اختبار آيلتس تجريبي.. Test J

اختبار آيلتس أكاديمي تجريبي كامل ومجاني من دليلك (Test J): 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 Invention of Photography

ALong before a photograph could be fixed permanently onto a surface, artists and scientists had experimented for centuries with the camera obscura, a darkened box or room in which light passing through a small hole projects an inverted image of the outside world onto an opposite wall. Painters used the device as a drawing aid, tracing the projected image by hand, but the image itself vanished the moment the light source was blocked. The missing piece was a way to make that fleeting projection permanent, and it was this problem that occupied a small number of European experimenters in the early nineteenth century, working largely in isolation from one another and unaware how close their rivals had come to a solution. Chemists across several countries had noticed that certain silver compounds darkened on exposure to light, but turning that curiosity into a controllable image proved a far harder engineering problem than merely observing the effect.

BThe earliest surviving permanent photographic image is generally credited to the French inventor Joseph Nicéphore Niépce, who in 1826 or 1827 produced a view from an upstairs window of his family estate at Le Gras using a pewter plate coated with a light-sensitive form of bitumen. The exposure required roughly eight hours of daylight, during which the sun moved across the sky and left shadows falling in two directions on the finished image, a peculiarity that puzzled early viewers unfamiliar with the process. Niépce called his technique heliography, literally "sun-writing," and though the resulting image was faint and coarse, it demonstrated for the first time that light itself could be made to draw a lasting picture without a human hand. News of the achievement spread slowly at first, since Niépce kept many technical details to himself while he sought a business partner willing to fund further refinement of the process.

CIn 1829, Niépce entered into partnership with Louis Daguerre, a Parisian painter and showman already known for his theatrical dioramas, in the hope of refining heliography into something more practical. When Niépce died in 1833, Daguerre continued the research alone and, by 1837, had developed a markedly faster and sharper process using a silver-plated sheet of copper sensitised with iodine vapour, exposed in a camera, and then developed using mercury vapour. The French government, recognising the invention's significance, purchased the rights from Daguerre and announced in 1839 that the process, which came to be known as the daguerreotype, would be given "free to the world," a gesture widely reported at the time as an act of national generosity rather than a purely commercial decision. In practice, the arrangement guaranteed Daguerre and Niépce's son a modest annual pension from the French state, a compromise that satisfied neither party's hopes of far greater personal reward.

DAcross the English Channel, the scientist William Henry Fox Talbot had been pursuing a parallel but distinct approach. Rather than fixing a single image onto a metal plate, Talbot's calotype process, patented in 1841, produced a paper negative from which any number of positive prints could subsequently be made, establishing the negative-positive principle that would dominate photography for the following century and a half. The calotype's soft, slightly textured image never matched the crisp detail of a daguerreotype, and Talbot's insistence on licensing fees for its use discouraged many photographers from adopting it, but its reproducibility gave it an advantage the daguerreotype could never overcome: a single calotype negative could furnish an unlimited supply of identical copies. Talbot published his method in a series of privately printed volumes illustrated with actual photographic prints pasted onto the page, among the earliest books ever to be illustrated this way.

EThrough the 1840s and into the 1850s, it was nevertheless the daguerreotype, not the calotype, that captured the public imagination, particularly in portrait studios that sprang up in cities across Europe and North America. Early exposure times of several minutes, which had forced sitters to remain rigidly still, sometimes with the aid of a hidden neck brace, were gradually reduced to a matter of seconds as lens design improved, making portraiture more comfortable and commercially viable. A daguerreotype portrait, often hand-tinted with delicate colour and mounted in a small hinged case, became a prized possession for families who had never before been able to afford a painted likeness, and studios competed fiercely on price, speed and the perceived flattery of their finished plates. Studio proprietors advertised aggressively in local newspapers, promising sittings of only a few seconds and touting elaborate backdrops meant to rival the settings found in an oil portrait.

FThe daguerreotype's dominance ended abruptly with the introduction, in 1851, of the wet collodion process, devised by the English sculptor and photographer Frederick Scott Archer. By coating a glass plate with a sticky collodion solution before exposing and developing it while still wet, Archer's method combined the sharpness of the daguerreotype with the reproducibility of the calotype, and did so at a fraction of the cost of either. Archer never patented the process, allowing it to spread rapidly among professional and amateur photographers alike, and within a decade the daguerreotype had all but disappeared from commercial use. The single lasting drawback of the wet collodion process, that the plate had to be prepared, exposed and developed before the collodion dried, meant that photographers working outdoors required a portable darkroom, a limitation that would not be overcome until dry photographic plates became widely available later in the century. Even so, the wet collodion era is now remembered as the point at which photography shifted from a costly novelty into a genuinely mass medium.

bitumen:
a black, tar-like substance used in Niépce's early light-sensitive coating
collodion:
a syrupy solution of nitrocellulose used to coat glass photographic plates

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 camera obscura could produce an image that remained visible after the light source was removed.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'Painters used the device as a drawing aid, tracing the projected image by hand, but the image itself vanished the moment the light source was blocked' (Paragraph A)"

    ليش صحيح: النص ينص صراحة على أن الصورة كانت تختفي فور إزالة مصدر الضوء.. عكس ما تدّعيه العبارة.

    ليش الباقي خطأ: ليست TRUE بسبب التناقض المباشر؛ وليست NOT GIVEN لأن النص يذكر بوضوح أن الصورة كانت تختفي.

  2. 2The photographic plate that Niépce produced at Le Gras in 1826 or 1827 is now displayed in a public museum.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "لا يوجد أي ذكر في النص لمكان حفظ اللوح حاليًا أو عرضه في متحف (Paragraph B تصف فقط إنتاج اللوح ومدة التعريض)"

    ليش صحيح: النص يتوقف عند وصف الإنتاج ومدة التعريض ولا يذكر مصير اللوح لاحقًا.

    ليش الباقي خطأ: ليست TRUE لأن النص لا يؤكد هذه المعلومة؛ وليست FALSE لأنه لا ينفيها أيضًا.. المعلومة غائبة تمامًا.

  3. 3Daguerre and Niépce began working together before Niépce's death in 1833.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'In 1829, Niépce entered into partnership with Louis Daguerre... When Niépce died in 1833' (Paragraph C)"

    ليش صحيح: الشراكة بدأت عام 1829، قبل وفاة نيبس عام 1833.

    ليش الباقي خطأ: ليست FALSE لعدم وجود تناقض في الترتيب الزمني؛ وليست NOT GIVEN لأن كلا التاريخين مذكوران بوضوح.

  4. 4The French government paid Daguerre a large personal fortune in exchange for exclusive private use of the daguerreotype.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'would be given "free to the world"' and 'the arrangement guaranteed Daguerre and Niépce's son a modest annual pension from the French state, a compromise that satisfied neither party's hopes of far greater personal reward' (Paragraph C)"

    ليش صحيح: النص يناقض كلا شقّي العبارة: العملية أُعلنت مجانية للعالم لا حصرية، والمقابل كان معاشًا متواضعًا لا ثروة كبيرة.

    ليش الباقي خطأ: ليست TRUE لأن كلا الشقّين يناقضهما النص مباشرة؛ وليست NOT GIVEN لأن النص يقدّم معلومات مضادة صريحة.

  5. 5Talbot's calotype process allowed multiple prints to be made from a single negative.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    TRUE

    "'produced a paper negative from which any number of positive prints could subsequently be made' (Paragraph D)"

    ليش صحيح: إعادة صياغة مباشرة.. عدد غير محدود من النسخ من سلبية واحدة.

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

  6. 6Frederick Scott Archer patented the wet collodion process shortly after inventing it in 1851.

    TRUE / FALSE / NOT GIVEN

    اعرض الإجابة

    FALSE

    "'Archer never patented the process, allowing it to spread rapidly' (Paragraph F)"

    ليش صحيح: النص ينص صراحة على أنه لم يسجل براءة اختراع أبدًا.. تناقض مباشر.

    ليش الباقي خطأ: ليست TRUE بسبب التناقض الصريح؛ وليست NOT GIVEN لأن النص واضح تمامًا.

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

Camera obscura: used by painters as a (7) ________ aid, but the projected image could not be kept

1826/27: Niépce's heliography, exposure took about eight hours, on a (8) ________ plate

1839: Daguerre's process announced by the French government as "free to the (9) ________"

1841: Talbot patents the calotype, producing a (10) ________ from which many prints could be made

1840s-50s: daguerreotype portraits often hand-(11) ________ and mounted in small hinged cases

1851: Archer's wet collodion process combines sharpness with reproducibility, at lower (12) ________

Limitation of wet collodion: the plate had to stay wet throughout exposure, requiring a portable (13) ________

  1. 7Question 7

    اعرض الإجابة

    drawing

    "'Painters used the device as a drawing aid' (Paragraph A)"

    ليش صحيح: الكلمة مأخوذة حرفيًا من النص.

    ليش الباقي خطأ: أي كلمة أخرى لا تطابق الصياغة الحرفية المطلوبة.

  2. 8Question 8

    اعرض الإجابة

    pewter

    "'using a pewter plate coated with a light-sensitive form of bitumen' (Paragraph B)"

    ليش صحيح: الكلمة الدقيقة لنوع المعدن المستخدم.

    ليش الباقي خطأ: كلمات أخرى مثل "metal" أقل دقة من الكلمة الحرفية المطلوبة.

