COMPLETE IELTS (5.5-6.5) Student's book with Answer

Bands 5-6.5

Student's Book with Answers

Guy Brook-Hart and Vanessa Jakeman

.... ~ .... CAMBRIDGE

- ::: UNIVERSITY PRESS

CAMBRID GE UN I VERSITY PRESS

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Cambridge University Press

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©Cambridge University Press 2012

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without the written

permission of Cambridge University Press.

First published 2012

Printed in China by Golden Cup Printing Co. Ltd

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-17948-5 Student's Book with Answers with CD-ROM

ISBN 978-0-521-17949-2 Student's Book without Answers with CD-ROM

ISBN 978-0-521-18516-5 Teacher's Book

ISBN 978-0521-17950-8 Class Audio CDs (2)

ISBN 978-0521-17953-9 Student's Book Pack (Student's Book with Answers with CD-ROM and Class Audio CDs (2))

ISBN 978-1107-40197-6 Workbook with Answers with Audio CD

ISBN 978-1107-40196-9 Workbook without Answers with Audio CD

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party internet websites referred to in

this publication, and does not guarantee that any content on such websites is,

or will remain, accurate or appropriate. Information regarding prices, travel

timetables and other factual information given in this work is correct at

the time of ftrst printing but Cambridge University Press does not guarantee

the accuracy of such information thereafter.

Contents

Map of the units 4

Introduction 6

IELTS Academic Module: content and overview 7

1 Starting somewhere new 8

2 It's good for you! 17

Vocabulary and grammar review Units 1 and 2 26

3 Getting the message across 28

4 New media 37


5 The world in our hands 48

6 Making money, spending money 57


7 Relationships 68

8 Fashion and design 77


Speaking reference 88

Writing reference 92

Language reference 100

Word list 108

IELTS practice test 116

Recording script 133

Answer key 149

Acknowledgements 167

Contents 0

somewhere new

culture and culture shock

• True I False I Not G1ven

• Table completion

Listening Section 1: Joining an

international social club

• Form complet1on

• Multiple choice

Answering questions about yourself

• Giving reasons and extra details

"'

2 It's good for you!

Reading Section 2: Organic food:

why?

Matching headings

• Pick from a list

Listening Section 2: A welcome

talk

Multiple choice

• Labelling a map or plan

Speaking Part 2

Giving a talk

• lntroduc1ng the points

• Beginning and ending the talk

3 Getting the

message across

4 New media

Reading Section 3: Why don't

babies talk like adults?

• Yes I No I Not Given

• Summary completion with a

box

• Multiple choice

Reading Section 1: The World

Wide Web from its origins

• True I False I Not Given

Note completion

• Short-answer questions

Vocabulary and grammar reVIew Units 7 and 2

Listening Section 3: A student

tutorial

Pick from a list

Matching

Short-answer questions

Listening Section 4: A lecture on

journalism

• Sentence completion

• Flow-chart completion

Speaking Part 2

• Using discourse markers

Speaking Parts 2 and 3

• Using relevant vocabulary

Giving a full answer

Giving reasons and examples

5 The world in our

hands

Vocabulary and grammar review Units 3 and 4

Reading Section 2: Out of Africa: Listening Section 1: Booking an

solar energy from the Sahara eco-holiday

Matching information

Note completion

Matching features

• Table completion

Summary completion


• Preparing notes

Using adjectives

Talking in general about a topic

6 Making money, Reading Section 1 : The way the Listening Section 2: A talk about

spending money bralfJ buys

• Labelling a diagram

banks and credit cards

Matching

• True I False I Not Given • Labelling a d1agram

Flow-chart completion


Using reasons and examples

Strategies for self-correction and

express1ng oneself more clearly

7 Relationships

Vocabulary and grammar review Units 5

Reading Section 2: The truth Listening Section 3: A student

about lying

discussion about a project

• Matching headings

• Multiple choice

• Matching features


Sentence completion

Speaking Part 1

Using openers

• Paraphrasing

8 Fashion and

design

Reading Section 3: Passage

about restoring a dress

Multiple choice

Yes I No I Not Given

Matching sentence endings

Listening Sect1on 4: A lecture on

Japanese stitching

• Sentence completion

Speak1ng Parts 2 and 3

Making comparisons

• Providing a list of points

• Supporting a view with reasons

• Structuring a Part 3 answer

0 Map of the units

Writing I Vocabulary I Pronunciation I Key grammar

Writing Task l

• Introduction to graphs and

charts

Writing an introduction

• Selecting important

information

Planning an answer

Writing Task 2: A task with two

questions

Analysing the task

Brainstorming ideas

• Orga nising ideas into

paragraphs

Problem or trouble?

• Affect or effect?

Percent or percentage?

Word formation

Sentence stress l: stressing

the words wh1ch answer the

question

Intonation 1: using intonation to

indicate new information and to

finish what you are saying

Making comparisons

Countable and uncountable

nouns

Writing Task 1

• Summarising trends in graphs

and tables

Teach. learn or studj?

Find out or know?

Study-related vocabulary

Confused consonant sounds

Tenses : past simple, present

perfect simple and present

perfect continuous

Prepositions 1n time phrases

and phrases describing trends

Writing Task 2: To what extent do

you agree or disagree?

• Answering the question

• Writing an introductory

paragraph

Analysing paragraphs

Using linkers

• Cause. factor and reason

Internet-related vocabulary

Chunking: pausing between

word groups

Articles

Writing Task 1 Nature, the environment or the Sentence stress 2: emphasis

Summarising a diagram

• Analysing the task

• Writing in paragraphs

• Ordering information

• Using sequencers

Writing Task 2: Discussing

advantages and disadvantages

Introducing and linking ideas

in paragraphs

• Constructing the middle

paragraphs of an essay

countryside?

• Tourist or tourism?

Descriptive adjectives

Verb + to do I verb + doing

• Words connected with shops

and shopping

Words connected with finance

Word stress

The passive

Relative pronouns and relative

clauses

Writing Task 1

• Analysing similarities and

differences in charts I graphs

Writing an introductory

paragraph

• Using reference devices

• Age(s) I aged I age group

• Words related to feelings and

attitudes

Sentence stress 3: emphasis

and contrast

Zero, first and second

conditionals

Writ1ng Task 2: Discussing two

opinions

Including your own opinion

• Int roducing other people's

. . '!!.

opinions

• Concluding paragraphs

Dress (uncountable) I

dress(es) (countable) I

clothes I cloth

Linking and pausing

Time conjunctions: until I

before I when I after

Map of the units G)

Introduction

Who this book is for

Complete fELTS Bands 5-6.5 is a short preparation course

of 50-60 classroom hours for students who wish to take the

Academic module of the International English Language

Testing System (IELTS). It teaches you the reading, writing,

listening and speaking skills that you need for the exam. It

covers all the exam question types, as well as key grammar

and vocabulary which, from research into the Cambridge

Learner Corpus, are known to be useful to candidates doing

the test. If you are not planning to take the exam in the

near future, the book teaches you the skills and language

you need to reach an upper-intermediate level of English

(Common European Framework (CEF) level B2) .

What the book contains

In the Student's Book there are:

• eight units for classroom study, each containing:

• one section on each of the four papers in the IELTS

exam. The units provide language input and skills

practice to help you to deal successfully with the

tasks in each section.

• a range of enjoyable and stimulating speaking

activities designed to enable you to perform to the

best of your ability in each part of the Speaking

test and to increase your fluency and your ability to

express yourself.

• a step-by-step approach to doing IELTS Writing tasks.

• key grammar activities and exercises relevant to the

exam. When you are doing grammar exercises, you

will sometimes see this symbol: @ . These exercises

are based on research from the Cambridge Learner

Corpus and they deal with the areas which cause

problems for students in the exam.

• vocabulary related to IELTS topics. When you see

this symbol e by a vocabulary exercise, the

exercise focuses on words which IELTS candidates

confuse or use wrongly in the exam.

• a unit review. These contain exercises which revise

the vocabulary and grammar that you have studied

in each unit.

• Speaking and Writing reference sections which explain

the tasks you will have to do in the Speaking and

Writing papers. They give you examples, together with

additional exercises and advice on how best to approach

these two IELTS papers.

(D Introduction

• a Language reference section which clearly explains

all the areas of grammar and vocabulary covered in the

book and which will help you in the IELTS exam.

• a complete IELTS practice test.

• eight photocopiable word lists (one for each unit)

containing topic-based vocabulary found in the units,

accompanied by a definition supplied by a corpusinformed

Cambridge dictionary.

• complete recording scripts for all the listening material.

• complete answer keys.

• a CD-ROM which provides you with many interactive

exercises, including further listening practice exclusive

to the CD-ROM. All these extra exercises are linked to

the topics in the Student's Book.

Also available are:

• two audio CDs containing listening material for the

eight units of the Student's Book plus the Listening

Test in the IELTS practice test. The listening material

is indicated by different coloured icons in the Student's

Book as follows: () COl,() C02.

• a Teacher's Book containing:

• step-by-step guidance for handling all the activities

in the Student's Book.

• a large number of suggestions for alternative

treatments of activities in the Student's Book and

suggestions for extension activities.

• advice on the test and task types for teachers to pass

on to students.

• extra photocopiable materials for each unit of the

Student's Book, to practise and extend language.

• complete answer keys, including sample answers to

writing tasks.

• four photocopiable progress tests, one for every two

units of the book.

• eight photocopiable word lists (one for each unit)

taken from the International Corpus which extend

the vocabulary taught in the units. Each item in the

word list is accompanied by a definition supplied by

a corpus-informed Cambridge dictionary.

• a Workbook containing:

• eight units for homework and self-study. Each unit

contains full exam practice in one part of the IEL TS

Reading and Listening papers.

• further practice in analysing the tasks from the

Writing paper and writing answers.

• further practice in the grammar and vocabulary

taught in the Student's Book.

• an audio CD containing all the listening material for

the Workbook.

IELTS Academic Module: content and overview

part/timing content test focus

LISTENING • four sections • Candidates are expected

approximately • 40 questions to listen for specific

30 minutes • a range of question types information, main ideas and

opinions.

• Section 1: a conversation on a social topic, e.g. someone making

a booking

• Section 2: a monologue about a social topic, e.g. a radio report

• Section 3: a conversation on a study-based topic, e.g. a

discussion between students

• Section 4: a monologue on a study-based topic, e.g. a lecture

Students have ten minutes at the end of the test to transfer their

answers onto an answer sheet.

The recording is heard ONCE.

• There is a range of task types

which include completion,

matching, labelling and

multiple choice.

• Each question scores 1 mark;

candidates receive a band

score from 1 to 9.

READING • three sections • Candidates are expected

1 hour • 40 questions to read for I understand

• a range of question types

specific information, main

ideas, gist and opinions.

• Section 1: a passage with 13 questions

• Each section contains

• Section 2: a passage divided into paragraphs with 13 questions more than one task type .

• Section 3: a passage with 14 questions

They include completion,

matching, paragraph

At least one passage contains arguments and/or views. This is headings, True I False I Not

usually Section 3.

Given and multiple choice.

• Each question scores 1 mark;

candidates receive a band

score from 1 to 9.

WRITING • two compulsory tasks • Candidates are expected to

1 hour write a factual summary and

• Task 1: a 150-word summary of information presented in

a discursive essay.

graphic or diagrammatic form

• Candidates are assessed on a

• Task 2: a 250-word essay presenting an argument on a given nine-band scale for content,

topic

coherence, vocabulary and

grammar.

Candidates are advised to spend 20 minutes on Task 1 and 40

minutes on Task 2, which is worth twice as many marks as Task 1.

SPEAKING • three parts • Candidates are expected

11-14 minutes • one examiner + one candidate to be able to respond to

"

questions on familiar and

• Part 1: The examiner asks a number of questions about familiar unfamiliar topics and to

topics such as the candidate's studies/work, hobbies, interests, speak at length.

etc.

• Candidates are assessed on a

4-5 minutes nine-band scale for fluency,

• Part 2: After a minute's preparation, the candidate speaks for vocabulary, grammar and

two minutes on a familiar topic provided by the examiner.

pronunciation.

3-4 minutes

• Part 3: The examiner and the candidate discuss some general

questions based on the theme of the Part 2 topic.

4-5 minutes

All candidates who take the test receive an Overall Band Score between 1 and 9 that is an average of the four scores for

each part of the test. For information on courses, required band scores and interpreting band scores, see www.ielts.org.

IELTS Academic Module: content and overview C2)

Unit 1 Starting somewhere new

1

Starting off

1 Work in small groups. Match the reasons for studying in a

different country (a–d) with the photos (1–4).

a to get internationally recognised qualifications

b to learn a foreign language

c to experience living in a different culture

d to make friends with people from other countries

2

2 Now discuss these questions.

• Which reason for studying abroad would be the most important

for you?

• What other reasons do people have for studying abroad?

Listening Section 1

Exam information

• You hear a conversation between two people on a social or

practical topic.

• In this section only, you are given an example at the beginning.

• You write your answers on the question paper while you listen.

3

1 Work in pairs. You are going to hear a conversation with a

woman who wants to join an international social club. Before

you listen, look at the advert below.

1 What is an international social club?

2 Would you enjoy being a member? Why? / Why not?

International

Social Club

Meet people from around the world

at the International Social Club!

4

We organise events for people from

different countries to meet and

share ideas and experiences.

If you want to widen your horizons

by meeting people of different

nationalities in a social atmosphere,

click here to join.

8 Unit 1

2 Work in pairs. Read Questions 1–5 in this

Listening task. Decide what information you will

need for each gap; for example, which answers

might need numbers? Which might need the

name of an activity?

4 Read Questions 6–10. Underline the key idea in

each question.

Questions 6–10

Choose the correct letter, A, B or C.

6 According to Don, what might be a problem

for Jenny?

A her accent

B talking to her colleagues

C understanding local people

7 How many members does the club have now?

A 30

B 50

C 80

Questions 1–5

Complete the form below.

Write ONE WORD AND/OR A NUMBER for each

answer.

International

Social Club

Application form

Name:

Jenny Foo

Age: 21

Nationality: 1

Address: 2 Road, Bondi

Mobile phone: 3

Occupation: 4

Free-time interests: Singing and 5

8 How often does the club meet?

A once a week

B once every two weeks

C once a month

9 What is the club’s most frequent type of

activity?

A a talk

B a visit

C a meal

10 The main purpose of the club is to help

members to

A meet Australians.

B learn about life in Australia.

C enjoy themselves together.

5 02 Now listen and answer Questions 6–10.

3 01 Now listen and answer Questions 1–5.

Exam advice Form completion

• While you read the questions, think what type of

information you need for each gap.

• You will often hear someone spell a name or

say a number. Make sure you know how to say

letters and numbers in English.

• Write numbers as figures, not words.

Exam advice Multiple choice

• Before you listen, underline the key idea in each

question.

• The correct answer is often expressed using

different words from the words in the question.

6 Work in pairs. Imagine that you want to join the

International Social Club. Take turns to interview

each other to complete the form in Exercise 2.

Starting somewhere new

9

Reading Section 1

Exam information

• Reading Passage 1 is usually a factual text.

• You need to find specific information.

• It is usually easier than the other parts, so it’s a

good idea to do it first.

1 Work in small groups. Look at the list of things

people do when they live or study in a different

country. Which do you think are quite easy and

which are more difficult? Why?

• eating different food

• understanding people

• getting to know local people

• using public transport

• missing family and friends

• obtaining the correct papers

2 You are going to read a passage about culture

shock. Read the title of the passage and the

subheading in italics. What do you think culture

shock is?

3 Read the whole passage quickly. Which

stage of culture shock seems to be the most

uncomfortable?

Australian culture and culture shock

by Anna Jones and Xuan Quach

Sometimes work, study or a sense of adventure take us out

of our familiar surroundings to go and live in a different

culture. The experience can be difficult, even shocking.

Almost everyone who studies, lives or works abroad has

problems adjusting to a new culture. This response is commonly

referred to as ‘culture shock’. Culture shock can be defi ned as

‘the physical and emotional discomfort a person experiences

when entering a culture different from their own’ (Weaver, 1993).

For people moving to Australia, Price (2001) has identifi ed

certain values which may give rise to culture shock. Firstly, he

argues that Australians place a high value on independence

and personal choice. This means that a teacher or course tutor

will not tell students what to do, but will give them a number of

options and suggest they work out which one is the best in their

circumstances. It also means that they are expected to take

action if something goes wrong and seek out resources and

support for themselves.

Australians are also prepared to accept a range of opinions

rather than believing there is one truth. This means that in an

educational setting, students will be expected to form their own

opinions and defend the reasons for that point of view and the

evidence for it.

Price also comments that Australians are uncomfortable with

differences in status and hence idealise the idea of treating

everyone equally. An illustration of this is that most adult

Australians call each other by their fi rst names. This concern

with equality means that Australians are uncomfortable taking

anything too seriously and are even ready to joke about

themselves.

Australians believe that life should have a balance between work

and leisure time. As a consequence, some students may be

critical of others who they perceive as doing nothing but study.

Australian notions of privacy mean that areas such as fi nancial

matters, appearance and relationships are only discussed with

close friends. While people may volunteer such information, they

may resent someone actually asking them unless the friendship

is fi rmly established. Even then, it is considered very impolite to

ask someone what they earn. With older people, it is also rude

10 Unit 1

to ask how old they are, why they are not married or why they do

not have children. It is also impolite to ask people how much they

have paid for something, unless there is a very good reason for

asking.

Kohls (1996) describes culture shock as a process of change

marked by four basic stages. During the fi rst stage, the new

arrival is excited to be in a new place, so this is often referred

to as the “honeymoon” stage. Like a tourist, they are intrigued

by all the new sights and sounds, new smells and tastes of their

surroundings. They may have some problems, but usually they

accept them as just part of the novelty. At this point, it is the

similarities that stand out, and it seems to the newcomer that

people everywhere and their way of life are very much alike. This

period of euphoria may last from a couple of weeks to a month,

but the letdown is inevitable.

During the second stage, known as the ‘rejection’ stage, the

newcomer starts to experience diffi culties due to the differences

between the new culture and the way they were accustomed to

living. The initial enthusiasm turns into irritation, frustration, anger

and depression, and these feelings may have the effect of people

rejecting the new culture so that they notice only the things that

cause them trouble, which they then complain about. In addition,

they may feel homesick, bored, withdrawn and irritable during this

period as well.

Fortunately, most people gradually learn to adapt to the new

culture and move on to the third stage, known as ‘adjustment

and reorientation’. During this stage a transition occurs to a new

optimistic attitude. As the newcomer begins to understand more

of the new culture, they are able to interpret some of the subtle

cultural clues which passed by unnoticed earlier. Now things

make more sense and the culture seems more familiar. As a

result, they begin to develop problem-solving skills, and feelings

of disorientation and anxiety no longer affect them.

In Kohls’s model, in the fourth stage, newcomers undergo a

process of adaptation. They have settled into the new culture, and

this results in a feeling of direction and self-confi dence. They have

accepted the new food, drinks, habits and customs and may even

fi nd themselves enjoying some of the very customs that bothered

them so much previously. In addition, they realise that the new

culture has good and bad things to offer and that no way is really

better than another, just different.

4 Read the paragraph in blue in the passage and

say which of these statements is TRUE, which is

FALSE and which is NOT GIVEN.

1 Culture shock affects most people who spend

time living in another country.

2 Culture shock affects certain types of people

more quickly than others.

3 Culture shock only affects how people feel.

5 Use the underlined words in Questions 1–6 below

to find the relevant part of the passage. Then read

those parts of the passage carefully to answer the

questions.

Questions 1–6

Do the following statements agree with the

information given in the reading passage?

Write

TRUE

FALSE

if the statement agrees with the

information

if the statement contradicts the

information

NOT GIVEN if there is no information on this

1 Australian teachers will suggest alternatives

to students rather than offer one solution.

2 In Australia, teachers will show interest in

students’ personal circumstances.

3 Australians use people’s first names so that

everyone feels their status is similar.

4 Students who study all the time may receive

positive comments from their colleagues.

5 It is acceptable to discuss financial issues

with people you do not know well.

6 Younger Australians tend to be friendlier than

older Australians.

Exam advice

True / False / Not Given

• If the passage expresses the same information,

write TRUE.

• If the passage expresses the opposite

information, write FALSE.

• If the passage does not include the information

expressed in the question, write NOT GIVEN.

adapted from Intercultural Communication for Students in the

Faculty of Economics and Commerce, University of Melbourne


11

6 Work in pairs. Look at Questions 7–13 below.

1 Will you need to read the whole passage again

to answer the questions?

2 What type of word(s) (noun, adjective, verb)

do you need for each gap?

3 What type of information do you need for

each gap?

12 Unit 1

Questions 7–13

Complete the table below.

Choose NO MORE THAN TWO WORDS

from the passage for each answer.

Stage

1

Stage

2

Stage

3

Stage

4

THE STAGES OF CULTURE SHOCK

name

newcomers’ reaction to

problems

7 They notice the 8

between different

nationalities and cultures.

They may experience this

stage for up to 9 .

Rejection

Adjustment

and

reorientation

They reject the new culture

and lose the 10

they had at the beginning.

They can understand some

11 which they had

not previously observed.

They learn 12 for

dealing with difficulties.

13 They enjoy some of the

customs that annoyed them

before.

7 Now read the relevant sections of the passage and

answer Questions 7–13.

8 Work in small groups.

• Have you ever lived or travelled abroad? If so,

how did you feel about the different culture? Did

you suffer from culture shock to start with?

• How is your culture similar to or different from

Australian culture as described in the passage?

Exam advice

Table completion

• Check how many words you are allowed to use.

• Use words exactly as they are spelled in the

passage.

• Check that your answers are grammatically correct.

Vocabulary

Problem or trouble? Affect or effect?

1 IELTS candidates often confuse problem/trouble

and affect/effect. Read these extracts from the

Cambridge Advanced Learner’s Dictionary (CALD)

and the Cambridge Learner’s Dictionary (CLD).

Then circle the correct word in sentences 1–4.

trouble or problem?

Problem means ‘a situation that causes diffi culties and that needs to

be dealt with’. You can talk about a problem or problems.

Tell me what the problem is.

He’s having a few problems at work.

Trouble means ‘problems, diffi culties or worries’ and is used to talk

about problems in a more general way. Trouble is almost always

uncountable, so do not use the determiner a before it.

We had some trouble while we were on holiday.

affect or effect?

Affect is a verb which means ‘to cause a change’.

Pollution seriously affects the environment.

Use the noun effect to talk about the change, reaction or result caused

by something.

Global warming is one of the effects of pollution.

1 They may have some problems / troubles, but

usually they accept them.

2 They notice only the things that cause them a

problem / trouble.

3 Feelings of disorientation and anxiety no longer

affect / effect them.

4 These feelings may have the affect / effect of

people rejecting the new culture.

2 Five of these sentences contain a mistake made

by IELTS candidates. Find and correct the mistakes.

1 Many students’ studies are effected by difficulties

with language. affected

2 Overseas students have accommodation problems.

3 Modern lifestyles have an affect on our health.

4 Other countries effect our customs.

5 Immigrants have an affect on the local economy.

6 Most children can deal with their own troubles.

Speaking Part 1

Exam information

• The examiner asks you about yourself, your

home, work, studies and other topics.

• This part lasts between four and five minutes.

1 03 Listen to four IELTS candidates – Svetlana,

Huan, Reva and Mateusz – each answering one of

the questions below. Which question does each

candidate answer?

2 Work in pairs. Which of these statements are

good things to do in Speaking Part 1? Tick (✓)

the boxes.

1 Answer each question as briefly as

possible in two or three words.

2 Give reasons for your answers.

3 Offer extra details.

4 Sound interested in what you are saying.

5 Repeat the exact words of the question.

6 Speak clearly so that the examiner can

hear you easily.

a Svetlana 3

c Reva

3 03 Listen to the four candidates again. Which of

the things in Exercise 2 do they all do?

Pronunciation: Sentence stress 1

4 Think about how you would answer questions

1–10 in Exercise 1 and write notes.

Example: Moscow, large city, western Russia

5 Work in pairs. Take turns to interview each other

using the questions in Exercise 1.

Exam advice Speaking Part 1

• Give reasons for your answers.

• Offer extra details.

• Use your own words when possible.

b Huan

d Mateusz

1 Can you tell me a little bit about your home

town / where you are from?

2 How long have you been living here/there?

3 What do you like about living here/there?

4 Is there anything you find difficult about

living here/there?

5 How do you get to school/college/work?

6 Tell me a little bit about what you study.

7 What do you like about your studies? Is there

anything you dislike?

8 Have you travelled to another country?

(Which one?)

9 Do you enjoy travelling? Why? / Why not?

10 What’s your favourite form of travel? Why?

Pronunciation

Sentence stress 1

You should put the stress on the words you think

give the most important information. When you

answer a question, you normally stress the words

which give the answer.

1 04 Read and listen to these extracts from the

four candidates’ answers in Speaking Part 1.

Underline the stressed words in each extract.

1 Well, I think the people here are very friendly

and I’ve made a lot of new friends.

2 Well, I’m not too keen on flying because you

spend too long at airports.

3 I find it hard being away from my family and

not seeing my friends.

4 I’ve been here since I came to university, so for

about two years.

2 Work in pairs. Take turns to read the candidates’

answers in Exercise 1.


13

Writing Task 1

Exam information

• You write a summary of information from one or

more graphs, tables, charts or diagrams.

• You must also compare some of the information

and write an overview.

• You must write at least 150 words in about 20

minutes.

1 Work in pairs. Look at the different ways of

showing information (A–E) and match them with

their names (1–5).

A

100,000

90,000

80,000

70,000

60,000

50,000

40,000

30,000

20,000

10,000

0

C

60

50

40

30

20

10

0

E

1 pie chart B 2 diagram 3 bar chart

4 line graph 5 table

Overseas visitors

to Townsville, Queensland

Integration problems

for people living abroad (%)

people aged

18–34

making

friends

people aged

35–54

finding

somewhere to live

people over

55

learning the

local language

Broadlands Language School

number of

students

average number of weeks

spent at college per student

July 236 3

August 315 4

September 136 6

B

294

D

Possible wave-energy machine

for generating electricity

Generator

Language spoken at home –

Winchester, California

by number of households

35 16

Air back in

927

Air out

English

Spanish

other European

languages

other

languages

Turbine

Wave

direction

2 Work in pairs. Look at this introductory sentence

to a summary of the information in the line graph

(A) in Exercise 1 and answer the questions below.

The graph shows the changes in the number

of people from abroad who visited Townsville,

Queensland, over a four-year period.

Which word(s) …

1 say how the information is shown?

2 explain the purpose of the graph using the

writer’s own words?

3 express the time period the information covers?

3 Write introductory sentences for the pie chart (B)

and the bar chart (C) by putting these phrases in

the correct order.

B and the languages / in Winchester, California, /

The chart shows / the number of households /

which people speak there

C according to age / how the problems vary /

into a new country and / The chart shows /

the difficulties people have / when they

integrate

4 Work in pairs. Write your own introductory

sentences for the diagram (D) and the table (E).

5 Work in pairs. Look at this Writing task and

answer questions 1–3 on the opposite page.

The chart below shows information about the

problems people have when they go to live in

other countries.

