Test 1 Reading
Cambridge IELTS 19 Academic
Test 1 — Reading
Three passages, 40 questions. In the real exam the Reading test takes 60 minutes — about 20 minutes per passage — and there is no extra time to transfer your answers.
Passage 1 — Questions 1–13
You should spend about 20 minutes on Questions 1–13.
How tennis rackets have changed
In 2016, the British professional tennis player Andy Murray was ranked as the world's number one. It was an incredible achievement by any standard — made even more remarkable by the fact that he did this during a period considered to be one of the strongest in the sport's history, competing against the likes of Rafael Nadal, Roger Federer and Novak Djokovic, to name just a few. Yet five years previously, he had been regarded as a talented outsider who entered but never won the major tournaments.
Of the changes that account for this transformation, one was visible and widely publicised: in 2011, Murray invited former number one player Ivan Lendl onto his coaching team — a valuable addition that had a visible impact on the player's playing style. Another change was so subtle as to pass more or less unnoticed. Like many players, Murray has long preferred a racket that consists of two types of string: one for the mains (verticals) and another for the crosses (horizontals). While he continued to use natural string in the crosses, in 2012 he switched to a synthetic string for the mains. A small change, perhaps, but its importance should not be underestimated.
The modification that Murray made is just one of a number of options available to players looking to tweak their rackets in order to improve their games. 'Touring professionals have their rackets customised to their specific needs,' says Colin Triplow, a UK-based professional racket stringer. 'It's a highly important part of performance maximisation.' Consequently, the specific rackets used by the world's elite are not actually readily available to the public; rather, each racket is individually made to suit the player who uses it. Take the US professional tennis players Mike and Bob Bryan, for example: 'We're very particular with our racket specifications,' they say. 'All our rackets are sent from our manufacturer to Tampa, Florida, where our frames go through a… thorough customisation process.' They explain how they have adjusted not only racket length, but even experimented with different kinds of paint. The rackets they use now weigh more than the average model and also have a denser string pattern (i.e. more crosses and mains).
The primary reason for these modifications is simple: as the line between winning and losing becomes thinner and thinner, even these slight changes become more and more important. As a result, players and their teams are becoming increasingly creative with the modifications to their rackets as they look to maximise their competitive advantage.
Racket modifications mainly date back to the 1970s, when the amateur German tennis player Werner Fischer started playing with the so-called spaghetti-strung racket. It created a string bed that generated so much topspin that it was quickly banned by the International Tennis Federation. However, within a decade or two, racket modification became a regularity. Today it is, in many ways, an aspect of the game that is equal in significance to nutrition or training,
Modifications can be divided into two categories: those to the string bed and those to the racket frame. The former is far more common than the latter: the choice of the strings and the tension with which they are installed is something that nearly all professional players experiment with. They will continually change it depending on various factors including the court surface, climatic conditions, and game styles. Some will even change it depending on how they feel at the time.
At one time, all tennis rackets were strung with natural gut made from the outer layer of sheep or cow intestines. This all changed in the early 1990s with the development of synthetic strings that were cheaper and more durable. They are made from three materials: nylon (relatively durable and affordable), Kevlar (too stiff to be used alone) or co-polyester (polyester combined with additives that enhance its performance). Even so, many professional players continue to use a 'hybrid set-up', where a combination of both synthetic and natural strings are used.
Of the synthetics, co-polyester is by far the most widely used. It's a perfect fit for the style of tennis now played, where players tend to battle it out from the back of the court rather than coming to the net. Studies indicate that the average spin from a co-polyester string is 25% greater than that from natural string or other synthetics. In a sense, the development of co-polyester strings has revolutionised the game.
However, many players go beyond these basic adjustments to the strings and make changes to the racket frame itself. For example, much of the serving power of US professional player Pete Sampras was attributed to the addition of four to five lead weights onto his rackets, and today many professionals have the weight adjusted during the manufacturing process.
Other changes to the frame involve the handle. Players have individual preferences for the shape of the handle and some will have the handle of one racket moulded onto the frame of a different racket. Other players make different changes. The professional Portuguese player Gonçalo Oliveira replaced the original grips of his rackets with something thinner because they had previously felt uncomfortable to hold.
Racket customisation and modification have pushed the standards of the game to greater levels that few could have anticipated in the days of natural strings and heavy, wooden frames, and it's exciting to see what further developments there will be in the future.
Questions 1–7
Do the following statements agree with the information given in Reading Passage 1?
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 People had expected Andy Murray to become the world's top tennis player for at least five years before 2016.
2 The change that Andy Murray made to his rackets attracted a lot of attention.
3 Most of the world's top players take a professional racket stringer on tour with them.
4 Mike and Bob Bryan use rackets that are light in comparison to the majority of rackets.
5 Werner Fischer played with a spaghetti-strung racket that he designed himself.
6 The weather can affect how professional players adjust the strings on their rackets.
7 It was believed that the change Pete Sampras made to his rackets contributed to his strong serve.
Questions 8–13
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer.
The tennis racket and how it has changed
— Mike and Bob Bryan made changes to the types of 8 used on their racket frames.
