IELTS
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IELTS tam deneme 2

Gerçek sınavın dört modülü · yaklaşık 2 saat 50 dakika · Listening ve Reading band puanlı · konular: Railway Time · Taking the Heat out of Cities · The Case for the Pen · How Habits Form and Change

Deneme panosu 0 / 4 modül
  1. ListeningDinleme 35 dk · 4 bölüm · 40 soru Yapılmadı Başla
  2. ReadingOkuma 60 dk · 3 metin · 40 soru Yapılmadı Başla
  3. WritingYazma 60 dk · 2 görev Yapılmadı Başla
  4. SpeakingKonuşma 14 dk · 3 bölüm Yapılmadı Başla
Modül 1 / 4

ListeningDinleme

Dört kayıt, kırk soru. Her kaydı başlatmadan önce sorularını oku: kayıt bir kez çalar, durdurulamaz. Konuşmacılar ayrı seslerle okunur (tarayıcının İngilizce sesi). Cevapları dinlerken yaz; yazım hatası yanlış sayılır.

  • 35 dakika
  • 4 bölüm
  • 40 soru · band 1-9

Part 1Renting a Flat

Durum

Bir kadın, kiralık bir daire hakkında bilgi almak için emlak ofisini arıyor.

Bir kez dinleyeceksin

Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer.

Flat rental enquiry

  1. Maximum rent: £ per month

  2. Needs somewhere safe to keep her

  3. Flat on Rowan Street is above a

  4. Rent: £ per month

  5. Bills: is included in the rent

  6. Deposit: weeks' rent

  7. Available from: November

  8. Name: Laura

  9. Postcode:

  10. Bring to the viewing: her

Kaydın metni (kanıtlar işaretli)

AGENT Good morning, Keystone Lettings, Tom speaking. How can I help?

WOMAN Hi. I'm calling about renting a flat. I'm moving here next month for a new job, and I'm looking for a one-bedroom place.

AGENT Great, I can help with that. Have you got a budget in mind?

WOMAN Well, I was hoping to pay about seven hundred pounds a month, but after looking online, I don't think that's realistic. So eight hundred and fifty pounds is my absolute maximum.

AGENT That's sensible for this area. Is there anything else that's essential for you?

WOMAN I don't have a car, so parking doesn't matter. But I cycle everywhere, so I need somewhere safe to keep my bicycle. I don't want to carry it up and down the stairs every day.

AGENT That's useful to know. Actually, a flat has just come on to our books that might be perfect. It's on Rowan Street, about ten minutes' walk from the centre, and it's on the first floor, above a shop.

WOMAN What kind of shop? I'm not sure I'd want to live above a takeaway.

AGENT No, don't worry. It used to be a bookshop, but the new owners have turned it into a bakery, so you'd get the smell of fresh bread every morning.

WOMAN That sounds nice, actually. And where would I keep the bike?

AGENT There's a locked shed in the yard behind the building, just for the tenants.

WOMAN Perfect. Is the flat furnished?

AGENT Partly. There's a bed, a sofa and a washing machine, but you'd need to bring your own desk and kitchen things.

WOMAN That's fine. So how much is the rent?

AGENT The advert on our website still says eight hundred and twenty pounds a month, but the landlord reduced it yesterday, so it's now seven hundred and ninety-five.

WOMAN Oh, that's good. Does that include any bills?

AGENT Electricity and council tax are separate, so you'd pay those yourself. But the internet is included in the rent, and it's quite a fast connection.

WOMAN That helps. And what about a deposit?

AGENT The deposit is equal to five weeks' rent. That's the legal maximum, and it's kept in a government-approved scheme, so your money is protected. You'd also need to pay the first month's rent before you move in.

WOMAN OK. And when would it be available? I start my new job on the seventeenth of November.

AGENT The current tenant is leaving on the ninth, but we need a few days to clean and check everything. So it'll be available from the fourteenth of November.

WOMAN That would work really well. Could I come and see it?

AGENT Of course. Are you free this Saturday? I could meet you there at eleven.

WOMAN Yes, that's fine. I'll be in town on Saturday anyway.

AGENT Great. Can I take your name, please?

WOMAN It's Laura Ashworth. That's A, S, H, W, O, R, T, H.

AGENT Thanks, Laura. And could I have your current address? I'll post you some information about the tenancy before the viewing.

WOMAN It's Flat three, twenty-seven Kirkstall Lane, Leeds, and the postcode is L, S, six, two, Q, T.

