TOEFL Sınavı | Ielts Sınavı
Yazan 04. Eyl, 2010 by Haluk Hoca in IELTS, IELTS Sınavı, Toefl, Toefl Sınavı, İngilizce Ders
Toefl Sınavı , Ielts Sınavı çalışmalarınızda yararlanabileceğiniz bir platform
TOEFL Sınavı | Ielts Sınavı
Yazan 04. Eyl, 2010 by Haluk Hoca in IELTS Sınavı, Toefl Sınavı, İngilizce Ders
IELTS Sınavında başarı yolları | Ielts Listening | Ielts speaking |Ielts reading | Ielts Writing
Yazan 04. Eyl, 2010 by Haluk Hoca in IELTS, IELTS Sınavı, İngilizce Ders
Toefl Sınavı | IELTS Sınavı İpuçları
Yazan 15. Nis, 2010 by Haluk Hoca in IELTS, IELTS Sınavı, Toefl, Toefl Sınavı
Toefl Sınavı ve IELTS Sınavı açıklamalar ve ipuçları
Toefl sınavı ve Ielts sınavına giren herkesin karşılaştığı en büyük problem academic “Writing Task” ları zamanında bitirememektir. Özellikle TOEFL sınavı veya IELTS sınavında görevlerden birini zamanında bitiremezseniz Writing den alacağın bütün puanı kaybedersiniz. “Essay” inizin geçer not alabilmesi için yapmanız gerekenlerin en başında çok net bir “conclusion “ bölümü yazmanız gerekir. Gerekirse yazacağınız “Conclusion” paragrafınız 1 cümle uzunluğunda da olabilir.
Academic conclusion yazarken birinci görevdeki ” Introduction” paragrafın son cümlesinde verdiğiniz bilgilerin bir özet cümlesini yazınız, aynı durumda ikinci paragrafın sonunda da tez cümleniz ile tamamlayın, en son olarak sonuç paragrafında bu cümleleri basit bir şekilde tekrarlayın böylece “Writing” den alacağınız puanı gereksiz yere kaybetmemiş olursunuz.
Bu yapacaklarınızı şöyle sıralayabiliriz;
1- Toefl sınavı veya IELTS sınavı “Writing “task 1 de” Introduction” paragraf da iyi bir özet ve “Task 2″ de iyi bir tez cümlesi yazdığınızdan yaptığınızdan emin olun. Bu cümleler olanmadan raporunuz ve essay iniz geçerli olmayacaktır.
2- Zamanınızı monitörden çok iyi kontrol edin.
3- Toefl , Ielts ”Writing Task 1″ de 18 dakika geçmiş ve siz hala” Body “paragrafı yazıyorsanız hemen cümlenizi bitirin. Ardından hemen yeni bir paragrafa “In conclusion” diyerek başlayın ve özetinizi oraya tekrar yazın yazarken anlamı değiştirmeyin Birkaç yeni kelime kullanarak özetinizi yazın eğer onuda yapamıyorsanız “introduction” ın son bölümünü “conclusion” a yazın.
4-Toefl , Ielts ” Writing Task 2″ de 38 dakika geçmiş ve siz hala “Body” paragraf üzerinde uğraşıyorsanız, cümlenizi hemen bitirin. Yeni bir paragrafa “In conclusion “diyerek başlayın ve tez cümlenizi tekrarlayın. Bu academic “Writing Essay “in en önemli bölümüdür.
5- Toefl sınavı veya IELTS sınavı “Writing Task 2 “de ki tez cümlelerinin ardından gelecek destekleyen cümlelerin de aynı sıralama ile olması gerekmektedir. Fikirler aynı kalmalı cümle değişiklikleri ile tezlerini desteklemelisiniz.
6-Göreviniz 60 dakika sürecektir bunu unutmayın.
7-Belki bu yazacağınız “Essay “daha önce yaptığınız çalışmalardaki gibi çok hoşunuza gidecek tarzda ve uzunlukta olan bir essay olmayacaktır veya bitirememekten dolayı gözardı edilen bir” essay” olmayacaktır, fakat gereksiz puan kaybını önleyecektir.
8-Toefl, Ielts Önerilen zamana uymak çok önemlidir, Task 2 ye daha çok zaman ayırmanız gerekecektir.
9-Özellikle Task 2 de fikirlerinizi organize etmeniz, cümleleri birbirine uygun ve kurallı bir şekilde bağlamanız, kelime bilginizi kuvvetli kullanmanız, fikirleri ve kendi düşüncelerinizi savunurken dil yeteneğinizi göstermeniz gerekmektedir.
10-Toefl, Ielts kesin olarak bir kelime sınırlaması olmamasına rağmen, Writing Task 1 de 150, Task 2 de 250 kelimeden az yazarsanız puan kaybedersiniz.
