car onto the lower deck of the ferry. It was an exciting new experience for me. 

As soon as the ferry was filled with cars and motorcycles on the lower deck, it left the terminal and proceeded towards the island. I stood at the front end of the ferry and watched the water churn and twirl as the ferry cut through it. 

I could see the island a short distance ahead of us. To our left spanned the newly built suspension bridge. The setting sun cast a red glow on the whole scene and I must say that it was beautiful. 

My sister and I climbed up the stairs to the upper deck. It was filled with passengers who either sat on the seats there or loitered around the area. 

Soon the short ride ended. We hurried back down to the lower deck and got into our car when we saw the island loom closer and closer. 

Finally the ferry docked and my father followed the row of cars out of the ferry. The car bumped a bit on the uneven ramp but soon we were on the island itself. My first ferry ride was over. 

Lần đầu tiên tôi đi phà 

Lần đầu tiên tôi đi phà là khi tôi đi từ thành phố đến một hòn đảo. Gia đình tôi và tôi đến hòn đảo ấy để nghỉ mát. 

Chúng tôi đến bến phà khi mặt trời đang lặn. Ba tôi trả tiền vé ở một trạm thu phí xe và chúng tôi được hướng dẫn đi vào một làn xe. Chúng tôi phải dừng sau một hàng dài xe hơi đang chờ đợi chuyến phà kế tiếp. 

Chẳng bao lâu chiếc phà màu vàng nhạt đến. Xe hơi và xe máy chạy nhanh ra khỏi nó. Rồi đèn màu xanh lá cây bật lên cho phép chúng tôi lên phà. Ba tôi cẩn thận lái xe vào tầng dưới của chiếc phà. Đây là một trải nghiệm mới thú vị đối với tôi. 

Ngay khi chiếc phà chất đẩy xe hơi và xe máy ở tầng dưới, nó rời bến và trực chỉ về phía đảo. Tôi đứng phía trước mũi phà và nhìn xuống dòng nước sôi sục và cuộn tròn khi con tàu cắt ngang nó. 

Tôi có thể nhìn thấy hòn đảo cách một khoảng ngắn phía trước mặt. Bên trái là chiếc cầu treo mới xây bắc ngang sông. Mặt trời lặn đang tỏa ánh sáng đỏ dịu trên toàn cảnh vật và tôi phải nói rằng cảnh tượng thật đẹp. 

Chị tôi và tôi leo cầu thang lên tầng trên. Ở đó đấy những hành khách đang ngồi trên ghế hoặc đang la cà chung quanh. 

Chẳng bao lâu chuyến đi kết thúc. Chúng tôi đi xuống tầng dưới và lên xe ngồi khi hòn đảo sừng sững hiện ra càng lúc càng gần. 

Cuối cùng chiếc phà cập bến và ba tôi theo đoàn xe ra khỏi phà. Chiếc xe dằn xốc một tí trên chiếc cầu nối gập gềnh nhưng chắc mấy chốc chúng tôi đã ở trên đảo. Thế là chuyến đi phà đầu tiên của tôi kết thúc. 

The Newspaper Deliveryman.

The Newspaper Deliveryman. 

The Newspaper Deliveryman.

The newspaper dcliveryman delivers newspapers to us and many other houses in the neighborhood. I hear his motorcycle every morning when he comes to deliver the daily paper. He comes promptly at 6.30 every morning, rain or shine, unless something extraordinary prevents him from doing so. 

He is so regular and prompt that I do not need any alarm clock to wake up. At six-thirty, the neighbors' dogs start barking as he arrives and I know it is almost time to get up for school. 

Though he comes every day, I do not get to see him. I only pick up and read the newspaper he has left at the door. I only see him once a month when he comes to collect the bill. 

Promptly on the first of each month, at six-thirty in the evening, he shows up with his bills. This time he rings the door bell and I usually have to go and pay him. My mother normally gets the money ready one day earlier and asks me to pay him. 

He never smiles. He merely gives me the change if any, and goes off to the next house. It appears that his regular, almost regimental, rounds of newspaper delivery has made him behave like a robot. He is very efficient, very prompt and does not smile. That is certainly very robot-like. 

Nevertheless, I appreciate his reliable service. For one thing, I am never without the daily paper. Some of my friends complain that their newspaper deliverymen are very unreliable. Not so with mine, he is number one. 