  3. 9Question 9

    اعرض الإجابة

    world

    "'would be given "free to the world"' (Paragraph C)"

    ليش صحيح: الكلمة الدقيقة المقتبسة حرفيًا.

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

  4. 10Question 10

    اعرض الإجابة

    negative

    "'produced a paper negative from which any number of positive prints could subsequently be made' (Paragraph D)"

    ليش صحيح: الكلمة الدقيقة التي تصف ما أنتجته عملية الكالوتايب.

    ليش الباقي خطأ: كلمة "print" تصف النتيجة النهائية لا المنتج الأساسي.

  5. 11Question 11

    اعرض الإجابة

    tinted

    "'often hand-tinted with delicate colour and mounted in small hinged cases' (Paragraph E)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لإضافة اللون يدويًا.

    ليش الباقي خطأ: كلمات أخرى مثل "painted" غير مستخدمة حرفيًا في هذا الموضع.

  6. 12Question 12

    اعرض الإجابة

    cost

    "'did so at a fraction of the cost of either' (Paragraph F)"

    ليش صحيح: الكلمة الدقيقة التي وصفت الميزة الاقتصادية.

    ليش الباقي خطأ: كلمات أخرى مثل "price" غير مستخدمة حرفيًا في هذا الموضع.

  7. 13Question 13

    اعرض الإجابة

    darkroom

    "'photographers working outdoors required a portable darkroom' (Paragraph F)"

    ليش صحيح: الكلمة الدقيقة للمرفق المحمول المطلوب.

    ليش الباقي خطأ: كلمات أخرى مثل "tent" غير مذكورة لهذا الغرض.

Passage 2: Ice Cores as Climate Archives

AWeather stations and thermometers provide a direct record of the earth's climate for little more than the past hundred and fifty years, and written or instrumental observations rarely extend meaningfully beyond that. For the vastly longer history of the planet's climate, scientists have turned instead to natural archives that quietly recorded conditions long before anyone thought to measure them. Among the richest of these archives are the layered ice sheets of Antarctica and Greenland, where snow has accumulated, compacted and remained largely undisturbed for hundreds of thousands of years, preserving within it a chemical and physical diary of the atmosphere at the time each layer fell. Researchers first began drilling substantial cores in the mid-twentieth century, though early efforts were hampered by equipment poorly suited to the extreme conditions of polar fieldwork.

BAs snow accumulates and is buried beneath subsequent snowfalls, it gradually compresses into solid ice, and in the process, tiny pockets of the atmosphere present at the time become sealed inside as bubbles. When researchers extract a cylindrical sample, or core, from deep within an ice sheet and analyse the gas trapped in these bubbles, they are, in effect, sampling air that has not mixed with today's atmosphere for tens or even hundreds of thousands of years. This has allowed scientists to reconstruct past concentrations of carbon dioxide and methane with remarkable precision, producing a continuous record that extends back roughly eight hundred thousand years at the deepest and best-studied sites. Laboratories now process these gas samples using techniques sensitive enough to detect concentrations measured in parts per billion, a level of precision unimaginable to the field's early pioneers.

CThe ice itself, quite apart from the air trapped within it, carries a second and independent thermometer. The water molecules that make up the ice contain slightly different proportions of heavier and lighter isotopes of oxygen and hydrogen depending on the temperature at which the original snow formed, so that measuring this isotopic ratio in a given layer allows researchers to estimate how cold or warm conditions were when that particular snow fell. Because both the gas bubbles and the surrounding ice can be measured from the very same core, scientists are able to compare past temperature directly against past greenhouse gas concentrations from a single, internally consistent source, a pairing that has proved decisive in establishing how closely the two have tracked one another over hundreds of millennia. This close tracking between temperature and gas concentration is one of the most frequently cited pieces of evidence in discussions of how the modern climate compares with the deep past.

DTurning an ice core into a usable timeline is rarely straightforward. In the uppermost layers, annual bands are often visible much as tree rings are, and can in principle be counted directly, but with increasing depth the ice becomes compressed, and individual annual layers thin to the point where they can no longer be distinguished with confidence, so that counting alone becomes an increasingly unreliable method the deeper a core goes. Researchers therefore cross-check candidate chronologies against independently dated events with a known global signature, most usefully the chemical traces of major volcanic eruptions, which deposit a distinctive sulphate layer in ice sheets on opposite sides of the planet at very nearly the same time and so provide fixed points against which a core's internal clock can be calibrated and corrected. Some chronologies are further refined using known cyclical variations in the earth's orbit, which influence how much solar radiation reaches different latitudes over tens of thousands of years.

ENone of this scientific value would exist without the practical work of extracting the cores, work that has proved gruelling and slow: drilling through several kilometres of ice at a remote polar site can take a field team the better part of a decade, conducted in short summer seasons under extreme cold, and a single core can cost tens of millions of dollars to recover and analyse fully. The Vostok ice core, drilled by Soviet, French and American scientists at a Russian station in East Antarctica and completed in the 1990s, reached a depth of more than three kilometres and, for a period, supplied a disproportionate share of everything the field understood about ice-age cycles, cited in textbooks and policy reports far beyond what any single project would ordinarily be expected to carry. Later projects have since extended the record further back in time, but Vostok's early results still shape how many non-specialists picture the ice-core method today. More recent expeditions have used improved drilling technology to recover cores in a fraction of the time Vostok required, though the fundamental challenges of polar logistics remain largely unchanged.

isotope:
one of two or more forms of a chemical element that differ in atomic mass
sulphate:
a chemical compound deposited in ice layers, often as a trace of volcanic activity

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.

  • iA record that reaches back much further than instruments can
  • iiWhy deeper ice does not always mean older ice
  • iiiHow trapped air bubbles reveal the ancient atmosphere
  • ivThe practical limits of drilling for ice
  • vMatching ice-core dates to other kinds of evidence
  • viReading temperature from the ice itself
  • viiA single project's disproportionate influence

  1. 14Section A

    اعرض الإجابة

    i.. A record that reaches back much further than instruments can

    "'Weather stations and thermometers provide a direct record... for little more than the past hundred and fifty years... scientists have turned instead to natural archives that quietly recorded conditions long before anyone thought to measure them' (Section A)"

    ليش صحيح: الفقرة تشرح أن السجل الجليدي يمتد إلى ما هو أبعد بكثير مما تسمح به الأدوات.

    ليش الباقي خطأ: iii تخص فقاعات الهواء (B)؛ v تخص المطابقة الزمنية (D)؛ باقي العناوين تخص فقرات لاحقة.

  2. 15Section B

    اعرض الإجابة

    iii.. How trapped air bubbles reveal the ancient atmosphere

    "'tiny pockets of the atmosphere present at the time become sealed inside as bubbles... they are, in effect, sampling air that has not mixed with today's atmosphere' (Section B)"

    ليش صحيح: الفقرة تشرح كيف تكشف فقاعات الهواء المحبوسة عن الغلاف الجوي القديم.

    ليش الباقي خطأ: vi تخص قياس الحرارة من الجليد (C)؛ i تخص السجل الطويل عمومًا (A)؛ باقي العناوين لا تطابق.

  3. 16Section C

    اعرض الإجابة

    vi.. Reading temperature from the ice itself

    "'The ice itself, quite apart from the air trapped within it, carries a second and independent thermometer... measuring this isotopic ratio... allows researchers to estimate how cold or warm conditions were' (Section C)"

    ليش صحيح: الفقرة تشرح كيف تُقرأ درجة الحرارة من الجليد ذاته.

    ليش الباقي خطأ: iii تخص فقاعات الهواء لا الجليد (B)؛ v تخص مطابقة التواريخ (D)؛ باقي العناوين لا تطابق.

  4. 17Section D

    اعرض الإجابة

    v.. Matching ice-core dates to other kinds of evidence

    "'Researchers therefore cross-check candidate chronologies against independently dated events with a known global signature, most usefully the chemical traces of major volcanic eruptions' (Section D)"

    ليش صحيح: الفقرة تشرح كيف تُطابق تواريخ الجليد مع أدلة أخرى.

    ليش الباقي خطأ: ii أعمّ من المحتوى الفعلي الذي يركز على المطابقة لا على سبب عدم موثوقية العمق وحده؛ باقي العناوين لا تطابق.

  5. 18Section E

    اعرض الإجابة

    vii.. A single project's disproportionate influence

    "'The Vostok ice core... supplied a disproportionate share of everything the field understood about ice-age cycles, cited in textbooks and policy reports far beyond what any single project would ordinarily be expected to carry' (Section E)"

    ليش صحيح: الفقرة تصف تأثيرًا غير متناسب لمشروع واحد على الفهم العام للمجال.

    ليش الباقي خطأ: iv موضوع جزئي فقط في بداية الفقرة، بينما المحور الفعلي هو تأثير فوستوك؛ باقي العناوين لا تطابق.

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.

  • Apockets
  • Bisotopic
  • Ccompressed
  • Dexpanded
  • Edeposits
  • Fsamples
  • Gshallow

Ice cores preserve tiny (19) ________ of ancient atmosphere trapped as bubbles, allowing scientists to measure past greenhouse gas levels directly.

The surrounding ice also carries an independent temperature record, based on the (20) ________ ratio of oxygen and hydrogen in the water molecules.