The correct answer is 'paint': In the third paragraph, we are told that Mike and Bob Bryan 'experimented with different kinds of paint' on their rackets. 'String' is incorrect as they did not change the type of string used, only the density of the pattern formed by the strings, and this was not a change to the frames of the rackets.— Players were not allowed to use the spaghetti-strung racket because of the amount of 9 it created.
The correct answer is 'topspin': The fifth paragraph says that the spaghetti-strung racket 'generated (created) so much topspin that it was quickly banned'. 'Modification' is incorrect as the racket did not create modification. The modification, or change, was made to the racket.— Changes to rackets can be regarded as being as important as players' diets or the 10 they do.
The correct answer is 'training': The fifth paragraph says that racket modification became 'equal in significance (importance) to nutrition (players' diets) or training'. 'Nutrition' is incorrect as it has the same meaning as 'diet' here and cannot be followed by 'they do'.— All rackets used to have natural strings made from the 11 of animals.
The correct answer is 'intestines' or 'gut': According to the seventh paragraph, all tennis rackets were once 'strung with natural gut made from . . . intestines'. This means that the strings were made of this substance. 'Outer layer' is incorrect as this is two words, and also the strings were not made of the outer layer of animals, but the outer layer of their intestines. 'Outer' and 'layer' are both incorrect as they do not make sense on their own.— Pete Sampras had metal 12 put into the frames of his rackets.
The correct answer is 'weights': The ninth paragraph of the text says that 'four or five lead weights' were added to Pete Sampras's rackets. 'Weight' is incorrect as the plural form is needed after 'metal'. 'Lead' is incorrect as lead is a type of metal, so that information is already in the sentence.— Gonçalo Oliveira changed the 13 on his racket handles.
The correct answer is 'grip': The tenth paragraph describes changes made to racket handles and tells us that Gonçalo Oliveira 'replaced the original grips of his rackets'. 'Shape' is incorrect grammatically as it can't be followed by 'on' here and the text says that Oliveira made a 'different' change. He did not change the shape of the handle but the thickness of the grip. IELTS 19 Academic, Test 1 answer key with extra explanations, Reading Reading Passage 2 Questions 14–26Passage 2 — Questions 14–26
You should spend about 20 minutes on Questions 14–26.
The pirates of the ancient Mediterranean
In the first and second millennia BCE, pirates sailed around the Mediterranean, attacking ships and avoiding pursuers
A When one mentions pirates, an image springs to most people's minds of a crew of misfits, daredevils and adventurers in command of a tall sailing ship in the Caribbean Sea. Yet from the first to the third millennium BCE, thousands of years before these swashbucklers began spreading fear across the Caribbean, pirates prowled the Mediterranean, raiding merchant ships and threatening vital trade routes. However, despite all efforts and the might of various ancient states, piracy could not be stopped. The situation remained unchanged for thousands of years. Only when the pirates directly threatened the interests of ancient Rome did the Roman Republic organise a massive fleet to eliminate piracy. Under the command of the Roman general Pompey, Rome eradicated piracy, transforming the Mediterranean into 'Mare Nostrum' (Our Sea).
B Although piracy in the Mediterranean is first recorded in ancient Egypt during the reign of Pharaoh Amenhotep III (c 1390-1353 BCE), it is reasonable to assume it predated this powerful civilisation. This is partly due to the great importance the Mediterranean held at this time, and partly due to its geography. While the Mediterranean region is predominantly fertile, some parts are rugged and hilly, even mountainous. In the ancient times, the inhabitants of these areas relied heavily on marine resources, including fish and salt. Most had their own boats, possessed good seafaring skills, and unsurpassed knowledge of the local coastline and sailing routes. Thus, it is not surprising that during hardships, these men turned to piracy. Geography itself further benefited the pirates, with the numerous coves along the coast providing places for them to hide their boats and strike undetected. Before the invention of ocean-going caravels' in the 15th century, ships could not easily cross long distances over open water. Thus, in the ancient world most were restricted to a few well-known navigable routes that followed the coastline. Caught in a trap, a slow merchant ship laden with goods had no other option but to surrender. In addition, knowledge of the local area helped the pirates to avoid retaliation once a state fleet arrived.
C One should also add that it was not unknown in the first and second millennia BCE for governments to resort to pirates' services, especially during wartime, employing their skills and numbers against their opponents. A pirate fleet would serve in the first wave of attack, preparing the way for the navy. Some of the regions were known for providing safe harbours to pirates, who, in return, boosted the local economy.
D The first known record of a named group of Mediterranean pirates, made during the rule of ancient Egyptian Pharaoh Akhenaten (c 1353-1336 BCE), was in the Amarna Letters. These were extracts of diplomatic correspondence between the pharaoh and his allies, and covered many pressing issues, including piracy. It seems the pharaoh was troubled by two distinct pirate groups, the Lukka and the Sherden. Despite the Egyptian fleet's best efforts, the pirates continued to cause substantial disruption to regional commerce. In the letters, the king of Alashiya (modern Cyprus) rejected Akhenaten's claims of a connection with the Lukka (based in modern-day Turkey). The king assured Akhenaten he was prepared to punish any of his subjects involved in piracy.