A day in the life of a bus driver.

A day in the life of a bus driver. 

A day in the life of a bus driver.

The alarm rings. It is six o'clock. Mr. Kim gets up wearily. It is the start of another day ferrying school kids to and from school.

At six-thirty, after a hurried bath, Mr. Kim starts his old 22-seater bus and moves off. He goes along a regular route picking up children to send to various schools. By seven, all the regular children, except one who is ill, is on the bus. Mr. Kim drives carefully through the busy roads.

He stops at four different schools, dropping off some children at each. He plans his drive carefully so as to reach the last school by seven-thirty. Otherwise some children will be late for school and he gets the blame. 

At seven thirty-two, his bus is empty and the roads are less congested Most of the children are in the classrooms. Mr. Kim stops by at a stall to have his breakfast. 

Come eleven-thirty, he picks up other school children for the afternoon session. By twelve-thirty he has sent all the children to the schools satellite

At one o'clock he collects his first batch of children from a school. Then he proceeds to three other schools to collect the others. After collecting the children he sends them home. 

Mr. Kim has lunch at home and takes a nap afterwards. At three o'clock he cleans up the bus. 

At five in the evening, Mr. Kim goes on his last round of collecting the children from the schools. He safely sends them home by six thirty. Then Mr. Kim goes home, takes a bath, has dinner and watches television for a While before retiring to bed. Thus ends yet another day in the life of a bus driver. 

Something unexpected.

Something unexpected. 

The routine of following lesson after lesson can be very tiring. Recess time always seems so far away. The bell rings. One teacher leaves, another appears. What we need is a break from the monotony. 

One morning, we had a lesson as a matter of routine when I felt that it was going to be just another day of endless studying. After what seemed a long time the bell rang for the second period. The Mathematics teacher left. Next would be Geography with Mrs. Ellen. 

The short break between the going of one teacher and the coming of the next was when we had the opportunity to talk and have some fun. It usually lasted a minute or two, sometimes more. 

This time no teacher appeared even after five minutes. We were having a great time. Ten minutes, Mrs. Ellen still did not appear. Our monitor went out in search of her. A few minutes later, he returned to announce that Mrs. Ellen was absent. We cheered. This was unexpected, but it was welcome. 

So for forty minutes we literally fooled around. The monitor could do nothing. What a good time we had. The bell rang again. Forty minutes of fun seemed so short, but it was great while it lasted. 

Again no teacher appeared. It was another case of an absent teacher. We cheered even louder because it was a double-period which meant we were free until recess. 

Altogether we had one hundred and twenty minutes two hours of no lesson. It was unexpected of course and I have to say I enjoyed it very much. I would not mind having more of this unexpected thing. 

Essay on sports.

ESSAY ON SPORTS.

Sports are very much liked by the children in their school time. In order to let students know the benefits and importance of the sports all through the life, teachers assigned them the topic of essay on sports in the school to write something in their own words. So, students you are at right place, here we have provided some easily written and simply worded long and short sports essay. 

SPORTS ESSAY. 

Essay on sports

Sports are the physical activities with different names according to the ways of playing them. Sports are generally liked by almost all the children whether girls or boys. Generally the topic of benefits and importance of sports are argues by the people. And yes, any type of sport is deeply connected with the physical, physiological, mental and intellectual health of the person. It helps in maintaining the physical and mental fitness of the person. Playing sports on daily basis help in developing the mental skills. It also improves the psychological skills of the person playing. It brings motivation, courage, discipline and concentration. Playing sports has been made necessary in the schools for the welfare of the students.

FRIENDSHIP ESSAY.

FRIENDSHIP ESSAY. 

FRIENDSHIP ESSAY. 

A true friendship is the most precious gift of the life of persons involved in it. A person is called very lucky having true friends in his/her life. True friendship gives us memorable, sweet and pleasant experiences of many types in the life. Friendship is the most precious asset of one's life which he/she never wants to lose.True friendship leads two or more persons involved in it towards success without any demotion in life.Searching a best friend is not an easy process, sometimes we get success and sometimes we lose because of misunderstandings to each other.