11-Toefl, Ielts Academic essay yazımı sırasında önce taslağınızı hazırlayın ve en sonunda kontrol etmek için kendinize süre bırakın.
12-Toefl, Ielts “Listening” bölümünde ilk bölümün başındaki örneği kullanarak konuya ve konuşmacıya kendinizi daha iyi adapte edersiniz.
13-Toefl, Ielts ”Listening” bölümünü sonuna kadar dinlemeyin , dinlerken sadece ilgili bölümün sorularına bakın.
14-Bölümler arasında yapılan geçişlerde duraklamalar yapıldığı zaman bu duraklamalar da kendinizi gelecek yeni soru grubuna hazırlayın.
15-”Listening “bölümündeki soruları cevaplarken soru kağıdındaki sıralamaya göre yapın.Unutmamanız gereken normalde konuşma soruların sırası ile devam etmektedir.
16-Dinlemenin sonunda cevaplarınızı cevap kağıdına geçirmeniz için süreniz olacaktır, bu sırada dilbilgisi ve heceleme hatalarını kontrol ediniz.
17-“Academic reading “bölümünün başlangıçında ise ilk yapmanız gereken parçayı anafikri, yazarın amaçı, verilmek istenen fikir gibi kriterleri göz önünde bulundurarak analiz etmektir.
18-”Reading “bölümünde okurken sakın her kelimeyi, yapıyı anlamaya çalışmayın, bunun için zamanınız yoktur ve sizin kelime bilginizin test edilmediğini unutmayın.
19-”Reading” bölümünde bazen bir örnek cevap bulunur, böyle bir durumla karşılaştığınızda bu cevabı inceleyerek niçin doğru olduğunu bulmalısınız.
20-Toefl , Ielts Bazı görevlerde text içindeki kelimleleri cevaplarınızda bazılarında ise sizin kendi kelimelerinizi kullanmanız istenecektir buna dikkat edin, açıklamaları dikkatlice okuyun.
21- Toefl , Ielts Bazı açıklamalarda kullanacağınız kelime sayısı belirtilmiştir. Bu sayıyı geçmeyin cevaplarınızda gereksiz kelimeleri kullanmayın.
22-”Speaking” bölümünde önceden yaptığınız hazırlıkları sunmaya çalışmayın,veya sizden isteneneden başka bir konu hakkında konuşmaktan kaçının.
23-Her zaman doğrudan “examiner” a konuşun, kayıt aletine konuşmaya çalışmayın.
24- “Examiner” soru sorduğunda cevaplarınızı “yes” veya “no” ile bitirmeyin cevaplarınızda konu ile ilgili birazda bilgi ve detay olmalı.
25-Bu sınav sizin İngilizce bilginizi iletişim yönünden ölçmektedir. Genel İngilizce bilginizi değil.
26-”-Speaking” bölümünde net cümleler ile cümlelerinizi doğru şekillerde birbirine bağlayarak, normal hızda ve kelime bilginizin çeşitliliğini göstererk konuşun.
IELTS | IELTS Sınavı
Yazan 07. Oca, 2010 by Haluk Hoca in IELTS Sınavı, İngilizce Ders
ELTS İngiltere, Avusturalya , Kanada, İrlanda, Yeni Zelanda ve Amerika Birleşik Devletleri yüksek öğretim kurumları ve Türkiye´de bazı üniversitelerin hazırlık sınıfından muaf olmak için gerekli olan İngilizce bilgisi yeterlik sınavıdır. Akademik ve Genel IELTS sınavları vardır, ancak yüksek öğrenim için geçerli olan Akademik IELTS sınavlarıdır.Yüksek öğrenim kurumlarına kabul edilebilmeniz için genelde kabul edilen not 6.0 ve yukarısıdır. Ancak başvurulan ülke ve yüksek öğrenim kurumunun beklentilerine göre bu baraj değişmektedir. IELTS sınavının geçerlik süresi 2 yıldır; ancak bazı üniversiteler 5 yıla kadar kabul etmektedir.
IELTS dört dil yeteneğini (dinleme, okuma, yazma ve konuşma) ölçen bir sınavdır. Akademik ve Genel İngilizceolmak üzere iki farklı sınav halinde uygulanır. Dinleme ve konuşma modülleri her iki düzeyde aynı şekilde uygulanırken okuma ve yazma modülleri iki düzeyde farklı formatlarda uygulanır.
Test toplam 2 saat 45 dk’dır.
Dinleme (4 bölüm/ 40 soru/ 30 dk.)
Genel İngilizce Okuma (3 bölüm/ 40 soru/ 60dk.) – Akademik İngilizce Okuma (3 bölüm/ 40 soru/ 60 dk.)
Genel İngilizce Yazma (2 konu/ 150-250 kelime/ 30 dk.) – Akademik İngilizce Yazma (2 konu/ 150-250 kelime/ 60 dk.)