Because ice layers become (21) ________ with depth, simple counting of annual bands eventually becomes unreliable, so researchers instead calibrate a core's timeline against volcanic (22) ________ that appear in ice sheets worldwide at almost the same time.

  1. 19Question 19

    اعرض الإجابة

    A.. pockets

    "'tiny pockets of the atmosphere present at the time become sealed inside as bubbles' (Section B)"

    ليش صحيح: الكلمة مطابقة حرفيًا لوصف الجيوب الصغيرة من الهواء المحبوس.

    ليش الباقي خطأ: F (samples) تصف فعل أخذ العينة لا الجيوب نفسها؛ باقي الخيارات لا تصف الظاهرة.

  2. 20Question 20

    اعرض الإجابة

    B.. isotopic

    "'measuring this isotopic ratio in a given layer allows researchers to estimate how cold or warm conditions were' (Section C)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف نوع النسبة المقاسة.

    ليش الباقي خطأ: باقي الخيارات لا تصف نوع النسبة المستخدمة في قياس الحرارة.

  3. 21Question 21

    اعرض الإجابة

    C.. compressed

    "'with increasing depth the ice becomes compressed, and individual annual layers thin' (Section D)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف حالة الجليد مع زيادة العمق.

    ليش الباقي خطأ: D (expanded) عكس المعنى المطلوب تمامًا؛ G (shallow) لا يصف حالة فيزيائية للجليد.

  4. 22Question 22

    اعرض الإجابة

    E.. deposits

    "'the chemical traces of major volcanic eruptions, which deposit a distinctive sulphate layer in ice sheets on opposite sides of the planet' (Section D)"

    ليش صحيح: الكلمة تصف الرواسب البركانية المستخدمة كنقاط معايرة.

    ليش الباقي خطأ: باقي الخيارات لا تصف الرواسب البركانية تحديدًا.

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, the deepest and best-studied ice-core sites provide a continuous gas record extending back approximately

    1. A. one hundred and fifty years.
    2. B. eighty thousand years.
    3. C. eight hundred thousand years.
    4. D. three million years.
    اعرض الإجابة

    C. eight hundred thousand years.

    "'a continuous record that extends back roughly eight hundred thousand years at the deepest and best-studied sites' (Section B)"

    ليش صحيح: رقم مطابق حرفيًا للنص.

    ليش الباقي خطأ: A تصف مدة السجلات الآلية لا سجل الجليد؛ B وD رقمان غير مذكورين في النص.

  2. 24The passage indicates that comparing temperature and greenhouse gas data from the same core is valuable because

    1. A. it allows scientists to avoid drilling at more than one site.
    2. B. it provides two internally consistent measurements from one source.
    3. C. it removes the need to measure trapped gas bubbles at all.
    4. D. it eliminates the need for volcanic dating markers.
    اعرض الإجابة

    B. it provides two internally consistent measurements from one source.

    "'scientists are able to compare past temperature directly against past greenhouse gas concentrations from a single, internally consistent source' (Section C)"

    ليش صحيح: إعادة صياغة مباشرة لقيمة المقارنة من نفس المصدر.

    ليش الباقي خطأ: A وC وD معلومات غير مذكورة أو تناقض منطق الفقرة.

  3. 25Why does simple annual-layer counting become unreliable at greater depths in an ice core?

    1. A. The ice becomes too warm to preserve clear layers.
    2. B. Volcanic eruptions destroy the deeper layers entirely.
    3. C. Compression makes individual annual layers too thin to distinguish.
    4. D. Deeper layers contain no trapped gas bubbles at all.
    اعرض الإجابة

    C. Compression makes individual annual layers too thin to distinguish.

    "'with increasing depth the ice becomes compressed, and individual annual layers thin to the point where they can no longer be distinguished with confidence' (Section D)"

    ليش صحيح: إعادة صياغة مباشرة للسبب المذكور صراحة.

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

  4. 26What does the writer suggest about the Vostok ice core project?

    1. A. It has since been shown to contain unreliable data.
    2. B. Its results influenced the field's understanding disproportionately.
    3. C. It was the first ice core ever successfully drilled.
    4. D. It failed to reach a scientifically useful depth.
    اعرض الإجابة

    B. Its results influenced the field's understanding disproportionately.

    "'supplied a disproportionate share of everything the field understood... cited in textbooks and policy reports far beyond what any single project would ordinarily be expected to carry' (Section E)"

    ليش صحيح: إعادة صياغة مباشرة لتأثير فوستوك غير المتناسب.

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

Passage 3: Handwriting versus Typing: What Helps Learning?

As keyboards and touchscreens have become the default tool for writing, in classrooms as much as offices, a body of research has re-examined a question that might once have seemed settled by convenience alone: does the physical act of handwriting confer any real cognitive advantage over typing, or is the preference for pen and paper in some educational settings simply nostalgia dressed up as pedagogy? The debate matters well beyond stylistic taste, because school systems in several countries have revisited, and in some cases reversed, decisions to phase handwriting instruction out of the early curriculum, citing precisely this research.

The strongest evidence in handwriting's favour comes from studies of note-taking during lectures. In a frequently cited experiment, university students who took longhand notes on a recorded talk performed better on conceptual questions afterwards than students who typed their notes on a laptop, even though the typists had recorded significantly more words overall. The researchers argued that the sheer speed of typing allows, and even encourages, near-verbatim transcription, a shallow process that bypasses the mental summarising and paraphrasing that handwriting's slower pace forces upon the note-taker; it is this forced synthesis, not the physical motion of the hand itself, that the researchers credit with the deeper learning observed. Notably, when typists in a follow-up study were explicitly instructed not to transcribe verbatim, much of the handwriting advantage narrowed considerably, a result the original authors themselves have acknowledged complicates any simple claim that handwriting is inherently superior.

A separate strand of research, concerned less with note-taking than with early literacy, has examined how children learn individual letters. Several studies using brain-imaging techniques have found that children who practise forming letters by hand show greater activation in brain regions associated with reading when they are later shown the same letters, compared with children who learned the letters solely by typing them on a keyboard. One proposed explanation is that handwriting requires the production of a highly variable, self-generated visual form for each letter, forcing the young brain to build a more flexible and generalisable representation of that letter's shape, whereas typing consistently produces an identical, machine-rendered character regardless of who presses the key, offering the brain no comparable variability to learn from.

Sceptics of the handwriting-advantage literature raise several reasonable objections, and the writer of this passage finds two of them genuinely difficult to dismiss. First, many of the most widely cited studies involve small samples of university students in a single testing session, and it remains unclear how far their findings generalise to younger learners, to different subjects, or to the accumulated effect of years of study rather than a single lecture. Second, several studies have failed to control adequately for prior typing fluency: a student who types slowly and awkwardly will inevitably transcribe less and may, for that reason alone, engage in more of the summarising that the handwriting camp credits to the pen rather than to the keyboard, making the true causal factor rather harder to isolate than the headline claims suggest.

Even so, this writer is not persuaded that the literature should be dismissed as fatally flawed, since the letter-learning findings in young children rest on a genuinely different mechanism, self-generated variability in visual form, that the note-taking critique does not touch at all, and that finding has now been replicated across several independent research groups using different imaging methods. What seems most defensible, on the current balance of evidence, is a modest and qualified conclusion rather than a sweeping one: handwriting appears to offer a real, if specific, advantage for early letter learning and for tasks that otherwise invite verbatim transcription, while for older, fluent writers engaged in more reflective composition, the case for any inherent superiority of the pen over the keyboard remains considerably less secure, and probably depends more on how a tool is used than on which tool is chosen.

Practical implications, then, should be drawn cautiously. Early education seems reasonably justified in retaining explicit handwriting instruction rather than replacing it wholesale with typing from the outset, given the specificity and replication of the letter-learning findings. For older students, the more useful lesson from this research may not be a mandate to write everything by hand, but the more general reminder that any note-taking method, typed or handwritten, benefits from deliberate summarising rather than passive transcription, a habit of mind that the tool alone cannot supply.

verbatim:
using exactly the same words as the original; word for word
generalisable:
able to be applied more broadly, beyond the specific case studied

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 writer believes the preference for handwriting in schools is based purely on nostalgia rather than evidence.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'does the physical act of handwriting confer any real cognitive advantage over typing, or is the preference... simply nostalgia dressed up as pedagogy?' (Paragraph 1), resolved by the writer's later measured conclusion"

    ليش صحيح: الكاتب يطرح هذا كسؤال بحثي مفتوح، ثم يخلص لاحقًا إلى أن للكتابة اليدوية فائدة حقيقية ومحددة.. عكس فكرة أنها مجرد حنين.

    ليش الباقي خطأ: ليست YES لأن الكاتب لا يتبنى الرأي المتشكك؛ وليست NOT GIVEN لأن موقفه النهائي واضح بما يكفي للحكم.

  2. 28Typists in the original lecture-notes study recorded fewer words overall than the students who wrote longhand.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'students who took longhand notes... performed better... even though the typists had recorded significantly more words overall' (Paragraph 2)"

    ليش صحيح: النص يذكر أن الطلاب على الكيبورد سجّلوا كلمات أكثر لا أقل.

    ليش الباقي خطأ: ليست YES بسبب التناقض المباشر؛ وليست NOT GIVEN لأن العدد مذكور بوضوح.

