IELTS
IELTS Academic · tam deneme

IELTS tam deneme 3

Gerçek sınavın dört modülü · yaklaşık 2 saat 50 dakika · Listening ve Reading band puanlı · konular: Two Wheels and a Chain · The Night Shift of the Mind · The Price of a Ping · The History and Manufacture of Glass

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 Holiday Cottage

Durum

Bir kadın, yaz tatili için kırsalda bir kır evi kiralamak üzere kiralama acentesini telefonla arıyor.

Bir kez dinleyeceksin

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

Holiday cottage booking form

  1. Number of guests:

  2. Name of property: Cottage

  3. Location: just outside the village of

  4. Start date of booking: Saturday July

  5. Weekly rent: £

  6. Price includes electricity, linen, towels and a basket of

  7. Garden: enclosed lawn and a patio with a

  8. Deposit required today: % of the rent

  9. Customer's address: Abbey Road, Chester

  10. Postcode:

Kaydın metni (kanıtlar işaretli)

AGENT Good morning, Cotswold Country Stays, Martin speaking. How can I help you today?

WOMAN Hello. I'm looking for a holiday cottage to rent this summer, and a colleague recommended your agency. I wondered if you still had anything available for July.

AGENT We certainly do, though July is filling up quite fast. How many people will be staying?

WOMAN Well, originally it was just going to be the four of us, my husband, myself and our two children. But yesterday my sister and her husband asked if they could come along too, so there'll be six of us altogether.

AGENT Right, that rules out Rose Cottage, which only sleeps four. I'd suggest Orchard Cottage, which has three bedrooms and sleeps six comfortably.

WOMAN Orchard Cottage. That sounds lovely. Whereabouts is it?

AGENT It's on a quiet lane just outside a village called Brampton. That's B, R, A, M, P, T, O, N. There's a small shop and a post office in the village, about ten minutes' walk away.

WOMAN Great. And which weeks in July is it free? We were hoping to arrive on Saturday the seventh of July.

AGENT Let me check the calendar. Ah, I'm afraid the week starting the seventh is already booked. The week beginning Saturday the fourteenth of July is still free, though, and so is the last week of the month.

WOMAN The fourteenth of July suits us much better than the end of the month, so let's go for that. How much is the rent for the week?

AGENT In August it goes up to nine hundred and twenty pounds, but for that week in July the rent is eight hundred and forty pounds.

WOMAN Does that include electricity and bed linen?

AGENT Yes, electricity, sheets and bathroom towels are all included, though you'll need to bring your own beach towels. And even in summer the evenings can get chilly, so we also leave a basket of firewood for the wood-burning stove at no extra charge.

WOMAN That's a nice touch. What's the garden like? Our children are seven and nine, so we'd love somewhere they can play.

AGENT It's a large enclosed garden with a lawn. There used to be a fish pond at the bottom, which worried some parents, but the owner filled it in last winter. And right outside the kitchen doors there's a stone patio with a barbecue that guests are welcome to use.

WOMAN Wonderful. I think we'd like to book it before someone else takes it. Do I need to pay the full amount today?

AGENT No, not at all. For autumn bookings we only ask for twenty per cent, but for summer bookings you pay a deposit of thirty per cent today, and the balance is due six weeks before you arrive.

WOMAN That's fine.

AGENT Can I take your name and address for the booking form?

WOMAN Yes, my name is Claire Henderson, and the address is seventeen — sorry, I keep saying our old number — it's nineteen Abbey Road, Chester.

AGENT Nineteen Abbey Road, Chester. And what's the postcode?

WOMAN It's C, H, three, five, L, N.

AGENT C, H, three, five, L, N. Thank you. And where should we leave the keys? Wait, I should explain how you get in: there's a key box next to the back door, and we'll send you the code a few days before your stay. Would you like the booking confirmation sent by post or by email?

WOMAN Email is fine, thank you. Right, I've got my card ready whenever you are.

Part 2The Reopened City Museum

Durum

Bir müze rehberi, yenileme çalışmalarının ardından yeniden açılan şehir müzesini ziyaretçilere tanıtıyor.

Bir kez dinleyeceksin

Choose the correct letter, A, B or C.

  1. Why did the museum have to close for nearly two years?

  2. Where did most of the money for the refurbishment come from?

  3. What does the guide say about admission to the museum now?

  4. What does the guide recommend for visitors with children under eight?

  5. Where should visitors leave large bags?

What feature or location does the guide mention for each section of the museum? Choose FIVE answers from the box and write the correct letter, A–G, next to Questions 16–20.

