اختبار آيلتس تجريبي.. Test F

اختبار آيلتس أكاديمي تجريبي كامل ومجاني من دليلك (Test F): القراءة (3 نصوص، 40 سؤالًا) والاستماع (4 أجزاء، 40 سؤالًا) والكتابة (مهمتان) والمحادثة (3 أجزاء). الإجابة الصحيحة والشرح تحت كل سؤال بضغطة على «اعرض الإجابة»، لمن يستعد للآيلتس ويريد يتدرّب ويراجع أخطاءه.

حل الأسئلة أولًا ثم افتح الإجابة، أو ابدأ الاختبار التفاعلي بالوقت ليُصحَّح تلقائيًا مع باند تقديري. أصوات الاستماع تعمل في الاختبار التفاعلي، ونصها هنا تحت كل جزء.

القراءة الأكاديمية.. Reading

3 نصوص و40 سؤالًا في 60 دقيقة.

ابدأ الاختبار التفاعلي بالوقت

Passage 1: The Race to the South Pole

AIn the early twentieth century, the South Pole remained one of the last unclaimed geographical prizes on Earth, and by 1910 two rival expeditions were preparing to attempt it: one led by the Norwegian explorer Roald Amundsen, the other by the British naval officer Robert Falcon Scott. Scott had announced his expedition first, framing it chiefly as a scientific survey of the Antarctic continent with the Pole as a secondary objective. Amundsen, by contrast, had originally planned an Arctic expedition and only redirected his ship, the Fram, southward after learning that the North Pole had already been reached by an American rival; he kept his change of destination secret from his own crew until the vessel was well out to sea, informing Scott of his new plans only by a brief telegram sent from Madeira.

BThe two men differed sharply in their choice of transport, a decision that would prove decisive. Amundsen, who had spent years studying the polar travel methods of Arctic peoples, committed entirely to dog sledges and skis, arguing that dogs could be driven far harder than any other animal in cold conditions and that surplus dogs could, if necessary, be slaughtered along the route to feed the rest of the team. Scott's plan combined three forms of transport: Siberian ponies, motorised sledges, and man-hauling, in which the men themselves pulled heavily loaded sledges by harness. Motor sledges failed within days of landing, and the ponies, unsuited to the cold and the crevassed ice, had to be shot well before the polar plateau was reached, leaving Scott's team to haul their equipment by hand for the most punishing stretch of the journey.

CAmundsen also chose a shorter route to the Pole than Scott, having established his base camp on the Bay of Whales, roughly sixty miles closer to the Pole than Scott's base at Cape Evans. Before setting out, Amundsen laid a careful series of supply depots along his intended path, each marked with black flags spaced at intervals wide enough to be seen from a distance in poor visibility, a precaution that later proved critical when a return blizzard reduced visibility to a few metres. Scott's depots, by comparison, were fewer in number and less generously stocked, and his final depot, upon which the survival of his returning party ultimately depended, was left more than ten miles short of the position he had originally intended.

DAmundsen's party of five reached the South Pole on 14 December 1911, having covered the distance from their base in fifty-seven days with no serious mishap. They spent three days at the Pole taking observations to confirm their position beyond doubt, planted the Norwegian flag, and left a small tent containing a letter addressed to the King of Norway, together with a note for Scott in case his rival party arrived later. Scott's party of five, delayed by poor weather and the slower pace of man-hauling, reached the Pole on 17 January 1912, more than a month after Amundsen, and found the Norwegian tent and flag already awaiting them. Scott's diary entry from that day records the party's devastation at having been beaten to the goal that had driven them for over two years.

EThe return journey proved fatal for Scott's entire polar party. Exhausted by months of man-hauling, weakened by inadequate rations, and slowed further by a series of unusually severe blizzards, the five men died one by one on the return march; the last three, including Scott himself, perished in their tent only eleven miles from a supply depot that could have saved them, trapped by a storm that made further travel impossible. Amundsen's team, by contrast, returned to their base in good health, having lost no men and, remarkably, having gained weight during the return march because their sledges grew lighter as dogs were slaughtered for food along the way. News of Amundsen's success reached the wider world in March 1912; Scott's fate was not confirmed until a search party discovered the frozen bodies and diaries the following spring.

FHistorians have long debated why one expedition succeeded so completely while the other ended in tragedy, and most now point to a cluster of interlocking decisions rather than a single cause. Amundsen's exclusive reliance on dogs and skis, his shorter route, his generous and well-marked depots, and his years of prior experience with polar travel all compounded into a considerable margin of safety that Scott's more mixed and improvised approach never achieved. Scott's own writings suggest that he was aware of the risks he was taking with an untested combination of transport methods, yet he persisted with it partly for reasons of national prestige and partly because dog-driving skill of the kind Amundsen possessed was not widely held among British explorers of the period. The tragedy has since become one of the most studied case studies in the history of polar exploration and in the analysis of high-risk expedition planning more broadly.

man-hauling:
pulling a heavily loaded sledge by human effort rather than by animals or machines
depot:
a store of supplies left at a fixed point along a route for later use

أسئلة النص 1

Do the following statements agree with the information given in Reading Passage 1? 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. 1Scott announced his Antarctic expedition before Amundsen announced his own plans to travel south.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'Scott had announced his expedition first, framing it chiefly as a scientific survey of the Antarctic continent' (Paragraph A)"

    ليش صحيح: إعادة صياغة مباشرة.. سكوت أعلن عن حملته قبل أموندسن.

    ليش الباقي خطأ: ليست FALSE لعدم وجود تناقض، وليست NOT GIVEN لأن ترتيب الإعلان مذكور بوضوح.

  2. 2Amundsen informed his crew of the change in destination as soon as he made the decision.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'he kept his change of destination secret from his own crew until the vessel was well out to sea' (Paragraph A)"

    ليش صحيح: العبارة تدّعي إخبارًا فوريًا، بينما النص يقول إنه أخفى الأمر.. تناقض مباشر.

    ليش الباقي خطأ: ليست TRUE بسبب التناقض الصريح، وليست NOT GIVEN لأن التوقيت مذكور بوضوح.

  3. 3Amundsen had worked as a professional dog trainer before organising his expedition.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "'who had spent years studying the polar travel methods of Arctic peoples' (Paragraph B)"

    ليش صحيح: النص يذكر دراسته لأساليب السفر القطبي لكن لا يذكر مهنة تدريب الكلاب تحديدًا.

    ليش الباقي خطأ: ليست TRUE لعدم ذكر هذه المهنة، وليست FALSE لعدم وجود نفي صريح لها.

  4. 4Scott's motor sledges stopped working only a few days after being brought ashore.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'Motor sledges failed within days of landing' (Paragraph B)"

    ليش صحيح: إعادة صياغة مباشرة لحقيقة مؤكدة في النص.

    ليش الباقي خطأ: ليست FALSE لعدم وجود تناقض، وليست NOT GIVEN لأن الحقيقة مذكورة صراحة.

  5. 5Scott's base camp was located closer to the Pole than Amundsen's.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'Amundsen had established his base camp on the Bay of Whales, roughly sixty miles closer to the Pole than Scott's base at Cape Evans' (Paragraph C)"

    ليش صحيح: النص يقول صراحة إن قاعدة أموندسن كانت الأقرب.. عكس ما تدّعيه العبارة.

    ليش الباقي خطأ: ليست TRUE بسبب التناقض الصريح، وليست NOT GIVEN لأن المسافة مذكورة بوضوح.

  6. 6The passage states exactly how many dogs were slaughtered for food during Amundsen's return journey.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "'having gained weight during the return march because their sledges grew lighter as dogs were slaughtered for food along the way' (Paragraph E)"

    ليش صحيح: النص يذكر ذبح الكلاب دون تحديد رقم دقيق لعددها.

    ليش الباقي خطأ: ليست TRUE لعدم ذكر رقم محدد، وليست FALSE لعدم وجود نفي لوجود هذا الرقم.

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

Scott's expedition was chiefly framed as a scientific (7) ________ of the continent.

Amundsen's expedition had originally been planned as a journey to the (8) ________.

Amundsen relied entirely on dogs and (9) ________ for transport.

Scott used Siberian (10) ________, which later had to be shot.

Amundsen's depots were marked with black (11) ________ spaced for visibility.

Amundsen's party reached the Pole after (12) ________ days of travel from base.

Scott's last three men died in their (13) ________, close to a supply depot.

  1. 7Question 7

    اعرض الإجابة

    survey

    "'framing it chiefly as a scientific survey of the Antarctic continent' (Paragraph A)"

    ليش صحيح: الكلمة مأخوذة حرفيًا من النص.

    ليش الباقي خطأ: أي كلمة أخرى مثل expedition أو study ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

  2. 8Question 8

    اعرض الإجابة

    Arctic

    "'Amundsen... had originally planned an Arctic expedition' (Paragraph A)"

    ليش صحيح: الكلمة الدقيقة لوجهة أموندسن الأصلية.

    ليش الباقي خطأ: كلمات أخرى مثل Antarctic تعاكس المعنى المطلوب تمامًا.

  3. 9Question 9

    اعرض الإجابة

    skis

    "'committed entirely to dog sledges and skis' (Paragraph B)"

    ليش صحيح: الكلمة الدقيقة المذكورة إلى جانب الكلاب.

    ليش الباقي خطأ: كلمات أخرى مثل sledges لا تكمل الفراغ بشكل صحيح مع 'dogs and' في هذا الموضع.

  4. 10Question 10

    اعرض الإجابة

    ponies

    "'Scott's plan combined three forms of transport: Siberian ponies' (Paragraph B)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف حيوانات سكوت.

    ليش الباقي خطأ: كلمات أخرى مثل horses غير مذكورة في النص لهذا السياق.

  5. 11Question 11

    اعرض الإجابة

    flags

    "'each marked with black flags spaced at intervals' (Paragraph C)"

    ليش صحيح: الكلمة الدقيقة لعلامات مستودعات أموندسن.

    ليش الباقي خطأ: كلمات أخرى مثل markers ليست الكلمة الحرفية المستخدمة في النص.

  6. 12Question 12

    اعرض الإجابة

    fifty-seven / 57

    "'having covered the distance from their base in fifty-seven days' (Paragraph D)"

    ليش صحيح: الرقم مأخوذ حرفيًا من النص.

    ليش الباقي خطأ: أي رقم آخر غير مذكور ويناقض الحقيقة المذكورة.

