雅思入学测试试卷(真题版)

ENTRY TEST PAPER

入学测试试卷

IELTS

雅思

学生姓名（Name ） : 学生年龄（Age ） : 测试老师（Consultant ） :

测试成绩（Grade ） : 测试日期（Date ）

雅思考试（IELTS）是由英国文化协会（The British Council，即英国驻华大使馆/总领事馆文化教育处）、剑桥大学考试委员会（CESOL）和澳大利亚教育国际开发署（IDP Australia）共同举办的国际英语水平测试。全球超过7000所机构认可雅思成绩，覆盖国家有英国，美国，澳大利亚，加拿大，香港，新加坡，新西兰，德国，瑞士等。雅思考试分为两种类型：学术类（A类）和培训类（G类），

对考生听、说、读、写四个方面的英语能力进行全面评测。

考试说明

此测试题目均选自剑桥雅思真题。在做题过程中如果感到有压力和难度，是正常现象，请放松心态，发挥正常水平。我们将根据你的测试成绩以及反馈提供最专业并个性化的学习方案。

考试时间和分数分配

Section Time Score

Listening40mins 9

Reading 60mins 9

Writing 60mins 9

Speaking 11-15mins 9

Total 2hr55mins Average

Listening

SECTION 1Questions1-10

Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

NOTES - Christmas Dinner

Example Answer

Name to book for ...45...........................

Date of dinner: 21 December

Choices for venue:

·First choice 1........................ Tel. number: not known

·Second choice 2......hotal..................... Tel. number: 777192

·Third choice 3........................... Tel. number: 4........................

Price per person: ￡12

Restaurant must have vegetarian food and a 5...........................

Menu: First course - French Onion Soup OR Fruit Juice

Main course - Roast Dinner OR 6...........................

Dessert - Plum Pudding OR Apple Pie

- Coffee

Restaurant requires from us:

7........................... and letter of confirmation and we must 8........................... in advance.

Must confirm in writing by: 9...........................

Put notice in 10................................................

SECTION2Questions11-20

Questions 11-13

Complete the table below.

Write NO MORE THAN THREE WORDS OR A NUMBER for each answer.

MEMBERSHIP OF SPORTS CENTRE

Cost 11 ￡.........................per12......................

Where? 13..........................

When? 2 to 6 pm, Monday to Thursday

Bring: Union card Photo Fee

Questions 14-16

Complete the table below.

Write NO MORE THAN THREE WORDS for each answer.

Always bring sports 14...............................when you come to 15...................or use the Centre's facilities. Opening hours 9 am to 10 pm on 16...................... 10 am to 6 pm on Saturdays 50% 'morning discount'

9 am to 12 noon on weekdays

Questions 17-20

Look at the map of the Sports Complex below. Label the buildings on the map of the Sports Complex.

Choose your answers from the box below and write them against Questions 17-20.

Arts Studio Football Pitch Tennis Courts Dance Studio Fitness Room Reception Squash Courts

SECTION3Questions21-30

Choose the correct letters A-C.

21 At the start of the tutorial, the tutor emphasises the importance of

A interviews.

B staff selection.

C question techniques.

22 An example of a person who doesn’t ‘fit in’ is someone who

A is over-qualified for the job.

B lacks experience of the tasks set.

C disagrees with the rest of the group.

23 An important part of teamwork is having trust in your

A colleagues’ ability.

B employer’s directions.

C company training.

24 The tutor says that finding out personal information is

A a skill that needs practice.

B avoided by many interviewers.

C already a part of job interviews.

Complete the notes below.

Write NO MORE THAN THREE WORDS for each answer.

Personality Questionnaires completed during 25……………………… used in the past by the 26…………………………and the27………………………nowadays used by 28…………………………of large employers, questions about things like: working under pressure or keeping deadlines written by 29…………………………who say candidates tend to be truthful.

Choose the correct letter A-C.