  1. A

    It is located on the top floor.

  2. B

    It includes objects lent by local residents.

  3. C

    It will open later this month.

  4. D

    It has moved to the ground floor.

  5. E

    It allows visitors to handle some of the items.

  6. F

    It overlooks the museum park.

  7. G

    It requires a separate ticket.

  1. Roman Gallery

  2. Maritime Room

  3. Costume and Textile Collection

  4. Twentieth-Century Town Life

  5. Natural History Hall

Kaydın metni (kanıtlar işaretli)

GUIDE Good morning, everyone, and welcome back to the Oakham City Museum. My name's Rachel, and I'm one of the visitor guides here. As many of you will know, the museum only reopened last weekend after being shut for nearly two years, so before you set off around the building, I'd like to tell you a bit about what's changed and where everything is.

GUIDE First, people often ask why the work took so long. There were rumours in the local paper that we were adding an extra floor on top of the building, and at one stage the trustees even looked into moving the whole collection to a new site by the river. In fact, neither of those happened. Because the building is nearly a hundred and fifty years old, the main reason we had to close was to put in a modern heating system and repair the leaking roof, which was beginning to put the collection at risk.

GUIDE All of that cost a great deal of money, of course. Our ticket income from previous years covered only a tiny fraction of the bill, and although local businesses very kindly paid for the new benches in the courtyard, nearly three quarters of the money came from the National Heritage Lottery Fund, without which we simply couldn't have done the work.

GUIDE One big change you'll notice straight away is how ticketing works. Before we closed, everyone had to buy a ticket at the front desk. From this month, however, the permanent galleries are now completely free for everyone. You only need to book and pay if you want to see the temporary exhibition, and the museum stays open until nine on Thursday evenings, though on other days we still close at five.

GUIDE If you've brought young children with you today, you might be wondering how to keep them interested. Our one-hour guided tours are really aimed at adults, and the audio guides at the desk are written for teenagers and upwards. So for children under eight, the best thing is to borrow one of our free activity backpacks from the cloakroom. Each one has puzzles, coloured pencils and objects to touch as you walk round.

GUIDE Speaking of the cloakroom, if you're carrying a heavy coat or a large rucksack, please don't take it into the galleries. The old coin-operated lockers next to the gift shop have been taken out, and the staff on the main reception desk aren't allowed to look after visitors' bags. Instead, we've opened a staffed cloakroom down in the basement, which you can reach by the lift or the main stairs.

GUIDE Right, let me quickly run through five of our main sections, because several of them have moved since the refurbishment.

GUIDE We'll start with the Roman Gallery, which has our famous fourth-century stone mosaic. It used to be up on the first floor, which engineers told us was putting too much strain on the wooden beams. Because the stone mosaic is so heavy, the Roman Gallery has been moved down to the ground floor, just to the left of the entrance hall.

GUIDE Next to that is the Maritime Room, which tells the story of the city's shipbuilding past. Most museums keep everything behind glass, and we still do that for the fragile model ships, but in the Maritime Room we've set out a long oak table with ship's instruments and ropes that you're actually encouraged to pick up and examine.

GUIDE If you go right up to the top of the building, you'll find the Costume and Textile Collection. It used to overlook the park, which was lovely for visitors but terrible for the clothes, as sunlight fades old dyes very quickly. The Costume and Textile Collection is now up on the top floor, where there are no windows and we can control the light levels carefully.

GUIDE Coming back down to the first floor, there's a brand-new gallery called Twentieth-Century Town Life. Rather than buying exhibits from dealers, we put out an appeal in the local newspaper last year, and more than half the everyday items on display were lent to us by people living in the city, from nineteen-fifties kitchen radios to old factory uniforms.

GUIDE Finally, many of you will remember the Natural History Hall, with its collection of birds and fossils. The cases are all in place, and it doesn't require a separate ticket, but the Natural History Hall is still having its lighting adjusted, so it won't open until the twenty-eighth of this month.

GUIDE I hope you enjoy your visit, and if you have any questions, just ask anyone wearing a blue badge.

Part 3Survey Project on Urban Community Gardens

Durum

İki öğrenci, şehirdeki topluluk bahçeleri üzerine yürüttükleri anket projesini danışman hocalarıyla değerlendiriyor.

Bir kez dinleyeceksin

Choose the correct letter, A, B or C.

