雅思全真模考试题(答案).doc

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ANSWER KEYS
LISTENING

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SECTION 1
1
Jacobs
2
Rod
3
Highfield
4
NH 87 18 12 C
5
Dr. (Kevin) White
6
A
7
B
8
C
9
A
10
B

SECTION 2
11
5 pound fee
12
University card
13
Daily
14
Friday(s)
15
6
16
1 week
17
Computers
18
Non-lending section

19
Arts
20
Basement

SECTION 3
21
Tomorrow
22
Reliability
23
4000 words
24
E-mail attachment
25
Market surveys
26
Stack system
27
Plagiarism/using their conclusions
28
Extension
29
Doctor’s note / certificate
30
Mortgage interest rates

SETION 4
31
B
32
B
33
A
34
Seismic detection system
35
Buoys (at sea)
36
Offshore landslide
37
No wave/zero feet
38
Submarine earthquake
39
26,000 people
40
None

READING

PASSAGE 1
1
V
2
IX
3
I
4
VIII
5
C
6
F
7
B
8
A
9
True
10
Not Given
11
False
12
False
13
True

PASSAGE 2
14
Y
15
Y
16
N
17
NG
18
Y
19
NG
20
1976, 1995
21
2000 floods
22
1998, 2002
23
1990
24
1856
25
France
26
D

PASSAGE 3
27
B
28
C
29
H
30
G
31
E
32
D
33
A
34
beekeeping
35
life cycles
36
droughts
37
C
38
D
39
A
40
D

WRITING
Model Answers

TASK 1

The diagram shows in four stages how the Australian Bureau of Meteorology gets its weather information.

In the first stage there is the “incoming information”. Raw data is collected from outer space, on land, or at sea, using satellite, radar, and drifting buoy respectively. Next, this data is analyzed and forecasted by experts. At this stage experts study satellite photos, radar screens, and synoptic charts to determine weather conditions. Stage three of the process is when the information is prepared for broadcast. This is done through computer which sends all necessary data to the fourth stage. At this point the weather data is broadcasted to the general public via TV, radio and telephone (recorded announcement).

Thus, the process diagram shows how weather data is collected, studied, prepared, and finally broadcast.

TASK 2

There is much debate on the issue of wealthy countries aiding poor countries.

Those who support the international financial assistance emphasize its benefits. As a commonly-accepted measure, aid plays a significant role in international relations. Specifically, it contributes to the infrastructural construction of poor countries. An example is that the World Bank whose key members are rich countries provides poor countries with low-interest loans each year, with which these countries develop their infrastructure such as roads and pipelines rapidly. Also, it helps to save lives in needy countries as in those countries, many people are suffering from starvation, poverty and contagious diseases. Moreover, a country that provides aids generously will be regarded as a responsible country and be respected internationally.

The opponents tend to focus on the potential side-effects of foreign aid. The most critical problem has to do with fairness. Even in the most developed countries, there are people who are lead deprived lives. Therefore, such expenditure will be unfair to their taxpayers. In addition, the cause of poverty varies. Sometimes aid fails to assist a poor country in its development. Rather, it lends the people there an excuse—that is, the aid may not be put to good use. Moreover, aid without the tracking of its use may be a disaster. The aid, including loans and other supports, may be used for the purchase of weapons or end up driving up the incidence of corruption. Most importantly, it seems no foreign aid comes without a price— i.e., it is always tied to some foreign-policy objectives.

Personally, I think international aid compromises the interests of taxpayers in the rich countries and may even lead to abuse of the aid. Therefore, it should be cut down on, if not stopped completely.

Band
Task Achievement
Coherence and Cohesion
Lexical Resource
Grammatical Range and Accuracy

n fully addresses all parts of the task
n presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas
n uses cohesion in such a way that it attracts no attention
n skillfully manages paragraphing
n uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
n uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’

n sufficiently addresses all parts of the task
n presents a well-developed response to the question with relevant, extended and supported ideas
n sequences information and ideas logically
n manages all aspects of cohesion well
n uses paragraphing sufficiently and appropriately
n uses a wide range of vocabulary fluently and flexibly to convey precise meanings
n skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
n produces rare errors in spelling and/or word formation
n uses a wide range of structures
n the majority of sentences are error-free
n makes only very occasional errors or inappropriacies
21-19
n addresses all parts of the task
n presents a clear position throughout the response
n presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus
n logically organizes information and ideas; there is clear progression throughout
n uses a range of cohesive devices appropriately although there may be some under-/over-use
n presents a clear central topic within each paragraph
n uses a sufficient range of vocabulary to allow some flexibility and precision
n uses less common lexical items with some awareness of style and collocation
n may produce occasional errors in word choice, spelling and/or word formation
n uses a variety of complex structures
n produces frequent error-free sentences
n has good control of grammar and punctuation but may make a few errors
18-16
n addresses all parts of the task although some parts may be more fully covered than others
n presents a relevant position although the conclusions may become unclear or repetitive
n presents relevant main ideas but some may be inadequately developed/unclear
n arranges information and ideas coherently and there is a clear overall progression
n uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
n may not always use referencing clearly or appropriately
n uses paragraphing, but not always logically
n uses an adequate range of vocabulary for the task
n attempts to use less common vocabulary but with some inaccuracy
n makes some errors in spelling and/or word formation, but they do not impede communication
n uses a mix of simple and complex sentence forms
n makes some errors in grammar and punctuation but they rarely reduce communication
15-13
n addresses the task only partially; the format may be inappropriate in places
n expresses a position but the development is not always clear and there may be no conclusions drawn
n presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
n presents information with some organization but there may be a lack of overall progression
n makes inadequate, inaccurate or over- use of cohesive devices
n may be repetitive because of lack of referencing and substitution
n may not write in paragraphs, or paragraphing may be inadequate
n uses a limited range of vocabulary, but this is minimally adequate for the task
n may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader
n uses only a limited range of structures
n attempts complex sentences but these tend to be less accurate than simple sentences
n may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
12-10
n responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
n presents a position but this is unclear
n presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported
n presents information and ideas but these are not arranged coherently and there is no clear progression in the response
n uses some basic cohesive devices but these may be inaccurate or repetitive
n may not write in paragraphs or their use may be confusing
n uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
n has limited control of word formation and/or spelling; errors may cause strain for the reader
n uses only a very limited range of structures with only rare use of subordinate clauses
n some structures are accurate but errors predominate, and punctuation is often faulty
9-7
n does not adequately address any part of the task
n does not express a clear position
n presents few ideas, which are largely undeveloped or irrelevant
n does not organize ideas logically
n may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
n uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
n errors may severely distort the message
n attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
6-4
n barely responds to the task
n does not express a position
n may attempt to present one or two ideas but there is no development
n has very little control of organizational features
n uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
n cannot use sentence forms except in memorized phrases
3-1
n answer is completely unrelated to the task
n fails to communicate any message
n can only use a few isolated words
n cannot use sentence forms at all
0
n does not attend
n does not attempt the task in any way
n writes a totally memorized response