اختبار آيلتس تجريبي.. Test G

اختبار آيلتس أكاديمي تجريبي كامل ومجاني من دليلك (Test G): 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 History of Tea

ALong before tea became the world's most widely consumed beverage after water, it began, according to Chinese legend, as an accident. The story credits the mythical emperor Shennong, a figure celebrated as the father of Chinese agriculture and medicine, who is said to have been boiling water beneath a wild tea tree around 2737 BC when a handful of leaves drifted into his pot. Rather than discard the infusion, Shennong tasted it and found it refreshing, and from this chance encounter the practice of drinking tea is traditionally dated. Historians treat the tale as folklore rather than verified fact, since the earliest reliable written references to tea drinking in China do not appear until many centuries later, but the legend remains the most widely repeated origin story associated with the drink. What is better documented is that tea was first valued in ancient China chiefly for its medicinal properties, prescribed by physicians as a remedy for ailments ranging from fatigue to poor digestion, long before it was consumed simply for pleasure.

BBy the eighth century AD, tea drinking had spread well beyond medicinal circles and had become firmly established as a social pastime across Chinese society, a shift often credited to a scholar named Lu Yu, whose treatise the Cha Jing, or Classic of Tea, set out detailed instructions on cultivation, preparation and the etiquette of serving the drink. Lu Yu's work elevated tea drinking into something approaching a formal art, and its influence extended well beyond China's borders. Buddhist monks travelling between China and Japan during this period carried both tea plants and the accompanying rituals with them, introducing the beverage to Japanese monastic communities, where it was initially prized as an aid to concentration during long hours of meditation. Over the following centuries, the Japanese developed their own distinct tea culture, culminating in the elaborate tea ceremony still practised today, a tradition that places as much emphasis on the precise movements of preparation as on the drink itself.

CTea did not reach Europe until many centuries after its establishment in East Asia. Portuguese and Dutch traders operating in the region during the early seventeenth century are generally credited with bringing the first substantial shipments of tea to European ports, initially as a novelty item sold at considerable expense to wealthy households. The Dutch East India Company played a particularly prominent role in this early trade, importing tea into the Netherlands from around 1610 and gradually building a market for it among the merchant class before the drink spread further across the continent. Tea remained a luxury good throughout this early period, its high price a product of the long and hazardous sea voyage required to bring it from China, and it was consumed largely as a status symbol among those who could afford imported goods from the East, rather than as an everyday beverage available to the wider population.

DIt was in Britain, however, that tea eventually found its most enduring cultural home. The marriage of King Charles II to the Portuguese princess Catherine of Braganza in 1662 is often cited as a turning point, since Catherine brought with her a personal fondness for tea that is said to have popularised the drink at the English court. From there, the English East India Company secured an increasingly dominant position in the tea trade with China, and over the following century tea gradually displaced ale and gin as the everyday drink of choice across British society, from aristocratic drawing rooms to working households. The custom of afternoon tea, complete with small sandwiches and cakes served between lunch and dinner, is generally traced to the mid-nineteenth century and to Anna, the seventh Duchess of Bedford, who is said to have grown hungry during the long gap between meals and began requesting a light refreshment served with tea each afternoon, a habit that soon spread among her social circle and, eventually, well beyond it.

EBritain's growing appetite for tea, however, created an awkward economic dependency, since China remained for a long period the world's only significant source of supply and demanded payment largely in silver. British merchants sought a way to redress this imbalance, and the solution they settled upon, the export of opium grown in British India to Chinese markets, eventually contributed to armed conflict between the two nations. Independently of this troubled trade, the East India Company also began experimenting with growing tea outside China, and in the 1830s wild tea plants were identified growing in the Assam region of north-eastern India, a discovery that opened the possibility of cultivating tea within British-controlled territory rather than relying on Chinese exports. Extensive plantations were subsequently established across Assam and, later, in the hill districts of Ceylon, now Sri Lanka, and by the close of the nineteenth century British India had overtaken China as the principal source of tea consumed in Britain.

FToday tea is grown commercially across dozens of countries spanning several continents, though production remains heavily concentrated in a small number of nations. China and India together account for the majority of global output, with Kenya, Sri Lanka and Turkey also ranking among the leading producers. Despite this vast expansion in scale, the fundamental methods of harvesting the plant, picking the youngest leaves and buds by hand for the highest grades, have changed comparatively little since the practice was first refined in China many centuries ago, a continuity that connects the billions of cups consumed worldwide each day to origins the drink's earliest cultivators would very likely still recognise.

treatise:
a written work dealing formally and systematically with a subject
monastic:
relating to monks or life in a religious community

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. 1The legend of Shennong dates the origin of tea drinking to a deliberate experiment.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'Rather than discard the infusion, Shennong tasted it and found it refreshing, and from this chance encounter the practice of drinking tea is traditionally dated' (Paragraph A)"

    ليش صحيح: العبارة تدّعي أن الاكتشاف كان تجربة مقصودة، بينما النص يصفه بأنه مصادفة.. تناقض مباشر.

    ليش الباقي خطأ: ليست TRUE بسبب التناقض الصريح؛ وليست NOT GIVEN لأن طبيعة الحدث موضحة بوضوح تام.

  2. 2Tea was consumed purely for pleasure in ancient China before it was used as a medicine.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'tea was first valued in ancient China chiefly for its medicinal properties... long before it was consumed simply for pleasure' (Paragraph A)"

    ليش صحيح: العبارة تعكس الترتيب الزمني الصحيح المذكور في النص.

    ليش الباقي خطأ: ليست TRUE بسبب انعكاس الترتيب؛ وليست NOT GIVEN لأن الترتيب مذكور بوضوح.

  3. 3Lu Yu's Cha Jing gave instructions on how tea should be cultivated, prepared and served.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'set out detailed instructions on cultivation, preparation and the etiquette of serving the drink' (Paragraph B)"

    ليش صحيح: إعادة صياغة مباشرة لمحتوى الكتاب.

    ليش الباقي خطأ: ليست FALSE لعدم وجود تناقض؛ وليست NOT GIVEN لأن المحتوى مذكور صراحة.

  4. 4Buddhist monks introduced tea to Japan as an aid to concentration during meditation.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'introducing the beverage to Japanese monastic communities, where it was initially prized as an aid to concentration during long hours of meditation' (Paragraph B)"

    ليش صحيح: إعادة صياغة مباشرة للسبب المذكور.

    ليش الباقي خطأ: ليست FALSE لعدم وجود تناقض؛ وليست NOT GIVEN لأن السبب مذكور صراحة.

  5. 5The Dutch East India Company began importing tea into the Netherlands earlier than the Portuguese did.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "'Portuguese and Dutch traders... are generally credited with bringing the first substantial shipments of tea to European ports... The Dutch East India Company... importing tea into the Netherlands from around 1610' (Paragraph C)"

    ليش صحيح: النص يذكر كليهما دون مقارنة زمنية مباشرة بينهما.. نقطة ارتكاز مجاورة.

    ليش الباقي خطأ: ليست TRUE لعدم تأكيد الأسبقية؛ وليست FALSE لعدم وجود تناقض صريح.

  6. 6Anna, the Duchess of Bedford, invented the recipe for the sandwiches served at afternoon tea.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "'began requesting a light refreshment served with tea each afternoon' (Paragraph D)"

    ليش صحيح: النص يذكر أنها طلبت وجبة خفيفة، لكنه لا يذكر ابتكار وصفة السندويشات.. نقطة ارتكاز مجاورة.

    ليش الباقي خطأ: ليست TRUE لعدم ذكر الابتكار؛ وليست FALSE لعدم وجود نفي صريح.

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

Legend: Shennong discovers tea when leaves drift into his (7) ________

Ancient China: tea first valued for its (8) ________ properties

8th century: Lu Yu's treatise covers cultivation, preparation and (9) ________

Japan: monks introduced tea as an aid to (10) ________ during meditation

Early Europe: tea remained a (11) ________ good owing to the cost of the voyage

Britain paid China largely in (12) ________ for tea imports

1830s: wild tea plants found growing in the (13) ________ region of India

  1. 7Question 7

    اعرض الإجابة

    pot

    "'a handful of leaves drifted into his pot' (Paragraph A)"

    ليش صحيح: الكلمة الدقيقة المذكورة في وصف الأسطورة.

    ليش الباقي خطأ: أي كلمة أخرى غير مستخدمة حرفيًا في هذا الموضع.

  2. 8Question 8

    اعرض الإجابة

    medicinal

    "'tea was first valued in ancient China chiefly for its medicinal properties' (Paragraph A)"

    ليش صحيح: الكلمة الدقيقة لوصف القيمة الأولى للشاي.

    ليش الباقي خطأ: كلمات أخرى مثل social تخص مرحلة لاحقة لا هذه المرحلة.

  3. 9Question 9

    اعرض الإجابة

    etiquette

    "'cultivation, preparation and the etiquette of serving the drink' (Paragraph B)"

    ليش صحيح: الكلمة الحرفية الثالثة في قائمة محتويات الكتاب.

    ليش الباقي خطأ: أي كلمة أخرى غير مذكورة في هذا الموضع تحديدًا.

  4. 10Question 10

    اعرض الإجابة

    concentration

    "'prized as an aid to concentration during long hours of meditation' (Paragraph B)"

    ليش صحيح: الكلمة الدقيقة لسبب استخدام الرهبان للشاي.

    ليش الباقي خطأ: كلمة meditation نفسها مذكورة لكنها ليست إجابة هذا الفراغ.