30. What is the tutor trying to do in the tutorial?

A describe one selection technique

B criticise traditional approaches to interviews

C illustrate how she uses personality questionnaires

SECTION4Questions31-40

Questions 31-33

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

"NEW" MEAT CAN BE COMPARED TO PROBLEM kangaroo 31........................... 32...........................

crocodile chicken fatty

ostrich 33...........................

Questions 34-36

Complete the cable below. Write NO MORE THAN THREE WORDS for each answer.

OSTRICH PRODUCT USE

Ostrich feathers ?tribal ceremonial dress

?34……………………

?decorated hats

Ostrich hide ?35……………………

Ostrich 36…………………………………..?‘biltong’

Questions 37-40

Choose the correct letters A-C.

37 Ostrich meat

A has more protein than beef.

B tastes nearly as good as beef.

C is very filling.

38 One problem with ostrich farming in Britain is

A the climate.

B the cost of transporting birds.

C the price of ostrich eggs.

39 Ostrich chicks reared on farms

A must be kept in incubators until mature.

B are very independent.

C need looking after carefully.

40 The speaker suggests ostrich farms are profitable because

A little initial outlay is required.

B farmed birds are very productive.

C there is a good market for the meat.

Reading

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.

A Remarkable Beetle

Some of the most remarkable beetles are the dung beetles, which spend almost their whole lives eating and breeding in dung.

More than 4,000 species of these remarkable creatures have evolved and adapted to the worl d’s different climates and the dung of its many animals. Australia’s native dung beetles are scrub and woodland dwellers, specialising in coarse

marsupial droppings and avoiding the soft cattle dung in which bush flies and buffalo flies breed.

In the earl y 1960s George Bornemissza0 then a scientist at the Australian Government’s premier research organisation, the Commonwealth Scientific and Industrial Research Organisation (CSIRO), suggested that dung beetles should be introduced to Australia to control dung-breeding flies. Between 1968 and 1982, the CSIRO imported insects from about 50 different species of dung beetle, from Asia, Europe and Africa, aiming to match them to different climatic zones in Australia. Of the 26 species that are known to have become successfully integrated into the local environment, only one, an African species released in northern Australia, has reached its natural boundary.

Introducing dung beetles into a pasture is a simple process: approximately 1,500 beetles are released, a handful at a time, into fresh cow pats in the cow pasture. The beetles immediately disappear beneath the pats digging and tunneling and, if they successfully adapt to their new environment, soon become a permanent, self- sustaining part of the local ecology. In time they multiply and within three or four years the benefits to the pasture are obvious.

Dung beetles work from the inside of the pat so they are sheltered from predators such as birds and foxes. Most species burrow into the soil and bury dung in tunnels directly underneath the pats, which are hollowed out from within. Some large species originating from France excavate tunnels to a depth of approximately 30 cm below the dung pat. These beetles make sausage-shaped brood chambers along the tunnels. The shallowest tunnels belong to a much smaller Spanish species that buries dung in chambers that hang like fruit from the branches of a pear tree. South African beetles dig narrow tunnels of approximately 20 cm below the surface of the pat. Some surface-dwelling beetles, including a South African species, cut perfectly- shaped balls from the pat, which are rolled away and attached to the bases of plants.

For maximum dung burial in spring, summer and autumn, farmers require a variety of species with overlapping periods of activity. In the cooler environments of the state of Victoria, the large French species (2.5 cms long) is matched with smaller (half this size), temperate-climate Spanish species. The former are slow to recover from the winter cold and produce only one or two generations of offspring from late spring until autumn. The latter, which multiply rapidly in early spring, produce two to five generations annually. The South African ball-rolling species, being a sub- tropical beetle, prefers the climate of northern and coastal New South Wales where it commonly works with the South African tunnelling species. In warmer climates, many species are active for longer periods of the year.

