Cambridge Ielts 2 Test 4 Answer Key

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  • [GET] Cambridge Ielts 2 Test 4 Answer Key

    After that, the author also gives details of how important film sound is. So, he makes a point that it would be wrong to overlook the contribution of sound to the artistry of films. Thus, for example, the actor Humphrey Bogart is the character Sam...
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    Keywords for the question: audiences, likely to be surprised, film lack background music In the very beginning of paragraph no. So, there is a high possibility that the audience will surely notice it and be surprised if background music is absent...
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    Test 2 Reading Passage 1 Answers Cambridge ielts 13 test 1 reading passage 2. Polar-opposite Acceptable photo identification. It is interactive and as close to a real-life situation as a test can get. Write your answers in boxes on your answer sheet. She quickly realized that IQ wasn't the only thing separating the successful students from those who struggled. Free practice tests and other test resources organized in categories including: academic, career, personality, intelligence, and more.
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    Each session included reading passages, followed by multiple-choice and open-response questions. There are five different types to choose from that all ask kids to read very short stories and then to answer some simple questions. Thebenefit of silence to the human ear is scientificallydemonstrable. The 21 reading passages are presented twice, in 2 versions. When you do a single reading passage and answer 14 questions about it, you are reflecting on the entire experience, a minute reading exercise, instead of a single question. Grammar - overall difficulty is normal, there wasn't. Reading Passage 1 has five sections: A-E. I practiced with the Magoosh one-month study guide and it was incredibly helpful. For the fourth to the eighth mistakes, 10 points off for every 2 mistakes. The word elapses in paragraph 1 is closest in meaning to: A passes B adds up C appears D continues. You should spend about 20 minutes on Questions , But it is indeed the answer, often now referred to as a true.
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    For the first 3 mistakes, 10 points off for each mistake. Cambridge ielts 13 test 1 reading passage 2. Each Practice Test delivers an experience designed to simulate standards-based, end-of year assessment. Reading Passage 2, Questions Draw a horizontal line to the right side scale to read off the value of mean annual temperature, which corresponds to approximately 19oC. Given the lower difficulty of the reading section, the curve is normal. Choices A, C, and D are incorrect because each provides a verb or gerund, while the underlined portion calls for a noun. Use the following passage to answer questions 33 - Questions Detective: L. Commercial pressures on people in charge; Mixed views on current changes to museums. Session 1 of the Grade 8 Science Test.
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    English Maths Physics Chemistry Biology. Each text in the reading is about words with 12 to 14 questions related to the text. By approaching the history passage in this way, you ensure you do not confuse any information between passages. You should spend about 20 minutes on Questions which are based on Reading Passage 1 below. The novel is slightly simpler, while the great literature, the double article in natural sciences, and an interdisciplinary article on. So, the correct answer is E.
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    For example, if we take our global warming passages from before: Passage 1: Neutral scientific research paper on the effects of global warming and polar bears. Questions 9—12 are based on the following passages. Bacteria have been made to produce insulin. At the end of each conversation, one question will be asked. Not given false. Choice A is the best answer. Questions are based on the following passage. This collection of free reading comprehension worksheets is geared to early readers. Questions 1 — 7. Choose the correct heading for paragraphs B-E and G from the list of headings below. Fully answer the question.
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    I raised points in almost 2 months. On subsequent. United States. You will read a variety of short passages on academic subjects. FALSE if the statement contradicts the information. For each question, choose the answer that is closest in meaning to the original sentence. Detective - Test Answer Key: L. Answer: TRUE. A common behaviour shared by images is the angle between the two pale-yellow dots. Cambridge ielts 9 listening test 1 with answer keys This website gives you the opportunity for downloading free resources and make practice on. A basic comprehension test — such as the GRE test or ieGAT test — is one of the most commonly used psychometric tests.
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    Consider the amount of Fe 2 O 3 produced by the salt solution on Day 2. After they read the passage, students then answer the comprehension questions that follow. Try the test The test is for advanced learners Listen and read short stories beginners. Boracay, the most famous beach in the Philippines, is also known as a b. If a section has fewer questions than answer spaces, leave the extra answer. Reading Practice Test 2. Academic Reading Answer Key, www. Writing and Language Test. Reading Passage 1 has seven paragraphs, A-G. They determine whether each is told from first, second, third-person objective, third-person limited, or third-person omniscient perspective.
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    The answer is B. Common reading passages and test items. Read the passage s carefully. We offer the most exclusive and biggest database of Unseen Passages for grade 1 to grade In the passage, a young man Akira asks a mother Chie for permission to marry her daughter Naomi. So, improve your IQ score with this free online logical reasoning test. Instruction: 1. Task Three - Radio programme. Greater efficiency in water use is needed to meet the growing demands of a changing world. Answer sheet. Stamp collecting. Look at the question and identify key words. The content is developmentally appropriate, and the passages are designed for easy administration and scoring. It's It His He 5. Such students are given 35 minutes to answer 44 questions on the writing and language test.