  5. 11Question 11

    اعرض الإجابة

    luxury

    "'Tea remained a luxury good throughout this early period' (Paragraph C)"

    ليش صحيح: الكلمة الحرفية التي تصف وضع الشاي في أوروبا المبكرة.

    ليش الباقي خطأ: أي كلمة أخرى (مثل cheap) تناقض النص مباشرة.

  6. 12Question 12

    اعرض الإجابة

    silver

    "'China... demanded payment largely in silver' (Paragraph E)"

    ليش صحيح: الكلمة الحرفية لوسيلة الدفع المذكورة.

    ليش الباقي خطأ: كلمات أخرى (مثل gold) غير مذكورة في هذا الموضع.

  7. 13Question 13

    اعرض الإجابة

    Assam

    "'wild tea plants were identified growing in the Assam region of north-eastern India' (Paragraph E)"

    ليش صحيح: اسم المنطقة الحرفي المذكور في النص.

    ليش الباقي خطأ: أي اسم آخر (مثل Ceylon، موقع زراعة لاحقة) لا يطابق هذا الموضع تحديدًا.

Passage 2: Designing Buildings to Survive Earthquakes

AEarthquakes kill more people through the collapse of buildings than through any other single cause, a grim statistic that has driven architects and engineers for more than a century to search for ways of designing structures that can withstand violent ground shaking without collapsing. Unlike wind or snow loading, which push against a building in a broadly predictable direction, seismic forces move the ground itself in rapid, often chaotic bursts that can shift a structure's foundation sideways by several centimetres within a fraction of a second. A conventional rigid building, one built simply to be as stiff and immovable as possible, tends to fare badly under such conditions, since the very stiffness that keeps it standing in ordinary circumstances concentrates enormous stress at its weakest points once the ground beneath it begins to move violently. The paradox at the heart of earthquake engineering, then, is that the qualities that make a building strong in everyday use are frequently the same qualities that make it vulnerable during a major seismic event.

BOne of the most significant advances of the twentieth century was the development of base isolation, a technique that decouples a building from the ground rather than fighting the ground's motion directly. In a base-isolated structure, the building rests not directly on its foundation but on a series of flexible bearings, often made from layers of rubber and steel, that absorb and dissipate much of the ground's horizontal movement before it can reach the structure above. The effect has been likened to placing a building on a set of large, soft cushions: as the ground lurches beneath it, the isolators flex and slide, allowing the building itself to move far less violently than the earth underneath it. Engineers who have studied buildings retrofitted with base isolation report that the technique can reduce the forces transmitted into a structure by as much as seventy percent compared with an equivalent fixed-base building, a difference that can be the margin between minor cosmetic damage and structural failure.

CAn alternative philosophy, more commonly seen in taller structures, treats flexibility rather than isolation as the guiding principle: rather than resisting the ground's motion, a tall building is deliberately engineered to sway. Skyscrapers built to modern seismic codes typically incorporate a degree of controlled flexibility in their steel or reinforced-concrete frames, allowing the upper floors to move several metres from side to side during a major earthquake without the structural connections failing. Some of the tallest buildings go further still, incorporating a tuned mass damper, an enormous weight, sometimes several hundred tonnes, suspended near the top of the structure and engineered to swing in the opposite direction to the building's own sway, cancelling out much of the motion an occupant would otherwise feel. Critics of this approach note that it is considerably more expensive to engineer and maintain than simpler seismic measures, and argue that resources might be better directed toward retrofitting the vast stock of older, more vulnerable buildings that most cities still rely upon.

DThat critique points to what many specialists regard as the field's most pressing unresolved problem: the vast majority of buildings standing in earthquake-prone regions today were constructed decades before modern seismic codes existed, and retrofitting them to current standards is often prohibitively expensive for individual owners and local governments alike. Studies conducted after major earthquakes in California, Japan and Turkey have repeatedly found that unreinforced masonry structures, buildings made largely of brick or stone without adequate steel reinforcement, account for a disproportionate share of both structural collapses and fatalities, even in cities where the newest buildings performed comparatively well. Some municipal authorities have responded by mandating phased retrofitting programmes, requiring owners of older buildings to strengthen critical structural elements within a set number of years, but such mandates frequently meet resistance from owners who argue that the cost of compliance threatens to make ageing housing stock unaffordable to maintain, a tension that has slowed adoption in several cities despite the clear evidence of risk.

EIt would be a mistake, however, to conclude that expensive new technology is always the answer. Traditional building techniques developed long before modern engineering, in regions from the Himalayas to the Andes, frequently incorporated seismic resistance through simpler means: timber lacing built into stone walls, flexible bamboo frameworks, or foundations designed to allow a structure to rock slightly rather than remain rigidly fixed. Several of these vernacular approaches have proved remarkably effective when tested against modern seismic standards, and some contemporary engineers have begun deliberately incorporating such traditional principles into new low-cost housing designs for earthquake-prone but economically constrained regions, arguing that resilience need not always be purchased at the price of advanced materials or elaborate mechanical systems. The most promising path forward, on this view, combines the best of both traditions: the analytical rigour of modern engineering paired with the accumulated, often underappreciated wisdom embedded in centuries of local building practice.

seismic:
relating to earthquakes or other vibrations of the earth
retrofit:
to add a new component or technology to something that already exists, in order to improve it

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 flexibility can beat rigidity in skyscraper design
  • iiThe unresolved challenge of older buildings
  • iiiWhy a building's usual strengths can become a weakness
  • ivLearning from techniques used before modern engineering
  • vA financial argument in favour of demolishing old buildings entirely
  • viDecoupling a structure from the shaking ground
  • viiThe rising cost of insuring earthquake-prone properties

  1. 14Section A

    اعرض الإجابة

    iii.. Why a building's usual strengths can become a weakness

    "'the qualities that make a building strong in everyday use are frequently the same qualities that make it vulnerable during a major seismic event' (Section A)"

    ليش صحيح: الفقرة تشرح كيف تتحول صفة القوة المعتادة إلى نقطة ضعف.

    ليش الباقي خطأ: vi تخص فصل المبنى عن الأرض (B)؛ i تخص المرونة في الأبراج (C)؛ باقي العناوين تخص فقرات لاحقة.

  2. 15Section B

    اعرض الإجابة

    vi.. Decoupling a structure from the shaking ground

    "'base isolation, a technique that decouples a building from the ground' (Section B)"

    ليش صحيح: الفقرة تشرح حرفيًا فصل المبنى عن حركة الأرض.

    ليش الباقي خطأ: iii تخص مفارقة القوة والضعف (A)؛ i تخص الأبراج (C)؛ باقي العناوين لا تطابق.

  3. 16Section C

    اعرض الإجابة

    i.. Why flexibility can beat rigidity in skyscraper design

    "'a tall building is deliberately engineered to sway... controlled flexibility' (Section C)"

    ليش صحيح: الفقرة تشرح تفضيل المرونة على الصلابة في ناطحات السحاب.

    ليش الباقي خطأ: vi تخص فصل المبنى عن الأرض (B، آلية مختلفة)؛ باقي العناوين لا تطابق.

  4. 17Section D

    اعرض الإجابة

    ii.. The unresolved challenge of older buildings

    "'the vast majority of buildings... were constructed decades before modern seismic codes existed, and retrofitting them... is often prohibitively expensive' (Section D)"

    ليش صحيح: الفقرة تناقش التحدي غير المحلول للمباني القديمة.

    ليش الباقي خطأ: v تقترح الهدم الكلي، غير مذكور في فقرة تناقش التعزيز؛ باقي العناوين لا تطابق.

  5. 18Section E

    اعرض الإجابة

    iv.. Learning from techniques used before modern engineering

    "'Traditional building techniques developed long before modern engineering... have proved remarkably effective' (Section E)"

    ليش صحيح: الفقرة تصف الاستفادة من تقنيات ما قبل الهندسة الحديثة.

    ليش الباقي خطأ: باقي العناوين (i/ii/iii/v/vi/vii) تخص فقرات أخرى 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.

  • Abearings
  • Bdampers
  • Cseventy
  • Dmasonry
  • Etimber
  • Fretrofitting
  • Ginsurance

Base isolation works by placing flexible (19) ________, often built from rubber and steel, between a building and the ground, reducing the forces that reach the structure by up to (20) ________ percent.

Yet despite such advances, many older buildings built from unreinforced (21) ________ remain highly vulnerable, and proposals to mandate (22) ________ programmes have often met resistance from owners concerned about cost.

  1. 19Question 19

    اعرض الإجابة

    A.. bearings

    "'the building rests... on a series of flexible bearings, often made from layers of rubber and steel' (Section B)"

    ليش صحيح: الكلمة الحرفية لوصف العنصر المرن بين المبنى والأرض.

    ليش الباقي خطأ: B (dampers) تخص آلية مختلفة في الفقرة C؛ باقي الخيارات لا تصف هذا العنصر.

  2. 20Question 20

    اعرض الإجابة

    C.. seventy

    "'reduce the forces transmitted into a structure by as much as seventy percent' (Section B)"

    ليش صحيح: الرقم الحرفي المذكور في النص.

    ليش الباقي خطأ: أي رقم آخر غير مذكور في هذا الموضع؛ باقي الخيارات ليست أرقامًا.

  3. 21Question 21

    اعرض الإجابة

    D.. masonry

    "'unreinforced masonry structures, buildings made largely of brick or stone without adequate steel reinforcement' (Section D)"

    ليش صحيح: الكلمة الحرفية لنوع المباني الأكثر عرضة للخطر.