AGENT L, S, six, two, Q, T. Got it. One more thing: when you come on Saturday, please bring your passport. We have to check that every new tenant has the right to rent in this country, and a driving licence isn't enough on its own.

WOMAN No problem. I'll bring it with me.

AGENT Lovely. I'll send you a text with the exact address and my number. See you on Saturday, then.

Part 2Summer Cycling Festival

Durum

Bir radyo sunucusu, kasabanın yaz bisiklet festivalinin programını anlatıyor.

Bir kez dinleyeceksin

Choose the correct letter, A, B or C.

  1. What is different about this year's festival?

  2. This year, money raised by the festival will be used for

  3. People who want to do the Sixty-Mile Challenge can now register

  4. What does the presenter say about bad weather?

  5. The organisers advise festival visitors to

Where will each of the following events start or take place? Choose FIVE answers from the box and write the correct letter, A–G, next to Questions 16–20.

  1. A

    the Market Square

  2. B

    Riverside Park

  3. C

    Castle Hill

  4. D

    the railway station

  5. E

    the old airfield

  6. F

    the leisure centre

  7. G

    Quarry Road

  1. Family ride

  2. Bike maintenance workshops

  3. Hill climb race

  4. BMX show

  5. Vintage bicycle parade

Kaydın metni (kanıtlar işaretli)

PRESENTER Good morning, and welcome to What's On, here on Kelford Community Radio. Today I'm going to spend a few minutes on the event that so many of you have been asking about: the Kelford Summer Cycling Festival, which starts a week on Saturday.

PRESENTER This is the festival's twelfth year, and it's grown enormously since the first one, which was really just a few friends and a picnic. What's different this time is that it's no longer only a weekend event. For the first time, it will run for nine days, from one Saturday to the next. Most events are still free, as they've always been, and the main sponsor is once again the Kelford Building Society.

PRESENTER The festival isn't just about having fun, though. Any money it makes goes to a different local cause each year. Last year it paid for new bike racks outside the shops on the high street. This year, the organisers want to fund free cycling lessons for children at the town's primary schools. Lots of listeners have written in asking for more cycle lanes, and I agree with them, but that's something the council would have to pay for, not the festival.

PRESENTER If you're a keen cyclist, you'll probably be interested in the Sixty-Mile Challenge on the final Sunday. You do have to register for this in advance. The online form closed last Friday, but there are still a few places left, and you can sign up in person at the tourist information centre until Thursday. Please don't just turn up on the day, because you won't be allowed to take part.

PRESENTER People always ask what happens if it rains. Well, there isn't a building in town big enough for most of the events, so nothing will be moved indoors, and the rides will all go ahead whatever the weather. The only exception is the BMX show, which will be called off if the ground is wet, because it's simply too dangerous for the riders.

PRESENTER Now, a word about getting there. The town centre car parks fill up very quickly, and the leisure centre car park will be closed to cars during the festival. The trains will be running as usual, but the station is quite a long walk from most of the events. So the organisers' advice is to leave your car at the park-and-ride on the edge of town and take the shuttle bus in. It runs every ten minutes and it's free for festival visitors.

PRESENTER Right, let me go through where the main events are taking place, because several of them have moved since last year.

PRESENTER The family ride, a gentle five-mile route for all ages, has always started outside the railway station. This year, though, it will start from Riverside Park, so families can have a picnic by the water when they get back.

PRESENTER Then there are the bike maintenance workshops, where you can learn how to mend a puncture or adjust your brakes. The printed programme says they're at the library, but that's a mistake. They'll actually be held in the main hall of the leisure centre.

PRESENTER The hill climb race is always one of the most exciting events. It normally goes up Castle Hill, but the road there is being resurfaced this summer, so the race has moved to Quarry Road. Local riders tell me it's even steeper, so it should be quite a contest.

PRESENTER The BMX show needs plenty of flat, open space for the ramps, so it will be held at the old airfield, just outside town. Remember, it'll only happen if it's dry.

PRESENTER And finally, the vintage bicycle parade. Riders dress up in old-fashioned clothes to match their bikes, some of which are more than a hundred years old. They'll ride slowly round the Market Square, where there'll also be food stalls and live music.

PRESENTER You'll find the full programme on our website. And now, over to the newsroom.

Part 3Presenting on Playground Design

Durum

İki öğrenci, çocuk oyun parklarının tasarımıyla ilgili hazırladıkları sunumu danışman hocalarıyla konuşuyor.

