IELTS

PRACTICE TEST 10
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 Listening
SECTION 1 Questions 1 – 10

Questions 1 – 10

Complete the form below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

CAPTIAL ONE BANK

Guardian’s information:

Name: Julia Thomas

Account: 1 .................................

Minor’s information:

Name: 2 .................................Rose

Age: 3 .................................

Date of Birth: 4 .................................

Address: 5 .................................Boulevard, Kansas City.

Shipping date: After 5-7 days

Account’s information:

Minimum balance: 6 $ .................................

Spending limit: no more than 7 $ .................................per day

Card Design: picture of 8 .................................

Method of communication: notifications via 9 .................................

Notice:

• When card is shipped, get to the closest ATM and change old password
(found in an 10 .................................)

• At the age of 18, the account will no longer work.

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SECTION 2 Questions 11 – 20

Questions 11 – 15

Complete the notes below.

Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.

STAFF NOTICE AT CANTERBURY ROCK FESTIVAL

• The concert will be organized at a 11 .................................

• All staff must arrive at 12 ................................. o’clock.

• Staff must show an arm band and a 13 ................................. to enter.

• Staff must leave their belongings at the lockers near the 14 .................................

• The 15 ................................. has already been installed.

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Questions 16 – 20

Label the plan of the rock festival site below.

Choose FIVE answers from the box and write the correct letter, A-G, next to questions
16 – 20.

A. Fringe stage

B. Main stage

C. Restaurant

D. Band entrance

E. Instrument exhibition

F. Merchandise shop

G. Craft fair

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SECTION 3 Questions 21-30

Questions 21-26

Choose the correct letter, A, B or C.

RESEARCH ON THE SUCCESS OF A VIDEO GAME COMPANY

21. Why did Henry choose the company CD Projekt for their case study?
A. He was impressed by a speech of the company’s leader
B. The company has achieved an unprecedented accomplishment
C. He is working as an intern there
22. For Anya, what is the main reason behind The Witcher 3’s success?
A. its unique setting
B. its creative gameplay
C. its amazing storytelling
23. What does Anya like most about the characters in The Witcher 3?
A. they are voiced by famous actors
B. their imperfections
C. they come from different backgrounds
24. According to Henry, what makes CD Projekt different from other big game
developers?
A. the amount of time and effort they put in making games
B. they always stay faithful to the source material
C. they listen to fans’ suggestions and criticisms
25. The speakers agree that the main problem for many big game developers nowadays
is
A. They focus on the wrong aspects while developing their products
B. They lack innovative ideas
C. Their inadequate investment into technology
26. What does Henry find interesting about CD Projekt’s next project?
A. its genre
B. its new technology
C. it is inspired by a successful movie

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Questions 27-30

Match each of the following video game company with its correct feature.

Choose FOUR answers from the box and write the correct letter, A-F, next to Questions
27 – 30.

List of features

A. pioneered a video game genre

B. made a game that was widely praised for its great music

C. spend a lot of time on level designing

D. is famous for making memorable characters

E. usually fail to maintain quality consistency of their products

F. received harsh criticisms on its lack of innovation

List of studios

27. Lionhead Studio ...................................

28. Irrational Games ...................................

29. Ubisoft ...................................

30. Game Freak ...................................

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SECTION 4 Questions 31-40
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
IMPACT OF GLOBAL WARMING ON AGRICULTURE
Overview
• Crops, livestock and fisheries made up $300 billion each year.
• Agriculture is 31 ……………………. on the climate.
Effects on crops
• Higher CO2 levels
o increase plant growth
o create bad effects if combined with changing temperature and
32 …………………….
o 33 ……………………. of some crops might be reduced
• Faster growth of weeds and pests
Effects on livestock
• Heat waves causes heat stress (animals produce less milk, become less
34 ……………………. and are more vulnerable to diseases)
• Drought or increased atmospheric carbon dioxide levels causes food
35 …………………….
• The growth of parasites, pests and microbes leads to increased use of pesticides
and animal 36 ……………………., which may poison the food chain and cause
pesticide 37 ……………………..
Effects on fisheries
• Before climate change, there were already some serious issues, such as 38
……………………. and water pollution.
• 39 ……………………. species moved to the north because of warmer temperature,
which increases competition for food and other resources.
• Disease outbreaks and higher 40 ……………………. content due to increased CO2
levels seriously threaten ocean species and their living environment.