    ليش الباقي خطأ: E (timber) تخص تقنيات تقليدية في الفقرة E لا نوع المباني الضعيفة هنا.

  4. 22Question 22

    اعرض الإجابة

    F.. retrofitting

    "'mandating phased retrofitting programmes, requiring owners of older buildings to strengthen critical structural elements' (Section D)"

    ليش صحيح: الكلمة الحرفية لنوع البرامج التي تواجه مقاومة من الملاك.

    ليش الباقي خطأ: G (insurance) غير مذكورة في النص كموضوع للبرامج؛ باقي الخيارات لا تصف نوع البرنامج.

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, seismic forces differ from wind or snow loading in that they

    1. A. push against a building from a single predictable direction.
    2. B. move a building's foundation suddenly and unpredictably.
    3. C. only affect buildings taller than ten storeys.
    4. D. can be entirely eliminated through base isolation.
    اعرض الإجابة

    B. move a building's foundation suddenly and unpredictably.

    "'seismic forces move the ground itself in rapid, often chaotic bursts that can shift a structure's foundation sideways' (Section A)"

    ليش صحيح: إعادة صياغة مباشرة.. الحركة مفاجئة وغير متوقعة الاتجاه.

    ليش الباقي خطأ: A يناقض النص؛ C وD معلومتان غير مذكورتين في النص.

  2. 24Some critics of tuned mass dampers argue that money would be better spent on

    1. A. researching new construction materials.
    2. B. insuring older buildings against earthquake damage.
    3. C. retrofitting older, more vulnerable buildings.
    4. D. relocating residents away from earthquake-prone cities.
    اعرض الإجابة

    C. retrofitting older, more vulnerable buildings.

    "'argue that resources might be better directed toward retrofitting the vast stock of older, more vulnerable buildings' (Section C)"

    ليش صحيح: إعادة صياغة مباشرة لرأي المنتقدين.

    ليش الباقي خطأ: A، B، وD معلومات غير مذكورة في هذا السياق.

  3. 25Studies conducted after major earthquakes in California, Japan and Turkey found that

    1. A. modern skyscrapers collapsed more often than older buildings.
    2. B. tuned mass dampers frequently malfunctioned during earthquakes.
    3. C. unreinforced masonry buildings caused a disproportionate share of collapses and deaths.
    4. D. retrofitting mandates were welcomed by nearly all building owners.
    اعرض الإجابة

    C. unreinforced masonry buildings caused a disproportionate share of collapses and deaths.

    "'unreinforced masonry structures... account for a disproportionate share of both structural collapses and fatalities' (Section D)"

    ليش صحيح: إعادة صياغة مباشرة لنتيجة الدراسات المذكورة.

    ليش الباقي خطأ: A يناقض النص؛ B وD معلومتان غير مذكورتين في النص.

  4. 26The writer's attitude toward traditional building techniques from regions such as the Himalayas and the Andes is that they

    1. A. are outdated and irrelevant to modern engineering.
    2. B. can be surprisingly effective and worth incorporating into new designs.
    3. C. are only suitable for temporary structures.
    4. D. have never been tested against modern seismic standards.
    اعرض الإجابة

    B. can be surprisingly effective and worth incorporating into new designs.

    "'Several of these vernacular approaches have proved remarkably effective when tested against modern seismic standards' (Section E)"

    ليش صحيح: إعادة صياغة مباشرة لموقف الكاتب الإيجابي.

    ليش الباقي خطأ: A وC يناقضان موقف الكاتب صراحة؛ D يناقض النص الذي يذكر أنها اختُبرت فعلًا.

Passage 3: Citizen Science and the Wisdom of Crowds

In 1906 the British scientist Francis Galton attended a country fair where visitors were invited to guess the weight of an ox, with the closest guess winning a prize. Galton, curious rather than hopeful of winning, collected and averaged nearly eight hundred submitted guesses after the competition closed, expecting the crowd's collective estimate to be some distance from the animal's true weight. Instead, the average of all the guesses came within a single pound of the ox's actual weight, a strikingly small margin of error. Galton's observation, later popularised under the label the wisdom of crowds, rests on a simple statistical idea: if the individual errors in a large enough set of independent estimates are essentially random rather than systematically biased in one direction, those errors will tend to cancel each other out when averaged, leaving a collective judgement that is often more accurate than any single expert's guess.

That century-old anecdote has taken on new relevance in an era in which scientific research increasingly depends on distributed networks of unpaid volunteers, a practice now widely known as citizen science. Platforms such as Zooniverse have enlisted hundreds of thousands of members of the public to classify distant galaxies, transcribe handwritten historical weather records, and identify wildlife captured on remote camera traps, tasks that generate far more raw data than any single research team could process alone. Annual bird counts, in which enthusiasts across an entire country submit sightings over a single weekend, now supply ornithologists with population data spanning a geographic scale that a small team of professional researchers could never hope to cover on its own, however well funded. Advocates of the approach point out that many of these projects would simply not exist in any comparable form without the sustained contribution of volunteer labour, since the funding required to hire enough trained specialists to perform the same classifications would be well beyond what most research budgets could bear.

Proponents of citizen science extend Galton's logic directly to these newer projects: if enough independent volunteers each attempt to classify the same galaxy image or identify the same bird call, the argument runs, the aggregated judgement of the crowd should converge on the correct answer even if many individual volunteers make mistakes along the way, exactly as the fairground guesses converged on the ox's true weight. Several published studies lend this claim some empirical support, finding that the consensus classification produced by averaging many amateur judgements on a given galaxy image matched the classification later confirmed by professional astronomers in the overwhelming majority of cases. On this view, the sheer scale that volunteer participation makes possible is not merely a practical convenience but a genuine source of scientific reliability, since a dataset built from a million independent observations can reveal patterns that a smaller, however expert, sample would be too limited to detect.

Sceptics of this optimistic framing raise an important qualification, however: Galton's crowd at the fair consisted of independent individuals making genuinely separate guesses, with no single source of error running through the whole group, whereas volunteers in a citizen science project are frequently exposed to the same instructions, the same training materials, and often the same handful of confusing edge cases within a dataset. Where a systematic bias of this kind creeps into a project's design, whether through an ambiguous classification guide or an unrepresentative set of training examples, averaging many volunteer judgements does nothing to cancel the resulting error, because the error is shared rather than random; it may in fact simply reproduce the same mistake with greater apparent confidence, since a thousand people repeating the same misunderstanding looks, on paper, like consensus. Some researchers examining citizen-collected wildlife data have documented precisely this pattern, finding that certain rare or visually similar species were consistently misidentified across large numbers of volunteer submissions in ways that closely tracked errors already present in the guide volunteers had been given.

Weighing these two positions against each other, the fairest assessment is that citizen science performs unevenly across different kinds of task, and that the difference tracks fairly closely with how much specialised judgement a given classification actually demands. For comparatively simple, visually distinctive categories, such as distinguishing a common garden bird from a common household pest, aggregated volunteer judgements have repeatedly matched expert-level accuracy once a sufficiently large number of independent submissions are combined. For tasks that hinge on subtler distinctions, rare species that closely resemble far more common ones, or galaxy features that require years of specialised training to interpret reliably, the gap between volunteer consensus and expert judgement tends to widen substantially, and no amount of additional averaging fully closes it. The wisdom of crowds, in other words, is real, but it is not unconditional; it depends on the errors genuinely being independent rather than shared, a condition that is far easier to guarantee at a county fair than across a sprawling, loosely coordinated volunteer network.

None of this should be read as an argument against citizen science, which remains, on balance, a genuine asset to fields that would otherwise be starved of the data volume needed to answer certain questions at all. It is, rather, an argument for humility about what volunteer labour alone can be trusted to deliver, and for the kind of careful project design, clear training materials, redundancy built into the classification process, and a willingness to route the most ambiguous cases to trained specialists, that keeps the wisdom of crowds honest rather than merely confident. Treated as a partner to professional expertise rather than a wholesale substitute for it, the crowd remains one of modern science's most powerful and most cost-effective instruments; treated as an unquestioned oracle, it risks reproducing its own errors at a scale that a lone mistaken expert never could.

aggregated:
combined or gathered together into a single total or whole
consensus:
general agreement among a group

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. 27Galton's original interest in the ox-weighing competition was to prove that individual experts are always wrong.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "'Galton, curious rather than hopeful of winning, collected and averaged nearly eight hundred submitted guesses... expecting the crowd's collective estimate to be some distance from the animal's true weight' (Paragraph 1)"

    ليش صحيح: النص يذكر فضول جالتون وتوقعه، لكنه لا يذكر هدف إثبات خطأ الخبراء الأفراد.. نقطة ارتكاز مجاورة.

    ليش الباقي خطأ: ليست YES لعدم ذكر هذا الهدف؛ وليست NO لعدم وجود نفي صريح له.

  2. 28The writer states that annual bird counts could be replicated at the same scale by a small team of paid professional researchers.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'a small team of professional researchers could never hope to cover on its own, however well funded' (Paragraph 2)"

    ليش صحيح: الكاتب ينفي صراحة هذه الإمكانية.. تناقض مباشر مع العبارة.

    ليش الباقي خطأ: ليست YES بسبب النفي الصريح؛ وليست NOT GIVEN لأن الكاتب يوضح موقفه بوضوح.

  3. 29According to the writer, a shared bias in a citizen science project's training materials can cause volunteer errors to reinforce each other rather than cancel out.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'averaging many volunteer judgements does nothing to cancel the resulting error, because the error is shared rather than random' (Paragraph 4)"

    ليش صحيح: الكاتب يذكر صراحة أن التحيز المشترك يجعل الأخطاء تتكرر بدلًا من إلغائها.