Summarise the information by selecting

and reporting the main features, and make

comparisons where relevant.

Integration problems for people living abroad (%)

60%

50%

40%

30%

20%

10%

0%

people aged

18–34

people aged

35–54

people over

55

making

friends

finding

somewhere

to live

learning

the local

language

Based on information from HSBC Bank

International Expat Explorer Survey 08

14 Unit 1

1 What is the greatest problem for 18–34-yearolds?

How many of them experience this

problem? How does this compare with the other

age groups?

2 What is most problematic for people in the oldest

age group? How does this compare with the

youngest age group?

3 What thing does the oldest age group have the

least difficulty with? How does this compare

with the other age groups?

6 Read the sample answer below to the Writing task.

1 Which paragraphs answer questions 1–3 in

Exercise 5?

2 What is the purpose of the last paragraph?

The chart shows the difficulties people have when

they move to a new country and how the problems vary

according to people’s ages.

The greatest problem for young people aged 18 to 34 is

forming friendships, a problem experienced by 46 percent

of the people in this age group. However, only 36 percent

of 35- to 54-year-olds fi nd it hard to make friends, while

even fewer people over 55 (23 percent) have this problem.

Fifty-four percent of the older age group fi nd learning

to speak the local language the most problematic. In

comparison, the youngest age group fi nds this easier, and

the percentage who have problems learning the language

is much lower, at 29 percent.

In contrast to their language-learning difficulties, only 22

percent of people in the oldest age group have trouble

fi nding accommodation. However, this is the second most

significant problem for the other two age groups with 39 to

40 percent of the people in each group fi nding it hard.

In general, all age groups experience the same problems

to some extent, but the percentage of older people who

fi nd language learning difficult is much higher than the

others.

page 16 Key grammar: Making comparisons

7 You will get higher marks in the exam if you

use your own words, not the words in the

Writing task.

1 What words does the writer use in the sample

answer for these words?

a problems difficulties

b go to live

c other countries

2 What other information does the writer add in

the introductory paragraph?

8 IELTS candidates often make mistakes when

they use percent and percentage. Look at the two

underlined sentences in the sample answer in

Exercise 6.

1 Which word – percent or percentage – is used

after a number?

2 Which word is not used with the exact number

given?

3 Do we use a before percent?

4 Which word do we use before percentage?

5 Can we make percent plural?

9 Each of these sentences contains a mistake

made by IELTS candidates. Find and correct

the mistakes.

1 The graph shows the increase in the percent of

people who used rail transport between 1976

and 1999. percentage

2 The graph shows the percentage of people with

a criminal record according to their age and

percentage of people in prison according to their

gender.

3 By 1995, the numbers had fallen to a two

percent.

4 In 2004, the number rose to approximately 58

percents.

5 It is surprising that percentage of people

watching television remained the same.

6 On the other hand, socialising with friends rose

sharply to 25 percentage in comparison with

1981.

Exam advice

Chart summary

• Write a short introductory paragraph saying

what the chart shows.

• Compare the important information.

• Include figures from the chart in your summary.

• Don’t suggest reasons for the data which are

not included in the information you are given.


15

10 Work in pairs. Look at the Writing task below.

1 What does the chart show?

2 What information would you put in your

introductory sentence?

3 What is the biggest problem for the middle age

group? What percentage of them experience this


age groups?

4 Which age group seems to have the most

problems related to money? How does this

compare with the other age groups?

5 Which group has the most problems finding a

school for their children? And which has the

least?

6 In general, which group has to deal with the

most problems?



other countries.

Summarise the information by selecting and

reporting the main features, and make



40

35

30

25

20

15

10

5

0

people aged

18–34

people aged

35–54

people over

55

sorting out

finances

sorting out

healthcare

finding

schools for

my children



11 Write a brief plan for your summary.

• How many paragraphs will you need?

• What information will you include in each

paragraph?

Write your answer to the task in at least 150

words. Use the sample summary in Exercise 6

to help you.

Key grammar

Making comparisons

1 Match the rules for making comparisons (1–4)

with the examples from the sample summary

from Exercise 6 (a–d).

a easier

b higher

c the greatest

d the most problematic

1 Form comparatives of adjectives with one syllable

by adding –er.

2 Form superlatives of adjectives with one syllable

by adding the –est.

3 Form comparisons and superlatives of adjectives

with two syllables ending in –y by changing y to i

and adding –er and –est.


with more than one syllable by adding more and

the most.

page 100 Making comparisons

3

2 Complete these sentences by putting the adjective

in brackets into the correct form.

1 Learning the language is the most important

(important) thing for people going to live in a

new country.

2 Many people find making friends

(hard) than finding a job.

3 Local people are often (friendly) than

you expect.

4 If the climate is (warm) or

(cold) than at home, it affects the way people

feel about their new country.

5 (old) people are often (good) at

making friends than younger people.

3 IELTS candidates often make mistakes with

comparisons of adjectives and adverbs. Find and

correct the mistakes in each of these sentences.

1 I can read English easyier than before.

more easily

2 Living in the country is the better way to learn

the language.

3 Travelling is becoming more clean and safe.

4 The most highest percentage appeared in 1991.

5 Workers’ salaries got worser in the year 2001.

6 I want to study abroad so that I can get a more

well job in the future.

16 Unit 1


Starting off

0 Work in small groups. Match the reasons for studying in a

different country (a-d) with the photos (1-4).

a to get internationally recognised qualifications

b to learn a foreign language

c to experience living in a different culture

d to make friends with people from other countries


• Which reason for studying abroad would be the most important

for you?

• What other reasons do people have for studying abroad?

Listening Section 1

Exam information

• You hear a conversation between two people on a social or

practical topic.

• In this section only, you are given an example at the beginning.

• You write your answers on the question paper while you listen.

0 Work in pairs. You are going to hear a conversation with a

woman who wants to join an international social club. Before

you listen, look at the advert below.

I What is an international social club?

2 Would you enjoy being a member? Why? I Why not?

Inte~nal

SoC-ial Club

~

Meet people from around the world

at the International Social Club!

We organise events for people from

different countries to meet and

share ideas and experiences.

If you want to widen your horizons

by meeting people of different

nationalities in a social atmosphere,

click here to join.

(D Unit 1

6 Work in pairs. Read Questions 1-5 in this

Listening task. Decide what information you will

need for each gap; for example, which answers

might need numbers? Which might need the

name of an activity?

Questions 1-5


Write ONE WORD AND/OR A NUMBER for each

answer.

lnter ... onal

Soci Club

Name:

Age:

'-....::../

Nationality:

Address:

Mobile phone:

Occupation:

JennyFoo

21

Application form

1 ··················

2 ................. Road, Bondi

3 ................. .

4 ................. .

Free-time interests: Singing and 5

0 Read Questions 6-10. Underline the key idea in

each question.

Questions 6-10


6 According to Don, what might be a problem

for Jenny?

A her accent

B talking to her colleagues

C understanding local people

7 How many members does the club have now?

A 30

B 50

c 80

8 How often does the club meet?

A once a week

B once every two weeks

C once a month

9 What is the club's most frequent type of

activity?

A a talk

B a visit

C a meal

10 The main purpose of the club is to help

members to

A meet Australians.

B learn about life in Australia.

C enjoy themselves together.

€) (oi\ Now listen and answer Questions 1-5.

Exam advice

Form completion

• While you read the questions, think what type of


• You will often hear someone spell a name or

say a number. Make sure you know how to say

letters and numbers in Eng lish.


0 ~ Now listen and answer Questions 6- 10.

Exam advice

Multiple choice

Before you listen, underline the key idea in each

question.

• The correct answer is often expressed using

different words from the words in the question.

@ Work in pairs. Imagine that you want to join the

International Social Club. Take turns to interview

each other to complete the form in Exercise 2.

Starting somewhere new G

Reading Section 1

Exam information

• Read ing Passage 1 is usually a factual text.

• You need to find specific information.

• It is usually easier than the other parts, so it's a

good idea to do it first.

0 Work in small groups. Look at the list of things

people do when they live or study in a different

country. Which do you think are quite easy and

which are more difficult? Why?

• eating different food

• understanding people

• getting to know local people

• using public transport

• missing family and friends

• obtaining the correct papers

Sometimes work, study or a sense of adventure take us out

of our familiar surroundings to go and live in a different

culture. The experience can be difficult, even shocking.

Almost everyone who studies, lives or works abroad has

problems adjusting to a new culture. This response is commonly

referred to as 'culture shock'. Culture shock can be defined as

'the physical and emotional discomfort a person experiences

when entering a culture different from their own' (Weaver, 1993).

For people moving to Australia, Price (2001) has identified

certain values which may give rise to culture shock. Firstly, he

argues that Australians place a high value on independence

and personal choice. This means that a teacher or course tutor

will not tell students what to do, but will give them a number of

options and suggest they work out which one is the best in their

circumstances. It also means that they are expected to take

action if something goes wrong and seek out resources and

support for themselves.

Australians are also prepared to accept a range of opinions

rather than believing there is one truth. This means that in an

educational setting, students will be expected to form their own

opinions and defend the reasons for that point of view and the

evidence for it.

Price also comments that Australians are uncomfortable with

differences in status and hence idea lise the idea of treating

everyone equally. An illustration of this is that most adult

Australians call each other by their first names. This concern

with equality means that Australians are uncomfortable taking

anything too seriously and are even ready to joke about

themselves.

Australians believe that life should have a balance between work

and leisure time. As a consequence, some students may be

critical of others who they perceive as doing nothing but study.

E) You are going to read a passage about culture

shock. Read the title of the passage and the

subheading in italics. What do you think culture

shock is?

€) Read the whole passage quickly. Which

stage of culture shock seems to be the most

uncomfortable?

Australian notions of privacy mean that areas such as financial

matters, appearance and relationships are only discussed with

close friends. While people may volunteer such information, they

may resent someone actually asking them unless the friendship

is firmly established. Even then, it is considered very impolite to

ask someone what they earn. With older people, it is also rude

@ Unit 1

to ask how old they are, why they are not married or why they do

not have children. It is also impolite to ask people how much they

have paid for something, unless there is a very good reason for

asking.

Kohls (1996) describes culture shock as a process of change

marked by four basic stages. During the first stage, the new

arrival is excited to be in a new place, so this is often referred

to as the "honeymoon" stage. Like a tourist, they are intrigued

by all the new sights and sounds, new smells and tastes of their

surroundings. They may have some problems, but usually they

accept them as just part of the novelty. At this point, it is the

similarities that stand out, and it seems to the newcomer that

people everywhere and their way of life are very much alike. This

period of euphoria may last from a couple of weeks to a month,

but the letdown is inevitable.

During the second stage, known as the 'rejection' stage, the

newcomer starts to experience difficulties due to the differences

between the new culture and the way they were accustomed to

living. The initial enthusiasm turns into irritation, frustration, anger

and depression, and these feelings may have the effect of people

rejecting the new culture so that they notice only the things that

cause them trouble, which they then complain about. In addition,

they may feel homesick, bored, withdrawn and irritable during this

period as well.

Fortunately, most people gradually learn to adapt to the new

culture and move on to the third stage, known as 'adjustment

and reorientation'. During this stage a transition occurs to a new

optimistic attitude. As the newcomer begins to understand more

of the new culture, they are able to interpret some of the subtle

cultural clues which passed by unnoticed earlier. Now things

make more sense and the culture seems more familiar. As a

result, they begin to develop problem-solving skills, and feelings

of disorientation and anxiety no longer affect them.

In Kohls's model, in the fourth stage, newcomers undergo a

process of adaptation. They have settled into the new culture, and

this results in a feeling of direction and self-confidence. They have

accepted the new food, drinks, habits and customs and may even

find themselves enjoying some of the very customs that bothered

them so much previously. In addition, they realise that the new

culture has good and bad things to offer and that no way is really

better than anothe~just different.

0 Read the paragraph in blue in the passage and

say which of these statements is TRUE, which is

FALSE and which is NOT GIVEN.

1 Culture shock affects most people who spend

time living in another country.

2 Culture shock affects certain types of people

more quickly than others.

3 Culture shock only affects how people feel.

0 Use the underlined words in Questions 1-6 below

to find the relevant part of the passage. Then read

those parts of the passage carefully to answer the

questions.

Questions 1-6



Write

TRUE

FALSE


information


information


1 Australian teachers will suggest alternatives

to students rather than offer one solution.

2 In Australia, teachers will show i nterest in

students' personal circumstances.

3 Australians use people's first names so that

everyone feels their status is similar.

4 Students who study all the time may receive

positive comments from their colleagues.

5 It is acceptable to discuss financial issues

with people you do not know well.

6 Younger Australians tend to be friendlier than

older Australians.

Exam advice

True I False I Not Given

• If the passage expresses the same information,

write TRUE.

• If the passage expresses the opposite

information, write FALSE.

• If the passage does not include the informat ion

expressed in the question, write NOT GIVEN.

adapted from Intercultural Communication for Students in the

Faculty of Economics and Commerce, University of Melbourne

Starting somewhere new @

@ Work in pairs. Look at Questions 7-13 below.

1 Will you need to read the whole passage again

to answer the questions?

2 What type of word(s) (noun, adjective, verb)

do you need for each gap?

3 What type of information do you need for

each gap?

Questions 7-13


Choose NO MORE THAN TWO WORDS

from the passage for each answer.

THE STAGES OF CULTURE SHOCK

name

newcomers' reaction to

problems

Stage 7 ... ··········· They notice the 8 . .. .........

1 between different

nationalities and cultures.

They may experience this

stage for up to 9 ...................

Stage Rejection They reject the new culture

2 and lose the 10 ............... ...

they had at the beginning.

Stage Adjustment They can understand some

3 and 11 .................. which they had

reorientation not previously observed.

They learn 12 .................. for

dealing with difficulties.

Stage 13 ... ............. They enjoy some of the

4 customs that annoyed them

before.

f) Now read the relevant sections of the passage and

answer Questions 7-13.

€) Work in small groups.

• Have you ever lived or travelled abroad? If so,

how did you feel about the different culture? Did

you suffer from culture shock to start with?

• How is your culture similar to or different from

Australian culture as described in the passage?

@ Unit 1

Exam advice

Table completion

• Check how many words you are aJJowed to use.

• Use words exactly as they are spelled in the

passage.

• Check that your answers are grammatically correct.

Vocabulary

Problem or trouble? Affect or effect?

0 IELTS candidates often confuse problem/trouble

and affect/effect. Read these extracts from the

Cambridge Advanced Learner's Dictionary (CALD)

and the Cambridge Learner's Dictionary (CLD) .

Then circle the correct word in sentences 1-4.

trouble or problem?

Problem means 'a s1tuat1on that causes difficulties and that needs to

be dealt with' You can talk about a problem or problems

Tell me what the problem is.

He's having a few problems at work

Trouble means 'problems, difficulties or worries and 1s used to talk

about problems in a more general way Trouble is almost always

uncountable, so do not use the determ1ner a before 1!

We had some trouble while we were on holiday.

affect or effect?

Affect is a verb wh1ch means 'to cause a change'

Pollution seriously affects the environment.

Use the noun effect to talk about the change, react1on or result caused

by someth1ng

Global warming is one of the effects of pollution.

1 They may have some{jiroblem§J / troubles, but

usually they accept them.

2 They notice only the things that cause them a

problem I trouble.

3 Feelings of disorientation and anxiety no longer

affect I effect them.

4 These feelings may have the affect I effect of

people rejecting the new culture.

6 @ Five of these sentences contain a mistake made

by IELTS candidates. Find and correct the mistakes.

1 Many students' studies are effected by difficulties

with language. et-P-Pe.cte.d

2 Overseas students have accommodation problems.

3 Modern lifestyles have an affect on our health.

4 Other countries effect our customs.

5 Immigrants have an affect on the local economy.

6 Most children can deal with their own troubles.

Speaking Part 1

Exam information

• The examiner asks you about yourself, your

home, work, studies and other topics.

• This part lasts between four and five minutes.

0 ~ Listen to four IELTS candidates- Svetlana,

Huan, Reva and Mateusz - each answering one of

the questions below. Which question does each

candidate answer?

@ Work in pairs. Which of these statements are

good things to do in Speaking Part 1? Tick (.f)

the boxes.

1 Answer each question as briefly as

possible in two or three words.

D

2 Give reasons for your answers. D

3 Offer extra details. D

4 Sound interested in what you are saying. D

5 Repeat the exact words of the question. D

6 Speak clearly so that the examiner can

hear you easily.

D

€) ~ Listen to the four candidates again. Which of

the things in Exercise 2 do they all do?

0 Pronunciation: Sentence stress 7

0 Think about how you would answer questions

1-10 in Exercise 1 and wr ite notes.

Example: Mosc.ow ittr- 1 e. c.itlj) we.ste.r--v. R~ssitt

0




• Give reasons for your answers.

• Offer extra details.

• Use your own words when possible.

Pronunciation

Sentence stress 1

I Can you tell me a little bit about your home

town I where you are from?

2 How long have you been living here/there?

3 What do you like about living here/there?

4 Is there anything you fi nd difficult about

living here/there?

5 How do you get to schooljcollege;work?

6 Tell me a little bit about what you study.

7 What do you like about your studies? Is there

anything you dislike?

8 Have you travelled to another country?

(Which one?)

\.

9 Do you enjoy travelling? Why? I Why not?

10 What's your favourite fo rm of travel? Why?

You should put the stress on the words you think

give the most important information. When you

answer a question, you normally stress the words

which give the answer.

0 ~ Read and listen to these extracts from the

four candidates' answers in Speaking Part 1.

Underline the stressed words in each extract.

1 Well, I think the people here are very friendly

and I've made a lot of new friends.

2 Well, I'm not too keen on flying because you

spend too long at airports.

3 I find it hard being away from my family and

not seeing my friends.

4 I've been here since I came to university, so for

about two years.

@ Work in pairs. Take turns to read the candidates'

answers in Exercise 1.


Writing Task 1

Exam information

You write a summary of information from one or

more graphs, tables, charts or diagrams.

You must also compare some of the information

and write an overview.

You must write at least 150 words in about 20

minutes.

0 Work in pairs. Look at the different ways of

showing information (A-E) and match them with

their names (1-5).

100,000

90,000

80,000

70,000

60,000

50,000

1 pie chart B 2 diagram 3 bar chart

4 line graph 5 table

Overseas visitors

to Townsville, Queensland

~-

40,000

30,000 t----------

20,000

10,000 t----------

A

0~---------

Integration problems

W for people living abroad (%)

60

0 Broadlands Language School

0 Language spoken at home

Winchester, California

by number of households

other European

languages

Possible wave-energy machine

for generating electricity

l

@ Work in pairs. Look at this introductory sentence

to a summary of the information in the line graph

(A) in Exercise 1 and answer the qu&Stions below.

T"'-e. mp"'- s"'-ows f"'-e. c."'-1A1-toe.s i1-t f"'-e. wtAj!\.be.r

0

o-f pe.opfe. -Proj!\. tAbrotAd w"'-o visite.d Tow1-tsviffe. 1

Q'!Ae.e.1-tsiiA1-tO 1 ove.r lA -fo'tAr-lJe.IAr pe.riod.

Which word(s) ...

1 say how the information is shown?

2 explain the purpose of the graph using the

writer's own words?

3 express the time period the information covers?

€) Write introductory sentences for the pie chart (B)

and the bar chart (C) by putting these phrases in

the correct order.

B and the languages 1 in Winchester, California, I

The chart shows I the number of households I

which people speak there

C according to age I how the problems vary I

into a new country and I The chart shows I

the difficulties people have I when they

integrate

() Work in pairs. Write your own introductory

sentences for the diagram (D) and the table (E).

0 Work in pairs. Look at this Writing task and

answer questions 1-3 on the opposite page.



other countries.