Bir kez dinleyeceksin

Choose the correct letter, A, B or C.

  1. Which type of playground did the students finally decide to study?

  2. What did the students discover about the older playground?

  3. What does the tutor advise about the term 'risky play'?

  4. What does Sophie think is the main weakness of the new playground?

  5. How will the students deal with the problem of the photographs?

What do the speakers say about each playground feature? Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 26-30.

  1. A

    It costs more than people expect.

  2. B

    It encourages children to work together.

  3. C

    It can only be used when staff are present.

  4. D

    It is in an unsuitable position.

  5. E

    It may make children less careful.

  6. F

    It mostly attracts older children.

  7. G

    It is hard to keep clean.

  1. rubber surfacing

  2. loose parts (planks and crates)

  3. water pump

  4. zip wire

  5. benches for parents

Kaydın metni (kanıtlar işaretli)

MS BARNES Hello, Sophie, Daniel. Come in. So, your presentation on playground design is next Thursday. How's it coming along?

DANIEL Quite well, I think, although we changed our focus quite late. Originally I wanted to look at school playgrounds, because there's so much research on break times.

SOPHIE But we couldn't get into any schools during term time, for obvious reasons. We did consider the play areas on housing estates, but there aren't many left near the university. So in the end we chose two public playgrounds in city parks, an old one near the station and a brand-new one by the river.

MS BARNES That seems a reasonable compromise. What did you find when you visited them?

DANIEL Well, the old one surprised us. It's got a metal climbing frame from the nineteen-eighties and a lot of worn-out grass, so we assumed it would be deserted. But on both of our visits there were more children there than at the new one across the river.

SOPHIE And it wasn't just older children, either. The ages were pretty similar in both places. And nobody we spoke to complained about safety.

MS BARNES Interesting. Now, I see from your outline that you use the term 'risky play' quite a lot.

DANIEL Yes. Should we avoid it? I was worried it sounds as if we're recommending danger.

MS BARNES No, I wouldn't drop it. It's the standard term in the research, and the examiners will expect to hear it. But you do need to explain exactly what you mean by it at the very start of the presentation, because people hear the word 'risky' and think of accidents. Risky play means things like climbing high or moving fast, where children judge the risk for themselves.

DANIEL Right. I'll put a short definition on the second slide, with a couple of examples from our visits.

SOPHIE That's helpful. Actually, that links to what I think is wrong with the new playground. The shade isn't ideal, but the council is planting trees, so that will improve. What really bothers me is that every piece of equipment can only be used in one way. A slide is just a slide. The children we watched had tried everything within about ten minutes, and then they were bored.

DANIEL I'm not sure that's the biggest problem. For me it's the lack of toilets. But I take Sophie's point about the equipment.

MS BARNES It's a strong point, and it links nicely to the research on loose parts that you're covering later.

MS BARNES Now, one practical point. You mentioned in your email that you want to include photographs.

SOPHIE Yes, but we can't really show pictures of other people's children. I suggested doing drawings instead, but neither of us can draw very well, and it would take ages.

DANIEL And asking every parent to sign a form in the middle of a park just isn't realistic. So we're going to go back early on Sunday morning and photograph the equipment before anyone arrives.

MS BARNES Good, that solves it. Right, let's look at the features you plan to discuss. Start with the rubber surfacing.

DANIEL Well, the council told us it cost less than they'd expected, so price isn't really the issue. What's interesting is that some researchers think soft ground changes behaviour. When children know a fall won't hurt much, they may take less care when they climb.

MS BARNES And the loose parts at the adventure playground, the planks and crates?

SOPHIE I thought they'd be filthy, but they're kept in a covered area, so they were actually quite clean. The best thing about them is that a plank is too heavy for one child to carry, so the children had to agree on what to build and then do it together.

MS BARNES What about the water pump?

DANIEL The children loved it, but it's only switched on at weekends, when a park warden is on duty, because of the risk around water. The rest of the week it's locked.

MS BARNES And the zip wire?

SOPHIE We expected the little ones to love it, but they hardly went near it. It was children of about ten to twelve who were queuing for it.

MS BARNES Finally, seating for parents.

DANIEL Both parks had plenty of benches, but in the new one they're all behind the climbing frame, so parents sitting there can't actually see their children. That's something we'll definitely recommend changing.

MS BARNES Good. That gives you a clear set of recommendations. Send me your slides by Monday and I'll have a look.

Part 4How Habits Form and Change

Durum

Bir psikoloji hocası, alışkanlıkların nasıl oluştuğunu ve nasıl değiştirilebileceğini anlatıyor.