Friendship is a devoted feeling of love to which we can share anything about our life and care for each other always. A friend is someone who understands and appreciates other one without any exaggeration. True friends never becomes greedy to each other instead they want to give something better to each other in life.There are any boundaries or differentiation of age, caste, race, creed and sex exist between them. They know the realities of each other and live satisfactorily by helping each other.

Human is a social being and cannot live alone; he/she needs someone to share his/her feelings of joy or sorrow. Generally, a successful friendship exists between persons of same age, character and background.Friends are the loyal support for each other who aimlessly support during bad moments of life.

A Fire.

A Fire 

It was twilight time. I was watching television in my house When I heard an explosion. More followed. So I went outside to see what the matter was. 

A column of dark billowing smoke told me the story. There was a fire raging a short distance away. 

I got onto my bicycle and pedalled in the direction of the smoke. A couple of kilometres later I came upon the fire. It was a row of motorworkshops and they were burning furiously. 

The police and fire department had already cordoned off the area. I watched from a distance. A crowd had already gathered and we gaped with amazement at the spectacle presented by the burning shops. 

The fire rose to about twenty metres and it lit up the whole area even though the sky was already dark. The firemen desperately sprayed streams of water into the fire to control it. Now and then explosions can be heard as gas cylinders blew up in the intense heat. 

For more than an hour the fire raged. I could see anxious people trying to get near the workshops only to be held back by the police. They were obviously the shop-owners trying to save their shops. Actually they could do nothing but wait for the fire to be extinguished. 

Finally the blaze died down and darkness enveloped us. The workshops were totally razed. Only red-hot embers remained where they once stood. The crowd thinned and I too got onto my bicycle and cycled home. 

A Robbery.

A Robbery.

Sam helps his uncle look after the convenience store. Business iS brisk and Sam is kept busy most of the time. 

One evening at about 9 o’clock, just as Sam's uncle was about to close for the day, two men on a motorcycle stopped outside. They got off and walked into the shop. Sam thought that it was odd that they should be wearing dark glasses at night. Anyway who was he to question what another should wear? 

Sam was about to ask the men what they wanted when both of them drew pistols from their pockets. One pointed a pistol at Sam and the other at Sam's uncle. Sam froze and stared at the pistol pointed at him. He could not believe his eyes. These two were robbers wearing dark glasses to conceal their identities! 

The next moment Sam and his uncle were made to lie face-down on the floor. Sam heard the cash register ring and the drawer open. Then he heard quick light steps, the roar of a motorcycle starting up and suddenly all was quiet. 

Sam looked up. The robbers were gone. Sam shook his uncle who was still prostrate on the floor. As soon as they got up, Sam's uncle ran to the cash register. The robbers had taken every cent from it. The robbery had happened so quickly. It took less than a minute for the robbers to come and vanish with the day's takings. 

Sam's uncle shook his head. At least the robbers did not harm them. The only thing left to do was to inform the police and let them handle the case. As for Sam, he learned to be wary of strangers who wore dark glasses at night.

A Busy Street.

A Busy Street. 

A Busy Street.

The small street just two blocks away from my house is one of the busiest streets in the city. To be in it just once is to know the meaning of the word "busy". 

I happened to be in it a few days before the New Year. On both sides of the street were hawkers with all sorts of goods displayed openly for people to come and buy. The five-meter sidewalks were not big enough, so the hawkers and their customers actually spilled into the narrow street itself making it a hazardous place for drivers and motorcyclists. Every few seconds a horn sounded as the vehicles crawled cautiouslyamong the throng. 

There were so many people there that if I had not been with my father I would probably have got lost. My father knew his way around. So I held on tightly to his hand as he led me through the crowd. A number of times I nearly knocked into someone, or rather, someone nearly knocked into me. Everyone seemed to be in a rush and nobody seemed to care whether they trampled on others. 

We were there to buy some cakes for the New Year. At the shop we had to wait a long time before we could pay for what we wanted. The shop was packed with other shoppers. 

After our purchase, we made our way carefully out of the street. Once outside, the air felt so much fresher. Though we had to walk some distance to our car, it was so much more pleasant than walking among the crowd of frenzied shoppers along the busy street. 

Control their emotions.

Control their emotions. 

Control their emotions.

You can usually tell when your friends are happy or angry by the looks on their faces or by their actions. This is useful because reading their emotional expressions helps you to know how to respond to them. Emotions have evolved to help us respond to important situations and to convey our intentions to others. But does raising the eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar? Much research on emotional expressions has centered on such questions. 