  1. What prompted Liam and Clara to choose community gardens as their topic?

  2. What mistake did the students make in the first draft of their questionnaire?

  3. Why did the students decide to carry out the survey face-to-face?

  4. Which finding from the survey surprised both Liam and Clara?

  5. What does Dr Patel suggest the students add to their report?

What did the students notice about each of the following community gardens? Choose FIVE answers from the box and write the correct letter, A–G, next to Questions 26–30.

  1. A

    It has a problem with its water supply.

  2. B

    It works closely with a nearby school.

  3. C

    It is used mainly by retired people.

  4. D

    It sells produce to a local café.

  5. E

    It suffers from poor security at night.

  6. F

    It keeps bees as well as growing plants.

  7. G

    It was built on a former car park.

  1. Station Road Garden

  2. Meadowbank Plot

  3. Canal Side Garden

  4. St Jude's Courtyard

  5. Hilltop Allotment

Kaydın metni (kanıtlar işaretli)

DR PATEL Come in, Clara, Liam. Thanks for sending over the summary of your survey on urban community gardens. Before we look at the individual sites, remind me how you first became interested in this topic.

CLARA Well, you'd mentioned rooftop farming in our week-three seminar, and we looked into that first, though there aren't many examples locally. And Liam thought I chose it because my aunt has a plot, though in fact she's still waiting for one.

LIAM Yes, what really sparked the idea was a council report we came across showing that waiting lists had doubled in three years. We wanted to know why so many city residents were suddenly keen to grow things together.

DR PATEL It's a very timely question. And how did the design of the questionnaire go?

LIAM We agreed straight away to aim for a hundred and twenty responses, and we made sure the very first question covered age groups. The mistake we made was that our first draft had far too many open-ended questions, which would have taken ages to code. After our pilot afternoon, we rewrote most of them as multiple-choice items.

DR PATEL Good. And you collected all the responses in person rather than putting the survey online?

CLARA We did. Liam initially worried that older gardeners wouldn't use smartphones, though when we got there almost everyone had one. And the garden coordinators would have been happy to email a link out for us. The real reason was that going in person meant we could also see how people actually used the space while we were there.

DR PATEL That observational element is often the most revealing part. Did the results match what you expected?

LIAM Partly. I'd assumed the main motive would be saving money on fresh vegetables, and some people did mention that, though not many. And Clara had already predicted that there wouldn't be many families with young children because the plots are quite small.

CLARA What surprised both of us was how people spent their time. Neither of us expected to find that over half the members spent more time chatting on the benches than digging.

DR PATEL So the social function is just as important as the food. Now, looking at your draft report, the map of the city's gardens is very clear, and I don't think you need to interview local shopkeepers at this stage. However, your discussion section would be much stronger if you compared your figures with the Bristol study from two years ago. It used a very similar sample size.

LIAM Right, I've got that paper in my folder, so we can add a paragraph on it.

DR PATEL Great. Now walk me through the five gardens you visited, because each one seems to have a very distinct character. Start with Station Road Garden.

CLARA Yes, that's the newest one. People assume the soil must be wonderful because the plants look so healthy, but in fact Station Road Garden is built on an old tarmac car park, so everything grows in raised wooden beds filled with compost.

DR PATEL And Meadowbank Plot?

LIAM We thought that one would be mostly retired residents, because it's in a very quiet suburb, but actually the average age was quite young. Its special feature is that Meadowbank Plot has an arrangement with the primary school next door, and two classes come over every Wednesday for nature lessons.

DR PATEL How about Canal Side Garden?

CLARA It's in a lovely spot, and security is good because the gates are locked at dusk. The big headache for them is that Canal Side Garden still doesn't have a mains tap, so members have to rely on rainwater butts that run dry in July.

DR PATEL And St Jude's Courtyard?

LIAM That's a tiny walled garden behind the church. Alongside the vegetable beds, St Jude's Courtyard has three beehives in the corner, and they sell the honey to pay for seeds and tools.

DR PATEL Finally, Hilltop Allotment.

CLARA That's the largest of the five. Most members grow food for their own kitchens, but Hilltop Allotment sells its spare herbs and salad leaves to a café on the high street, which brings in a bit of steady income for the group.

DR PATEL Fascinating. Once you've added that comparison with the Bristol paper, you'll have a very solid report.

Part 4The History and Manufacture of Glass

Durum

Bir malzeme bilimi öğretim görevlisi, camın tarihçesi ve üretim teknikleri üzerine akademik bir ders veriyor.