Bir kez dinleyeceksin

Complete the notes below. Write ONE WORD ONLY for each answer.

How habits form and change

  1. Main benefit of habits: they save mental for new or difficult problems.

  2. The habit loop: a cue, then a routine, then a .

  3. Possible cues: a time, a location, a (e.g. boredom) or other people.

  4. British study: volunteers rated every day how their new behaviour felt.

  5. Behaviours involving took longer to become habits than simple ones.

  6. Missing a single had little effect on progress.

  7. Old habits are most likely to return in times of .

  8. People who have just moved change their commuting habits more easily.

  9. Make unwanted behaviour more difficult by adding .

  10. Rewards work best when they are rather than delayed.

Kaydın metni (kanıtlar işaretli)

MR SHAW Good afternoon. In today's lecture I want to look at habits: what they are, how they form, and, perhaps most usefully, how they can be changed. Psychologists define a habit as a behaviour that is triggered automatically by a situation, with very little conscious thought. Brushing your teeth before bed, or checking your phone the moment you wake up, are typical examples.

MR SHAW So why do we have habits at all? People often say that habits save time, and that's partly true. But their real value is that they free up mental energy. If you had to make a conscious decision about every small action during the day, you'd be exhausted by lunchtime. Habits allow the brain to run routine actions on autopilot, so that our attention is available for new or difficult problems.

MR SHAW How does a habit actually work? It's usually described as a loop with three parts. First, there's a cue, which is the trigger. Then comes the routine, which is the behaviour itself. And finally there's the reward, the pleasant result that makes the brain want to repeat the loop next time. Cues can take several forms. A cue might be a time of day, a particular place, a feeling, such as boredom or anxiety, or the presence of certain people. Think of someone who only smokes when they're out with particular friends.

MR SHAW Let's move on to the question everyone asks: how long does it take to form a habit? You may have heard that it takes twenty-one days. That figure comes from a self-help book published in the nineteen-sixties, and there's very little evidence behind it. A more careful study was carried out by researchers at a British university. They asked volunteers to choose one new behaviour, such as eating a piece of fruit with lunch or going for a short run before dinner. Every day, the volunteers reported how automatic the behaviour felt. On average, it took about sixty-six days for the behaviour to become automatic, but the range was huge, from under three weeks to well over eight months.

MR SHAW Two other findings are worth noting. First, simple behaviours, like drinking a glass of water, became automatic much more quickly than those involving exercise. Second, and this is encouraging, missing a single day made very little difference. Volunteers who slipped once were not sent back to the beginning. So if you do miss a day, the important thing is simply to carry on.

MR SHAW Now, why are bad habits so hard to break? Part of the answer is that a habit never really disappears. The old loop stays in the brain, ready to be triggered again. That's why people often return to old habits when they are under stress. Tiredness plays a part as well, but stress is the most powerful trigger. When we're stressed, the brain saves effort by falling back on whatever it knows best, whether that's good or bad.

MR SHAW So, finally, how can we change a habit? I'll suggest four strategies. The first is to take advantage of big changes in your life. Because habits depend on cues in our surroundings, a new environment removes many of those cues. A study in England found that people who had recently moved house were far more likely to change the way they travelled to work than people who had lived in the same place for years. Starting a new job can have a similar effect.

MR SHAW The second strategy is to make unwanted behaviour harder. Psychologists call this adding friction. If you keep your phone in another room while you study, for instance, checking it takes effort, and you'll do it far less often. The same idea works in reverse: if you want to eat more fruit, leave it somewhere you can see it.

MR SHAW Third, don't simply try to stop a bad habit. It's far more effective to replace it. Keep the same cue and the same reward, but change the routine in the middle. If you always snack when you're bored in the afternoon, go for a short walk instead. The fourth strategy concerns rewards. Many good habits, like exercise, only pay off in the long run, but the brain responds much more strongly to rewards that are immediate. So give yourself something small and pleasant straight away, such as listening to your favourite music while you exercise.

MR SHAW To sum up, habits are powerful precisely because they don't need our attention. The good news is that the same features that make bad habits so stubborn can be used to build better ones. Next week, we'll look at the role of willpower, and why it may matter less than you think.

Modül 2 / 4

ReadingOkuma

Üç metin, kırk soru, altmış dakika. Metin solda, soruları sağda. Boşluk sorularında kelimeyi metinden aynen al ve kelime sınırını aşma.