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 Reading
Reading Passage 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1.

Questions 1-6

Reading passage 1 has six paragraphs, A-F.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-viii, in boxes 1-6 on your answer sheet.

LIST OF HEADING

i. Archaeological evidences in Asia showing that some dinosaurs had feathers

ii. Three scientists with three contrasting findings

iii. Weird creatures in the prehistoric period

iv. Comparison between theropods and sauropods

v. The end of an era and the dawn of another

vi. Social characteristics that differentiate dinosaurs from other reptiles

vii. Another body feature of dinosaurs resembling that of birds

viii. Opinions agreeing that some dinosaur species were similar to birds nowadays

1. Paragraph A ……….

2. Paragraph B ……….

3. Paragraph C ……….

4. Paragraph D ……….

5. Paragraph E ……….

6. Paragraph F ……….

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 BIRDLIKE DINOSAURS

A. Dinosaurs have been getting slowly more birdlike for decades - perhaps not in
mainstream depictions, but at least in the minds of paleontologists. This is thanks to
three pioneers: the late John Ostrom of Yale, who discovered a fossil
called Deinonychus in 1964 and hypothesized that it was warm blooded; John
McLaughlin, a brilliant illustrator, science fiction writer, and scientist, who suggested
that many dinosaurs were feathered and warm blooded in a 1979 book
called Archosauria; and perhaps most memorable, Robert Bakker, a bearded, ponytailed
paleontologist, who was once called a “fossil-junkie genius, the Galileo of
paleontology.” He liked to describe Tyrannosaurus rex as “the 20,000-pound
roadrunner from Hell.” Now dinosaur-obsessed kids don’t just think but know:
“Dinosaurs had feathers!” And not just hairy kiwi-style feathers, but complex,
asymmetrical vaned ones, like the flight feathers of modern birds. This new thinking
has been spurred on by discoveries of exquisitely detailed fossils in deposits of fine-
textured lithographic limestone.

B. Since 1983, hundreds of such fossils - most of them from China - have reinforced the
idea of warm-blooded, active, feathered dinos. Many are as detailed in their perfect
reproduction of feathers as the iconic Archaeopteryx. The new fossils have provided
clues for reinterpreting older fossils, too: we can now see where complex feathers
attached (or “inserted”) on the arm bones of theropods, the carnivorous bipedal
dinosaurs such as T. rex. Still other fossils with feathers have been found in Mongolia.

C. When paleontologists say that dinosaurs were birdlike, they’re talking about more than
just feathers. It turns out that Saurischia - the dinosaur group that includes the
theropods (including velociraptors and tyrannosaurs) and also the great sauropods (the
largest land animals ever to walk the Earth, some formerly called “brontosaurs”) - had
the incredibly efficient respiratory systems that distinguish birds today from all other
animals. Air comes in, cycles through a network of air sacs in one direction, and flows
out, allowing the animals to extract far more oxygen than the simple in-and-out
breathing of mammals and reptiles. Paleontologist Peter Ward believed this was an
evolutionary response to the catastrophic extinctions in the Permian Period, more than
250 million years ago. This was the greatest disaster life has ever faced (probably
caused by hydrogen sulfide poisoning), when sea-level oxygen was equivalent to that
at the top of Mt. Everest today. The efficient respiratory plan of dinosaurs and birds

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 evolved then and, flowering in the Triassic, gave them the advantage over all other land
animals, until their fatal asteroid crashed into the planet 65 million years ago.