Bir kez dinleyeceksin

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

The history and manufacture of glass

  1. Natural volcanic glass (obsidian) was used by prehistoric people to make sharp .

  2. The chief raw material in glass is silica, which comes from .

  3. To lower the melting point, early makers added ash from burned .

  4. Early vessels were formed by wrapping hot glass around a central core of .

  5. In the 1st century BC, craftsmen began blowing glass using a hollow iron .

  6. The first Roman window panes were thick and , so people could not see clearly through them.

  7. In 1291, Venetian furnaces were moved to Murano, officially because of the danger of .

  8. Venetian makers added manganese to remove the green colour caused by in the sand.

  9. In the 1950s, Pilkington made flat sheets by floating molten glass on a bath of liquid .

  10. When toughened glass breaks, it forms small blunt instead of sharp pieces.

Kaydın metni (kanıtlar işaretli)

LECTURER Good morning. In today's lecture in our series on everyday materials, we're going to look at glass: how humans first used it, how the craft of glassmaking developed over several thousand years, and how modern sheet glass is manufactured today.

LECTURER Long before anyone learned to make glass in a furnace, people were using glass created by nature. When certain volcanic lavas cool very rapidly, they form a dark, shiny rock called obsidian. Later cultures sometimes polished obsidian into mirrors or jewellery, but prehistoric people valued obsidian because it could be struck to make extremely sharp blades, sharper in fact than many metal knives.

LECTURER True glassmaking began in Mesopotamia and Egypt around four thousand years ago. The basic recipe has changed remarkably little: the main ingredient is silica, obtained from ordinary sand. The difficulty for early craftsmen was that pure silica only melts at around seventeen hundred degrees Celsius, far hotter than their kilns could reach.

LECTURER To bring that temperature down, early makers added ash obtained by burning desert or coastal plants, which was rich in soda. They also needed a third ingredient, lime, which came from limestone and stopped the finished glass from dissolving when it got wet. Even with this recipe, early furnaces produced a thick, paste-like glass rather than a runny liquid. Craftsmen couldn't blow it; instead, they shaped small vessels by winding threads of molten glass around a core of clay, which was scraped out once the glass cooled. Because this was so slow, glass bottles were luxury items reserved for perfume and precious oils.

LECTURER The great turning point came in the first century BC along the eastern Mediterranean coast, with the invention of glassblowing. Craftsmen discovered that by gathering a blob of molten glass on the end of a hollow iron tube and blowing into it, they could inflate a vessel in seconds. Under the Roman Empire, glass became an everyday material for the first time, used for cups, jugs and storage jars.

LECTURER The Romans were also the first to put glass into windows, although these early panes were thick and cloudy, letting in light without offering a clear view. After the fall of Rome, fine glassmaking survived in the Islamic world and later flourished in Venice. By the thirteenth century, Venetian glass was famous across Europe. In twelve ninety-one, the city authorities ordered all glass furnaces to move to the island of Murano, officially to reduce the risk of fire in the wooden city, though historians point out that it also stopped glassmakers from giving away trade secrets.

LECTURER On Murano, craftsmen tried to imitate rock crystal. Most sand contains tiny amounts of metal oxides that tint the glass green or brown. Venetian makers produced a remarkably clear glass known as cristallo by washing the plant ash and adding manganese to neutralise the green tint caused by iron. This clear glass was vital not only for tableware, but later for lenses in spectacles, microscopes and telescopes.

LECTURER For centuries, however, making large, flat sheets of window glass remained a problem. Blown cylinders could be slit open and flattened, but the surface was always slightly wavy. Large flat sheets for shopfronts had to be cast and then ground and polished on both sides, a process that was slow and expensive. In the nineteen-fifties, the British engineer Alastair Pilkington solved the problem by pouring molten glass onto a bath of molten tin. Lead and copper were ruled out, because tin had just the right density and melting point, allowing the glass to spread into a ribbon of completely uniform thickness with two smooth surfaces.

LECTURER Today, nearly all window glass is made by this float process. Engineers have also found ways to overcome the main weakness of glass, which is its brittleness. Toughened glass, used in car side windows and phone screens, is cooled rapidly with blasts of air so that if it does break, it crumbles into tiny blunt cubes rather than sharp splinters. Next week, we'll turn from glass to ceramics and see why the two materials behave so differently.