60%

50%

40%

30%

20%

I ~akong

friends

•

to live

~~~-

learning

the local

language

number of average number of weeks

students spent at college per student

July 236 3

August 315 4

September 136 6

10%

0%



@ Unit 1

1 What is the greatest problem for 18-34-yearolds?

How many of them experience this


age groups?

2 What is most problematic for people in the oldest

age group? How does this compare with the

youngest age group?

3 What thing does the oldest age group have the

least difficulty with? How does this compare

with the other age groups?

0 Read the sample answer below to the Writing task.

1 Which paragraphs answer questions l-3 in

Exercise 5?

2 What is the purpose of the last paragraph?

The c.hart shows the diff\c.ulties people have when

they move to a new country and how the problems vary

according to people's ages.

The greatest problem for young people aged 15 to .34 is

forming friendships. a problem experienced by 4b percent

of the people in this age group. \towever. only .3b percent

of .35- to 54-year-olds find it hard to make friends. while

even fewer people over 55 (2.3 percent) have this problem.

fifty-four percent of the older age group find learning

to speak the loc.allanguage the most problematic.. In

comparison. the youngest age group finds this easier. and

the percentage who have problems learning the language

is muc.h lower. at 29 percent.

In contrastto their language-learning difficulties. only 22

percent of people in the oldest age group have trouble

finding accommodation. \towever. this is the second most

significant problem for the other two age groups with .39 to

40 percent of the people in eac.h group finding it hard.

In general. all age groups experience the same problems

to some extent. but the percentage of older people who

find language learning difficult is muc.h higher than the

others.

0 page 16 Key grammar: Making comparisons

f) You will get higher marks in the exam if you

use your own words, not the words in the

Writing task.

1 What words does the writer use in the sample

answer for these words?

a problems di-Hic.'!Aitie.s

b go to live

c other countries

2 What other information does the writer add in

the introductory paragraph?

€) @ IELTS candidates often make mistakes when

they use percent and percentage. Look at the two

underlined sentences in the sample answer in

Exercise 6.

1 Which word - percent or percentage - is used

after a number?

2 Which word is not used with the exact number

given?

3 Do we use a before percent?

4 Which word do we use before percentage?

5 Can we make percent plural?

0 @ Each of these sentences contains a mistake

made by IELTS candidates. Find and correct

the mistakes.

1 The graph shows the increase in the percent of

people who used rail transport between 1976

and 1999. pe.rc.e.~t"-~e.

2 The graph shows the percentage of people with

a criminal record according to their age and

percentage of people in prison according to their

gender.

3 By 1995, the numbers had fallen to a two

percent.

4 In 2004, the number rose to approximately 58

percents.

5 It is surprising that percentage of people

watching television remained the same.

6 On the other hand, socialising with friends rose

sharply to 25 percentage in comparison with

1981.

Exam advice

Chart summary

• Write a short introductory paragraph saying

what the chart shows.

• Compare the import ant information.

Include figures from the chart in your summary.

• Don't suggest reasons for the data which are

not included in the information you are given.


® Work in pairs. Look at the Writing task below.

1 What does the chart show?

2 What information would you put in your

introductory sentence?

3 What is the biggest problem for the middle age

group? What percentage of them experience this


age groups?

4 Which age group seems to have the most

problems related to money? How does this

compare with the other age groups?

5 Which group has the most problems finding a

school for their children? And which has the

least?

6 In general, which group has to deal with the

most problems?



other countries.


reporting the main features, and make



40

30

25

20

15

10

0

r-- --.

I !!!rting out I

j finances

• sorting out

heatthcare

finding

schools for

my children

_ j



(D Write a brief plan for your summary.

• How many paragraphs will you need?

• What information will you include in each

paragraph?

Write your answer to the task in at least ISO

words. Use the sample summary in Exercise 6

to help you.

Key grammar

Making comparisons

..

0 Match the rules for making comparisons (1-4)

with the examples from the sample summary

from Exercise 6 (a-d).

a easier 8]

b higher

D

c the greatest D

d the most problematic

1 Form comparatives of adjectives with one syllable

by adding -er.

2 Form superlatives of adjectives with one syllable

by adding the - est.


with two syllables ending in -y by changing y to i

and adding -er and -est.


with more than one syllable by adding more and

the most.

0 page 100 Makmg compansons

D

E) Complete these sentences by putting the adjective

in brackets into the correct form.

1 Learning the language is the ~qst i~p.ortG~.~t

(important) thing for people going to live in a

new country.

2 Many people find making friends

(hard) than finding a job.

3 Local people are often (friendly) than

you expect.

4 If the climate is .. ..... (warm) or

(cold) than at home, it affects the way people

feel about their new country .

5 (old) people are often (good) at

making friends than younger people.

€» @ IELTS candidates often make mistakes with

comparisons of adjectives and adverbs. Find and

correct the mistakes in each of these sentences.

1 I can read English easyier than before.

111.-ore ell.si£7t

2 Living in the country is the better way to learn

the language.

3 Travelling is becoming more clean and safe.

4 The most highest percentage appeared in 1991.

5 Workers' salaries got worser in the year 2001.

6 I want to study abroad so that I can get a more

well job in the future.

@ Unit 1

It's good for you!

Starting off

0 Work in pairs. Match the photos (1-6) with the phrases in the box.

pesticide use

battery farming

outdoor farming

crop rotation

genetic engineenng

natural fertiliser


I What is 'organic' food?

2 Do you eat organic food? Why? I Why not?

3 Which of the photos in Exercise 1 relate to organic food?

4 How important are these points when you choose food to eat?

a price

e packaging

b taste "" f country of origin

c freshness

g contents

d appearance h farming methods

It's good for you! @

Reading Section 2

Exam information

• Reading Passage 2 is divided into paragraphs or

sections: A, B. C, etc.

• The paragraph headings task comes before the

passage.

0 Work in pairs. You are going to read a magazine

article about organic food. First, read the title and

the subheading, then discuss what you expect to

read about in the rest of the article.

6 Quickly read the article. Are the writers for or

against organic food?

€) Read headings i-ix below and underline the key

ideas. An example (viii) has been done for you.

Questions 1- 7

The reading passage has seven paragraphs, A- G.

Choose the correct heading for paragraphs B- G

from the list of headings below.

ii

iii

iv

v

vi

vii

viii

1

2

3

4

ix

List of Headings

Research into whether organic food is

better for us

Adding up the cost of organic food

The factors that can affect food quality

The rich and poor see things differently

A description of organic farming

Testing the taste of organic food

Fear of science has created the organic

t rend

The main reason for the popularity of

organic food

The need to remove hidden dangers

from food

Paragraph A . ... viii ..

Paragraph B ..

Paragraph C ................

Paragraph D ........ .. ....

5 Paragraph E

6 Paragraph F

7 Paragraph G

0 Now read the article and choose the correct

heading for each paragraph.

Exam advice

Matching headings

. ......

. ........ .......

········· ·

• Read the headings, underlining the key ideas.

• Read each paragraph carefully, one by one, to

choose the best heading.

by Rob Lyons and Jan Bo

an

Today, many governments are promoting

organic or natural farming methods that

avoid the use of pesticides and other

artifical products. The aim is to show

that they care about the environment

and about people's health. But is this

the right approach?

A Europe is now the biggest market

for organic food in the world,

expanding by 25 percent a year over the

past 10 years. So what is the attraction

of organic food for some people? The really

important thing is that organic sounds more

'natural'. Eating organic is a way of defining oneself as

natural, good, caring, different from the junk-food-scoffing

masses. As one journalist puts it: 'It feels closer to the

source, the beginning, the start of things .' The real desire is

to be somehow close to the soil, to Mother Nature.

B Unlike conventional farming, the organic approach means

farming with natural, rather than man-made, fertilisers

and pesticides. Techniques such as crop rotation improve

soil quality and help organic farmers compensate for the

absence of man-made chemicals. As a method of food

production, organic is, however, inefficient in its use of

labour and land; there are severe limits to how much food

can be produced. Also, the environmental benefits of not

using artificial fertiliser are tiny compared with the amount

of carbon dioxide emitted by transporting food (a great

deal of Britain's organic produce is shipped in from other

countries and transported from shop to home by car).

C Organic farming is often claimed to be safer than

conventional farming - for the environment and for

consumers. Yet studies into organic farming worldwide

continue to reject this claim. An extensive review by the

UK Food Standards Agency found that there was no

statistically significant difference between organic and

conventional crops. Even where results indicated there

was evidence of a difference, the reviewers found no sign

that these differences would have any noticeable effect on

health.

D The simplistic claim that organic food is more nutritious

than conventional food was always likely to be misleading.

Food is a natural product, and the health value of

different foods will vary for a number of reasons, including

freshness, the way the food is cooked, the type of soil it

@ Unit2

is grown in, the amount of sunlight and rain crops have

received, and so on. Likewise, the flavour of a carrot has

less to do with whether it was fertilised with manure or

something out of a plastic sack than with the variety of

carrot and how long ago it was dug up. The differences

created by these things are likely to be greater than any

differences brought about by using an organic or nonorganic

system of production. Indeed, even some 'organic'

farms are quite different from one another.

E The notion that organic food is safer than 'normal' food

is also contradicted by the fact that many of our most

common foods are full of natural toxins. Parsnips cause

blisters on the skin of agricultural workers. Toasting bread

creates carcinogens. As one research expert says: 'People

think that the more natural something is, the better it is for

them. That is simply not the case. In fact, it is the opposite

that is true: the closer a plant is to its natural state, the

more likely it is that it will poison you. Naturally, many

plants do not want to be eaten, so we have spent 10,000

years developing agriculture and breeding out harmful traits

from crops.'

F Yet educated Europeans are more scared of eating traces

of a few, strictly regulated, man-made chemicals than

they are of eating the ones that nature created directly.

Surrounded by plentiful food, it's not nature they worry

about, but technology. Our obsessions with the ethics

and safety of what we eat - concerns about antibiotics

in animals, additives in food, GM crops and so on- are

symptomatic of a highly technological society that has

little faith in its ability to use this technology wisely. In this

context, the less something is touched by the human hand,

the healthier people assume it must be.

G Ultimately, the organic farming movement is an expensive

luxury for shoppers in well-manicured Europe. For

developing parts of the world, it is irrelevant. To European

environmentalists, the fact that organic methods require

more labour and land than conventional ones to get the

same yields is a good thing; to a farmer in rural Africa, it

is a disaster. Here, land tends to be so starved and crop

yields so low that there simply is not enough organic

matter to put back into the soil. Perhaps the focus should

be on helping these countries to gain access to the most

advanced farming techniques, rather than going back to

basics. "

adapted from articles in Spiked

0 Look at Questions 8- 13 below and underline the

key ideas in the questions and the options (A-E).

0 Now scan the passage to find where the key ideas

are mentioned. Read those parts carefully and

choose the correct options.

Questions 8-13

Choose TWO letters, A- E

Questions 8-9

Which TWO of the following points does the writer

mention in connection with organic farming?

A the occasional use of pesticides

B using the same field for different crops

C testing soil quality

0 reducing the number of farm workers

E the production of greenhouse gases

Questions 10-11

According to the writer, which TWO factors affect

the nutritional content of food?

A who prepares the fo od

B the weather conditions during growth

C where the food has been stored

o when the plants were removed from the earth

E the type of farm the food was grown on

Questions 12- 13

Which TWO negative aspects of organic farming

does the writer mention?

A Consumers complain about the extra cost.

B Organic food may make people ill.

C Farm workers have to be specially trained.

0 It requires too much technological expertise.

E It is not possible in some countries.

Exam advice

Pick from a list

• Use the key ideas in the questions to help you

find the right place in t he passage.

• Underline the answers in the passage and match

them to the options.

• The answers may come from on e section of the

passage or from several paragraphs.

f) Work in pairs.

• How popular is organic food in your country?

• Do you t hink people should be encouraged to eat

organic food? Why? I Why not?


listening Section 2

Exam information

• You hear one speaker talking about a social topic.

0 Work in pairs. You are going to hear a supervisor

talking to a group of new nurses at a large

hospital. Ask and answer questions based on

the pictures below. Who do you think has the

healthier lifestyle - you or your partner?

• When did you last ... ?

• What's your favourite ... ?

• How often do you ... ?

6 Look at Questions 1-5 below and underline the

key ideas in the questions.

€) ~ Listen to the first part of the talk and choose

the correct answers for Questions 1-5.

Questions 1-5


1 According to Debbie, why do some people fail

to eat a balanced diet?

A They don't know how to cook.

B They don't have enough time to cook.

C They don't feel hungry enough to cook.

2 Debbie recommends that staff should keep

fit by

A using a gym.

B taking up a new sport.

C changing some daily activities.

3 Which benefit of exercise does Debbie think is

most important?

A It helps you sleep.

B It keeps your heart healthy.

C It improves mental skills.

4 What advice does Debbie give the nurses

about health and safety?

A to avoid drinking coffee

B to use the canteen at night

C to take regular breaks

5 When she talks about hygiene, Debbie asks

the nurses to

A wash their hands regularly.

B keep away from germs.

C help with the cleaning.

Exam advice

Multiple choice

• Listen for the correct idea or information - don't

just match words.

• Make sure you answer all the questions.

@ Unit2

0 Work in pairs. Look at the places A-H on the map

below. Pick a place and tell your partner how to

get there from the main building. Use the words

and expressions in the box to help you.

next to traffic lights west/east (of)

turn (east/west/right/left) behind turning

right/left (of) go straight on opposite

roundabout go past/beyond beyond corner

You go out of the front of the main

building, turn left and it's directly

opposite you.

0 ~ Now listen and choose the correct answer for

Questions 6-10.

Questions 6-10

Label the map below.

Write the correct letter, A-H, next to questions

6- 10.

Vocabulary

Word formation

0 Complete each of the sentences below with a word

in the box.

fte8:l#t healthy unhealthy healthier

healthiest healthily

1 The key to good . he:~tf:th-. is eating a balanced diet.

2 Cooking at home can help people eat more

3 Hospitals can become ................. if they are not very

clean.

4 People need exercise as well as a .... diet.

5 Being generally active is much .... .............. than

doing lots of exercise just occasionally.

6 Employees should be the .................. people in the

hospital.

0 page 1 00 Word formation

@ Which of the words in the box in Exercise 1 ...

E ..

1 is a noun? !Ae.tl.lt!A

2 is an adverb?

3 are adjectives?

H

TYE ROAD

F

~ Work in pairs. Which of the suffixes or prefixes

underlined in the words below ...

A

G

MAIN BUILDING

c

1 forms a noun? -1-1e.s.s

2 forms an adverb?

3 form an adjective?

4 give a word an opposite or negative meaning?

BACK EXIT

fitness stressful reasonable i.Qact1ve [ regular

risk)' general!)' careless unusual

6 recreation centre

7 health centre

8 swimming pool and sauna

9 health-food store

10 Jenny's Restaurant

Exam advice

B

Labelling a map or plan

• Look at the location of each option on the map.

• The ans~rs will come in the same order as the

questions.

• Listen for each place name and fo llow the

speaker's directions.

0 @ IELTS candidates often use the wrong form of

words or misspell words because of changes in

form. Correct the mistake in each sentence.

1 In general, people should eat more healthy and do

some exercise. !Ae.tl.ft!Aif(J

2 Pesticides may be harmy to our health.

3 Some farmers feel that using natural fertiliser is

too unconvenient.

4 The media often give usefull advice about fo od.

5 There has been a slightly drop in the popularity

of fast food in my country.

6 I don't think that wealth people should get the

best food.

7 Most people can easy do some exercise.

8 The number of people who live to 100 has

increased dramaticaly.


Speaking Part 2

Exam information

• You must speak alone for between one and two

minutes on a topic the examiner gives you.

• You have one minute to write some notes before

you speak.

• The examiner tells you when to stop speaking.

0 Work in pairs. Read this Speaking task and

discuss what you could say.

Describe somewhere you like to shop for food.

You should say:

where this place is

what this place is like

what you buy there

and explain why you like buying food at this

place.

6 ~ Listen to Eva doing the task in Exercise 1.

Which of the places in the photos does she talk

about?

€) Eva uses the points in the task to guide her talk.

Complete this chart showing her key points.

place where I shop

1--- -

St-vtde'1'tt.s - sltl.op

-f'-reB-vte'11H[j

L...oect£ 1 .................

Or7tC\'11iC - ver)t 2 ..................

where th1s place is NeC\r 11\./Y 3 ........ .. .. ... ..

-

what th1s place is like

PedestnC\'11 1 b-vtszy

Opposite 4 .............. ...

Crowded, b-vtszy 1 pop-vt£C\r

L-ots o-f 5 ........... .......

--

what I buy there Fr-vtit, ve 0 , 11t-eC\t 1 cltl.eese 1

6 ..................

FC\Vo-vtrite - o£d 7 .................

why I like buying food

at this place

0 Pron unciat ion: Intonation 7

Food

0 ood

8 .................. p£Me

C.o£o-vtr.f'--vt£

0 ~ Listen again to Eva's talk. Complete this chart

showing the phrases she uses to start her talk,

introduce her points and end her talk.

starting a talk

introducmg points :r. reC\Hzy £i1<e 2 .................

So £et 11t.e 3 ........... ....... wltl.ere it is.

A'1'td 4 .. ... .. ... 1

1. 'VtS-vtC\££zy 5

As :r.'ve 6 ...

ending a talk

@ Unit2

0 Look at this Part 2 task and make some notes in

the table below about what you want to say for

each point.

Describe a meal that you enjoyed eating in a

restaurant.

You should say:

where the restaurant was

what you ate

who ate the meal with you

and explain why you enjoyed eating the meal

so much.

Pronunciation

Intonation 1

When we speak, the tone of our voice rises and

falls. A rise helps your listener understand that you

haven't finished what you are saying or that the

information is new or exciting; a fall indicates the

end of a sentence or utterance.

0 ~ Work in pairs. Look at this extract from Eva's

talk and listen to how her voice changes on the

words with arrows. Take turns to repeat what she

says.

meal I enjoyed

where the

restaurant was

what I ate

who ate with me

why I enjoyed the

meal

~ ~

Er, she weighs everything vel}' quickly ... and you can't bargain

~

with her ... but the price is always reasonable.

@ Work in pairs. Look at some of Eva's sentences.

Discuss where her voice might rise or fall.

1 ... we're students, so we can't afford to eat in

restaurants very often.

2 I really like going to the local market ...

3 ... everything you get there's fantastic - it's

so fresh.

4 ... it's a pedestrian street ... you know, there are

no cars.

5 There's a large number of stalls that sell food -

and some shops, too.

~ Work in pairs. Listen to each other doing the task

in Exercise 5.


• Note down some key ideas for each bullet to

prompt you.

• Use your notes and the points on the card to

guide your talk.

• Use phrases to introduce your points and to

help yOLtkeep going.

• Use intonation to highlight key information and

help your examiner follow your talk.

6 I've got a favourite stall, it's run by a little old

lady ...

7 As I've mentioned, I like it because the food

tastes good, but also it's a very sociable place.

8 All in all, I like it because it's a great place to go

... it's a colourful experience.

€) (o9\ Listen to the sentences and check your

answers.

0 Take turns to read the extracts to each other,

using the same intonation.


Writing Task 2

Exam information

• Task 2 is a discursive essay.

• The question may contain more than one part to

discuss.

• You must write at least 250 words in about 40

minutes.

0 Work in pairs. Read this Writing task and say

whether the statements below are true (T) or

false (F). Correct the false ones.

Write about the following topic.

Most people are not interested in how their food

has been produced. They only care about how

much it costs.

How true is this statement? What influences

people when they buy food?

Give reasons for your answer and include any

relevant examples from your own knowledge or

experience.

1 This essay is about consumers and food. T

2 There is one part to the question.

3 It is only necessary to discuss food production

and cost.

4 I do not have to agree with the first statement.

5 Some personal experience and examples have to

be included.

6 Work in small groups. Make some notes on

these questions relating to the task in Exercise 1.

Discuss your opinions and ideas.

1 How much do people care about a) how their

food has been produced, and b) the cost of their

food?

2 What other things do people care about when

they buy food?

€) @ IELTS candidates often make mistakes with

linking words and phrases. Read the sample

answer on the right and circle the best option

from each pair of expressions in italics (1-10).

0 Read the sample answer again. Which of your

ideas in Exercise 2 does the writer discuss?

I .Nowadays! Over time. a wide range of food products has

become available in shops and there are plenty of ways

that it can be produced. packaged and sold. "' 2 As a result I

Therefore. there are many different attitudes towards food,

and not everyone makes the same decisions when they go

shopping.

Most people shop to suit their lifestyle. J In particular I

Especially. single people who work long hours may buy

frozen or pre-cooked food. because they worry about how

much time they have. Some parents with large families may

'I as well! also worry about time. but are likely to think about

their finances too. lf they only have a little money. they will

be interested in special offers. such as two for the price of

one.

5 On one hand I On the other hand. people who have plenty

of time to prepare food themselves may choose what they

buy more carefully and consider a range of aspects that

include quality and taste. 6 In addihon I Besides. a few

of these people will be concerned about how animals are

treated and whether the food has been organically produced.

7 Another I The other factor affecting choice is where you

live. ln my country. a great deal of importance is placed on

the freshness of food. We eat a lot of nsh and vegetables.

and most of this is caught or produced locally. So cost is not

an issue. 8/n fact I So, very few consumers talk about it.

li Concluding I In conclusion. it seems that cost is only one

of a number of factors that people take into consideration

when they purchase food. 10 Although I Even some people

look at price before quality. others have little interest in

these things and will spend a considerable amount of money

on food in order to satisfy their needs and beliefs.

0 Work in pairs.

1 How many paragraphs are there?

2 What does the writer include in the first

paragraph?

3 Where is the writer's opinion about the

statements in the task?

4 Does the writer include any personal

experience? Where?

5 Underline the writer's two main ideas.

6 Which ideas and examples in the sample answer

were also mentioned during your discussion?

7 Do you agree with the writer's conclusions?

Why? I Why not?

@ Unit2

0 Use your answers to Exercise 5 to write the plan

for the sample essay on page 24.

0 Key grammar: Countable and uncountable nouns

f) Work in pairs. Say whether these statements

about the Writing task are true (T) or false (F).

1 You shouldn't copy from the question paper.

2 The answer can be in bullet points.

3 It is important to plan the answer.

4 Paragraphing is important.

5 Spelling does not have to be correct.

(I) Work in small groups. Read this Writing task and

answer the questions below.


Many children these days have an unhealthy

lifestyle. Both schools and parents are responsible

for solving this problem.

To what extent do you agree with this statement?



experience.

1 Is it true that many children have an unhealthy

lifestyle? Why?

2 Are parents responsible? Why? What should

they do?

3 Are schools responsible? Why? What should they

do?

4 Is anyone else responsible? Who?

(i) Write a plan for the task. Decide how many

paragraphs to write and which ideas will go in

each paragraph. Also plan your introduction and

conclusion.

Exam advice Writing Task 2

• Analyse the question carefully first. You will lose

marks if you don't deal with all parts of the task.

• Brainstorm your ideas and write a quick plan.

• Write your answer in paragraphs following your

plan.

® Now write your answer in about 40 minutes and

check your word count. You should write at least

250 words.

Key grammar

Countable and uncountable nouns

0 Look at this extract from the sample answer on

page 24. Which underlined noun is countable and

which one is uncountable?

... there are many different attitudes towards

food ...

0 page 102 Countable and uncountable nouns

E) Look at the highlighted words in the sample

answer. Which are countable and which are

uncountable?

@) Look at these words/phrases that are often used

with countable/uncountable nouns. Put them in

the correct column of the table below.

a (wide) range of a little (very) few plenty of

a lot of a (large) number of many a few little

most a great deal of a considerable amount of

much a/an any some

countable nouns uncountable nouns countable or

uncountable nouns

£\ (wide.) Y"£\1-toe. o-F

0 @ IELTS students often make mistakes with

countable and uncountable nouns. Choose the

correct expression to complete each sentence.

1 Recently, the number ;§Oilli!Jof fast food that

is eaten has increased.

2 For example, few I a few years ago there were

not many microwave ovens in our country.

3 Technology brings much I many advantages to

our lives.

4 I think many I a lot of research must be done on

organic farming.

5 You can't get many I much information about

your health these days without using the

Internet.

6 Unfortunately, I have little I a little time to cook

when I get home.

7 I think the amount I num ber of fast-food stores

should be reduced.

8 Some children eat much I a lot of oily and fatty

foods.


Vocabulary and grammar review Uni~ 1

Vocabulary

0 Complete these sentences with the correct form of

problem , trouble, affect or effect.

1 I hope my visit won't cause you too much

tro'JA.ble. .

2 Studying at a foreign university will greatly

the way you see the world.

3 If you are not careful about money, you can get

into a lot of financially.

4 Investigators are carrying out research into the

of culture shock on overseas students.

5 Some students have had many adapting

to our very different lifestyle.

6 New technologies have had an enormous

on the way we interact.

6 Study the graph below and complete these

sentences with percent or percentage. Then decide

if the sentences are true (T) or false (F) according

to the graph. Correct the false ones.

80%

70%

1 Sixty-five .pe..rce.-xt of overseas workers in

Germany learn to speak German.

F~lse : 1 57.

2 The of workers from abroad who learn

to speak English is lowest in the United States.

3 Workers from other countries who learn to

speak English in the UK and the USA are 18 and

15 respectively.

4 Belgium has the third highest of

overseas workers learning to speak the

language, with the figure standing at

70 .

Workers from abroad who learn local languages by country (%)

Grammar

€) Complete these sentences with the correct form of

the adjective or adverb in brackets.

1 People who are ready to change their views

often find it e..~s ' er (easy) to adapt to a new

culture.

2 You will learn the language much

(quickly) if you share accommodation with

people from the country - in other words, it will

save you a lot of time.

3 Many students are attracted to this university

because it has the reputation of being the one

with the (good) teachers.

4 I think this is the (complicated)

language I have ever tried to study; I really don't

know if I'm making progress.

5 You'll find the film much (funny) if you

watch it in the original version.

6 Many overseas students find understanding

other students a (big) problem than

understanding their teachers.

7 The (successful) students are not always

the ones with the best brains.

8 Many people prefer travelling by train because

they think it is (safe) than travelling by

plane.

60%

50%

40%

30%

20%

10%

0%

L

r-:-ermany

Kingdom

@ Vocabulary and grammar review Unit 1

(figures from HSBC Bank International

Expat Explorer Survey 08, Report

Three: Expat Expenence)

Vocabulary and grammar review Unit 2

Vocabulary

0 Complete these sentences using the correct

form of the word in brackets.

I It must be very hard work being a } etn'll,e.r

(farm).

2 Although pesticides protect plants, they can be

... (harm) to humans.

3 Our .. (enjoy) of the meal was spoilt by

the loud music in the restaurant.

4 I've done so much exercise at the gym that I'm

............ (total) exhausted.

5 Someone told me this soup was very .

(taste), but I don't like the flavour.

6 The vegetables in our local shop have been

.. (organic) produced.

7 My brother has a really . (health) diet -

he eats nothing but fried food!

8 Some people . .. (critic) conventional

farming methods, but they do produce high

yields.

@ Write nouns for each of these adjectives.

Three adjectives have two possible noun forms.

adjective

noun

developing I d~.V~.fPpr-.~.11 t

active 2

dangerous 3

fit 4

happy 5

independent 6

toxic 7

nutritious 8

reliable 9

accurate 10 . . . . . . . . . . . . . . . . . . . . .

Grammar

~ Circle the correct option in each of these sentences.

I Can you give me some @Vice)! advices on how

to stay fit?

2 Children need clear information I informations

about the food they eat.

3 A balanced diet I Balanced diet consists of plenty

of fruit and vegetables.

4 Organic farming causes less pollutions I

pollution than traditional farming.

5 Some people say that a little knowledges 1

knowledge can be a dangerous thing.

6 I go to fast-food shop I fast-food shops as little as

possible.

7 A shift worker can have very stressful lifestyle I a

very stressful lifestyle.

8 More research I researches is needed to make

genetic engineering safe.

0 Complete the sentences below with the expressions

in the box. Use each expression only once. There

are two extra expressions that you do not need.

a/an

many

a few

much

amount of deal of few

number of plenty of

little

I Only a small Y.<~ r-.b~r. .. R:f consumers buy organic

food.

2 I can't stand cooking in . . dirty kitchen.

3 Everyone needs to spend a .. ...... ..... time

relaxing.

4 At the end of the week, I don't have ...... ......

money left to buy food.

5 You need to put a large . fertiliser on

young plants.

6 You need free time in order to do your

own cooking.

7 It's a pity that so . .. people are interested

in reading the labels on food.

8 Obviously someone has put a great .. . ...... work

into this meal - it's delicious!

Vocabulary and grammar review Unit 2 @

Getting the message across

Starting off

0 Work in pairs. Look at these photos. Who is ...

1 attending a lecture?

2 making a presentation?

3 writing a term paper?

4 taking part in a tutorial?

f) Now discuss these questions.

1 What links these situations?

2 Have you had experience of any of these situations?

3 Which situation do you think is the most/least enjoyable? Why?

Listening Section 3

Exam information

• You hear a conversation between two or more speakers on a

study-based topic.

• Some questions may be on the speaker's opinions.

0 Work in pairs. You are going to hear a student talking to her course tutor

about an assignment. Before you listen, match the words (1-9) with their

definitions (a-i).

1 assignment

2 self-assessment

3 weaknesses

4 peer evaluation

5 extract

6 authentic

7 feature

8 structure

9 finding

a particular parts or qualities of someone

that are not good

b a judgement which you make about the quality

of something you have done

c a particular part of a book, poem, etc. that is

chosen so that it can be used in a discussion,

article, etc.

d a piece of work or job that you are given to do

e a typical quality or important part of something

a piece of information that has been

discovered as a result of an official study

g carefully considering or studying something

done by a colleague/classmate/friend and

judging how good or bad it is

h the way that parts of something are arranged

or put together

real or true

@ Unit3

f) Work in pairs. Read Questions 1-4 and underline

the key ideas in the questions (not the options).

Questions 1-4

Choose TWO letters, A-E.

Questions 1-2

Which TWO activities will students do as part

of Amanda's assignment?

A analyse their own speech

B record other students' speech

C read something frdm a book

D repeat part of a lecture

E remem ber part of a lecture

Questions 3-4

Which TWO features must A manda check when

she chooses the extract?

A the time it takes to read

B the overall organisation

C the nu mber of words

D the number of sentences

E the inclusion of key ideas

Questions 5-8

Which comments do the speakers make about

each lecture?

Choose FOUR answers from the box and write

the correct letter, A- F, next to Questions S- 8.

Lectures

5 History of English

6 Gestures and signs

7 Intonation patterns

8 Language and rhyth m

Comments

A The content is repetitive.

B It took a long ti me to write.

C It was shorter than the others.

D It was well structured.

E The content is relevant.

F The topic was popu lar.

8 ~ Now listen to the first part of the recording

and answer Questions 1-4.

Exam advice

Pick from a list

• Underline the key ideas in the question(s).

• Read through the options and remember that

only two of them are correct.

• As you listen. tick the options you hear. The

correct a nswers may not come in the same order

in the recording as they do in the question.

0 Work in pairs. Read all the information for

Questions 5-8.

1 What are Questions 5-8?

2 Underli ne the key ideas in A-F. How many extra

options are there?

3 What should you write as your answer for each

question?

Exam advice

Matching

• Underline key ideas in the question and options.

• You will .,.hear the answers to the questions in

the same order as the questions appear on the

paper.

0 Read Questions 9-10 and underline the key ideas

in the question.

Questions 9-10

Answer the questions below.

Write NO MORE THAN TWO WORDS for each

answer.

Which TWO pieces of equipment will the

students use in the study?

9

10 ........... ... ..... .... ....... .

Exam advice


• Underline the key ideas in the question.

• Make sure you don't use more words than you

are allowed.

• Check that you have spelled your a nswers

correctly.

0 (1i\ Now listen to the second part of the recording

and answer Questions 5- 10.

Getting the message across @

Reading Section 3

Exam information

Reading Passage 3 usually contains arguments

and opinions as well as information.

• There are 14 questions.

0 Work in small groups. You are going to read an

article about different theories on how babies

learn to talk. Before you read, look at the speech

bubbles below.

1 How would you express each of these

utterances?

2 Why do you think babies talk like this?

3 How do you think babies learn language?

Ol Daddygoout ~ Q

~

E) Work in pairs. Read the title and subheading of

the passage quickly. What do you expect to read

about in the article?

€) Now read the whole passage. When do children

start talking in longer sentences?

Why don't babies talk like adults?

Kids go from 'goo-goo' to talkative one step at a time

by Joshua Hartshorne

A recent e-trade advertisement shows a baby speaking

directly to the camera: 'Look at this,' he says, 'I'm a

free man. I go anywhere I want now.' He describes his

stock-buying activities, and then his phone rings. This

advertisement proves what comedians have known for

years: few things are as funny as a baby who talks like an

adult. But it also raises an important question: Why don't

young children express themselves clearly like adults?

Many people assume children learn to talk by copying

what they hear. In other words, they listen to the words

adults use and the situations in which they use them and

imitate accordingly. Behaviourism, the scientific approach

that dominated American cognitive science for the first

half of the 20th century, made exactly this argument.

However, this 'copycat' theory can't explain why toddlers

aren't as conversational as adults. After all, you never

hear literate adults express themselves in one-word

sentences like 'bottle' or 'doggie'. In fact, it's easy for

scientists to show that a copycat theory of language

acquisition can't explain children's first words. What is

hard for them to do is to explain these first words, and

how they fit into the language acquisition pattern.

Over the past half-century, scientists have settled on

two reasonable possibilities. The first of these is called

the 'mental-developmental hypothesis'. It states that

one-year-olds speak in baby talk because their immature

brains can't handle adult speech. Children don't learn

to walk until their bodies are ready. Likewise, they don't

speak multi-word sentences or use word endings and

function words ('Mummy opened the boxes') before their

brains are ready.

The second is called the 'stages-of-language hypothesis',

which states that the stages of progress in child speech

are necessary stages in language development.

A basketball player can't perfect his or her jump shot

before learning to (1) jump and (2) shoot. Similarly,

children learn to multiply after they have learned to add.

This is the order in which children are taught - not the

reverse. There's evidence, for instance, that children

don't usually begin speaking in two-word sentences

until they've learned a certain number of single words.

In other words, until they've crossed that linguistic

threshold, the word-combination process doesn't get

going.

The difference between these theories is this: under

the mental-development hypothesis, language learning