E The ancient Greek world's experience of piracy was different from that of Egyptian rulers. While Egypt's power was land-based, the ancient Greeks relied on the Mediterranean in almost all aspects of life, from trade to warfare. Interestingly, in his works the Iliad and the Odyssey, the ancient Greek writer Homer not only condones, but praises the lifestyle and actions of pirates. The opinion remained unchanged in the following centuries. The ancient Greek historian Thucydides, for instance, glorified pirates' daring attacks on ships or even cities. For Greeks, piracy was a part of everyday life. Even high-ranking members of the state were not beyond engaging in such activities. According to the Greek orator Demosthenes, in 355 BCE, Athenian ambassadors made a detour from their official travel to capture a ship sailing from Egypt, taking the wealth found onboard for themselves! The Greeks' liberal approach towards piracy does not mean they always tolerated it, but attempts to curtail piracy were hampered by the large number of pirates operating in the Mediterranean.
F The rising power of ancient Rome required the Roman Republic to deal with piracy in the Mediterranean. While piracy was a serious issue for the Republic, Rome profited greatly from its existence. Pirate raids provided a steady source of slaves, essential for Rome's agriculture and mining industries. But this arrangement could work only while the pirates left Roman interests alone. Pirate attacks on grain ships, which were essential to Roman citizens, led to angry voices in the Senate, demanding punishment of the culprits. Rome, however, did nothing, further encouraging piracy. By the Ist century BCE, emboldened pirates kidnapped prominent Roman dignitaries, asking for a large ransom to be paid. Their most famous hostage was none other than Julius Caesar, captured in 75 BCE.
G By now, Rome was well aware that pirates had outlived their usefulness. The time had come for concerted action. In 67 BCE, a new law granted Pompey vast funds to combat the Mediterranean menace. Taking personal command, Pompey divided the entire Mediterranean into 13 districts, assigning a fleet and commander to each. After cleansing one district of pirates, the fleet would join another in the next district. The process continued until the entire Mediterranean was free of pirates. Although thousands of pirates died at the hands of Pompey's troops, as a long-term solution to the problem, many more were offered land in fertile areas located far from the sea. Instead of a maritime menace, Rome got productive farmers that further boosted its economy.
* caravel: a small, highly manoeuvrable sailing ship developed by the Portuguese
Questions 14–19
Reading Passage 2 has seven paragraphs, A–G. Which paragraph contains the following information?
NB You may use any letter more than once.
14 a reference to a denial of involvement in piracy —
The correct answer is D: This paragraph explains that 'the king of Alashiya (modern Cyprus) rejected Akhenaten's claims of a connection with the Lukka (a group of pirates)', meaning that the king denied that he was involved with these pirates.15 details of how a campaign to eradicate piracy was carried out —
The correct answer is G: This paragraph provides a detailed account of how the Roman general Pompey carried out a campaign to free the Mediterranean of pirates. He 'divided the entire Mediterranean into 13 districts, assigning a fleet and commander to each. After cleansing one district of pirates, the fleet would join another in the next district. The process continued until the entire Mediterranean was free of pirates'.16 a mention of the circumstances in which states in the ancient world would make use of pirates —
The correct answer is C: This paragraph tells us that sometimes governments would 'resort to (use) pirates' services' and describes the circumstances when this might happen – 'especially during wartime . . . in the first wave of attack'.17 a reference to how people today commonly view pirates —
The correct answer is A: The passage begins by describing the present time, and the impression most people nowadays have of pirates – 'an image springs to most people's minds of a crew of misfits, daredevils and adventurers . . .'18 an explanation of how some people were encouraged not to return to piracy —
The correct answer is G: After describing how the Mediterranean was freed of pirates, the writer tells us what happened to those pirates who survived. They were 'offered land in fertile areas located far from the sea'.19 a mention of the need for many sailing vessels to stay relatively close to land —
The correct answer is B: Before the 15th century, ships had to stay close to land and were 'restricted to . . . routes that followed the coastline' as they 'could not easily cross long distances over open water'.Questions 20 and 21 — Choose TWO letters, A–E.
20 & 21 Which TWO of the following statements does the writer make about inhabitants of the Mediterranean region in the ancient world?
- Right — B is correct as the final sentence in Paragraph B states that 'knowledge of the local area helped the pirates to avoid retaliation once a state fleet arrived'. D is correct as Paragraph B states that while most of the Mediterranean region is 'fertile', suggesting that it can be used for farmIng, certain areas are hilly or mountainous, which would make farmIng difficult. The text says that 'the inhabitants of these (hilly or mountainous) areas relied heavily on marine resources, including fish and salt', meaning that they depended on resources from the sea.
- Right — B is correct as the final sentence in Paragraph B states that 'knowledge of the local area helped the pirates to avoid retaliation once a state fleet arrived'. D is correct as Paragraph B states that while most of the Mediterranean region is 'fertile', suggesting that it can be used for farmIng, certain areas are hilly or mountainous, which would make farmIng difficult. The text says that 'the inhabitants of these (hilly or mountainous) areas relied heavily on marine resources, including fish and salt', meaning that they depended on resources from the sea.