According to Paul Ekman, the leading researcher in this area, people speak and understand substantially the same “facial language”. Studies by Ekman’s group have demonstrated that humans share a set of universal emotional expressions that testify to the common biological heritage of the human species. Smiles, for example, signal happiness and frowns indicate sadness on the faces of people in such farflung places as Argentina, Japan, Spain, Hungary, Poland, Sumatra, the United States, Vietnam, the jungles of New Guinea, and the Eskimo Villages north of Artie Circle. 

Ekman and his colleagues claim that people everywhere can recognize at least seven basic emotions: sadness, fear, anger, disgust, contempt, happiness, and surprise. There are, however, huge differences across cultures in both the context and intensity of emotional displays the so called display rules. In many Asian cultures, for example, children are taught to control emotional responses especially negative oneswhile many American children are encouraged to express their feelings more openly. Regardless of culture, however, emotions usually show themselves, to some degree, in people’s behavior. From their first days of life, babies produce facial expressions that communicate their feelings. 

The ability to read facial expressions develops early, too. Very young children pay close attention to facial expressions, and by age five, they nearly equal adults in their skill at reading emotions on people>s faces. This evidence all points to a biological underpinning for our abilities to express and interpret a basic set of human emotions, Moreover, as Charles Darwin pointed out over a century ago, some emotional expressions seem to appear across species boundaries. Cross cultural psychologists tell us that certain emotional responses carry different meanings in different cultures. For example, what emotion do you suppose might be conveyed by sticking out your tongue? For Americans, this might indicate disgust, while in China it can signify surprise. Likewise, a grin on an American face may indicate joy, while on a Japanese face it may just as easily mean embarrassment. Clearly, culture influences emotional expressions. 

My first day at school.

My first day at school. 

My first day at school

My mother accompanied me to school on the first day. Other parents accompanied their children as well. We all waited in front of the school office.

Soon a teacher came and led us to some classrooms. There we were put into four separate classes. This was when some children began to cry as, the parents were not allowed into the classrooms. I did not cry because I had been to kindergarten before. Actually my mother went home soon after for she knew I would be all right.

It was an enjoyable time for me as I got to know my new classmates. The teacher was very busy writing down our particulars so we had plenty of time to ourselves.

Meantime some children continued to sob while their parents looked in anxiously through the windows.

Soon recess came. Some of us headed for the canteen while the rest headed for their parents. I bought a drink with the money my mother gave me. Getting to know my new friends had made me thirsty.

After recess we went back to out classroom and my new friends and I managed to coax two boys to stop crying. In fact, soon we were laughing and playing together. Once in a while the teacher had to tell us to keep quiet as we were making too much noise.

Still, some parents looked in anxiously through the windows.

Finally the bell rang for us to go home. Some of us were very relieved to be reunited with our parents. I too was glad to see my mother waiting for me at the school gate. I had made many new friends. It had been a wonderful first day at school.

A Picnic by the Sea .

 A Picnic by the Sea . 

A Picnic by the Sea . 

Vung Tau is about 125 kilometres from Ho Chi Minh City. It is a popular holiday resort where millions of people spend their holidays each year. 

It was on a Sunday in the summer that we had a picnic in Vung Tau. I went there with my uncle and his family. There were five of us, my uncle, my aunt, their two young children and me. My uncle drove us there in his car. 

We arrived there at about nine in the morning. The beach was already crowded with other holiday-makers. Anyhow we managed to get a good 

place with a rented parasol and we put our things there. My aunt laid out a mat for us to sit on. 

In double-quick time we were enjoying ourselves in the sea, except my aunt. She just sat on the mat watching us. 

The water was cool and refreshing, and I loved splashing it on my cousins. However, the hot sun above could be quite uncomfortable. So after about an hour or so, my uncle told us to sit in the shade for a while. The sun was getting increasingly hot, so we reluctantly came out of the sea. 

In the shade of some trees we built some sandcastles. Time passed so quickly. Soon we heard my aunt calling us to have lunch. We ran to her and helped ourselves to the delicious food she had brought. Then we had several glasses of ice-cold drink from the thermos flask. 