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 1Two Wheels and a Chain

How a nineteenth-century curiosity became one of the world's most practical machines

Few machines look simpler than the bicycle: two wheels, a frame of metal tubes, handlebars to steer and a chain linking the rider's feet to the rear wheel. Yet it took nearly eighty years of trial and error in the nineteenth century to arrive at this familiar design. Surprisingly, the story began with a volcano on the other side of the world. After the massive eruption of Mount Tambora in Indonesia in 1815, ash in the upper atmosphere cooled the climate across Europe, ruining harvests in 1816, the 'Year Without a Summer'. Oats became so scarce and expensive that many horses starved or were slaughtered, prompting inventors to ask whether a practical carriage could be propelled by human muscle alone.

The first convincing answer came in 1817 from Karl von Drais, a German civil servant and inventor living in Mannheim. His 'running machine', soon nicknamed the draisienne or hobby-horse, consisted of two wooden wheels set one behind the other beneath a wooden beam. The rider sat astride the beam, held a steering bar attached to the front wheel, and pushed against the ground with alternate feet, rather like someone on a modern balance bike for toddlers. On a smooth, level road, Drais could travel at more than double walking pace. For a couple of summers the machine was fashionable among wealthy young men in Paris and London, yet the craze faded quickly. Most roads were deeply rutted, so riders took to the smoother pavements, where they knocked into pedestrians until authorities in several cities banned the machines from footpaths.

For the next four decades, inventors experimented primarily with three- and four-wheeled vehicles worked by levers or cranks, assuming that a two-wheeled machine would inevitably fall over if the rider lifted both feet off the ground. The breakthrough came in the 1860s in Paris, where craftsmen attached rotating cranks and pedals directly to the hub of the front wheel of a two-wheeled frame. Credit for the idea has long been disputed between the carriage maker Pierre Michaux and one of his former employees, Pierre Lallement, who patented a similar design after moving to the United States. Whoever thought of it first, the new machine, called the velocipede, proved that a rider could balance with both feet in the air as long as the bicycle kept moving forward.

Enthusiasm for the velocipede spread rapidly on both sides of the Atlantic, with indoor riding schools opening in major cities during the winter of 1868–69. In practice, however, riding one outdoors was punishing work. The frame was made of solid wrought iron, and the wooden wheels were bound in iron rims like those of a cart. Every cobblestone sent jolts straight through the rider's wrists and spine, earning the machine its British nickname, the 'boneshaker'. Moreover, because the pedals were fixed directly to the front wheel, one turn of the rider's legs produced only one turn of the wheel, severely limiting top speed.

During the 1870s, British makers in Coventry and Birmingham found a bold way to make the machine faster: they enlarged the front wheel until it measured up to a metre and a half across, while shrinking the rear wheel to save weight. Because a larger wheel travelled further with each rotation of the pedals, these high-wheeled bicycles, known at the time as 'ordinaries' and later as 'penny-farthings', were lighter and much brisker than the boneshaker. They were also treacherous. The rider perched almost directly above the front axle; if the wheel struck a stone or a rut, the rear of the bicycle lifted and pitched the rider headfirst over the handlebars in a fall known as 'taking a header'. High wheels required long legs, agility and nerve, which effectively excluded older people, children and women wearing the heavy, ankle-length skirts of the Victorian era.

What transformed cycling from a daring sport into everyday transport was the 'safety bicycle', introduced in its classic form by John Kemp Starley in Coventry in 1885. Starley's 'Rover' used two wheels of roughly equal size and placed the rider comfortably between them, driving the rear wheel by means of a metal chain and sprockets. By adjusting the size of the toothed gear wheels, makers could achieve the speed of a high-wheeler while keeping the rider's feet close to the ground. Three years later, in Belfast, the Scottish veterinary surgeon John Boyd Dunlop fitted his son's tricycle with tyres made of rubber tubes inflated with air. Combined with Starley's chain-driven frame, the pneumatic tyre finally tamed the vibration of rough roads.

By the mid-1890s, factories were turning out hundreds of thousands of safety bicycles a year, and falling prices brought second-hand machines within reach of factory workers, clerks and country postmen. The social effects were profound. Young people could travel to neighbouring villages for work or courtship, widening the pool of marriage partners, while women took to the roads in unprecedented numbers. Heavy corsets and trailing skirts gave way to 'rational dress' and loose-fitting bloomers, leading the American campaigner Susan B. Anthony to remark in 1896 that the bicycle had done more to emancipate women than anything else in the world. Even the modern highway owes a debt to cyclists: it was cycling clubs, decades before the motor car became common, that first lobbied governments to resurface dusty country lanes and put up roadside signposts.