Questions 22 and 23 — Choose TWO letters, A–E.
22 & 23 Which TWO of the following statements does the writer make about piracy and ancient Greece?
- Right — C is correct: According to Paragraph E, in ancient Greece 'Even high-ranking members of the state were not beyond engaging in such activities (pirates' daring attacks on ships or even cities)'. Here, the phrase 'were not beyond engaging' means that they did sometimes engage (take part) in these activities. E is correct: The text in Paragraph E says that in his works the Iliad and the Odyssey, Homer 'not only condones (accepts), but praises the lifestyle and actions of pirates'. In addition, the historian Thucydides 'glorified pirates' daring attacks'.
- Right — C is correct: According to Paragraph E, in ancient Greece 'Even high-ranking members of the state were not beyond engaging in such activities (pirates' daring attacks on ships or even cities)'. Here, the phrase 'were not beyond engaging' means that they did sometimes engage (take part) in these activities. E is correct: The text in Paragraph E says that in his works the Iliad and the Odyssey, Homer 'not only condones (accepts), but praises the lifestyle and actions of pirates'. In addition, the historian Thucydides 'glorified pirates' daring attacks'.
Questions 24–26
Complete the summary below. Choose ONE WORD ONLY from the passage for each answer.
Ancient Rome and piracy
Piracy was an issue ancient Rome had to deal with, but it also brought some benefits for Rome. For example, pirates supplied slaves that were important for Rome's industries. However, attacks on vessels transporting 24 to Rome resulted in calls for 25 for the pirates responsible. Nevertheless, piracy continued, with some pirates demanding a 26 for the return of the Roman officials they captured.
The correct answer is 'grain': In Paragraph F, the writer refers to 'Pirate attacks on grain ships'. 'Roman' is incorrect as we are told that the grain ships were essential to Romans, but not that the ships themselves were Roman.The correct answer is 'punishment': The text says that 'angry voices (calls) in the Senate' demanded 'punishment of the culprits (the pirates)'. 'Ransom' is incorrect as ransom was demanded by the pirates, not for the pirates.The correct answer is 'ransom': The text says that 'pirates kidnapped prominent Roman dignitaries, asking for a large ransom to be paid'. 'Hostage' is incorrect as the Roman officials who had been captured were hostages, and the ransom was money demanded for the return of the hostages. IELTS 19 Academic, Test 1 answer key with extra explanations, Reading Reading Passage 3 Questions 27–40Passage 3 — Questions 27–40
You should spend about 20 minutes on Questions 27–40.
The persistence and peril of misinformation
Brian Southwell looks at how human brains verify information and discusses some of the challenges of battling widespread falsehoods
Brian Southwell looks at how human brains verify information and discusses some of the challenges of battling widespread falsehoods
Misinformation — both deliberately promoted and accidentally shared — is perhaps an inevitable part of the world in which we live, but it is not a new problem. People likely have lied to one another for roughly as long as verbal communication has existed. Deceiving others can offer an apparent opportunity to gain strategic advantage, to motivate others to action, or even to protect interpersonal bonds. Moreover, people inadvertently have been sharing inaccurate information with one another for thousands of years.
However, we currently live in an era in which technology enables information to reach large audiences distributed across the globe, and thus the potential for immediate and widespread effects from misinformation now looms larger than in the past. Yet the means to correct misinformation might, over time, be found in those same patterns of mass communication and of the facilitated spread of information.
The main worry regarding misinformation is its potential to unduly influence attitudes and behavior, leading people to think and act differently than they would if they were correctly informed, as suggested by the research teams of Stephan Lewandowsky of the University of Bristol and Elizabeth Marsh of Duke University, among others. In other words, we worry that misinformation might lead people to hold misperceptions (or false beliefs) and that these misperceptions, especially when they occur among large groups of people, may have detrimental, downstream consequences for health, social harmony, and the political climate.
At least three observations related to misinformation in the contemporary mass-media environment warrant the attention of researchers, policy makers, and really everyone who watches television, listens to the radio, or reads information online. First of all, people who encounter misinformation tend to believe it, at least initially. Secondly, electronic and print media often do not block many types of misinformation before it appears in content available to large audiences. Thirdly, countering misinformation once it has enjoyed wide exposure can be a resource-intensive effort.
Knowing what happens when people initially encounter misinformation holds tremendous importance for estimating the potential for subsequent problems. Although it is fairly routine for individuals to come across information that is false, the question of exactly how — and when — we mentally label information as true or false has garnered philosophical debate. The dilemma is neatly summarized by a contrast between how the 17th-century philosophers René Descartes and Baruch Spinoza described human information engagement, with conflicting predictions that only
recently have been empirically tested in robust ways. Descartes argued that a person only accepts or rejects information after considering its truth or falsehood; Spinoza argued that people accept all encountered information (or misinformation) by default and then subsequently verify or reject it through a separate cognitive process. In recent decades, empirical evidence from the research teams of Erik Asp of the University of Chicago and Daniel Gilbert at Harvard University, among others, has supported Spinoza's account: people appear to encode all new information as if it were true, even if only momentarily, and later tag the information as being either true or false, a pattern that seems consistent with the observation that mental resources for skepticism physically reside in a different part of the brain than the resources used in perceiving and encoding.
