MOCK TEST 4 – ANSWER KEY

I. LISTENING (50 POINTS)

Part 1.
1. True
2. False
3. False
4. True
5. True
Source: Assessment – End of level test – Section 3 - Expert Ielts 7.5 Teacher’s book

Part 2.
6. course combinations
7. Advanced Vocational Qualifications
8. Higher National Diploma/HND
9. one-year foundation courses
10. Hospitality degree
11. admissions tutors
12. Return-to-study
13. financial assistance
14. life-enhancing experience
Upstream advanced audio – student’s book - CD4 – Track 9

Part 3.
15. D
16. B
17. C
18. A
19. D
Listening Test 3 – Part 3 - Proficiency testbuilder 4th

Part 4.
20. elitism and prestige

21. slim acceptance rates

22. donated assets

23. go untaxed

24. Nobel laureates

25. exclusivity

Source: [Link]

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II. LEXICO-GRAMMAR (20 POINTS)

Part 1.
26.B 27.A 28.B 29.C 30.C 31.B 32.D
33.B 34.D 35.C 36.C 37.C 38.B 39.A

Part 2.
40. ecstatic 41. assortment 42. unearthly
43. improvisation 44. uplifting 45. transitory

III. READING (50 POINTS)

Part 1.
46. of 47. material 48. Now 49. notion 50. racing

51. part 52. moulded 53. flaw 54. leaving 55. works

Part 2.
56. D
57. E
58. A
59. C
60. B
61. YES
62. NOT GIVEN
63. NO
64. NO
65. YES
66. YES
67 - 68. B, C ( IN ANY ORDER)

Part 3.
69. E
70. G
71. A
72. F
73. B
74. D
75. H

Part 4.
76. B
77. A
78. D
79. C
80. A
81. D
82. B
83. A
84. A
85. C

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Part 5.
86. E
87. F
88. B
89. D
90. E
91. A
92. E
93. F
94. A
95. C

IV. WRITING (60 points)

Part 1. (15pts)
Contents (10 points):
- The summary MUST cover the following points:
+ The topic sentence must cover the main content of the extract: two ways which have helped
defenceless insects escape from their predators.
+ How insects camouflage and examples.
+ How insects mimic and examples.
- The summary MUST NOT contain personal opinions.
Language use (5 points)
The summary:
+ should show attempts to convey the main ideas of the original text by means of paraphrasing
(structural and lexical use),
+ should demonstrate correct use of grammatical structures, vocabulary, and mechanics (spelling,
punctuations,....),
+ should maintain coherence, cohesion, and unity throughout (by means of linkers and transitional
devices).
Penalties:
+ A penalty of 1 point to 2 points will be given to personal opinions found in the summary.
+ A penalty of 1 point to 2 points will be given to any summary with more than 20% of words copied
from the original.
+ A penalty of 1 point to 2 points will be given to any summary longer than 130 words or shorter than
90 words.
Sample:
The extract describes ways, namely camouflaging and mimicry, which have helped defenceless insects
escape from their predators. Camouflaging requires insects to have body colors close to the
surroundings so as to appear less eye-catching to predators. The moth caterpillars look like dead twigs
while certain butterfly caterpillars resemble bird droppings. Some butterflies and moths have wings that
resemble dried leaves. Mimicry requires harmless insects to adopt the body colors and shapes of the
wasps and bees so as to fool their predators into thinking that they are dangerous. Predators usually
avoid them, thinking they have stings too. The bee-fly and hoverfly assimilate the body colors of the
bumble bee and wasps respectively and the bee-fly even hums like the bumble bee.
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Part 2. (15pts)
Contents (10 points):
- The report MUST have at least 2 paragraphs covering the following points:
 Introduce the charts (2 points) and state the overall trends & striking features (2 points)
 Describe main features with relevant data from the charts and make relevant comparisons
(6 points)
- The report MUST NOT contain personal opinions. (A penalty of 1 point to 2 points will be given
to personal opinions found in the answer.)
Language use (5 points)
The report:
- should demonstrate a wide variety of lexical and grammatical structures,
- should have correct use of words (verb tenses, word forms, voice,…); and mechanics (spelling,
punctuations,....).

Sample:
The table compares two primary schools in terms of the proportions of their pupils who experienced
seven different educational problems in the years 2005 and 2015.

It is noticeable that school A had higher proportions of children with all seven educational difficulties in
both years. However, while school A managed to reduce the incidence of most of the problems between
2005 and 2015, school B saw an overall rise in the percentage of children who were struggling.

In 2005, 42% of school A’s pupils found it difficult to follow instructions, whereas only 6% of pupils in
school B experienced this problem. Similarly, between 30 and 40 per cent of children attending school
A had problems in the areas of spelling, listening, verbal expression and concentration in lessons, while
the equivalent figures for school B stood at between 5 and 15 per cent.

