MOCK TEST 3 – ANSWER KEY

I. LISTENING (50 POINTS)

Part 1.
1. True
2. False
3. False
4. True
5. True
Source: Page 120 - Exercise 2 – Unit 18 .2 – Objective Ielts Advanced Student’s Book

Part 2.
6. E
7. J
8. A
9. I
10. H
Source: Youtube

Part 3.
11. B
12. C
13. D
14. B
15. A
Source: Part 3 listening – Test 4 – Cambridge English Proficiency 2 (Revised 2013)

Part 4.
16. red alert warning

17. Nordic countries

18. societal push

19. bus rapid transit

20. high-density planning

21. State – of – the – art

22. health-conscious

23. commercial building owners

24. direct bureaucratic link

25. society’s willingness

Source: Youtube

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II. LEXICO-GRAMMAR (20 POINTS)

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

Part 2.
40. incandescent 41. nondescript 42. delineated
43. unfaltering 44. infantile 45. benighted

III. READING (50 POINTS)

Part 1.
46. background 47. disposal 48. start 49. strike 50. idea

51. engendered 52. flexibility 53. set 54. loose 55. carried

Part 2.
56. iv
57. ix
58. iii
59. vi
60. v
61. i
62. vii
63. YES
64. NOT GIVEN
65. NO
66. NOT GIVEN
67. YES
68. YES

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

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

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

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: causes of animal extinction with human
beings the main culprit.
+ natural forces
+ human-driven factors: overhunting, the introduction of predators,the encroachment upon natural
habitat, excessive fishing and deforestation
- 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 passage raises concern over the causes of animal extinction for which human bears greater
responsibility not just in terms of speed but also scale. Formerly, natural selection and disasters were
scientifically acknowledged as two attributes of species disappearance. However, for the time being,
human beings are to blame for the acceleration of the problem. In the past, man mainly contributed to
the demise of some species through overhunting or the introduction of predators. Nowadays, other
human activites such as greater quest for living space, excessive fishing and deforestation pose a
considerable threat on the destruction of animal natural habitat, marine diversity and food sources.

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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 bar chart illustrates the frequency with which Americans ate in fast food establishments from 2003
to 2013.

It is clear that the majority of Americans ate in fast food restaurants between once a week and once a
month in all three years. We can also see a shift towards eating in these restaurants less frequently by
the end of the 10-year period.

In each of the years shown on the chart, close to 60% of people in the US ate in fast food restaurants
between once and four times a month. Roughly 15 to 20% of Americans reported eating in fast food
outlets several times per week, while 3 to 4% of people ate in these outlets daily. At the other end of the
scale, around 4% of people avoided fast food restaurants completely.

Between 2006 and 2013, the total proportion of Americans who ate in fast food establishments either
once a week or several times a week fell by almost 10%. At the same time, there was an increase of
around 8% in the ‘once or twice a month’ category. In other words, the weekly fast food habit that was
common in 2003 and 2006 became a monthly or twice monthly habit in 2013.

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:
This statement actually consists of a series of three related claims: (1) machines are tools of human
minds; (2) human minds will always be superior to machines; and (3) it is because machines are human
tools that human minds will always be superior to machines. While I concede the first claim, whether I
agree with the other two claims depends partly on how one defines "superiority," and partly on how
willing one is to humble oneself to the unknown future scenarios.

The statement is clearly accurate insofar as machines are tools of human minds. After all, would any
machine even exist unless a human being invented it? Of course not. Moreover, I would be hard-pressed
to think of any machine that cannot be described as a tool. Even machines designed to entertain or
amuse us--for example, toy robots, cars and video games, and novelty items--are in fact tools, which
their inventors and promoters use for engaging in commerce and the business of entertainment and
amusement. And, the claim that a machine can be an end in itself, without purpose or utilitarian function
for humans whatsoever, is dubious at best, since I cannot conjure up even a single example of any such
machine. Thus when we develop any sort of machine we always have some sort of end in mind a
purpose for that machine.

As for the statement's second claim, in certain respects machines are superior. We have devised
machines that perform number-crunching and other rote cerebral tasks with greater accuracy and speed
than human minds ever could. In fact, it is because we can devise machines that are superior in these
respects that we devise them--as our tools--to begin with. However, if one defines superiority not in
terms of competence in per-forming rote tasks but rather in other ways, human minds are superior.
Machines have no capacity for independent thought, for making judgments based on normative
considerations, or for developing emotional responses to intellectual problems.

Up until now, the notion of human-made machines that develop the ability to think on their own, and to
develop so-called "emotional intelligence," has been pure fiction. Besides, even in fiction we humans
ultimately prevail over such machines--as in the cases of Frankenstein's monster and Hal, the computer
in 2001: A Space Odyssey. Yet it seems presumptuous to assert with confidence that humans will
always maintain their superior status over their machines. Recent advances in biotechnology,
particularly in the area of human genome research, suggest that within the 21st Century we'll witness
machines that can learn to think on their own, to repair and nurture themselves, to experience visceral
sensations, and so forth. In other words, machines will soon exhibit the traits to which we humans
attribute our own superiority.

In sum, because we devise machines in order that they may serve us, it is fair to characterize machines
as "tools of human minds." And insofar as humans have the unique capacity for independent thought,
subjective judgment, and emotional response, it also seems fair to claim superiority over our machines.
Besides, should we ever become so clever a species as to devise machines that can truly think for

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themselves and look out for their own well-being, then query whether these machines of the future
would be "machines'' anymore.

Source: GRE ANNUAL REVIEW 2018

V. SPEAKING (20 POINTS)

At a time when many schools are cutting music and art programs to save money and ensure that students
spend more time on maths, science and language, a proposal is put forward to make art and music
required subjects. While the proposal has sparked a great deal of controversy, I feel strongly that those
who made it are acting in the best interests of the student body.

Critics of the proposal argue that music and art are not as essential in the workplace as subjects like
maths and science. They say that very few people are talented enough to make a career of music or art,
whereas a subject like maths is needed for almost any job. Moreover, if students are forced to study
music and art, they are less likely to develop a real appreciation of them. Therefore, they argue, courses
in music and art should be available for those who have an interest in them, but they should not be
required.

In my opinion, this view shows a basic lack of understanding of how valuable the study of music and art
can be to a young person. For one thing, developing an appreciation of music and art can help develop
students’awareness of the world around them. Learning to see and to hear more sensitively, learning to
observe and to think critically about what is observed, are skills that can be put to use in any profession.
In addition, exposing students to the arts from an early age can enrich their lives, provding them a
lifetime of cultural opportunities to help balance out the stress of the working load.

In today’s difficult economic times, expanding music and art programs may seem like a waste of
money. However, these programs have the potential to enrich the lives of everyone in our school
community and open up new worlds for students who otherwise may not be exposed to them.

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