  7. 13Question 13

    اعرض الإجابة

    tent

    "'the last three, including Scott himself, perished in their tent only eleven miles from a supply depot' (Paragraph E)"

    ليش صحيح: الكلمة الدقيقة لمكان وفاة آخر ثلاثة رجال.

    ليش الباقي خطأ: كلمات أخرى مثل camp ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

Passage 2: Storing Renewable Energy at Grid Scale

AWind and solar power share a defining weakness that fossil-fuel generation does not: the electricity they produce is intermittent, arriving in bursts dictated by weather and daylight rather than by when consumers actually want to switch on a kettle or run a factory line. A calm, overcast week can leave a grid heavily dependent on renewables short of power precisely when demand is highest, while a sunny, windy afternoon can produce far more electricity than anyone currently needs. Until recently, grid operators managed this mismatch mainly by keeping fossil-fuel plants on standby, ready to fill any gap within minutes, an approach that undercuts much of the emissions benefit that renewables were meant to deliver in the first place. Energy storage, in principle, offers a way to break this dependency: surplus electricity generated at a windy or sunny moment can be banked and released later, smoothing supply so that a grid built substantially on renewables can still meet demand around the clock.

BThe technology that has expanded fastest in this space is the lithium-ion battery, the same chemistry used in mobile phones and electric vehicles, now deployed at industrial scale in dedicated grid facilities. Battery costs have fallen by more than eighty percent over the past decade, driven largely by the growth of electric-vehicle manufacturing, which has pulled down the price of the raw materials and components that grid batteries also depend on. A large battery installation can now respond to a sudden shortfall in supply within a fraction of a second, far faster than any fossil-fuel plant can be brought online, which makes batteries particularly valuable for stabilising a grid through short, sharp fluctuations. Their central limitation, however, is duration: even the largest battery installations currently in operation are designed to discharge fully within two to four hours, which makes them well suited to daily peaks in demand but poorly suited to covering a multi-day lull in wind or sunshine.

CFor storage that must last considerably longer than a few hours, pumped hydroelectric storage remains, by a wide margin, the most widely deployed technology in the world today, accounting for the great majority of all grid-scale storage capacity currently installed globally. The principle is simple: surplus electricity is used to pump water uphill into a reservoir, and when power is needed, the water is released downhill through turbines to generate electricity on demand, in effect turning a mountain into a very large, very slow battery. A well-sited pumped-hydro facility can store energy for days or even weeks with minimal loss, and some of the plants currently operating were built decades ago and remain in active use. The technology's chief drawback is geographical: it requires a very specific combination of elevation, water availability and reservoir capacity that only a limited number of sites worldwide can offer, which means pumped hydro cannot simply be expanded wherever a grid happens to need more storage.

DBecause both batteries and pumped hydro face real limits, a number of alternative technologies are now attracting serious investment, each aimed at the gap between the two: storage that can last considerably longer than a battery but does not depend on mountainous terrain. Compressed-air storage pumps air into underground caverns under pressure, releasing it later to drive a turbine; flow batteries store energy in liquid electrolyte tanks that can, in theory, be scaled up simply by building larger tanks rather than adding more cells. Green hydrogen, produced by using surplus renewable electricity to split water into hydrogen and oxygen, offers perhaps the longest storage horizon of all, since hydrogen can be kept for months and later burned or converted back into electricity, though the round-trip process currently wastes a substantial share of the original energy at every stage of conversion. None of these alternatives has yet been deployed at anything close to the scale of lithium-ion batteries or pumped hydro, and each still carries a considerably higher cost per unit of electricity stored.

EIt would be a mistake, however, to treat storage of any kind as a complete solution to the intermittency problem on its own. Even an ambitious global rollout of batteries, pumped hydro and emerging technologies combined is unlikely to cover the most extreme swings in renewable output, such as a multi-week stretch of unusually low wind across an entire region. Grid planners increasingly argue that storage must be paired with other tools: expanded transmission lines that can move surplus power from a sunny or windy region to a calmer one hundreds of kilometres away, and demand-response schemes that pay large consumers to shift their electricity use to moments when supply is abundant. Storage is best understood, on this view, not as the single fix for a renewable grid but as one component within a wider system of flexibility measures, each compensating for the limits of the others.

intermittent:
occurring at irregular intervals rather than continuously
electrolyte:
a liquid or gel that conducts electricity by allowing the movement of charged particles

أسئلة النص 2

Reading Passage 2 has five sections, A-E. Choose the correct heading for each section from the list of headings below. Write the correct number, i-vii, in boxes 14-18 on your answer sheet.

  • iWhy storage alone cannot solve every gap in supply
  • iiThe technology that dominates long-duration storage today
  • iiiThe falling cost and quick response of a familiar battery chemistry
  • ivNewer contenders aimed at the space between hours and months
  • vWhy renewable electricity cannot simply be generated on demand
  • viThe environmental cost of fossil-fuel backup plants
  • viiA call for governments to subsidise battery manufacturing
  1. 14Section A

    اعرض الإجابة

    v.. Why renewable electricity cannot simply be generated on demand

    "'the electricity they produce is intermittent, arriving in bursts dictated by weather and daylight rather than by when consumers actually want' (Section A)"

    ليش صحيح: الفقرة تشرح سبب عدم إمكانية توليد الكهرباء المتجددة عند الطلب.

    ليش الباقي خطأ: iii تخص تكلفة البطاريات (B)؛ ii تخص التخزين طويل المدى (C)؛ باقي العناوين تخص فقرات لاحقة أو غير مذكورة.

  2. 15Section B

    اعرض الإجابة

    iii.. The falling cost and quick response of a familiar battery chemistry

    "'Battery costs have fallen by more than eighty percent... can now respond to a sudden shortfall in supply within a fraction of a second' (Section B)"

    ليش صحيح: الفقرة تصف انخفاض تكلفة بطاريات الليثيوم-أيون وسرعة استجابتها.

    ليش الباقي خطأ: ii تخص التخزين طويل المدى (C)؛ v تخص فقرة A؛ باقي العناوين لا تطابق محتوى B.

  3. 16Section C

    اعرض الإجابة

    ii.. The technology that dominates long-duration storage today

    "'pumped hydroelectric storage remains, by a wide margin, the most widely deployed technology in the world today' (Section C)"

    ليش صحيح: الفقرة تصف التقنية المهيمنة على التخزين طويل المدى.

    ليش الباقي خطأ: iii تخص بطاريات الليثيوم-أيون (B)؛ iv تخص التقنيات الأحدث (D)؛ باقي العناوين لا تطابق.

  4. 17Section D

    اعرض الإجابة

    iv.. Newer contenders aimed at the space between hours and months

    "'a number of alternative technologies are now attracting serious investment, each aimed at the gap between the two' (Section D)"

    ليش صحيح: الفقرة تعرض تقنيات جديدة تسد الفجوة بين البطاريات والتخزين المائي.

    ليش الباقي خطأ: ii تخص التخزين المائي نفسه (C)؛ باقي العناوين لا تطابق محتوى D.

  5. 18Section E

    اعرض الإجابة

    i.. Why storage alone cannot solve every gap in supply

    "'It would be a mistake, however, to treat storage of any kind as a complete solution to the intermittency problem on its own' (Section E)"

    ليش صحيح: الفقرة توضح أن التخزين وحده لا يحل مشكلة التقطع.

    ليش الباقي خطأ: باقي العناوين (ii-vii) تخص فقرات سابقة أو غير مذكورة في E.

Complete the summary below. Choose the correct letter, A-G, from the box below. Write the correct letter in boxes 19-22 on your answer sheet.

  • Aelectric-vehicle
  • Bduration
  • Cgeography
  • Dgap
  • Eemissions
  • Ftransmission
  • Gcapacity

Lithium-ion batteries have become far more affordable, largely because of growth in the (19) ________ sector, and can respond to a shortfall in supply almost instantly.

However, their main limitation is (20) ________: most large installations can discharge fully within only a few hours.

Pumped hydro can store energy for much longer periods, but is restricted to a small number of sites with the right (21) ________.

Newer technologies such as flow batteries and green hydrogen aim to fill the (22) ________ between short-duration batteries and geographically limited pumped hydro.

  1. 19Question 19

    اعرض الإجابة

    A.. electric-vehicle

    "'driven largely by the growth of electric-vehicle manufacturing' (Section B)"

    ليش صحيح: القطاع المسؤول عن انخفاض تكلفة البطاريات مذكور صراحة.

    ليش الباقي خطأ: باقي الخيارات (B-G) لا تصف قطاعًا صناعيًا مرتبطًا بانخفاض التكلفة.

  2. 20Question 20

    اعرض الإجابة

    B.. duration

    "'Their central limitation, however, is duration' (Section B)"

    ليش صحيح: الكلمة الدقيقة المذكورة لوصف القيد الرئيسي للبطاريات.

    ليش الباقي خطأ: باقي الخيارات لا تصف قيدًا زمنيًا للبطاريات بنفس الدقة.

  3. 21Question 21

    اعرض الإجابة

    C.. geography

    "'The technology's chief drawback is geographical: it requires a very specific combination of elevation, water availability and reservoir capacity' (Section C)"

    ليش صحيح: مصطلح تلخيصي مناسب لعوامل الارتفاع والمياه والمساحة مجتمعة.

    ليش الباقي خطأ: G (capacity) تصف عنصرًا واحدًا فقط من الشروط؛ باقي الخيارات لا تلائم السياق.

  4. 22Question 22

    اعرض الإجابة

    D.. gap

    "'each aimed at the gap between the two' (Section D)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف الفجوة بين البطاريات والتخزين المائي.

    ليش الباقي خطأ: F و E موضوعان مختلفان تمامًا؛ باقي الخيارات لا تلائم السياق.

Choose the correct letter, A, B, C or D. Write the correct letter in boxes 23-26 on your answer sheet.

  1. 23According to the passage, grid operators traditionally responded to intermittent renewable supply by

    1. A. reducing overall electricity demand.
    2. B. keeping fossil-fuel plants ready as standby.
    3. C. shutting down wind and solar farms entirely.
    4. D. importing electricity from other countries.
    اعرض الإجابة

    B. keeping fossil-fuel plants ready as standby.

    "'grid operators managed this mismatch mainly by keeping fossil-fuel plants on standby, ready to fill any gap within minutes' (Section A)"

    ليش صحيح: إعادة صياغة مباشرة للطريقة التقليدية التي وصفها النص.