Konuşma (11-14 dk.)
Her bölüm için ayrıca tüm test puanınızdan ayrı bir puan alırsınız. Bunlar size Test Rapor Formu şeklinde verilir (TRF). Sınavdan alınan Genel Not, Dinleme veya Okuma bölümlerinden alınan notlar buçuklu rakamlar ile de ifade edilebilir (örn 4,5 veya 6,5 gibi). Ancak, Yazma ve Konuşma bölümleri sadece tam rakamlar ile belirtilir. (örn 4,0 veya 6,0 gibi).
IELTS Sınav Sonucları Ne İfade Eder ?
Adaylar 1’den 9’a kadar olan puanlamaya göre bir sonuç elde ederler.
Geçme veya kalma puanı yoktur.
9 – Expert User
Dil üzerinde tam bir hakimiyeti vardır: uygun, doğru ve akıcı konuşma ve tam anlama becerisine sahiptir.
8 – Very Good User
Dil üzerinde sadece sistematik olmayan hatalar ve uygunsuzluklar dışında tam bir hakimiyeti vardır. Bilgisi dahilinde olmayan konularda anlaşmazlıklar olabilir. Zor ve detaylı tartışmalarda başarılıdır.
7 – Good User
Dil üzerinde bazı durumlarda olabilecek rastlantısal hatalar, uygunsuz kullanım ve yanlış anlamalar dışında eylemsel hakimiyeti vardır. Genellikle zor ve karmaşık dili iyi kullanır ve detaylı muhakemesini yapar.
6 – Competent User
Bazı hatalar, uygunsuz kullanımlar ve yanlış anlamalar olmasına rağmen genellikle dili efektif kullanır. Yabancısı olmadığı konularda oldukça zor seviyedeki İngilizceyi kullanabilir
5 – Modest User
Hata yapmaya müsait olmasına rağmen birçok durumda genel anlamı çıkarabilir ve dil üzerinde kısmi bir hakimiyeti vardır. Bildiği bir konuda basit bir iletişim kurabilir.
4 – Limited User
Bilgisi dahilinde olan durumlarda bile İngilizce becerisi limitlidir. Anlama ve ifade etmede sık sık problem yaşar. Karmaşık ve zor bir dili kullanamaz.
3 – Extremely Limited User
Sadece çok iyi bildiği konuları anlayıp ifade edebilir. İletişimde sık sık zorluk yaşar.
2 – Intermittent User
En basit bilgileri belirli kelimelerle ifade etmek bildigi konularda kısa formüller kullanmak ve acil ihtiyaçlarını belirtmek dışında gerçek iletişim kurmak mümkün değildir. Yazı ve konuşma İngilizcesini anlamakta zorluk çeker
1 – Non User
Birkaç kelime dışında dili kullanma yeteneği yoktur.
Toefl | IELTS Sınavı Stratejileri
Yazan 07. Oca, 2010 by Haluk Hoca in IELTS, IELTS Sınavı
Toefl | IELTS Sınavı Puanınızı yükseltmek için stratejiler:
Selecting ınformation :
Bu bölümü tamamlayabilmek için önemli olan size verilen grafik bilgilerini tam olarak tarif edebilmelisinizdir. fakat her detayı en ince ayrıntısına kadar yazın demek değildir bu, çünkü bazı durumlar da çok bilgiyi verebilmek için bir çok sayı kullanılmıştır. Bu yüzden grafikleri anlamlı bir şekilde açıklamalısınız yani yazacağınız raporda önemli trendlre görünmeli.
Raporu nasıl hazırlamalısınız: Çizgi halindeki grafikler gibi, raporunuz da yalın olmalıdır, giriş, gelişme ve sonuç bölümlerini , zamanları ve imla kurallarını düzgün kullanmalısınız. Raporunuzu hazırlarken 2 standart açılış cümleniz olmalıparagrafları ve raporunuzu anlatabilmek için. Bu açılış cümleleri ilk paragrafı oluşturmalı, bir cümle paragrafın ne hakkında olduğunu, tarihini, bulunduğu yeri, grafik te neyin anlatıldığını anlatmalıdır; Örneğin, The graphs compare the number of deaths caused by six diseases in Someland in 1990 with the amount of research funding allocated to each of those diseases.
Eğer çizgi grafik ise göreviniz; ” The graphs show………” diye başlayabiliriz, fakat 2 paragrafın karşılaştırması yapılıyor ise: ” The graphs compare…….” diye başlayabiliriz.
Kullanacağımız zaman ise grafikler geçmiş zaman ile ilgili ise de cümlelerimizi Simple present tense de kurarız. Dikkat etmeniz gereken açılış cümlelerinin, grafikteki bilgilerin aynen kopyası olmadığıdır. Kopya cümleler examiner tarafından kabul edilmez boşa zaman harcamayın.