After lunch we played a while more in the sea. The sun was just too hot. So we walked over to one of the hotels nearby and washed ourselves with clean freshwater. 

When we returned, my aunt had already packed everything in the car. So all of us got into the car and my uncle drove us back home to the city. 

A visit to the market .

A visit to the market . 

A visit to the market .

I accompanied my mother to the central market to buy some groceries that she needed for the coming New Year.

When we arrived at the market we could not find a place to park the car. So we waited patiently for about ten minutes before someone vacated a parking space and we moved in.

Coming to the market just before a festive season was not a pleasant experience. The whole town seemed to be there. Everyone had things to buy. So the prices of things shot up. Worst of all, we had to struggle to get these things.

So we made our way carefully through the various sections buying vegetables, meat, fish, noodles, spices and other food stuffs. We had wanted to buy some prawns too but they were all sold out, despite their skyhigh price.

The bags got heavier and heavier. The crowd got thicker and thicker. The noise and heat was overwhelming. As we had nearly done all thes hopping, I told my mother that I would wait for her at the car. I could not stand being among hundreds of aggressive shoppers anymore.

I lugged the bags wearily to the car and breathed a sigh of relief when I reached it. The air smelled sweet and cool. I was glad to be outside.

Fifteen minutes later my mother emerged from the market. She lookede exhausted We put the groceries in the boot, got into the car and drove off with the air-conditioner at full blast.

An accident essay in english.

An accident essay in english. 

An accident essay in english.

The road in front of my school is not only narrow but also very busy. Every afternoon when school finishes the road becomes almost impassable as children, bicycles, cars and buses jostle and struggle to use it. Sometimes a policeman is there to help things out, but generally chaos reigns and we have to be careful not to get involved in an accident. A few accidents had already occurred, and I was a witness to one. 

It happened just after school. As usual, the road was an utter madhouse. Children were running across the road to get to their cars and buses. Cars and buses honked angrily at them. 

Just then I saw a young boy make a dash across the road. There was a loud blare of horn, a squeal of brakes and I saw a car knock into the boy. He fell as though his feet were swept from under him. 

Fortunately the car was not moving very fast and the driver managed to stop the car before a wheel could run over the fallen boy. 

All traffic stopped. I ran over to the boy and saw blood on the road. He was bleeding from a cut on his head. A man came and examined the boy. Then he lifted the boy and carried him to a car. They sped off, presumably to the hospital. 

Many people surrounded the driver who looked dazed and bewildered. Some policemen came to calm things down. 

As there was nothing I could do, I turned and walked down the road Carefully. It was terrible to witness an accident. I certainly would HBVGI‘ like to be involved in one. 

The Battle of Gettysburg.

The Battle of Gettysburg. 

      The Battle of Gettysburg. 

One of the most important battles of the American Civil War occurred around the small town of Gettysburg, Pennsylvania, from July 1 to July 3, 1863. What began as a search for shoes by the Confederate Army quickly escalated into a major battle. As the Confederate soldiers sought new shoes, they unexpectedly encountered Union cavalry stationed west of the town at Willoughby Run, and the battle began. After much fighting and heavy casualties on both sides, the Confederates pushed the Union forces back through the town of Gettysburg, where they regrouped south of the town along the high ground near a cemetery. 

Confederate General Robert E. Lee ordered General R.S. Ewell to seize the high ground from the battle weary Union soldiers “if practical.” Ewell hesitated in the attack, giving the Union troops a chance to establish a stronghold along Cemetery Ridge and then bring in reinforcements with artillery. By the time Lee realized Ewell had not attacked, the opportunity had vanished. Other failures by the Confederates included the generals’ opposition to the attack plans and a lack of information about Union defense. This combination of errors allowed the Union forces to win a critical victory in the Civil War. By the end, a total of 160,000 men were involved in this fierce and bloody battle. 

The Connection Between Voice And Personality.

The Connection Between Voice And Personality. 

The Connection Between Voice And Personality.

A mumber of factors related to the voice reveal the personality of the speaker, The first is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual and specialized communication through performance. 

A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythm that are flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance. When speaking before a group, a person tone may indicate uncertainty or fright, confidence or calm. At interpersonal levels, the tone may refect ideas and feelings over and above the words chosen, or may believe them. 