    ليش الباقي خطأ: A وC وD معلومات غير مذكورة في النص إطلاقًا.

  2. 24The passage states that the cost of lithium-ion batteries has fallen mainly because of

    1. A. government subsidies for grid storage.
    2. B. improvements in pumped-hydro technology.
    3. C. growth in electric-vehicle manufacturing.
    4. D. a decline in global electricity demand.
    اعرض الإجابة

    C. growth in electric-vehicle manufacturing.

    "'Battery costs have fallen by more than eighty percent over the past decade, driven largely by the growth of electric-vehicle manufacturing' (Section B)"

    ليش صحيح: إعادة صياغة مباشرة للسبب المذكور صراحة.

    ليش الباقي خطأ: A وB وD معلومات غير مذكورة في النص لهذا السياق.

  3. 25Pumped hydroelectric storage is described in the passage as being limited chiefly by

    1. A. its very high construction cost.
    2. B. a shortage of suitably qualified engineers.
    3. C. the amount of electricity it can generate.
    4. D. the limited number of suitable sites.
    اعرض الإجابة

    D. the limited number of suitable sites.

    "'it requires a very specific combination of elevation, water availability and reservoir capacity that only a limited number of sites worldwide can offer' (Section C)"

    ليش صحيح: إعادة صياغة مباشرة للعائق الرئيسي المذكور.

    ليش الباقي خطأ: A وB وC معلومات غير مذكورة في النص لهذا السياق.

  4. 26In the writer's view, the most effective response to the limits of storage technology is to

    1. A. rely exclusively on pumped hydro until better batteries are developed.
    2. B. combine storage with transmission expansion and demand-response schemes.
    3. C. abandon large-scale storage projects in favour of fossil-fuel backup.
    4. D. wait for green hydrogen to become the dominant storage technology.
    اعرض الإجابة

    B. combine storage with transmission expansion and demand-response schemes.

    "'storage must be paired with other tools: expanded transmission lines... and demand-response schemes' (Section E)"

    ليش صحيح: إعادة صياغة مباشرة لموقف الكاتب الختامي.

    ليش الباقي خطأ: A وC وD تناقض موقف الكاتب الذي يدعو للجمع بين عدة أدوات لا الاعتماد على واحدة.

Passage 3: Does the Language You Speak Shape How You Think?

For much of the twentieth century, an idea circulated that the particular language a person happens to speak places real limits on how that person can perceive and reason about the world, a proposition now generally known as linguistic relativity, or, after the two American linguists most associated with it, the Sapir-Whorf hypothesis. In its strongest form, this claim holds that language does not merely describe thought but actively constrains it: speakers of different languages, on this view, quite literally inhabit different conceptual worlds, unable to think certain thoughts that their language provides no words or grammar to express. A weaker and considerably more defensible version holds something more modest: that the particular categories a language habitually forces its speakers to notice, mark or distinguish can influence, without strictly determining, how those speakers attend to and process their surroundings. The distance between these two versions of the claim has done more to muddy public discussion of the topic than perhaps any other feature of the debate.

The strong version has suffered particularly from one persistent piece of popular folklore: the claim, endlessly repeated in newspaper columns and casual conversation, that Eskimo languages contain an extraordinary number of words for snow, supposedly demonstrating that speakers of those languages perceive snow with a richness unavailable to English speakers. Linguists who have investigated the claim carefully have found it considerably overstated: the relevant Arctic languages are polysynthetic, meaning they build long words by stringing together many small meaningful units, so counting "words" for snow in the way one would count English words produces an artificially inflated and largely meaningless figure. The episode has become a cautionary tale within linguistics itself, cited repeatedly as an example of how an appealing but poorly examined claim about language and thought can spread far beyond what the evidence actually supports.

More careful and considerably more persuasive evidence for a modest relativity effect has come from research into languages that encode spatial relationships very differently from English. Speakers of English and most European languages default to an egocentric spatial system, describing the position of objects relative to their own body, as in "the cup is to the left of the plate." Speakers of Guugu Yimithirr, an Aboriginal language of northern Queensland, instead use a geocentric system built entirely on cardinal directions, so that a Guugu Yimithirr speaker might say "the cup is to the north of the plate" even when describing objects on a table directly in front of them. Researchers who have studied this population report that its speakers maintain an almost constant, apparently unconscious awareness of cardinal direction, tracking north, south, east and west even indoors or after being spun disoriented in an unfamiliar room, a capacity that speakers of egocentric languages typically lack entirely.

A second influential body of evidence concerns colour perception. Russian, unlike English, has no single word covering the whole range that English speakers call "blue"; instead, Russian obligatorily distinguishes siniy, covering darker blues, from goluboy, covering lighter blues, treating them as basic colour categories in the same way that English treats blue and green as distinct. In laboratory experiments asking participants to judge quickly whether two shades of blue were the same or different, Russian speakers proved measurably faster than English speakers specifically when the two shades happened to straddle the siniy-goluboy boundary, a discrimination advantage that vanished once participants were made to perform a competing verbal task, which prevented them from silently naming the colours as they judged them. The pattern suggests that the language habitually used for categorising colour genuinely shapes the speed of a low-level perceptual judgement, though only under certain experimental conditions and only by a matter of milliseconds.

A further strand of research has examined grammatical gender, the arbitrary classification of nouns as masculine or feminine found in languages such as German and Spanish, asking whether it colours how speakers describe or imagine the corresponding objects. Some studies have reported that speakers of gendered languages tend to describe grammatically masculine objects with adjectives stereotypically associated with masculinity, and grammatically feminine objects with more traditionally feminine adjectives, even though the objects themselves have no inherent gender. Other researchers, however, have struggled to reproduce these findings consistently across different languages and testing conditions, and some have argued that cultural associations independent of grammar, rather than grammatical gender itself, may better explain the pattern in at least some of the reported cases. The grammatical-gender literature, unlike the spatial-cognition and colour research, remains genuinely contested rather than broadly accepted within the field.

Taken together, the accumulated evidence points toward a conclusion considerably more measured than either extreme of the original debate. Language does not appear to trap its speakers inside an inescapable conceptual prison, as the strongest Whorfian claims once suggested; a Guugu Yimithirr speaker can, with effort, describe an object's position relative to their own body if the context demands it, and an English speaker can learn, however awkwardly, to attend to absolute compass direction. Yet neither does language leave thought entirely untouched, as the harshest critics of relativity have sometimes implied. The most defensible position, and the one now held by most researchers working in the field, is that habitual linguistic categories act as a kind of gentle, constant nudge, shaping which distinctions a speaker notices most readily and most quickly, without ever placing a hard boundary around what that speaker is ultimately capable of perceiving or reasoning about.

linguistic relativity:
the idea that the structure of a language influences how its speakers perceive and think about the world
polysynthetic:
describing a language that builds long, complex words by combining many small meaningful units

أسئلة النص 3

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

  1. 27The strong and weak versions of the Sapir-Whorf hypothesis put forward essentially the same claim about the relationship between language and thought.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'The distance between these two versions of the claim has done more to muddy public discussion of the topic than perhaps any other feature of the debate' (Paragraph 1)"

    ليش صحيح: الكاتب يؤكد وجود فارق كبير بين النسختين، ما يناقض فكرة أنهما متطابقتان.

    ليش الباقي خطأ: ليست YES بسبب التناقض الصريح، وليست NOT GIVEN لأن الفارق مذكور بوضوح.

  2. 28The writer regards the popular claim about numerous Eskimo words for snow as an accurate reflection of how those languages actually work.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'Linguists who have investigated the claim carefully have found it considerably overstated' (Paragraph 2)"

    ليش صحيح: الكاتب ينقل أن الادعاء مبالغ فيه إلى حد كبير، ما يناقض وصفه بأنه دقيق.

    ليش الباقي خطأ: ليست YES بسبب النقد الصريح، وليست NOT GIVEN لأن الموقف مذكور بوضوح.

  3. 29Guugu Yimithirr speakers keep track of cardinal direction even when they are not currently describing the location of an object.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'its speakers maintain an almost constant, apparently unconscious awareness of cardinal direction, tracking north, south, east and west even indoors' (Paragraph 3)"

    ليش صحيح: الكاتب يؤكد صراحة هذا الوعي المستمر بالاتجاهات.

    ليش الباقي خطأ: ليست NO لعدم وجود تناقض، وليست NOT GIVEN لأن الحقيقة مذكورة بوضوح تام.

  4. 30Guugu Yimithirr children are taught the cardinal-direction system before they learn to speak their language fluently.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "الفقرة الثالثة تناقش وعي المتحدثين البالغين بالاتجاهات دون ذكر ترتيب اكتساب الأطفال له."

    ليش صحيح: نقطة ارتكاز مجاورة.. نفس اللغة والموضوع، لكن ترتيب التعلم عند الأطفال غائب تمامًا.

    ليش الباقي خطأ: ليست YES لعدم وجود تصريح بهذا الترتيب، وليست NO لعدم وجود نفي له أيضًا.

  5. 31The colour-discrimination advantage shown by Russian speakers depended on their being able to name the colours silently while making their judgement.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'a discrimination advantage that vanished once participants were made to perform a competing verbal task, which prevented them from silently naming the colours' (Paragraph 4)"

    ليش صحيح: اختفاء الميزة عند منع التسمية الصامتة يؤكد اعتمادها عليها.

    ليش الباقي خطأ: ليست NO لأن هذا ما يقوله النص بالضبط، وليست NOT GIVEN لأن العلاقة مذكورة بوضوح.

  6. 32The writer has personally carried out experimental research into grammatical gender and object description.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "الفقرة الخامسة تنقل نتائج باحثين آخرين دون ذكر دور الكاتب الشخصي في أي بحث."

    ليش صحيح: نقطة ارتكاز مجاورة.. الموضوع مذكور بكثرة، لكن مشاركة الكاتب شخصيًا غائبة تمامًا.

    ليش الباقي خطأ: ليست YES لعدم وجود تصريح بذلك، وليست NO لعدم وجود نفي له أيضًا.

Complete each sentence with the correct ending, A-F, below. Write the correct letter in boxes 33-36 on your answer sheet.