    ليش الباقي خطأ: ليست NO لأن هذا رأي الكاتب المعلن؛ وليست NOT GIVEN لأنه مفصّل بوضوح.

  4. 30The writer argues that citizen science produces reliable results for every type of classification task, regardless of its complexity.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'citizen science performs unevenly across different kinds of task, and that the difference tracks fairly closely with how much specialised judgement a given classification actually demands' (Paragraph 5)"

    ليش صحيح: الكاتب ينفي صراحة الموثوقية الشاملة.. يذكر أن الأداء يتفاوت حسب تعقيد المهمة.

    ليش الباقي خطأ: ليست YES بسبب التناقض المباشر؛ وليست NOT GIVEN لأن الكاتب يفصّل هذا التفاوت بوضوح.

  5. 31The writer considers citizen science, despite its limitations, to be a genuine asset to scientific research.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'None of this should be read as an argument against citizen science, which remains, on balance, a genuine asset' (Paragraph 6)"

    ليش صحيح: الكاتب يؤكد صراحة أن علم المواطن يظل أصلًا حقيقيًا للبحث العلمي.

    ليش الباقي خطأ: ليست NO لأن هذا موقف الكاتب المعلن؛ وليست NOT GIVEN لأنه مذكور بوضوح.

  6. 32The writer personally took part in a Zooniverse galaxy classification project.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "النص يناقش منصات مثل Zooniverse ودراسات حولها (الفقرتان 2 و3) دون أي ذكر لمشاركة شخصية للكاتب."

    ليش صحيح: نقطة ارتكاز مجاورة.. الموضوع مذكور بكثرة، لكن أي تصريح بمشاركة شخصية غائب تمامًا.

    ليش الباقي خطأ: ليست YES لعدم وجود تصريح بالمشاركة؛ وليست NO لعدم وجود نفي صريح لها.

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

  • Aa partner to professional expertise rather than a replacement for it.
  • Bcame within a single pound of the ox's true weight.
  • Cmore raw data than a small research team could process alone.
  • Dthe same training materials and the same ambiguous examples.
  • Ea formal qualification in the scientific field they are contributing to.
  • Fan entirely new field of professional employment.

  1. 33Galton discovered that the average of nearly eight hundred fairground guesses

    اعرض الإجابة

    B.. came within a single pound of the ox's true weight.

    "'the average of all the guesses came within a single pound of the ox's actual weight' (Paragraph 1)"

    ليش صحيح: إتمام مباشر مطابق حرفيًا لنتيجة تجربة جالتون.

    ليش الباقي خطأ: C تصف منصات علم المواطن الحديثة؛ باقي الخيارات (A/D/E/F) لا تتعلق بنتيجة التجربة.

  2. 34Citizen science platforms like Zooniverse allow volunteers to generate

    اعرض الإجابة

    C.. more raw data than a small research team could process alone.

    "'tasks that generate far more raw data than any single research team could process alone' (Paragraph 2)"

    ليش صحيح: إتمام مباشر يطابق وصف النص لهذه المنصات.

    ليش الباقي خطأ: B تصف نتيجة تجربة جالتون؛ باقي الخيارات (D/E/F) لا تتعلق بما تنتجه هذه المنصات.

  3. 35Sceptics point out that volunteers working on a single project often share

    اعرض الإجابة

    D.. the same training materials and the same ambiguous examples.

    "'volunteers in a citizen science project are frequently exposed to the same instructions, the same training materials, and often the same handful of confusing edge cases' (Paragraph 4)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا وصف الكاتب لمصدر التحيز المشترك.

    ليش الباقي خطأ: A تصف خلاصة الكاتب الختامية لا نقد المتشككين؛ باقي الخيارات (B/C/E/F) لا تتعلق بمصدر التحيز.

  4. 36The writer concludes that citizen science works best when treated as

    اعرض الإجابة

    A.. a partner to professional expertise rather than a replacement for it.

    "'Treated as a partner to professional expertise rather than a wholesale substitute for it, the crowd remains one of modern science's most powerful... instruments' (Paragraph 6)"

    ليش صحيح: إتمام مباشر يطابق خلاصة الكاتب الختامية.

    ليش الباقي خطأ: باقي الخيارات (B/C/D/E/F) لا تتعلق بموقف الكاتب الختامي.

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

Galton's average of the fairground guesses came within a single (37) ________ of the ox's actual weight.

According to the writer, a shared bias in training materials can cause volunteer errors to be repeated rather than (38) ________ out.

Citizen science performs most reliably on tasks that involve comparatively simple, visually (39) ________ categories.

The writer states that the wisdom of crowds depends on individual errors being genuinely independent rather than (40) ________.

  1. 37Question 37

    اعرض الإجابة

    pound

    "'came within a single pound of the ox's actual weight' (Paragraph 1)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوحدة القياس في النص.

    ليش الباقي خطأ: أي كلمة أخرى (مثل kilogram) غير مستخدمة حرفيًا في هذا الموضع.

  2. 38Question 38

    اعرض الإجابة

    cancel

    "'averaging many volunteer judgements does nothing to cancel the resulting error' (Paragraph 4)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف ما لا يحدث للخطأ المشترك.

    ليش الباقي خطأ: كلمات بديلة مثل remove ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

  3. 39Question 39

    اعرض الإجابة

    distinctive

    "'comparatively simple, visually distinctive categories' (Paragraph 5)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف نوع الفئات التي يؤدي فيها علم المواطن بشكل موثوق.

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

  4. 40Question 40

    اعرض الإجابة

    shared

    "'it depends on the errors genuinely being independent rather than shared' (Paragraph 5)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف الحالة التي تفشل فيها حكمة الجمهور.

    ليش الباقي خطأ: كلمات أخرى مثل common 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 passenger visits the Lost Property office at Kingsford Central railway station to report a suitcase left on a train.

Example.. Item lost → black hard-shell suitcase

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

Kingsford Central Station.. Lost Property Report

Item lost: black hard-shell suitcase (Example)

Passenger's first name: (1) ________

Surname: (2) ________

Contact number: (3) ________

Train operator: (4) ________

Date of travel: (5) ________

Time of departure: (6) ________

Distinguishing feature: (7) ________

  1. 1Question 1

    اعرض الإجابة

    David

    "Sure, it's David."

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

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

  2. 2Question 2

    اعرض الإجابة

    Ashworth

    "It's, um, Ashworth... A-S-H-W-O-R-T-H."

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

    ليش الباقي خطأ: لا بدائل؛ يجب كتابة التهجئة الدقيقة كما سُمعت (ينتهي بـ W وليس U).

  3. 3Question 3

    اعرض الإجابة

    07700 112334

    "it's oh-seven-seven-zero-zero, one-one-two, three-three-four.. OK so that's 07700 112334?.. That's the one."

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

    ليش الباقي خطأ: الرقم الأول (oh-seven-eight-two...) فخ تصحيح فوري.. العميل يوقفه بنفسه قبل إكماله فهو غير صالح.

  4. 4Question 4

    اعرض الإجابة

    Northline Rail

    "I think it's run by Northline Rail... Right, Northline Rail to Manchester."

    ليش صحيح: اسم شركة القطار مذكور صراحة ومؤكَّد من الموظفة.

    ليش الباقي خطأ: (Manchester) هي الوجهة وليست اسم شركة التشغيل المطلوب.

  5. 5Question 5

    اعرض الإجابة

    9th / the 9th

    "That was yesterday, so the 9th... OK, the 9th."

    ليش صحيح: التاريخ مذكور صراحة ومؤكَّد.

    ليش الباقي خطأ: لا بدائل رقمية أخرى مذكورة لتاريخ السفر.

  6. 6Question 6

    اعرض الإجابة

    half past nine / 09:30 / 9:30

    "quarter past nine in the morning... actually, no, hold on, sorry.. that was the time I arrived at the station. The train itself actually left at half past nine... departure was half past nine, 09:30."

    ليش صحيح: هذا هو وقت المغادرة الفعلي بعد التصحيح.. فخ تغيير الرأي.

    ليش الباقي خطأ: (quarter past nine) هو وقت وصول العميل للمحطة، وليس وقت مغادرة القطار؛ يصحح نفسه صراحة.

  7. 7Question 7

    اعرض الإجابة

    orange strap / bright orange strap

    "it's got a bright orange strap tied around the handle, so it should stand out."

    ليش صحيح: هذه هي السمة المميزة التي اتفق عليها الطرفان لتحديد الحقيبة.

    ليش الباقي خطأ: لا بدائل؛ اللون الأساسي (black) مذكور سابقًا في المثال وليس ضمن هذا الحقل.

Choose the correct letter, A, B or C.

  1. 8How much would David pay in storage fees if he collects the suitcase after two weeks?

    1. A. £5
    2. B. £8
    3. C. £3
    اعرض الإجابة

    B. £8

    "it's £5 for the first week, and then an extra £3 for each additional week after that.. if you picked it up after two weeks, that'd be the five pounds for the first week plus the three pounds for the second week."

    ليش صحيح: الرقم النهائي (8) غير مسموع في الصوت إطلاقًا.. يُحسب من جمع الرسمين المذكورين صراحة (5 + 3 = 8)؛ فخ حسابي حقيقي لأن أحدًا لا يذكر الرقم 8.

    ليش الباقي خطأ: A (5) هو رسم الأسبوع الأول فقط؛ C (3) هو رسم الأسبوع الإضافي فقط دون رسم الأسبوع الأول.

