回忆1：
北美
大作文：报告类 Children are experiencing more social, commercial, educational pressures, 然后解释一下原因和解决方法
小作文：组合图
第一个是柱状图 三个国家的人口数量在1950 2000和2050的预测
第二个是表格 三个国家1950 2000和2050年的life expectancy
回忆2：
大作文：
Children are experiencing the increasing educational,social and commercial pressures.
what are the causes?
what measures do you think can be taken to reduce them?
小作文：
The bar chart and the table illustrate variationsin the demographic size and life span in 1950, 2000 and projections for 2050 inthree countries including China,the United States and Spain
回忆3：
听力
SECTION 1 儿童玩具（填空题），较难
1. A set ofgardeningequipment
2. Include: a pair of children’sgloves
3. Include:seedsof various of kinds
4. For children playing with water orsand
5. apump
6. Buildingblocks
7. Made ofplastic
8. Apuzzle
9. For children learningdifferent countries
10. Cost:16.50英镑
Section 2 澳洲动物园
1. Monkey zone - A
2. Insects - C
3. ****
4. Snake house - F
5. Kangaroo area - B
6. Tiger - H
7. Zoo evening - A prize/award winner
8. Artist festival - F restart this year
9. Zoo twilight - B occur annually
10. Birthday gale - C have a free toy
Section 3 关于21世纪新发明的探讨
11. Energy harvest - G used in small electric equipment
12. Thin film solar panel - F can be manufactured economically
13. Sport shoes - C technology from space
14. Wind turbine - A meets energy demand globally
15. Hi-tech fruit package - D improve their quality
16. Electric sport car - B better appearance
17. A store the seeds and kept them stable
18. C countries that buried seeks in them
19. A he has limited knowledge
20. C money can be used in better ways
Section 4 自行车历史
21. Advantage: faster and requires less effort than walking
22. Year: 1860s’
23. Features: rubber tires/go much further
24. For smoother ride
25. A chain connected the pedal and the wheel
26. It is safer than precious models
27. Still uncomfortable to ride because the wheels are too small
28. Rate of speed
29. Key pedal which help go downhill
30. Loads can be carried over the back wheel
回忆4：
阅读
有一篇：the significance of mother tongue in education（加拿大双语教学）
阅读原文：
A
One consequence of population mobilityis an increasing diversity withinschools .To illustrate, in the city of Toronto in Canada,58% of kindergartenpupils come from homes where English is not the usual language of communication.schools in Europe and North America have experienced this diversity for years,and educational policies and practices vary widely between countries and evenwithin countries .some political parties and groups search for ways to solvethe problem of diverse communities and their integration in schools and society.however ,they see few positive consequences for the host society and worrythat this diversity threatens the identity of the host society .consequently,they promote unfortunate educational policies that will make the “problem”disappear . if students retain their culture and language, they are viewed asless capable of identifying with the mainstream culture and learning themainstream language of the society.
B
The challenge for educators andpolicy-makers is to shape the evolution of national identity in such a way thatthe rights of all citizens (including school children) are respected, and thecultural, linguistic, and economic resources of the nation are maximized. towaste he resources of the nation by discouraging children from developing theirmother tongues is quite simply unintelligent from the point of view of nationalself-interest. A first step in providing an appropriate education for culturaland linguistically diverse children is to examine what the existing researchsays about the role of children’s mother tongue is their educationaldevelopment.
C
In fact ,the reach is very clear .whenchildren continue to develop their abilities in two or more languagesthroughout their primary school ,they gain a deeper understanding of languageand how to use it effectively .they have more practice in processing language,especially when they develop literacy in both .more than 150 research studiesconducted during the past 35 years strongly support what Goethe ,the famouseighteenth-century German philosophy ,once said :the person who knows only onelanguage does not truly know that language .Research suggests that bilingualchildren may also develop more flexibility in their thinking as a result ofprocessing information through two different languages.
D
The level of development of children’smother tongue is a strong predictor of their second language development.Children who come to school with a solid foundation in their mother tonguedevelop stronger literacy abilities in the school language. when parents and other caregivers (e.g.grand- parents) are able to spend time with their children and tell stories ordiscuss issues with them in a way that develop their mother tongue, childrencome to school well-prepared to learn the school language and succeeded ineducationally. Children’s knowledge and skills transfer across languages fromthe mother tongue to the school language. Transfer across languages can be twoways: both languages nurture each other when the educational environmentpermits children access to both languages.