  • Aare unable to think certain thoughts their language provides no way of expressing.
  • Bthe languages involved build long words by stringing together many small meaningful units.
  • Cdescribe the position of objects using cardinal directions rather than their own body.
  • Dparticipants were prevented from silently naming the colours during the task.
  • Ehave reached a broad consensus on the effects of grammatical gender.
  • Frely more heavily on written language than on spoken language.
  1. 33The strong version of linguistic relativity claims that speakers of different languages

    اعرض الإجابة

    A.. are unable to think certain thoughts their language provides no way of expressing.

    "'language does not merely describe thought but actively constrains it... unable to think certain thoughts that their language provides no words or grammar to express' (Paragraph 1)"

    ليش صحيح: إتمام مباشر لتعريف النسخة القوية من الفرضية.

    ليش الباقي خطأ: B/C/D تصف نتائج أبحاث لاحقة لا تعريف النسخة القوية؛ E/F غير متعلقتين بهذه الجملة.

  2. 34The "Eskimo words for snow" claim became overstated partly because

    اعرض الإجابة

    B.. the languages involved build long words by stringing together many small meaningful units.

    "'the relevant Arctic languages are polysynthetic, meaning they build long words by stringing together many small meaningful units' (Paragraph 2)"

    ليش صحيح: إتمام مباشر يشرح سبب المبالغة في عدد كلمات الثلج.

    ليش الباقي خطأ: A تصف النسخة القوية من الفرضية لا سبب المبالغة؛ C/D/E/F لا تتعلق بهذا السياق.

  3. 35Guugu Yimithirr speakers differ from English speakers in that they

    اعرض الإجابة

    C.. describe the position of objects using cardinal directions rather than their own body.

    "'Speakers of Guugu Yimithirr... use a geocentric system built entirely on cardinal directions' (Paragraph 3)"

    ليش صحيح: إتمام مباشر يصف الفرق بين النظامين المكانيين.

    ليش الباقي خطأ: A/B/D/E/F لا تصف نظام غوغو يميثير المكاني.

  4. 36The advantage Russian speakers showed in the colour experiment disappeared when

    اعرض الإجابة

    D.. participants were prevented from silently naming the colours during the task.

    "'a discrimination advantage that vanished once participants were made to perform a competing verbal task, which prevented them from silently naming the colours' (Paragraph 4)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا سبب اختفاء الميزة.

    ليش الباقي خطأ: A/B/C/E/F لا تتعلق بتجربة الألوان أو سبب اختفاء الميزة فيها.

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

Russian obligatorily distinguishes siniy from goluboy, treating them as basic colour (37) ________.

Some researchers argue that cultural associations independent of (38) ________ may better explain the grammatical-gender pattern.

A Guugu Yimithirr speaker can still describe an object's position relative to their own body if the (39) ________ demands it.

According to the writer, the most defensible position is that habitual linguistic categories act as a gentle, constant (40) ________.

  1. 37Question 37

    اعرض الإجابة

    categories

    "'treating them as basic colour categories in the same way that English treats blue and green as distinct' (Paragraph 4)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف تصنيف siniy وgoluboy.

    ليش الباقي خطأ: كلمات أخرى مثل words ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

  2. 38Question 38

    اعرض الإجابة

    grammar

    "'cultural associations independent of grammar, rather than grammatical gender itself, may better explain the pattern' (Paragraph 5)"

    ليش صحيح: الكلمة الدقيقة المستخدمة في التفسير البديل المقترح.

    ليش الباقي خطأ: كلمات أخرى مثل language ليست الكلمة المستخدمة حرفيًا في هذا الموضع بالذات.

  3. 39Question 39

    اعرض الإجابة

    context

    "'a Guugu Yimithirr speaker can, with effort, describe an object's position relative to their own body if the context demands it' (Paragraph 6)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف الشرط الذي يغيّر أسلوب المتحدث.

    ليش الباقي خطأ: كلمات أخرى مثل situation ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

  4. 40Question 40

    اعرض الإجابة

    nudge

    "'habitual linguistic categories act as a kind of gentle, constant nudge' (Paragraph 6)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف تأثير اللغة الخفيف والمستمر.

    ليش الباقي خطأ: أي كلمة أخرى مثل push أو force ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

الاستماع.. Listening

4 أجزاء و40 سؤالًا في 32 دقيقة تقريبًا. في الاختبار التفاعلي يُشغَّل الصوت مرة واحدة فقط.

ابدأ الاختبار التفاعلي بالوقت

Part 1

A customer phones Fellside Cottages to book a short break at Oak Tree Cottage in the Lake District.

Example.. Cottage booked → Oak Tree Cottage

Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Fellside Cottages.. Booking Form

Cottage booked: Oak Tree Cottage (Example)

Customer's first name: (1) ________

Surname: (2) ________

Contact number: (3) ________

Arrival date: (4) ________

Length of stay: (5) ________

Number of guests: (6) ________

Key collection point: (7) ________

  1. 1Question 1

    اعرض الإجابة

    Daniel

    "Sure, it's Daniel."

    ليش صحيح: الاسم الأول مذكور بشكل واضح ومباشر مباشرة بعد سؤال الوكيلة.

    ليش الباقي خطأ: لا يوجد خيارات أخرى في هذا السؤال (إكمال فراغ حر).

  2. 2Question 2

    اعرض الإجابة

    Foster

    "It's, um, Foster... F-O-S-T-E-R... is that with one 'S', not two?.. That's right, just the one S."

    ليش صحيح: الاسم يُهجّى حرفًا بحرف مع تأكيد الوكيلة عليه.. علامة الإجابة المضمونة حسب تكنيكة 12.

    ليش الباقي خطأ: لا بدائل؛ يجب كتابة التهجئة الدقيقة كما سُمعت (بحرف S واحد فقط).

  3. 3Question 3

    اعرض الإجابة

    07911 555082

    "it's oh-seven-nine-one-one, five-five-five, zero-eight-two.. OK so that's 07911 555082?.. That's it."

    ليش صحيح: الرقم الثاني هو الرقم الصحيح والمؤكَّد من الطرفين.

    ليش الباقي خطأ: الرقم الأول (oh-seven-seven-double-oh...) فخ تصحيح فوري.. العميل يوقفه بنفسه لأنه رقمه القديم، فهو غير صالح كإجابة.

  4. 4Question 4

    اعرض الإجابة

    Friday 11th / Friday the 11th

    "Friday the 4th is already taken... The next date we have free is Friday the 11th.. I'll put you down for Friday the 11th, then."

    ليش صحيح: هذا هو التاريخ النهائي المتفق عليه.. فخ تغيير الرأي الناتج عن عدم توفر التاريخ الأول.

    ليش الباقي خطأ: Friday the 4th هو التاريخ الأول الذي طلبه العميل ثم اتضح أنه غير متاح.

  5. 5Question 5

    اعرض الإجابة

    three nights / three

    "how many nights would you like to stay?.. Three nights, please... Three nights, noted."

    ليش صحيح: مؤكَّد مرتين بشكل مباشر.

    ليش الباقي خطأ: لا بدائل.

  6. 6Question 6

    اعرض الإجابة

    four adults / four

    "There'll be four of us in total, all adults... Four adults, got that down."

    ليش صحيح: العدد ونوع الضيوف مذكوران صراحة ومؤكَّدان.

    ليش الباقي خطأ: لا بدائل.

  7. 7Question 7

    اعرض الإجابة

    Three Shires Inn

    "Most guests collect the keys from the Three Shires Inn in the village.. keys from the Three Shires Inn."

    ليش صحيح: هذا هو مكان استلام المفاتيح المتفق عليه فعليًا، وهو ضمن حد الثلاث كلمات المسموح به بالضبط.

    ليش الباقي خطأ: لا بدائل أخرى مذكورة لمكان الاستلام.

Choose the correct letter, A, B or C.

  1. 8What is the accommodation cost for Daniel's stay, including the welcome hamper (not including the separate dog fee)?

    1. A. £280
    2. B. £305
    3. C. £350
    اعرض الإجابة

    B. £305

    "the standard rate... is 280 pounds.. an extra 25 pounds.. that's the base rate plus the welcome hamper for you, then.. the base-plus-hamper option sounds perfect for us, we don't need all that."

    ليش صحيح: السؤال محصور صراحة بتكلفة الإقامة (سعر الكوخ + الهامبر) دون رسم الكلب المنفصل. الرقم النهائي (305) غير مسموع في الصوت إطلاقًا.. يُحسب من جمع السعرين المذكورين صراحة (280 + 25 = 305)، وقد طلب العميل الباقة فعليًا وأكّد صراحة رفضه للباقة الأغلى؛ فخ حسابي حقيقي لأن أحدًا لا يذكر الرقم 305. رسم الكلب (15 جنيهًا) مذكور ومؤكَّد بشكل منفصل تمامًا كرسم إضافي مرتبط بإحضار الحيوان الأليف، وليس جزءًا من تكلفة الإقامة نفسها.

    ليش الباقي خطأ: A (280) هو السعر الأساسي فقط دون الهامبر؛ C (350) هو سعر الباقة الفاخرة المذكورة صراحة لكن العميل يرفضها بوضوح.

  2. 9What is Fellside Cottages' policy on guests bringing a dog to Oak Tree Cottage?

    1. A. Not allowed under any circumstances
    2. B. Allowed free of charge
    3. C. Allowed for an additional fee
    اعرض الإجابة

    C. Allowed for an additional fee

    "dogs are allowed at Oak Tree Cottage, there's just a small additional fee of 15 pounds for the stay to cover extra cleaning."

    ليش صحيح: هذه هي السياسة الفعلية لهذا الكوخ تحديدًا.

    ليش الباقي خطأ: A وB مذكوران كممارسات لكوخات أخرى في الشركة لكن ليسا سياسة هذا الكوخ.

  3. 10How much deposit does the customer need to pay to secure the booking?

    1. A. The full balance
    2. B. £50
    3. C. No deposit is required
    اعرض الإجابة

    B. £50

    "We take 50 pounds now by card, and it's non-refundable, with the rest paid in cash or by cheque on arrival."

    ليش صحيح: هذا هو مبلغ العربون الفعلي المطلوب من العميل.

    ليش الباقي خطأ: A وC ممارسات تتبعها كوخات أخرى وتم استبعادهما صراحة.

نص الاستماع (Transcript).. Part 1

Booking Agent (Charlotte): Good afternoon, Fellside Cottages, this is Charlotte speaking, how can I help you?

Customer (Daniel Foster): Oh, hi there.. I'd like to book one of your cottages for a short break, if that's possible.

Booking Agent (Charlotte): Of course! Which one did you have in mind?