2 veya 3 cümle ile her şeyi özetleyebilirsiniz. Örneğin:It can be clearly seen that the amount of research funding in many cases did not correlate with the seriousness of the disease in terms of numbers of deaths.
Raporunuzun gelişme kısmında grafikleri detaylı bir şekilde anlatabilirsiniz.Burada önemli olan, en net ve mantıklı sıralama ile sunum yapabilmektir. En çok beğenilen ise raporunuzu bir veya iki cümle ile ilgi çekecek bir şekilde sonlandırmanızdır.
Gramer ve kelime : En yüksek notu sınırlı sayıda kelime kullanmak yerine daha içerikli kelimeler kullanarak elde edebilirsiniz.
Bar grafikleri bazen çizgi grafikler gibi anlatabilirsiniz. Anlatımlarınız da zaman çizelgesi de kullanılabilir.Bu çizelge de olayları ilk olaydan itibaren sıralayabilirsiniz.
IELTS Sınavı Listening
Yazan 07. Oca, 2010 by Haluk Hoca in IELTS, IELTS Sınavı
Tapescript
Good morning everyone. Welcome to the second year of your teaching
degree. My name is Simon Taylor. I’m a second year lecturer in the
education faculty. Today I’ll be giving you an overview of the field trip to
Ho Chi Minh City, Vietnam, that you all registered for at the end of last
year.
As many of you will be aware, the field trip is offered to student teachers in
the second year of the teaching degree. The trip replaces the three week
practical teaching placement in the second semester. But please don’t get
the impression that the trip will be a holiday. In fact you will do the same
amount of work in Vietnam as your peers do in Australia. You will still
complete 3 weeks practice teaching, but in a Vietnamese school rather
than an Australian one. Each week you will need to teach 10 hours and
observe at least 10 hours. Your class supervisor will be the student’s
normal teacher and so will most probably be Vietnamese. You will need to
fit in with what the class supervisor asks you to teach and follow any
instructions they may give you in terms of teaching methodology. You
might find this difficult at first, especially if what the class supervisor asks
you to do contradicts the methodology we have taught you here. But
remember that whatever happens, it will be a learning experience.
Actually in past field trips the Vietnamese supervisors have not interfered
at all and our student teachers have found them very supportive.
You will be placed in classes at the University of Education, Ho Chi Minh
City. This is the largest teacher training institution for secondary teachers
in the south of Vietnam. It has a very good reputation within the country
and with foreign universities. Cambridge University and Melbourne
University and a number of others have developed good ties with the
University of Education. Many of the staff have received their training in
England, the US, Australia and New Zealand.
The section of the university that you’ll be working in is the Centre for
Foreign Languages. This is the largest English language centre in the
country and enrolls up to 40,000 students across 12 campuses at any one
time. The students in this section of the university are in fact not trainee
teachers but members of the public who pay fees to study English.
The language centre runs in three shifts of four hours each day. They are
from 7am to 11am, 1pm to 5pm and 5pm to 9pm. So each student will be
in class for four hours in the morning, afternoon or evening. But they
don’t study every day. Classes run three times a week on Monday,
Wednesday and Friday, which the Vietnamese call the even days, or on
Tuesday, Thursday and Saturday – the odd days. You will teach two hours
of the morning shift each day except Saturday. You’ll have two groups of
students. One group on the even days and the other on the odd days. If
you would like to get out your blank timetables I’ll tell you your teaching
commitments.
On Monday you’ll observe your first group (which we’ll call group A) for the
first two hours then teach from 9am-11am. Apart from Wednesday you’ll
be free during the afternoon shift to prepare your lessons. In the evening
on Monday there’ll be an official welcoming dinner put on by the university.
On Tuesday, you’ll observe your second group (group B) from 7am till 9am
and then teach the rest of the lesson. In the evening we will go out to
dinner together on a floating restaurant.
On Wednesday you’ll teach group A from 7am to 9am and then observe
until 11am. A few of the students are planning to take you on a tour of the
city in the afternoon. And we will take them out for dinner in the evening.
On Thursday it will be group B again. You’ll teach them from 7am till 9am
and observe from 9am to 11am. As yet we haven’t made any plans for the
evening meal on Thursday.
Friday, you’ll teach from 7am to 9am and observe from 9am to 11am. And
that will be group A again. In the evening we will travel by bus to Vung Tau
which is a sea side city a couple of hours out of Ho Chi Minh City. We’ll be
staying in Vung Tau over the weekend. So Saturday and Sunday will of
course be free.
In the classes you’ll be teaching, there could be up to 70 students and the
furniture which consists of long benches cannot be moved. So setting
students into small discussion groups is quite difficult but not impossible.
We’ll talk more about some strategies for teaching large classes in our
tutorials before the field trip.