Dung beetles were initially introduced in the late 1960s with a view to controlling buffalo flies by removing the dung within a day or two and so preventing flies from breeding. However, other benefits have become evident. Once the beetle larvae have finished pupation, the residue is a first-rate source of fertiliser. The tunnels abandoned by the beetles provide excellent aeration and water channels for root systems. In addition, when the new generation of beetles has left the nest the abandoned burrows are an attractive habitat for soil-enriching earthworms. The digested dung in these burrows is an excellent food supply for the earthworms, which decompose it further to provide essential soil nutrients. If it were not for the dung beetle, chemical fertiliser and dung would be washed by rain into streams and rivers before it could be absorbed into the hard earth, polluting water courses and causing blooms of blue-green algae. Without the beetles to dispose of the dung, cow pats would litter pastures making grass inedible to cattle and depriving the soil of sunlight. Australia's 30 million cattle each produce 10-12 cow pats a day. This amounts to 1.7 billion tonnes

a year, enough to smother about 110,000 sq km of pasture, half the area of Victoria.

Dung beetles have become an integral part of the successful management of dairy farms in Australia over the past few decades. A number of species are available from the CSIRO or through a small number of private breeders, most of whom were entomologists with the CSIRO’s dung beetle unit who have taken their specialised knowledge of th e insect and opened small businesses in direct competition with their former employer.

Questions 1-5

Do the following statements reflect the claims of the writer in Reading Passage l? In boxes 1-5 on your answer sheet write

YES if the statement reflects 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 Bush flies are easier to control than buffalo flies.

2 Four thousand species of dung beetle were initially brought to Australia by the CSIRO

3 Dung beetles were brought to Australia by the CSIRO over a fourteen-year period.

4 At least twenty-six of the introduced species have become established in Australia.

5 The dung beetles cause an immediate improvement to the quality of a cow pasture.

Questions 6-8

Label the tunnels on the diagram below. Choose your labels from the box below the diagram.

Write your answers in boxes 6-8 on your answer sheet.

Dung Beetle Types

French Spanish Mediterranean South African

Australian native South African ball roller

Questions 9-13

Complete the table below.

Choose NO MORE THAN THREE WORDS OR A NUMBER from Reading Passage I for each answer. Write your answers in boxes 9-13 on your answer sheet.

Species Size

Preferred climate Complementary species Start of active period Number of generations per year French 2.5cm cool Spanish

late spring

1-2 Spanish 1.25cm

10 11 South African ball roller

12 13

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-63 which are based on Reading Passage 1below.

Micro Enterprise Credit for Street Youth

‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent secondhand clothes and shoes.’ Doreen Soko ‘We've had business experience. Now I'm confident to expand what we've be en doing. I've learnt cash management, and the way of keeping money so we save for reinvestment. Now business is a part of our lives. As well, we didn't know each other before

now we've made new friends.’ Fan Kaoma Participants in the Youth Skills Enterpri se Initiative Program, Zambia

Introduction

Although small scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances. Over the past nine years, Street Kids International (S.K.I.) has been working with partner organizations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.

Background

Typically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.

Children who work on the streets are generally involved in unskilled, labourintensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.

Street Business Partnerships

S.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.

?The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.

?Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.

?The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A.

Street youths are supported to start their own small business through business training, life skills training and access to credit.

Lessons learned

The following lessons have emerged from the programs that S.K.I. and partner organisations have created:

?Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation's programs for at least six months, and trust and relationship building will have already been established.

?The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.

?It is critical for all loans to be linked to training programs that include the development of basic business and life skills.

?There are tremendous advantages to involving parents or guardians in the program, where such relationships exist.

Home visits allow staff the opportunity to know where the participants live, and tounderstand more about each individual's situation.

?Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits andbasic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30$100.

?All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).

Conclusion

There is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.

Questions 14-17

Choose the correct letter, A, B, C or D.

Write your answers in boxes 1-4 on your answer sheet.

1.The quotations in the box at the beginning of the article

A.exemplify the effects of S.K.I.

B.explain why S.K.I. was set up.

C.outline the problems of street children.

D.highlight the benefits to society of S.K.I.