  2. 9How long does the station generally hold unclaimed items before they go to auction?

    1. A. 30 days
    2. B. 48 hours
    3. C. 90 days
    اعرض الإجابة

    C. 90 days

    "we generally hold unclaimed items for 90 days before they go to auction.. some only keep things for 30 days... we try to contact the owner directly within 48 hours if we find any identification."

    ليش صحيح: هذه هي المدة الفعلية التي تحتفظ بها هذه المحطة تحديدًا بالمقتنيات غير المُطالَب بها.

    ليش الباقي خطأ: A (30 يومًا) مدة محطات أخرى للمقارنة فقط؛ B (48 ساعة) مدة التواصل مع صاحب الهوية، وليست مدة الاحتفاظ العامة.

  3. 10What must David bring in order to collect the suitcase?

    1. A. Proof of address
    2. B. Photo identification (passport or driving licence)
    3. C. The report reference number
    اعرض الإجابة

    B. Photo identification (passport or driving licence)

    "you'll need to bring some photo ID.. a passport or driving licence is fine. You don't need your report reference number, and you don't need proof of address either.. just the photo ID, that's the only thing we require."

    ليش صحيح: هذا هو المستند الوحيد المطلوب فعليًا للاستلام.

    ليش الباقي خطأ: A وC كلاهما مذكوران صراحة ثم يُستبعدان بوضوح (you don't need...).

نص الاستماع (Transcript).. Part 1

Lost Property Officer (Claire): Good afternoon, Lost Property, this is Claire speaking, how can I help you?

Passenger (David Ashworth): Oh, hi, yes.. I think I left my suitcase on a train this morning and I wanted to report it, if possible.

Lost Property Officer (Claire): Of course, I can take some details now. Can I ask what exactly you lost?

Passenger (David Ashworth): It was a suitcase.. a black one, quite large, one of those hard-shell ones.

Lost Property Officer (Claire): OK, a black hard-shell suitcase, got it. Right, let me open a new report for you. Could I take your first name, please?

Passenger (David Ashworth): Sure, it's David.

Lost Property Officer (Claire): Lovely, and your surname?

Passenger (David Ashworth): It's, um, Ashworth.

Lost Property Officer (Claire): Sorry, could you spell that for me?

Passenger (David Ashworth): Yeah, of course.. it's A-S-H-W-O-R-T-H.

Lost Property Officer (Claire): A-S-H-W-O-R-T-H… is that with a "W" after the "H", not a "U"?

Passenger (David Ashworth): That's right, W not U.

Lost Property Officer (Claire): Great, got it.. David Ashworth. And could I get a contact number, in case we track it down?

Passenger (David Ashworth): Yeah, it's oh-seven-eight-two... actually, sorry, hang on, that's my old number.. it's oh-seven-seven-zero-zero, one-one-two, three-three-four.

Lost Property Officer (Claire): OK so that's 07700 112334?

Passenger (David Ashworth): That's the one.

Lost Property Officer (Claire): Great. Now, which train service were you travelling on?

Passenger (David Ashworth): It was the service to Manchester.. I think it's run by Northline Rail.

Lost Property Officer (Claire): Right, Northline Rail to Manchester. And what date did you travel?

Passenger (David Ashworth): That was yesterday, so the 9th.

Lost Property Officer (Claire): OK, the 9th. And do you remember roughly what time the train left?

Passenger (David Ashworth): It left at, um, let's see, quarter past nine in the morning... actually, no, hold on, sorry.. I'm getting confused, that was the time I arrived at the station. The train itself actually left at half past nine.

Lost Property Officer (Claire): Right, so departure was half past nine, 09:30. Got that. And just to help us identify the case, is there anything that makes it stand out?

Passenger (David Ashworth): Yes, actually.. it's got a bright orange strap tied around the handle, so it should stand out.

Lost Property Officer (Claire): Great, an orange strap, I've noted that.

Lost Property Officer (Claire): Right, I've logged all that. Now let me tell you a bit about what happens next. If we do find your suitcase, we'll hold it here at the station for you to collect.

Passenger (David Ashworth): OK, good.

Lost Property Officer (Claire): There's a small storage fee once an item's been logged for more than 48 hours.. it's £5 for the first week, and then an extra £3 for each additional week after that.

Passenger (David Ashworth): Right, OK.

Lost Property Officer (Claire): So, for instance, if you picked it up after two weeks, that'd be the five pounds for the first week plus the three pounds for the second week.

Passenger (David Ashworth): Got it, so the first week's charge plus the second week's charge.

Lost Property Officer (Claire): Exactly. Now, we generally hold unclaimed items for 90 days before they go to auction.. that's actually longer than a lot of stations, some only keep things for 30 days, but we've found people take longer to notice things are missing, so we extended ours. Perishable items or anything with ID inside get handled a bit differently.. we try to contact the owner directly within 48 hours if we find any identification.

Passenger (David Ashworth): OK, that makes sense.

Lost Property Officer (Claire): And when you come to collect it, you'll need to bring some photo ID.. a passport or driving licence is fine. You don't need your report reference number, and you don't need proof of address either.. just the photo ID, that's the only thing we require.

Passenger (David Ashworth): No problem, I'll bring my passport.

Lost Property Officer (Claire): Perfect. We'll give you a call as soon as it turns up.

Part 2

The coordinator of Millbrook Farmers' Market gives a welcome talk about the market's background and rules, then announces the weekend event schedule.

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

Millbrook Farmers' Market.. Background & Rules

Market founded in (11) ________

Started by a group of (12) ________ growers

Market has relocated to (13) ________

Pitch fee applies only to stalls selling (14) ________

All stalls must be cleared by (15) ________

Every stallholder must bring their own public (16) ________

Visitor parking available at the (17) ________ car park

  1. 11Question 11

    اعرض الإجابة

    1998

    "The market was actually started back in 1998."

    ليش صحيح: سنة التأسيس مذكورة صراحة.

    ليش الباقي خطأ: لا بدائل رقمية أخرى لسنة التأسيس.

  2. 12Question 12

    اعرض الإجابة

    eight / 8

    "by a small group of just eight local growers."

    ليش صحيح: العدد مذكور صراحة كعدد المزارعين المؤسسين.

    ليش الباقي خطأ: (sixty) هو عدد أصحاب الأكشاك الحاليين، وليس عدد المؤسسين.

  3. 13Question 13

    اعرض الإجابة

    the green / green

    "we've relocated to the green, right next to the river."

    ليش صحيح: هذا هو الموقع الجديد الذي انتقل إليه السوق.

    ليش الباقي خطأ: (the old car park behind the town hall) هو الموقع القديم الذي انتقل السوق منه.

  4. 14Question 14

    اعرض الإجابة

    prepared food

    "that only applies to stalls selling prepared food, like hot pies or baked goods."

    ليش صحيح: هذا هو نوع الأكشاك التي تُفرض عليها الرسوم صراحة.

    ليش الباقي خطأ: أكشاك (raw produce) معفاة صراحة من الرسم.. عكس الإجابة المطلوبة.

  5. 15Question 15

    اعرض الإجابة

    four o'clock / 4 pm

    "all stalls must be fully packed up and cleared by four o'clock in the afternoon, no exceptions."

    ليش صحيح: هذا هو الموعد النهائي المذكور صراحة لإخلاء الأكشاك.

    ليش الباقي خطأ: لا بدائل زمنية أخرى مذكورة لهذا الشرط.

  6. 16Question 16

    اعرض الإجابة

    liability insurance

    "We also ask that every stallholder brings their own public liability insurance."

    ليش صحيح: هذا هو المستند المطلوب إحضاره من كل صاحب كشك، ضمن حد الكلمتين المسموح به.

    ليش الباقي خطأ: لا بدائل؛ لا يوجد مستند آخر مذكور كشرط إلزامي.

  7. 17Question 17

    اعرض الإجابة

    church

    "visitor parking is available at the church car park."

    ليش صحيح: هذا هو موقع مواقف الزوار المذكور صراحة.

    ليش الباقي خطأ: لا بدائل؛ (the green) هو موقع السوق نفسه وليس موقع المواقف.

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

Bread-Making DemonstrationSaturday10 amSophieFree
Live MusicSaturday12 pmThe HedgerowsFree
Cheese-TastingSunday11 amMarco(18) ________
Children's Craft WorkshopSunday(19) ________Volunteer team(20) ________

  1. 18Question 18

    اعرض الإجابة

    four pounds / £4

    "that one is three pounds per person.. actually, sorry, let me correct that, it's gone up slightly this month to four pounds per person."

    ليش صحيح: هذا هو السعر الحالي والمصحَّح بعد أن صحّح المنسق نفسه فورًا.. فخ تغيير الرأي.

    ليش الباقي خطأ: (three pounds) هو السعر القديم الذي صرّح المنسق بأنه غير صحيح الآن.

  2. 19Question 19

    اعرض الإجابة

    two o'clock / 2 pm

    "on Sunday, at two o'clock, we've got a Children's Craft Workshop."

    ليش صحيح: الوقت مسموع حرفيًا كما هو مطلوب وضمن حد كلمتين/رقم المسموح به.

    ليش الباقي خطأ: لا بدائل؛ الأوقات الأخرى تخص فعاليات مختلفة.

  3. 20Question 20

    اعرض الإجابة

    two pounds / £2

    "and that's two pounds per child."

    ليش صحيح: السعر مذكور صراحة لهذه الفعالية تحديدًا.

    ليش الباقي خطأ: لا بدائل؛ الأسعار الأخرى تخص فعاليات مختلفة.