  • 60 dakika
  • 3 bölüm
  • 40 soru · band 1-9

Passage 1Önerilen süre 20 dakika

Reading Passage 1Railway Time

How the train timetable gave the world a shared clock

Today it seems obvious that everyone in a country should share the same time. For most of history, however, time was a local matter, decided by the sun. In any town, noon was the moment when the sun stood highest in the sky, and public clocks were set accordingly, usually by checking them against a sundial. Because the Earth turns from west to east, the sun reaches its highest point later the further west one travels – about four minutes later for every degree of longitude. As a result, in the early nineteenth century, clocks in Bristol ran roughly ten minutes behind those in London, and in Penzance, near the western tip of England, the difference was more than twenty minutes.

For centuries, these differences caused few difficulties. With journeys so slow, a gap of a few minutes between one town and the next simply went unnoticed. Travelling from London to Bristol by stagecoach took the best part of a day, and those travellers who carried pocket watches could adjust them on arrival, much as a modern traveller changes the time on a phone after a long flight. For most people, the only time that mattered was the one shown by the church clock in their own town, and because that clock followed the sun, it also matched the hours of daylight by which most of them worked.

The railways changed this almost overnight. A train could cover the same distance in a few hours, and timetables had to show departure and arrival times for every station along the line. If each station kept its own local time, a timetable became a puzzle, and passengers could easily miss their trains. More seriously, on many lines trains were kept apart largely by the timetable, so confusion over time could lead to collisions. In November 1840, the Great Western Railway became the first company to run all its services on London time, and others soon followed. In 1847, the organisation that coordinated Britain's railway companies recommended that all of them adopt Greenwich time, and within a year most had done so. The arrangement became known as 'railway time'.

Keeping every station clock accurate was a further challenge. At first, guards on trains often carried watches set to London time, which station staff used to correct their clocks. From 1852, however, the Royal Observatory at Greenwich began sending time signals along the telegraph wires that ran beside many railway lines, so that clocks hundreds of kilometres away could be checked almost instantly. By the mid-1850s, the great majority of public clocks in Britain showed Greenwich time.

Not everyone welcomed the change. Some people saw railway time as London forcing its habits on the rest of the country, and a number of towns went on keeping their own time for years. Bristol was among those that resisted, and a clock on the front of its Corn Exchange still has two minute hands, one showing London time and the other local time. In such places, people effectively lived with two times: railway time for catching trains and local time for everything else. The confusion ended only in 1880, when an Act of Parliament made Greenwich Mean Time the legal time throughout Great Britain.

In the United States, the problem was far larger. Each railway company set its own time, usually that of its headquarters or of a major city on its route, and by the early 1880s dozens of different railway times were in use. Some large stations, served by several companies, displayed a row of clocks, each showing a different time. On 18 November 1883, the railway companies of the United States replaced this confusion with four standard time zones, each one hour apart. In cities where the clocks had to be put back, noon arrived twice that day, and the date became known as 'the day of two noons'. Remarkably, the whole scheme was organised by the railways themselves; it did not become federal law until 1918.

The idea soon spread beyond the railways. A Canadian railway engineer, Sandford Fleming, had already proposed a worldwide system of twenty-four time zones; according to a popular story, his interest began when a misprinted timetable made him miss a train in Ireland. In 1884, an international conference in Washington chose Greenwich as the prime meridian, the line from which longitude and time would be measured. Adoption was slow – France, for example, continued to use Paris time until 1911 – but by the middle of the twentieth century most of the world had accepted the system. The railways had done more than shorten journeys: they had turned time from something read in the sky into something agreed between people.

Do the following statements agree with the information given in Reading Passage 1? Choose TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.

  1. Before the railways, public clocks were usually set by comparing them with a sundial.

  2. Clocks in towns to the west of London were ahead of London time.

  3. Travelling from London to Bristol by stagecoach cost more than making the same journey by train.

  4. Most British railway companies ignored the recommendation to adopt Greenwich time.

  5. In some towns, people used railway time only when they needed to catch a train.

Complete the sentences below. Choose ONE WORD ONLY from the passage for each answer.