What about our second observation that misinformation often can appear in electronic or print media without being preemptively blocked? In support of this, one might consider the nature of regulatory structures in the United States: regulatory agencies here tend to focus on post hoc detection of broadcast information. Organizations such as the Food and Drug Administration (FDA) offer considerable monitoring and notification functions, but these roles typically do not involve preemptive censoring. The FDA oversees direct-to-consumer prescription drug advertising, for example, and has developed mechanisms such as the 'Bad Ad' program, through which people can report advertising in apparent violation of FDA guidelines on drug risks. Such programs, although laudable and useful, do not keep false advertising off the airwaves. In addition, even misinformation that is successfully corrected can continue to affect attitudes.
This leads us to our third observation: a campaign to correct misinformation, even if rhetorically compelling, requires resources and planning to accomplish necessary reach and frequency. For corrective campaigns to be persuasive, audiences need to be able to comprehend them, which requires either effort to frame messages in ways that are accessible or effort to educate and sensitize audiences to the possibility of misinformation. That some audiences might be unaware of the potential for misinformation also suggests the utility of media literacy efforts as early as elementary school. Even with journalists and scholars pointing to the phenomenon of 'fake news', people do not distinguish between demonstrably false stories and those based in fact when scanning and processing written information.
We live at a time when widespread misinformation is common. Yet at this time many people also are passionately developing potential solutions and remedies. The journey forward undoubtedly will be a long and arduous one. Future remedies will require not only continued theoretical consideration but also the development and maintenance of consistent monitoring tools — and a recognition among fellow members of society that claims which find prominence in the media that are insufficiently based in scientific consensus and social reality should be countered. Misinformation arises as a result of human fallibility and human information needs. To overcome the worst effects of the phenomenon, we will need coordinated efforts over time, rather than any singular one-time panacea we could hope to offer.
Questions 27–30 — Choose the correct letter, A, B, C or D.
27 What point does the writer make about misinformation in the first paragraph?
- Right — The first paragraph gives three reasons why people may share misinformation – 'to gain . . . advantage', 'to motivate others' and to 'protect interpersonal bonds'.
28 What does the writer say about the role of technology?
- Right — The second paragraph claims that 'the means to correct misinformation might, over time, be found in those same patterns of mass communication', that is, through the use of technology for mass communication.
29 What is the writer doing in the fourth paragraph?
- Right — The writer summarises three issues connected with misinformation (people believe it, blocking does not always happen, and it is difficult to deal with once it has been widely shared). The first sentence explains that these are significant today because they 'warrant the attention of (are relevant to)' a very wide range of people.
30 What point does the writer make about regulation in the USA?
- Right — In the sixth paragraph, the writer says that in the United States, 'regulatory agencies . . . tend to focus on post hoc (later) detection of broadcast information'. Here, 'post hoc' tells us that the regulation only comes into effect after the misinformation has already been broadcast, rather than 'preemptive (before) censoring' which would prevent the misinformation from being broadcast in the first place.
Questions 31–36
Complete the summary using the list of phrases, A–J, below.
A constant conflict · B additional evidence · C different locations · D experimental subjects · E short period · F extreme distrust · G frequent exposure · H mental operation · I dubious reason · J different ideas
What happens when people encounter misinformation?
Although people have 31 to misinformation, there is debate about precisely how and when we label something as true or untrue. The philosophers Descartes and Spinoza had 32 about how people engage with information. While Descartes believed that people accept or reject information after considering whether it is true or not, Spinoza argued that people accepted all information they encountered (and by default misinformation) and did not verify or reject it until afterwards. Moreover, Spinoza believed that a distinct 33 is involved in these stages. Recent research has provided 34 for Spinoza's theory and it would appear that people accept all encountered information as if it were true, even if this is for an extremely 35 , and do not label the information as true or false until later. This is consistent with the fact that the resources for scepticism and the resources for perceiving and encoding are in 36 in the brain.
The correct answer is G: In the fifth paragraph, the writer says that 'it is fairly routine for individuals to come across information that is false'. This means that people are frequently exposed to misinformation. F is incorrect: Later in the paragraph, the writer says that people seem to 'encode all new information as if it were true' and so initially accept misinformation, rather than distrusting it.The correct answer is J: The writer describes the 'contrast' between the views of Descartes and Spinoza, and explains how they had opposing ideas. B is incorrect as we are not told about any evidence that these philosophers provided for their ideas.The correct answer is H: Spinoza argued that a 'separate cognitive process (mental operation)' was involved in verifying or rejecting information. A is incorrect as although there was a conflict between the ideas of the two philosophers, this answer does not reflect what Spinoza actually believed and does not fit the sentence grammatically.The correct answer is B: The writer says that 'in recent years, empirical (from experience) evidence . . . has supported Spinoza's account'. D is incorrect as 'experimental subjects' would refer to the people participating in an experiment, not to what is provided by the research.The correct answer is E: According to the text, people seem to believe all information is true 'even if only momentarily'. I is incorrect as the text does not give any information about the reason why people accept information as true. IELTS 19 Academic, Test 1 answer key with extra explanations, ReadingThe correct answer is C: The text says that mental resources for scepticism 'reside in a different part of the brain' from those used in perceiving and encoding. A is incorrect as we are not told that the mental resources are in conflict, only that one type of resource is used before the other.Questions 37–40
Do the following statements agree with the claims of the writer in Reading Passage 3?