نص الاستماع (Transcript).. Part 2

Market Coordinator (Liam): Morning everyone, thanks for coming along today. I'm Liam, I'm the coordinator here at Millbrook Farmers' Market, and I just wanted to run through a few things before we get started this weekend.

Market Coordinator (Liam): So first, a bit of background. The market was actually started back in 1998, by a small group of just eight local growers, and it's grown quite a bit since then.. we've now got over sixty stallholders selling here most weekends.

Market Coordinator (Liam): Now, in terms of location.. we've actually just moved. For years we were based in the old car park behind the town hall, but as of this month we've relocated to the green, right next to the river, because it gives us a lot more space and better access for deliveries.

Market Coordinator (Liam): Let's talk about the stalls themselves. Every stallholder needs to register in advance, and there's a small pitch fee.. but that only applies to stalls selling prepared food, like hot pies or baked goods; stalls selling only raw produce, so fruit and vegetables straight from the farm, are actually exempt from the fee entirely.

Market Coordinator (Liam): One important rule.. all stalls must be fully packed up and cleared by four o'clock in the afternoon, no exceptions, because the council needs the green available for other events after that.

Market Coordinator (Liam): We also ask that every stallholder brings their own public liability insurance.. that's non-negotiable, we can't let anyone trade without it, so please make sure you've got your documents with you today.

Market Coordinator (Liam): Finally, parking.. visitor parking is available at the church car park, just a short walk from the green, and it's free for the first two hours.

Market Coordinator (Liam): Right, let's move on to this weekend's event schedule, because we've got a few special things happening alongside the usual stalls.

Market Coordinator (Liam): We'll kick off with a Bread-Making Demonstration, that's on Saturday at ten in the morning, run by one of our bakers, Sophie, and that one's completely free to attend.

Market Coordinator (Liam): Then at midday on Saturday we've got Live Music, that's out on the main green, performed by a local duo called The Hedgerows, and that's also free, just come along and enjoy it.

Market Coordinator (Liam): On Sunday, at eleven in the morning, we've got a Cheese-Tasting session, run by Marco from the dairy stall, and that one is three pounds per person.. actually, sorry, let me correct that, it's gone up slightly this month to four pounds per person.

Market Coordinator (Liam): And finally, on Sunday, at two o'clock, we've got a Children's Craft Workshop, run by our volunteer team, and that's two pounds per child.

Market Coordinator (Liam): That's everything from me.. enjoy the market, and thanks again for being here today.

Part 3

Two environmental-science students, Sophie and Ben, discuss and finalise the research methods for their dissertation survey on attitudes to renewable energy.

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 questionnaire

    اعرض الإجابة

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

    "I think we should launch it as the main survey straightaway, we don't need to test it first.. let's just go with the full version."

    ليش صحيح: كلا الطالبين يتفقان صراحة على استخدامه للاستبيان الكامل مباشرة دون تجربة أولية.

    ليش الباقي خطأ: B مستبعد لأن Ben ينص صراحة (we don't need to test it first)؛ C غير منطقي لأنهما اتفقا على استخدامه فعليًا.

  2. 22Campus interviews

    اعرض الإجابة

    B.. Will be tested first as a pilot

    "Maybe we try it with a smaller sample first.. let's pilot that one on a small scale before committing."

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

    ليش الباقي خطأ: A مستبعد لأنهما يتفقان صراحة على تجربتها أولًا قبل الالتزام الكامل؛ C مستبعد لأنهما لم يستبعداها بل أجّلا استخدامها الكامل فقط.

  3. 23Energy-bill records analysis

    اعرض الإجابة

    C.. Will not be used

    "it only shows behaviour, not opinion.. let's drop that one, it doesn't fit the research question."

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

    ليش الباقي خطأ: A وB مستبعدان لأن Sophie تغيّر رأيها من الإعجاب الأولي إلى الرفض الكامل.. فخ تغيير الرأي.

  4. 24Focus group

    اعرض الإجابة

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

    "I think we should commit to running one, it'll give us some really rich detail.. 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. 25Social media poll

    اعرض الإجابة

    C.. Will not be used

    "we talked ourselves out of that one... 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 questionnaire.

The pilot interviews will take place (27) ________.

The campus interviews will be conducted outside (28) ________.

Ben predicts that (29) ________ will be the strongest predictor of positive attitudes towards renewable energy.

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 questionnaire."

    ليش صحيح: الرقم مذكور صراحة كهدف عدد الردود.

    ليش الباقي خطأ: لا بدائل.

  2. 27Question 27

    اعرض الإجابة

    next month

    "We're planning to run the pilot interviews next month."

    ليش صحيح: التوقيت مذكور صراحة للمقابلات التجريبية تحديدًا.

    ليش الباقي خطأ: (two months after that) تخص جمع البيانات الرئيسي، وليس التجربة الأولية.

  3. 28Question 28

    اعرض الإجابة

    Barnwell Library

    "We've got permission to set up outside the Barnwell Library, the main library on campus."

    ليش صحيح: اسم المكتبة مذكور صراحة كموقع إجراء المقابلات.

    ليش الباقي خطأ: لا بدائل؛ (the main library on campus) وصف عام وليس اسم المكان.

  4. 29Question 29

    اعرض الإجابة

    age

    "We think that age will turn out to be the strongest predictor of positive attitudes towards renewable energy, more than income or education level."

    ليش صحيح: هذا هو العامل الذي يتوقع Ben أنه الأقوى تأثيرًا.

    ليش الباقي خطأ: (income) و(education level) عوامل ضمن المقارنة وليست الفرضية المطلوبة.

  5. 30Question 30

    اعرض الإجابة

    Professor Whitmore / Prof Whitmore / Whitmore

    "That's Professor Whitmore in the environmental science department, she's already looked over our questionnaire draft."

    ليش صحيح: الاسم مذكور صراحة كمسؤولة الموافقة الأخلاقية.

    ليش الباقي خطأ: لا بدائل.

نص الاستماع (Transcript).. Part 3

Student (Sophie): Right, let's run through how we're going to collect our data for the dissertation. First up, the online questionnaire about attitudes to renewable energy.. what are we thinking?

Student (Ben): I'm actually pretty confident about that one, I think we should launch it as the main survey straightaway, we don't need to test it first.

Student (Sophie): Yeah, agreed, let's just go with the full version.

Student (Ben): Next, campus interviews.. stopping students outside the library and asking them a few quick questions.

Student (Sophie): Hmm, I'm a bit unsure about that one, to be honest. People might just brush past us if they're in a rush.

Student (Ben): True. Maybe we try it with a smaller sample first, just to see how it goes.

Student (Sophie): Yeah, that's probably sensible.. let's pilot that one on a small scale before committing.

Student (Ben): OK, and what about the energy-bill records idea, where we compare students' actual household bills?

Student (Sophie): I liked that one at first, but now that I think about it, it doesn't really tell us anything about their attitudes, just their spending.. it only shows behaviour, not opinion.

Student (Ben): Yeah, fair point, let's drop that one, it doesn't fit the research question.

Student (Sophie): What about the focus group.. getting six or seven students together to talk about renewable energy?

Student (Ben): I was hesitant about that at first, but I think we should commit to running one, it'll give us some really rich detail.

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

Student (Ben): And finally, the social media poll idea?

Student (Sophie): Honestly, we talked ourselves out of that one, didn't we? The responses are too short to be useful.

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

Student (Sophie): Now let's sort out the practical side.. sample size and timing.

Student (Ben): We're aiming for at least 150 responses to the questionnaire, that should give us a solid enough sample.

Student (Sophie): Good number. And the timeline?

Student (Ben): We're planning to run the pilot interviews next month, and then the main data collection two months after that.

Student (Sophie): And where are we doing the campus interviews?

Student (Ben): We've got permission to set up outside the Barnwell Library, the main library on campus.. the librarian was really helpful when we asked.

Student (Sophie): Great, that's good access. Now, what's our actual hypothesis?

Student (Ben): We think that age will turn out to be the strongest predictor of positive attitudes towards renewable energy, more than income or education level.

Student (Sophie): Interesting.. we'll see if the data backs that up. Last thing, who's supervising the ethics side of things?

Student (Ben): That's Professor Whitmore in the environmental science department, she's already looked over our questionnaire draft.

Part 4

A university lecturer explains why volcano monitoring matters, its challenges, and the techniques used across the lead-up to an eruption.

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

  1. 31From approximately what year did systematic volcano monitoring become widespread?

    اعرض الإجابة

    1980

    "systematic volcano monitoring... really only became widespread from around 1980 onwards."

    ليش صحيح: السنة مذكورة صراحة كنقطة انطلاق الانتشار الواسع للمراقبة.

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

  2. 32What do early monitoring data help protect, besides roads and airports?

    اعرض الإجابة

    power lines

    "early data can tell engineers whether ash fall or lava flow is likely to threaten roads, airports or power lines."

    ليش صحيح: هذا هو العنصر الاقتصادي الثالث المذكور صراحة إلى جانب الطرق والمطارات.

    ليش الباقي خطأ: (roads) و(airports) مذكوران صراحة في السؤال نفسه، فهما مستبعدان من الإجابة المطلوبة.

  3. 33Besides being remote, how does the lecturer describe the terrain many volcanoes sit in?

    اعرض الإجابة

    dangerous

    "Many active volcanoes sit in extremely remote or dangerous terrain."

    ليش صحيح: هذه هي الصفة الثانية المذكورة صراحة للتضاريس، إلى جانب (remote) المذكورة في السؤال.