  1. On many routes, it was mainly the that stopped trains from running into each other.

  2. At first, the time at stations was often adjusted with the help of carried on trains by guards.

  3. At some large American stations, travellers could see a of clocks that did not agree with each other.

  4. On 18 November 1883, people in some cities experienced two in a single day.

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

  1. According to the writer, why did differences in local time cause few problems before the railways?

  2. What does the writer find surprising about the introduction of standard time zones in the United States?

  3. What does the writer say about the adoption of the new system after 1884?

  4. What does the writer suggest in the final sentence of the passage?

Passage 2Önerilen süre 20 dakika

Reading Passage 2Taking the Heat out of Cities

Why urban areas run hotter than the countryside, and what can be done about it

On a calm summer evening, someone cycling from the centre of a large city to its suburbs will often feel the air grow cooler with every kilometre. The sensation is not imagined. Built-up areas are routinely warmer than the surrounding countryside, a phenomenon known as the urban heat island. It was first documented more than two hundred years ago by an amateur weather observer who compared thermometer readings in central London with those in nearby villages. Today, a city of a million people is typically one to three degrees Celsius warmer than its surroundings over a whole year, but averages hide the extremes: on still, clear nights the difference can exceed ten degrees.

The causes lie mainly in the materials from which cities are built. Asphalt, concrete, brick and dark roofing absorb much of the sunlight that strikes them and store it as heat. After sunset, they release that heat slowly back into the air, which is why the gap between city and countryside is usually greatest at night. Cities also lack the vegetation and moist soil that cool rural areas through evaporation. Tall buildings block the wind and trap heat between their walls. Finally, cities generate heat of their own: vehicles, factories and, above all, air-conditioning units release waste heat directly into the streets. The result is a vicious circle: the hotter a city becomes, the more residents depend on air conditioning, and the more heat is pumped outdoors.

The consequences go well beyond discomfort. During heatwaves, death rates rise more sharply in cities than in the countryside, largely because warm nights deny the body a chance to recover. The European heatwave of 2003, estimated to have caused tens of thousands of additional deaths, hit older people living alone especially hard. Heat also worsens air quality, since ground-level ozone, a harmful pollutant, forms more quickly at higher temperatures. Electricity networks come under strain as demand peaks on the hottest afternoons, sometimes causing power cuts just when cooling is most needed. Even wildlife suffers: rainwater running off hot roads and roofs can warm nearby streams to levels that threaten fish.

Measuring the heat island is not straightforward. Official weather stations provide reliable long-term records, but they are few and often located at airports on the edge of cities, missing the variation within built-up areas. Satellites can map a whole city at once, but they measure the temperature of surfaces, not of the air people breathe, and the two can differ greatly: a dark roof in direct sun may exceed 60 degrees Celsius while the air above it is closer to 30. Researchers therefore increasingly rely on networks of inexpensive sensors fixed to lamp posts or carried by volunteers on bicycles. These studies have revealed striking differences from one street to the next. Neighbourhoods with few trees and many paved surfaces, which are often the poorest, can be several degrees hotter than leafy districts nearby.

The simplest way to cool a city is to change the colour of its surfaces. Conventional dark roofs reflect only a small fraction of the sunlight that falls on them, but a coat of white or reflective paint can raise that figure to more than 70 per cent. Rooms beneath such a 'cool roof' need less air conditioning, which in turn reduces the waste heat released into the street. The method is cheap, but it has drawbacks. In places with cold winters, a reflective roof also rejects sunshine that would otherwise help to warm the building, slightly increasing heating bills. Reflective pavements raise a different concern: some of the light they bounce back strikes pedestrians, so the street can feel hotter even as its surface temperature falls.

Vegetation cools cities in a different way. Plants draw water from the soil and release it through their leaves, and the evaporation of this water absorbs heat from the surrounding air, a process known as evapotranspiration. Trees also provide shade: shaded pavements can be 10 to 25 degrees cooler than those in full sun. Many cities have therefore set targets for increasing their tree cover. Planting trees is harder than it sounds, however. Beneath city streets lies a crowded network of pipes and cables, and compacted soil leaves little room for roots. A young tree may take decades to provide significant shade, and many die in their first summers without regular watering. Green roofs, planted with low-growing vegetation, avoid competing for street space and also soak up rainwater, but they are heavier and costlier than conventional roofs.

Water offers a third option. In one East Asian capital, an elevated motorway was demolished in the early 2000s to uncover a stream buried beneath concrete, and temperatures along the restored waterway are reported to be several degrees lower than on nearby roads. Yet water has limits. In humid climates, evaporation adds moisture to air that is already damp, making people less comfortable, and many of the hottest cities are short of water. Most experts therefore argue that no single measure is enough. The most effective strategies combine reflective materials, vegetation and water with careful planning, such as keeping open 'ventilation corridors' that let cooler air from surrounding hills flow into the centre. Increasingly, planners also ask who benefits: because poorer districts tend to be the hottest, starting there may save the most lives.