Well, I think that’s all I have to say at present about the field trip. Cathy
Jones is here now to talk about the non-teaching arrangements such as
your accommodation, sight seeing and so on.
Sample question one: selecting topicsSample task
Tick the three items which are discussed in the talk.
A. Teaching schedule for student teachers
B. Safety issues for student teachers on the field trip
C. Accommodation
D. How the field trip fits into the teaching degree
E. Vietnamese students’ level of proficiency in English
F. How the work requirements for the field trip compare with the work
requirements for student teachers who remain in Australia
G. Quality of English language teaching in Vietnamese universities
H. Textbooks commonly used in Vietnamese English classes
Sample question two: summary completion
Sample task
Complete the notes below by writing no more than three words in the
spaces provided.
Simon Taylor, a … (1) … from the education faculty, gave some
information about the … (2) … to … (3) … which will be held in the … (4)
… . The student teachers will complete three weeks in a Vietnamese
language centre involving ten hours of … (5) … and ten hours of … (6) …
Sample question three: multiple choice
Sample task
Circle the appropriate letters A – D.
1. Participants on the field trip will be:
A. Vietnamese teachers
B. students of English
C. Australian teachers
D. trainee teachers
2. How long will the field trip run for?
A. 1 week
B. 3 weeks
C. one month
D. one semester
3. The Foreign Language Centre runs classes:
A. 7 days a week
B. 6 days a week
C. 5 days a week
D. 3 days a week
Sample question four: form completion
Sample task
Complete the form. Write no more than three words for each answer.
Sample question five: sentence completion
Sample task
Complete the notes using no more than three words.
1. In the mornings the student teachers will … … … … … … … … … ..
2. student teachers could be teaching large classes with up to
… … … … … … ..
3. Discussion groups are quite difficult to arrange in Vietnamese
classes but not … … … … … … ..
Sample question six: short answer questionsSample task
Answer the questions using no more than three words
1. How many campuses does the Centre for Foreign Languages
have?
2. How many hours does each lesson run for?
3. What will Cathy Jones talk about?
IELTS Sınavı | Writing
Yazan 07. Oca, 2010 by Haluk Hoca in IELTS, IELTS Sınavı
Writing task one: single line graph
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the graph below. You
should write at least 150 words.
Sample answer
The graph shows the number of cases of X disease in
Someland between the years 1960 and 1995. As an overall
trend, it is clear that the number of cases of the disease
increased fairly rapidly until the mid seventies, remained
constant for around a decade at 500 cases before dropping to
zero in the late 80s.
In 1960, the number of cases stood at approximately 100. That
number rose steadily to 200 by 1969 and then more sharply to
500 in 1977. At this point the number of cases remained stable
until 1984 before plummeting to zero by 1988. From 1988 to
1995 Someland was free of the disease.
In conclusion, the graph shows that the disease was
increasingly prevalent until the 1980s when it was eradicated
from Someland.
Grammar and vocabulary
Writing task one: double line graph
Sample task
You should spend about 20 minutes on this task.
Write a report for a university lecturer describing the information in the
graph below.
You should write at least 150 words.
Sample answer one
The graph shows the rate of smoking in Someland.
In 1960, 600 men in every 1,000 was smoking. This number
decreased gradually to 500 by 1974 and continued to
decrease but more steeply to 300 in 1995. In contrast the
rate of women smokers in 1960 was very low at only 80 in
every 1,000. This number increased to 170 by 1968 and
increased again but more steeply to 320 in 1977. The rate
of female smokers then remained stable at 320 until 1984 at
which point the figures began to decline and had dropped to
250 by 1995.
Writing task one: bar graphs
Sample task
You should spend about 20 minutes on this task.
Write a report for a university lecturer describing the information in the
graphs below.
You should write at least 150 words.
Sample answer one
The graphs compare the number of deaths caused by six
diseases in Someland in 1990 with the amount of research
funding allocated to each of those diseases. It can be clearly
seen that the amount of research funding in many cases did not
correlate with the seriousness of the disease in terms of
numbers of deaths.
In 1990 there were around 0.2 million deaths from AIDS, 0.1
million deaths from leprosy, 0.3 million deaths from tropical
diseases, 0.5 million deaths from diarrhoea, 0.4 million deaths
from malaria and 1.8 million deaths from TB. These figures can
be contrasted with the amount of funding allocated for each
disease. In 1990 AIDS received 180 million dollars in research
funding, leprosy 80 million dollars in research funding, tropical
diseases 79 million dollars in research funding, diarrhoea 60
million dollars in research funding, malaria 50 million dollars and
TB 20 million dollars in research funding.
In conclusion it is clear that funding allocation for disease
research in Someland is not wholly determined by the number
of deaths for which each disease is responsible in a given year.
Writing task one: pie charts
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the two graphs below.
You should write at least 150 words.