Here the participant’s tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are usually discernible by the acute listener. Public performance is a mannerof communication that is highly specialized with its own techniques for obtaining effects by voice and /or gesture. 

The motivation derived from the text, and in the case of singing, the music, in combination with the performer’s skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication. 

Second, the voice gives psychological clues to a person’s self-image, perception of others, and emotional health. Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits. Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front. 

How a speaker perceives the listener’s receptiveness, interest, or sympathy in any given conversation can drastically alter the tone of presentation, by encouraging or discouraging the speaker. Emotional health is evidenced in the voice by free and melodic sounds of the happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities of the depressed.

TEACHER ESSAY.

TEACHER ESSAY.

 TEACHER ESSAY.

The teacher's profession is considered as the best and ideal profession in this world as they provide selfless duty to shape someone's life. Their committed work cannot be compared to anything. 

Teachers are those who always take care of their all students. They check their food habits, cleanliness level, behaviour to others, and concentration towards study. They check our nails weekly to maintain cleanliness and hygiene and prevent us from diseases. They organize health camp quarterly for us in the school campus where student's weight, height, IQ level, blood pressure, heart rate, lungs capacity, blood check up, urine check up, chickenpox immunization, immunization for MMR, measles, DPT booster dose, polio drop, etc takes place to closely monitor and maintain the health records of us.

Teachers are never bad, it is only their way of teaching which is different from each other and makes them different in the mind of students. They only want to see their students happy and successful. A good teacher never loses patience and teaches every student accordingly. Our teachers motivate us to wear clean clothes, eat healthy foods, avoid junk foods, care for parents, behave well with others, come to school at right time in proper uniform, never tell lie to anyone in life, react positively, take care of school property, take care of your books, copies, and other study material, always pray to God for better concentration on study, always discuss to your subject teacher about any confusion, do not argue with strangers and many more.

Bài luận viết về giáo viên.

Read the text and match the phrases that have similar meanings.

Read the text and match the phrases that have similar meanings. 

I often help a lot around the house and i usually help my mum do the laundry. My . brother is lazy and he never washes his clothes. He always leaves them In a pile on his bedroom floor. In the evening after school, I always tidy up my room. I put things away and get my schoolbag ready for the next day. My dad sometimes washes up after dinner. We don’t have a dishwasher at the moment because our old one broke down, so he has to clean the dishes by himself. My sister likes cooking, so she often helps mum make lunch and dinner. She prepared a delicious meal of roast chicken at the weekend. Sometimes my brother puts the rubbish out, but he usually just leaves it by the back door instead of taking it out to the bins. We all usually try and help and do the cleaning. When the housework is done, we always relax and watch TV. 

1 do the laundry        .A take out the bins

2 tidy up                      .B prepare a meal

3 wash up                    .C wash the clothes

4 make lunch/dinner .D put things away

5 put the rubbish out .E do the housework

6 do the cleaning        .F clean the dishes

Cambridge Ielts 2 With Answers.

Cambridge Ielts 2 With Answers.

introduction 

The International English Language Testing System (IELTS) is widely recognised as a reliable means Of assessing Whether candidates are ready to study or train in the medium of English IELTS is owned by three partners, The University of Cambridge Local Examinations Syndicate, the British Council and IDP Education Australia (through its SUbSl'dl'ar y Company IELTS Australia Pty Limited). The main purpose of this book of Practice Tests is to give future IELTS candidates an idea of whether their English is at the required level. Further information on IELTS can be found in the IELTS HandbOOk available free of charge from IELTS centres. 

Cambridge Ielts 2 With Answers (Savina)

WHAT IS THE TEST FORMAT? 

IELTS consists of six modules. All candidates take the same Listening and Speaking Modules. There is a choice of Reading and Writing Modules according to Whether a candidate is taking the Academic or General Training version of the test. 

Listening 

This is in four sections, each with 10 questions. The first two sections are concerned with social needs. There is a conversation between two speakers and then a monologue. The final two sections are concerned with situations related to educational or training contexts. There is a conversation between up to four people and then a monologue. 

A variety of question types is used, including: multiple choice, short-answer questions, sentence completion, notes/chart/table completion, labelling a diagram, classification, matching. 

Candidates hear the recording once only and answer the questions as they listen. Ten minutes are allowed at the end to transfer answers to the answer sheet. 