D. That respiratory system must have helped the enormous sauropods make it through
this period. Before their relationship to birds was understood, evidence from fossilized
tracks seemed to show that they lived in large migratory groups, with younger animals
staying inside the protection of the herd, and with three-toed predators dogging their
flanks. They must have eaten so much that they could not remain long in any single
place, waiting for trees to replenish their growth. A sluggish “lizard” could hardly have
had such a lifestyle.

E. The Mesozoic world was stranger than we ever imagined. It really was the Weird
Feathered Thing planet. The biggest carnivores, with their nine-inch teeth, were more
like roadrunners than lizards. The skies were full of pterosaurs, which were not
dinosaurs, birds, or reptiles, in any sense that we understand the word reptile. Their
wings were covered with fur or fuzzy feathers and they ranged from the size of a
hummingbird to the wingspan, if not the weight, of a 747. Mark Witton’s
book Pterosaurs and his blog show how some had crests like radio antennae, some
walked around and fed like storks, and some had bold stripes on their impossible
headdresses. Several modern forms of birds had already emerged - possibly, species
not unlike chickens, ducks, parrots, and loons flew and swam around, surrounded by all
those Weird Feathered Things. Only the mammals persisted like living fossils, remnants
of a vanished age before the dinosaurs, furry and low-slung. As far as we know, no
mammals were even as big as a German shepherd yet.

F. Then, in a moment, the world of birdlike monsters crashed. Their paradigm had shifted,
leaving only bones to remind us of the ancient time. Their smaller relatives, the line of
creatures we call true birds - and the mundane crawling furry things called mammals
that the great dinos had suppressed and dominated for untold millennia - would radiate
to fill the world once again with Darwin’s “endless forms.” We would not be here if the
world of the Mesozoic rulers had survived. But for a moment, let’s raise a glass to them,
whose planetary reign of some 200 million years was far longer than our species has
yet achieved. Their smallest survivors are everywhere you look: the chickadees at your
feeder, the roadrunners bashing lizards against rocks, the condors soaring over
mountain ranges. And when you think about them, remember this: they had feathers.

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Questions 7-9

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer

Write your answer in boxes 7-9 on your answer sheet.

7. T.rex and velociraptors are relatives, categorized as _________.

8. Mammals in the dinosaur era were smaller than a _________.

9. As dinosaurs have become extinct, we now can only base on their _________ to describe
them.

Questions 10-13

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 10-13 on your answer sheet.

10. a reference to a natural catastrophe that killed many animals prior to the dinosaur era

11. a brief comparison between the existence on Earth of humans and dinosaurs

12. locations where fossils of feathered dinosaurs were discovered

13. the reason why dinosaurs could dominate the animal world

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Reading Passage 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2.

CAN PEOPLE CHANGE?

A. Can people change?’ The question may sound somewhat abstract and disinterested, as
if one were asking for a friend or for the universe, but it is likely to be a good deal more
personally – and painfully – motivated than that. We ask, typically and acutely, when
we’re in a relationship with someone who is inflicting a great deal of pain on us:
someone who is refusing to open their hearts or can never stop lying, someone who is
aggressive or detached, someone who is harming themselves or managing to devastate
us. We ask too because the one immediately obvious response to frustration isn’t in
this case open to us: we’re not able to simply get up and go, we are too emotionally or
practically invested to give up, something roots us to the spot. And so, with the example
of one troublesome human in mind, we start to wonder outwards about human nature
in general, what it might be made of and how malleable it could turn out to be.
B. One thing is likely already to be evident to us: even if people can change, they certainly
don’t change easily. Maybe they flare up every time we raise an issue and accuse us of
being cruel or dogmatic; maybe they break down late at night and admit they have a
problem but by morning, vehemently deny that there could ever be anything amiss.
Maybe they say yes, they get it now, but then don’t ever deploy understanding where
it really matters. We can at best conclude that by the time we’ve had to raise the
question of a change in our minds, someone around us has managed not to change
either very straightforwardly or very gracefully.
C. We might ask a prior question: is it even OK to want someone to change? The
implication from those who generate trouble for us is, most often, an indignant ‘no’.
‘Love me for who I am’ is their mantra. But considered more imaginatively, only a
perfect human would ever deny that they might need to grow a little in order more
richly to deserve the love of another. For the rest of us, all moderately well-meaning
decent requests for change should be heard with good will and in certain cases acted
upon with immense seriousness. Those who bristle at the suggestion that they might
need to change are – paradoxically – giving off the clearest evidence that they may be
in grave need of inner evolution.

