IELTS Preparation

IELTS PRO
T E S T 02
 LISTENING
 Section 1 Questions 1-10
Questions 1-10
Complete the table below.
Write NO MORE THAN THREE WORDS
AND/OR A NUMBER for each answer.

Address Rooms Facilities Providing Price Problem

Beatle 3 bedrooms, Example: Internet & $1. …… Garden: too

Road a bathroom, restaurant Utilities big to clean
and a living up
room

Oakington 3 bedrooms, Shared Living room $400/$340 Due to

Avenue (on a 2. ….., and living furniture some
campus) a living room room, shared
bathroom, facilities, it
kitchen seems
and 3. …. 4.……

Mead 2 bedrooms, 5.….. 6. ……. $600 Sometimes

Street a living room, a little bit 7.
and a study ……

Devon A bedroom, a 8. …. 9.…… $500 Without 10.

close (on living room, a …..
campus) study, and a
dining hall

IELTS PRO – 2  Page 1

  Section 2 Questions 11-20
Complete the form below.
Write ONE WORD AND/OR A NUMBER
for each answer.

Waste sorting, collection, and disposal

Necessary characteristics of dustbins: Solid and 11…………………

Three kinds:
Waste Recyclable garbage (blue or green bin)
sorting Unrecyclable garbage (yellow bin)
Toxic waste (red bin)

Commercial waste collection:

It mainly refers to 12 ……………………. waste.
Warning signs state not to 13 ……………………. blue/green bins.
Those 14 ……………………. metals will cause environmental
Waste pollution.
collection

Household waste collection:

All kitchen garbage should be put into a 15 …………………….
bag.

The garbage disposal plant is situated in an

16……………….space or field.
The waste is disposed of at least once every 17
…………………….
Waste
The dustbin should be cleared at night because of 18
disposal
…………………….
The waste is mainly produced by 19……………………., industry,
retail, and offices.
Please do not dispose of 20…………………….in any of the bins.

IELTS PRO – 2  Page 2

SECTION 3: QUESTIONS 21-30
Questions 21-24
Complete the sentences below
Write NO MORE THAN THREE WORDS for each answer

21. The research topic should come from one of the headings in the ________
22. At least one reference needs to be from _______
23. The data Julie found on past experiments is in ______
24. Ricky has pointed out that aside from journals, he can also use _____ about
scientific experiments.

Questions 25-30
Complete the table below
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

The format of papers

The paper should be written in: 25 ……………………………..

The title should be in: 26 ……………………………..

The report has to be: 27 ……………………………..

Number the page on the: 28 …………………………….. corner

The margin should be: 29 …………………………….. pixels wide

Students should write down their: 30 ……………………………..

IELTS PRO – 2  Page 3

SECTION 4 – QUESTIONS 31-40
Write NO MORE THAN THREE WORDS for each answer
31 This paper pertains to one major concern about water for people everywhere
that is a …………………………….. source of water.
32 Australia is a dry continent and thus water is very …………………………………...
33 We utilise the most water for …………………………….. .
34 We discover the purest water in rivers, creeks, …………………………….. .
35 Rainfall is a useful source of water unless there is significant………………………
the West wish the water to be …………………………….. .
36 People in31-38
QUESTIONS
37 Water is highly prone to …………………………….. .
Complete
38 In thethehome,
sentences
one ofbelow
the most important uses of water is for ……………………… .

Questions 39-40
Choose the correct letter, A, B, or C.

39 The mechanisms for water management are

A inadequate

B nearly adequate

C admirable

40 The government’s 1989 White Paper

A caused a concern.

B is unreliable.

C is inconclusive

IELTS PRO – 2  Page 4

Reading Test 1
ALL ANSWERS MUST BE WRITTEN ON THE ANSWER SHEET.
The test is divided as follows:
Reading Passage 1 Questions 1 to 13
Reading Passage 2 Questions 14 to 27
Reading Passage 3 Questions 28 to 40
Start at the beginning of the test and work through it. You should answer all the
questions. If you cannot do a particular question leave it and go on to the next one. You
can return to it later.
TIME ALLOWED: 60 MINUTES
NUMBER OF QUESTIONS: 40
READING PASSAGE 1
You should spend about 20 minutes on questions 1-13.