Academic Reading 

There are three reading passages, of increasing difficulty, on topics of general interest and candidates have to answer 40 questions. The passages are taken from magazines, journals, books and newspapers. At least one text contains detailed logical argument. 

A variety of question types is used, including: multiple choice, short-answer questions, sentence completion, notes/chart/table completion, labelling a diagram, classincation, matching lists/phrases, choosing suitable paragraph headings from a list, identification of writer’s views/ attitudes yes, no, not given. 

General Training Reading 

Candidates have to answer 40 questions. There are three sections of increasing difficulty, containing texts taken from notices, advertisements, leaflets, newspapers, instruction manuals, books and magazines. The first section contains texts relevant to basic linguistic survival in English, with tasks mainly concerned with providing factual information. The second section focuses on the training context and involves texts of more complex language. The third section involves reading more extended texts, with a more complex structure, but with the emphasis on descriptive and instructive rather than argumentative texts. 

A variety of question types is used, including: multiple choice, short-answer questions, sentence completion, notes/chart/table completion, labelling a diagram, classihcation, matching lists/phrases, choosing suitable paragraph headings from a list, identification of writer’s views/attitudes yes, no, not given, or true, false, not given. 

Academic Writing 

There are two tasks and it is suggested that candidates spend about 20 minutes on Task 1, which requires them to write at least 150 words and 40 minutes on Task 2 250 words. The assessment of Task 2 carries more weight in marking than Task 1. 

In Task 1 candidates are asked to look at a diagram or table and to present the information in their own words. They are assessed on their ability to organise, present and possibly compare data, describe the stages of a process, describe an object or event, explain how something works. 

In Task 2 candidates are presented with a point of view, argument or problem. They are assessed on their ability to present a solution to the problem, present and justify an opinion, compare and contrast evidence and opinions, evaluate and challenge ideas, evidence or 

arguments. Candidates are also judged on their ability to write in an appropriate style. 

Cambridge Ielts 2 With Answers (Savina)

General Training Writing 

There are two tasks and it is suggested that candidates spend about 20 minutes on Task 1, which requires them to write at least 150 words and 40 minutes on Task 2 250 words. The assessment of Task 2 carries more weight in marking than Task 1. 

In Task 1 candidates are asked to respond to a given problem with a letter requesting information or explaining a situation. They are assessed on their ability to engage in personal correspondence, elicit and provide general factual information, express needs, wants, likes and dislikes, express opinions, complaints, etc. 

In Task 2 candidates are presented with a point of view, argument or problem. They are assessed on their ability to provide general factual information, outline a problem and present a solution, present and justify an opinion, evaluate and challenge ideas, evidence or arguments 

Candidates are also judged on their ability to write in an appropriate style. 

Speaking (A revised Speaking Module will be operational from July 2001. See page 170 for details.) 

This consists of a conversation between the candidate and an examiner and takes between 10 and 15 minutes. There are five sections: 

1 Introduction The examiner and candidate introduce themselves and the candidate is encouraged to talk brieiiy about their life, home, work and interests. 

2 Extended discourse The candidate is encouraged to speak at length about some familiar topic of general interest or of relevance to their culture, place of living or country of origin. This will involve explanation, description or narration. 

3 Elicitation The candidate is given a task card with some information on it and is encouraged to take the initiative and ask questions either to elicit information or to solve a problem. 

4 Speculation and Attitudes The candidate is encouraged to talk about their future plans and proposed course of study. Alternatively the examiner may choose to return to a topic raised earlier. 

5 Conclusion The interview is concluded. Candidates are assessed on their ability to communicate effectively with native speakers of English. The assessment takes into account evidence of communicative strategies and appropriate use of grammar and vocabulary. 

Cambridge Ielts 2 With Answers (Savina)

HOW IS IELTS SCORED? 

IELTS results are reported on a nine-band scale. In addition to the score for overall language ability IELTS provides a score, in the form of a profile, for each of the four skills (Listening Reading, Writing and Speaking). These scores are also reported on a nine-band scale. A11 ’ scores are recorded on the Test Report Form along with details of the candidate’s nationality, first language and date of birth. Each Overall Band Score corresponds to a descriptive statement which gives a summary of the English language ability of a candidate classified at that level. The nine bands and their descriptive statements are as follows: 

9 Expert User Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. 

8 Very Good User -Has fully operational command of the language with only occasional 

unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. 