should depend on the child's age and level of mental

development when he or she starts learning a language.

Under the stages-of-language hypothesis, however,

@ Unit3

it shouldn't depend on such patterns, but only on the

, ompletion of previous stages.

In 2007, researchers at Harvard University, who were

studying the two theories, found a clever way to test

them. More than 20,000 internationally adopted children

enter the US each year. Many of them no longer hear

their birth language after they arrive, and they must learn

English more or less the same way infants do - that is,

by listening and by trial and error. International adoptees

don't take classes or use a dictionary when they are

learning their new tongue and most of them don't have a

well-developed first language. All of these factors make

them an ideal population in. which to test these competing

hypotheses about how language is learned.

Neuroscientists Jesse Snedeker, Joy Geren and

Carissa Shafto studied the language development of

27 c hildren adopted from China between the ages of

two and five years. These children began learning English

at an older age than US natives and had more mature

brains with which to tackle the task. Even so, just as

with American-born infants, their first English sentences

consisted of single words and were largely bereft of

fu nction words, word endings and verbs. The adoptees

then went through the same stages as typical Americanborn

children, albeit at a faster clip. The adoptees and

native children started combining words in sentences

when their vocabulary reached the same sizes, further

suggesting that what matters is not how

old you are or how mature your brain is, but the number

of words you know.

This finding - that having more mature brains did not help

the adoptees avoid the toddler-talk stage - suggests that

babies speak in babytalk not because they have baby

brains, but because they have only just started learning

and need time to gain enough vocabulary to be able to

expand their conversations. Before long, the one-word

stage will give way to the two-word stage and so on.

Learning how to chat like an adult is a gradual process.

But this potential answer also raises an even older and

more difficult question. Adult immigrants who learn a

second language rarely ac hieve the same proficiency in

a foreign language as the average child raised as a native

speaker. Researc hers have long suspected there is a

'critical period' for language development, after which

it cannot proceed w ith full success to fluency. Yet w e

~t ill do not understand this critical period or know why

1t ends.

0 Work in pairs. Look at the underlining in

Question 1 below, then read the first paragraph

of the passage. What is the answer?

Questions 1-4


claims of the writer in the reading passage?

Write

YES

NO

NOT GIVEN


claims of the writer


claims of the writer

if it is impossible to say what

the writer thinks about this

This is a paraphrase of few things are as

funny in the first paragraph of the passage.

I

I People are extremely amused when they

see a baby talk like an adult. - ----,

2 Behaviourists of the early 20th century

argued that chi ldren learn to speak by

copying adults.

3 Children have more conversations with

adults than with other children.

4 Scientists have found it easy to work out

why babies use one-word sentences.

These words are similar to words in the

passage, so they help find the right place.

0 Now underline the words in Questions 2- 4 that

help you find the right place in the passage. Then

answer Questions 2- 4.

Exam advice

Yes I No 1 Not Given

• You should use the same approach for True I

False I Not Given and Yes I No I Not Given

questions (see page 11).

• Write you r answer clearly. If the examiner

is not sure what you have written, it will

be marked wrong.

"

adapted from Scientific American: Mind Matters


A

B

c

D

0 Work in pairs. Read the title of the summary

below and use this to find the right part of the

passage. Look at Question 5. Why is 'C' correct?

Questions 5-9

Complete the summary using the list of words

and phrases, A-H, below.

Two theories about babytalk

According to the writer, there are two main

theories related to babytalk. One states that

a young child's brain needs 5 .... C .... to master

language, in the same way that it does to

master other abilities such as 6 ....... ... .

The second theory states that a child's 7 .......... is

the key factor. According to this theory, some

key steps have to occur in a logical sequence

before 8 ... .. occurs. Children's 9 ......

develops in the same way.

vocabulary level

physical movement

time

attention

Exam advice

E mathematical knowledge

F sentence formation

G learning

H teaching

Summary completion with

a box

• Read through the summary and decide what

type of word or phrase you need for each gap.

• Underline words and phrases around the gaps

to help you find the right place in the passage.

• Underline the words in the passage that provide

the missing information.

• Choose the option that means the same.

f) Answer Questions 6-9 on your own. Then check

your answers with your partner.

€) Look at Questions 10-14 in the next column.

I Underline the key ideas in Questions 10- 14, then

quickly find the right place in the passage.

2 Read that part of the passage carefully, then

choose the correct options.

Questions 10-14

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

10 What is the writer's main purpose in the

seventh paragraph?

A to give reasons why adopted children were

used in the study

B to reject the view that adopted children

need two languages

C to argue that culture affects the way

children learn a language

D to justify a particular approach to

language learning

11 Snedeker, Geren and Shafto based their study

on children who

A were finding it difficult to learn English.

B had come from a number of language

backgrounds.

C were learning English at a later age than

US children.

D had taken English lessons in China.

12 What aspect of the adopted children's

language development differed from that of

US-born children?

A their first words

B the way they learnt English

C the rate at which they acquired language

D the point at which they started producing

sentences

13 What did the Harvard finding show?

A Not all toddlers use babytalk.

B Language learning takes place in ordered

steps.

C Some children need more conversation

than others.

D Not all brains work in the same way.

14 When the writer says 'critical period', he

means a period when .

A studies produce useful results.

B adults need to be taught like children.

C immigrants want to learn another

language.

D language learning takes place effectively.

@ Unit3

Exam advice

Multiple choice

• Use key ideas in the question to find the right

place in the passage.

• Read that part of the passage and underline the

words which answer the question.

€) Work in small groups.

• Do you agree that there is a critical period for

learning language? When do you think this

might end?

• What do you think is the best way for an adult

to learn another language?

II

Speaking Part 2

0 Work in pairs. Read this task and match the

phrases (1-8) below with the points in the task.

Describe a situation you remember when you

had to use a foreign language to communicate.

You should say:

what you were doing

what happened

how well you communicated in the language

and explain why you remember this situation

or experience.

1 on holiday 5 summer break

2 what have I learned 6 the emergency services

3 difficult situation 7 didn't know how to say

4 took a trip 8 hired a car

6 ~ Listen to Abi doing the task in Exercise 1 and

make brief notes about the following.

1 Where was Abi?

2 What happened?

3 How well did he communicate?

4 Why does he remember the situation?

€) ~ Abi uses phrases to mark the stages in his

story. Listen again and complete the chart below

with these phrases.

A couple of :y·eaFs ago Eventually

So the next thing we did Th1s was because

Before we went At the time The reason why

As soon as However, one morn1ng

A C..01Api.e. o-P ~e. L\YS "'oo

L

0 Pronunciation: Consonant sounds

giving reasons I

explanations

0 page 34 Key grammar: Present perfect and past simple

0 Write some brief notes that you could use in a

two-minute talk on the topic in Exercise 1.

0 Work in pairs. Take turns to give your talks.


• Structure your talk by using your notes and

introduc~ng your points clearly to the examiner.

• Use appropriate phrases to mark the stages in

your talk.

0 Read this Speaking task and prepare notes for

each point. Think about how you will link your

ideas.

Describe an English lesson that you really

enjoyed.

You should say:

where and when it took place

who the teacher was

what you did in the lesson

and explain why you enjoyed it so much.

6 Work in pairs. Take turns to give your talks.

After listening to your partner, give feedback.

Pronunciation

Consonant sounds

IELTS candidates often confuse consonant sounds,

and this can change a word or meaning.

0 ~ Listen to and read these examples.

similar sounds

If/ and 1c131

Ill and /r/

lvl and lwl

examples

sheep I jeep

climb I crime

vent I went

f) ~ Work in pairs. Listen again to the first part of

Abi's talk and write the missing words.

A couple of years ago, I 1 ... .w~~t.... on holiday with a

friend to Windsor. Um, the 2. .. .. . . why we chose

Windsor is that I've got an aunt who 3 .... ... .. there.

She's been living there for 20 years now. And, well,

I've always enjoyed travelling ... I've always wanted

to go to the UK. At the time, my friend and I had

4 ............ .... finished ou r exams at school and we were

5 .. ............. to go to university. It was the summer

break, and 6 . . .. .. ... invited us to visit her, so we

decided to go.

@) Work in pairs. Take turns to read the paragraph

to each other. Which sounds are most difficult for

you to pronounce?

(.} Work in pairs. Read the audioscript of the talk on

page 136. Mark six sounds that you find difficult.

Read the script extracts to your partner.


Vocabulary

Teach, learn or study? Find out or know?

0 IELTS candidates often confuse teach/learn/study

and find out/know. Circle the correct words in

these extracts from the Reading passage.

1 This advertisement proves what comedians have

@ wry/ found out for years.

2 Over the past half-century, scientists have

known I found out much about babytalk.

3 Children don't study 1 learn to walk until their

bodies are ready.

4 Knowing 1 Learning how to chat like an adult is

a gradual process.

5 Yet we still do not understand this critical

period or know I find out why it ends.

6 Read these extracts from CLD to check your

answers.

learn, teach or study?

To learn is to get new knowledge or skills

I want to learn how to drive.

When you teach someone, you give them new knowledge or skills.

My dad taught me how to drive. My dati learnt me hew te dfi•uv.

When you study, you go to classes. read books, etc. to try to

understand new 1deas and facts.

He is studying biology at university

know or find out?

To know something means to already have information about

something.

Kelly knows what time the train leaves.

To find out something means to learn new 1nformat1on for the first

time.

Can you find out what time the train leaves?

~ Work in pairs. Complete these questions with

teach, learn, study, know or find out.

1 How many English words do you .... K1tPW .... ?

2 Do you prefer to ... a language by talking

to people or reading books?

3 If you worked in a school, which subject would

you prefer to ..... ?

4 How would you .... . ... where the best

language schools are in your home town?

5 Did you .. ............... hard for your school exams?

0 Work in pairs. Ask and answer the questions in

Exercise 3.

@ Unit3

Key grammar

Present perfect and past simple

0 Match the underlined verbs in these sentences

from Abi's talk (1-3) with the tenses (a-c).

1 I've always enjoyed

travelling.

2 It was a summer break.

3 She's been living there

for 20 years now.

..

a past simple

b present perfect

simple

c present perfect

continuous

6 Which sentence from Exercise 1 describes:

a something in the past that is now ended?

b a situation that started in the past and is still

going on?

c a feeling from the past that is still present?

~ Underline the verb forms in these sentences from

Abi's talk and say what tense they are.

4 Before we went, we hired a car, which we

picked up when we reached the airport.

5 I didn't know the word for tyre.

6 1\venty minutes later, a recovery van arrived.

7 So, what have I learned from this experience?

0 Match the sentences (1-7) in Exercises 1 and 3

with the uses of the past simple, present perfect

and present perfect continuous tenses (a-d).

a a past action or state that is clearly now over

(often with a time expression) 2.. 1

• • •

b a situation or state that started in the past and

continues into the present (often with a time

reference)

c a series of events that took place in the past

d an action or activity that started in the past and

is still continuing

0 page 1 03 Tenses

0 @ IELTS candidates often make mistakes using

tenses. Circle the correct verb form in these

sentences.

1 In the last few decades, there was ;(fj{IS--oeeTg a

rapid development in computer technology.

2 The most popular country that UK residents

have visited I visited in 1999 was France.

3 I was I have been responsible for taking care of

myself since I was eight years old.

4 Obesity became I has become a global problem.

5 Sometimes people who have been on a diet eat

even more afterwards than they have eaten 1 ate

before.

6 One day, the company has been I was shut down.

Writing Task 1

0 Work in pairs. Look at the graph below.

1 What does the graph show?

2 What is the main difference between the two

lines on the graph?

3 Are there any significant similarities or

differences between the two language trends?

4 What are the main features of each trend?

5 How could you divide the information into

paragraphs?

The graph below shows information about the

languages that 13-year-old students in one school

chose to study.




160

140

120

100

80

60

40

Language options selected by 13-year-old

students in a school in England

c In 2000, the number of students who took

French was 150, compared to just under 10

students who chose Mandarin. D

d French gained some popularity in 2006, but has

remained fairly stable since then at about 90

students. D

e The graph shows how many 13-year-old students

studied French and Mandarin between 2000

f

and the present day in a school in England. [I]

On the other hand, the trend for French

is the opposite. D

g So there was a significant difference in numbers

at this time. D

h According to the data, Mandarin has increased

in popularity during this time. D

In contrast, the number of students taking

Mandarin dipped in 2006 and then fluctuated,

before it returned to 75. D

Since 2005, the trends have not changed

as much. D

@) Work in pairs. Look at the text in Exercise 2

again and find verb phrases which mean the

following.

1 went down (two phrases)

2 hit a high point

3 has stayed the same

4 went up a lot

5 went up and down

0 Work in pairs. Look at this table and discuss

what it shows. Which column:

I increases significantly?

2 fluctuates?

3 peaks then falls slightly?

Global statistics: Shore Hotel

Staff: 1975-2010

6 Put these sentences in the correct order.

a Overall, it can be seen that more students have

been choosing to study Mandarin, but French is

still the most popular language option. D

b Over the Mext five years, the figure fell

considerably for French, but rose dramatically

for Mandarin and reached a peak at

75 students. D

with language 1 speaking two or previous work

qualification ' more languages experience

% % %

1975 5 10 75

1980 10 12 70

1985 12 14 78

1990 17 23 55

1995 21 48 65

2000 22 so so

2005 21 65 45

2010 20 79 67


0 Complete the gaps in this summary with the

correct percentages.

The table provides some bac.kground information on the

staff working in a global hotel c.hain. The information

goes bac.k to 1975 and c.overs languages spoken and

quallfic.atlons, as well as previous work experienc.e.

Between 1975 and 2000, there was a signilkant rise in

the perc.entage of employees who held a quallfic.atlon in

a foreign language, from 1 .............. to 2 .................. After

this, there was a slight fall of a .................. over the next ten

years.

'I .. .. . . . . . . . of staff were able to speak at least two

languages in 1975. At first, this figure rose by 13 perc.entto

5 ... . . . in 1990. 1-\-owever, from 1990 to 2010. it roc.keted

to6 .......... .

finally, the perc.entage of staff with experienc.e in the

hotel industry fluc.tuated between 1975 and 2010. In 1955,

there was a peak at7 ................. ,and this was followed by

a sudden fall to 6 ................ five years later. figures then

went up and down over the next 15 years.

0 Underline the expressions that describe trends in

the summary in Exercise 5.

0 Write an overview of the information in the

summary in one or two sentences.

0 page 102 Prepositions

~ Using the rules in the Language reference,

complete these sentences with the correct

prepositions.

I Car sales rose by five percent .......!:1-1....... August.

2 The chart shows the number of people finding

jobs ....... .. 2003 and 2007.

3 The number of new employees fell ..................

12 percent last year.

4 Yesterday, there was a fall . .............. ten degrees

in city temperatures.

5 There will be an increase ...... taxi fares

next month.

6 Customer complaints have gone down

below 100.

7 The percentage of people needing medical

treatment peaked ..... . ... .... 35 in 2009.

0 @ Find and correct the mistakes made by IELTS

students in these sentences.

I The oldest underground railway v<:"as built in

London en 1863. i-1-1.

2 In general, all the figures gradually increased

over 1911 to 2001.

3 There is no evidence that a rise of petrol prices

leads to less traffic.

4 The number of people peaked to 5,523 in 2001.

5 Spending on teachers' salaries fell on 5%.

6 The temperature decreased until a low of three

degrees in December.

7 During the period of 1986 and 1999 there was a

gradual increase.

8 The profits experienced an increase by $2m.

(ID Work in pairs. Look at the Writing task below

and decide:

• what the graph shows

• how you will organise your report - what each

paragraph will contain

• what your overview will include.

Work alone and write your summary. You should

write at least ISO words.

The graph below shows information about the

recruitment of teachers in Ontario between 2001

and 2007.




Percentage of first-year teachers with regular

teaching jobs by year of graduation

80%

70%

60%

50%

40%

30% - --------

20% L._.,----------...,-------

2001 2002 2003 2004 2005 2006 2007

year of graduation

[+--~~----=-=-~-... J

Exam advice

Describing trends

When you have to describe trends:

look at the similarities and differences.

• use approriate language to describe them.

@ Unit3

New media

zoo

The many guises of

our most successful theory

E.T. DEnCTOR

If there are aliens

tl!is wur find them

TURN Df'F PAIN

The switch

Is lnlhebrain

Starting off

0 Work in pairs. Look at the photos of different media.

Which do you normally use to do the following?

• keep up to date with the news

• do research for your work or studies

• relax when you're alone

• keep up with the latest ideas and fashions

• enjoy yourself with friends

Reading Section 1

0 Work in small groups. You are going to read a passage about

the World Wide Web. Before you read, discuss these questions.

1 How is tbe World Wide Web different from the Internet?

2 How do you personally use the Web?

6 Now read the passage on page 38 quite quickly.

How many uses of the Web are mentioned?

New media @

'Information Management: A Proposal'. That was the bland

title of a document written in March 1989 by a then littleknown

computer scientist called Tim Berners-Lee, who was

working at CERN, Europe's particle physics laboratory, near

Geneva. His proposal, modestly called the World Wide Web,

has achieved far more than anyone expected at the time.

In fact, the Web was invented to deal with a specific problem.

In the late 1980s, CERN was planning one of the most

ambitious scientific projects ever, the Large Hadron Collider•,

or LHC. As the first few lines of the original proposal put it,

'Many of the discussions of the future at CERN and the LHC

end with the question "Yes, but how will we ever keep track

of such a large project?" This proposal provides an answer to

such questions.'

The Web, as everyone now knows, has many more uses

than the original idea of linking electronic documents about

particle physics in laboratories around the world. But among

all the changes it has brought about, from personal social

networks to political campaigning, it has also transformed the

business of doing science itself, as the man who invented it

hoped it would.

It allows journals to be published online and links to be

made from one paper to another. It also permits professional

scientists to recruit thousands of amateurs to give them a

hand. One project of this type, called GalaxyZoo, used these

unpaid workers to classify one million images of galaxies into

various types (spiral, elliptical and irregular). This project,

which was intended to help astronomers understand how

galaxies evolve, was so successful that a successor has now

been launched, to classify the brightest quarter of a million

of them in finer detail. People working for a more modest

project called Herbaria@home examine scanned images of

handwritten notes about old plants stored in British museums.

This will allow them to track the changes in the distribution of

species in response to climate change.

Another new scientific application of the Web is to use it as

an experimental laboratory. It is allowing social scientists, in

particular, to do things that were previously impossible. In

one project, scientists made observations about the sizes of

human social networks using data from Facebook. A second

investigation of these networks, produced by Bernardo

Huberman of HP Labs, Hewlett-Packard's research arm in

Palo Alto, California, looked at Twitter, a social networking

website that allows people to post short messages to long

lists of friends.

@ Unit4

At first glance, the networks seemed enormous- the

300,000 Twitterers sampled had 80 friends each, on average

(those on Facebook had 120), but some listed up to 1,000.

Closer statistical inspection, however, revealed that the

majority of the messages were directed at a few specific

friends. This showed that an individual's active social network

is far smaller than his 'clan'. Dr Huberman has also helped

uncover several laws of web surfing, including the number

of times an average person will go from web page to web

page on a given site before giving up, and the details of the

'winner takes all' phenomenon, whereby a few sites on a

given subject attract most of the attention, and the rest get

very little.

Scientists have been good at using the Web to carry out

research. However, they have not been so effective at

employing the latest web-based social-networking tools to

open up scientific discussion and encourage more effective

collaboration.

Journalists are now used to having their articles commented

on by dozens of readers. Indeed, many bloggers develop

and refine their essays as a result of these comments.

Yet although people have tried to have scientific research

reviewed in the same way, most researchers only accept

reviews from a few anonymous experts. When Nature,

one of the world's most respected scientific journals,

experimented with open peer review in 2006, the results were

disappointing. Only 5% of the authors it spoke to agreed to

have their article posted for review on the Web - and their

instinct turned out to be right, because almost half of the

papers attracted no comments. Michael Nielsen, an expert

on quantum computers, belongs to a new wave of scientist

bloggers who want to change this. He thinks the reason

for the lack of comments is that potential reviewers lack

incentive.

adapted from The Economist

*The Large Hadron Collider (LHC) is the world 's largest particle

accelerator and collides particle beams. It provides information on

fundamental questions of physics.

8 Read Questions 1-6 below, underline the key

words in the statements, then use these to find

the right place in the passage.

0 Now read those sections of the passage carefully

to decide if the statements are true, false or not

given.

Questions 7-10

Complete the notes below.

Choose NO MORE THAN TWO WORDS from the

passage for each answer.

Questions 1-6



Write

TRUE

FALSE


information


information


1 Tim Berners-Lee was famous for his research

in physics before he invented the World

Wide Web.

2 The original intention of the Web was to

help manage one extremely complex project.

3 Tim Berners-Lee has also been active in

politics.

4 The Web has allowed professional and

amateur scientists to work together.

5 The second galaxy project aims to examine

more galaxies than the first.

6 Herbaria@home's work will help to reduce

the effects of climate change.

Exam advice

True 1 False I Not Given

• Find words in the passage that are the same as

or similar to words in the statement.

• Quickly find the part of the passage that deals

with each statement; you will be able to find

this, even when an answer is Not Given.

0 Work in pairs. Look at Questions 7-10 in the next

column.

1 Read the title of the notes and find the section of

the passage which deals with this.

2 Read Questions 7-10 and decide what type of


3 Read th~ relevant section of the passage

carefully and answer Questions 7-10.

We.b use.d b)' Soc..al SGoe.V1+.s+s CV1c.IUdol'1j

Dr" llube.Y"mal'1) +o '"'ve.s+,ja+e. +t,e. 1 .. .

Soc.,al V1e.+WoY"kS.

Mos+ 8 ......... . '"'+e.V1de.d for" l,m,+e.d V1Umbe.Y"

of people. - Vlo+ e..Ve..Y"jo"'e.. oV1 l,s+.

Dr" llube.Y"mal'1 i.-.QS also '"'ve.s+~C\+e.d:

9 .. ... ... .. +o d.sc.oVe.Y" koW lo"'j people. w,ll

spe."'d ol'1 a pa,.,+.c.ular" we.bs,+e.;

of

wry a Small V1Umbe.Y" of s.+e.s 3e.+ muc.L-. moY"e..

10 . ...... . +L-.a"' o+ke.Y"S oV1 Same. su~e.c. +.

Exam advice

Note completion

Read the title of the notes and find the section

of the passage which deals with the subject.

Read the notes and decide what type of


Be careful to copy the answer from the passage

exactly.

(i) Look at Questions 11-13 below.

1 Underline the key idea in each question and find

the part of the passage which deals with it.

2 Read the passage and underline the words you

need to answer the questions, then copy the

answers carefully.

3 Check that your answer gives the correct

information, e.g. for Question 11 your answer

should be a name (Whose writing ... ?) .

Questions 11-13




11 Whose writing improves as a result of

feedback received from readers?

12 What type of writing is not reviewed

extensively on the Web?

13 Which publication invited authors to publish

their articles on the World Wide Web?

New media @

Exam advice


• Underline the key idea in each question and find

where it is dealt with in the passage.

• Read that part carefully and underline the

answer.


1 Do you use Facebook, Twitter or other social

networking sites?

2 If so, how many 'friends' do you have? How

many do you 'talk' to regularly? What sort of

things do you talk about?

3 What other ways do you have of keeping in

touch with your friends?

II Jj

f) Work in pairs. Read Questions 1-5 below.

1 What type of word (noun/ verb/adjective, etc.)

is needed in each gap? ,

2 If you need a noun, do you think it will be

singular or plural?

Questions 1- 5

Complete the sentences below.

Write ONE OR TWO WORDS for each answer.

"Are you f ollowing my t weet s?"

listening Section 4

Exam information

• You hear one speaker giving a talk, lecture or

presentation on an academic subject.

• The speaker will express opinions and ideas, not

just facts.

• This section does not contain a break.

0 Work in small groups. You are going to hear

a lecturer talking about journalism practised

by people who are not professional journalists.

Before you listen, discuss this question.

Where do you think amateur journalists can publish

articles and reports?

1 Ordinary people can provide a news story,

a . . or a video when no professional

journalist is present.

2 Amateur journalists often report on subjects

which would be of little interest to a large

3 In the past, someone who wanted to express

an opinion used to write a . .. , while

now they write a blog.

4 An amateur journalist's subject is more

likely to be a .................. rather than national or

international news.

5 Amateur news websites, such as Ohmynews

in South Korea, earn money from .................. .

€) ~ Now listen and answer Questions 1-5.

@ Unit4

0 Look at Questions 6-10 below.

I What is a flow chart?

2 What type of word (noun/verb/adjective, etc.) is

needed in each gap?

3 If you need a noun, do you think it will be

singular or plural?

Questions 6-10

Complete the flow chart below.

Write ONE WORD ONLY for each answer.

How to write an article

Put the main facts at the beginning to attract

attention.

Use a model in the shate of a 6 . .. ... ... ... to build

up details.

Vocabulary

Cause, factor and reason

0 IELTS candidates often confuse cause, factor and

reason. Complete these sentences by writing one

of the above words in each gap.

1 Another key . ..... ........... in the process has

been the mobile phone.

2 I think the main ............. .......... ..... of this change has

been the Internet.

3 Newspapers only print a few of the thousands

of letters t hey receive each day, and the

............. ... for this is that they just don't have

enough space.

6 Check your answers by reading these extracts

from CALD. Which words are often used before

and after cause, fac tor and reason?

Include 7.

~

. from people involved.

cause the reason why something, especially something bad,

happens:

The police are still trying to establish the cause of the fire.

~

Check the accuracy of your 8

.J,

Rewrite, making sure paragraphs are short.

~

Don't write a 9 .................. .

~

Add a picture to accompany the article.

-,!..

Finally, write an attractive 10 . ........ .... . .

0 ~ Now listen and answer Questions 6-10.

Exam advice

Sentence and flow-chart

completion

• Try to use words you actually hear. If not, use

words which express the same idea.

• Check your answers when you have finished.

~ Work in small groups.

Have you ever contributed to a blog, or posted a photo

'lo.

or video on the Internet? What was it about?

factor a fact or situation that influences the result of something:

Price wtll be a major/ ct·ucialfactor in the success of this

new product.

reason the cause of an event or situation or something which

provides an excuse or explanation:

The reason for the disaster was engine failure, not

human en·ot·.

The reason why grass is green was a mystery to the

little boy.

€) @ Find and correct the mistakes made by IELTS

candidates in these sentences.

I Pollution is a teftSiffi: of global warming. C.t.\'!Ase.

2 A major reason which causes this serious

problem is pressure on students.

3 The growth of big cities has its human,

economic and political reasons.

4 This chart shows the main causes why

agricultural land is losing productiveness.

s We work hard throughout our student life in

order to prepare for the future, although this is

not the only cause.

New media @


0 Work in pairs. Look at this task for Speaking

Part 2. Which words and phrases in the box

below would you use when you do the task?

Describe a website on the Internet that you use

regularly.

You should say:

what sort of website it is

what you use it for

what you like and dislike about it

and explain why you use it regularly.

site social network1ng to browse to buy online

to chat to download to keep 1n touch

to keep up to date to research to v1s1t to watch

f) You are going to do the task in Exercise 1. Before

you talk, think about what you're going to say

and make some notes.

€) Work in pairs and take turns to give your talks.

You should each speak for up to two minutes.

Exam information Speaking Part 3

• In Part 3, the exami ner asks you questions on a

range of topics connected with t he topic of Part

2, and you discuss your opinions w ith him/her.

• The questions are more general and less

personal than in Part 1.

• Th is part takes four to five minutes.

0 Look at this Part 3 question and the three

answers below. Which answer do you think is

best? Why?

How does the Internet help

people in their everyday lives?

0 Work in pairs. Look at these questions for

Speaking Part 3.

1 What opinion or ideas would you"express to

answer each question?

2 What reasons and examples can you give?

Internet use

• How does the Internet help people in their

everyday lives?

• Do you think that some people spend too

much time on the Internet? Why?

• In your opinion, will newspapers and books

disappear as a result of the Internet? Why? 1

Why not?

C) Read the response below given by Elena, an

IELTS candidate.

1 Which question from Speaking Part 3 in

Exercise 5 is she answering?

2 Underline the reasons and examples she gives.

3 Which four words and phrases does she use to

show she's not certain about her answer?

Well, I'm not sure. Some people do perhaps, for example

young people who should be studying instead, but a

lot of people use the Internet for their jobs or for other

things. Maybe too much ti me chatting to friends, not

enough time doing other things. Too much time sitting

down. But many people leave the Internet connected

all day because they use it instead of a telephone for

messages or instead of going to the library, so I think it

depends. For some things, it saves time.

I use the Internet for downloading films. I enjoy

watching films in my free time. and it's cheaper than

going to the cinema.

Well. I think it helps people in quite a lot of ways. for

insta nce to get information, or to book air tickets, it

helps people to study and to do research for their

homework and their studies or even to get advice about

how to study.

@ Unit4

Yes, I think it helps people a lot.

0 Pronunciation: Chunking

f) Work in pairs. Take turns to ask and answer the

questions in Exercise 5.


• Listen ca refully to the questions and make sure

you give direct and relevant answers.

• Give quite long answers to the questions, giving

an example or a reason.

• If you're not certain how to answer, say so and

suggest possible ideas you have.

(!) Work in pairs. Take turns to ask and answer

these questions.

Using the Internet

1 How can the Internet help students with their

studies?

2 What dangers do you think there are

connected with the Internet?

3 What are the advantages of using social

networking sites instead of meeting friends

face to face?

4 Do you think people should pay for music

and films they download from the Internet, or

should they be free? Why? I Why not?

Writing Task 2

0 Work in pairs. Read this Writing task and underline

the things you must deal with in your answer. Then

answer the question below.


The media should limit how much bad news they

report because it discourages people from doing

activities which usually involve very little risk.

To what extent do you agree or disagree?



experience.

onunciation

Chunking

We tend to say words in groups, almost like one

word. We call this chunking. Between groups of

words, we pause or hesitate.

0 ~ Listen to Elena's answer to the first question

from Speaking Part 3 above and mark the pauses

or hesitations I as she speaks.

Well, I think it helps people in quite a lot of

ways, for instance to get information, or to book

air tickets. It helps people to study and to do

research for their homework and their studies or

even to get advice about how to study.

6 ~ Work in pairs. Read Elena's answer to the

second question and decide where she will pause.

Then listen and check your answers.

Well, I'm not sure. Some people do perhaps, for

example young people who should be studying

instead, but a lot of people use the Internet for

their jobs or for other things. Maybe too much

time chatting to friends, not enough time doing

other things. Too much time sitting down. But

many people leave the Internet connected all day

because they use it instead of a te lephone for

messages or instead of going to the library, so I

think it depends. For some things, it saves time.

Which of these things should you write about in your

answer?

a Whether the media report too much bad news

b What you enjoy watching on TV and reading in

newspapers

c If people are really affected by the news

d Which activities you think people should avoid

e If the media should limit the amount of news they

report

f How much you agree or disagree with the topic

6 Three people wrote answers to the question. Read

the first paragraph of each of their answers (1-3)

and match each with a description (a-c) on page 44.

1 Rodio, televi5ion ond the Internet repetlt 5torie5

obovt i5oloted incident5, svch tl5 tl mvrder or o

robbery, 24- hovrs tl doy. As tl resvlt, mony people

worry obovt normol things 51Jch os ollowing their

children to ploy in the pork I ~eel t hiS iS o pity ond

thtlt the medio 5hovld redvce the omovnt o~ bad news

they tell.

2 In fAe- pasf. pe-ople- use-d fo near fne news by falkin3 fo

fravellers wAo arrive-d af fneir fown or villa3e . Today. we

near news from all over fAe world eve-r y day fnroU(}n fne

maSS media, and If IS offen combtned wtfh snockin3 or

fri3hfe-nin3 ima3es whicA affed fAe- way we fnink and

behave.

3 TI-le. m':_jor';t)' of V1e.wS r'e.por'fs te.V\d to be.

Se.V1SQt;oV1QIJ sl'loc.bV13 QV1d UV1ple.QSQV1t. Howe.Ve.r'>

I be.loe.Ve. we. l'IQVe. Q ~"''3l'lt to kV1oW WhQ+ ;s

hQppe.V\;V\3 ;V\ +he. Wor'ld QV\d I do Vlot be.l;e.ve.

thQ+ +he. me.d;Q should r'e.s+,..-,d WhQ+ +he.)' +ell us.

@ Now take turns to read Elena's answer aloud.

New media @

a A general description of how the world has

changed and how the situation affects us now to

show why the subject is important

b A short opening sentence introducing the

subject of the essay, followed by the writer's

opinion given clearly and directly

c An explanation of the topic giving examples,

followed by the writer's opinion

€) Work in pairs. Tick (.t) the things which all

three paragraphs in Exercise 2 have in common.

a They are quite short - just two or three

sentences each. [Z]

b The writer's opinion is clearly stated. D

c The paragraphs are a clear introduction to the

subject. D

d The writers have used their own words, not just

repeated words from the question. D

0 Read the notes Hassan made before he started

writing his answer to the Writing task in Exercise 1.

Then read his answer on the right and match each

paragraph (1-4) with the relevant note (a-d).

ll a

Conc lusion: my o;>lnlon: media.

Para.

S

duty to re;>o d + lac/: o.f' ln.f'o

reduc es heedo m

Para. 2

b Introduc e s u -tjec t : newS m ainly

Para. 3

Para. 4

bad + my o;>lnlo n : our r1jht

to ln.f'o

c Main Idea: w hy re;>ortln3 s h o uld

not be limited . .f"eaSons: ln.f'o

ma./:eS ;>eo;>le reS;>onS ible,

decide themselves about rls/:s .

d

5 u;>;>ortln3 ;>oint: e::J- motorway

accident

Main Idea: w hy ;>eo;>le thin/:

bad newS Sh ould be limited:

s to;>S ;>eo;>le do ln3 thln:JS

St.<;>;>ortln3 ,Points: e-3. crime

and not vlsltln3 dan3ero u s

dis tric ts I ;>lane c rashes ,

;>eo;>le sto;> llyln3 . .f"es ults:

buSineSSeS Su.f'.fer

0 Look at how the highlighted words and phrases

are used in the answer in Exercise 4. Which

words and phrases:

1 start a new sentence~

2 join two sentences~

0 page 103 However, although, even though and on the

other hand

e Unit4

Most news reports tend to be sensational, shocking and

unpleasant. It ow ever . I believe we have a rigft to know what is

happening in the world and I do not believe that the media should

restrict whatthey tell us.

People who argue that the media should not report so much

bad news have one main reason for t his opinion. They suggest

that bad news discourages ~ from doing t hings which are

normally safe. for instance. crime rates may be a mqjor factor in

discouraging people from visiting a city. Another example is when

a plane crashes and many people stop flying for a while. even

though it is one of the safest ways to travel. As a result of these

reactions. businesses suffer because people become frightened