  3. 29Instructing typists not to transcribe verbatim narrowed much of the handwriting advantage observed in the original study.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'when typists in a follow-up study were explicitly instructed not to transcribe verbatim, much of the handwriting advantage narrowed considerably' (Paragraph 2)"

    ليش صحيح: الكاتب يذكر هذه النتيجة صراحة كجزء من عرضه للأدلة.

    ليش الباقي خطأ: ليست NO لأن الكاتب لا ينفيها؛ وليست NOT GIVEN لأنها مذكورة بوضوح.

  4. 30The writer regards the concern about small, university-only samples as an objection that is easy to dismiss.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NO

    "'the writer of this passage finds two of them genuinely difficult to dismiss' (Paragraph 4)"

    ليش صحيح: الكاتب يصف هذا الاعتراض بأنه صعب التجاهل لا سهل التجاهل.. عكس العبارة تمامًا.

    ليش الباقي خطأ: ليست YES بسبب التناقض المباشر؛ وليست NOT GIVEN لأن موقفه مذكور بوضوح.

  5. 31The letter-learning brain-imaging findings have been replicated by more than one independent research group.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    YES

    "'that finding has now been replicated across several independent research groups using different imaging methods' (Paragraph 5)"

    ليش صحيح: الكاتب يؤكد صراحة تكرار النتائج عبر مجموعات بحثية مستقلة.

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

  6. 32The writer indicates that universities were slower than schools to adopt keyboards for written work.

    YES / NO / NOT GIVEN

    اعرض الإجابة

    NOT GIVEN

    "لا يوجد أي ذكر في النص لسرعة تبنّي الجامعات مقارنة بالمدارس لاستخدام لوحة المفاتيح"

    ليش صحيح: الفقرة الأولى تذكر أن لوحة المفاتيح أصبحت الأداة الافتراضية في الصفوف الدراسية والمكاتب دون مقارنة زمنية بينهما، ولا يتطرق باقي النص لهذه المقارنة.

    ليش الباقي خطأ: ليست YES لعدم وجود تأكيد لهذه المقارنة؛ وليست NO لعدم وجود نفي صريح لها أيضًا.

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

  • Aa highly variable, self-generated visual form for each letter.
  • Bengage in more summarising for reasons unrelated to handwriting itself.
  • Creal but specific, rather than a general superiority over typing.
  • Dnear-verbatim transcription rather than deeper mental processing.
  • Ecompletely absent once prior typing fluency is accounted for.
  • Fidentical for both early learners and fluent adult writers.

  1. 33Researchers argue that the speed of typing encourages

    اعرض الإجابة

    D.. near-verbatim transcription rather than deeper mental processing.

    "'the sheer speed of typing allows, and even encourages, near-verbatim transcription, a shallow process that bypasses the mental summarising' (Paragraph 2)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا وصف الكاتب لتأثير السرعة.

    ليش الباقي خطأ: A/C/E/F لا تتعلق بتأثير السرعة تحديدًا؛ B تصف نتيجة نظرية الحروف لا نظرية السرعة.

  2. 34One proposed explanation for the letter-learning findings is that handwriting produces

    اعرض الإجابة

    A.. a highly variable, self-generated visual form for each letter.

    "'handwriting requires the production of a highly variable, self-generated visual form for each letter' (Paragraph 3)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا التفسير المقترح.

    ليش الباقي خطأ: D تصف نظرية النسخ الحرفي لا نظرية الحروف؛ باقي الخيارات لا تتعلق بهذا التفسير.

  3. 35A student who types slowly and awkwardly may transcribe less and therefore

    اعرض الإجابة

    B.. engage in more summarising for reasons unrelated to handwriting itself.

    "'a student who types slowly and awkwardly will inevitably transcribe less and may, for that reason alone, engage in more of the summarising' (Paragraph 4)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا حجة الشكوك حول عامل الطلاقة السابقة.

    ليش الباقي خطأ: E مبالغة غير مذكورة (النص يقول "يعقّد" لا "يلغي")؛ باقي الخيارات لا تتعلق بهذه الحجة.

  4. 36The writer's overall conclusion is that handwriting's advantage is

    اعرض الإجابة

    C.. real but specific, rather than a general superiority over typing.

    "'handwriting appears to offer a real, if specific, advantage... the case for any inherent superiority of the pen over the keyboard remains considerably less secure [for older writers]' (Paragraph 5)"

    ليش صحيح: إتمام مباشر يطابق حرفيًا الخلاصة المتوازنة للكاتب.

    ليش الباقي خطأ: F تناقض الفقرة صراحة؛ باقي الخيارات لا تصف الخلاصة النهائية.

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

Typing allows near-verbatim transcription, which the researchers describe as a (37) ________ process compared with handwriting.

Studies suggest handwriting forces the brain to build a more flexible and (38) ________ representation of a letter's shape.

The writer finds the objection about inadequate control for prior typing (39) ________ difficult to dismiss.

The writer's practical conclusion depends more on how a tool is used than on which tool is (40) ________.

  1. 37Question 37

    اعرض الإجابة

    shallow

    "'near-verbatim transcription, a shallow process that bypasses the mental summarising' (Paragraph 2)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف طبيعة عملية النسخ الحرفي.

    ليش الباقي خطأ: أي كلمة أخرى ليست الكلمة المستخدمة حرفيًا في هذا الموضع.

  2. 38Question 38

    اعرض الإجابة

    generalisable

    "'forcing the young brain to build a more flexible and generalisable representation of that letter's shape' (Paragraph 3)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف نوع التمثيل الذهني.

    ليش الباقي خطأ: كلمات أخرى ليست الكلمة الثانية المطلوبة تحديدًا في هذا الموضع.

  3. 39Question 39

    اعرض الإجابة

    fluency

    "'several studies have failed to control adequately for prior typing fluency' (Paragraph 4)"

    ليش صحيح: الكلمة الدقيقة المستخدمة لوصف العامل غير المضبوط.

    ليش الباقي خطأ: كلمات أخرى مثل "speed" ليست الكلمة المستخدمة حرفيًا هنا.

  4. 40Question 40

    اعرض الإجابة

    chosen

    "'probably depends more on how a tool is used than on which tool is chosen' (Paragraph 5)"

    ليش صحيح: الكلمة الدقيقة المستخدمة في ختام جملة الكاتب.

    ليش الباقي خطأ: كلمات أخرى مثل "selected" ليست الكلمة المستخدمة حرفيًا هنا.

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 Heathrow Skyline Transfers to book an airport shuttle transfer from Heathrow Airport into central London.

Example.. Service booked → Airport Shuttle Transfer (Arrival)

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

Heathrow Skyline Transfers.. Booking Form

Service booked: Airport Shuttle Transfer (Arrival) (Example)

Customer's first name: (1) ________

Surname: (2) ________

Contact number: (3) ________

Pickup date: (4) ________

Number of passengers: (5) ________

Number of bags: (6) ________

Drop-off location: (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

    Whitfield

    "It's, um, Whitfield... W-H-I-T-F-I-E-L-D."

    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 (ينتهي بـ I-E-L-D وليس E-I-L-D).

  3. 3Question 3

    اعرض الإجابة

    07900 900123

    "it's oh-seven-nine-double-oh, nine-double-oh, one-two-three.. OK so that's 07900 900123?.. That's it."

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

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

  4. 4Question 4

    اعرض الإجابة

    Wednesday 10th / Wednesday the 10th

    "Tuesday's flight has actually been moved to Wednesday the 10th."

    ليش صحيح: هذا هو التاريخ النهائي بعد التصحيح.. فخ تغيير الرأي.

    ليش الباقي خطأ: Tuesday the 9th هو التاريخ الأول الذي تم إلغاؤه صراحة بسبب تغيير موعد الرحلة.

  5. 5Question 5

    اعرض الإجابة

    three / 3

    "Just three of us.. myself, my wife and our son... Three passengers, noted."

    ليش صحيح: مؤكَّد مرتين بشكل مباشر.

    ليش الباقي خطأ: لا بدائل.

  6. 6Question 6

    اعرض الإجابة

    three / 3

    "We'll have three bags in total.. two large suitcases and one small one... OK, three bags, got that down."

    ليش صحيح: العدد الإجمالي للحقائب مذكور صراحة ومؤكَّد من الوكيلة.

    ليش الباقي خطأ: التفصيل (two large... one small) وصف إضافي وليس الرقم المطلوب.

  7. 7Question 7

    اعرض الإجابة

    Bloomsbury Park Hotel

    "The Bloomsbury Park Hotel, please... drop-off: Bloomsbury Park Hotel."

    ليش صحيح: هذا هو مكان التوصيل الذي اتفق عليه الطرفان فعليًا، وهو ضمن حد الثلاث كلمات المسموح به بالضبط.

    ليش الباقي خطأ: لا بدائل مذكورة لمكان التوصيل.

Choose the correct letter, A, B or C.

  1. 8What is the total cost of the transfer, including the extra luggage charge?

    1. A. £40
    2. B. £48
    3. C. £65
    اعرض الإجابة

    B. £48

    "the standard fare... is 40 pounds.. an additional charge of 8 pounds for the extra bag.. that's the standard fare plus the extra luggage charge for you, then.. the standard-plus-extra-bag option sounds perfect for us."

    ليش صحيح: الرقم النهائي (48) غير مسموع في الصوت إطلاقًا.. يُحسب من جمع السعرين المذكورين صراحة (40 + 8 = 48)، وقد أكّد العميل صراحة اختياره لهذه الباقة؛ فخ حسابي حقيقي لأن أحدًا لا يذكر الرقم 48.