    ليش الباقي خطأ: لا بدائل أخرى مذكورة لوصف التضاريس.

  4. 34Compared to wealthier countries, what do poorer countries with volcanoes often have fewer of?

    اعرض الإجابة

    monitoring stations

    "poorer countries with active volcanoes often have far fewer monitoring stations than wealthier ones."

    ليش صحيح: هذا هو ما تملكه الدول الفقيرة بعدد أقل مقارنة بالدول الغنية.

    ليش الباقي خطأ: لا بدائل؛ (seismic station) مذكورة سابقًا بصيغة المفرد كمثال على التكلفة، وليست الإجابة المطلوبة هنا.

  5. 35What does advising an unnecessary evacuation erode, according to the lecturer?

    اعرض الإجابة

    public trust

    "that erodes public trust for the NEXT warning."

    ليش صحيح: هذا ما يتآكل نتيجة التحذيرات غير الضرورية، حسب المحاضِرة صراحة.

    ليش الباقي خطأ: لا بدائل.

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

Volcano Monitoring.. Techniques by Eruption Stage

Early stage: (36) ________ monitoring.. detects small earthquakes caused by magma moving underground

Increasing activity: (37) ________ monitoring.. uses GPS and satellite instruments to measure ground swelling

Near eruption: (38) ________ monitoring.. tracks rising sulfur dioxide levels

Eruption imminent: (39) ________ monitoring.. uses infrared cameras to detect rising surface temperatures

Case study volcano: (40) ________, monitored continuously by Italy's national institute

  1. 36Question 36

    اعرض الإجابة

    seismic

    "In the early stages, the main technique is seismic monitoring, which detects the small earthquakes caused by magma moving underground."

    ليش صحيح: هذه هي التقنية المذكورة صراحة للمرحلة المبكرة.

    ليش الباقي خطأ: لا بدائل لهذه المرحلة بالذات.

  2. 37Question 37

    اعرض الإجابة

    ground deformation

    "As activity increases, scientists add ground deformation monitoring, which uses GPS and satellite instruments to measure whether the volcano's surface is actually swelling."

    ليش صحيح: هذا هو الاسم الدقيق للتقنية المضافة عند زيادة النشاط.

    ليش الباقي خطأ: لا بدائل لهذه المرحلة.

  3. 38Question 38

    اعرض الإجابة

    gas

    "Closer to a potential eruption, the key technique becomes gas monitoring, tracking rising levels of sulfur dioxide."

    ليش صحيح: هذه هي التقنية المذكورة صراحة للاقتراب من الانفجار المحتمل.

    ليش الباقي خطأ: لا بدائل لهذه المرحلة.

  4. 39Question 39

    اعرض الإجابة

    thermal

    "once an eruption looks imminent, monitoring teams shift to thermal monitoring, using infrared cameras to detect rising surface temperatures."

    ليش صحيح: هذه هي التقنية المذكورة صراحة لمرحلة اقتراب الانفجار الوشيك.

    ليش الباقي خطأ: لا بدائل لهذه المرحلة.

  5. 40Question 40

    اعرض الإجابة

    Mount Etna / Etna

    "Mount Etna in Sicily is often cited as one of the most closely monitored volcanoes in the world... Italy's national institute funds continuous, round-the-clock observation of the volcano."

    ليش صحيح: هذا هو البركان المذكور صراحة كدراسة الحالة.

    ليش الباقي خطأ: لا بدائل؛ لم يُذكر أي بركان آخر كمثال في هذا السياق.

نص الاستماع (Transcript).. Part 4

Lecturer (Dr. Turner): Good afternoon, everyone. Today's lecture is about how volcanologists actually monitor active volcanoes, and why that monitoring matters so much for the people who live nearby.

Lecturer (Dr. Turner): Let's start with a bit of background. Systematic volcano monitoring, in the modern scientific sense, really only became widespread from around 1980 onwards, after the eruption of Mount St Helens made governments realise how underprepared most monitoring networks actually were.

Lecturer (Dr. Turner): So, why does monitoring matter? There are several reasons, and I'll go through the main ones. First, and most obviously, there's public safety.. early warning gives communities time to evacuate before a major eruption, which can save thousands of lives. Second, there's an economic angle.. monitoring helps protect infrastructure, because early data can tell engineers whether ash fall or lava flow is likely to threaten roads, airports or power lines. And third, there's a scientific benefit.. continuous monitoring builds up a long-term record that helps scientists understand how a specific volcano actually behaves over decades, which improves future predictions.

Lecturer (Dr. Turner): Now, of course, monitoring isn't without its challenges. The first major challenge is access. Many active volcanoes sit in extremely remote or dangerous terrain, so installing and maintaining equipment on the slopes themselves can be genuinely hazardous work.

Lecturer (Dr. Turner): The second challenge is cost. A single high-quality seismic station can be expensive to install and maintain, so poorer countries with active volcanoes often have far fewer monitoring stations than wealthier ones, even when the risk to the local population is just as high.

Lecturer (Dr. Turner): Third, there's the issue of false alarms. Because volcanic systems can show warning signs without actually erupting, volcanologists sometimes have to advise evacuations that turn out to be unnecessary.. and that erodes public trust for the NEXT warning, which is a real long-term problem.

Lecturer (Dr. Turner): Fourth.. and this surprises a lot of people.. there's a data-overload challenge. Modern monitoring networks generate enormous amounts of data every single day, so volcanologists increasingly rely on automated systems just to flag which signals are actually significant.

Lecturer (Dr. Turner): Now let's look at the actual monitoring techniques volcanologists use, and how they fit together across the typical lead-up to an eruption. In the early stages, the main technique is seismic monitoring, which detects the small earthquakes caused by magma moving underground. As activity increases, scientists add ground deformation monitoring, which uses GPS and satellite instruments to measure whether the volcano's surface is actually swelling as magma rises beneath it. Closer to a potential eruption, the key technique becomes gas monitoring, tracking rising levels of sulfur dioxide released from the magma as it nears the surface. And finally, once an eruption looks imminent, monitoring teams shift to thermal monitoring, using infrared cameras to detect rising surface temperatures around the vent.

Lecturer (Dr. Turner): Finally, let's talk about a case study.. Mount Etna in Sicily is often cited as one of the most closely monitored volcanoes in the world. Etna now has several hundred monitoring instruments installed across its slopes, and Italy's national institute funds continuous, round-the-clock observation of the volcano.

Lecturer (Dr. Turner): That brings us to the end of today's lecture.. next week we'll look at how satellite imagery is used to monitor volcanoes from space.

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 pie charts below show how adults in the United Kingdom spent their leisure time in 2005 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

How UK adults spent their leisure time, 2005 vs 2025 (% of leisure time)
Watching TV / streamingSocialising with friends and familySport and exerciseReadingOther hobbies
20053030151510
2025351520525
اعرض الإجابة النموذجية (Band 9)

The two pie charts compare how adults in the United Kingdom allocated their leisure time across five categories in 2005 and 2025. Overall, the clearest shift over the twenty-year period was away from in-person, low-screen activities and towards solitary or screen-based ones: socialising and reading both declined sharply, while watching TV/streaming and other hobbies both expanded considerably, with sport and exercise also growing at a more modest pace. In 2005, leisure time was dominated jointly by socialising with friends and family and watching TV/streaming, each accounting for 30% of the total, followed by sport and reading, which were tied at 15%, and other hobbies, the smallest slice at just 10%. By 2025, this balance had changed considerably. Watching TV/streaming had grown to 35%, making it the single largest leisure activity, while socialising had fallen by half, to only 15% - overtaken by sport and exercise, which had itself risen five percentage points to 20%. The most striking movement, however, was in the two smallest 2005 categories. Reading contracted further still, dropping from 15% to just 5% and becoming by far the least common leisure pursuit of 2025. Other hobbies moved in the opposite direction, expanding from 10% to 25% of adults' leisure time - a rise of two and a half times - to become the second-largest category overall, behind only television and streaming.

TA (Band 9): key features are fully covered and clearly highlighted - the response selects exactly the two data-licensed features (the socialising/reading-versus-TV/hobbies trend + the 2005-2025 ranking reversal) and every comparative claim is supported using figures/data, staying inside the given data with no speculative explanation. CC (Band 9): four functionally distinct paragraphs give clear progression throughout, with varied cohesive devices (while, however, by contrast logic) replacing mechanical sequencers. LR (Band 9): precise, varied trend vocabulary (declined sharply, expanded considerably, contracted further, a rise of two and a half times) used with sophisticated control and no propagated template slips. GRA (Band 9): tense matches the visual's time frame throughout (simple past for the 2005 snapshot, past perfect for the 2025 state reached), with a wide range of structures - participial modifiers, relative clauses, fronted adverbials - used with full flexibility and control.