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D. Why might change be so hard? It isn’t as if the change-resistant person is merely unsure
what is amiss, and will manage to alter course once an issue is pointed out – as someone
might if their attention were drawn to a strand of spinach in their teeth. The refusal to
change is more tenacious than this, more “willed” than we thought. A person’s entire
character may be structured around an active aspiration not to know or feel particular
things; the possibility of insight will be aggressively warded off through drink,
compulsive work routines, or offended irritation with all those who attempt to spark it.
E. In other words, the unchanging person doesn’t only lack knowledge, they are vigorously
committed to not acquiring it. And they resist it because they are fleeing from
something extraordinarily painful in their past that they were originally too weak or
helpless to face – and still haven’t found the wherewithal to confront. One isn’t so much
dealing with an unchanging person as, first and foremost, with a traumatised one.
F. Part of the problem, when one is on the outside, is realising what one is up against. The
lack of change can seem so frustrating because one can’t apprehend why it should be
so hard. Couldn’t they simply move an inch or two in the right direction? But if we
considered, at that moment, the full scale of what this person once faced, and the
conditions in which their mind was formed, we might be more realistic and more
compassionate. ‘Couldn’t they just…’ would no longer quite make sense.
G. At the same time, very importantly, we might not stick around as long as we often do.
We should at this juncture perhaps ask ourselves a question that may feel at once unfair
and rather tough: given how clear the evidence is of a lack of change in a certain person,
and hence of a lack of realistic hope that our needs are going to be met any time soon,
why are we still here? Why are we trying to open a door that can’t open and returning
to a recurring frustration and hoping for a different result? What bit of our story is
being re-enacted in a drama of continuously dashed hopes?
H. And, if we are talking of change, might we one day change into characters who don’t
sit around waiting without end for other people to change? Might we become better
at sifting through options and allowing through only those who can already meet the
lion’s share of our needs? In addition, might we become better at deploying a dash of
life-sustaining ruthlessness in order to leave those who tirelessly rebuff us? We may
need to rebuild our minds in order – with time – to change into people who don’t
wonder for too long if, and when, people might change.

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Questions 14-18

Reading Passage 2 has eight paragraphs, A-H.

Which paragraph contains the following information?

Write the correct letter, A-H, in boxes 14-18 on your answer sheet.

14. the impact of past traumas on people who are stubborn to make a change

15. questions that we should ask ourselves to know why our relationships are going
nowhere

16. overreactions of people to a situation where they are facing a problem raised by others

17. a phrase that expresses unchanging people’s pride in themselves against the
suggestion that they might need to change

18. the need to rebuild our minds by giving up on waiting for other people to change

Questions 19-22

Complete each sentence with the correct ending, A-F, below.

Write the correct letter A-F, in boxes 19-22 on your answer sheet.

A. are not ready to alter course when change is needed.

B. lack both knowledge and willingness to gain more.

C. is actually more hardwired than we thought.

D. paradoxically admit that their need of inner progress is urgent.

E. would refuse to change more maturely to meet others’ love and needs.

19. Perfect human beings

20. People who react angrily to requests for change

21. Resistance to change of people

22. Change-resistant people

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Questions 23-26

Do the following statements agree with the information given in the Reading Passage 2?