    ليش الباقي خطأ: A (40) هو السعر الأساسي فقط دون رسوم الحقيبة الإضافية؛ C (65) هو سعر السيارة التنفيذية المذكور صراحة لكن العميل يرفضه بوضوح.

  2. 9What will the company do if the customer's flight is delayed by less than two hours?

    1. A. Charge a waiting fee
    2. B. Cancel the booking and refund in full
    3. C. Hold the booking with no extra charge
    اعرض الإجابة

    C. Hold the booking with no extra charge

    "hold the booking with no extra charge for delays under two hours.. most of our drivers actually just wait free of charge for up to two hours... that's become our standard policy now."

    ليش صحيح: هذه هي السياسة المعلنة صراحة للتأخير الأقل من ساعتين.

    ليش الباقي خطأ: A وB مذكوران كخيارات متاحة لكن يُستبعدان لأن الوكيلة تحدد أن الخيار الفعلي المعتمد هو C؛ A تُستخدم فقط للتأخير الأطول من ساعتين.

  3. 10How much deposit does the company ask the customer to pay in advance?

    1. A. Full payment upfront
    2. B. £12
    3. C. No deposit is required
    اعرض الإجابة

    B. £12

    "We take 12 pounds now by card, and the rest is paid to the driver on arrival."

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

    ليش الباقي خطأ: A وC ممارسات تتبعها شركات أخرى وتم استبعادهما صراحة (but we've found the small deposit works best).

نص الاستماع (Transcript).. Part 1

Booking Agent (Grace): Good afternoon, Heathrow Skyline Transfers, this is Grace speaking, how can I help you?

Customer (Daniel Whitfield): Oh, hi, yes.. I'd like to book an airport shuttle transfer, please, if that's possible.

Booking Agent (Grace): Of course! Is this an arrival transfer or a departure transfer?

Customer (Daniel Whitfield): Arrival.. I'm flying into Heathrow and need a transfer into central London.

Booking Agent (Grace): No problem at all. Let me just pull up the booking screen here… OK, could I take your first name, please?

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

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

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

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

Customer (Daniel Whitfield): Yeah, no problem.. it's W-H-I-T-F-I-E-L-D.

Booking Agent (Grace): W-H-I-T-F-I-E-L-D… is that "ie" before the "l", not "ei"?

Customer (Daniel Whitfield): That's right, I-E.

Booking Agent (Grace): Great, got it.. Daniel Whitfield. And could I get a contact number, in case the driver needs to reach you?

Customer (Daniel Whitfield): Yeah, it's oh-seven-seven... actually, hang on, let me give you my UK number instead, the one that'll actually work when I land.. it's oh-seven-nine-double-oh, nine-double-oh, one-two-three.

Booking Agent (Grace): OK so that's 07900 900123?

Customer (Daniel Whitfield): That's it.

Booking Agent (Grace): Great. Now, for the pickup date.. what's your arrival date?

Customer (Daniel Whitfield): I land on Tuesday the 9th.

Booking Agent (Grace): Right, I'll pencil you in for Tuesday the 9th... actually, hold on, sorry, I've just seen a note here.. there's been a schedule change, and Tuesday's flight has actually been moved to Wednesday the 10th. Is that the one you're on?

Customer (Daniel Whitfield): Oh.. yes, that's right actually, my airline emailed me about that. Wednesday the 10th it is.

Booking Agent (Grace): Brilliant, I'll book you for Wednesday the 10th, then. And how many passengers will be travelling?

Customer (Daniel Whitfield): Just three of us.. myself, my wife and our son.

Booking Agent (Grace): Three passengers, noted. And how much luggage will you have?

Customer (Daniel Whitfield): We'll have three bags in total.. two large suitcases and one small one.

Booking Agent (Grace): OK, three bags, got that down. And where would you like to be dropped off?

Customer (Daniel Whitfield): The Bloomsbury Park Hotel, please.

Booking Agent (Grace): Great, I've written "drop-off: Bloomsbury Park Hotel."

Booking Agent (Grace): Now, let's talk price. The standard fare for a three-passenger transfer is 40 pounds.

Customer (Daniel Whitfield): OK.

Booking Agent (Grace): That covers the vehicle and the driver, but since you've got more bags than the standard allowance, there's an additional charge of 8 pounds for the extra bag.

Customer (Daniel Whitfield): Ah, right, OK, that makes sense, we do have one extra bag.

Booking Agent (Grace): So that's the standard fare plus the extra luggage charge for you, then.

Customer (Daniel Whitfield): Got it, so the standard fare plus the extra bag charge.

Booking Agent (Grace): We also offer a premium executive car for 65 pounds, with a bit more space and complimentary water.. but for three people plus luggage, it's probably not necessary.

Customer (Daniel Whitfield): No, the standard-plus-extra-bag option sounds perfect for us, thanks.

Booking Agent (Grace): Now, just a couple of quick questions before I finish the booking. If your flight happens to be delayed on the day, we have three options. We can either charge a waiting fee after the first hour, cancel and refund you in full, or hold the booking with no extra charge for delays under two hours.. most of our drivers actually just wait free of charge for up to two hours, since flight delays are so common, so that's become our standard policy now. For anything longer we'd charge the waiting fee.

Customer (Daniel Whitfield): OK, sounds good.

Booking Agent (Grace): And there's a small deposit to secure the booking. We take 12 pounds now by card, and the rest is paid to the driver on arrival. Some companies ask for full payment upfront, or take no deposit at all, but we've found the small deposit works best.. it just makes sure people show up.

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

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

Part 2

The volunteer coordinator at Fairview Regional Theatre briefs new volunteers on the venue's renovation, then announces the weekly volunteer shift schedule.

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

Fairview Regional Theatre.. Renovation Notes

Auditorium

Seating increased from 450 to (11) ________ seats

New (12) ________ seating area added, with removable-armrest seats nearby

Backstage

Expanded into the former (13) ________ room

Lighting rig upgraded: LED fixtures now up to (14) ________

Access

Both (15) ________ staircases replaced

Old rehearsal room converted into a (16) ________ room

Box Office

Relocated to a space near the (17) ________

  1. 11Question 11

    اعرض الإجابة

    six hundred / 600

    "we've increased the seating from four hundred and fifty to six hundred seats, so it's now a six-hundred-seat auditorium."

    ليش صحيح: العدد الجديد مذكور صراحة ومكرر مرتين.

    ليش الباقي خطأ: لا بدائل؛ 450 هو العدد القديم فقط.

  2. 12Question 12

    اعرض الإجابة

    wheelchair-accessible / accessible / wheelchair

    "We've also added a dedicated wheelchair-accessible seating area at the back of the stalls."

    ليش صحيح: هذا هو الوصف المستخدم مباشرة لنوع المنطقة الجديدة؛ يُقبل الشكل المختصر ضمن حد الكلمتين.

    ليش الباقي خطأ: لا بدائل أخرى؛ (removable-armrest) وصف لمقاعد مجاورة وليس اسم المنطقة نفسها.

  3. 13Question 13

    اعرض الإجابة

    storage

    "We've knocked through into the old storage room next door."

    ليش صحيح: هذه هي الغرفة التي تم ضمها لتوسعة الكواليس.

    ليش الباقي خطأ: لا بدائل مذكورة لهذا التوسع بالذات.

  4. 14Question 14

    اعرض الإجابة

    two hundred / 200

    "we've upgraded the lighting rig with a full set of LED fixtures, up to two hundred now, whereas before we only had one hundred and twenty."

    ليش صحيح: هذا هو العدد الأقصى الجديد.

    ليش الباقي خطأ: (one hundred and twenty) هو العدد القديم قبل الترقية.. فخ رقمي مباشر.

  5. 15Question 15

    اعرض الإجابة

    side

    "we've replaced both side staircases with wider, better-lit ones."

    ليش صحيح: النوع المذكور صراحة للسلالم التي تم استبدالها.

    ليش الباقي خطأ: لا بدائل.

  6. 16Question 16

    اعرض الإجابة

    costume

    "we converted the old rehearsal room into a costume room."

    ليش صحيح: هذا هو الاسم المُعطى للغرفة الجديدة.

    ليش الباقي خطأ: (rehearsal) هو الاستخدام القديم قبل التحويل، وليس الإجابة المطلوبة.

  7. 17Question 17

    اعرض الإجابة

    main entrance

    "now it's got its own space right by the main entrance."

    ليش صحيح: هذا هو المكان الذي أصبح مكتب التذاكر قريبًا منه بعد النقل.

    ليش الباقي خطأ: (the stage door) هو الموقع القديم الذي انتقل منه مكتب التذاكر، وليس موقعه الحالي.

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

UsheringTuesday6 pmSophie(18) ________
Box Office AssistantThursday5 pmMarcus£10
Backstage AssistantSaturday(19) ________Erin£6
Front-of-House GreeterSunday2 pm(20) ________£12

  1. 18Question 18

    اعرض الإجابة

    eight pounds / £8

    "five pounds.. actually, sorry, that's the old amount, it's gone up slightly to eight pounds as of this month."

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

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

  2. 19Question 19

    اعرض الإجابة

    10 am / ten am

    "that runs on Saturdays at ten am."