Customer (Daniel Foster): The one right on the edge of the woods, um, I think it's called the "Oak Tree Cottage".. I saw it online.

Booking Agent (Charlotte): Perfect, that's one of our most popular cottages. Right, let me just pull up the booking system here… OK, could I take your first name, please?

Customer (Daniel Foster): Sure, it's Daniel.

Booking Agent (Charlotte): Lovely, and your surname?

Customer (Daniel Foster): It's, um, Foster.

Booking Agent (Charlotte): Sorry, could you spell that for me?

Customer (Daniel Foster): Yeah, no problem.. it's F-O-S-T-E-R.

Booking Agent (Charlotte): F-O-S-T-E-R… is that with one "S", not two?

Customer (Daniel Foster): That's right, just the one S.

Booking Agent (Charlotte): Great, got it.. Daniel Foster. And could I get a contact number, in case we need to reach you?

Customer (Daniel Foster): Yeah, it's oh-seven-seven-double-oh... actually, hang on, that's my old number, let me give you the right one.. it's oh-seven-nine-one-one, five-five-five, zero-eight-two.

Booking Agent (Charlotte): OK so that's 07911 555082?

Customer (Daniel Foster): That's it.

Booking Agent (Charlotte): Great. Now, for the dates.. could you tell me when you'd like to arrive?

Customer (Daniel Foster): We were hoping for Friday the 4th, if that's free.

Booking Agent (Charlotte): Let me just check... ah, I'm sorry, Friday the 4th is already taken by another booking that week. The next date we have free is Friday the 11th.. would that work instead?

Customer (Daniel Foster): Oh.. yeah, the 11th's fine too, that works for us.

Booking Agent (Charlotte): Brilliant, I'll put you down for Friday the 11th, then. And how many nights would you like to stay?

Customer (Daniel Foster): Three nights, please.

Booking Agent (Charlotte): Three nights, noted. And how many guests will there be in total?

Customer (Daniel Foster): There'll be four of us in total, all adults.

Booking Agent (Charlotte): Four adults, got that down. And will you be bringing a pet with you at all?

Customer (Daniel Foster): Actually, yes.. we've got a dog, is that alright?

Booking Agent (Charlotte): That's absolutely fine, dogs are allowed at Oak Tree Cottage, there's just a small additional fee of 15 pounds for the stay to cover extra cleaning.

Customer (Daniel Foster): That's fine, we're happy to pay that.

Booking Agent (Charlotte): Lovely. And where would you like to collect the keys?

Customer (Daniel Foster): Wherever's easiest, honestly.

Booking Agent (Charlotte): Most guests collect the keys from the Three Shires Inn in the village.. that's usually the easiest spot.

Customer (Daniel Foster): That sounds perfect, let's do that.

Booking Agent (Charlotte): Great, I've written "keys from the Three Shires Inn."

Booking Agent (Charlotte): Now, let's talk price. The standard rate for a three-night stay at Oak Tree Cottage is 280 pounds.

Customer (Daniel Foster): OK.

Booking Agent (Charlotte): That includes linen, towels, and the cottage itself, but if you'd like our welcome hamper with local produce, that's an extra 25 pounds.

Customer (Daniel Foster): Oh, yeah, we'd love that actually, that sounds lovely.

Booking Agent (Charlotte): Great, so that's the base rate plus the welcome hamper for you, then.

Customer (Daniel Foster): Got it, so the base rate plus the hamper.

Booking Agent (Charlotte): We also do a full luxury package with the hamper plus a bundle of logs for the wood burner, but that one comes to 350 pounds.. probably more than you need for a short stay like this.

Customer (Daniel Foster): Oh, no, the base-plus-hamper option sounds perfect for us, we don't need all that.

Booking Agent (Charlotte): Now, just a couple of quick questions before I finish the booking. As I mentioned, we do allow dogs, but there is that extra fee.. some cottages on our books don't allow pets at all, and a few let them stay completely free of charge, but here at Oak Tree Cottage we ask for the small additional fee to cover the extra cleaning required.

Customer (Daniel Foster): OK, that makes sense.

Booking Agent (Charlotte): And there's also a deposit to secure the booking. We take 50 pounds now by card, and it's non-refundable, with the rest paid in cash or by cheque on arrival. Some of our cottages ask for the full balance upfront, or take no deposit at all, but we've found this works best for us.. it just confirms you're committed to the stay.

Customer (Daniel Foster): Makes sense, I'll pay it now then.

Booking Agent (Charlotte): Lovely, let me just take your card details…

Part 2

The site coordinator of Northfield Recycling and Reuse Centre gives an orientation talk explaining the expanded site and then announces the volunteer shift schedule.

Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Northfield Recycling and Reuse Centre.. Site Notes

Sorting bays

Number of bays increased from eight to (11) ________

New (12) ________ bay added for small electrical items

Safety

Free (13) ________ vests now provided at the entrance

Garden waste

Bag weight limit raised to (14) ________ kilos

Reuse shop

Relocated to overlook the (15) ________

Household rules

No more than (16) ________ visits per week per household

Textile bank

Now also accepts (17) ________ (in addition to clothing)

  1. 11Question 11

    اعرض الإجابة

    twelve / 12

    "we've actually increased the number from eight up to twelve, so there's now a proper twelve-bay layout."

    ليش صحيح: العدد الجديد مذكور صراحة ومكرر مرتين.

    ليش الباقي خطأ: لا بدائل؛ eight هو العدد القديم فقط.

  2. 12Question 12

    اعرض الإجابة

    electricals

    "We've also added a brand new electricals bay right at the end of the row, for small items like kettles and toasters."

    ليش صحيح: هذا هو اسم القسم الجديد المذكور صراحة.

    ليش الباقي خطأ: لا بدائل مذكورة لهذا القسم الجديد بالذات.

  3. 13Question 13

    اعرض الإجابة

    hi-vis

    "we now provide free hi-vis vests to every visitor before they head onto the site."

    ليش صحيح: هذا هو نوع السترات الموزعة مجانًا عند المدخل.

    ليش الباقي خطأ: لا بدائل؛ الكلمة المركبة بشرطة تُحتسب ككلمة واحدة.

  4. 14Question 14

    اعرض الإجابة

    twenty / 20

    "we've raised the weight limit per bag from fifteen kilos up to twenty kilos now."

    ليش صحيح: هذا هو الحد الأقصى الجديد للوزن.

    ليش الباقي خطأ: fifteen هو الحد القديم قبل الرفع.. فخ رقمي مباشر.

  5. 15Question 15

    اعرض الإجابة

    main yard / yard

    "it's got its own space, and it overlooks the main yard."

    ليش صحيح: هذا هو المكان الذي أصبح المتجر يطل عليه بعد النقل.

    ليش الباقي خطأ: the entrance هو الموقع القديم الذي انتقل منه المتجر، وليس موقعه الحالي.

  6. 16Question 16

    اعرض الإجابة

    three / 3

    "each household can now visit no more than three times a week."

    ليش صحيح: هذا هو الحد الأقصى الجديد لعدد الزيارات المذكور صراحة.

    ليش الباقي خطأ: لا بدائل.

  7. 17Question 17

    اعرض الإجابة

    shoes

    "the textile bank.. that now accepts shoes as well as clothing, so feel free to drop off old trainers and boots too."

    ليش صحيح: هذا هو الصنف الجديد المضاف صراحة إلى بنك الأقمشة.

    ليش الباقي خطأ: clothing هو الصنف الأصلي المقبول أصلًا وليس الإضافة الجديدة.

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

Sorting baysTuesday9 amMalik
Reuse shopThursday(18) ________Grace
Textile bankSaturday10 am(19) ________
Café stall(20) ________11 amIsabel
  1. 18Question 18

    اعرض الإجابة

    2 pm / two pm

    "it used to be at one in the afternoon.. actually, sorry, we've moved that, it's now at two pm."

    ليش صحيح: هذا هو الوقت الحالي والمصحَّح فورًا.. فخ تغيير الرأي.

    ليش الباقي خطأ: one in the afternoon هو الوقت القديم الذي لم يعد صحيحًا.

  2. 19Question 19

    اعرض الإجابة

    Fatima

    "that used to be run by Priya, but she's finished her placement now, so it's actually being run by Fatima this term."

    ليش صحيح: هذا هو اسم المشرفة الحالية على مناوبة بنك الأقمشة.

    ليش الباقي خطأ: Priya هي المشرفة السابقة التي انتهت فترة تطوعها.. فخ تغيير مباشر بين شخصين.

  3. 20Question 20

    اعرض الإجابة

    Sunday

    "that one meets weekly at eleven in the morning, headed up by Isabel, and that one happens on Sundays."

    ليش صحيح: اليوم مذكور صراحة كما هو مطلوب.

    ليش الباقي خطأ: لا بدائل؛ الأيام الأخرى تخص مناوبات أخرى.

نص الاستماع (Transcript).. Part 2

Site Coordinator (Sophie): Good morning everyone, thanks for coming along today. I'm Sophie, I'm the site coordinator here at Northfield Recycling and Reuse Centre, and I just wanted to run you through what's changed since we expanded the site last month.

Site Coordinator (Sophie): So, let's start with the sorting bays. We've actually increased the number from eight up to twelve, so there's now a proper twelve-bay layout, which means we can sort a lot more material types at once. We've also added a brand new electricals bay right at the end of the row, for small items like kettles and toasters, which people have been asking for for ages.

Site Coordinator (Sophie): Now, safety.. that's had a big update too. At the entrance, we now provide free hi-vis vests to every visitor before they head onto the site, whereas before it was optional. Please do put one on before you go through.

Site Coordinator (Sophie): Moving on to the garden waste bay.. we've raised the weight limit per bag from fifteen kilos up to twenty kilos now, so you can bring slightly heavier loads in each trip.

Site Coordinator (Sophie): One more thing before I move on to the shift schedule.. the reuse shop. It's been relocated. It used to be tucked away near the entrance, but now it's got its own space, and it overlooks the main yard, so you can actually see the vehicles coming and going while you browse.

Site Coordinator (Sophie): We've also brought in a new household rule.. to keep things fair for everyone, each household can now visit no more than three times a week.

Site Coordinator (Sophie): And finally, the textile bank.. that now accepts shoes as well as clothing, so feel free to drop off old trainers and boots too, not just fabric items.

Site Coordinator (Sophie): Right, now let's talk about the volunteer shift schedule, because that's changed a bit too.