2.The main purpose of S.K.I. is to

A.draw the attention of governments to the problem of street children.

B.provide schools and social support for street children.

C.encourage the public to give money to street children.

D.give business training and loans to street children.

3.Which of the following is mentioned by the writer as a reason why children end up living on the streets?

A.unemployment

B.war

C.poverty

D.crime

4.In order to become more independent, street children may

A.reject paid employment.

B.leave their families.

C.set up their own businesses.

D.employ other children.

Questions18-21

Complete the table below. Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer. Write your answers in boxes 5-8 on your answer sheet.

Country Organisations

Involved Type of Project Support Provided

18..................... and .................. · S.K.I courier service · provision of

19 ...............

Dominican Republic · S.K.I.

· Y.W.C.A.

20 ..................... · loans

· storage facilities

· savings plans

Zambia · S.K.I.

· The Red Cross

· Y.W.C.A. setting up small

businesses

· business training

· 21...............

training

· access to credit

Questions 22-25

Do the following statements agree with the claims of the writer in Reading Passage 2?

In boxes 9-12 on your answer sheet 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

22. Any street child can set up their own small business if given enough support.

23. In some cases, the families of street children may need financial support from S.K.I.

24. Only one fixed loan should be given to each child.

25. The children have to pay back slightly more money than they borrowed.

Question 26

Choose the correct letter, A, B, C or D. Write your answer in box 13 on your answer sheet.

26. The writers conclude that money should only be lent to street children

A as part of a wider program of aid.

B for programs that are not too ambitious.

C when programs are supported by local businesses.

D if the projects planned are realistic and useful.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3below.

THE NATURE AND AIMS OFARCHAEOLOGY

Archaeology is partly the discovery of the treasures of the past, partly the

careful work of the scientific analyst, partly the exercise of the creative

imagination. It is toiling in the sun on an excavation in the Middle East, it

is working with living lnuit in the snows of Alaska, and it is investigating

the sewers of Roman Britain. But it is also the painstaking task of interpretation, so that we come to understand what these things mean for the human story. And it is the conservation of the world's cultural heritage against looting and careless harm.

Archaeology, then, is both a physical activity out in the field, and an intellectual pursuit in the study or laboratory. That is part of its great attraction. The rich mixture of danger and detective work has also made it the perfect vehicle for fiction writers and filmmakers, from Agatha Christie with Murder in Mesopotamia to Stephen Spielberg with

Indiana Jones. However far from reality such portrayals are, they capture the essential truth that archaeology is an exciting quest ,the quest for knowledge about ourselves and our past.

But now does archaeology relate to disciplines such as anthropology and history, that are also concerned with the human story? Is archaeology itself a science? And what are the responsibilities of the archaeologist in today's world?

Anthropology, at its broadest, is the study of humanity our physical characteristics as animals and our unique nonbiological characteristics that we call culture. Culture in this sense includes what the anthropologist, Edward Tylor, summarised in 1871 as 'knowledge, belief, art, morals, custom and any other capabilities and habits acquired by man as a member of society'. Anthropologists also use the term 'culture' in a more restricted sense when they refer to the 'culture' of a particular society, meaning the nonbiological characteristics unique to that society, which distinguish it from other societies. Anthropology is thus a broad discipline so broad that it is generally broken down into three smaller disciplines: physical anthropology, cultural anthropology and archaeology.

Physical anthropology, or biological anthropology as it is also called, concerns the study of human biological or physical characteristics and how they evolved. Cultural anthropology or social anthropology analyses human culture and society. Two of its branches are ethnography (the study at first hand of individual living cultures) and ethnology (which sets out to compare cultures using ethnographic evidence to derive general principles about human society).

Archaeology is the 'past tense of cultural anthropology'. Whereas cultural anthropologists will often base their conclusions on the experience of living within contemporary communities, archaeologists study past societies primarily through their material remains the buildings, tools, and other artifacts that constitute what is known as the material culture left over from former societies.