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
37 Campaigns designed to correct misinformation will fail to achieve their purpose if people are unable to understand them. —
The correct answer is YES: In the seventh paragraph, the writer says, 'For corrective campaigns to be persuasive, audiences need to be able to comprehend them'. This means that if people cannot understand the campaigns, the campaigns will fail to persuade people and therefore not achieve their purpose.38 Attempts to teach elementary school students about misinformation have been opposed. —
The correct answer is NOT GIVEN: The writer suggests that media literacy efforts in elementary schools could be useful in raising awareness of misinformation but does not say that this has been attempted or that attempts have been opposed.39 It may be possible to overcome the problem of misinformation in a relatively short period. —
The correct answer is NO: In the final paragraph, the writer says, 'The journey forward (to develop solutions and remedies to the problem of misinformation) undoubtedly will be a long and arduous (difficult) one.'40 The need to keep up with new information is hugely exaggerated in today's world. —
The correct answer is NOT GIVEN: The writer describes what will be needed in future to address the problem of misinformation but does not refer to the need to keep up with new information or say that this is exaggerated. IELTS 19 Academic, Test 1 answer key with extra explanations, Reading TEST 1, WRITING TASK 1 This is an answer written by a candidate who achieved a Band 6.0 score. the graph demonstrates information about percentage of participants in five activities in a social centre in Melbourne. this is based on a period of 20 year (2000-2020). it can be cleanly noticed that the largest number of people joined the film club. there was gradual decline by 5% in 2010 to be flowed by a slight recovery the next twenty years to reach 67%. Around 35% of participants prefferd martial art. table tennis started at 17% in 2000. this percentage reached 20% in 2005 then nemained the same the following longean. in 2020 it increased to 54%. Concerning amateur dramatics, there was important fall in the percentage of its member from over 25% in 2005 to 8% participants in 2020. musical performance started in 2005 and received 11% of participants. this number increase gradually to 18% in 2020. Uveal, the film club had by far the largest proportion of participations. the second most well-liked activity was table tennis especially in the last ten years. Here is the examiner's comment: This response provides data on all five categories and provides an attempt at an overview in the final paragraph. To achieve a higher score, the key features could be more fully extended. For example, [Around 35% of participants prefferd martial art.] is correct and sufficient for a mid-band score. However, if the candidate said that the number of participants fluctuates or shows a slight rise to 2010 then another slight rise after 2015, this would provide more evidence of illustrating the main points. There is an attempt at an overview, but this could also be improved by mentioning more than just the 'largest' and 'second most well-liked' groups. Ideas are organised according to the table, and progress logically in this response. There is some effective use of linking words [Concerning] and cohesive devices [this is / its], but overall cohesion between the sentences is faulty. To score more highly, a wider range of linking words and devices could be used. This response contains some appropriate vocabulary [demonstrates / gradual decline / slight recovery]. Overall, there are errors [cleanly / clearly / flowed / followed / nemained / remained / longean], but they do not get in the way of meaning. Grammar is not very strong, and capital letters are mostly missing from the beginning of sentences. Grammatical structures could be improved by greater accuracy including the use of past tenses for reporting data. To improve the response, the candidate should include an accurate overview, not include incorrect information, cover the main points in the data and demonstrate a greater level of accuracy with cohesive devices and grammatical structures. An example overview In the period between 2000 and 2020, looking at participant numbers, we can see that the film club was consistently most popular, with martial arts following the same pattern. Participation in table tennis and musical performances increased overall but participation fell in amateur dramatics. IELTS 19 Academic, Sample Writing answers TEST 1, WRITING TASK 1 This is an answer written by a candidate who achieved a Band 5.5 score. The line chart compares data of the amount of subjects for five kind of activities at a specific social center in Melbourne city during about 20 years. It is undeniable, the most papular activity is film club, and after 2010, the numbers of musical performances player increase dramatically. Between 2000 and 2005, the numbers of people in all activities are almost steady with small change. In these years the number of people that involve in musical performances activity is zero. In 2010, the number of table tennis player have a rapid rise, however the number of participants in amateur dramatics activity gradually decrease. The biggest change in 2015 is related to table tennis player. The number of that player increase to near 40. This growing is continue in 2020. In this year the number of table tennis player is more than 50. Moreover, between 2010 and 2020, the number of people that choise musical performances was increased. Here is the examiner's comment: This response presents some of the main trends, but not all the categories are included in the main body of the response. The second paragraph is an attempt at an overview, giving the most popular activity, but there is an error: after 2010, it is table tennis that has increased dramatically, not musical performances. There are also categories missing from the summary, there is no mention of martial arts at all, and data is only provided for the table tennis [near 40 / more than 50]. To improve the score for task achievement, this response needs to mention all five categories, avoid inaccuracies and include more of the specific data about numbers of participants. The information is arranged coherently, starting with an attempt at an overview and presenting 2000–2005, 2010, 2015 then 2020 in turn. There are some effective cohesive devices [Between / however / Moreover]. The vocabulary is suitable for the task, with some appropriate words and phrases [undeniable / a rapid rise / gradually decrease], but there are some spelling errors [papular / popular / choise / choice] and most of the correct vocabulary comes from the question [film club / musical performances]. Grammatical structures are quite weak in this response. Errors are frequent and there are no correct complete sentences. To improve the response, to the candidate should include an accurate overview, not include incorrect information, cover the main points in the data and demonstrate a greater level of accuracy with grammatical structures. An example overview In the period between 2000 and 2020, looking at participant numbers, we can see that the film club was consistently most popular, with martial arts following the same pattern. Participation in table tennis and musical performances increased overall but participation fell in amateur dramatics. IELTS 19 Academic, Sample Writing answers TEST 4, WRITING TASK 1 This model has been prepared by an examiner as an example of a very good answer. The graph delineates the participation levels in various activities at a social center in Melbourne, Australia, between 2000 and 2020. In general, most activities exhibited substantial growth or remained stable, with only one activity declining in popularity, reflecting shifts in communal interests over the corresponding decades. Observing the principal trends, a notable rise characterizes many activities. Specifically, table tennis participaion surged dramatically, particularly in the latter half of the period, escalating from 17 to 55 by 2020. Similarly, musical performances, introduced in 2005, experienced swift popularity, achieving 18 participants by 2020. In contrast, the film club and martial arts maintained relatively constant participation levels, hovering around 65 and 37 participants, respectively. Remarkably, the film club dominated participation throughout the entire period, culminating at 67 in 2020. Conversely, amateur dramatics consistently held lower participation rates, peaking at 28 participants in 2005 before experiencing a steep decline to merely 7 by 2020, which accidentally was the lowest recorded level overall. Here are comments from another examiner: Task Achievement: Band 9 The essay provides a thorough, accurate summary of the data, covering all significant trends and specifics portrayed in the graph. The overview is clear, highlighting the main patterns effectively. Coherence and Cohesion: Band 9 The essay is logically structured, with a seamless flow between paragraphs and ideas. Cohesive devices are used effectively, creating clear and smooth connections, such as “Specifically," "Similarly," "In contrast," and "Conversely." Lexical Resource: Band 9 A wide range of precise vocabulary is used effectively to convey the data, such as “delineates," "escalating," "remarkably," and "culminating." Word choice is varied and enhances the clarity and impact of the statements. Grammatical Range and Accuracy: Band 9 Sentence structures are both varied and complex, enhancing comprehension and depth of analysis. The essay is free from grammatical errors and maintains clarity throughout. Overall, the presented essay is exemplary for IELTS Writing Task 1. It accurately and precisely communicates the trends and patterns in the graph, utilizing sophisticated language and structure. This would likely achieve a band score of 9.0. IELTS 19 Academic Sample Writing answers TEST 1, WRITING TASK 2 This is an answer written by a candidate who achieved a Band 4.5 score. The topic about competition in our life (at work, at school and in daily life is a good thing, rather than competing against each other. I agree about the competition in the good things because it will make ourself be improve in quality and quantity. For example, we have doing the exam at school. So, we must do the best and no cheating. From that we also can manage our time or our activity to be more benefit. It just same if we are at work or our job. Then, the competing to against each other. I think, it makes our self-quality will be increased. So, we should try to co-operate with the other humans, don't judge our friends because all of humans have a strong and the weakness self. We must be a kindness and helpfull person. That's all about my opinion and I hope it's relevan with the topic. Thanks you. Here is the examiner's comment: We can see that this response does address the task, but ideas are limited overall. The first sentence copies wording from the question: this should be avoided. The candidate agrees that competition is a good thing, and refers to examples from school and work but also states that we should [try to co-operate] with each other. However, due to the lack of ideas and clarity, the overall score is limited. Although ideas are limited, we are able to follow the progression of the response. It starts with the benefits of competition, at school, then at work, and states that competing makes us perform better. Then the candidate says that we [should try to co-operate] and try not to judge each other. The sentences are not fluently linked and most start with a linking device [For example / So / From that / Then]. Vocabulary is limited, with some adequate examples [manage our time / co- operate / judge], but generally, errors are frequent, mostly in word choice [ourself be improve / self-quality / weakness self] or word form [a kindness . . . person]. Grammatical range is very limited and generally inaccurate. To achieve a higher score, the candidate should expand on the 'cooperation' part of the task. They would also need to improve the organisation of ideas and demonstrate a wider range of vocabulary and grammatical structures. TEST 1, WRITING TASK 2 This is an answer written by a candidate who achieved a Band 8.0 score. It is often believed that competitive qualities displayed in our everyday life is something to be approved. The other point of view, however, states that it is really cooperation that should be nurtured and promoted. While I can see the value of competition being the true drive for modern society, I share the opinion that it is by working together that we can make our lives better. Some people assert that competition lies in the very essence of the humans. And indeed, the need to compete with each other makes individuals to excel and thus to reach great results in business, sports or arts. At