Listening
1. B
2. C
3. 15 minutes
4. third
5. first
6. 25%
7. room 12
8. Mrs Waddell
9. window dress
10. black shirt
11. C
12. B
13. C
14. A
15. D
16. 75
17. evening
18. dinner
19. 52
20. Golf Club
21. weather
22. environment agency
23. B
24. A
25. C
26. B
27. B
28. C
29. B
30. A
31. australia
32. speed of flight
33. looking for food
34. begin flying
35. full size
36. leave the nest
37. die
38. attach rings
39. note sex
40. health
Reading
1. Water Table well
2. Natural Spring
3. Confined Aquifier
4. Explosive fountain
5. Extraction pump
6. B
7. C
8. A
9. B
10. D
11. A
12. B
13. D
14. C
15. E
16. F
17. B
18. C
19. D
20. Commercial and civic
21. ornamentation
22. ribbon design
23. wealth and prestige
24. function and practicality
25. D
26. B
27. P
28. H
29. F
30. G
31. J
32. N
33. C
34. TRUE
35 FALSE
36. NOT GIVEN
37. NOT GIVEN
38. TRUE
39. FALSE
40. D
Writing
1.
The maps compare how the academy area looks now with how it's going to change in 2024. They're
making some significant changes, mainly by relocating the institute building and car park 2 to create
more room for students and teachers.
Back in 2004, the main entrance was on the north side, connecting the academy and the car park. Both
academy buildings were situated close to each other, and there was a sports field to the east. There was
also a large green area in front of the educational building.
In the new plan, institute buildings 1 and 2 will remain as they are but will be connected. The major
change is the addition of a new school building, which will replace the sports field on the west side and
move to the south. Car park 2 will be added, linked by a road to the school buildings, with green spaces
in between. This means there will be less green space overall.
2.
I agree with the statement that it's crucial for children with diverse abilities and from various social
backgrounds to interact at school. This interaction fosters a more inclusive and enriched learning
environment for several reasons.
Firstly, mixing children from different abilities and backgrounds promotes social and cultural diversity. It
allows students to learn about and appreciate different perspectives and experiences, fostering
tolerance and empathy. For instance, when children from various socioeconomic backgrounds
collaborate on group projects, they gain insights into each other's lives, reducing stereotypes and
prejudices.
Secondly, diverse interactions can enhance academic outcomes. Students with varying abilities can
benefit from peer tutoring and collaboration. For example, a talented student may help a struggling
peer, which not only supports the weaker student's learning but also reinforces the stronger student's
understanding of the topic.
Furthermore, a diverse school environment prepares children for the real world. In society, people come
from different backgrounds and possess different skills. Learning to work with individuals from diverse
backgrounds equips children with valuable social skills that will benefit them throughout their lives.
In my own experience, I attended a school with students from various socioeconomic backgrounds, and
this diversity allowed me to develop a better understanding of the world. Interacting with peers of
different abilities and backgrounds taught me valuable life lessons and helped me grow as a person.
In conclusion, it is essential for children of diverse abilities and social backgrounds to mix at school. This
interaction promotes inclusivity, enhances academic outcomes, and prepares children for a diverse
world.