Nevertheless, one of the most important tasks for the archaeologist today is to know how to interpret material culture in human terms. How were those pots used? Why are some dwellings round and others square? Here the methods of archaeology and ethnography overlap. Archaeologists in recent decades have developed 'ethno archaeology', where, like ethnographers, they live among contemporary communities, but with the specific purpose of learning how such societies use material culture how they make their tools and weapons, why they build their settlements where they do, and so on. Moreover, archaeology has an active role to play in the field of conservation. Heritage studies constitutes a developing field, where it is realised that the world's cultural heritage is a diminishing resource which holds different meanings for different people.

If, then, archaeology deals with the past, in what way does it differ from history? In the broadest sense, just as archaeology is an aspect of anthropology, so too is it a part of history where we mean the whole history of humankind from its beginnings over three million years ago. Indeed, for more than ninety nine per cent of that huge span of time, archaeology the study of past material culture is the only significant source of information. Conventional historical sources begin only with the introduction of written records around 3,000 BC in western Asia, and much later in most other parts of the world.

A commonly drawn distinction is between prehistory, i.e. the period before written records and history in the narrow

sense, meaning the study of the past using written evidence. To archaeology, which studies all cultures and periods, whether with or without writing, the distinction between history and prehistory is a convenient dividing line that recognises the importance of the written word, but in no way lessens the importance of the useful information contained in oral histories.

Since the aim of archaeology is the understanding of humankind, it is a humanistic study, and since it deals with the human past, it is a historical discipline. But it differs from the study of written history in a fundamental way. The material the archaeologist finds does not tell us directly what to think. Historical records make statements, offer opinions and pass judgments. The objects the archaeologists discover, on the other hand, tell us nothing directly in themselves. in this respect, the practice of the archaeologist is rather like that of the scientist, who collects data, conducts experiments, formulates a hypothesis, tests the hypothesis against more data, and then, in conclusion, devises a model that seems best to summarise the pattern observed in the data. The archaeologist has to develop a picture of the past, just as the scientist has to develop a coherent view of the natural world.

Questions 27-32

Do the following statements agree with the claims of the writer in Reading Passage 3.

In boxes 27-32 on your answer sheet 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

27 Archaeology involves creativity as well as careful investigative work.

28 Archaeologists must be able to translate texts from ancient languages.

29 Movies give a realistic picture of the work of archaeologists.

30 Anthropologists define culture in more than one way.

31 Archaeology is a more demanding field of study than anthropology.

32 The history of Europe has been documented since 3,000 BC.

Questions 33 and 34

Choose TWO letters A-E.

Write your answers in boxes 33and 34 on your answer sheet.

The list below gives some statements about anthropology.

Which TWO statements are mentioned by the writer of the text?

A It is important for government planners.

B It is a continually growing field of study.

C It often involves long periods of fieldwork.

D It is subdivided for study purposes.

E It studies human evolutionary patterns.

Questions 35 and 36

Choose TWO letters A-E.

Write your answers in boxes 35 and 36 on your answer sheet.

The list below gives some of the tasks of an archaeologist.

Which TWO of these tasks are mentioned by the writer of the text?

A examining ancient waste sites to investigate diet

B studying cave art to determine its significance

C deducing reasons for the shape of domestic buildings

D investigating the way different cultures make and use objects

E examining evidence for past climate changes

Questions 37-40

Complete the summary of the last two paragraphs of Reading Passage 3.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 37-40 on your answer sheet.

Much of the work of archaeologists can be done using written records but they find 37 ........equally valuable. The writer describes archaeology as both a 38......... and a 39......... However, as archaeologists do not try to influence human behaviour, the writer compares their style of working to that of a 40..........

Writing

WRITING TASK 1

You should spend about 20 minutes on this task.

The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.

Write a report for a university lecturer describing the information shown below.

You should write at least 150 words.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

WRITING TASK 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist knowledge of the following topic.