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

The evolution of the bicycle

  1. 1815: volcanic eruption led to failed harvests and a shortage of , encouraging research into human-powered transport

  2. 1817 (Drais's running machine): wooden frame with no pedals; banned in some cities because riders used the and hit people walking there

  3. 1860s (velocipede): pedals attached to the front wheel; nicknamed the 'boneshaker' because its wooden wheels had that rattled over stones

  4. 1870s (high-wheeler): large front wheel increased speed, but hitting a stone could send the rider over the

  5. 1885 (Starley's Rover): two similar-sized wheels; power transferred to the back wheel by a and sprockets

  6. 1888: John Boyd Dunlop developed air-filled tyres originally for his son's

  7. 1890s: before cars were widespread, campaigned for better road surfaces and road signs

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. Karl von Drais's running machine was immediately popular with people of all social classes.

  2. Between the 1820s and the 1850s, inventors doubted that a person could balance on two wheels without touching the ground.

  3. Historians have now proved that Pierre Lallement invented the pedal velocipede before Pierre Michaux.

  4. Indoor riding schools in the late 1860s charged high fees for lessons.

  5. In the 1870s, the rear wheel of an 'ordinary' bicycle was made smaller in order to reduce the machine's weight.

  6. John Kemp Starley became wealthier from his invention than John Boyd Dunlop did from his.

Passage 2Önerilen süre 20 dakika

Reading Passage 2The Night Shift of the Mind

What happens to our memories while we sleep, and why staying awake to study can backfire

For most of the twentieth century, sleep was widely treated by scientists as a passive state, a nightly shutdown during which the brain simply rested from the demands of the day. If sleep helped memory at all, it was thought to do so merely by shielding freshly learned material from the interference of new experiences while a person lay in the dark. Over the past three decades, however, recordings of electrical activity inside the sleeping brain have overturned that view. Far from switching off, the sleeping brain conducts an elaborate night shift, sorting, strengthening and reorganising the traces left behind by waking life.

To understand why this night work is needed, it helps to look at how the brain records events in the first place. New experiences – a conversation, a list of vocabulary, a route through an unfamiliar town – are initially captured by the hippocampus, a seahorse-shaped structure deep in the brain. The hippocampus learns quickly, binding together sights, sounds and meanings into a single episode, but its storage capacity is limited. For a memory to endure for months or years without being overwritten, it must gradually be transferred to the cerebral cortex, the wrinkled outer layer of the brain, which learns more slowly but holds vast amounts of knowledge. During deep, slow-wave sleep in the first half of the night, the hippocampus repeatedly replays the day's neural patterns at high speed, while bursts of electrical activity known as sleep spindles act like couriers, carrying the information out to the cortex.

Yet the sleeping brain is not an indiscriminate filing clerk that keeps every detail. If we remembered every parked car we walked past or every sandwich we ate last month, our minds would quickly become cluttered with trivia. A second school of researchers argues that an equally vital function of sleep is selective forgetting. During waking hours, learning strengthens the connections, or synapses, between brain cells, which consumes increasing amounts of energy and space. According to the 'synaptic homeostasis' hypothesis, slow-wave sleep scales down the strength of connections across the brain, pruning away weak, incidental traces so that only the strongest and most important memories stand out clearly, leaving the brain refreshed and able to absorb new information the next morning.

Different stages of sleep appear to favour different kinds of memory work. While deep non-REM sleep excels at cementing facts and events, rapid eye movement (REM) sleep – the stage most closely associated with vivid dreaming, which dominates the hours just before dawn – plays a subtler role. During REM sleep, the brain reactivates newly stored memories alongside much older ones, testing for unexpected links between experiences that seemed unrelated during the day. In laboratory studies, participants who have slept through a full night including REM sleep are significantly better at spotting hidden rules in number puzzles or finding creative solutions to word problems than participants who stayed awake for the same number of hours. There is truth, it seems, in the old advice to 'sleep on a problem'.

REM sleep also acts as a form of overnight therapy for emotional memories. When we experience something frightening or embarrassing, the memory is initially wrapped in a strong surge of stress chemicals, particularly noradrenaline. Remarkably, REM sleep is the only time during the twenty-four-hour cycle when the brain completely shuts down its production of noradrenaline. As a result, the brain can replay upsetting events in a neurochemically calm environment, stripping away the sharp emotional sting while preserving the factual lesson of what happened. When this stage of sleep is repeatedly disrupted, people often find that yesterday's worries feel just as raw and overwhelming the following morning.