Reading Passage 2 has seven paragraphs, A–G. Which paragraph contains the following information? You may use any letter more than once.

  1. an example of a road whose removal led to lower temperatures

  2. a description of how cooling equipment can make a city even hotter

  3. a reference to a cooling method that may raise costs in cold weather

  4. information about when the phenomenon was first recorded

  5. an example of how urban heat can harm animals

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

  1. Why is the temperature difference between a city and the countryside usually greatest at night?

  2. What reason does the writer give for the higher death rates in cities during heatwaves?

  3. What have networks of low-cost sensors revealed?

  4. What does the writer say about planting trees in cities?

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

  1. Although a reflective pavement stays cooler, the sunlight it sends back can make conditions less comfortable for .

  2. Plants cool the air around them when water released from their leaves evaporates, a process called .

  3. Unlike street trees, green roofs do not compete for space at ground level, and they can also absorb .

  4. In humid places, water features can make people less comfortable by adding to the air.

Passage 3Önerilen süre 20 dakika

Reading Passage 3The Case for the Pen

In classrooms increasingly dominated by screens, is handwriting still a skill worth teaching?

Not long ago, the ability to write neatly and quickly by hand was regarded as one of the basic marks of an educated person. Children spent hours copying rows of letters into lined exercise books, and a confident signature was something to be proud of. Today many adults can go for weeks without writing anything more demanding than a shopping list, and even the signature is giving way to passwords and the tap of a bank card. Meanwhile, a growing number of education authorities have concluded that the time once devoted to penmanship would be better spent on typing, coding or simply reading. In 2016 Finland, whose schools are widely admired, stopped requiring pupils to learn joined-up writing, and similar decisions have been taken elsewhere. To many observers, the handwritten word now looks like a relic, as quaint as the fountain pen and the inkwell.

Advocates of the change make a reasonable case. Most adult writing now takes place on keyboards and touchscreens, and pupils who type fluently can often produce longer and more polished work than those who labour over every letter. For children with motor difficulties, the keyboard can be liberating: ideas that were trapped by an unreliable hand suddenly reach the page. Teachers also point out that the school timetable is already overcrowded, and that every hour spent perfecting loops and joins is an hour taken from something else. I have some sympathy with these arguments, and I would certainly not wish to return to a time when a child's intelligence was judged by the tidiness of his or her script.

The difficulty is that a growing body of research suggests handwriting does more than simply put words on paper. In one widely discussed experiment, university students watched short lectures and took notes either on laptops or by hand, and were then tested on what they had heard. Those who typed recorded far more of the lecture, often almost word for word, yet they performed worse on questions that required them to understand concepts rather than recall facts. The researchers' explanation was that writing by hand is slow, and that this slowness is productive. Because students cannot keep up with the speaker, they are forced to select, summarise and rephrase, and this mental processing is precisely what fixes information in the memory. Typists, by contrast, tend to act as transcribers, and the words pass from ear to screen without much thought on the way.

Other studies have focused on younger learners. When pre-school children are taught unfamiliar letters, those who practise forming them by hand tend to recognise them more reliably afterwards than those who learn by finding them on a keyboard. Brain-imaging work carried out by researchers in Norway has found that handwriting produces more widespread activity than typing in regions associated with movement, vision and memory. One plausible explanation is that each handwritten letter has to be built from a sequence of distinct movements, whereas on a keyboard every letter is produced by the same simple action – pressing a key – so the hand offers the brain no clue as to which letter is which.

It would be easy to overstate what these findings show, and enthusiasts for handwriting frequently do. Many of the studies involve small numbers of participants, some have not been successfully repeated, and others are hard to interpret, because people who choose to write by hand may differ in other ways from those who prefer to type. The laptop experiment in particular has been challenged by later work which found the difference between the two groups to be much smaller than first reported. Moreover, none of the research demonstrates that cursive, specifically, is superior to printed letters; the benefits appear to come from forming letters by hand, not from joining them together. The emotional attachment that many people feel to elegant handwriting is understandable, but it is not evidence, and it should not be mistaken for it.

Where does this leave schools? In my view, the debate has been framed in the wrong way. The question is not whether children should learn to handwrite or to type, as though the two skills were rivals, but when and for what purposes each should be used. The evidence, for all its limitations, seems strong enough to justify teaching every young child to form letters confidently by hand, since this appears to support early reading as well as writing. Whether that handwriting is joined up matters far less, and I suspect that the energy spent defending cursive would be better directed towards ensuring that every child achieves basic fluency in some form of script.