Sample answer
The pie charts compare the highest level of education
achieved by women in Someland across two years, 1945 and
1995. It can be clearly seen that women received a much
higher level of education in Someland in 1995 than they did in
1945.
In 1945 only 30% of women completed their secondary
education and 1% went on to a first degree. No women had
completed post-graduate studies. This situation had changed
radically by 1995. In 1995, 90% of women in Someland had
completed secondary education and of those, half had
graduated from an initial degree and 20% had gone on to postgraduate
studies. At the other end of the scale we can see that
by 1995 all girls were completing lower secondary, although
10% ended their schooling at this point. This is in stark
contrast with 1945 when only 30% of girls completed primary
school, 35% had no schooling at all and 35% only completed
the third grade.
In conclusion, we can see that in the 50 years from 1945 to
1995 there have been huge positive developments to the
education levels of women in Someland.
Writing task one: tables
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the table below. You
should write at least 150 words.
Hours of leisure time per
Sample answer one
The table shows how people in different age groups spent
their leisure time in Someland. It can be clearly seen that the
amount of leisure time available varied considerably across
the age groups.
Teenagers in Someland spent 1,200 hours a year watching
TV and those in the over 70s group spent 100 hours less at
1,100. They spent 150 hours on socialising with 4 or less
people compared with 200 hours at the other end of the
scale. They spent 350 hours socialising with 4 or more
people compared with 25 hours. The teenagers spent 450
hours on group exercise but retired people didn’t do any.
In conclusion, we can see that in Someland the teenagers
and retired people prefer to spend their free time in different
ways.
Writing task one: processesSample task
You should spend about 20 minutes on this task.
The flow chart below shows how national examination papers are marked
in Someland.
Write a report for a university lecturer describing the information below.
You should write at least 150 words.
Sample answer
The sample task given is simplified for the sake of explaining this kind of
report task clearly. In a genuine test you can expect the process to be
more complex.
The flow chart shows the marking procedures for national
exam papers in Someland.
After the papers are collected, the Reading and Listening
papers are marked by an administrator and then collated.
The writing papers are treated differently. After collection,
the writing papers are marked by an examiner. The marks
are then sent to an administrator for collation while the
exam papers are sent to an examination board. The board
either stores the papers or reassesses them.
IELTS Sınavı Reading
Yazan 07. Oca, 2010 by Haluk Hoca in IELTS, IELTS Sınavı
Sample reading text
Lessons from the Titanic
A From the comfort of our modern lives we tend to look back at the
turn of the twentieth century as a dangerous time for sea travellers. With
limited communication facilities, and shipping technology still in its infancy
in the early nineteen hundreds, we consider ocean travel to have been a
risky business. But to the people of the time it was one of the safest forms
of transport. At the time of the Titanic’s maiden voyage in 1912, there had
only been four lives lost in the previous forty years on passenger ships on
the North Atlantic crossing. And the Titanic was confidently proclaimed to
be unsinkable. She represented the pinnacle of technological advance at
the time. Her builders, crew and passengers had no doubt that she was
the finest ship ever built. But still she did sink on April 14, 1912, taking
1,517 of her passengers and crew with her.
B The RMS Titanic left Southampton for New York on April 10, 1912.
On board were some of the richest and most famous people of the time
who had paid large sums of money to sail on the first voyage of the most
luxurious ship in the world. Imagine her placed on her end: she was larger
at 269 metres than many of the tallest buildings of the day. And with nine
decks, she was as high as an eleven storey building. The Titanic carried
329 first class, 285 second class and 710 third class passengers with 899
crew members, under the care of the very experienced Captain Edward J.
Smith. She also carried enough food to feed a small town, including
40,000 fresh eggs, 36,000 apples, 111,000 lbs of fresh meat and 2,200 lbs
of coffee for the five day journey.
C RMS Titanic was believed to be unsinkable because the hull was
divided into sixteen watertight compartments. Even if two of these
compartments flooded, the ship could still float. The ship’s owners could
not imagine that, in the case of an accident, the Titanic would not be able
to float until she was rescued. It was largely as a result of this confidence
in the ship and in the safety of ocean travel that the disaster could claim
such a great loss of life.
D In the ten hours prior to the Titanic’s fatal collision with an iceberg at
11.40pm, six warnings of icebergs in her path were received by the
Titanic’s wireless operators. Only one of these messages was formally
posted on the bridge; the others were in various locations across the ship.
If the combined information in these messages of iceberg positions had
been plotted, the ice field which lay across the Titanic’s path would have
been apparent. Instead, the lack of formal procedures for dealing with
information from a relatively new piece of technology, the wireless, meant
that the danger was not known until too late. This was not the fault of the
Titanic crew. Procedures for dealing with warnings received through the
wireless had not been formalised across the shipping industry at the time.