1 Domestic clocks
The domestic clock was not exactly invented; it was probably a spin-
off from the scientific activities of churchmen, astrologers and mechanics
of the Middle Ages interested in increasing their knowledge of the stars or
improving discipline in religious communities. Perhaps some 13th-century
king or bishop first had a clock in his house as a symbol of prestige or
wealth, or perhaps from interest, or to call him to prayer. Certainly, the
church assistant needed to know when to warn the watchman to ring the
bell in the watchtower to warn the local people about some communal
activity such as digging a ditch, preparing to defend themselves against
raiders, or gathering to help put a fire out.

So possibly it was the watchman’s clock on the wall that became the
domestic iron clock of the medieval household. It was a valuable
possession, and when the family moved it went with them, just as did any
glass windows they had. Iron clocks and lantern clocks, hanging on the
wall from a hook, were the first general domestic clocks. The weights that
powered them hung below them and generally had to be pulled up twice a
day. In some countries, it became fashionable to fit ornate wooden cases
around them and mount these clocks on wooden brackets.
Although the weight-driven clock was not originally designed for
domestic use, the spring-driven one undoubtedly was. The use of a coiled
spring instead of a weight to provide power made possible first the portable
clock and subsequently the smaller, personal clock, which was later called
a watch. Spring clocks were first made in France in the 1400s,

IELTS PRO – 2  Page 5

it seems, but little is known of their origin. The earliest spring-driven clock 2
known is dated about 1450. It is like the weight-driven clock of the time but
with the weights replaced by coiled springs.
The changeover from weight-driven to spring-driven clocks did not
prove so simple, however, because, unlike the falling weight, the coiled
spring did not provide a constant source of power. When wound up, the
spring gave a force that was very strong, but only for a short time. The force
then decreased unevenly for some hours before slowing rapidly. The middle
of the range was most useful for driving the clock, but the reducing force was
a problem. Early coiled springs also suffered from the fact that they could not
be made very evenly or smoothly and did not coil accurately. When this
happened, the power was released in uneven bursts. The means adopted to
overcome these disadvantages, which directly affected timekeeping
accuracy, were twofold.
The first step was to limit the use of the spring to the middle of its
action to prevent it from driving the clock when it was too tightly wound up or
not wound up tightly enough. The next step was to provide a form of gearing
between the spring and the clock to make the power output more even. The
method was so simple, ingenious and elegant that it has remained in use, at
least in certain types of clock, from the time it was invented until today.
It is called the fusee, meaning a spindle wound with a thread. A fusee
is a trumpet-shaped object with a toothed or gear wheel at the larger end,
which is connected to the driving wheel of the clock. The trumpet-shaped
part has a spiral groove cut in it, and a strong thread attached to the groove
at the larger end. The rest of the thread is wound round the barrel of the
clock, containing the spring. When the fusee is turned with a key, the thread
is pulled off the barrel, which winds up the spring inside it. The thread is
wound on the fusee groove, which becomes smaller and smaller in diameter,
so that in effect it means the spring drives the clock at a constant speed.

Fusees were used from the 1400s to the early 1900s. This relatively
simple device to improve timekeeping by equalising the uneven pull of the
mainspring achieved its purpose effectively. Granville Baillie, a leading
clockmaker and watchmaker in the 1900s, said of the fusee, ‘Perhaps no
problem in mechanics has ever been solved so simply and so perfectly.’

IELTS PRO – 2  Page 6

 Questions 1 - 5
Do the following statements agree with the information given in
Reading Passage 1?
In boxes 1-5 on your answer sheet write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1. The earliest domestic clocks were developed to provide routine for

householders.
2. Medieval clocks remained on the property when the owners sold their
home.
3. Pulling the weights on wall-mounted clocks required precise skill.
4. It is the spring inside that allows a watch to be moved around.
5. The first spring-driven clocks had difficulty keeping the correct time.