    ليش صحيح: الوقت مسموع حرفيًا كما هو مطلوب وضمن حد الكلمتين/الرقم المسموح به.

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

  3. 20Question 20

    اعرض الإجابة

    Sophie

    "Front-of-House Greeter runs on Sundays at two in the afternoon, supervised by Sophie again."

    ليش صحيح: الاسم مذكور صراحة كمشرفة هذه النوبة، مع الإشارة الصريحة لإعادة استخدامها.

    ليش الباقي خطأ: (Marcus) و(Erin) مشرفان لنوبتين مختلفتين وليس لهذه النوبة.

نص الاستماع (Transcript).. Part 2

Volunteer Coordinator (Oliver): Morning everyone, thanks so much for coming along today. I'm Oliver, I'm the volunteer coordinator here at Fairview Regional Theatre, and I just wanted to run you through everything that's changed since the renovation finished last month, before we get onto your shifts.

Volunteer Coordinator (Oliver): So, let's start with the auditorium. It's been completely refitted, and we've increased the seating from four hundred and fifty to six hundred seats, so it's now a six-hundred-seat auditorium, which means we can host much bigger touring productions. We've also added a dedicated wheelchair-accessible seating area at the back of the stalls, with removable-armrest seats right next to it, so, um, wheelchair users can sit together with friends or family rather than being separated off on their own, which people have really appreciated.

Volunteer Coordinator (Oliver): Now, backstage.. that's had probably the biggest change. We've knocked through into the old storage room next door and basically doubled the wing space. All the flying equipment is brand new, and, this is the bit people ask about most, we've upgraded the lighting rig with a full set of LED fixtures, up to two hundred now, whereas before we only had one hundred and twenty.

Volunteer Coordinator (Oliver): Moving on to access.. we've replaced both side staircases with wider, better-lit ones, and, actually, we converted the old rehearsal room into a costume room, so now the wardrobe team has proper space to store and repair costumes between shows. That's proved really useful for the touring companies.

Volunteer Coordinator (Oliver): One more thing before I move on to the schedule.. the box office. It's been relocated. It used to be tucked away near the stage door, but now it's got its own space right by the main entrance, so, um, patrons can actually buy tickets on the way in without walking round the building, which is much easier for everyone.

Volunteer Coordinator (Oliver): Right, now let's talk about your volunteer shifts, because the schedule's changed quite a bit too.

Volunteer Coordinator (Oliver): Right, we'll start with Ushering. That's on Tuesdays at six in the evening.. a nice easy one to start with. It's supervised by Sophie, and the reward voucher for that shift is currently, let me just check... five pounds.. actually, sorry, that's the old amount, it's gone up slightly to eight pounds as of this month.

Volunteer Coordinator (Oliver): Next we've got Box Office Assistant, that's on Thursdays at five in the evening, supervised by Marcus, and that one's worth ten pounds.. it's a bit higher because it needs more training.

Volunteer Coordinator (Oliver): Then there's Backstage Assistant, for helping the crew, that runs on Saturdays at ten am, supervised by Erin, and that's worth six pounds, which includes a free programme for the show.

Volunteer Coordinator (Oliver): And finally, Front-of-House Greeter runs on Sundays at two in the afternoon, supervised by Sophie again, and that one's worth twelve pounds.

Volunteer Coordinator (Oliver): That's everything for today.. if anyone has questions about the rota or the vouchers, please do come and see me at the desk afterwards.

Part 3

Two education students, Amelia and Ben, discuss the research methods for their project on classroom technology and student engagement.

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. 21Classroom observation

    اعرض الإجابة

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

    "I think we should just go ahead and use it as one of our main methods... no need to test it first."

    ليش صحيح: كلا الطالبين يتفقان صراحة على استخدامها كطريقة رئيسية مباشرة دون تجربة أولية.

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

  2. 22Teacher interviews

    اعرض الإجابة

    B.. Will be tested first as a pilot

    "let's pilot that one on a small 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 بن يوضح صراحة (not the full study yet)؛ C مستبعد لأنهما لم يقررا استبعادها بل تأجيل استخدامها الكامل فقط.

  3. 23App usage logs

    اعرض الإجابة

    C.. Will not be used

    "let's just drop it, it doesn't really fit our research question.. so the usage logs are out."

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

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

  4. 24Student surveys

    اعرض الإجابة

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

    "let's commit to running one... 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. 25Video-recording lessons

    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 THREE WORDS AND/OR A NUMBER for each answer.

The students are aiming to observe at least (26) ________ classrooms.

The pilot teacher interviews will take place (27) ________.

The students will conduct their observations at (28) ________.

Amelia predicts that (29) ________ will be the strongest influence on student engagement.

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

  1. 26Question 26

    اعرض الإجابة

    15 / fifteen

    "We're aiming to observe at least 15 classrooms for the observation part."

    ليش صحيح: الرقم مذكور صراحة كهدف عدد الفصول.

    ليش الباقي خطأ: لا بدائل.

  2. 27Question 27

    اعرض الإجابة

    next month

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

    ليش صحيح: التوقيت مذكور صراحة للمقابلات التجريبية تحديدًا.

    ليش الباقي خطأ: (the following three weeks) تخص جمع البيانات الكامل، وليس التجربة الأولية.

  3. 28Question 28

    اعرض الإجابة

    Fernbrook Secondary School

    "We've got permission to work at Fernbrook Secondary School, the big academy on the edge of town."

    ليش صحيح: اسم المدرسة مذكور صراحة كموقع إجراء الملاحظات الصفية.

    ليش الباقي خطأ: لا بدائل؛ (the edge of town) وصف عام للموقع وليس اسم المكان المطلوب.

  4. 29Question 29

    اعرض الإجابة

    the teacher's confidence / teacher confidence / teacher's confidence

    "We think the teacher's confidence, so basically how comfortable they are using the tech themselves, will turn out to be the strongest factor, more than the device type."

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

    ليش الباقي خطأ: (device type) و(the subject being taught) عوامل مذكورة ضمن سؤال البحث وليست الفرضية المطلوبة.

  5. 30Question 30

    اعرض الإجابة

    Dr Ahmed / Dr. Ahmed / Ahmed

    "That's Dr Ahmed in the education department, he's already reviewed our observation checklist."

    ليش صحيح: الاسم مذكور صراحة كمسؤول الموافقة الأخلاقية.

    ليش الباقي خطأ: لا بدائل.

نص الاستماع (Transcript).. Part 3

Student (Amelia): So, shall we go through our research methods before the meeting with our supervisor?

Student (Ben): Yeah, good idea. We're looking at how classroom technology affects student engagement, right?

Student (Amelia): Right, specifically things like tablets, interactive whiteboards and learning apps.

Student (Ben): OK, so what methods were we thinking of using to collect the data?

Student (Amelia): Well, our first idea was classroom observation.. actually sitting in on lessons and recording how often students use the technology.

Student (Ben): I mean, I'm pretty confident about that one.. I think we should just go ahead and use it as one of our main methods, it gives us really direct evidence.

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

Student (Ben): Sounds decided then. What else?

Student (Amelia): We also talked about interviewing the teachers, asking them how they feel the technology's affecting their students.

Student (Ben): Hmm, I'm honestly not sure about that one. I worry teachers will just tell us what they think we want to hear.

Student (Amelia): That's a fair concern.

Student (Ben): Maybe we should just try it with a couple of teachers first, see how honest the answers are, before committing to it properly.

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

Student (Ben): OK, good, so that's a pilot then, not the full study yet. What about the app usage logs we talked about?

Student (Amelia): Right, the idea was to get the school's permission to look at the automatic usage data the learning apps collect.

Student (Ben): I did like that idea at first, but, actually, thinking about it more, I don't think it tells us anything about WHY students are or aren't engaged, only how long they spent logged in.

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

Student (Ben): OK, so the usage logs are out. Anything else on your list?

Student (Amelia): We were also considering student surveys, getting the whole class to fill in a questionnaire about how they feel using the technology.

Student (Ben): And how confident are you about that one?

Student (Amelia): 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 one, it should give us some really useful quantitative data.

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

Student (Amelia): Great, and finally you mentioned video-recording lessons in your notes.

Student (Ben): Oh.. right, yeah, we did think about that, but, honestly, we ended up deciding against it. Getting parental consent for filming would take far too long for our timeline.

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

Student (Ben): OK, that all sounds like a solid plan.

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

Student (Amelia): We're aiming to observe at least 15 classrooms for the observation part, since that should give us a decent range of subjects and year groups.

Student (Ben): Good number. And what about our timeline?

Student (Amelia): We're planning to run the pilot teacher interviews next month, and then the full data collection the following three weeks after that.

Student (Ben): And where will we be doing the classroom observations?

Student (Amelia): We've got permission to work at Fernbrook Secondary School, the big academy on the edge of town.. the head teacher was actually really supportive when we called.

Student (Ben): That's great access to have. Now, in terms of writing it up, what's our main research question again?

Student (Amelia): We want to find out what most influences whether students actually engage with classroom technology.. so things like the type of device, the subject being taught, or the teacher's own confidence with it.

Student (Ben): And do we have a hypothesis already?

Student (Amelia): We think the teacher's confidence, so basically how comfortable they are using the tech themselves, will turn out to be the strongest factor, more than the device type.

Student (Ben): Interesting prediction.. we'll see if the data supports that. One last thing.. who's supervising our ethics approval?