7 Good User Has operational command of the language, though occasional inaccuracies, 

inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. 

6 Competent User Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. 

5 Modest User -Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. 

4 Limited User Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. 

3 Extremely Limited User Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. 

2 Intermittent User No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great dijjiculty understanding spoken and written English. 

1 Non User Essentially has no ability to use the language beyond possibly a few isolated words. 

0 Did not attempt the test. No assessable information. 

Most universities and colleges in the United Kingdom, Australia, New Zealand and Canada accept an IELTS Overall Band Score of 6.0 or 6.5 for entry to academic programmes. IELTs scores are increasingly being recognised by Universities in the USA. 

Cambridge Ielts 2 With Answers (Savina)

MARKING THE PRACTICE TESTS 

Listening and Reading 

The Answer key is on pages 146-167. Each item in the Listening and Reading tests is worth one mark. There are no half marks. 

Put a tiCk (×) next to each correct answer and a cross (X) next to each wrong one. Each tick will equal one mark. 

Single letter number answers

For questions where the answer is a single letter or number, you should have written only one answer. If you have written more than one, the answer must be marked wrong. 

Longer answers 

Only the answers given in the Answer key are correct. 

Sometimes part of the correct answer is given in brackets. Words in brackets are optional they are correct, but not necessary. 

Alternative words or phrases within an answer are indicated by a single slash (l). 

Sometimes there are alternative correct answers to a question. In these cases the possible answers are separated by a double slash (II). If you have written any one of these possible answers, your answer is correct. 

You will find additional notes about individual questions in the Answer key. 

Spelling 

Most answers require correct spelling. Where alternative spellings are acceptable, this is stated in the Answer key. 

Both US and UK spelling are acceptable. 

Writing 

Obviously it is not possible for you to give yourself a mark for the Writing tasks. For Tests 1, 2 and 4 and GT Test A we have provided model answers (written by an examiner) at the back of the book. It is important to note that these show just one way of completing the task, out of many possible approaches. For Test 3 and GT Test B we have provided sample answers (written by candidates), showing their score and the examiner’s comments We hope that both of these will give you an insight into what is required for the Writing module. 

Cambridge Ielts 2 With Answers (Savina)

HOW SHOULD YOU INTERPRET YOUR SCORES? 

In the Answer key at the end of the each set of Listening and Reading answers you will find a chart which will help you assess if, on the basis of your practice test results, you are ready to take the IELTS exam. 

In interpreting your score, there are a number of points you should bear in mind. 

Your performance in the real IELTS test will be reported in two ways: there will be a Band Score from 1 to 9 for each of the modules and an Overall Band Score from 1 to 9, which is the average of your scores in the four modules. 

However, institutions considering your application are advised to look at both the Overall Band and the Bands for each module. They do this in order to see if you have the language skills needed for a particular course of study. For example, if your course has a lot of reading and writing, but no lectures, listening comprehension might be less important and a score of 5 in Listening might be acceptable if the Overall Band Score was 7. However, for a course where there are lots of lectures and spoken instructions, a score Of 5 in Listening might be unacceptable even though the Overall Band Score was 7. 

Once you have marked your papers you should have some idea of whether your Listening and Reading skills are good enough for you to try the real IELTS test. If you did well enough in one module but not in others, you will have to decide for yourself whether you are ready to take the proper test yet. 

The Practice Tests have been checked so that they are about the same level of difiiculty as the real IELTS test. However, we cannot guarantee that your score in the Practice Test papers will be refiected in the real IELTS test. The Practice Tests can only give you an idea of your possible future performance and it is ultimately up to you to make decisions based on your score. 

Different institutions accept different IELTS scores for different types of courses. We have based our recommendations on the average scores which the majority of institutions accept. The institution to which you are applying may, of course, require a higher or lower score than most other institutions. 

Sample answers or model answers are provided for the Writing tasks. The sample answers were written by IELTS candidates; each answer has been given a band score and the candidate’s performance is described. Please note that the examiner’s guidelines for marking the Writing scripts are very detailed. There are many different ways a candidate may achieve a particular band score. The model answers were written by an examiner as examples of very good answers, but it is important to understand that they are just one example out of many possible approaches. 

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