The fact that the wireless operators were not even Titanic crew, but rather
contracted workers from a wireless company, made their role in the ship’s
operation quite unclear.
E Captain Smith’s seemingly casual attitude in increasing the speed
on this day to a dangerous 22 knots or 41 kilometres per hour, can then be
partly explained by his ignorance of what lay ahead. But this only partly
accounts for his actions, since the spring weather in Greenland was known
to cause huge chunks of ice to break off from the glaciers. Captain Smith
knew that these icebergs would float southward and had already
acknowledged this danger by taking a more southerly route than at other
times of the year. So why was the Titanic travelling at high speed when he
knew, if not of the specific risk, at least of the general risk of icebergs in
her path? As with the lack of coordination of the wireless messages, it
was simply standard operating procedure at the time. Captain Smith was
following the practices accepted on the North Atlantic, practices which had
coincided with forty years of safe travel. He believed, wrongly as we now
know, that the ship could turn or stop in time if an iceberg was sighted by
the lookouts.
F There were around two and a half hours between the time the
Titanic rammed into the iceberg and its final submersion. In this time 705
people were loaded into the twenty lifeboats. There were 473 empty seats
available on lifeboats while over 1,500 people drowned. These figures
raise two important issues. Firstly, why there were not enough lifeboats to
seat every passenger and crew member on board. And secondly, why the
lifeboats were not full.
G The Titanic had sixteen lifeboats and four collapsible boats which
could carry just over half the number of people on board her maiden
voyage and only a third of the Titanic’s total capacity. Regulations for the
number of lifeboats required were based on outdated British Board of
Trade regulations written in 1894 for ships a quarter of the Titanic’s size,
and had never been revised. Under these requirements, the Titanic was
only obliged to carry enough lifeboats to seat 962 people. At design
meetings in 1910, the shipyard’s managing director, Alexander Carlisle,
had proposed that forty eight lifeboats be installed on the Titanic, but the
idea had been quickly rejected as too expensive. Discussion then turned
to the ship’s décor, and as Carlisle later described the incident … ’we
spent two hours discussing carpet for the first class cabins and fifteen
minutes discussing lifeboats’.
H The belief that the Titanic was unsinkable was so strong that
passengers and crew alike clung to the belief even as she was actually
sinking. This attitude was not helped by Captain Smith, who had not
acquainted his senior officers with the full situation. For the first hour after
the collision, the majority of people aboard the Titanic, including senior
crew, were not aware that she would sink, that there were insufficient
lifeboats or that the nearest ship responding to the Titanic’s distress calls
would arrive two hours after she was on the bottom of the ocean. As a
result, the officers in charge of loading the boats received a very halfhearted
response to their early calls for women and children to board the
lifeboats. People felt that they would be safer, and certainly warmer,
aboard the Titanic than perched in a little boat in the North Atlantic Ocean.
Not realising the magnitude of the impending disaster themselves, the
officers allowed several boats to be lowered only half full.
I Procedures again were at fault, as an additional reason for the
officers’ reluctance to lower the lifeboats at full capacity was that they
feared the lifeboats would buckle under the weight of 65 people. They had
not been informed that the lifeboats had been fully tested prior to
departure. Such procedures as assigning passengers and crew to
lifeboats and lifeboat loading drills were simply not part of the standard
operation of ships nor were they included in crew training at this time.
J As the Titanic sank, another ship, believed to have been the
Californian, was seen motionless less than twenty miles away. The ship
failed to respond to the Titanic’s eight distress rockets. Although the
officers of the Californian tried to signal the Titanic with their flashing
Morse lamp, they did not wake up their radio operator to listen for a
distress call. At this time, communication at sea through wireless was new
and the benefits not well appreciated, so the wireless on ships was often
not operated around the clock. In the case of the Californian, the wireless
operator slept unaware while 1,500 Titanic passengers and crew drowned
only a few miles away.
K After the Titanic sank, investigations were held in both Washington
and London. In the end, both inquiries decided that no one could be
blamed for the sinking. However, they did address the fundamental safety
issues which had contributed to the enormous loss of life. As a result,
international agreements were drawn up to improve safety procedures at
sea. The new regulations covered 24 hour wireless operation, crew
training, proper lifeboat drills, lifeboat capacity for all on board and the
creation of an international ice patrol.
Reading task type one: summary completion
Sample task
Complete the summary below. Choose your answers from the box at the
bottom of the page and write them in boxes 1-8 on your answer sheet.
NB There are more words than spaces so you will not use them all.
You may use any of the words more than once.