of doing things they previously thought were harmless.

On the other hand . there are strong reasons for arguing that

the media should not limit their reporting. firstly. people have to

be informed so t hat they can then take responsible decisions.

Also. people have to be able to decide for themselves what risks

are involved in doing a particular activity. for example. when there

has been an accident on the motorway. I do not stop driving.

although I usually drive more carefully for a few days. especially

if the cause ofthe accident was the weather.

In short. I think the media have a duty to report all important

events. If we do not receive information of this type. we cannot

make responsible decisions about what we do. and this reduces

our freedom to act in a way which is best for us.

('270 words)

0 Match items 1-6 with items a- f.

1 Although there are more and more channels, .f

2 I believe we should be informed about how

politicians behave.

3 I find the radio distracts me when I'm working.

4 I like to buy a newspaper on Sunday,

5 Online newspapers are widely read.

6 Television news programmes should show pictures

of disasters that have happened,

a even though many people find these extremely

upsetting.

b even though I can read it online for free.

c However, I don't believe they will ever completely

replace printed ones.

d However, I find it entertaining when I'm driving or

doing the housework.

e On the other hand, I don't think we should be told

details of their private lives.

f people spend less and less time watching television.

0 Key grammar: Articles

0 Read this Writing task and underline the things

you must deal with in your answer.


The media pay too much attention to the lives

and relationships of celebrities such as actors,

singers or footballers. They should spend more

time reporting the lives of ordinary people

instead.

To what extent do you agree or disagree?



experience.

(i) Work in small groups. Discuss to what extent

you agree or disagree with the statement in

the Writing task in Exercise 7. While you are

discussing, note down any ideas you might use

when you write your answer.

0 Write a plan for your answer, then write your

complete answer. You should write at least 250

words.

• For your first paragraph, use one of the

paragraphs you looked at in Exercise 2 as a

model.

• Your middle paragraphs should each have a

main idea and supporting points or examples.

• Your final paragraph should contain your

opinion and the reasons for it.


• Your answer should include a short introductory

paragraph saying why the topic is important or

what you are going to discuss.

• Each of the middle paragraphs should express

one main idea with supporting points and/or

examples.

• Summarise your opinion in the final paragraph.

Key grammar

Articles

0 Read these rules for when to use articles (a, an,

the or no article) and complete each gap using

one of the underlined phrases from the sample

answer to the Writing task in Exercise 5. You will

have to use two words twice

Use the

• when people know what you are talking about

because you've mentioned it before or it's clear

from the context: I've been to the post office,

1 t~A-e. t:\C.C.Jde.11t

• when only one of a thing exists: the sun,

2

• with a noun which refers to a group of people or

things: the police, 3

• with superlatives: the highest figure, 4

Use a or an

• with a singular countable noun the first time

you mention it: an example, 5

Don't use a or an

• with uncountable nouns or plural nouns: society,

6

Don't use the

• when you are talking in general

• with an uncountable noun or with plural nouns:

Fruit is good for you, 7

f...., page 104 Use of arttcles

f) @ Each of these sentences contains a mistake

with articles made by IELTS candidates. Correct

the mistakes.

tke.

1 As/\ worl·d· is changing, society is becoming more

competitive.

2 I think computers play an important role in the

society.

3 If students are allowed to use the computers

in class, they can easily access the latest

information.

4 Internet and other media benefit us in many

ways.

5 It is necessary to keep in mind that the older the

people get, the more experienced they are.

6 People can access the information from a

computer whenever and wherever they want.

7 Some people argue that the books are the best

type of media for communicating information.

8 Their parents always plan and give them a best

school to study at.

New media @


Vocabulary

0 Complete each of these sentences with the correct

form of learn, teach, study, know or find out.

1 Some people ~e.G.I:r:1:t . to speak a new language

faster than others.

2 I'll .. how much the book costs and call

you back.

3 This software is great - it's ........ ...... me how to

pronounce some difficult English sounds.

4 Unfortunately, my brother should have

harder for his exams.

5 My tutor was annoyed because he didn't

why I was late for the lecture.

6 I prefer . in the library, where it's quiet.

7 We haven't .. about phonetics with our

course tutor yet.

8 I was going to tell Mark about the test, but he

already ..

Grammar

E) Complete these sentences with the past simple,

present perfect or present perfect continuous of

the verb in brackets. In some cases, two forms

are possible.

1 I 0,0-,ve b.ee.1t)e.0-,r1:ti1l (learn) Japanese for two

0

years now.

2 ... .. .. ........ ............... (you decide) which

university to apply for yet?

3 My favourite author .. . . . (write)

his first book ten years ago.

4 Not everyone in my old high school

........... .... (come from) the local area.

5 We .... ........ . (wait) here for half an

hour, but my tutor still hasn't arrived.

6 Maisie . ............. . (feel) very nervous

before the presentation, but it went well.

7 Since the heavy rains started, my sister

.... ............ .. ......... (travel) to college by bus.

8 My neighbour recently confessed that he

. . . (never read) a newspaper in

his life!

@) Study this graph and complete each sentence

below using a preposition from the box. Two of

the prepositions are used twice.

Full-time enrolment of students in education

in Ireland (1980-2010)

_

1980 1990 2000 2005-2006 2009-2010

___.. __ primary level

--·--- secondary level

at between by from 1n of over to

The chart shows changes in Irish school enrolment

figures 1 . PYe.r ... a 30-year period.

2 ......... 1980 and 2010, there were always more

students at primary level than at secondary level.

About 550,000 students were studying at primary

level 3 .. ................ 1980, and this figure remained

stable 4 ....... .. the next ten-year period. Enrolments

fell 5 .................. 100,000 after that, then rose gradua lly

6 ................. 500,000 at the end of the fi rst decade of

the 21st century.

Enrolments in secondary education fluctuated slightly

during this time period. 7 ... .............. .1980 to 2000, there

was an increase 8 ............... ...50,000 students, and

numbers reached 350,000. The next five years showed

a slight decrease 9 ........... numbers, and since 2005,

numbers have remained stable 10 .......... ...... 325,000 .

Overall, while primary school numbers have fallen

slightly, secondary school enrolments have risen.



Vocabulary

0 Complete the sentences below with words

connected with the Internet from the box in the

correct form.

browse chat download go keep visit

I I brqwse. the Web to look for the information I

need for my studies.

2 I . with my friends using a social

networking site.

3 Although there are millions of websites, most

people just . . .. a few favourites frequently.

4 Facebook is a great way to in touch with

your friends.

5 When I want to buy something, first I

online to compare products and prices.

6 I films onto my computer because I find

it more convenient than going to the cinema.

6 Complete each of these sentences with the correct

form of cause, factor or reason.

I There are several .ftAc;.tors which influence

people when deciding where to go on holiday.

2 The Internet has been the main of the

decline of conventional newspapers.

3 One why young people watch less

television is that they have less time.

4 Online advertising is successful for a number

of . One is that people can react to it

instantly.

5 You can only really deal with a problem if you

understand its

6 Advertising is influential, but price will always

be the main influencing your decision

to buy.

Grammar

8 Complete these sentences with however, although,

on the other hand or even though. In most cases,

more than one answer is correct.

I Television advertising is expensive.

1-lowe.ve.r I 011 t{.....e. ot"'-e:-r "'-tA11d , it reaches the

widest audience.

2

TV

advertisements are often amusing, I don't like

them when they interrupt films on TV.

3 Chen never uses online dictionaries

his teacher

recommends them.

4 Printed books have been around for centuries.

, I think they will

become obsolete in the next few years.

5 Printed books have been around for centuries.

, electronic books

are relatively new.

0 Complete this paragraph by writing a, an, the or

- if you think no article is needed. In some cases,

more than one answer is possible.

When you join 1 C\ group on 2 social

networking site, you may be revealing more than you

want to. 3 experimental website has managed

to identify 4 names of people who visit it by

gathering 5 information about 6 groups

they belong to. 7 ....... website exploits 8 . fact

that your web browser keeps a list of 9 . web

addresses you have visited. 10 owners of

websites can obtain this information by hiding

11 list of 12 web addresses in the code

for their web page. When someone accesses

13 ..... page, their browser will tell 14 . .. website

owner which of 15 ..... . hidden addresses they have

already visited.


The world in our hands

Starting off

0 Work in pairs. Match the photos

(1-5) with the environmental

problems (a-e).

a climate change

b destruction of forests

c endangered species

d greenhouse gases

e rising sea levels

6 Match these sentence halves to form four ways of protecting the environment.

Which do you think is the most urgent?

1 Driving cars with zero emissions

2 Nature reserves are a way

3 Switching to renewable energy

4 Wildlife conservation programmes

a are essential for protecting endangered species.

b will reduce our dependence on fossil fuels.

c will cut the quantity of greenhouse gases which are released

into the atmosphere.

d of protecting natural habitats.

listening Section 1

0 Work in pairs. You are going to hear a man

who is interested in protecting the environment

talking to a travel agent about eco-holidays.

Before you listen, discuss these questions.

1 What do you think eco-holidays are?

2 Can you think of examples of eco-holidays?

6 Work in pairs. Look at Questions 1-6 and decide

what type of information you need to fill each

gap.

Questions 1-6


Write NO MORE THAN TWO WORDS AND/OR

A NUMBER for each answer.

C.u5fome-r' '5 V1Cime-:

.J:(}CJr. Je, tr.o.v

Le-.-,_ci~ of l-lol;da;: 1 ... ........... ··········

w;ll PClj up fo L 2 .. ..... . ....... .

Told l-l;m a bou f 3 . . .

Ne-e-ds crote- fo..- 4

Re-c:r;r'e-5 5 .. .................... .. OY1 plaV1e-

. . .. for' ad'ICIV1c.e. f<Ajme-V1f5

.. du..-;.-,j l-lol;dClj

MU5f c.l-le-cJ"- ;f l-Ie- .-,e-e-J5 a6..... . . . . . . . . .

@

UnitS

€) ~ Now listen and answer Questions 1-6.

Exam advice

Note and table completion

• Check how many words you are allowed to use.

• Take care to spell your answers correct ly.


0 Read Questions 7-10 below and decide what

information you might need for each gap.

Questions 7- 10



Eco-holidays

Dumbarton Tablelands

type of holiday

watching animals

accommodation

house in a 7 ...

advantage

close to nature

Bago Nature Reserve live with a 8 .................... .

village house

learn about way of life

San Luis Island working in a 9 ......... .... ....... .

hostel

holiday location without

10 ......... .. ....... .. .

0 ~ Now listen and answer Questions 7-10.

(i)Work in pairs.

1 Would you enjoy an eco-holiday?

2 Which of the eco-holidays in Exercise 4 would

interest you? Why?

Vocabulary

Nature, the environment or the countryside?

Tourist or tourism?

0 IELTS candidates often confuse nature, the

environment and the countryside, and tourist

and tourism. Match the words (1-5) with their

definitions from CALD (a-e).

1 nature a [U) land where t here are no towns or cities

2 the environment

b [U) all the things in the world which exist naturally and were not created

by people

3 countryside

c [U) the land, water and air that animals and plants live in. It is usually

used when talking about the way people use or damage the natural world.

4 tourism

d [C) someone who visits a place for pleasure and interest, usually while they

5 tourist

are on holiday

e [U) the business of providing services such as transport, places to stay

or entertainment for people who are on holiday

The world in our hands @

f) Complete these sentences from the Listening

section by writing the correct form of a

word from Exercise 1 in each gap. You will

have to use one word twice.

I phoned you earlier about an eco-holiday, you know,

one of those holidays where you don't damage

1 .tM-... e:·:J:Wir.9.:11~&:11t at all and you get close to

2 ..

You get to stay in a quite luxurious house or cabin

built high up in a tree and surrounded by lovely

3 .. ....... ............... ..... .

You go and stay with a local family in their house in

a small mountain village away from other

4 .................... ......... and the usual 5 .............................. spots.

You might like it because international

6 .. . .. hasn't spoilt it yet.

€) @ Four of these sentences contain a mistake

made by IELTS candidates in the exam. Find

and correct the mistakes.

1 As far as I am concerned, the increase in the

amount of ffittrtst is inevitable. to1Aris ....

2 In conclusion, the nature we live in is very

important to us and therefore we should all try

to protect it.

3 There is also a very positive side to tourists

because it brings money and business to places.

4 They live in a lovely old house surrounded by

beautiful countryside.

5 People from the city leave their rubbish in the

nature and spoil it as a result.

Reading Section 2

0 Work in pairs. You are going to read an article

about a form of renewable energy. Before you

read, look at the title and the subheading and

answer these questions.

@

1 What do you think the article will be about?

2 What problems do you think there might be

with producing electricity in this way?

f) Now read the article quite quickly to find three

problems with producing electricity in the

Sahara.

UnitS

Vivienne Walt reports on how the Sahara Desert could offer a

truly green solution to Europe's energy problems

A For years, the Sahara has been regarded by many

Europea ns as a terra incognita* of little economic

value or importance. But this idea may soon change

completely. Politicians and scientists on both sides of

the Med iterranean are beginning to focus on the Sahara's

potent ial to provide power for Europe in the future. They

believe the desert's true value comes from the fact that it is

dry and empty. Some areas of the Sahara reach 45 degrees

centigrade on many afternoons. It is, in other words, a

gigantic natural storehouse of solar energy.

B A few years ago, scientists began to calculate just how

much energy the Sahara holds. They were astonished at

the answer. In theory, a 90,600 squa re kilometre chunk of

the Sahara- smallerthan Portugal and a little over 1% of its

total area- could yield the same amount of electricity as

all the world's power plants combined. A smaller square of

15,500 square kilometres - about the size of Connecticutcould

provide electrrcity for Europe's 500 million people.

'I admit I was sceptical until I did the calculations myself,'

says Michael Pawlyn, director of Exploration Architecture,

one of three British envi ronmental companies comprising

the Sahara Forest Project, which is testing solar plants

in Oman and the United Arab Emirates. Pawlyn calls the

Sahara's potential 'staggering'.

C At the moment, no one is proposing the creation of a solar

power station the size of a small country. But a relatively

well-developed t echnology exists, which proponents say

could turn the Sahara's heat and sunlight into a major

source of electricity- Concentrating Solar Power [ CSP).

Unlike solar panels, which convert sunlight directly into

electricity, CSP utilises mirrors which focus light on water

pipes or boilers to produce very hot steam to operate the

turbines of generators. Small CSP plants have prod uced

power in California's Mojave Desert since the 1980s. The

Sahara Forest Project proposes building CSP pla nts in areas

below sea level [the Sahara has several such depressions)

so that sea water can flow into them. This water would then

be purified and used for powering turbines and washing

dust off the mirrors. Waste water would then supply

irrigation to areas around the stations, creating lush

oases - hence the 'forest' in the group's name.

North African plants begin operating, by linking a few cable

lines under the Med. 'I call it the Lego method,' he says.

'Build it piece by piece.' If it can be shown that power from

the Sahara can be produced profitably, he says, companies

and governments will soon jump in. If they do, perhaps

airplane passengers flying across the Sahara will one day

count the mirrors and patches of green instead of staring

at sand.

adapted from T1me Magazme

*terra incognito - Latin, meaning 'an unknown land'

0 But producing significant quantities of electricity

means building huge arrays of mirrors and pipes across

hundreds of miles of remote desert, which is expensive.

Gerry Wolff, an engineer who heads DESERTEC, an

international consortium of solar-power scientists, says

they have estimated it will cost about $59 billion to begin

transmitting power from the Sahara by 2020.

E Building plants is just part of the challenge. One of the

drawbacks to CSP technology is that it works at maximum

efficiency only in sunny, hot climates- and deserts tend to

be distant from population centres. To supply Europe with

20% of its electricity needs, more than 19,300 kilometres

of cables would need to be laid under the Mediterranean,

says Gunnar Asplund, head of HVOC research at ABB Power

Technologies in Ludvika, Sweden. Indeed, to use renewable

sources of power, including solar, wind and tidal, Europe

will need to build completely new electrical grids. That's

because existing infrastructures, built largely for the coalfired

plants that supply 80% of Europe's power, would not

be suitable for carrying the amount of electricity generated

by the Sahara. Germany's government-run Aerospace

Centre, which researches energy, estimates that replacing

those lines could raise the cost of building solar plants

in the Sahara and sending significant amounts of power

to Europe to about $465 billion over the next 40 years.

Generous government subsidies will be needed. 'Of course

it costs a lot of money,' says Asplund. 'It's a lot cheaper to

burn coal than to make solar power in the Sahara.'

F Meanwhile, some companies are getting started. Sevi lle

engineering company Abengoa is building one solarthermal

plant in Algeria and another in Morocco, while

a third is being built in Egypt by a Spanish-Japanese

joint venture. The next step will be to get cables in place.

Although the European Parliament has passed a law that

aids investors who help the continent reach its goal of

getting 20% of it~ power from renewable energy by 2020, it

could take years to create the necessary infrastructure.

G Nicholas Dunlop, secretary-general of the London-based

NGO e-Parliament, thinks companies should begin

transmitting small amounts of solar power as soon as the

€) Read the instructions for Questions 1-5 below and

answer these questions. Then underline the key

ideas in Questions 1-5.

1 Will you need to use all the letters, A-G, in your

answers?

2 Can you use the same letter for more than one

answer?

Questions 1-5

The reading passage has seven paragraphs, A-G.

Which paragraph contains the following

information?

Write the correct letter, A-G.

NB You may use any letter more than once.

1 a mention of systems which could not be used

2 estimates of the quantity of power the

Sahara could produce

3 a suggestion for how to convince

organisations about the Sahara's potential

4 a short description of the Sahara at present

s a comparison of the costs of two different

energy sources

0 Now read the article and answer Questions 1-5.

Exam advice

Matching information

Read the instructions carefully.

You will not need all the paragraphs for your

answers.

You may be able to find two of the answers

in the same paragraph.

Read the questions carefully.

Underline the key ideas in each of them.

Quickly find the right part of the passage

and read carefully to make sure it covers the

information.


0 Look at Questions 6-9 and the list

of organisations below.

1 Read the passage very quickly and underline

where each organisation on the list is

mentioned.

2 Read the statements and underline the key

ideas.

3 Carefully read the parts of the article where

each organisation is mentioned and decide

whether a statement matches this.

Questions 6-9

Look at the following statements (Questions 6- 9)

and the list of organisations below.

Match each statement with the correct

organisation, A- G.

6 They have set a time for achieving an

objective.

7 They believe that successful small-scale

projects will demonstrate that larger projects

are possible.

8 They have a number of renewable energy

projects under construction.

9 They are already experimenting with solarenergy

installations in other parts of the

world.


1 What type of information do you need to

complete each gap?

'

2 Which paragraph in the article deals with

Concentrating Solar Power? Read it and

complete the gaps.

Questions 10-13

Complete the summary below.



Concentrating Solar Power (CSP)

Unlike solar panels, CSP concentrates the sun's rays

on boilers by using 10 ..................... . The resulting heat

produces high-temperature 11 ..................... , which in

turn moves the turbines which generate electricity.

CSP plants will be situated in 12 .................... to allow

sea water to run in. This, when purified, can be used

to wash the equipment. The resulting dirty water will

be used for 13 ....... .......... around the power plant,

and in this way oases will be formed.

List of Organisations

A Exploration Architecture

B DESERTEC

C ABB Power Technologies

D Aerospace Centre

E Abengoa

F The European Parliament

G e-Parliament

Exam advice

Matching features

• Sometimes there are more options than

questions; they are listed in the order they

appear in the passage. Quickly locate them and

underline them.

• Underline the key ideas in each question.

• Read carefully what the passage says about

each option and match each question to one

option.

Exam advice

Summary completion

• Read the summary carefully first.

• Use the title to find the correct section of the

passage, then read it carefully.

• Check your summary when you have finished.

f) Work in small groups.

• What renewable energy is used in your country?

• Why is renewable energy better than other

sources of energy?

• What disadvantages does renewable energy

have?

@ Unit5


0 Look at this task for Speaking Part 2 and make

notes about the place you would like to describe.

Describe a beautiful place you have visited in

your country.

You should say:

when you visited it

who you went with

what you did there

and explain why you think the place is so

beautiful.

f) ~ Listen to Jamila doing the task in Exercise 1.

While you listen, complete the notes she made

beforehand by writing one of the adjectives from

the box in each of the gaps.

fantastic fresh lovely spectacular steep

unspoilt warm wonderful

Te..V1V1j5oV1 DoWV1

• l<=lr'Y' 1 ..... ste.e:p . '-'•11

• 2 .................. v;ews

• 3 .. StoV1e

c..olumV1

• Cl few JeClr'S ~o

fClmoiJ

• WCllked

• 4

• 5

ate p•C..V1•C..

• v.soted ~e Needles - 6 .................... r'oc..ks

• 7 .......... Clr'eCl

• Jood eXer'c..;se

0

8 .. . ... .. ... CloY


• You may be asked to talk about something you

enjoy or like. Sound enthusiastic and think of

positive adjectives to describe the topic.

• Where possible, use your own words instead of

the wa.;ds given in the task, as this shows your

ability to create lk nguage.

0 page 54 Pronunciation: Sentence stress 2

€) Work in pairs. Take turns to give your talk. You

should try to speak for two minutes.

0 Work in pairs. Discuss how you could answer

this Speaking Part 3 question.

What things attract tourists to a place?

0lm Read and listen to Jamila's response.

I How many ideas does she express in her

answer?

2 Which ideas do you agree with?

Well, I think in general people like to go to

places which are well-known tourist destinations

because you know, generally people like to feel

safe when they're on holiday, especially when they

travel to a foreign country. I think usually people

choose places where there are plenty of hotels, so

they can get good accommodation and plenty of

things to do, so they don't get bored. Also people

tend to choose places where they think the

weather will be good, especially if they want to do

things outdoors.

(£) Jamila gives a general answer to the question.

I Which tense does she use?

2 Find four words or phrases in her answer

which she uses to say that she is making a

generalisation.

0 Work in pairs. Look at the Part 3 questions below

and think of ideas you could use to give general

answers to each question.

Beautiful places

• What things attract tourists to visit a place?

• How do places change when too many

tourists visit them?

• What can individual people do to protect

beautiful places?

The environment

• Apart from tourism , what other

environmental problems are common in the

world today?

• Whose responsibility is it to deal with these

problems?

• What can ordinary people do to protect the

environment?


€) Change partners and take turns to ask and

answer the questions in Exercise 7.


Give general answers to Part 3 questions; don't

talk about yourself.

Use words and phrases which show that you are

making general points.

Pronunciation

Sentence stress 2

You can stress words which express how you feel

about something, for example positive adjectives

to express enthusiasm or negative adjectives to

express annoyance.

0 ~ Work in pairs. Look at these extracts from

Jamila's answer. Underline the words which you

think should be stressed. Then listen and check

which words Jamila stressed.

1 ... there are these fantastic views across the sea

in all directions ...

2 At the top of the hill, there's this wonderful

stone column ...

3 It was a lovely sunny day and there weren't too

many people around.

4 ... until you reach the Needles, which are some

spectacular rocks standing out in the sea, very

spectacular .. .

5 Why is the place so beautiful? I think it's

particularly beautiful because it's such an

unspoilt area, it's protected.

6 ... it's a wonderful day out, good exercise, fresh

air, fantastic views and very, very relaxing.

6 Work in pairs.

1 What types of word does Jamila tend to stress

(nouns, adjectives, etc.)?

2 Why does she stress words like fantastic,

spectacular and wonderful?

Writing Task 1

0 Work in pairs. Look at the diagrams in the

"\

Writing task below.

1 What is the machine used for?

2 How does it work?

3 Where can it be placed?

4 What comparisons can you make about the two

locations?

The diagrams below show the design for a waveenergy

machine and its location.


reporting the main features, making comparisons

where relevant.

A wave-energy machine

large waves -

high output

air flow

small waves

-low output

€) Work in pairs. Take turns to read the sentences

in Exercise 1 aloud, trying to put the stress in

the same places.

high installation

costs

low installation

costs

@

UnitS

6 Complete this answer to the Writing task using

verbs from the box. In some cases, more than

one answer may be possible.

connected

generated

COflSIStS

installed

sucked turns enters

passes produced rises

The diagrams show a machine for generating

electricity from waves and where it can be placed.

The machine 1 .~0.:11s.i.sh . of two chambers, one

above the other. The process starts when a wave

2 ......... the lower chamber. As a result, the

water level inside the chamber 3 .... . . .. ...... and

air is pushed up into the chamber above. As the air

4 ........ through the upper chamber, it moves

a turbine which is 5 ... ......... ... ..... to a generator.

When the wave goes down, air is 6 .. ...... in

from outside and this also 7 ...... ... .... .. ..... the turbine.

The machine can be placed near the coast, and

in this case it can be 8 ..... at a lower cost.

However, waves near the coast tend to be smaller

and so less electricity is 9 ........ .............. Alternatively,

the machine can be placed in deeper water where

the waves are larger and more electricity can be

10 . . However, in this case, it will cost

more to install. In general, while the machine

appears to be a simple way of harnessing renewable

energy, its installation may cause a number

of problems related to its cost and its location.

8 Work in pairs. Divide the answer in Exercise 2

into paragraphs. Write// where you think there

should be a new paragraph. Then discuss the

purpose of each paragraph.

Key grammar

The passive

0 The passive is formed with the verb to be + past

participle (opened, done, eaten, etc.). Which verb

in this sentence is passive?

As a result, the water level inside the chamber rises

and air is pushed up into the chamber above.

6 Underline other examples of the passive in the

sample answer in Writing Exercise 2.

8 Which rea~ons (a-c) apply to the example

sentence in Exercise 1? You can choose more

than one.

We use the passive when:

a we don't know who or what does/did something.

b we don't need to say who or what does/did

something.

c what happens/ happened is more important than

who or what does/did it.

0 page 104 The passiVe

() Rewrite each of these sentences using a verb in

the passive and starting with the words given.

1 They generate 20 percent of the nation's energy

using renewable energy sources.

Twenty percent of the nation's energy is

~e.1-1.e.mte.d '!ASi-11.(} re.-11.e.wC1.bte. e.-11.e.r·~~ so'!Arc.e.s.

2 !hey have closed down some nuc1ear power

plants.

Some nuclear power plants ...

3 They can use the electricity for lighting homes.

The electricity ...

4 The government will subsidise new windturbine

installations.

New wind-turbine installations ...

5 In the first stage of the process, they heat the air

which will inflate the balloon.

In the first stage of the process, the air which

will inflate the balloon ...

6 In tropical countries, people tend to consume

more electricity in summer months.

In tropical countries, more electricity tends ...

0 @ IELTS candidates often make mistakes when

they use the passive. Correct the mistake in each

of these sentences.

1 Children are easily influence by others, by their

environment or by their parents. t1-1.-F£1Ae.1-1.c.e.d

2 I think some problems which exist in this world

can solve by money.

3 In my country, few schools teach students by

computer but not all subjects teach by computer.

4 Moreover, unnecessary restrictions should

reduce by the government.

5 The primary reason for their disapproval is the

damage to the environment which caused by

mass tourism.

6 The result of this research shows that in the UK

a great proportion of household tasks are doing

by women.

7 This diagram presents the process of brick

manufacturing which is used for the building

industry.


0 When describing a process, it is a good idea to

use words and phrases which explain the order

in which things happen. Find these phrases

in the sample answer, then write them in the

correct column of the table below.

as a result as the process starts when

when the wave goes down

introduces the explains that one explains that two

first part of the thing happens things happen

process after another simultaneously

t:\S t:l res1Aft

0 Add these words and phrases to the table in

Exercise 4.

as a consequence at the same time first

following this in the first stage of the process

in the next stage meanwhile next then

Exam advice

Diagram summary

When you have to describe a d i agra~ or diagrams:

• describe the key stages in a logical order.

• compare information and include a short,

general overview.

0 Work in pairs. Look at the Writing task below.

1 Decide what the main features of the machines

are and how they work.

2 Decide what comparisons you can make.

3 Write a plan: decide how many paragraphs you

need and what information to include in each

paragraph.

4 Work alone to write your answer. You should

write at least 150 words.

The diagrams below show the design for a wind

turbine and its location.




® Unit S

Starting off

Work in pairs.

1 Which of these shops would you prefer to shop

at? Why?

2 What things attract you to some shops more

than others? ...... ~27-""":

Reading Section 1

0 Work in small groups. You are going to read a passage about supermarkets. Before you read,

match these words and phrases (1-7) with their definitions from Cambridge dictionaries (a-g).

1 aisle -----......._ a a person, shop or business that sells goods to the public

2 bargain '------ b a long, narrow space between the rows of shelves in a large shop

3 branded product c a product with the name of the shop where you buy it, rather than the

4 own-label product name of the company that made it

5 promotion d a product made by a particular company

6 purchase e activities to advertise something

7 retailer f something on sale at a lower price than its true value

g something that you buy

6 Work in pairs. Read the title and subheading

of the pass~ge on the next page. What aspect

of supermarkets do you think the passage will

describe?

6) Read the passage quite quickly. Find three

methods supermarkets use to persuade customers

to spend more money.

Making money, spending money @

The way the brain buys

Supermarkets take great care over the way the goods they sell are

arranged. This is because they know a lot about how to persuade

people to buy things.

When you enter a supermarket, it takes some time for the

mind to get into a shopping mode. This is why the area

immediately inside the entrance of a supermarket is known

as the 'decompression zone'. People need to slow down and

take stock of the surroundings, even if they are regulars.

Supermarkets do not expect to sell much here, so it tends

to be used more for promotion. So the large items piled up

here are designed to suggest that there are bargains further

inside the store, and shoppers are not necessarily expected

to buy them. Walmart, the world's biggest retailer, famously

employs 'greeters' at the entrance to its stores. A friendly

welcome is said to cut shoplifting. It is harder to steal from

nice people.

Immediately to the left in many supermarkets is a 'chill

zone', where customers can enjoy browsing magazines, books

and DVDs. This is intended to tempt unplanned purchases

and slow customers down. But people who just want to do

their shopping quickly will keep walking ahead, and the first

thing they come to is the fresh fruit and vegetables section.

However, for shoppers, this makes no sense. Fruit and

vegetables can be easily damaged, so they should be bought at

the end, not the beginning, of a shopping trip. But psychology

is at work here: selecting these items makes people feel good,

so they feel less guilty about reaching for less healthy food

later on.

Shoppers already know that everyday items, like milk, are

invariably placed towards the back of a store to provide

more opportunity to tempt customers to buy things which

are not on their shopping list. This is why pharmacies are

also generally at the back. But supermarkets know shoppers

know this, so they use other tricks, like placing popular items

halfway along a section so that people have to walk all along

the aisle looking for them. The idea is to boost 'dwell time':

the length of time people spend in a store.

Having walked to the end of the fruit-and-vegetable aisle,

shoppers arrive at counters of prepared food, the fishmonger,

the butcher and the deli. Then there is the in-store bakery,

which can be smelt before it is seen. Even small supermarkets

now use in-store bakeries. Mostly these bake pre-prepared

items and frozen ingredients which have been delivered to the

supermarket previously, and their numbers have increased,

even though central bakeries that deliver to a number of

stores are much more efficient. They do it for the smell of

freshly baked bread, which arouses people's appetites and thus

encourages them to purchase not just bread but also other

food, including ready meals.

Retailers and producers talk a lot about the 'moment of

truth'. This is not a philosophical idea, but the point when

people standing in the aisle decide to buy something and

reach to get it. At the instant coffee section, for example,

branded products from the big producers are arranged at

eye level while cheaper ones are lower down, along with the

supermarket's own-label products.

But shelf positioning is fiercely fought over, not just by those

trying to sell goods, but also by those arguing over how best

to manipulate shoppers. While many stores reckon eye level is

the top spot, some think a little higher is better. Others think

goods displayed at the end of aisles sell the most because they

have the greatest visibility. To be on the right-hand side of

an eye-level selection is often considered the very best place,

because most people are right-handed and most people's eyes

drift rightwards. Some supermarkets reserve that for their

most expensive own-label goods.

Scott Bearse, a retail expert with Deloitte Consulting in

Boston, Massachusetts, has led projects observing and

questioning tens of thousands of customers about how they

feel about shopping. People say they leave shops emptyhanded

more often because they are 'unable to decide'

than because prices are too high, says Mr Bearse. Getting

customers to try something is one of the best ways of getting

them to buy, adds Mr Bearse. Deloitte found that customers

who use fitting rooms in order to try on clothes buy the

product they are considering at a rate of 85% compared with

s8% for those that do not do so.

Often a customer struggling to decide which of two items is

best ends up not buying either. In order to avoid a situation

where a customer decides not to buy either product, a third

'decoy' item, which is not quite as good as the other two,

is placed beside them to make the choice easier and more

pleasurable. Happier customers are more likely to buy.

odopted from The fconomis

@ Unit6

0 Work in pairs. Look at the diagram below.

1 What does it show?

2 What information might you need to complete

each gap (1-4)?

Questions 1-4

Label the diagram below.

Choose NO MORE THAN THREE WORDS from

the passage for each answer.

counters selling

3.

situated opposite

entrance

Layout of typical supermarket

pharmacy

'chill zone' for

2. .. , such as

magazines, books, DVDs

- 4

r.====-.. ~=l._-

. ...............

often placed

in central ·

areas of

aisles

J

'decompression zone'

forl ...... ..............

not sales

0 Find the relevant paragraphs in the passage and

read these carefully, underlining the words which

give you the answers. Then label the diagram.

Exam advice

Labelling a diagram

Use the title of the diagram to find the right part

of the passage.

• Check how many words you need for each gap.

• Write the answers exactly as they appear in the

passage.


1 Underline a word or phrase in each statement

which you think will help you find the right part

of the passage.

2 Read the passage quite quickly to find where

each answer is dealt with.

3 Read those parts of the passage carefully to

answer the questions, and where possible,

underline the words which give you the

answers.

Questions 5- 10



Write

TRUE

FALSE


information


information


5 The 'greeters' at Walmart increase sales.

6 People feel better about their shopping if they

buy fruit and vegetables before they buy other

food.

7 In-store bakeries produce a wider range of

products than central bakeries.

8 Supermarkets find right-handed people easier

to persuade than left-handed people.

9 The most frequent reason for leaving shops

without buying something is price.