Site Coordinator (Sophie): We'll start with the sorting bays team. That runs on Tuesdays at nine in the morning, and it's led by Malik.

Site Coordinator (Sophie): Next we've got the reuse shop team, run by Grace, that's on Thursdays, and it used to be at one in the afternoon.. actually, sorry, we've moved that, it's now at two pm, to fit around the delivery truck's new schedule.

Site Coordinator (Sophie): Then there's the textile bank shift, which runs on Saturdays at ten in the morning.. that used to be run by Priya, but she's finished her placement now, so it's actually being run by Fatima this term.

Site Coordinator (Sophie): And finally, the café stall.. our little volunteer-run refreshment stand.. that one meets weekly at eleven in the morning, headed up by Isabel, and that one happens on Sundays.

Site Coordinator (Sophie): That's everything for today.. if anyone has questions about volunteering shifts, please come and see me afterwards.

Part 3

Two psychology students, Josh and Aisha, meet their tutor to finalise the methods for their research project on exam stress among students.

What did the students decide about each research method below? Choose the correct letter, A, B or C, next to Questions 21–25. You may choose any letter more than once.

  • AWill be used in full, without piloting first
  • BWill be tested first as a pilot
  • CWill not be used
  1. 21Online survey

    اعرض الإجابة

    A.. Will be used in full, without piloting first

    "I think we should just go ahead and use it for the full study... no need to test it first."

    ليش صحيح: كلا الطالبين يتفقان صراحة على استخدامه للدراسة الكاملة مباشرة دون تجربة أولية.

    ليش الباقي خطأ: B مستبعد لأن Aisha تنص صراحة (no need to test it first)؛ C غير منطقي لأنهما اتفقا على استخدامه فعليًا.

  2. 22Saliva cortisol samples

    اعرض الإجابة

    B.. Will be tested first as a pilot

    "let's pilot that one on a smaller scale first.. so that's a pilot then, not the full study yet."

    ليش صحيح: القرار النهائي بعد التردد الأولي هو التجربة على نطاق صغير أولًا.

    ليش الباقي خطأ: A مستبعد لأن الدكتورة توضح صراحة (not the full study yet)؛ C مستبعد لأنهما لم يقررا استبعادها بل تأجيل استخدامها الكامل فقط.

  3. 23Daily stress diaries

    اعرض الإجابة

    C.. Will not be used

    "let's just drop it, it doesn't really fit our timeline.. so the diaries are out."

    ليش صحيح: القرار النهائي الصريح هو التخلي عن هذه الطريقة تمامًا.

    ليش الباقي خطأ: A وB مستبعدان لأن Josh يغيّر رأيه من الإعجاب الأولي إلى الرفض الكامل.. فخ تغيير الرأي.

  4. 24Semi-structured interviews

    اعرض الإجابة

    A.. Will be used in full, without piloting first

    "let's commit to running those... let's put that in as one of our main methods."

    ليش صحيح: كلا الطالبين يلتزمان صراحة باستخدامها كإحدى الطرق الرئيسية رغم التردد الأولي.

    ليش الباقي خطأ: B مستبعد لأنها وُصفت بـ(one of our main methods) وليس تجربة أولية؛ C مستبعد لأنهما يقرران المضي بها.

  5. 25Classroom observation

    اعرض الإجابة

    C.. Will not be used

    "we ended up deciding against it... we're not going ahead with that one at all."

    ليش صحيح: قرار صريح ونهائي باستبعادها تمامًا.

    ليش الباقي خطأ: A وB مستبعدان لأن (not going ahead with that one at all) تنفي أي استخدام حتى كتجربة أولية.

Complete the sentences below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

The students are aiming to collect at least (26) ________ responses to the survey.

The pilot cortisol testing will take place (27) ________.

The interviews will be conducted at the (28) ________.

Aisha predicts that (29) ________ will be the strongest factor in students' exam stress.

The students' ethics approval is being supervised by (30) ________.

  1. 26Question 26

    اعرض الإجابة

    150

    "We're aiming for at least 150 responses to the survey."

    ليش صحيح: الرقم مذكور صراحة كهدف عدد الردود.

    ليش الباقي خطأ: لا بدائل.

  2. 27Question 27

    اعرض الإجابة

    next week

    "We're planning to run the pilot cortisol testing next week."

    ليش صحيح: التوقيت مذكور صراحة للتجربة الأولية تحديدًا.

    ليش الباقي خطأ: the following month تخص المقابلات الكاملة، وليس التجربة الأولية.

  3. 28Question 28

    اعرض الإجابة

    Wellbeing Centre

    "We've got permission to use a room at the Wellbeing Centre."

    ليش صحيح: اسم المكان مذكور صراحة كموقع إجراء المقابلات.

    ليش الباقي خطأ: لا بدائل أخرى مذكورة لموقع إجراء المقابلات.

  4. 29Question 29

    اعرض الإجابة

    sleep quality

    "We think sleep quality will turn out to be the strongest factor, more than caffeine intake."

    ليش صحيح: هذا هو العامل الذي تتوقع Aisha أنه الأقوى تأثيرًا.

    ليش الباقي خطأ: caffeine intake وworkload عوامل ضمن سؤال البحث وليست الفرضية المطلوبة.

  5. 30Question 30

    اعرض الإجابة

    Dr Whitmore / Dr. Whitmore / Whitmore

    "That's Dr. Whitmore in the psychology department, she's already reviewed our survey draft."

    ليش صحيح: الاسم مذكور صراحة كمسؤولة الموافقة الأخلاقية.

    ليش الباقي خطأ: لا بدائل.

نص الاستماع (Transcript).. Part 3

Tutor (Dr. Bennett): OK, so let's talk through your research project. You're looking at exam stress among students, is that right?

Student (Josh): Yes, specifically what factors contribute most to stress during exam periods.

Tutor (Dr. Bennett): Great topic. So what methods were you thinking of using to collect your data?

Student (Aisha): Well, our first idea was an online survey, sent out through, um, the student portal and course email lists.

Tutor (Dr. Bennett): OK, and how do you feel about that one?

Student (Josh): I mean, I'm pretty confident about it.. I think we should just go ahead and use it for the full study, it's quick to distribute and we can reach a large number of students.

Student (Aisha): Yeah, I agree, let's use that one properly, no need to test it first.

Tutor (Dr. Bennett): Sounds decided then. What else?

Student (Josh): We also talked about taking saliva samples to measure cortisol levels, actually testing students before and after an exam.

Student (Aisha): Hmm, I'm honestly not sure about that one. I worry students won't want to give a sample, it feels quite invasive.

Tutor (Dr. Bennett): That's a fair concern.

Student (Josh): Maybe we should just try it with a small group first, see how it goes, before committing to it properly.

Student (Aisha): Yeah, actually, that makes sense.. let's pilot that one on a smaller scale first.

Tutor (Dr. Bennett): OK, good, so that's a pilot then, not the full study yet. What about the daily stress diaries you mentioned in your proposal?

Student (Aisha): Right, the idea was to ask students to write a short diary entry each evening about how stressed they felt that day.

Student (Josh): I did like that idea at first, but, actually, thinking about it more, I don't think students will keep it up consistently enough for the data to be reliable.

Student (Aisha): Yeah, I'm with you on that one now.. let's just drop it, it doesn't really fit our timeline.

Tutor (Dr. Bennett): OK, so the diaries are out. Anything else on your list?

Student (Josh): We were also considering semi-structured interviews, sitting down with students one-on-one to talk through their experiences.

Tutor (Dr. Bennett): And how confident are you about that one?

Student (Aisha): I'll admit I was hesitant to start with, but after our last meeting I think we're both on board.. let's commit to running those, it should give us some really rich detail.

Student (Josh): Yeah, definitely, let's put that in as one of our main methods.

Tutor (Dr. Bennett): Great, and finally you mentioned classroom observation in your notes.

Student (Josh): Oh.. right, yeah, we did think about that, but, honestly, we ended up deciding against it. It would be too disruptive to sit in on actual lectures.

Student (Aisha): Yeah, we're not going ahead with that one at all.

Tutor (Dr. Bennett): OK, that all sounds like a solid plan.

Tutor (Dr. Bennett): Now let's think about the practical details.. sample size, timing, that kind of thing.

Student (Aisha): We're aiming for at least 150 responses to the survey, since that gives us a reasonably robust sample.

Tutor (Dr. Bennett): Good number. And what about your timeline?

Student (Josh): We're planning to run the pilot cortisol testing next week, and then the full interviews the following month.

Tutor (Dr. Bennett): And where will you be conducting the interviews?

Student (Aisha): We've got permission to use a room at the Wellbeing Centre.. the manager there was actually really supportive when we asked.

Tutor (Dr. Bennett): That's great access to have. Now, in terms of writing it up, what's your main research question again?

Student (Josh): We want to find out what most influences a student's stress levels during exams.. so things like sleep, caffeine intake, or workload.

Tutor (Dr. Bennett): And do you have a hypothesis already?

Student (Aisha): We think sleep quality will turn out to be the strongest factor, more than caffeine intake.

Tutor (Dr. Bennett): Interesting prediction.. we'll see if the data supports that. One last thing.. who's supervising your ethics approval?

Student (Josh): That's Dr. Whitmore in the psychology department, she's already reviewed our survey draft.

Part 4

A university lecturer traces the history of weather forecasting, from its early scientific origins through to modern-day methods.

Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

  1. 31In what year did Robert FitzRoy establish Britain's first meteorological office?

    اعرض الإجابة

    1854

    "That changed in 1854, when a naval officer named Robert FitzRoy established what became Britain's first meteorological office."

    ليش صحيح: السنة مذكورة صراحة كسنة تأسيس أول مكتب رسمي للأرصاد.

    ليش الباقي خطأ: لا بدائل رقمية أخرى مذكورة في هذا السياق.

  2. 32According to the lecturer, where was the new office's data originally gathered from?

    اعرض الإجابة

    ships at sea

    "...originally set up to collect and analyse data gathered from ships at sea."

    ليش صحيح: هذا هو مصدر البيانات المذكور صراحة للمكتب الجديد، من نفس الجملة التي تحمل تاريخ التأسيس ولكن من جزء مختلف منها.

    ليش الباقي خطأ: لا بدائل أخرى مذكورة لمصدر البيانات.

  3. 33What was the name of the ship whose wreck in 1859 led to the introduction of storm warnings?