Student (Amelia): That's Dr Ahmed in the education department, he's already reviewed our observation checklist.

Part 4

A university lecturer introduces the basic tastes, the taste-receptor system, a common myth, and the research programme that helped confirm it.

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

  1. 31What are the receptors that detect taste called?

    اعرض الإجابة

    taste buds

    "The receptors that actually detect taste are called taste buds."

    ليش صحيح: المصطلح مذكور صراحة كتعريف مباشر للمستقبلات.

    ليش الباقي خطأ: لا بدائل مصطلحية أخرى مذكورة لهذا التعريف.

  2. 32Which fifth basic taste did Kikunae Ikeda identify in the early twentieth century?

    اعرض الإجابة

    umami

    "a Japanese scientist named Kikunae Ikeda identified a fifth: umami."

    ليش صحيح: هذا هو الاسم الصريح للطعم الخامس المكتشف.

    ليش الباقي خطأ: (sweet, sour, salty and bitter) هي الأربعة الأصلية المذكورة قبل الاكتشاف، وليست الإجابة المطلوبة.

  3. 33What is the common name for the (incorrect) diagram showing different tongue areas for different tastes?

    اعرض الإجابة

    the tongue map / tongue map

    "This is known as the tongue map, and it's actually a myth."

    ليش صحيح: هذا هو الاسم الرسمي المستخدم مباشرة لوصف الرسم البياني الخاطئ.

    ليش الباقي خطأ: لا بدائل مصطلحية أخرى مذكورة لهذا الرسم البياني.

  4. 34What percentage of flavour perception is estimated to come from smell?

    اعرض الإجابة

    eighty percent / 80%

    "Researchers estimate that around eighty percent of what we perceive as flavour actually comes from aroma."

    ليش صحيح: النسبة مذكورة صراحة كتقدير علمي.

    ليش الباقي خطأ: لا بدائل رقمية أخرى مذكورة لهذا التقدير.

  5. 35What is the technical term for smelling aroma as it travels from the throat to the nose while eating?

    اعرض الإجابة

    retronasal smell

    "This is called retronasal smell, and it's why food tastes so bland when you have a blocked nose during a cold."

    ليش صحيح: هذا هو المصطلح التقني المذكور صراحة لهذه الظاهرة.

    ليش الباقي خطأ: لا بدائل مصطلحية أخرى.

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

Kirkland Institute.. Research Studies

Study 1: mapped taste bud density.. confirmed supertasters as a distinct (36) ________ group

Study 2: tested blocking the (37) ________.. supported the eighty-percent smell estimate

Study 3: focused on (38) ________.. chilled drinks rated less sweet than room-temperature drinks

Study 4 (most recent): investigating whether supertasters can detect (39) ________ food early

Study 4 status: results are still being (40) ________

  1. 36Question 36

    اعرض الإجابة

    genetic

    "which is what confirmed the existence of supertasters as a distinct genetic group."

    ليش صحيح: هذا هو الوصف المذكور صراحة لنوع المجموعة التي تم تأكيدها في الدراسة الأولى.

    ليش الباقي خطأ: لا بدائل؛ (supertasters) نفسه مذكور مسبقًا في سؤال آخر، والمطلوب هنا هو الصفة الوصفية للمجموعة.

  2. 37Question 37

    اعرض الإجابة

    nose

    "they tested how blocking the nose affected flavour recognition."

    ليش صحيح: هذا هو ما تم حجبه فعليًا في الدراسة الثانية لاختبار تأثيره.

    ليش الباقي خطأ: لا بدائل.

  3. 38Question 38

    اعرض الإجابة

    temperature

    "Their third study focused specifically on temperature, showing that participants rated identical sweetened drinks as measurably less sweet when served chilled."

    ليش صحيح: هذا هو موضوع الدراسة الثالثة المذكور صراحة.

    ليش الباقي خطأ: لا بدائل.

  4. 39Question 39

    اعرض الإجابة

    spoiled / contaminated / spoiled or contaminated

    "investigating whether supertasters have any measurable advantage or disadvantage when it comes to detecting spoiled or contaminated food early."

    ليش صحيح: هذا هو الوصف الدقيق للطعام الذي تختبر الدراسة الرابعة القدرة على اكتشافه مبكرًا.

    ليش الباقي خطأ: لا بدائل؛ الدراسة لا تزال قيد التحليل ولم تُذكر نتيجة نهائية أخرى.

  5. 40Question 40

    اعرض الإجابة

    analysed / analyzed

    "the results of that one are still being analysed."

    ليش صحيح: هذه هي الحالة الحالية المذكورة صراحة لنتائج الدراسة الرابعة؛ تُقبل التهجئة البريطانية (analysed) والأمريكية (analyzed).

    ليش الباقي خطأ: لا بدائل؛ لا توجد نتيجة نهائية معلنة بعد.

نص الاستماع (Transcript).. Part 4

Lecturer: Good afternoon, everyone. Today I want to talk about something we all experience every single day but rarely stop to think about scientifically: taste. That is, how our bodies detect and interpret the flavours in the food and drink we consume.

Lecturer: Let's start with the basics. The receptors that actually detect taste are called taste buds, and they're found mostly on the tongue, though a small number are also found on the roof of the mouth and in the throat. For a long time, scientists recognised four basic tastes.. sweet, sour, salty and bitter.. but in the early twentieth century, a Japanese scientist named Kikunae Ikeda identified a fifth: umami, a savoury taste associated with foods like broth, cheese and soy sauce. Today, umami is accepted as the fifth basic taste alongside the original four.

Lecturer: Now, there's a very common myth I want to clear up, because a lot of textbooks still get this wrong. You may have seen a diagram showing different areas of the tongue responsible for different tastes.. sweet at the tip, bitter at the back, and so on. This is known as the tongue map, and it's actually a myth.. research has shown that all areas of the tongue with taste buds can detect all five basic tastes, just with very slightly different sensitivities in different spots.

Lecturer: Something else worth mentioning: not everyone tastes food the same way. Some people are what researchers call supertasters.. they have a much higher density of taste buds than average, which means flavours, especially bitter ones, taste far more intense to them. This is largely genetic, and it explains why some people find certain vegetables unbearably bitter while others barely notice it at all.

Lecturer: Taste perception is also affected by temperature. Food and drink that's warmer generally tastes sweeter and more flavourful, because heat increases the activity of the taste receptors, whereas very cold food can actually mute or dull certain tastes.. which is one reason ice cream is often made extra sweet, to compensate for how cold temperatures suppress our perception of sweetness.

Lecturer: And finally, on the topic of what we call "taste", most of what we actually experience as flavour doesn't come from the tongue at all.. it comes from smell. Researchers estimate that around eighty percent of what we perceive as flavour actually comes from aroma, detected as we chew and swallow, when odour molecules travel up from the back of the throat to the nose. This is called retronasal smell, and it's why food tastes so bland when you have a blocked nose during a cold.

Lecturer: Now let's look at a specific piece of research that's helped confirm a lot of this. A research team at the Kirkland Institute ran a series of taste-perception experiments over the past decade. In their first major study, they mapped taste bud density across a large sample of volunteers, which is what confirmed the existence of supertasters as a distinct genetic group. In their second study, they tested how blocking the nose affected flavour recognition, which provided strong experimental support for the eighty-percent smell estimate I mentioned earlier. Their third study focused specifically on temperature, showing that participants rated identical sweetened drinks as measurably less sweet when served chilled compared to when served at room temperature. And their most recent study, published just last year, is now investigating whether supertasters have any measurable advantage or disadvantage when it comes to detecting spoiled or contaminated food early.. the results of that one are still being analysed.

Lecturer: That brings us to the end of today's lecture.. next week we'll look at how taste perception changes with age.

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 average number of books read per year by people in three age groups in the United Kingdom in 2024, divided into print books and digital books. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Average books read per year, print vs digital, by age group, UK 2024 (books per year)
18-2425-4445 and over
Print books81116
Digital books1495
اعرض الإجابة النموذجية (Band 9)

The chart illustrates how many books per year people in three age groups in the UK read in print form and in digital form in 2024. Overall, a clear inverse relationship is evident between age and reading format: print reading increased steadily with age, while digital reading decreased steadily with age. As a result, the youngest group was the only one to read more digitally than in print, whereas both older groups showed the opposite pattern, most markedly among the oldest readers. Among 18- to 24-year-olds, digital books were clearly the preferred format, with an average of 14 read per year compared with just 8 print books - a gap of 6 books in favour of digital. This preference reversed in the 25-44 age group, who read slightly more print books than digital ones, 11 against 9, indicating a format balance roughly in equilibrium at this stage of life. The gap widened considerably among readers aged 45 and over, who read 16 print books per year on average but only 5 digital books, meaning print outnumbered digital by more than three to one in this group. Taken together, the figures suggest that as readers get older in this sample, their reliance on digital formats falls away almost in direct proportion to their growing preference for print, with the youngest and oldest groups sitting at opposite ends of the spectrum.

TA (Band 9): key features are fully covered and clearly highlighted - the response selects exactly the two data-licensed features (the age gradient across both formats + the format crossover unique to the 18-24 group) and every comparative claim is supported using figures/data, staying inside the given data with no outside opinion. CC (Band 9): four functionally distinct paragraphs give clear progression throughout, with varied cohesive devices (As a result, This preference reversed, Taken together) replacing mechanical sequencers. LR (Band 9): precise, varied trend vocabulary (increased steadily, decreased steadily, widened considerably, reversed, falls away) used with sophisticated control and no propagated template slips. GRA (Band 9): tense matches the visual's single-year time frame throughout (consistent simple past, no unnecessary tense-shifting), with a wide range of structures - comparative, result and causal clauses - used with full flexibility and control.