10 'Decoy' items are products which the store

expects customers to choose.

Exam advice

True I False I Not Given

Don't read the whole passage again. Find the

sections that answer each question.


f) Read Questions 11- 13 below and describe what

the flow chart shows in your own words.

Questions 11-13




In-store bread

production process

The supermarket is sent 11 and other

items wh ich have been prepared earlier.

---- --....!!!!!!!!!!!~

~

Baking bread in-store produces an aroma.

Shoppers' 12

are stimulated.

They are then keenefto buy food, including

bread and 13

Listening Section 2

0 You are going to hear a worker from the Citizen's

Advice Bureau talking to people Who have arrived

recently in the country about the banking system

in Britain. Before you listen, match these words

and phrases (1- 8) with their definitions (a-h).

1 account [@ 5 in credit D

2 balance D 6 interest rate D

3 branch D 7 overdraft D

4 direct debit D 8 savings 0

a arrangement that allows an organisation to take

money from your bank account to pay for somethin

b arrangement with a bank to keep your money there

c exact amount of money you have in a bank account

d extra money that you must pay to a bank which

has lent you money

e having money in your bank account

f money which you have saved and not spent

g one of the offices of a bank

h when you have taken more money out of your

bank account than you had in it

f) Read Questions 1-4 and underline the key idea in

each.

Questions 1- 4

Which bank provides the following?

Choose FOUR answers from the box and write the

correct letter, A- F, next to questions 1-4.

1 a branch on the campus

2 a free gift for new customers

3 special interest rates for students

4 no bank charges for certain customers

Q Find the paragraph of the passage which deals

with the subject, then read it carefully and

complete the flow chart.

Exam advice


• Use the title of the flow chart to find the right

part of the passage.

• Check how many words you need to fill each

gap.

• Underline the words you need and copy them

onto the answer sheet.

A Evergreen

B Finley's

C Great Western

D International Union ~ ~

E Moneysafe

F Northern Star

@) (oi\ Now listen and answer Questions 1-4.

Exam advice

Matching

• Underline the key idea in each question.

Sometimes you will have to underline the whole

phrase.

• Write only one letter for each question - you wi ll

not need to use a ll the letters.

@ Unit6

()Work in pairs. Look at Questions 5-10 and the

diagram below. What information do you think

you need to complete the labels?

Questions 5-10



name of bank

or debit-card

company

DEBIT CARD

hologram with

moving

5 ....

6 ..

10 .... ............. .

expiry

9 ..

security number

and holder's

7 ..

0 {o2\ Now listen and answer Questions 5-10.

Exam advice

Labelling a diagram

• Look at the title of the diagram to see what it is

about.

• Find the first gap you need to label: this will be

the first piece of information you hear.

• The gaps you need to label are arranged in a

logical order on the diagram. You will hear the

information in the same order.

(i) Work in small groups.

1 What things are important to you when

choosing a bank?

2 Which do you prefer to use: a credit card or

cash? Why?

Vocabulary

Verb + to do I verb + doing

0 Look at these extracts from the Reading passage

and circle the correct verb form in each one.

I ... they know a lot about how to persuade

people€0U)i)l buying things.

2 Supermarkets do not expect to sell I selling

much here, so it tends to be 1 being used more

for promotton.

3 ... a 'chill zone', where customers can enjoy

to browse 1 browsing magazines ...

4 ... the smell of freshly baked bread encourages

people to purchase I purchasing not just bread

but also other food ...

5 Often a customer ends up not to buy I not buying

either.

6 In order to avoid a situation where a customer

decides not to buy I not buying either product, ...

0 page 105 Verbs+ infinitive and verbs+ -ing

f) (i) Six of these sentences contain mistakes made

by IELTS candidates. Two are correct. Find and

correct the mistakes.

1 When people think in terms of shopping, they

always think of btty something pleasant. b1A'Zf1'1-a

2 I strongly recommend using small local shops.

3 I suggest to improve the situation by spending

more money to solve the problem.

4 Many people cannot afford buying expensive

clothes, so they tend to look for bargains.

5 I don't think spending money on your child will

make him become irresponsible with money as

an adult.

6 In conclusion, oil prices are forecast increasing

in the medium term.

7 Parents should give their children pocket money

to enable them buying the things they want.

8 Some people will spend all their spare time to

shop.


d (have)

€) (!)These sentences were all written by IELTS

candidates. Complete them with the correct form

of the verb in brackets.

d .

I We enjoy b1-1~!:r... (buy)

0

many different kinds of

food.

2 Some people cannot afford ........ ... ..... (go)

shopping in such expensive stores.

3 Young people should spend Jess time .......

(watch) television.

4 Firstly, the money could help poorer nations

... (improve) their economies.

5 We enjoy . . d more money than in

the past.

6 In summary, it's a good idea to encourage

tourists ....... ..... d (come) to our country.

7 Some people spend a lot of money .... .. (buy)

high-quality clothes.

8 Improvements in people's living standards are

allowing more people . .. ·· ··· d······ (get) whatever

they want.

0 Work in pairs. Take turns to ask and answer

these questions.

1 Do you enjoy shopping at your local

supermarket? Why? 1 Why not?

2 How does your supermarket try to persuade you

to spend more money?

3 Where would you recommend visitors to your

town or city go shopping?


0 Look at this Speaking Part 2 task and think about

what you could say. Make some notes. "

Describe an advertisement which you found

very persuasive.

You should say:

what the advertisement was for

where you saw or read it

what the advertisement consisted of

and why you found it so persuasive.

6 ~ Listen to Irina doing the task

in Exercise 1. As you listen, take

notes on her answer for each of

the points.

0 Pronunciation: Word stress

€) Work in pairs. Take turns to do the

Speaking task in Exercise 1.

@

UnitS

0 Work in pairs.

I How would you answer the questions below

from Part 3?

2 What reasons and examples could you give to

support each answer?

Company advertising

• How important do you think it is for companies

to advertise their products?

• How do advertisements influence people to buy

things?

• How effective is advertising as a way of

persuading people to buy things?

The wider implications of advertising

• Apart from advertising, what other factors

influence people's decisions to buy things?

• Jn what ways can advertising be bad or

harmful to society?

• Why do you think that some people say

advertising is a form of art?

0 {o4) Listen to Irina answering the first question in

Exercise 4. Note down the reasons and examples

she gives for her answer.

0 {o4) Listen again. Which of the phrases below

does Irina use:

1 to express the same idea again more clearly?

2 to correct something she has said?

3 when she's looking for the correct word?

I mean in other words how do you say

what's the word

fJ Work in pairs. Take turns to ask and answer the


Pronunciation

Word stress

With words which have more than one syllable, e.g.

actually, we stress one syllable more than the others.

Actually contains three syllables:

• • •

ac tua lly

0 ~ Listen to the first sentence of Irina's answer

again. Which syllable is stressed in actually?

6 Work in pairs. How many syllables does each of

these words have?

1 advertisements 4- 9 product

2 persuasive 10 person

3 energy 11 famous

4 activity 12 successful

5 television 13 university

6 generally 14 expensive

7 advertising 15 energetic

8 usually

€) ~ Decide which syllable in each word in

Exercise 2 has the main stress. Then listen

again to Irina's talk to check your answers.

0 Answer these questions about the words in

Exercise 2.

I What do you notice about advertisements and

advertising, and energy and energetic?

2 Look at the words again. Which syllable is not

usually the stressed syllable?

0 Work in pairs. Take turns to practise saying the

words in Exercise 2.

Exam advice Speaking Parts 2 and 3

• If you think you haven't expressed yourself

clearly, express the idea again using other

words.

• If you think you've made a mistake, correct

yourself.


Writing Task 2

0 Work in pairs. Read this Writing task and make a

list of advantages and disadvantages.


Buying things on the Internet, such as books, air

tickets and groceries, is becoming more and more

popular.

Do the advantages of shopping in this way

outweigh the disadvantages?



experience.

f) Divide this sample answer into paragraphs by

writing// where you think the writer should

start a new paragraph.

It is becoming increasingly common for people to go online

to buy what they need rather than going to a shop or

travel agent to do so. Although there are some dangers

and disadvantages to internet shopping. I believe that the

convenience often outweighs any drawbacks. There are

two main dangers and disadvantages to buying things on

the Internet. The one that attracts the most publicity is the

problem of internet fraud. Unless the website is secure.

hackers may be able to c.opy your credit card details and

steal your money A further disadvantage is that you

cannot examine what you are buying until after you have

bought it This means you may sometimes buy something

that you do not really want On t he other hand. shopping

for certain things on the Internet has several points in

its favour. The main one is its convenience. People who

want to compare products and prices can look at all this

information on a website without having to go from shop

to shop. Also. they can make their purchases at any time

of day or night and from any part of the world. The other

advantage is that because internet companies do not need

a shop. the products which they sell are often cheaper All

in all. I think that the advantages of using the Internet for

buying things such as books. computers and air tickets are

greater than the disadvantages. 1-towever. someone that

wants to buy c.lothes should visit shops because they need

to see and touch them before buying them. and I would not

recommend purchasing them online.

@) Read the sample answer again.

I Which of the things on your list from Exercise 1

are mentioned in the answer?

2 Would it be possible to include everything

on your list in an answer? If not, how do you

decide what things to include and what things

to leave out?

3 What is the purpose of these two sentences?

There are two main dangers and disadvantages

to buying things on the Internet.

On the other hand, shopping for certain things on

the Internet has several points in its favour.

0 Key grammar: Relative pronouns and relative clauses

0 Underline any words and phrases in the sample

answer which you think might be useful when

you do a Writing task.


Each paragraph should cover a different aspect

of what you want to say.

• If you're not sure how to begin a paragraph,

start it with a short sentence saying what the

paragraph is about.

0 Work in pairs. Look at this Writing task

and brainstorm a list of advantages and

disadvantages.


Some people decide to start their own business

instead of working for a company or organisation.

Do the advantages for people working for their own

business outweigh the disadvantages?



experience.

@

UnitS

(!) Work in pairs. Look at the opening sentences

below of paragraphs 2 and 3 of the Writing task.

1 Discuss how you would complete the

paragraphs.

2 Working alone, write one of the paragraphs

using phrases you underlined in the sample

answer in Exercise 2.

3 When you have finished, compare what you

have written with your partner.

TV..e.n~. etre. two 1'11-Cti-1-t etdVet1-ttet es to stetrti1-t7f ~o'!Ar

0

ow-1-t b'!Asi-1-tess i-1-tsteetd o-P be'-1-to e~'~~-p£~ed '&~

Ct-1-tOtV..er or 0 et1-tiSetti01-t.

0-1-t tV..e otV..er V..et1-td 1 I'II.Ct1-t7J peop£e pre-Per 1-tot to be

seR.-P-e~'~~-p£o71ed or to stetrt' tV..eir ow-1-t C.O I'II-pet1-t~1 et-1-td

tV..e~ ive .f'wo reetS0-1-tS -for tV..JS.

0

fj Work in pairs. Look at the Writing task below.

1 Brainstorm a list of advantages and

disadvantages.

2 Write a plan for your answer.

• Decide how many paragraphs you will

need and what will be the subject of each

paragraph.

• Think of examples and consequences to

support your points.

• Decide what your opinion is and which

paragraph(s) you will express it in.


Some suggest that young people should take a job

for a few years between school and university.

Discuss what the advantages and disadvantages

might be for people who do this.



experience.

(l) Write your complete answer to the Writing task

in Exercise 7. You should write at least 250 words.

Key grammar

Relative pronouns and relative clauses

0 Look at the highlighted words in the sample

answer in Writing Exercise 2. Which word:

1 is used to refer to people? wV..o

2 is used to refer to things?

3 is used to refer to both people and t hings?

4 means the thing(s) which?

0 page 1 05 Relative clauses and relative pronouns

6 @ IELTS candidates often make mistakes with

relative clauses. Correct the mistake in each of

these sentences.

1 It is not difficult for young people to spend

money on whlelt they want. wV..ett

2 Internet shopping is not easy in places who do

not have good delivery services.

3 People from all walks of life generally like

shopping, so shopping is one activity where

families can enjoy doing together.

4 The Internet can also be used by people who

they are travelling.

5 There has been continuous debate on the

advantages and disadvantages of what we can

do on the Internet, especially those who are

related to buying things and using credit cards.

6 We would like to spend our money on

something what makes us happy.

@) Complete these sentences by writing who, which,

what or that in each gap. In some cases, more

than one answer is possible.

1 I like browsing in shops w~ i G-h/t~.C\t sell the

latest fashions.

2 Kiri doesn't enjoy shopping because she can

never afford .......................... she likes.

3 There's an excellent boutique on Main Street

........................ always seems to have .......... ... .

I'm looking for.

4 People ... ........ ....... ... pay for their purchases with

a credit card often spend more than they should.

5 .................... you can buy on this website are

things ... ... . ....... you can't find in the shops.



Vocabulary

0 Complete the sentences below with words

connected with the environment, then use the

words to complete this crossword.

3 ... ...... . is a big industry in my country, and

people come here from all over the world. On

the other hand, when our holidays come along,

we local people become ourselves and

go off to visit other parts of the world.

4 I love to go walking in the country; it makes me

feel in harmony with . and the natural

world.

Grammar

€) Rewrite the passage below putting the verbs in

the underlined phrases into the passive. Make

any other necessary changes.

Example: C.o'!Afd ~sptt..~it

~-xd co-xcre.te. e.ve.-xt'!A~£i-lJ

be. re.pf~ce.d b(J soi~r p~-xe.fs?

1 Many animals are now protected as a result of

wildlife conservation pro r-c:\t~~- i11-.e.s

0 . .

2 We need to reduce the quantity of

gases we release into the atmosphere.

3 Politicians talk a lot about change,

but don't do enough to prevent it.

4 Rising sea may mean that some

islands will disappear.

5 I believe it's time to reduce our dependence on

fuels.

6 Solar power and wind power are two forms of

energy.

7 The ideal situation would be to drive cars with

zero ..

8 Tigers and pandas are species.

@ Complete each of these sentences with the correct

form of nature, the environment, the countryside,

tourist or tourism.

1 The town I live in is surrounded by beautiful

unspoilt ~O't!\1\tr~.side. .

2 Governments should do more to protect .... . ...

by limiting pollution, especially in big cities.


Could solar panels eventually replace

asphalt and concrete?

These days, we can find solar panels just about

everywhere. People have suggested that if we laid

down a gigantic number of solar panels over a wide

area, they could absorb enough sunlight to power

entire cities, effectively ending our energy crisis. The

problem is that they would spoil the countryside if we

covered large areas of it with these things.

0 n the other hand, there is a network of roads all over

the country, and now they are even manufacturing

cars with solar panels on them. If you put the two

together, you get a unique solution: solar panels on

our highways. This could mean that we could place

the panels along roadways as sound barriers, or an

even more extreme idea -that we will make the roads

themselves out of solar panels.

adapted from www sc1ence.howstuffworks com


Vocabulary

0 Circle the correct option in each of these

sentences.

I The majority of people choose (fOgG]1 going

shopping in large shopping centres.

2 Many employers will avoid to employ 1

employing someone who has never had a job,

but they will consider to offer I offering work to

someone with a little work experience.

3 For people who want to buy I buying clothes,

I would recommend them not to do I not doing

so online.

4 Governments should encourage people to save 1

saving money rather than spending it.

5 I believe that every young person should

consider to work 1 working for a year before

going to university.

6 Many young people waste a lot of time to play I

playing online games instead of studying.

7 Some students fail to save I saving enough

money, so they are forced to take out I taking

out a loan from the bank.

8 The number of shoppers paying by credit card

seems to be I being rising.

f) Find seven more words and phrases in the grid

connected with banks and banking. You can find

the words horizontally, vertically and diagonally

-and in any direction (forwards and backwards).

When you have finished, you can read a hidden

message in the first three lines.

I G 0 0 D L u s c/ /f:/ T K

N w I T H I A E/ /c '/

/r. N T

T s T Q I v K/ 1.1 /

;M K u T

E M T L I N/ VA./ /r. L L 0 p

R R M N N/ Vr./ Vc F D y c L

E K G

~ VA/ Vy L R v R c R

s s M

~ ~ Q w R E X A v

T v T p T w K z z D c p

R D I R E c T D E B I T

A v M R M K N M R R y T

T G 0 v E R D R A F T H

E D c L B R A N c H J w

Grammar

€) Complete these sentences with who, which, that,

whose, what, where, when or why. In some cases,

more than one answer is possible.

I I believe . tlt\.~At the idea that money makes

people happy is only partly true.

2 It is important to understand motivates

people to work hard.

3 Many banks seem to make large profits and

pay low rates of interest, and this is the reason

they are often unpopular.

4 .. most people dream of is a secure, wellpaid

job.

5 My parents moved from the town I was

born to live in the capital when I was nine years

old.

6 Parents should only give pocket money to

children help with the housework.

7 Students' results are better in countries

teachers are well paid.

8 Young people need the work experience

will make them attractive to employers.

e Join these pairs of sentences using who, which,

that, whose, what, where, when or why.

I Schoolleavers can find jobs. The jobs are badly

paid.

ScV..oo£ 1e.~Avexs CIA11 .ft11d jobs wV..tcV.. /Are. b~Ad£{1

plAt d.

2 Some jobs take up too much time. For that

reason, students often leave them.

The. Y"e.IAS011 ...

3 Young people are often in a hurry to go to

university. Their parents are ambitious for them.

4 Students often take a part-time job. The job

helps pay their university fees.

5 Students work. Students often find this di stracts

them from their studies.

6 Students often find it difficult to find a job near

their college. They study at the college.

7 I got my first job at the age of 18. I left school at

the age of 18.

8 I got my first job in a town. My cousin lives in

the town.


Relationships

Starting off

Work in pairs. Look at the photos of people in different

situations and discuss these questions. You can use the

vocabulary in the box to help you express your views.

1 What does their body language suggest about how

they feel?

2 What sort of conversation do you think they are

having?

The man/woman IS lookmg ...

annoyed anx1ous bored concerned Interested

unhappy upset

The man/woman IS be1ng ...

argumentative helpful writat1ng persuasive reassunng

Listening Section 3

0 Work in small groups. You are going to hear

two students talking about a project on human

relationships. Before you listen, discuss these

questions.

1 How do you think doing projects can help

people to lea rn?

2 Do you enjoy doing project work?

@ Unit7

@ Underline the key ideas in Questions 1-5 (but not

options A-C).

Questions 1-5


1 What problem does Fumiko have with her

psychology project?

A She isn't interested in the topic.

B She can't find enough information.

C She doesn't know what to focus on.

2 What point does Victor make about Fumiko's

tutor?

A He explores his students' key interests.

B He is a very hard-working member of staff.

C He uses a limited range of project titles.

3 What has Fumiko already read on her topic?

A book extracts

B journal articles

C internet material

4 According to Mr Dresden, Fumiko's project

must include

A some graphic data.

B a bibliography.

C a public survey.

5 Victor and Fumiko arrange to

A get in contact in half an hour.

B meet up in the library.

C have lunch together.

0 Speakers in IELTS Listening tests often use

signals to help candidates know when the answer

to a question is coming. Match Questions 1-5

above to these signals (a-e).

a The thing about Mr Dresden is ...

b That's the trouble ...

c He said that the important thing was ...

d Look, tell you what, I'll text you ...

e So what reading have you done so far?

Exam advice Listening Sections 1-4

• Look quickly at the number of tasks and the

number of questions in each task.

• Use the signals you hear and the key ideas you

underline to help you answer the questions.

• Leave ~y questions you cannot do; try to

answer them when the recording has finished.

D

ITl

D

0 Quickly read through Questions 6-10 and think

about the type of word and type of information

that you will need.

Questions 6-10



answer.

Define 6 .

Fumiko's plan

using a diagram

v

Background: relationships in the

7 . ... .. .... , e.g. apes

'V

Present an overview of the 8 .

for

human relationships, e.g. work, home

Look at six 9

v

Predict the future 10

v

. involved in a friendship

(plus survey)

0 ~ Now listen and do Questions 1-10.

on friendship

(i) ~ Complete the speaker's signals for each of the

answers in Questions 6-10 by writing one word

in each gap. Then listen again to check your

answers.

6 I think the very ................. thing you need to do

is ...

7 After ................ .. , you could do .. .

8 'You mean ... ?' 'Yes, .................. the word.'

9 The .................. thing might be to .. .

10 Why don't I .. . .... ... by ... , or better still, ...

f) Work in pairs. Take turns to speak for a minute

or two on this topic.

Describe someone who is a really good friend. Say

who they are, how you met them and why they are

such a good friend.

Relationships ~

Vocabulary

age(s) I aged I age group

0 IELTS candidates often confuse these words:

age(s) I aged I age group. Read these dictionary

extracts. Then circle the correct word in the

sentences below from the Listening section.

age a noun that refers to the number of year~ someone has

lived, or that something has existed.

Tbe sbow appeals to people of all ages.

Sbe Lejt India at the age of 12.

Cbitdren under ten years of age must be accompanied

by an aduLt.

aged an adjecuve that mean. ·ha\'tng a parttcular age or

age range·:

Tbey have one daughter, aged three.

Tbe toys are for children aged four to six.

age group a noun that refers to people of a particular age

(note that the ages come first)

We should promde job training for people in the 16-24

age group.

1 I want to do a survey and interview some people

of different@:§/ age group.

2 Are you going to target a particular group of

age I age group?

3 Even toddlers aged 1 age 18 months or under

have relationships.

4 I could examine the 21-30 age group 1 aged

group.

5 It might be good to get some opinions from

people over age I the age of 60.

6 @ These sentences each contain a mistake made

by IELTS candidates. Correct the underlined

mistakes by reorganising, changing or adding

words.

tke.

1 I met my best friend ~age of 16.

2 People ages between 35 and 40 have a wide

range of relationships.

3 Many babies 10-20 months begin to form strong

relationships with siblings.

4 Most of the people I work with are in the 20-35

aged group.

5 Children in the age group 5 to 11 tend to change

their friends quite frequently.

6 Relationships are very important for the group

age 60 and above.

@ Unit7

Reading Section 2

0 Work in pairs. How much do you remember about

the Reading Test? Say whether these " statements

are true (T) or false (F). If you think a statement

is false, correct it.

1 There are four sections to the Reading paper;

each section has 13 questions.

2 You need to understand the whole passage

before doing any of the questions.

3 The answers do not have to be spelled correctly.

4 The passages gradually get harder.

5 You get extra time to transfer answers onto the

answer sheet.

6 Written answers must be copied exactly from

the reading passage.

6 Work in groups. You are going to read an article

about lying. Before you read, discuss these questions.

1 What things do people generally lie about?

2 Why do people lie? What advantage do they

gain from lying?

3 How can you tell when someone is lying?

@) Now read the passage and answer Questions 1-6

below and Questions 7-13 on page 72.

Questions 1-6

The reading passage has six paragraphs, A-F.

Choose the correct heading for each paragraph

from the list of headings below.

1

2

3

List of Headings

Some of the things liars really do

ii When do we begin to lie?

iii How wrong is it to lie?

iv Exposing some false beliefs

v Which form of communication best

exposes a lie?

vi Do only humans lie?

vii Dealing with known liars

viii A public test of our ability to spot a lie

Paragraph A ............

Paragraph B

Paragraph C ..............

4

5

6

Paragraph D ..

Paragraph E ..

Paragraph F

Exam advice Reading Sections 1-3

• If there are any questions you can't do, make a note

of possible answers and come back to them later.

Make sure you leave time to do the other questions.

Over the years Richard Wiseman has tried to unravel

the truth about deception - investigating the signs that

give away a liar.

A In the 1970s, as part of a large-scale research

programme exploring the area of interspecies

communication, Dr Francine Patterson from Stanford

University attempted to teach two lowland gorillas called

Michael and Koko a simplified version of Sign Language.

According to Patterson, the great apes were capable of

holding meaningful conversations, and could even reflect

upon profound topics, such as love and death. During the

project, their trainers believe they uncovered instances

where the two gorillas' linguistic skills seemed to provide

reliable evidence of intentional deceit. In one example,

Koko broke a toy cat, and then signed to indicate that

the breakage had been caused by one of her trainers.

In another episode, Michael ripped a jacket belonging

to a trainer and, when asked who was responsible for

the incident, signed 'Koko'. When the trainer expressed

so me scepticism, Michael appeared to change his mind,

and indicated that Dr Patterson was actually responsible,

before finally confessing.

B Other researchers have explored the development of

deception in children. Some of the most interesting

experiments have involved asking youngsters not to take

a peek at their favourite toys. During these studies, a child

is led into a laboratory and asked to face one of the walls.

The experimenter then explains that he is going to set up

an elaborate toy a few feet behind them. After setting up

the toy, the experimenter says that he has to leave the

laboratory, and asks the child not to turn around and peek

at the toy. The child is secretly filmed by hidden cameras

for a few minutes, and then the experimenter returns and

asks them whether they peeked. Almost all three-year-olds

do, and then half of them lie about it to the experimenter.

By the time the children have reached the age of five,

all of them peek and all of them lie. The results provide

compelling evidence that lying starts to emerge the

moment we learn to speak.

adapted from The National Newspaper

C So what are the tell-tale signs that give away a lie? In 1994,

the psychologist Richard Wiseman devised a large-scale

experiment on a TV programme called Tomorrow's World.

As part of the experiment, viewers watched two interviews

in which Wiseman asked a presenter in front of the cameras

to describe his favourite fi lm. In one interview, th~ presenter

picked Some Like It Hot and he told the truth; in the other

interview, he picked Gone with the Wind and lied. The viewers

were then invited to make a choice- to telephone in to say

which film he was lying about. More than 30,000 calls were

received, but viewers were unable to tell the difference and the

vote was a 50/50 split. In similar experiments, the results have

been remarkably consistent- when it comes to lie detection,

people might as well simply toss a coin. It doesn't matter if you

are male or female, young or old; very few people are able to

detect deception.

D Why is this? Professor Charles Bond from the Texas Christian

University has conducted surveys into the sorts of behaviour

people associate with lying. He has interviewed thousands of

people from more than 60 countries, asking them to describe

how they set about telling whether someone is lying. People's

answers are remarkably consistent. Almost everyone thinks

liars tend to avert their gaze, nervously wave their hands

around and shift about in their seats. There is, however,

one small problem. Researchers have spent hour upon hour

carefully comparing films of liars and truth-tellers. The results

are clear. Liars do not necessarily look away from you; they

do not appear nervous and move their hands arou nd or shift

about in their seats. People fail to detect lies because they

are basing their opinions on behaviours that are not actually

associated with deception.

E So what are we missing? It is obvious that the more information

you give away, the greater the chances of some of it coming

back to haunt you . As a result, liars tend to say less and

provide fewer details than truth-tellers. Looking back at the

transcripts of the interviews with the presenter, his lie about

Gone with the Wind contained about 40 words, whereas the

truth about Some Like It Hot was nearly twice as long. People

who lie also try psycho logically to keep a distance from

their falsehoods, and so tend to include fewer references to

themselves in th eir stories. In his entire interview about Gone

with the Wind, the presenter only once mentioned how the film

made him fee l, compared with the several references to his

feelings when he talked about Some Like It Hot.

F The simple fact is that the real clues to deceit are in the

words that people use, not the body language. So do people

become better lie detectors when they listen to a liar, or even

just read a transcript of their comments? The interviews with

the presenter were also broadcast on radio and published in

a newspaper, and although the lie-detecting abilities of the

television viewe rs were no better than chance, the newspaper

readers were correct 64% of the time, and the radio listeners

scored an impressive 73% accuracy rate.

Relationships @

Questions 7-10

Look at the following statements and the list of

experiments below.

Match each statement with the correct

experiment, A- C.

You may use any letter more than once.

7 Someone who was innocent was blamed for

something.

8 Those involved knew they were being

filmed.

9 Some objects were damaged.

10 Some instructions were ignored.

Exam advice

List of Experiments

A the gorilla experiment

B the experiment with children

c the TV experiment

Matching features

• Sometimes there are more questions than

options, so you will need to use some of the

options more than once.

• Quickly locate and underline the options.

Read what the passage says about each option

carefully and match each question to one

option.

Questions 11-13


Choose ONE WORD ONLY from the passage for

each answer.

11 Filming liars has shown that they do not

displ ay .. ................... behaviour.

12 Liars tend to avoid talking about their own

13 Signs of lying are exposed in people's ............. .

rather than their movements.

Exam advice

Sentence completion

1-

0 @ IELTS candidates often make mistakes when

doing completion tasks. Here are some wrong

answers to Questions 11-13. Why ~re they marked

wrong? There may be more than one reason.

Q answer

reason it was marked wrong

11 body language two wor-ds I ~ -»01A-» I WY"O-»a

11 nervously

12 their feelings

12 themsleves

12 feeling

13 real clues

13 use

0 Discuss these questions.

~1-\SWe.Y"

1 How do you feel when someone lies to you?

2 Are all lies equally wrong/ bad, or is lying

sometimes justified?

Speaking Part 1

0 Work in pairs. How much do you remember about

Speaking Part 1? Complete the sentences below

with a word from the box.

fam11tar five question three vocabulary word

1 It can last up to ...... :fiv~ .. .. minutes.

2 The questions are about . . ........... topics.

3 You should aim to answer in two or .

sentences.

4 It is important to use some topic-related

5 The examiner can explain a ..................... that you

don't understand.

6 Each . . . ..... .. is based on a theme, e.g.

shopping.

6~ Work in pairs. It can be useful to begin a

Part 1 answer with an opening phrase, or

'opener'. Listen to two people talking about the

same topic and answer these questions.

1 How do the speakers begin their answers?

2 Which speaker produces a better answer? Why?

3 How does the opener help the better speaker?

• Copy the words you need exactly.

Don't use too many words.

• Check that the completed sentence is

grammatically correct.

@ Unit7

@) Work in pairs. Match each of these 'openers' (1-5)

with their function (a-e).

1 That's an interesting question. d

2 Let me see ... it's hard to remember ...

3 I'm sorry, could you repeat the question?

4 It depends on what you mean by ... If you mean

... ,then ...

5 Generally speaking, I ...

a needs some thinking time

b can interpret the question in different ways

c wants to talk about what usually happens or

what he/she usually does/feels

d likes the question or is amused by it

e hasn't fully understood the question

c describe what X looks like

d use words that have a similar meaning to X

e explain how X makes you feel

f describe what X is used for or does

g give a definition of X

~ (1i\ Listen to some students paraphrasing words

they have forgotten or do not know and answer

these questions.

1 Which picture shows what each student is

paraphrasing?

2 Which strategy/strategies from Exercise 7 does

each student use to paraphrase?

() Look at these Part 1 questions. Which one(s) can

you answer quickly without needing an opener?

Which 'openers' from Exercise 3 could you use

with the other questions?

1 Do you come from a large or small family?

2 When did you last visit relatives?

3 What don't you like about visiting relatives?

4 Who in your family has been most successful?

5 Do you think you're similar to this person?

0 page 74 Pronunciation: Sentence stress 3

0 ~ Listen to Dominic answering the questions in

Exercise 4. Which 'openers' does he use?

0 Work in pairs. Take turns to ask and answer

these questions on friendship using openers.

1 Are friends important to you? Why? I Why

not?

2 How often do you go out with friends?

3 How do you communicate with friends?

4 What makes someone a special friend?

5 Did you have a lot of friends when you were

a child?

0 ~ Listen again to Dominic.

1 Which of these words does Dominic not know?

a park

c suburbs

b underground d countryside

2 Dominic uses other language to express the

~

word that he doesn't know (X). Which two of

these paraphrasing strategies does he use?

a state what X is not

b explain what X is made of




• Use openers to avoid hesitation and repetition.

• Paraphrase when you can't think of the word (s).

• Use stress to emphasise points or make a

contrast.

• If you don't understand a question, ask the

examiner to repeat it.

Relationships @

P o unciation

Sentence stress 3

Speakers use stress to emphasise a point they are

making and show that it is important or that they

feel strongly about it. They also use stress to make

a contrast and show how points differ.

0 ~ Listen to these two sentences from Dominic's

interview and underline the stressed words in

each.

1 When I was younger, I hated going to see them -

yeah - I thought it was so boring.

2 My sister's very hard-working. She knows what

she wants, whereas I'm still trying to make some

decisions about that.

In which sentence (I or 2) does Dominic use

stress to emphasise how strongly he felt? In which

sentence does he use stress to make a contrast?

6 ~ Look at these extracts from another student's

interview. Underline the words you would stress

for emphasis and the words you would express for

contrast. Then listen and check your answers.

1 Being an only child has its advantages - I mean,

I get all my parents' attention.

2 Before I left home and came here to study, I used

to visit my grandparents about twice a week, but

now it's much more difficult.

3 My gran, who lives on her own, is always so

pleased to see me.

4 Both my parents are architects, but my mum

gets more work than my dad!

€) Think about how you could answer these

questions. Write down some ideas you could

emphasise and some you could contrast.

Example: I We.li 1 :r: re.~t~£.~kr ~}t £et~&(5'.s bwtkdc~.:(1.s1

!Yut o-fte.1'l -for- 0e.t ~lJ £rie.1't.d.s' birtMetlj.s·

1 How good are you at remembering other people's

birthdays?

2 Do you arrive on time when you arrange to meet

someone? Why? I Why not?

3 How do you feel if someone is late meeting you?

4 When was the last time you forgot something

important?

5 What do you do if you need to remember

something?

0 Work in small groups and take turns to ask and

answer the questions in Exercise 3.

Writing Task 1

0 Work in pairs. How much do you remember

about Writing Task I? Choose the cb rrect option

to complete each of these sentences.

1 You should allow 20 I 25 minutes to write your

answer.

2 There will always 1 not always be a chart to

summarise.

3 You should I should not copy the headings.

4 You should I should not include data in your

answer.

5 You should I should not give your opinion on the

diagrams.

6 You should use your own words I words from the

question paper as far as possible.

7 If you have a diagram question, you need I do

not need to write an overview.

6 Work in pairs. Look at the task below.

5.7

5.6

5.5

5.4

5.3

5.2

5.1

5.0

1 How are the graph and the chart linked? What

features do they have in common?

2 What trends does the graph show?

3 What trends does the chart show?

4 What overall conclusions can you draw from

each one?

5 Which would you describe first?

The graph below and the chart on the next page

show the answers people gave about the extent to

which they are satisfied with their lives and what

they think would make them happiest.




How satisfied are you with your life?

score on a 1- 7 scale

4.9 1..----------:-,---r---------

~ ( 21-30 ) ( 31-40 ) ( 41-50 ) ~ ( 61-70 )

Age

---- male fem~ Source: British

~-----------=--) Household Panel Survey

@ Unit7

60%

50%

40%

30%

20%

What would make you happiest?

The trend in life satisfaction is similar for men and women.

1-towever. 1 it differs slight ly during the teenage years.

when men's score is 5.5, while women's is 5 . .3. So between

the ages of 15 and 20, women are less satisfied with 2 their

lives. After 3 this period. scores fall gradually to q their

lowest point of 5 .0 for everyone aged 41- 50. 5 They then

rise significantly to a peak of around s.o for those in the

101-70 age group.

10%

0%

( 15-24 ) ( 2 5- 34 ) ( 35-44 ) ( 4 5 - 54 ) ( 55- 64 ) ( 65- 74 ) ~

age