    اعرض الإجابة

    the Royal Charter / Royal Charter

    "A passenger ship called the Royal Charter was wrecked in a severe storm off the coast of Wales, and hundreds of lives were lost."

    ليش صحيح: هذا هو اسم السفينة المذكور صراحة كسبب إدخال نظام إنذارات العواصف.

    ليش الباقي خطأ: لا بدائل؛ لم تُذكر سفينة أخرى في هذا السياق.

  4. 34Off the coast of which country was that ship wrecked?

    اعرض الإجابة

    Wales

    "wrecked in a severe storm off the coast of Wales."

    ليش صحيح: هذا هو الموقع الجغرافي المذكور صراحة لحادثة الغرق.

    ليش الباقي خطأ: لا بدائل جغرافية أخرى مذكورة في هذا السياق.

  5. 35What earlier technology allowed weather data to be shared in real time for the first time?

    اعرض الإجابة

    the telegraph / telegraph

    "the telegraph allowed observers in different locations to share data in real time for the very first time."

    ليش صحيح: هذه هي التقنية المذكورة صراحة كأول وسيلة لمشاركة البيانات آنيًا.. وهي آخر معلومة تُسمع قبل الوقفة المجدولة.

    ليش الباقي خطأ: لا بدائل تقنية أخرى مذكورة لهذا الغرض.

Complete the notes below. Write NO MORE THAN TWO WORDS for each answer.

History of Weather Forecasting.. Timeline

1922: Richardson proposes using (36) ________ to calculate future weather

Problem: the calculations had to be done entirely by (37) ________

1950s: arrival of (38) ________ finally made the approach practical

1960: (39) ________ launched.. the world's first weather satellite

Today: forecasts rely heavily on (40) ________

  1. 36Question 36

    اعرض الإجابة

    mathematical equations

    "he proposed a radically new idea.. using mathematical equations to calculate future weather conditions, rather than relying on past patterns or intuition."

    ليش صحيح: هذا هو النهج المقترح صراحة من ريتشاردسون عام 1922.. وهي أول معلومة تُسمع بعد الوقفة المجدولة.

    ليش الباقي خطأ: past patterns or intuition هو النهج القديم الذي اقترح ريتشاردسون استبداله، وليس اقتراحه هو.

  2. 37Question 37

    اعرض الإجابة

    hand

    "this approach required an enormous number of calculations to be done entirely by hand, which took far too long to ever be useful for an actual forecast."

    ليش صحيح: هذه هي الطريقة اليدوية المذكورة صراحة كمشكلة أمام اقتراح ريتشاردسون قبل توفر الحواسيب.

    ليش الباقي خطأ: لا بدائل؛ هذه إجابة مختلفة تمامًا عن إجابة السؤال 36 رغم أنهما من نفس الجملة.

  3. 38Question 38

    اعرض الإجابة

    electronic computers

    "Richardson's idea only really became practical once electronic computers arrived in the 1950s."

    ليش صحيح: هذا هو التطور المذكور صراحة الذي جعل فكرة ريتشاردسون قابلة للتطبيق.

    ليش الباقي خطأ: لا بدائل؛ الحساب اليدوي (سؤال 37) هو المشكلة القديمة التي حلّها هذا التطور، وليس نفس الإجابة.

  4. 39Question 39

    اعرض الإجابة

    TIROS-1

    "in 1960, forecasting took another leap forward with the launch of TIROS-1, the world's first weather satellite."

    ليش صحيح: هذا هو الاسم الدقيق للقمر الصناعي المذكور صراحة لعام 1960.

    ليش الباقي خطأ: لا بدائل؛ لم يُذكر قمر صناعي آخر في هذا السياق.

  5. 40Question 40

    اعرض الإجابة

    supercomputers

    "Today, forecasting relies heavily on supercomputers, which run enormously complex models of the atmosphere."

    ليش صحيح: هذا هو المصطلح المذكور صراحة للأداة الحالية المستخدمة في التنبؤ الجوي.

    ليش الباقي خطأ: لا بدائل.

نص الاستماع (Transcript).. Part 4

Lecturer (Dr. Harris): Good afternoon, everyone. Today I want to talk about something most of us rely on without ever thinking about it: the history of weather forecasting.

Lecturer (Dr. Harris): Let's start right back at the beginning. Before the nineteenth century, predicting the weather relied almost entirely on folklore and observation of the sky.. there was no scientific method behind it at all. That changed in 1854, when a naval officer named Robert FitzRoy established what became Britain's first meteorological office, originally set up to collect and analyse data gathered from ships at sea.

Lecturer (Dr. Harris): Now, the real turning point came in 1859. A passenger ship called the Royal Charter was wrecked in a severe storm off the coast of Wales, and hundreds of lives were lost. In response to this disaster, FitzRoy introduced Britain's first storm warning system the following year, using telegraph stations along the coast to send alerts ahead of approaching bad weather.

Lecturer (Dr. Harris): And that brings me to a key piece of technology.. the telegraph. Before this, weather reports could only travel as fast as a letter or a rider on horseback, but the telegraph allowed observers in different locations to share data in real time for the very first time, which completely transformed how forecasts could be produced.

Lecturer (Dr. Harris): Moving into the twentieth century, the next major shift came from a mathematician named Lewis Fry Richardson. In 1922, he proposed a radically new idea.. using mathematical equations to calculate future weather conditions, rather than relying on past patterns or intuition. The trouble was, at the time, this approach required an enormous number of calculations to be done entirely by hand, which took far too long to ever be useful for an actual forecast.

Lecturer (Dr. Harris): Richardson's idea only really became practical once electronic computers arrived in the 1950s, finally allowing those huge calculations to be completed quickly enough to produce a usable forecast.

Lecturer (Dr. Harris): Then, in 1960, forecasting took another leap forward with the launch of TIROS-1, the world's first weather satellite. For the first time, meteorologists could actually see cloud patterns and storm systems from space, rather than relying only on ground-based reports.

Lecturer (Dr. Harris): Today, forecasting relies heavily on supercomputers, which run enormously complex models of the atmosphere, processing huge volumes of data from satellites, weather stations, and ocean buoys all at once to generate the forecasts we see on our phones every morning.

Lecturer (Dr. Harris): That brings us to the end of today's lecture.. next week we'll look at how climate change is affecting long-term forecasting accuracy.

الكتابة.. Writing

مهمتان في 60 دقيقة: Task 1 (20 دقيقة، 150 كلمة على الأقل) وTask 2 (40 دقيقة، 250 كلمة على الأقل).

ابدأ الاختبار التفاعلي بالوقت

Writing Task 1

The chart below shows the recycling rates (%) for paper, plastic and glass in four European countries in 2024. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Recycling rates by material, four European countries, 2024 (% recycled)
GermanyUnited KingdomFranceItaly
Paper91736882
Plastic48332944
Glass84677671
اعرض الإجابة النموذجية (Band 9)

The chart compares recycling rates for paper, plastic and glass across four European countries - Germany, the United Kingdom, France and Italy - in 2024. Overall, Germany achieved the highest recycling rate for every material shown, making it the clear leader among the four countries, whereas France recorded the lowest plastic recycling figure. A further notable feature is that while paper was the most widely recycled material in three of the four countries, France reversed this pattern, recycling more glass than paper. Germany's figures were consistently the strongest, with 91% of paper, 84% of glass and 48% of plastic recycled - the only country to exceed 80% for two separate materials. Italy followed a similar hierarchy on a smaller scale, recycling 82% of paper, 71% of glass and 44% of plastic. The United Kingdom's rates were more modest across the board, ranging from 73% for paper down to just 33% for plastic. France stood out from the other three countries. Although its paper recycling rate, at 68%, was the lowest of the group, its glass recycling rate of 76% actually surpassed its own paper figure and outperformed both the UK and Italy on glass. Plastic recycling was comparatively low everywhere, never rising above half of collected material in any country, with France's 29% the weakest figure recorded. In summary, Germany dominated across all three materials, plastic lagged behind paper and glass throughout the region, and France was unique in recycling glass more effectively than paper.

TA (Band 9): key features are fully covered and clearly highlighted - the response selects exactly the two data-licensed features (Germany's across-the-board lead + France's paper/glass ranking reversal) and every comparative claim is supported using figures/data, staying inside the given data with no outside opinion. CC (Band 9): five functionally distinct paragraphs give clear progression throughout, with varied cohesive devices (whereas, a further notable feature, although, in summary) replacing mechanical sequencers. LR (Band 9): precise, varied comparative vocabulary (consistently the strongest, stood out, surpassed, outperformed, lagged behind) used with sophisticated control and no propagated template slips. GRA (Band 9): tense stays consistently simple past throughout, matching the visual's single-year time frame, with a wide range of structures - comparative and concessive clauses, relative clauses - used with full flexibility and control.

قائمة الفحص للتقييم الذاتي
  • TAهل بدأت بفقرة overview منفصلة تلخص أبرز دولة متصدرة وأبرز استثناء في الترتيب بدون أرقام تفصيلية فيها؟
  • TAهل كل جملة مقارنة في تقريري مدعومة برقم فعلي (نسبة مئوية) من الرسم البياني؟
  • TAهل تجنبت ذكر أي رأي شخصي أو سبب (لماذا ألمانيا الأفضل مثلاً) غير موجود في الرسم؟
  • GRAهل استخدمت زمنًا متسقًا (ماضي بسيط) لأن كل البيانات من سنة واحدة (2024)؟
  • CCهل نوّعت أدوات الربط ولم أكرر نفس الكلمة (Firstly/So/Also) في كل فقرة؟
  • TAهل عدد كلماتي 150 كلمة على الأقل بدون حشو أو تكرار غير مفيد؟
  • TAهل وصفت فقط أبرز 2 من السمات بدلاً من سرد الاثني عشر رقمًا في الجدول؟
  • LRهل نوّعت مفردات المقارنة (highest/strongest/dominated مقابل lowest/weakest/lagged) بدل تكرار نفس الصفة في كل جملة؟

Writing Task 2

Write about the following topic: Some people believe that public transport should be free of charge for all residents of a city or country. To what extent do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.