قائمة الفحص للتقييم الذاتي
  • TAهل بدأت بفقرة overview منفصلة تلخص العلاقة العكسية بين العمر والصيغة المفضّلة بدون أرقام تفصيلية فيها؟
  • TAهل كل جملة مقارنة في تقريري مدعومة برقم فعلي من الجدول (مثل 14 مقابل 8)؟
  • TAهل تجنبت ذكر أي رأي شخصي أو تفسير من عندي غير موجود في البيانات؟
  • GRAهل استخدمت زمنًا ثابتًا مناسبًا لأن كل البيانات تخص سنة واحدة (2024) بدون خلط أزمنة غير ضرورية؟
  • 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 سمتين (الاتجاه العمري + انعكاس فئة الشباب) بدلاً من سرد كل رقم في الجدول؟
  • LRهل نوّعت مفردات الاتجاه (increased/rose مقابل decreased/fell) بدل تكرار نفس الفعل في كل جملة؟

Writing Task 2

Write about the following topic: Some people believe that advertising aimed at children should be banned. 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)

There is a widely held view that advertisements targeting children should be prohibited entirely, on the grounds that children lack the judgement to resist commercial persuasion. I largely agree with this position, since young children are demonstrably less able than adults to distinguish advertising from genuine information, although I believe a complete ban is less workable than strict, well-enforced regulation. The strongest argument for banning child-directed advertising is developmental: research in child psychology has repeatedly shown that children under roughly eight years old struggle to recognise persuasive intent, meaning they process advertisements as straightforward statements of fact rather than as attempts to sell them something. A cartoon character promoting sugary cereal, for instance, does not read to a five-year-old as a sales pitch but as a trusted recommendation. This vulnerability is precisely why several countries, including Sweden, already prohibit television advertising directed at children under twelve, and why many nutrition bodies link aggressive food marketing to rising rates of childhood obesity. However, an outright ban raises practical difficulties that regulation avoids. Advertising now reaches children through so many channels - video-sharing platforms, mobile games, social media influencers - that a formal ban confined to traditional broadcast media would simply push marketing into less visible, less accountable spaces online, where enforcement is far harder. A more realistic approach is therefore to regulate content and timing rigorously: banning advertisements for unhealthy food and expensive toys during children's programming, requiring clear disclosure when influencers are paid to promote products, and holding platforms legally responsible for advertising shown to underage users. There is also a parental-responsibility dimension worth acknowledging: regulation works best alongside media literacy education, so that as children grow older they gradually learn to evaluate advertising critically rather than remaining permanently shielded from it. In conclusion, while I agree that children require strong protection from commercial persuasion, I believe carefully enforced regulation across all media, rather than a blanket ban, is the more realistic and ultimately more effective solution.

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; ideas are relevant, fully extended and well supported with concrete mechanisms and examples (the cartoon-character example, Sweden's broadcast ban, platform accountability), 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 (However, There is also, In conclusion), avoiding the Band-6 cap of illogical paragraphing. LR (Band 9): sophisticated, precise vocabulary (developmental, media literacy, aggressive food marketing) with no unvaried repetition of the key noun phrase. GRA (Band 9): a wide range of complex structures - causal subordination, result clauses, concessive constructions - used with full flexibility and control and essentially error-free.

قائمة الفحص للتقييم الذاتي
  • TRهل ذكرت رأيي بوضوح في المقدمة (to what extent) وحافظت عليه بدون تناقض حتى الخاتمة؟
  • TRهل أجبت على السؤال بالكامل بدلاً من مجرد سرد إيجابيات وسلبيات الإعلانات بشكل عام؟
  • 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 (advertising) بدون بدائل مثل marketing/commercial persuasion؟
  • GRAهل استخدمت جملاً معقدة متنوعة (سببية، وصلية) 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 learning languages.

  • Have you ever tried to learn a foreign language?
  • Do you find it easy or difficult to learn a new language?
  • What's the best way to learn a language, in your opinion? (Why?)
  • Did you enjoy language lessons at school?

Let's move on to talk about sleep and rest.

  • How many hours do you usually sleep each night?
  • What do you do to relax before going to bed?
  • Is it easy for you to fall asleep? (Why/why not?)
  • Did you sleep at different times when you were a child?

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 piece of advice someone gave you.

  • who gave you this advice
  • what the advice was
  • what the situation was at the time

and explain how you felt about the advice.

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

  • Did you follow the advice in the end?
  • Would you give the same advice to someone else?

Part 3

We've been talking about a piece of advice someone gave you. I'd like to discuss with you one or two more general questions relating to this topic.

Let's consider first of all who people go to when they need advice. 1. Who do people usually turn to for advice in your country.. family, friends, or someone else? 2. Do you think people trust advice from older people more than advice from people their own age?

  • Who do people usually turn to for advice in your country.. family, friends, or someone else?
  • Do you think people trust advice from older people more than advice from people their own age?
  • Is that true for most people, do you think?
  • Why do you think older people's advice is often trusted more?
  • Do you think this will change as society changes?

Finally, let's talk about how people make big decisions. 3. Do you think it's better to make big decisions alone or after talking to other people? 4. Has the internet changed the way people make important decisions?

  • Do you think it's better to make big decisions alone or after talking to other people?
  • Has the internet changed the way people make important decisions?
  • What do you think of relying on strangers' opinions online compared to advice from people you know?
  • Can you tell me a little bit more about why talking to others helps with big decisions?
  • Do you think people will rely more on online advice in the future?
اعرض الإجابة النموذجية.. Part 2 (Band 6)

OK, so, um, the advice I want to talk about, it was from my older brother, he gave it to me, um, about two years ago, when I was trying to decide whether to change my job or not. The advice was, um, he told me not to leave a stable job just because I was bored, and to think about the money side of things first before making any big change. The situation was, um, I had a new job offer from another company, and it looked exciting, but it was also, um, a smaller company, so it was more risky, and I didn't know what to do. I felt, um, a bit confused at first because I really wanted to take the new job, but also, um, I knew my brother had more experience than me in these things, so I listened carefully. In the end I decided to stay a little longer at my old job and, um, save some money first before I made the change, and I think that was, um, a good decision because six months later I did move, but with more savings and less stress about money. So yeah, um, that's the advice, and I think it helped me a lot, and also, um, it made me trust my brother's opinion more in the future.

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 ('the money side of things') but meaning is clear; paraphrase is shown weakly since the candidate largely repeats the card's own wording ('the advice', 'the situation'). 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 piece of advice I'd like to talk about came from my university tutor, a woman called Dr Whitfield, who I went to see just before my final year, when I was completely torn between two very different career paths.. one in finance, which was safe and well paid, and one in journalism, which excited me but felt far riskier. Her advice, essentially, was to stop asking myself which job was 'better' and start asking which failure I could live with more easily, because, as she put it, any ambitious path involves the possibility of things not working out, so the real question is which disappointment you'd regret least. At the time I was under a lot of pressure, both from my own anxiety about money and from well-meaning relatives who kept pushing me firmly towards finance, so hearing someone reframe the whole dilemma like that genuinely changed how I was thinking about it. Honestly, I felt enormously relieved, almost as if a weight had been lifted, because for the first time the decision didn't feel like a test I could pass or fail.. it felt like a personal trade-off I was actually equipped to make on my own terms. I ended up choosing journalism, and while it certainly hasn't been financially easy, I've never once regretted the choice, and I still think about her advice whenever I'm facing something uncertain, because that one reframing.. think about regret, not certainty.. has genuinely shaped how I approach every major decision since.

FC: fluent, rare repetition/self-correction, coherent and relevant development across a single unbroken narrative arc (context, advice, feeling, outcome). LR: wide, ready, flexible use with skilful idiomatic items ('torn between two very different career paths', 'a weight had been lifted', 'on my own terms'). 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 people trust advice from older people more than advice from people their own age? Candidate: On the whole, yes.. I think there's an assumption that age brings experience, and experience brings judgement, so people tend to give more weight to what an older person says, even if a younger person might actually have more relevant, up-to-date knowledge on a given issue. Examiner: Why do you think older people's advice is often trusted more? Candidate: I'd say it comes down to accumulated evidence.. an older person has simply lived through more situations, so their advice feels tested rather than theoretical, whereas a younger person's advice, however sound, can come across as unproven, even when it isn't. Examiner: Do you think this will change as society changes? Candidate: I think it might, actually.. as things like technology and careers change so quickly now, a lot of traditional experience becomes outdated faster than it used to, so I wouldn't be surprised if people start valuing recent, specific expertise over general life experience, regardless of the adviser's age.

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 advice-and-trust theme rather than jumping topic. LR: effective paraphrase ('accumulated evidence', 'tested rather than theoretical' reframe the prompt) and precise exam-register collocations ('regardless of the adviser's age'). GRA: majority of sentences error-free with correct hedging modality ('I'd say', 'I wouldn't be surprised') 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 تكرار كلمات بطاقة السؤال نفسها واستبدلتها بمرادفات 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؟