List of Words
passengers happy float advanced
lifeboats confident dangers ocean
worried inadequate enormous excitement
fast handbook water afloat
record fast procedures orders
drown size sink safety
The Finest Ship Ever Built
The North Atlantic Ocean crossing on the Titanic was expected to set a
new standard for …(1)… travel in terms of comfort and …(2)… The
shipping industry had an excellent safety …(3)… on the North Atlantic
Crossing over the previous forty years and the Titanic was the finest and
safest liner ever built. The Titanic combined the greatest technology of the
day with sheer …(4)…, luxury and new safety features. The Titanic’s
owners were …(5)… that even if the Titanic were letting in …(6)… she
would …(7) … indefinitely until help arrived. In hindsight we know that the
Titanic was not unsinkable and that technology alone could not save lives
when facilities were …(8)… and humans did not follow safe …(9)…
whether because of arrogance or ignorance.
Reading task type two: matching headings to paragraphs
Sample task
Choose the heading which best sums up the primary cause of the problem
described in paragraphs D, E, G, H and I of the text. Write the appropriate
numbers (i – x) in the boxes on your answer sheet.
List of Headings
i Ignorance of the impending disaster
ii Captain’s orders ignored
iii Captain’s over-confidence
iv Rough sea conditions
v Faulty design
vi Iceberg locations not plotted
vii Low priority placed on safety
viii Number of lifeboats adequate
ix Inadequate training
x Ice warnings ignored
Reading task type three: identifying the writer’s views
Sample task
Do the following statements agree with the views of the writer in the
reading passage? In boxes 1-7 on your answer sheet write:
Yes If the statement agrees with the writer
No If the statement contradicts the writer
Not Given If it is impossible to say what the writer thinks about
this
1. The enormous loss of life on the Titanic was primarily caused by
inadequate equipment, training and procedures.
2. Nobody had thought of installing enough lifeboats to accommodate
all the passengers and crew in the event of an emergency.
3. Captain Smith didn’t inform his officers of the true situation because
he didn’t want to cause a panic.
4. The lifeboats would have buckled if they had been fully loaded.
5. After the Titanic sank the lifeboats which were not full should have
returned to rescue as many people from the water as they could.
6. The Captain of the Californian could have brought his ship to the
rescue if he had realised that the Titanic was sinking.
7. The sinking of the Titanic prompted an overhaul of standard
operating procedures which made ocean travel much safer.
Reading task type four: multiple choice
Sample task
Choose the appropriate letters A-D and write your answers in boxes 1-3
on your answer sheet.
1. Which is most at fault for the magnitude of the Titanic disaster?
A. The ship
B. The Titanic’s owners and builders
C. Standard operating procedure
D. The captain and crew
2. The number of lifeboats on the Titanic …
A. would have been sufficient if all boats had been filled to
capacity
B. met the regulations for much smaller ships but not the Titanic
C. had been designed in 1894 by the British Board of Trade
D. could carry more people than required under the regulations
3. The Titanic was …
A. higher than the tallest buildings of her day
B. divided into 16 watertight compartments
C. unsinkable
D. the most technologically advanced liner of her time
Reading task type five: selecting factors
Sample task
The writer mentions a number of factors related to poor communication
which contributed to the disaster. Which 3 of the following factors are
mentioned? Write your answers (A-H) in boxes 1-3 on your answer sheet.
A. The Titanic was travelling too fast.
B. Ships were not required to operate their wireless continually.
C. There were insufficient lifeboats on the ship.
D. The Titanic’s wireless was not operating around the clock.
E. Ice warnings were not dealt with systematically.
F. The Californian’s wireless had broken down.
G. The Titanic’s wireless had broken down.
H. Captain Smith did not give his officers enough information.
Reading task type six: table completion
Sample task
Complete the table below using information from the reading passage.
Write no more than three words for each answer. Write your answers in
boxes 1-8 on your answer sheet.
Reading task type seven: matching causes and effects
Sample task
The reading passage describes a number of cause and effect
relationships. Match each cause (1-4) in List A with its effect (A-H) in List
B. Write your answers (A-H) in boxes 1-4 on your answer sheet.
NB There are more effects in List B than you will need, so you will not
use all of them. You may use any effect more than once if you wish.
Reading task type eight: sentence completion
Sample task
Complete the sentences below using words taken from the reading
passage. Use no more than three words for each answer. Write your
answers in boxes 1-3 on your answer sheet.
1. One positive outcome was that the inquiries into the Titanic disaster
sought to improve safety procedures by initiating …(1)…
2. The Titanic’s safety feature, which convinced most people that she
wouldn’t sink, was her …(2)…
3. Passenger ships across the North Atlantic Ocean had had an
excellent safety record in the …(3)…
Reading task type nine: short answer questions
Sample task
Using no more than three words, answer the following questions. Write
your answers in boxes 1-3 on your answer sheet.
1. Alexander Carlisle implied that the Titanic’s owners were more
concerned about the ship’s appearance than what?
2. The laws of which government regulated the lifeboat requirements
that the Titanic conformed to in 1912?
3. What term used in the passage tells the reader that this was the
Titanic’s first journey?