These discoveries carry sobering implications for students and professionals who routinely sacrifice sleep to meet deadlines. Pulling an 'all-nighter' before an examination harms memory from both ends. Deprived of sleep the night before learning, the hippocampus becomes waterlogged, losing much of its ability to encode new facts in the first place; deprived of sleep the night after learning, the brain misses the window in which those fragile traces are consolidated in the cortex. Even catching up with long sleeps at the weekend cannot fully rescue memories that were never properly filed away in the days after they were formed.

Fortunately, the research also points to simple, practical ways of working with the brain's rhythms rather than against them. Reviewing difficult material in the hour before bed, rather than scrolling through a phone, gives the hippocampus a clear set of priorities for the first cycle of deep sleep. Brief daytime naps of twenty to sixty minutes have been shown to restore the learning capacity of the hippocampus and boost afternoon recall, particularly when they contain sleep spindles. Above all, researchers suggest that sleep should be viewed not as time stolen from study or work, but as the biological stage in which the day's effort is turned into lasting understanding.

Reading Passage 2 has seven paragraphs, A–G. Choose the correct heading for paragraphs B–G from the list of headings below.

  1. i

    Clearing out minor details to make room for new learning

  2. ii

    How the brain moves new memories into long-term storage

  3. iii

    Why dreams can help to solve difficult problems

  4. iv

    The double penalty of staying awake to study

  5. v

    Why older adults need less deep sleep than children

  6. vi

    Separating painful feelings from the memory of an event

  7. vii

    Medication that imitates the effects of sleep spindles

  8. viii

    Making everyday habits work in favour of memory

  9. ix

    A biological process that only takes place in the morning

  1. Paragraph B

  2. Paragraph C

  3. Paragraph D

  4. Paragraph E

  5. Paragraph F

  6. Paragraph G

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

  1. In the first paragraph, what does the writer say about the earlier scientific view of sleep?

  2. Why does the hippocampus need to pass memories on to the cerebral cortex?

  3. According to paragraph E, what is unusual about REM sleep?

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

Sleep loss and study habits

  1. Staying awake all night before an exam damages memory in two ways: without prior sleep, the hippocampus struggles to new information, and without sleep afterwards, new memories cannot be fixed in the cortex.

  2. Sleeping longer at the is not enough to save memories that missed their chance to be consolidated earlier in the week.

  3. Short during the day can also refresh the hippocampus and improve recall in the afternoon.

  4. These daytime rests are particularly helpful when they include bursts of electrical activity called .

Passage 3Önerilen süre 20 dakika

Reading Passage 3The Price of a Ping

In an economy built on capturing human attention, is uninterrupted focus becoming a luxury?

Half a century ago, long before smartphones or social media existed, the economist and psychologist Herbert Simon pointed out a simple truth about information. Whenever information becomes abundant, he observed, it creates a new scarcity: the human attention needed to process it. What we now call the 'attention economy' is the commercial expression of Simon's insight. For the largest technology platforms, the limiting factor is no longer the cost of publishing a page or broadcasting a video, which has fallen close to zero, but the number of waking hours that users are willing to spend looking at a screen. Every red badge, vibration and chime is designed to win a tiny auction for the user's next glance.

Until recently, complaints about these interruptions were easy to dismiss as generational grumbling. Every new medium, from the cheap nineteenth-century novel to the television set, has been accused by critics of ruining concentration, and humanity has survived them all. Sceptics also make the fair point that notifications are often genuinely useful: a message from a child's school or an alert that a train has been cancelled saves time rather than wasting it. Nor are office workers passive victims of their devices; studies watching employees at their desks show that people interrupt themselves to check email or news almost as often as they are interrupted by an incoming alert.

Yet the reassurance offered by sceptics misses what is distinctive about the modern environment. A novel or a television programme stayed in one place; today's tools for leisure, shopping and gossip sit on the very same screen that most knowledge workers use to earn their living, and they follow us from the breakfast table to the bedroom. More importantly, laboratory research has shown that the cost of an interruption is far greater than the few seconds it takes to glance at a banner on a screen. When a person shifts from drafting a report to reading a message and then returns to the report, part of their mind remains stuck on the unfinished business of the message, a phenomenon psychologists call 'attention residue'. Even after a brief distraction, it can take many minutes to regain the depth of focus that preceded it.