Questions 6-10
Complete the notes below.
Choose NO MORE THAN THREE WORDS from the passage for each
answer.
Write your answers in boxes 6-10 on your answer sheet.
Early domestic clocks
Weight-driven clocks
 Made of 6 ………………………………
 Decorated clock cases fixed to the wall with 7……………………………
Spring-driven clocks
 Location where first produced: 8………………………………
 Problems keeping 9………………………………even
Questions 10-13
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each
answer.
Write your answers in boxes 10-13 on your answer sheet.
10. What does a fusee look like?
11. What is connected to the spiral groove on a fusee?
12. What object is required to wind the spring on the fusee?
13. What does the gradual reduction of the fusee groove ensure?

IELTS PRO – 2  Page 7

READING PASSAGE 2
You should spend about 20 minutes on questions 14-27.
Questions 14 - 21
Reading Passage 2 has eight paragraphs, A - H.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-xi, in boxes 14 - 21 on your answer sheet.
List of headings
14. Paragraph A
i. A lack of information about what is in trash
ii. A change in public attitude 15. Paragraph B
iii. The uncertainty of trash destination 16. Paragraph C
iv. A typical householder's present action
17. Paragraph D
v. Formulating the ultimate rubbish solution
vi. Selection of recycling centres 18. Paragraph E
vii. A way to trace what happens to rubbish 19. Paragraph F
viii. Details of how the research will be done
20. Paragraph G
ix. Variations in the effect of waste on the surrounding area
x. Future sources of useful materials 21. Paragraph H
xi. Network coverage for telecommunications

Trash trackers 1
A So you carefully separate your cardboard from your used glass containers,
wash your empty tins and tear the staples off scrap paper. You fill your
various bins and put them out to be taken away with the remains of the
week’s meals and domestic rubbish. And then, safe in the knowledge that
you have done your bit for the environment, you forget all about it.

B In fact, the life story of your weekly garbage is just beginning. An aluminium
can, for instance, could have a variety of fates. It might be crushed and
sent back to the canning factory to be turned into new cans. Or it could end
up in the nearest landfill site or get shipped off overseas to be either
recycled or dumped. The truth is that nobody can be sure where an
individual piece of rubbish will end up or how the junk in the landfill got
there.

C New research is planning to find out. In a pilot project, a team from the
Massachusetts Institute of Technology (MIT) together with members of the
New Scientist journal tracked 60 pieces of trash in Seattle in the United
States. The next phase of the experiment will begin - 1,000 more pieces of
garbage will be electronically tagged and thrown away in New York, Seattle
and London, and tracked for two months.