قائمة الفحص للتقييم الذاتي
  • TAهل بدأت بفقرة overview منفصلة تلخص أبرز اتجاه وأبرز تغيّر في الترتيب بدون أرقام تفصيلية فيها؟
  • TAهل كل جملة مقارنة في تقريري مدعومة بنسبة مئوية فعلية من الرسمين؟
  • TAهل تجنبت تفسير سبب تغيّر عادات الترفيه (لأن هذا رأي خارج البيانات)؟
  • GRAهل استخدمت الزمن المناسب لكل سنة (ماضي بسيط لعام 2005، Past Perfect لوصف حالة 2025 مقارنة بـ2005)؟
  • 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 2-3 عناصر بدلاً من سرد كل شريحة من الرسمين على حدة؟
  • LRهل نوّعت مفردات الاتجاه (fell/declined/dropped مقابل rose/grew/expanded) بدل تكرار نفس الفعل في كل جملة؟

Writing Task 2

Write about the following topic: Some people believe that online learning is more effective than attending classes in a traditional classroom. Others believe that classroom learning remains the better option. Discuss both these views and give your own opinion. 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)

The question of whether students learn more effectively online or in a physical classroom has become increasingly relevant as universities and schools expand their digital offerings. While both approaches have genuine strengths, I believe a blended model that combines the flexibility of online study with the structure of classroom learning best serves most students. Advocates of online learning point to its flexibility and accessibility as its chief advantages. Students can study at their own pace, revisit recorded lectures as many times as needed, and fit coursework around work or family commitments that would make attending fixed classes impossible. A part-time student in a remote area, for example, may only be able to pursue a qualification at all because the course is delivered online. Online platforms also allow immediate access to a far wider range of specialist courses than any single local institution could offer in person. Supporters of the traditional classroom, on the other hand, emphasise the value of direct interaction. Face-to-face teaching allows a lecturer to notice confusion in real time and adjust an explanation accordingly, something that is far harder to achieve through a recorded video or an asynchronous discussion board. Classrooms also provide structured accountability - a fixed timetable and the visible presence of peers - that many students rely on to maintain motivation, particularly those who struggle with self-discipline. Group projects and spontaneous discussion, moreover, tend to generate ideas that rarely emerge from solitary online study. In my view, neither format is inherently superior; the more effective approach depends on the subject and the learner. Practical or discussion-based subjects benefit enormously from classroom interaction, whereas flexible, content-heavy courses suit online delivery well. For this reason, I favour institutions that blend both formats rather than treating them as competitors. In conclusion, online learning offers flexibility and access that classroom learning cannot match, while classrooms offer interaction and structure that online study struggles to replicate; the strongest educational outcomes are likely to come from combining the two rather than choosing exclusively between them.

TR (Band 9): both required views are discussed fully in separate paragraphs and the writer's own opinion (a subject-dependent blended model) is stated in the introduction and sustained to the conclusion, satisfying the discuss-both-views-and-give-your-opinion instruction completely; ideas are relevant, fully extended and well supported with concrete mechanisms (the remote part-time student, real-time adjustment to confusion), avoiding the Band-7 cap of over-generalisation. CC (Band 9): five single-function paragraphs give clear overall progression with genuine logical shifts marked by devices (Advocates of, on the other hand, In my view, In conclusion), avoiding the Band-6 cap of illogical paragraphing. LR (Band 9): sophisticated, precise, non-repetitive vocabulary (structured accountability, asynchronous discussion board, solitary online study) with varied referring expressions for the two study modes. GRA (Band 9): a wide range of complex structures - fronted concessive clauses, causal subordination, correlative neither/nor structures - used with full flexibility and control and essentially error-free.

قائمة الفحص للتقييم الذاتي
  • TRهل ناقشت الرأيين المطلوبين (التعلّم عن بعد والتعلّم في الفصل) في فقرتين منفصلتين وواضحتين؟
  • TRهل ذكرت رأيي الشخصي بوضوح وحافظت عليه بدون تناقض حتى الخاتمة؟
  • 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 online learning) بدون بدائل؟
  • GRAهل استخدمت جملاً معقدة متنوعة (شرطية، وصلية، تلازمية مثل neither/nor) 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 photographs and taking photos.

  • Do you enjoy taking photographs?
  • What kind of things do you usually take photos of?
  • Do you prefer to look at printed photos or digital ones? (Why?)
  • Did you take many photos as a child?

Let's move on to talk about shopping.

  • Do you enjoy shopping?
  • Where do you usually go to buy things?
  • Do you prefer shopping alone or with other people? (Why?)
  • Has the way you shop changed since you were younger?

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 a place in nature you enjoyed visiting.

  • where this place is
  • when you visited it
  • what you did there

and explain why you enjoyed visiting it.

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

  • Would you like to visit that place again?
  • Do you often spend time in nature?

Part 3

We've been talking about a place in nature you enjoyed visiting. I'd like to discuss with you one or two more general questions relating to this topic.

Let's consider first of all green spaces in towns and cities. 1. Why do you think green spaces are important in cities? 2. Do you think cities today have enough parks and green areas?

  • Why do you think green spaces are important in cities?
  • Do you think cities today have enough parks and green areas?
  • Is that something most people in your country would agree with?
  • Why do you think green spaces have such an effect on people living in cities?
  • Do you think cities will make more space for nature in the future?

Finally, let's talk about tourism and the natural environment. 3. Do you think tourism can damage natural areas? 4. What can be done to protect natural areas from too many visitors?

  • Do you think tourism can damage natural areas?
  • What can be done to protect natural areas from too many visitors?
  • What do you think of limiting the number of visitors to a natural site?
  • Can you tell me a little bit more about why some places struggle to control tourist numbers?
  • Do you think this problem will get worse in the future?
اعرض الإجابة النموذجية.. Part 2 (Band 6)

OK, so, um, the place I want to talk about is a national park, it's called Lake District, it's in the north of England, and I visited it, um, about two years ago with my family, we went there in the summer. When we were there we, um, we walked around the lake for a few hours, and also we had a picnic near the water, and my brother tried to go fishing but he didn't catch anything, um, which was quite funny actually. It was difficult to get there because, um, it's quite far from the city, so we had to drive for like three hours, and also the weather changed a lot, it was sunny in the morning and then it started raining suddenly. I enjoyed visiting it because, um, the views were really beautiful, like the mountains and the water together, and also, um, it was very quiet there, not like the city with all the noise and things like that. I think it was good for me because I don't get to see nature very often, so it was, um, a nice change, and also my family and I got to spend time together without our phones, which doesn't happen a lot. Yeah, so that's basically the place and why, um, I enjoyed going there.

FC: keeps going and demonstrates a willingness to produce long turns, but coherence dips through repeated 'um' and the connective-spam pattern 'and also... and also... and also' (a Band-5-leaning FC marker per standards/ielts/speaking.md §4's synthesis) that Band 6 tolerates only because it rarely impedes communication. LR: word choice sometimes inappropriate ('things like that') but meaning is clear; paraphrase is not really tested since the candidate never needed to work around a gap. GRA: mix of short and complex forms with limited flexibility; clauses are strung together with 'and'/'so' rather than true subordination, errors rarely impede communication. P: chunking generally appropriate but rhythm affected by frequent filled pauses.

اعرض الإجابة النموذجية.. Part 2 (Band 8)

The place I'd like to talk about is a stretch of coastline in Cornwall, in the south-west of England, which I visited about eighteen months ago while I was on a walking trip with two old university friends. We'd planned to spend just a couple of nights there, but we ended up staying almost a week because the weather was glorious and none of us wanted to leave. Most days we simply walked along the coastal path from one cove to the next, stopping to swim whenever we found a beach that wasn't too crowded, and in the evenings we'd cook something simple over a camping stove and watch the sun go down over the water. What made it genuinely difficult, if I'm honest, was the terrain itself.. some sections of the path run right along the cliff edge, and after a long day my legs were aching and I had to concentrate hard just to keep my footing, which took a lot of the romance out of it in the moment, even if it makes for a good story now. I enjoyed visiting it, though, precisely because it forced me to switch off completely.. there was no phone signal for most of the trip, so instead of scrolling through my phone in the evenings, I was actually talking to my friends and paying attention to where I was, which is something I rarely manage to do at home. It also reminded me how restorative being somewhere completely unspoiled can be; I came back feeling far calmer than I have after any city break, and I've been trying, not always successfully, to build more of that kind of time into my life ever since.

FC: fluent, rare repetition/self-correction, coherent and relevant development across a single unbroken narrative arc (trip, activity, obstacle, why it mattered). LR: wide, ready, flexible use with skilful idiomatic items ('took a lot of the romance out of it', 'switch off completely', 'unspoiled'). GRA: wide range, flexible; majority of sentences error-free with dense accurate subordination. P: wide range implied by long unbroken clause chains and sustained rhythm across long utterances, consistent with the model's fuller sustained-2:00 length.

اعرض الإجابة النموذجية.. Part 3 (Band 8)

Examiner: Do you think green spaces are important in cities? Candidate: Absolutely.. I think they do far more than just look nice; they give people somewhere to decompress without having to leave the city entirely, which matters enormously when most of us are surrounded by concrete and traffic noise for most of the day. Examiner: Is that something most people in your country would agree with, do you think? Candidate: I'd say so, broadly, though I think there's a real gap between agreeing with the idea in principle and actually prioritising it when land is scarce and expensive.. developers and city planners often face pressure to build housing or offices on exactly the plots that could have become parks. Examiner: Do you think cities will make more space for nature in the future? Candidate: I'm cautiously optimistic.. there does seem to be a growing recognition, at least among younger city planners, that green infrastructure isn't a luxury but something that actually improves public health and air quality, so I'd expect to see more of it built into new developments, even if older parts of cities remain difficult to change.

FC: hesitation occasionally content-related only; each turn is a fully extended, logically connected response rather than a bare opinion, and all three turns stay on the single green-space theme rather than jumping topic. LR: effective paraphrase ('decompress' reframes the prompt) and precise exam-register collocations ('green infrastructure isn't a luxury', 'cautiously optimistic'). GRA: majority of sentences error-free with correct hedging modality ('I'd say so', 'I'd expect to see') and comparative/conditional structures under time pressure. P: sustained rhythm and flexible stress/intonation implied across long, unbroken multi-clause turns.

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 things like that 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؟