~~~~~~=J~~~~~~)

~ health money Household Source: Panel British Survey

€) Read these three introductory paragraphs and

answer the questions below.

a ~ _gra.ph a.nd. cho..rt proVici.e ,nformo..tion a.bou.t

_genera.! feeliY!9S of ho..pp·,n€ss in life. The _gra.ph

compa.res people's levels of life sa.tisfa.dion a.t

different a._ges. ~ cho..rt looks a.t fa.ctors tho..t

people t hink m!ght mo..ke them ho..ppy a.nd. compa.res

t hese a.cross a._ge _grou.ps.

b lhel"e c:we t·vvo gl"cphs abo ut people 's

cVel"cge \.-9e satis-9cc tion and \what rY~ight

rY~cke therY~ happiest. lhey c\eal"\y s h o \tJ

that rY~en and \WOrY~en al"e the ScrY~e .

1-\o \tJeVel", di-9-9el"ent things rY~cke

h appy.

therY~

c The graph is about satisfaction wit h life. It shows

t he data across different age groups. The chart

is about people and happiness. It shows t he data

in percent ages.

Which introduction (s):

1 begin with a general introductory statement?

2 provide a brief description of the content of each

chart/graph?

3 are written as far as possible in the student's

own words?

0 Work in pairs. Read the second paragraph of a

student's answer to the task in Exercise 2 (ignore

the underlined words for now). Is the student

summarising the chart or graph? Circle the parts

of the cha~ t/graph which the sentences describe.

0 Read the paragraph in Exercise 4 again and say

what each of the underlined words (1-5) refers

back to.

0 page 106 Reference devices

0 page 76 Key grammar: Zero, first and second conditionals

0 Complete the third and final paragraphs below

with the words in the box. You will need to use

some of them more than once. Then say what

each pronoun refers back to.

it one their them these they this

Although 55% of t he youngest age group say t hat money

would make I ... ..th.~~-

... happiest. 2 .............. .. figure falls

as people get older. and by the age of 75 . 3 .. ...... ...... is

relatively low. On the other hand, only 12% of the 15- 24 age

group worry about q .

key concern as 5

.. health. but it becomes a

get older. S o t he trends for

6 .......... two features cross in middle age and

7 . . . . . is t he opposite of the other.

Overall. it seems t hat people are most satisfied at the start

and end of 8 ................ lives. for young people, happiness

comes from money. while for older people q

linked to health.

Exam advice

Chart/ graph summary

. .. lS

If you have more than one chart or graph, look

at the similarities and differences between them

and pick out the key features.

Introduce both charts/graphs, then compare the

information within them.

Use some referencing to avoid repetition.

Relationships @

0 Work in pairs. Look at this task and discuss the


The charts below show the results of a survey on

happiness ratings for married and unmarried

people in the US, and the effect of children on the

overall ratings of married couples.




100%

90%

80%

70%

60%

SO%

40%

30%

20%

10%

0%

100%

90%

Happiness ratings: married and unmarried people

( - 18-29 - 30-4 9 65~

Happiness ratings: married couples

80% ---------------~ -

70%

60%

SO%

40%

30%

20%

10%

0%

44

- childrenunder18 - childrenlB+only no children

€) Write your answer to the task in Exercise 7. You

should write at least ISO words.

43

21

34

Key grammar

Zero, first and second conditionals

0 Work in pairs. Look at these extr:cts (1-3) from

Dominic's answers to Speaking Exercise 5. Which

answer refers to something that:

a always happens?

b will probably happen?

c is not likely to happen?

1 I'd do well if I worked harder.

2 If I don't go out this evening, for example, I'll eat

dinner and chat with her.

3 We meet up in the city if there's a birthday or

something ...

6 What tenses are used in each sentence in Exercise I?

0 page 106 Zero, first and second conditionals

@) Complete these sentences by writing the correct form

of the verb in brackets.

1 My father's very decisive - if he says he's going to d

something, he .~e.!J.1ti.,S (mean) it.

2 lf Jayne told the truth more often, people

(like) her better.

3 If l (be) rich, I'd give a lot of money to

charity.

4 You'll find it hard to write a good essay if you

. (not plan) it first.

5 If I take 50 driving lessons, I still . ..... .... (not

pass) my test.

6 If politicians .. ..... (stop) talking, they might

learn something!

7 Where would you live if you (have) the

choice?

8 If I keep quiet about the mistake, no one

(find out).