In many countries children are engaged in some kind of paid work. Some people regard this as completely wrong, while others consider it as valuable work experience, important for learning and taking

responsibility.

What are your opinions on this?

You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

You should write at least 250 words.

Speaking

(You will receive a 10 min oral test.)

环球雅思学校5-5.5分入学测试题

环球雅思学校入学测试题(B) READING READING PASSAGE 1 Questions 1-4 Read the following notice. Using NO MORE THAN THREE WORDS form the passage answer the questions below. 1. You are in room 101. Which staircase should you use to evacuate the building? 2. You are in room 201. Where should you wait outside after evacuating the building?

3. What should you do if the alarm stops? 4. Who should you contact if you discover a fire? Reading passage 2 Living Expenses--A Guide for Overseas Students 1 In the mid-1990s it is estimated that a student living alone requires on average $12,000 in living expenses for each year of study. Of course, these costs increase with time. 2 Upon arrival, students should have funds in excess of the average to cover the cost of textbooks and establishment expenses such as rental bond payment and basic furniture items. The amount spent on food, recreation, and entertainment expenses will vary according to requirements, budget, and location. 3 Those who are prepared to live in shared accommodation, which may not be suitable for all, might manage on $10,000 per year. It is preferable for overseas students whose English is in need of practice to take advantage of live-in situations with native-speakers whenever possible. However, sharing with friends who are easy to communicate with is probably more sensible at first. 4 The above figures do not include the cost of large non-essential items such as household equipment or a car. Owning and maintaining a motor vehicle is expensive in Australia. Insurance is compulsory and costly, and parking both on and of campus can be a problem requiring additional expense. It is not advisable for a student to own a car unless it is absolutely necessary. A reasonable second-hand car can cost in excess of $4000 5 Educational institutions are almost always serviced by reliable public transport. The university and college campuses within the major cities are well served by public busses. In addition, the larger cities have extensive train systems. For example, in Sydney, most college and university campuses are only 10 or 20 minutes from a rail station. 6 The summer vacation requires special financial planning. Expenses for this period must be carefully estimated and added to costs for the academic year in order to give a realistic total figure for the calendar year. They are not included in the estimated $10,000-$12,000 previously quoted. University eating facilities, and some university and college housing facilities, close during this time. As a general rule, international students should expect to spend at least as much on monthly living expenses during the summer as they do during the academic year. 7 Under present immigration regulations, international students are allowed to work up to 20 hours during term time and full-time during vacation. It is impossible for students to expect to

雅思入学测试卷

1.本分级测试主要检测学生英语水平和语言能力，为英语教学分班提供依据，也为教师教学提供参考，望同学们认真答题，体现自己真实水平。 2. 本测试时长共60分钟，测试对速度有一定要求，同学们可合理分配答题时间。（单词：15分钟；语法：20分钟；听力：10分钟；阅读：15分钟） 3.听力题目请用耳机收听，直接扫描二维码即可。 4. 请将所有答案（除单词题）写在最后一页答题纸上。

A1 drive (v.) ________________ among (prep.) ________________ plant (n.) ________________ bottom (n.) ________________ doctor (n.) ________________ A2 appointment (n.) ________________ attractive (adj.) ________________ classical (adj.) ________________ prepare (v.) ________________ repair (v.) ________________ B1 ambition (n.) ________________ antique (adj.) ________________ complain (v.) ________________ decrease (v.) ________________ interrupt (v.) ________________ B2 abolish (v.) ________________ confusion (n.) ________________ indicate (v.) ________________ exotic (adj.) ________________ submit (v.) ________________ C1 declaration (n.) ________________ collaborate (v.) ________________ hospitality (n.) ________________ deteriorate (v.) ________________ discriminate (v.) ________________

英语综合能力入学测试卷

ENTRY TEST PAPER 入学测试试卷综合能力学生姓名（Name）: 学生年龄（Age）: 测试老师（Consultant）: 测试成绩（Grade）: 测试日期（Date）:

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