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    These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. The Reading section tests your ability to understand reading passages like those in college textbooks. What is the meaning of, "I'll make a ghost of him that lets me"? All of the questions are based on reading passages with. Sessions 1 and 2 were both administered on the same day, and Session 3 was administered on the following day. Sentence completion questions 8 4.
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    Main Idea of a Paragraph. You may review Session 1 only to check your answers. Most of these worksheets are pretty simple and should suit kindergarten or first grade readers. They will be of the literary or informational genre. Unseen Passages Worksheets. Fe was produced.
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    Khanhlam Le You should spend about 20 minutes on Questions which are based on Reading Passage 1 below. Test 1Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes -about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests -what and where they are, why they are important, what endangers them -independent of any formal tuition.
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    It is also possible that some of these ideas will be mistaken. Many studies have shown that children harbour misconceptions about 'pure', curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers. Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children's ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
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    The study surveys children's scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term 'rainforest'. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests.
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    Some children also gave more general locations, such as being near the Equator. Responses to question three concerned the importance of rainforests. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. These observations are generally consistent with our previous studies of pupils' views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life. The fourth question concerned the causes of the destruction of rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
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    In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important. The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils' responses indicate some misconceptions in basic scientific knowledge of rainforests' ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
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    Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers. Do the following statements agree with the information given in Reading Passage 1? Answer the following questions by choosing the correct responses A-P. Write your answers in boxes on your answer sheet. Reading 21A There is a complicated combination of reasons for the loss of the rainforests.
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    B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe. C Rainforests are located near the Equator. D Brazil is home to the rainforests. E Without rainforests some animals would have nowhere to live. Write your answer in box 14 on your answer sheet. Which of the following is the most suitable title for Reading Passage 1? An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional.
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    It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary. The sense of touch has sometimes been described as weak too, but this view is probably mistaken.
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    Trainers of captive dolphins and small whales often remark on their animals' responsiveness to being touched or rubbed, and both captive and freeranging cetacean individuals of all species particularly adults and calves, or members of the same subgroup appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species.
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    The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there. The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater -specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and filmed off Argentina and Hawaii -have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air.
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    However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision. On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well.
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    And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer's hand provides anecdotal evidence to the contrary. Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains.
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    The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light. Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans' well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation 1.
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    Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species though the sperm whale apparently produces a monotonous series of high-energy clicks and little else. Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and 'culture' of cetaceans has been more the subject of wild speculation than of solid science. Questions Visual Symbols and the BlindPart 1 From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space.
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    But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle Fig. I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel's spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines -or any other kind of line, for that matter?
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    The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion. To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking.
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    My control group consisted of eighteen sighted undergraduates from the University of Toronto. All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel's perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.
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    In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.
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    Part 2We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart -choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square.
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Exampro Answers Physics

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