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D The experiment is more than just an attempt to satisfy curiosity as to where
trash ends up. The idea is to help plan for an ideal world of waste disposal,
where nearly everything gets recycled or reused and materials are not sent
to landfill faster than the planet is able to produce them.
E At present, that ideal world is a distant dream only. Part of the problem is
that we do not know what we are dealing with. While a lot of effort has
gone into creating green supply chains to bring products to customers,
almost nothing is known about what happens to the waste. This waste is
monitored, of course, but only to see how many tonnes of different kinds of
garbage arrive at a sorting centre, landfill or incinerator, and how many
leave. These are counted as electronic or household waste; the mass is
measured, but not in terms of the content.
F In terms of environmental impact, it is the content, not the number of
tonnes, that matters. Within the harmless - sounding category of "household
waste’, for example, lies everything from carrot peelings to used babies’
nappies and low-energy light bulbs containing mercury, or old electrical
appliances, each of which gives a very different set of environmental
challenges. In an ideal world each should be dealt with separately.
G Before that can happen, though, we need to get a clearer picture of the life
cycle of different kinds of waste, which is how the tracking project can give
useful information. The team have designed tags that can be fixed to all
kinds of rubbish, and these tags beam out their location every 15 minutes
for up to two months. Each is built around a mobile phone SIM card and
battery, and a motion sensor. A low-power microprocessor keeps track of
the motion sensor and, when the sensor registers movement it switches on
the SIM card, triggering a search for nearby mobile phone towers. The SIM
then sends an SMS containing this information to the team and the team’s
software compares it with the standard map of signal strength fingerprints to
determine the position of the tag. The tags are not precise to the metre. In
cities where there is a dense network of mobile phone towers, the team can
locate an object to within 100 to 500 metres. In rural zones, that may be a
kilometre or more.
H While tagging waste can identify where recyclables are being tossed into
landfill, or where hazardous waste is illegally shipped overseas, there is a
more fundamental reason to tag trash: to find out where society stores the
materials that it mines from the Earth and temporarily turns into products.
Today’s landfill sites contain large amounts of important metals, including
gold, zinc, aluminium, nickel, copper, cadmium and mercury - in many
cases at higher concentrations than natural ore deposits - plus huge
quantities of recyclable glass and plastic. As commodities become scarce in
the following centuries, we may have to mine landfills for their riches, and
that means finding out exactly where to start digging.

IELTS PRO – 2  Page 9

Questions 22 - 23
Choose TWO letters, A - E.
Write the correct letter in boxes 22 and 23 on your answer sheet.
According to the writer, which TWO of the following things need to happen?
A. Householders should be more aware of the waste-sorting process.
B. We need to find out how much waste is in the system.
C. We need to know more about the kinds of waste that have been thrown away.
D. Business and industry must follow established guidelines.
E. We should locate and reuse valuable resources.
Questions 24 - 27
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 24-27 on your answer sheet.
24. Which item of rubbish does the writer use as an example to show the many ways
rubbish can be dealt with?
25. Which city is involved in two stages of research?
26. What have people already tried hard to establish in order to get products to
consumers?
27. What general term is used to cover a wide range of very different kinds of rubbish?
READING PASSAGE 3
You should spend about 20 minutes on questions 28 - 40.

1
Do animals think like humans?
A Some pet owners believe that their animals understand them when they speak,
but how much do animals really understand of what we say? To what extent
is their thinking a reflection of ours? Recent experiments have begun to throw
light on the matter. An Austrian dog - researchers call her Betsy - has a
vocabulary of more than 300 words. ‘Even our closest relatives, the great apes,
can’t do what Betsy can do - hear a word only once or twice and know that the
acoustic pattern stands for something,’ says cognitive psychologist Juliane
Kaminski. 'Dogs’ understanding of human forms of communication is
something new that has evolved,’ she says, ‘something that’s developed in
them because of their long association with humans.’ Scientists think that dogs
were domesticated about 15,000 years ago, a relatively short time in which to
develop language skills.
But how similar are these skills to those of humans? For abstract thinking, we
employ symbols, letting one thing stand for another. Betsy, in an experiment,
was shown a picture of a Frisbee, a picture she had never seen before, and
told to find it. She brought the Frisbee from among other toys in another room.

B Other animals also have skills similar to those of humans. ‘People were
surprised to discover that chimpanzees make tools,’ said Alex Kacelnik, a
behavioural ecologist at Oxford University, referring to the straws and sticks
chimpanzees use to pull termites out of their nests. ‘But people also thought
“Well, they share our ancestry - of course they’re smart." Now we’re finding

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2 these kinds of exceptional behavior in some species of birds. But we don’t have a
recently shared ancestry with birds. Their evolutionary history is very different; our
last common ancestor with all birds was a reptile that lived over 300 million years
ago. This means that evolution can invent similar forms of advanced intelligence
more than once - that it’s not something reserved only for primates or mammals.’