In boxes 23-26 in your answer sheet, write:

YES if the statement agrees with the claims of the writer

NO If the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

23. Being disappointed by another person would raise the question of a change in our
minds.

24. It is believed that human nature is easily influenced and controlled.

25. It is unlikely that people would stubbornly resist when we ask them to change.

26. Each of us should be attentive to, and often follow, halfway-intentioned suggestions
for change.

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Reading Passage 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3.

Questions 27-34

Reading paragraph 3 has eight paragraphs, A-H.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-ix, in boxes 27-34 on your answer sheet.

LIST OF HEADINGS

i. Good teachers don’t get angry

ii. Good teachers pick their moments

iii. A narrow interpretation of who teachers are

iv. Good teachers are also good students

v. The importance of mastering teaching skills

vi. Good teachers can admit they aren’t all-knowing

vii. Good teachers are able to tolerate ignorant students

viii. The good teacher never blames another person for not already knowing

ix. Good teachers need to be aware of the significance of postponing teaching

tasks

27. Paragraph A ………. 31. Paragraph E ……….

28. Paragraph B ………. 32. Paragraph F ……….

29. Paragraph C ………. 33. Paragraph G ……….

30. Paragraph D ………. 34. Paragraph H ……….

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 HOW TO BE A GOOD TEACHER

A. A discussion of how to be a good teacher sounds a little narrow – and probably

not very relevant to most of us. Few of us want to be in a school, instructing children in
some narrow academic subjects, which is what we overwhelmingly associate with the
word ‘teacher’, the person in a rather frayed jacket in front of the class, the type who bored
us rigid for long stretches of our early years.

B. However, teaching is far from being something that we only need to learn if we’re
contemplating a career in education. Considered properly, teaching – by which we mean,
the vital business of getting an important idea from one mind into another – is one of the
most crucial life skills that any of us ever require. Every one of us, whatever our occupation,
needs to become a good teacher, for our lives constantly require us to deliver crucial
information with effectiveness into the minds of others. We can admit – quite candidly –
that most of us have probably started off by being quite bad teachers. This is nothing to
be ashamed of, like most things, teaching can, and must be learnt. What, then, are some of
the prerequisites of the good teacher?

C. It seems paradoxical – once it is pointed out. But the truth is we often get very
annoyed by the fact that another person doesn’t know something yet – even though we
have never actually told them what it might be. Certain ideas can seem so important to us,
we simply can’t imagine that others don’t already know them. We suspect they may be
deliberately upsetting us by pretending not to have a clue. This attitude makes it unlikely
that what we actually have to teach will make its way successfully into the unfortunate
other person’s head. Good teaching starts with the idea that ignorance is not a defect of
the individual we’re instructing: it’s the consequence of never having been properly taught.
So the fault, rightly, really only ever belongs with the people who haven’t done enough to
get the needed ideas into others’ heads: in other words, with you.

D. The more we need other people to know something, the less we may be able to
secure the calm frame of mind which is indispensable if we are to have a chance of
conveying it to them effectively. The possibility that they won’t quickly understand
something that matters immensely to us can drive us into an agitated fury, which is the
very worst state in which to conduct any lesson. By the time we’ve started to insult our
so-called pupil, to call them a blockhead or a fool, the lesson is quite plainly over. No one

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has ever learnt anything under conditions of humiliation. Paradoxically, the best sort of
teachers can bear the possibility that what they have to teach will not be understood. It is
this slightly detached, slightly pessimistic approach that stands the best chance of
generating the relaxed frame of mind essential to successful pedagogy.

E. It’s pretty humiliating to be in the learning position. Someone else has information
you don’t. That can be so irritating, the person learning may shut their ears and hate the
alleged superiority of the one in the teaching role. That’s why another fundamental skill of
the good teacher is to admit that they are, in most areas of life, pretty ignorant and stupid.
This might seem to undermine their authority. Far from it; it creates an atmosphere of
goodwill and modesty which puts the pupil at ease. They might not know this particular
thing that’s being taught but they are, overall, not inferior to the teacher – and so they can
dare to face up to their ignorance in a given area and submit to the discipline of having it
nicely corrected.