اعرض الإجابة النموذجية (Band 9)

Some argue that buses, trains and trams should cost nothing at all for every resident, funded entirely through general taxation rather than fares. While this proposal has genuine social merit, I largely disagree that transport should be entirely free, since removing fares altogether would starve transport authorities of the revenue needed to maintain and expand the very services people rely on. The case for free public transport rests mainly on fairness and environmental benefit. Making buses and underground trains free would remove a real financial barrier for lower-income residents, who often spend a disproportionate share of their earnings simply getting to work. It would also encourage a shift away from private cars, easing congestion and reducing emissions in crowded cities. A number of smaller European towns that have trialled fully free networks have reported modest but genuine increases in ridership among residents who previously relied on cars for short journeys. However, these benefits come at a considerable cost. Fare revenue typically funds a significant proportion of a transport network's running costs, covering everything from driver wages to vehicle maintenance and service frequency. Without it, city authorities would need to raise taxes substantially or cut services elsewhere, and history suggests that underfunded transport networks quickly become unreliable, discouraging exactly the ridership that free fares were meant to attract. A more sustainable approach is targeted subsidy: free or heavily discounted travel for low-income residents, students and pensioners, while the wider public continues to pay a modest, means-tested fare that keeps the network properly funded. In conclusion, although completely free public transport sounds appealing, I believe a carefully targeted subsidy scheme delivers the same fairness and environmental gains without undermining the long-term reliability of the service.

TR (Band 9): the prompt is addressed and explored in depth, with a clear and fully developed position stated in the introduction and sustained throughout, directly answering the to-what-extent framing; ideas are relevant, fully extended and well supported with concrete mechanisms and examples (fare revenue funding driver wages, the European-towns ridership example), avoiding the Band-7 cap of over-generalisation. CC (Band 9): four single-function paragraphs give clear overall progression with genuine logical shifts marked by devices (However, A more sustainable approach, In conclusion), avoiding the Band-6 cap of illogical paragraphing. LR (Band 9): sophisticated, precise vocabulary (disproportionate share, means-tested fare, properly funded) with no unvaried repetition of key nouns. GRA (Band 9): a wide range of complex structures - causal subordination, a reduced relative clause, concessive structure in the conclusion - used with full flexibility and control and essentially error-free.

قائمة الفحص للتقييم الذاتي
  • TRهل ذكرت رأيي بوضوح في المقدمة وحافظت عليه بدون تناقض حتى الخاتمة؟
  • TRهل أجبت على السؤال بالكامل (to what extent) بدلاً من مجرد وصف الموضوع؟
  • TRهل كل فكرة رئيسية مدعومة بمثال أو آلية حقيقية وليست جملة عامة فقط؟
  • CCهل بدأت كل فقرة بجملة موضوع (topic sentence) واضحة؟
  • LRهل تجنبت تكرار نفس الكلمة (مثل public transport) بدون بدائل؟
  • GRAهل استخدمت جملاً معقدة متنوعة (سببية، تنازلية) وليس فقط جملاً بسيطة متتالية؟
  • TRهل عدد كلماتي 250 كلمة على الأقل بدون نسخ عبارات من نص السؤال؟
  • CCهل خاتمتي تلخص موقفي بوضوح دون تكرار حرفي للمقدمة؟

المحادثة.. Speaking

3 أجزاء في 14 دقيقة تقريبًا.

ابدأ الاختبار التفاعلي بالوقت

Part 1 (4-5 min)

Let's talk about friends.

  • Who is your closest friend?
  • How often do you see your friends?
  • What do you like doing with your friends? (Why?)
  • Have your friendships changed since you were younger?

Let's move on to talk about mornings and your daily routine.

  • What time do you usually get up in the morning?
  • What is the first thing you do after waking up?
  • Do you enjoy mornings, or do you find them difficult? (Why?)
  • Has your morning routine changed much over the years?

Part 2 (cue card)

Alright? Remember you have one to two minutes for this, so don't worry if I stop you. I'll tell you when the time is up.

Describe an important celebration you attended.

  • what celebration it was
  • who you attended it with
  • what happened at the celebration

and explain why it was important to you.

You will have to talk about the topic for one to two minutes. · You have one minute to think about what you're going to say. · You can make some notes to help you if you wish.

Rounding-off questions

  • Do people in your country celebrate this kind of event often?
  • Would you like to attend a similar celebration again?

Part 3

We've been talking about an important celebration you attended. I'd like to discuss with you one or two more general questions relating to this topic.

Let's consider first of all the value of traditions. 1. Why do you think traditions are important to people? 2. Do you think young people today value traditions as much as older generations did?

  • Why do you think traditions are important to people?
  • Do you think young people today value traditions as much as older generations did?
  • Is that a recent change, do you think?
  • Why do you think older generations valued traditions more?
  • Do you think traditions will disappear altogether in the future?

Finally, let's talk about how celebrations are changing. 3. How have celebrations changed in your country in recent years? 4. Do you think technology has changed the way people celebrate?

  • How have celebrations changed in your country in recent years?
  • Do you think technology has changed the way people celebrate?
  • What do you think of these changes compared to how people used to celebrate?
  • Can you tell me a little bit more about why technology has had this effect?
  • Do you think celebrations will look very different in fifty years?
اعرض الإجابة النموذجية.. Part 1 (Band 7)

Examiner: What do you like doing with your friends? Candidate: Mostly just relaxing, to be honest.. we'll grab coffee somewhere, or if the weather's decent we might go for a walk, but I think what I actually value is that we can talk for hours about nothing in particular and it never feels forced. Examiner: Have your friendships changed since you were younger? Candidate: Definitely.. when I was a teenager it was all about seeing people constantly, practically every day after school, whereas now, with work and everything, I see my close friends far less often, but somehow the conversations feel more meaningful when we do meet up.

FC: الإجابتان تتواصلان بدون جهد ملحوظ، لا توجد توقفات مربكة، والربط بـ whereas وbut يحافظ على التماسك بدل التكرار الممل. LR: استخدام grab coffee وpractically every day مفردات دقيقة وطبيعية وليست عامة جدا. GRA: جمل مركبة صحيحة غالبا مع تراكيب تنازلية، وهو ما يحقق error-free sentences are frequent دون بلوغ خلو باند 8 الكامل من التعقيد. P: التقطيع الصوتي مناسب حول الفواصل الفكرية، والإيقاع مرن بما يكفي لدعم الجمل الطويلة دون تسارع مفرط.

اعرض الإجابة النموذجية.. Part 2 (Band 6)

OK, so, um, the celebration I want to talk about is my cousin's wedding, which happened, um, about two years ago in a small town outside London where my family used to live. I attended it with my parents and my younger sister, and also some other relatives who came from different parts of the country. At the celebration, um, there was a big dinner, and then later there was dancing, and, um, some people gave speeches about the couple, which was nice, and also there were a lot of photos being taken the whole night. It was important to me because, um, it was the first time in a long time that all my relatives were in one place together, and also because I got to see cousins I hadn't seen for years, and, um, it made me realise how much I missed spending time with my family. Yeah, so that's basically why this celebration meant a lot to me and why I still think about it sometimes.

باند 6 لان المرشح يواصل الحديث ويظهر استعدادا لانتاج جمل طويلة (FC)، لكن التماسك يضعف مع التكرار المزعج لand also... and also وحشو um المتكرر، وهي علامة قريبة من باند 5 لكنها لا تعيق الفهم تماما فتبقى ضمن باند 6. من ناحية المفردات (LR) الاختيار كاف للتحدث باسهاب لكنه لا يتجاوز العام some other relatives وa lot of photos دون اعادة صياغة حقيقية. نحويا (GRA) الجمل المركبة موجودة لكنها مبنية بالعطف and/so لا بالتبعية الحقيقية. صوتيا (P) التقطيع مقبول عموما لكن الايقاع يتاثر بكثرة الوقفات المملوءة.

اعرض الإجابة النموذجية.. Part 3 (Band 8)

Examiner: Do you think young people today value traditions as much as older generations did? Candidate: Not in quite the same way, no.. I think traditions still matter to young people, but they tend to pick and choose which ones to keep rather than following everything automatically the way their grandparents might have done, so it's less about rejecting tradition and more about being selective with it. Examiner: Why do you think older generations valued traditions more? Candidate: I'd say it comes down to how much choice people actually had.. older generations grew up in more tightly-knit communities where following tradition was almost expected of everyone, whereas young people now are exposed to so many different lifestyles and cultures that sticking rigidly to one set of customs feels far less natural. Examiner: Do you think traditions will disappear altogether in the future? Candidate: I doubt it, honestly.. I think certain traditions will fade out because they no longer serve a practical purpose, but I'd guess new ones will keep emerging to replace them, so tradition as a concept probably isn't going anywhere, even if the specific customs keep shifting.

هذا التبادل باند 8 لان الطلاقة والتماسك (FC) لا يظهران اي تعثر واضح، وكل اجابة تتطور منطقيا مرتبطة مباشرة بالسؤال دون قفزات في الموضوع. المفردات (LR) دقيقة ومتنوعة بلا حشو، وعبارات مثل pick and choose وtightly-knit communities وisn't going anywhere تراكيب اصطلاحية مستخدمة بمهارة لا بشكل عشوائي. نحويا (GRA) اغلب الجمل خالية من الاخطاء مع تراكيب شرطية وتنازلية متقنة تحت ضغط الوقت الحقيقي. صوتيا (P) الايقاع المتصل عبر جمل طويلة متعددة الفقرات يوحي بتحكم كامل في التقطيع والنبر، دون الحاجة لوقفات بحث عن الكلمات.

قائمة الفحص للتقييم الذاتي
  • FCهل تحدثت بشكل متواصل بدون توقفات طويلة تبحث فيها عن كلمة؟
  • FCهل وقعت في «الربط الزائد».. تكرار and then... and then أو and also... and also بدل روابط متنوعة؟
  • LRهل استخدمت إعادة الصياغة عندما لم تعرف الكلمة الدقيقة، بدل التوقف الصامت؟
  • LRهل تجنبت الكلمات العامة جدا مثل some other relatives واستبدلتها بمفردات أدق؟
  • GRAهل جربت جملا مركبة (subordinate clauses) بدل جمل قصيرة متكررة فقط؟
  • GRAراجع كثافة الأخطاء في جملك المعقدة تحديدا.. الجمل البسيطة قد تكون صحيحة لكن الجمل المعقدة هي الفارق بين باند 5/6 و 7/8
  • Pهل قسّمت كلامك إلى وحدات معنى واضحة (chunking) بدل كلام متصل بلا فواصل نطقية؟
  • Pهل حافظت على إيقاع ثابت دون تسريع الكلام بشكل يفقده وضوحه؟