C Kacelnik and his colleagues are studying one of these smart species, the New
Caledonian crow, which lives in the forests of the Pacific island of the same
name. New Caledonian crows are among the most skilled of tool - making and
tool - using birds, forming probes and hooks from sticks and leaf stems to poke
into the palm trees where fat grubs hide. Since these birds, like chimpanzees,
make and use tools, researchers can look for similarities in the evolutionary
processes that shaped their brains. Something about the environment of both
species favored the evolution of tool-making neural powers. But is their use of
tools rigid and limited, or can they be inventive? Do they have what researchers
call mental flexibility? Chimpanzees certainly do. In the wild, a chimpanzee may
use four sticks of different sizes to extract the honey from a bee’s nest. And in
captivity, they can figure out how to position several boxes so they can retrieve a
banana hanging from a rope.

D Answering that question for New Caledonian crows - extremely shy birds - wasn’t
easy. Even after years of monitoring them in the wild, researchers couldn’t
determine if the birds’ ability was innate, or if they learned to make and use their
tools by watching one another. If it was a genetically inherited skill, could they,
like the chimps, use their talent in different, creative ways?
To find out, Kacelnik and his students brought 23 crows of varying ages (all but
one caught in the wild) to the aviary in his Oxford laboratory. Four hatchlings were
raised in captivity, and all were carefully kept away from the adults, so they had
no opportunity to be taught about tools. Yet soon after they fledged, all picked up
sticks to probe busily into cracks and shaped different materials into tools.

E Birds can cheat too. Other studies by the same researcher show that western
scrub jays can know another bird’s intentions and act on that knowledge. A jay
that has stolen food itself, for example, knows that if another jay watches it hide a
nut, there’s a chance the nut will be stolen. So the first jay will return to move the
nut when the other jay is gone. Such deceptive acts require a complicated form of
thinking, since you must be able to attribute intentions to the other individual and
predict that individual’s behavior.

F One school of thought argues that human intelligence evolved partly because of
the pressure of living in a complex society of calculating beings.
Chimpanzees, orangutans, gorillas and bonobos share this capacity with us. In
the wild, primatologists have seen apes hide food from the alpha male or steal his
females. Kacelnik’s study is the first to show the kind of ecological pressures,
such as the need to hide food for winter use that would lead to the evolution of
such mental abilities. Most provocatively, his research demonstrates that some
birds possess what is often another uniquely human skill: the ability to recall a
specific past event.

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Questions 28 - 32
Reading Passage 3 has six sections, A - F.
Which section contains the following information?
Write the correct letter, A-F, in boxes 28-32 on your answer sheet.
28. Animals cause difficulties for a dominant member of their group.
29. Young birds used skills without assistance from their parents.
30. Humans and two species of animal may descend from the same origin.
31. Animals’ skills may come as a result of spending time with people.
32. Birds show dishonest conduct.
Questions 33 - 35
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 33-35 on your answer sheet.
33. The writer mentions the domestication of dogs in order to
A. Say how different they are from another species of animal.
B. Explain why they are easy to research.
C. Show how quickly they have learned.
D. Argue that they are suitable pets.

34. A western scrub jay has demonstrated

A. An ability to trick other birds.
B. A talent for copying other birds’ calls.
C. A skill at hiding sticks for digging grubs from trees.
D. An aggressive way of behaving in the presence of other birds.

35. Kacelnik’s research has shown that

A. Captive birds do not know how to to steal from other birds.
B. Birds can make use of their memories on later occasions.
C. Monkeys can remember what happened in the past.
D. Primates are affected by their social surroundings.
Questions 36 - 40
Do the following statements agree with the claims of the writer in Reading
Passage 3?
In boxes 36 - 40 on 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 there is no information on this
36. Scientists anticipated primate ability to employ implements.
37. Chimpanzees and New Caledonian crows had surroundings that
prompted them to develop a skill.
38. Chimpanzees show that they enjoy the challenge of problem-solving.
39. Observation in the wild was able to show that crows learnt by copying.
40. Complex thought processes may be displayed by western scrub jays.

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Answers
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IELTS PRO – 2  Page 13

Answers
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IELTS PRO – 2  Page 14

Answers
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