For older pupils and university students, the sensible approach is probably to treat the two methods as tools suited to different tasks. A keyboard is ideal for drafting an essay that will be revised many times; a pen may be better for taking notes in a lecture, planning an argument or learning vocabulary in a foreign language. What worries me is not that schools are teaching typing, which they obviously should, but that handwriting is being quietly abandoned before we fully understand what we might lose. Habits of this kind are far easier to discard than to rebuild, and once a generation has grown up without them, it may prove very difficult to bring them back.

Do the following statements agree with the claims of the writer in Reading Passage 3? Choose YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, or NOT GIVEN if it is impossible to say what the writer thinks about this.

  1. The arguments for replacing handwriting practice with typing have some merit.

  2. Children's intelligence should be judged partly by how tidy their handwriting is.

  3. Supporters of handwriting often claim more for the research than it can support.

  4. The advantages of handwriting come mainly from joining the letters together.

  5. Reading standards have fallen in countries that have stopped teaching joined-up writing.

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

  1. The writer mentions Finland in the first paragraph in order to

  2. What does the writer say about the laptop experiment?

  3. What does the writer believe is wrong with the way the handwriting debate is usually conducted?

  4. What is the writer's chief concern in the final paragraph?

Complete the summary below. Choose ONE WORD ONLY from the passage for each answer.

What research says about handwriting

  1. In one experiment, students who typed their lecture notes recorded more words than those who wrote by hand, but they did less well on questions that tested their grasp of rather than their memory of facts.

  2. According to the researchers, the of handwriting was in fact an advantage, since it made students choose, condense and reword what they heard.

  3. Students using laptops, on the other hand, generally behaved like , noting down words without really thinking about them.

  4. Among pre-school children, those who practised writing new letters by hand could later them more successfully than those who had used a keyboard.

  5. One possible reason is that forming a letter by hand involves a of different movements, whereas typing requires an identical action for every letter.

Modül 3 / 4

WritingYazma

İki görev, altmış dakika. Task 2 puanın üçte ikisidir: önce ona 40 dakika ayırmak çoğu öğrenciye iyi gelir. Yazdıktan sonra kontrol listesini işaretle, band 7 örnekle karşılaştır.

  • 60 dakika
  • 2 bölüm
  • kendin değerlendir

Task 1Önerilen süre 20 dakika · en az 150 kelime

Academic Writing Task 1

The bar chart below shows the percentage of male and female students at a university who were enrolled in each of four subject areas. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Subject areas chosen by male and female students at a university (%)
010203040ScienceArtsBusinessHealth

%

  • Men
  • Women

0 / 150

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Task 2Önerilen süre 40 dakika · en az 250 kelime

Academic Writing Task 2

In many countries, people are moving from rural areas to cities. What problems does this cause, and what solutions can you suggest?

0 / 250

Yazdığını kontrol et

Modül 4 / 4

SpeakingKonuşma

Üç bölüm. Soruları yüksek sesle, telefonuna kaydederek cevapla; kaydı dinleyip örnek cevapla karşılaştır. Part 2’de bir dakika hazırlık, iki dakika konuşma süren var.

  • 14 dakika
  • 3 bölüm
  • kendin değerlendir

Part 1Tanışma · 4-5 dakika · konu: Hometown (Memleket)

Soruyu yüksek sesle cevapla — 2-3 cümle, kısa ve doğal. Sonra örnek cevaba bak.

  • Where is your hometown?
  • What do you like most about your hometown?
  • Has your hometown changed much since you were a child?
  • Would you like to live there again in the future?

Part 2Konuşma kartı · 1 dakika hazırlık + 2 dakika konuşma

Cue card

Describe a skill you learned recently.

You should say:

  • what the skill is
  • how you learned it
  • how long it took
  • and explain why it is useful for you
01:00
  • Band 7 örnek konuşma (yaklaşık 2 dakika)

Part 3Tartışma · 4-5 dakika · Part 2 konusunun genel boyutu

Daha uzun cevap ver: görüş + sebep + örnek. Sınav görevlisi «Why?» diye sorar.

  • What skills do you think are most important for young people to learn nowadays?
  • Do you think it's better to learn a new skill by yourself or with a teacher?
  • How has technology changed the way people learn new skills?
  • Do you think older people find it harder to learn new skills than younger people?