E
Some educators and parents aresuspicious of mother tongue-based teaching programs because they worry thatthey take time away from the majority language. For example, in a bilingualprogram where 50% of the time is spent through children’s home language and 50%through the majority language, surly children won’t progress as far in thelatter? One of the most strongly established findings of educational research,however, is that well-implemented bilingual programs can promote literacy andsubject-matter knowledge in a majority language. Within Europe, the Foyerprogram in Belgium, which develops children ‘s speaking and literacy abilitiesin three languages (their mother tongue, Dutch and French), most clearlyillustrates the benefits of bilingual and trilingual education (see Cummins,2000).
F
It’s easy to understand how this happens.When children are learning through a minority language ,they are learningconcepts and intellectual skills too .Pupils who know how to tell the time intheir mother tongue understand the concept of telling time .In order to telltime in the majority language ,they do not need to re-learn the concept .Similarly,at more advanced stages ,there is a transfer across languages in other skillssuch as knowing how to distinguish the main idea from the supporting details ofa written passage or a story ,and distinguishing fact from opinion .Studies ofsecondary school pupils are providing interesting findings in this area ,and itwould be worth extending this research.
G
Many people marvel at how quicklybilingual children seem to “pick up ”conversation skills in the majoritylanguage at school (also it takes much longer for them to catch up with nativespeakers in academic language skills ).However, educators are often much lessaware of how quickly children can loss their ability to use their mother tongue,even in the home context .The extent and rapidity of language loss will varyaccording to the concentration of families from a particular linguistic groupin their neighborhood. Where the mother tongue idea used extensively in thecommunities are not concentrated in particular neighborhoods , children canlose their ability to communicate in their mother tongue within 2-3 years ofstarting school .They may retain receptive skills in the language but they willuse the majority language in speaking with their peers and siblings and inresponding to their parents .By the time children become adolescents, helinguistic division between parents and children has become an emotional chasm.pupils frequently become alienated from the cultures of both home and schoolwith predictable results.
参考答案：
1. C 双语学生是国家的财富
2. A to lend weight to his arguement
3. B 母语能让学生在学校表现更好
4. D 害怕浪费在校时间
5. I ability
6. D rate
7. J area
8. F family
9. C dislocation
10. YES
11. NOT GIVEN
12. NO
13. NOT GIVEN
14. YES
回忆5：
感谢加拿大学员回忆
（我来自哪里？）（我现在住在哪里，town还是city？）（你会继续住下去吗）（咖啡和茶我喜欢哪个？）我说咖啡，苦但是很好喝，能让我很清醒，茶当然有益健康，可我更喜欢咖啡，虽然昨天喝了咖啡后两点钟才睡的，（我第一次尝试喝咖啡啥时候？）（在中国，茶卖的好还是咖啡？）然后谈到做客，（你喜欢有人来你家嘛？）（有人来你家，你是用茶水招待还是咖啡？）我说茶水，一般有亲戚来，我父亲都让我用茶水招待，再然后就是声音（你觉得你声音和以前小的时候有变化吗）我说我个人不觉得，不过有人在不知道我长什么样的时候，他们会觉得我只有13-14岁，当然我是不觉得（你觉得你声音和父母相似吗？）（你觉得你声音会变吗？）（你会录下自己的声音吗）
差不多这些了
回忆6：
加拿大口语
有一道题是一定要送有用的礼物吗？
一道题是人们经常送什么样的礼物
第三个有些人选礼物很容易，有些人很难，他们为什么很难？
第四个送礼物的意义在何处
一个就是声音、一个就是做客这个、一个问我来自哪里，还有一个问我喜不喜欢喝茶
回忆7：
回忆8：
回忆9：
回忆10：
回忆11:
回忆12：
特别提醒：雅思考试20多年来，有非常严格的规律性和出题思路。全世界有6大考区，而只有一个剑桥考试中心几个人在出题，每个考区一周平均要出一份考卷，一个月很多考区平均出24份考卷。（尤其是2018-2019年以来,中国大陆的广州、北京、上海、重庆，还有北美、澳洲、亚太、欧洲意大利罗马等城市考区开始增加雅思机考的选择，机考的城市几乎每天都有雅思考试，一个月考官要出20几份雅思机考卷子，机考跟传统纸质考试的区别只是纸质和电脑上考试的区别，考试内容、评分标准、难度等级、考试题型、考试安全设置等方面均与现行的纸笔模式完全一致。）雅思考试如此频繁，如何保证达到难度一样呢，如何保证新题难度、准确度和评价机制公平呢，所以只能是20年来的题库旧题目的有效组合，新题不能超出5%-10%,每份雅思卷子都是90%-99%以上旧题。每一份雅思考试试题其实是大部分旧题原题真题+个别新题目的重新组合，多年雅思考官和专家Edward老师非常熟悉雅思出题规律和听说读写题库出题组合卷子的秘诀，IRP资料因此而诞生！具体请阅读http://bbs.ieltstofelglobal.com/thread-32-1-1.html 