the same time, competition sometimes breeds drastic financial inequality and also exacerbates such negative qualities as greed, envy and even hate. Cooperation, on the other hand, stimulates better part of the human soul, as it brings up mutual understanding and sympathy. It is also absolutely necessary in such crucial fields as science or medicine. For instance, scientific research is hardly even possible without the exchange of information, and surgeons in the operating room can't be really competing without putting the life of patient to great risk. To conclude, I firmly believe that since cooperation is finally aimed at the good of the many, it eventually benefits each person involved, and as such is essentially better than competition that much too often puts the good of a few above the well-being of everyone else and society as a whole. Here is the examiner's comment: This is an excellent response to the task. Both views, and the writer's opinion, are clear from the beginning. This is a full, relevant and high-level response. Ideas are arranged logically, across four paragraphs, with cohesion that does not attract attention. There are linking expressions [While / And indeed, / on the other hand] and high-level reference and substitution [our / it]. Vocabulary is expertly chosen [nurtured and promoted / assert / exacerbates]. It includes idiomatic use and some examples of high-level collocation [breeds drastic financial inequality]. Some errors in word choice [approved / desired] and word form [drive / driver] remain, but, overall, there is skilful use of vocabulary which communicates the message extremely well. There are a wide range of grammatical structures. Complex, multi-clause sentences are frequent [While I can see … lives better / that much too often …] and usually accurate. However, there remain errors with prepositions [to excel / excel / better / the better / can't be really competing / can't really compete / patient / patients] and some punctuation is missing in the final paragraph. This response is extremely good. There are a few very small lapses in vocabulary and grammatical structures which prevent the awarding of the highest band score. IELTS 19 Academic, Sample Writing answers TEST 4, WRITING TASK 2 This model has been prepared by an examiner as an example of a very good answer. In today's fast-paced world, the debate between the merits of competition and cooperation persists in various aspects such as work, education, and daily life. Some individuals argue that competition drives progress and personal growth, while others, including myself, believe that fostering cooperation yields more sustainable and inclusive results. Those who advocate for competition often claim that it serves as a powerful motivator, pushing individuals to excel and innovate. For example, in educational settings, students may be driven to achieve higher grades due to competitive pressures, which can lead to enhanced learning outcomes. However, this argument can be flawed as excessive competition may lead to unhealthy stress levels and create a hostile environment. Additionally, it can foster a win-at-all- costs mentality, undermining the intrinsic value of learning and cooperation. Conversely, others, including myself, hold the view that cooperation is essential for long-term success and well-being. In the workplace, collaborative efforts often lead to more creative solutions and a stronger sense of community. For instance, companies that encourage teamwork frequently report higher employee satisfaction and productivity. Similarly, in schools, cooperative learning environments help students develop critical social skills, such as communication and empathy. By prioritizing collaboration over competition, individuals cultivate supportive networks that can lead to collective achievements and personal fulfillment. In summary, while competition may spur individuals to achieve short-term goals, the potential negative effects on mental health and community spirit cannot be ignored. Cooperation, on the other hand, fosters an inclusive environment that benefits individuals and society as a whole. Therefore, promoting teamwork and collaboration should be prioritized to ensure sustainable progress and well-being in our daily lives. Here's an assessment of the essay based on the IELTS Writing Task 2 band descriptors: Task Response: Band 9 The essay fully addresses the task, presenting a clear argument that discusses both views while providing personal insight. Arguments are well-developed with relevant examples, effectively contrasting the ideas of competition and cooperation. Coherence and Cohesion: Band 9 The essay is logically organized with clear progression of ideas. Each paragraph flows well into the next. Cohesive devices (e.g., "Conversely," "For example," "In summary") are used effectively to guide the reader and connect ideas. Lexical Resource: Band 8.5-9 A wide range of vocabulary is used accurately and contextually, such as “merits," "advocate," "intrinsic value," "collaborative efforts," and "collective achievements." Occasional word repetition (e.g., "cooperation" and "competition") is present, but the impact is minimal. Grammatical Range and Accuracy: Band 9 A variety of complex sentence structures is employed effectively, demonstrating a high level of grammatical accuracy. There are no grammatical errors, and the language is clear and sophisticated. Overall Impression: The presented essay is very strong and would likely achieve a band score of 8.5 to 9.0. It presents a well- structured argument, backed by clear examples, and skillfully addresses the task requirements. To further enhance it, you could strive for more lexical variety to minimize repetition. Overall, this is an impressive piece of writing! IELTS 19 Academic, Sample Writing answersYour result
- Not ready yet. You are unlikely to get an acceptable score under examination conditions. Spend a lot of time improving your English before you take IELTS.
- Almost there. You may get an acceptable score under examination conditions, but we recommend more practice or lessons before you take IELTS.
- On track. You are likely to get an acceptable score under examination conditions — but remember that different institutions find different scores acceptable.
These bands are Cambridge's own, printed under the answer key for this test — they differ slightly from test to test. The score above counts your first attempt: what you had right before any explanation appeared.