F. As bad teachers, we tend automatically to try to teach a lesson at the moment the
problem arises, rather than selecting a time when it is most likely to be attended to
properly. Crises aren’t the best times for a lesson. We might have to wait a long time, three
days after an argument for example, in order to pick just the opportune occasion to deal
with those issues. When our partner is stacking the dishwasher and humming a song might
be wisest moment cheerfully and innocently to refer back to something that truly
maddened us a little while back, but over which we were – at the time – sagely silent.

G. As we’re beginning to see, the more desperate we feel inside, the less likely we
are to get through to others effectively. It is deeply unfortunate that we typically end up
addressing the most delicate and complex teaching tasks just when we feel most irritated
and distressed. We suffer from a panicked feeling that if we don’t jump on this right now,
an issue is going to go on and on unchecked forever. Precisely not. We should be more
confident that not jumping on an issue is what is in fact going to allow us to fix it properly
a little way down the line.

H. Good teachers know that everyone has a lot to learn and everyone has something
important to impart to others. We should never get incensed if someone is trying to teach
us something and snap back, ‘I wanted you to like me just as I am’. Only a perfect being
would be committed to staying just as they are. For all the rest of us, good learning and

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teaching are the only ways we’ll ever be able to progress and that’s why we should
welcome them as the gifts they truly are.

Questions 35-36

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 35-36 on your answer sheet.

35. In the fourth paragraph, the writer suggests that

A. We are easily prone to anger if we cannot understand important things quickly.

B. Good teachers are willing to accept chances of failing to impart lessons to other
people.

C. Learning process is heavily affected by indirect insults.

D. Teachers have to bear the responsibility for not trying to convey understandable
messages.

36. In the sixth paragraph, the writer refers to “three days after an argument” to make a
point that

A. People can tackle teaching tasks more effectively when they are no longer in
desperation.

B. It would be better for people to solve problems immediately without talking.

C. Being skilled at timing in solving problems is necessary.

D. Crises require bad teachers to conduct lessons at the right time.

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Questions 37-40

Complete the summary below.

Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your
answers in the boxes 37-40 on your answer sheet.

Because we associate (37) _________________so strongly with schools, it’s natural to

assume somewhere in our minds that ‘teaching’ is something most people leave behind
as they grow up. We tell ourselves that it takes a very special type of person to be a
teacher – and assume that we’re just not cut out for that kind of role. But in truth, being
a teacher is one of the most (38) ________________ of human life. There is no alternative
but to master the art of teaching. Teaching happens every hour of every waking day.
But we’ve fatally misconstrued teaching as a specific professional job, when it’s in
actuality a role that everyone has to dip into continually. Whether we like it or not,
things in life frequently (39) ________________ us to teach, which means getting an
insight, emotion, state of mind or a skill from your head into the (40) ________________
of others.

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 Writing
TASK 1

You should spend about 20 minutes on this task.

The chart shows the information about salt intake in the US in 2000.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words.

5000
4500
4000
3500
Male
3000
Milligrms

2500
Female
2000
1500 Recommended
1000 adult salt intake
500
0
Under 6 6 - 11 12 - 19 20 - 39 40 - 60 Over 60

TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

People often think about creating an ideal society, but most of the times fail in making
this happen.

What is your opinion about an ideal society?

How can we create an ideal society?

Give reasons for your answer and include any relevant examples from your own
knowledge or experience.

Write at least 250 words.

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 Speaking
Part 1

• Do you wear jeans?

• How often do you wear jeans?

• Do people in your country like wearing jeans, why?

Part 2

DESCRIBE AN IMPORTANT TECHNOLOGICAL PRODUCT YOU BOUGHT

You should say:

• What it is

• How you use it

• Why you bought it

And why you think it is important

Part 3

• Which technological product do you think is the most useful at home?

• Do you think there will be no teachers to teach in schools in the future?

• Do you think some technological products make people lazier?

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