In 2015, the difference between the two schools was less pronounced. Notably, the proportion of
children who struggled to follow instructions fell by 24% in school A, and this school also saw falls of
22%, 15%, 14% and 5% in the figures for children who had problems with concentration, listening,
verbal expression and spelling. In school B, however, the proportion of children who struggled with
spelling and following instructions doubled, to 10% and 12% respectively, and there was almost no
change in the incidence of listening, verbal or concentration problems

SOURCE: IELTS SIMON

Part 3. (30 points)

The mark given to part 3 is based on the following criteria:
1. Task achievement: (10 points)
a. ALL requirements of the task are sufficiently addressed.
b. Ideas are adequately supported and elaborated with relevant and reliable explanations,
examples, evidence, personal experience, etc.
2. Organization: (10 points)
a. Ideas are well organized and presented with coherence, cohesion, and unity.
b. The essay is well-structured:
 Introduction is presented with clear thesis statement.
 Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples when
necessary.
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  Conclusion summarises the main points and offers personal opinions (prediction,
recommendation, consideration,…) on the issue.
3. Language use: (5 points)
a. Demonstration of a variety of topic-related vocabulary
b. Excellent use and control of grammatical structures
4. Punctuation, spelling, and handwriting (5 points)
a. Correct punctuation and no spelling mistakes
b. Legible handwriting

Sample:
The character and disposition of an individual can be determined by the way he dresses and behaves.
However, can the same be said about an entire society based on the behavior and appearance of the
people of that society? In my view, while in certain respects the habits and customs of a people are
accurate indicators of their attitudes and values, in other respects they are not.

Turning first to the way people look and dress, certain aspects of the outward appearance of a culture's
people do inform us of their ideas, attitudes, and values. A society whose members tend to be obese
might place a high value on indulgence and pleasure, and a low value on physical health. A general
preference for ready-made, inexpensive clothing might indicate a preference for practicality or for
saving rather than spending. And a society whose members prefer to wear clothing that is traditional and
distinct to that society is one that values tradition over modernization. In other respects, however, the
way people look and dress is not a function of their attitudes and values but rather their climatic and
work environment. In harsh climates people bundle up, while in hot, humid climates they go with few
clothes. In developed nations, people dress for indoor work and their skin appears pink and supple,
while in agrarian cultures people dress for outdoor work and their faces look weather-beaten.

I turn next to the way people act. The habits, rituals and lifestyles of a culture often do provide accurate
signals about its value. For instance, a society characterized by overconsumption is one that values
comfort and convenience over a healthy environment. And, a society whose members behave in a
genteel, respectful, and courteous manner towards one another is one which values human dignity, while
a society of people act in a hateful manner towards others clearly places a low value on respect for
others and on tolerance of other people’s opinions and beliefs. In other respects, however, the way
people behave can belie their attitudes and values. For instance, a society whose members tend to work
long hours might appear to place a high value on work for its own sake, when in reality these work
habits might be born of financial necessity for these people, who would prefer more leisure time if they
could afford it.

Finally, the statement overlooks a crucial distinction between free societies and oppressed ones. Free
societies such as contemporary Africa, are characterized by a panoply of rituals, behaviours,and
manners of dress among its member. Such diversity in appearances surely indicates a society that places
a high value on individual freedom and cultural diversity. Accordingly, it might seem that a society
whose members share similar rituals, ways of dressing, and public behaviours places a low value on
individual freedom and cultural diversity. However any student of modern Fascism would recognise
cultural homogeneity as an imposition on society’s members, who would happily display their
preference for individuality and diversity but for their oppressors.

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To sum up, while the statement has merit, it amounts to an unfair generalization. The way that people
look, dress and act is often bred of necessity, not of attitudes and values. And in oppressed societies
people’s customs and habits belie their true attitudes and values in any event.

Source: GRE ANNUAL REVIEW 2018

V. SPEAKING (20 POINTS)

As some teenagers approach working age, getting a job is only the thing they think of. Dreams of all the
things they can buy float through their heads. Coming down to earth, though, they must stop to consider
whether working is really a good idea. There’s no easy answer, but in my opinion working part-time can
be a good thing.

If teens can work and keep up with school, having a job helps them develop a greater sense of
responsibility and self-esteem. For one thing, it says, “I am a productive member of society and I can
make my own way.” For another, it forces them to learn to manage their time; they have to hand in their
homework and be on time for work. Teens can also learn many skills on the job, including how to relate
to different kinds of people. Finally, working helps teens learn to manage money. Most will soon realize
that they have to work very hard to save money to pay for even a few of the items they dreamed of.

Of course, some people object to teens working. Parents and teachers may worry that a job will take too
much time away from a teenager’s studies. They may also be concerned that working will conflict with
a teenager’s other studies, like sports or music lessons. The teenage years, they argue, are a time to
develop interests that will stay with them throughout their lives. While these are valid concerns, they
seem trivial compared to the advantages that could be gained.

Whether a teenager should work or not is a serious question, and every family will have their own
reasons for or against. However, in my opinion, working can give teenagers a chance to learn and to
grow. It gives them a chance to learn things they would never learn in the classroom and allows them to
develop a greater sense of who they are.

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