Indeed, a phone does not even have to ring or vibrate to exact a toll. In several experiments, volunteers asked to complete demanding reasoning tests performed worse when their own silent smartphone lay face down on the desk in front of them than when it was left in another room. The researchers concluded that merely resisting the temptation to check a visible device uses up a portion of working memory that would otherwise be available for the task in hand. When our attention is divided in this way day after day, we do not simply work more slowly; we gravitate towards shallower habits of thought, skimming long texts rather than following an argument to its end.

In response, a small industry has grown up around 'digital wellbeing'. Phones now offer weekly screen-time reports, greyscale modes to make icons less appealing, and timers that lock users out of their favourite apps after an hour. While these features are better than nothing, I find it hard to take them seriously as a solution. Putting the burden of self-control entirely on the individual is a convenient arrangement for companies whose business models still depend on maximising 'engagement'. Expecting an ordinary user to outwit interfaces refined by thousands of behavioural experiments is rather like filling a canteen with free pastries and then handing out pamphlets on willpower.

For many people, moreover, the real source of fragmentation is not entertainment apps at all, but the expectations of their workplace. An employee who switches off notifications for three hours to finish a complex piece of analysis may be praised for the quality of the work, yet quietly penalised for failing to reply instantly to a colleague's message on an internal chat channel. In a number of organisations, rapid responsiveness has become a proxy for diligence, precisely because it is easier to see who answers messages within two minutes than who has spent the morning thinking carefully. No mindfulness app can help a worker whose manager treats a delayed reply as a sign of idleness.

If uninterrupted focus is not to become the preserve of a fortunate few who can afford to disconnect, the remedies will have to be collective rather than purely personal. Workplaces could achieve a great deal simply by agreeing on quiet hours during which no one is expected to monitor messages, and by judging staff on what they produce rather than how quickly they reply. Regulators and designers, too, have a role to play in making calm, non-intrusive settings the default rather than an option hidden three menus deep. Attention is not merely a private resource to be spent or squandered; it is the medium in which we think, listen to one another and do our best work, and it deserves to be defended accordingly.

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. Herbert Simon predicted the rise of social media platforms in the 1970s.

  2. It is reasonable to argue that some digital alerts perform a helpful service.

  3. Today's digital distractions are no different in kind from earlier media such as television.

  4. Built-in phone tools that limit screen time are an adequate answer to the problem of distraction.

  5. Managers are more likely than junior staff to ignore messages during working hours.

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

  1. What point does the writer make about office workers in the second paragraph?

  2. What does the term 'attention residue' refer to in the third paragraph?

  3. Why did volunteers perform worse when their silent phone was on the desk?

  4. Why does the writer compare digital wellbeing tools to 'pamphlets on willpower' in a canteen?

Complete each sentence with the correct ending, A–G, below.

  1. A

    makes human attention the resource that is in short supply.

  2. B

    encourages people to read complex texts more slowly.

  3. C

    often leads organisations to confuse quick replies with hard work.

  4. D

    has fallen to almost zero for large online platforms.

  5. E

    requires changes in workplace rules and product design rather than individual effort alone.

  6. F

    was the first medium to be blamed for weakening people's focus.

  7. G

    causes people to favour superficial reading over deep reflection.

  1. An abundance of information

  2. Continual division of attention

  3. The difficulty of measuring careful thought

  4. Protecting the ability to concentrate

  5. The cost of publishing a page or broadcasting a video

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 line graph below shows the percentage of commuters using public transport in three cities between 1990 and 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Percentage of commuters using public transport in three cities, 1990-2020
02040601990200020102020

%

  • City A
  • City B
  • City C

0 / 150

Yazdığını kontrol et

Task 2Önerilen süre 40 dakika · en az 250 kelime

Academic Writing Task 2

Some people claim that public libraries are no longer necessary because books and information can now be accessed online. To what extent do you agree or disagree?

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 located?
  • What is your hometown best known for?
  • Is your hometown a good place for young people to live?
  • If you could improve one thing about your hometown, what would it be?

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

Cue card

Describe a skill you learned as a child.

You should say:

  • what the skill was
  • who taught you this skill
  • how you practised it
  • and explain how this skill has been useful to you since then
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 practical skills do you think children should learn before they leave primary school?
  • Why do children often seem to pick up certain skills more easily than adults?
  • Do you think parents or schools should take the main responsibility for teaching practical life skills?
  • Have the skills that children learn today changed compared with those of their grandparents' generation?