()@ IELTS candidates often make mistakes using

conditional sentences. Correct the underlined errors

in these sentences.

1 Globalisation can only happen if people will all

think the same way. ~u t~A. i 1tl.)(

2 If people would agree with each other all the time,

the world would be a boring place.

3 Some youngsters think that if they leave home, the

would be unhappy.

4 Some people will not smile if they did not want to.

5 People have more friends if they were rich.

6 If you only think about yourself, you never

understood other people.

@ Unit7

Fashion and design

Starting off

0 Work in pairs. Look at these photos of people

wearing different clothes and briefly describe

what they are wearing.

• How are their clothes suitable for what they are

doing?

• Where do you think these photographs were

taken?


1 What dress is traditional in your country? When

do people wear it?

2 Do you think it is important for a country to

have traditional clothes? Why?

Reading Section 3

0 Work in pairs. You are going to read an article

about a project to restore a dress. Before you read,

look at the painting in the article on page 78.

I How old do you think the painting is?

2 What do you think the person in the painting is

doing?

3 Why might some old clothes become valuable

items?

6 Read the subheading to find out what the article

is about. Then read the article quickly to find

three reasobs why the dress is being restored.

Fashion and design @

An astonishingly intricate

project is being undertaken

to restore a legendary

theatrical dress, Angela

Wintle explains.

On December 28th, 1888, the

curtain rose on a daring new

stage revival of Shakespeare's

Macbeth at the Lyceum Theatre

in London. Topping the bill,

playing Lady Macbeth, a main

character in the play, was Ellen

Terry. She was the greatest and

most adored English actress of

the age. But she didn't achieve

this devotion through her acting

ability alone. She knew the power

of presentation and carefully

cultivated her image. That first

night was no exception. When

she walked on stage for the

famous banqueting scene, her

appearance drew a collective

gasp from the audience.

She was dressed in the most extraordinary clothes ever to

have graced a British stage: a long, emerald and sea-green

gown with tapering sleeves, surmounted by a velvet cloak,

which glistened and sparkled eerily in the limelight. Yet this

was no mere stage trickery. The effect had been achieved

using hundreds of wings from beetles. The gown - later named

the 'Beetlewing dress' - became one of the most iconic and

celebrated costumes of the age.

Terry was every bit as remarkable as her costumes. At

31, she became a leading lady at the Lyceum Theatre and for

two decades, she set about bringing culture to the masses.

The productions she worked on were extravagant and daring.

Shakespeare's plays were staged alongside blood-and-thunder

melodramas and their texts were ruthlessly cut. Some people

were critical, but they missed the point. The innovations sold

tickets and brought new audiences to see masterpieces that

they would never otherwise have seen.

However, it was a painter who immortalised her. John Singer

Sargent had been so struck by Terry's appearance at that

first performance that he asked her to model for him, and his

famous portrait of 1889, now at the Tate Gallery in London,

showed her with a glint in her eye, holding a crown over her

flame-red hair. But while the painting remains almost as fresh

as the day it was painted, the years have not been so kind to

the dress. Its delicate structure, combined with the cumulative

effects of time, has meant it is now in an extremely fragile

condition. Thus, two years ago, a fundraising project was

launched by Britain's National Trust 1 to pay for its conservation.

It turned to textile conservator Zenzie Tinker to do the job.

Zenzie loves historical dress because of the link with the past.

'Working on costumes like the Beetlewing dress gives you

a real sense of the people who wore them; you can see the

sweat stains and wear marks. But it's quite unusual to know

who actually wore a garment. That's the thing that makes the

Beetlewing project so special.'

Before any of Zenzie's conservation work can begin, she

and her team will conduct a thorough investigation to help

determine what changes have been made to the dress and

when. This will involve close examination of the dress for signs

of damage and wear, and will be aided by comparing it with

John Singer Sargent's painting and contemporary photographs.

Then Zenzie and the National Trust will decide how far back to

take the reconstruction, as some members feel that even the

most recent changes are now part of the history of the dress.

The first stages in the actual restoration will involve

delicate surface cleaning, using a small vacuum suction device.

Once the level of reconstruction has been determined, the

original crocheted z overdress will be stitched onto a dyed net

support before repairs begin. 'It's going to be extraordinarily

difficult, because the original cloth is quite stretchy, so we've

deliberately chosen net because that has a certain amount of

flexibility in it too,' says Zenzie. When the dress is displayed,

none of our work will be noticeable, but we'll retain all the

evidence on the reverse so that future experts will be able

to see exactly what we've done - and I'll produce a detailed

report.'

Zenzie has estimated that the project, costing about

£30,000, will require more than 700 hours' work. 'It will be a

huge undertaking and I don't think the Trust has ever spent

quite as much on a costume before,' she says. 'But this dress

is unique. It's very unusual to see this level of workmanship

on a theatrical costume, and it must have looked spectacular

on stage.' If Terry was alive today, there's no doubt she would

be delighted. Unlike many other actresses, she valued her

costumes because she kept and reused them time and time

again. 'I'd like to think she'd see our contribution as part of the

ongoing history of the dress,' says Zenzie.

1 A conservation organisation whose work includes the funding of projects

designed to protect and preserve Britain's cultural heritage

2 Produced using wool and a spec1al

needle with a hook at the end

adapted from Sussex Life magazme

@

UnitS

€) Answer Questions 1-10 below.

Questions 1-6

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

1 What do you learn about Ellen Terry in the first

paragraph?

A Lady Macbeth was her first leading role.

B The Lyceum was her favourite theatre.

C She tried hard to look good on stage.

D She wanted to look young for her audience.

2 What is the writer's purpose in paragraph 2?

A to describe different responses to the

Beetlewing dress

B to explain why the Beetlewing dress had

such a big impact

C to consider the suitability of the Beetlewing

dress for the play

D to compare the look of the Beetlewing dress

on and off the stage

3 According to the writer, the main effect of the

Lyceum productions was to

A expose more people to Shakespeare's plays.

B reduce the interest in other types of

production.

C raise the cost of going to the theatre.

D encourage writers to produce more plays.

4 In the fourth paragraph, what comparison does

the writer make between Sargent's portrait and

the Beetlewing dress?

A The dress has attracted more attention than

the painting.

B The dress is worth more money than the

painting.

C The painting took longer to produce.

D The painting looks newer.

5 Zenzie says the Beetlewing project is

particularly special because

A the dress is very old.

B people know who wore the dress.

C the dress was designed by someone famous.

D there is evidence that the dress has been

used.

6 Which of the following is the most suitable title

for the passage?

A A lesson from the past

B A ch~llenging task

C An unusual fashion show

D An unexpected discovery

Exam advice

Multiple choice

Find the option which expresses the same idea;

don't just match words.

If you have a question on the title of the passage,

read the subheading again, then skim each

paragraph quickly to check the overall theme.

Questions 7-10


views of the writer in the reading passage?

Write

YES

NO


views of the writer


views of the writer

NOT GIVEN if it is impossible to say what the

writer thinks about this

7 The National Trust conducted useful research

to assist Zenzie's plans for the dress.

8 There will be some discussion over the

changes that Zenzie's team should make to the

dress.

9 Zenzie's estimate for the timing of the project

is realistic.

10 Ellen Terry's attitude towards her dresses was

typical of her time.

Exam advice

Yes I No I Not Given

Remember that the ideas in the passage may be

worded differently in the questions.

• Once you have found the right place in the

passage, read it carefully before you decide on

the answer.

• Make sure your choice reflects the writer's

opinion or claim.

0 Look at Questions 11-14 on page 80. Underline the

key ideas in the questions and the box of endings.

0 Use key words in Questions 11-14 to find the

relevant sentences in the passage. Read these

carefully and match each question to the correct

ending.


Questions 11-14

Complete each sentence with the correct ending,

A-F, below.

11 Pictures will be used

12 A special machine will be used

13 A net material has been selected

14 Work will be visible on one side

A to show how the team did the repairs on the

dress.

B to reduce the time taken to repair the dress.

C to remove the dirt from the top layer of the

dress.

D to demonstrate the quality of the team's work

on the dress.

E to match a quality of the original fabric used

in the dress.

F to help show where the dress needs repair

work.

Exam advice

Matching sentence endings

Underline the key words in the questions and

use these to find the right place in the passage.

(You will find them in the same order.)

Read the completed sentences to check they

make sense.

Vocabulary

dress (uncountable) I dress(es) (countable) I

clothes I cloth

0 IELTS candidates often confuse these words:

dress I dresses I clothes I cloth. Circle the correct

word in each of these two sentences from the

Reading passage. Then check your answers by

reading the definitions below.

1 She was dressed in the most extraordinary cloth I

clothes ever to have graced a British stage.

2 Zenzie loves historical dress I dresses because of

the link with the past.

Cloth (n) [U] material that can b e u~ed to make clothes and

furnishings:

The cloth used to make this dress was very expensive.

clothes (n) [plural] Items that are worn, such as skirt,

trousers, socks, etc. Clothes is always plural:

I packed my clothes in the suitcase.

I need some new clothes.

dress (n) [C] an item of clothing worn by women

dress (n) [UJ a style of clothing, e.g.formal dress. traditional

dress, etc.

f) @ Four of these sentences contain mistakes

made by IELTS candidates; one is correct. Find

and correct the mistakes.

1 Young men and women tend to wear similar

dresses. dotiAe.s

2 People need shelter, cloth to wear and food to

eat.

3 Famous people attract thousands of fans, who

imitate their style of dresses.

4 People who travel may adopt the culture,

dresses and customs of another country.

5 Indian saris are usually made using very

colourful cloth.

€) Work in pairs. Take turns to ask and answer

these questions.

1 How important is fashion to you?

2 When did you last buy some new clothes?

3 Have you ever had your clothes made for you?

4 What's the oldest item of clothing that you own?

listening Section 4


about the Listening Test? Complete the sentences

below with the words in the box.

answers break correct tmee one

questions ten ten

1 You hear the script 011c.e.

2 You have time to read the

start of each section.

. before the

3 There is no . .. in Section 4.

4 There are . .. .. questions in every section.

5 There is . ... mark per question.

6 You will hear the . . ....... in the same order as

the questions.

7 Spellings must be . .. .. . .

8 At the end of the test, you get

to complete the answer sheet.

... minutes

@

UnitS

f) Work in pairs. You are going to hear someone

giving a lecture on a traditional Japanese form of

stitching called sashiko. Before you listen, work

in pairs and take turns to describe the items

below.

I What are they? What features do they have in

common?

2 Who do you think made them and why?

3 Where would you expect to see them?

€) Work in pairs. Underline the words or phrases in

Questions 1-10 below that have a similar area of

meaning to these words from the script.

1 translates as 6 dressed (in)

2 origins 7 skill

3 material/cloth 8 no longer necessary

4 stitch together 9 nowadays

5 patterns 10 ancient garments

0 ~ Listen and answer Questions 1-10.

Questions 1-10



answer.

1 The word sashiko means '................. .'.

2 In the beginning, sashiko was .................. rather

than decorative.

3 In the past, warm fabrics such as .................. were

not available in some parts of Japan.

4 Warm clothes were produced by using sashiko

to join ..... of material.

5 Traditional sashiko designs included one called

6 In the towns of ancient Japan, workers such as

wore sashiko garments.

7 It used to be essential for someone married to a

... to know how to do sashiko.

8 Sashiko was not needed when .................. began

in northern Japan.

9 Modern sashiko patterns include stripes and

shapes.

10 Unfortunately, .................. are not as interested in

old clothes as in other ancient craft objects.

Exam advice

Sentence completion

• The words in the questions will not always be

exactly the same as what you hear; listen for the

same meaning.

• You will hear the exact word (s) you need to

complete the sentences.

• Read the completed sentences to check they

make sense.

Exam information

The words ~sed in Listening questions are often

synonyms or paraphrases of words used in the

script.


1 Why is it important to preserve old things from

the past?

2 What ancient things are kept in museums in

your culture?




about Speaking Parts 2 and 3? Say whether these

statements are true (T) or false (F). If you think a

statement is false, correct it.

Part 2

1 I can use my notes and the topic card during

my talk. T

2 There is a choice of topics.

3 I need to talk about the points in order.

4 It is a good idea to prepare a talk beforehand.

5 1 can talk about myself.

6 I don't need to speak for the full two minutes.

Part 3

7 The questions are similar to Part l.

8 Part 3 is longer than Part 1.

9 The questions gradually get more challenging.

10 I can ask the examiner to rephrase the question.

6 Work in pairs. Look at this topic and discuss

what you could say, making notes as you speak.

Then change partners and take turns to give

your talks.

Describe a museum or exhibition that you

particularly enjoyed visiting.

You should say:

where the museum or exhibition is/was

who you went with

what you saw there

and explain why you enjoyed visiting this

museum or exhibition.

@) Work in pairs. Read the questions below and

decide which one(s) invite you to:

a make comparisons.

b provide a number of advantages.

c support an opinion with reasons.

Then discuss how you could answer each of them.

Museums and education

1 What benefits can schoolchildren gain from

visiting museums?

2 How do you think most children feel about

visiting a museum?

3 Are museums more educational now than they

were when your parents were young?

0 (15\ ~ ~ Listen to David and Lin answering the

questions from Exercise 3 and put a tick (I') or

cross (.X) beside the appropriate ROints for each

question below.

Who:

question 1 a presents benefits?

b explains benefits?

c keeps strictly to the

question?

d structures their answer

clearly?

question 2

a presents a view?

b gives reasons?

c uses general, not

personal, arguments?


clearly?

David

question 3 a makes comparisons?

b supports points?

c covers past and present?


clearly?

0 Who do you think gives the best answer to each

question: David or Lin? Why?

0 Pronunciation: Linking and pausing

(i) Work in pairs. Take turns to ask and answer the

questions from Exercise 3 yourselves. Give your

partner feedback using the checklist in Exercise 4.

f) Work in pairs. Take turns to ask and answer

these questions.

Fashion and history

.X

Lin

• Why do many people like to wear fashionable

clothes?

• How do fashions vary for different age groups?

• What factors cause adult fashions to change?


• Listen carefully to the question: you may have

to compare I explain I list points I give an

argument, etc.

• Make sure your answer is clear, relevant and

well developed.

• Try to use a range of vocabulary and sentence

types.

./

@

UnitS

ronunciation

Linking and pausing

Speakers tend to link certain words together and

pause between others. This gives their speech

a characteristic rhythm and flow, and helps the

listener follow what they say.

~ Listen to this extract from one of David's

answers in Speaking Exercise 4 and answer the

question below.

Museums are sometimes a bit expensive, but if the

school pays, it's OK and there's such a lot to see.

Where does he tend to link words?

a Between words which end with a vowel and

begin with a consonant

b Between words which end with a consonant and

begin with a vowel

6 Work in pairs. Look at part of Lin's answer to

Questions I and 3 in Speaking Exercise 3.

I Which words would you link when speaking?

Underline them.

2 Where would you pause when speaking?

Put I bet ween the words.

First of all, they can experience things directly ...

you know, they're not in the classroom any more,

they're in a different environment.

I don't think there's any doubt that museums are

much better at educating chi ldren now ... In the

past, I think museums had a different function,

um they were just places to keep ancient objects

like coins or pots, but now they're .. . well, there

are many interactive displays.

Writing Task 2


about Writing Task 2? Choose the correct options

in each of these sentences.

1 You should allow 30 I 40 minutes to write your

answer.

2 You get twice as many marks as I the same

marks as Task 1 for this answer.

3 If you write fewer than 250 words, you will lose

marks 1 it doesn't matter.

4 You must I needn't give your own opinion.

5 You should try to I needn't express opinions the

examiner will agree with.

6 Paragraphing is I is not important.

7 It is better to keep your language simple but

correct I try to use complex language and risk

making mistakes.

6 Work in pairs. Underline the two opinions you

have to deal with in this task.


Some people argue that fashion items cost too

much money. Others say that this is acceptable

because fashion is an important part of life.

Discuss both these views and give your own

opinion.



experience.

8 Work in small groups. Discuss how these people

might feel about the opinions in Exercise 2.

I a celebrity

2 a teenager

3 a young adult

4 a parent

5 a fashion designer

6 an elderly person

@) ~ Listen and check your answers to Exercise 2.

When you have finished, take turns to read Lin's

answers aloud.


(') Read the sample answer below and find two

sentences that introduce the opinions expressed

in the task. Then underline the sentences that

express the writer's own opinion.

Throughout history. people have always been interested in

fashion. When you read rnagazines these days. you see rnany

advertisements for the latest fashions. and sorne of these are

very expensive. So, is this a good thing?

Sorne people say that prices should be lower in shops, and l

can understand their point of view. Before youngsters start

work. they depend on their parents for rnoney. Although rnany

parents are not wealthy. they are often pressurised into buying

things like designer jeans for their children. After they have

started earning rnoney. young adults can still find it hard to afford

fashionable clothes because they are saving up for other iterns.

1-towever, t here are other people who say they are happy to pay

for designer clothes. Teenagers look forward to doing this when

they have their own incorne. C...elebrities have plenty of rnoney.

so they rnight say that they do not worry about how rnuch clothes

cost. They know they need to look after their irnage while t hey

are farnous. Surely fashion designers would also argue that the

cost is fine. According to people in the fashion business. you

cannot criticise until you have seen how hard it is to be original

and set new trends.

Personally. l think the question depends on how irnportant

fashion is to you. lfyou are not interested in fashion, you needn't

spend a lot of rnoney because these days there are rnany clothes

shops around. On the other hand. if you like to look good, you

have to buy fewer clothes and pay rnore rnoney for thern.

0 Work in pairs. Write these phrases introducing

opinions in the correct column of the table below.

Other people d1sagree. X may argue that

According to X, ... In X's opinion, .

Personally, I agree.

A suggesting B giving c introducing D giving

what might a clear an opposing someone

be someone opinion of argument else's view

else's view your own

i-1-1. 'f-.'s.

opi1-1.i01-1.

0 Find six other phrases in the sample answer

in Exercise 4 which introduce opinions, and

write them in the correct column 4n the table

in Exercise 5.

f) The sample answer in Exercise 4 is missing a

concluding paragraph. Which of these items

would be appropriate for this part of the essay?

1 a statement expressing your personal opinion

2 a repetition of the argument in paragraph 2

3 a reference to the views of people not mentioned

previously in the essay

4 a summary of the views discussed in the essay

5 a quote

6 a new argument about the subject

7 a logical link to the previous paragraph

G) Which items 1-7 from Exercise 7 can you find in

this concluding paragraph?

A£tko1A(jk dotke.s. kP-ve. be.co..._e. B1Aite. e.Xpe.1-1.s.ive. 1

:L tki1-1-K t ke.re. is e.1-1.01A(jk ckoice. tke.s.e. dP.~S .for

e.ve.YJr01-te.. PP.re.1-1.fs.jus.t kP-ve. to be. s.hict witk

ckiidre.-1-1. P.bo1At wkP.t tke.Jt CP-1-1. P.-Hord, P-1-1-d people.

kMe. t o b1A(j witki-1-1. tke.ir b 1Ad(je.t.

0 Key gramma r: Time conjunctions: until/before/when/after

0 Work in small groups. Look at this Writing task.

Write a list of people or organisations who would

have opinions on each side of the issue, then write

a plan for your answer.


Some organisations believe that their employees

should dress smartly. Others value quality of work

above appearance.

Discuss both these views and give your own

opinion.



experience.

@

UnitS

6 Join each pair of sentences using the conjunction

in brackets and starting with the words given.

You may need to reorganise the sentence and add,

change or remove some words.

® Write an answer to the task in Exercise 9. You

should write at least 250 words.


• Check how many opinions you should write

about.

• Consider who might have the opinions and

express them using your own words.

• Make your own opinion clear, too.

• Summarise your points and draw a conclusion.

Key grammar

Time conjunctions: until/ before/when/ after

0 Complete these sentences by writing a

conjunction (until, before, when or after) in each

gap. Then check your answers by referring to the

sample answer on page 84.

1 W.lrc~:11 . you read magazines these days, you see

many advertisements for the latest fashions.

2 youngsters start work, they depend on

their parents for money.

3 they have started earning money, young

adults can still find it hard to afford fashionable

clothes.

4 Teenagers look forward to doing this

they have their own income.

5 You cannot criticise . . .. you have seen how

hard it is to be original.

1 New fashions reach the shops. Prices often go

up. (when)

When new fashions re.MIA tiAe. .s1Aops 1 prices

o-He.11L

0 o 1Ap.

2 Staff must leave the building first. Then they can

smoke. (until)

Staff cannot ...

3 You wear casual clothes to work. Then it is hard

to wear a suit. (after)

After you ...

4 The sales start. Then some people go shopping.

(until)

Some people ...

5 Employees put on a uniform. They all look the

same. (when)

Employees all ...

6 Customers spent less money on clothes. Designer

brands were introduced. (before)

Before designer brands ...

7 I spend all my money. I go home. (when)

When I ...

E) IELTS candidates often make mistakes with

tenses following time conjunctions. Circle the

correct verb form in each of these sentences.

1 I go shopping when I was ; @@upset by

somebody.

2 The customer was aware of the price before she

buy I bought the dress.

3 After graduate I we graduate, we need to

compete for a good job.

4 We must set goals and not stop until achieved I

we achieve them.

5 When children will grow up I grow up, they face

many problems.

6 Some parents don't want their children to work

before they reach I will reach adulthood.

0 page 1 Ol" .. Time con;unct10ns



Vocabulary

0 Complete each conversation below with a word

from the box.

bored concerned 1rr1tating

persuas1ve reassuring upsetting

A: I cried when I watched the programme about

the baby gorilla that died.

B: I know, it was so 1 ~ps.~t:h 1-1

0 .

A: I've been worrying about Gina's new job.

B: Me too - but it's 2 to know that she's

getting on well with her colleagues.

A: Whenever I get to the bus stop, one's just left!

B: That must be really 3

A: Telling people that they will save money if they

buy a more expensive phone makes no sense.

B: Mmm, but it's a very 4 . argument.

A: He's yawning again.

B: I guess he's 5 .

A: I'd like to give more money to charity.

B: Yes, but you can't be 6 about everyone.

6 Complete the sentences below about US Facebook

users using the expressions in the box. You will

need to use some expressions more than once.

age age group aged ages the age (s)

1 Facebook is used by people of all v. 0e.s .. .

2 Just over 50 percent of users are under .

of 26.

3 The 18 to 25 is the largest single group

of users.

4 People between of 26 and 34 make

up the second largest group of users.

5 More youngsters . 13 to 17

use Facebook than people over 44.

6 Twelve percent of Facebook users

are under 17 years of . .. ........ .

7 Ninety-seven percent of users are

under of55.

8 The 55 to 65 represents

the smallest category of users.


18- 25

43%

Grammar

8 Circle the correct option in each of these

sentences.

1 Petra said she'd join us for lunch if she

(/fiUs~ l would finish her work in time.

2 If you asked people, most of them will said I

would say that lying is wrong.

3 The old woman won't get across the road if

someone didn't I doesn't help her.

4 Harim's changed so much that if I met I will

meet him now, I wouldn't recognise him.

5 Research shows that children will disobey an

instruction if they think I thought no one is

watching them.

6 In England, people say 'Pardon' if they

cannot 1 could not hear someone clearly.

7 If you get on with your colleagues, work is I

was more enjoyable.

8 I'll tell you what I think, but you might I

would not agree with me.

9 You shouldn't give up the course unless you

find I you'll find it too hard.

0 Find five other referencing mistakes in this

paragraph and correct them using the words

in the box.

It ItS etftef they thiS thiS

In every society, people need to build

relationships with another otke.r people. These

relationships can take place at work, school or

home. Wherever it occur, it is important that

people understand each other. An organisation

will not function well if their members are

unhappy. Good managers understand the point

35-44

14%

and make sure they reward employees

for good work. In fact, when you take

time to understand what people

want and why they want them,

it is usually possible to solve

most problems. These results

in a happy environment where

people progress well.

US Facebook users by age

group (insideFacebook.com)


Vocabulary

0 Match the words from the Reading passage on

page 78 (I-8) with a synonym (a-h).

I ability a well known

2 famous b garments

3 clothes c new

4 extraordinary d connection

5 seen e skill

6 fresh f state

7 condition g observed

8 link h unusual

f) Complete these sentences with words connected

with fashion and design, then use the words to

complete the crossword below.

1 You should wear s.~~r-t clothes to the

graduation ceremony.

2 I've bought some beautiful silk . to make

a shirt.

3 . . often set the trends for young people.

4 More and more businesswomen are wearing a

to work.

5 The school was very expensive.

6 Are you ... yet? It's time to go out.

7 The .. is a traditional Indian garment for

women.

8 Jeans have been . ... for many years.

€) Complete these sentences with dress, dresses, cloth

or clothes.

I If Marc had more money, he could afford some

new q.fof!Ae.s .

2 It's formal ... at the party tonight, so I'm

going to wear my suit.

3 Different textiles are woven into ............. using a

machine called a loom.

4 There are many different styles of .... for

women, to suit a range of different occasions.

5 Fortunately, the that was used to make

these curtains is fire-resistant.

6 The shop sells a variety of hand-made ..... ...... .

for men and women.

7 Some women prefer to wear skirts and tops to

8 People can sometimes find it hard to throw away

their old .

Grammar

() Circle the correct verb in each sentence. Then

underline the time conjunctions.

I When you don't have much money, it @ 1 will be

hard to afford new clothes.

2 I'm not leaving this shop until I will buy I have

bought something.

3 Sashiko had a functional purpose before it has

become 1 became a decorative art form.

4 The textiles are spun into cloth after they have

been I were dyed.

5 Woollen fabrics sometimes shrink when you

wash I washed them.

6 It's important to check the quality of a garment

before you will buy I buy it.

7 Until I went to India, I have had I had no idea

how colourful the tradit ional clothes were.

8 When I go 1 have been to the fashion museum,

I'll go shopping.

9 I promise we I we'll go out after the show has

finished.


Speaking reference

What to expect in the exam

The Speaking Test is normally held on the same day as the

other tests. It is the last part of the exam.

• The Speaking Test lasts 11-14 minutes and has three

parts.

• You do the test on your own.

• There is one examiner in the room who gives you the

instructions, asks the questions and assesses your

performance.

• It is recorded for administrative purposes.

Part 1: Introduction and interview

Part 1 lasts between four and five minutes. It consists of:

• a short introduction in which the examiner asks you

your name and where you come from, and checks your

identification;

• some initial questions about what you do or where you

live;

• some questions on topics such as your hobbies and

activities. places you know, family celebrations, holidays,

etc.

You studied and practised Part 1 in Units 1 and 7.

How to do Part 1

1 Listen carefully to each question the examiner asks you.

Think about the topic and the tenses that you need to

use.

2 Give relevant replies and try to provide some reasons for

your answer.

3 Aim to answer each question in about two or three

sentences.

4 Don't memorise answers. but make sure you know the

sort of topics that are often used in Part 1 and learn

some vocabulary related to these.

5 Speak clearly so that the examiner can hear and

understand you.

6 Try to look confident and relaxed; look at the examiner

when you are speaking.

7 If you don't understand a question ask the exam iner to

repeat it: I'm sorry, could you repeat the question, please?

@ Complete IELTS Bands 5-6.5

Topics and questions

Match each of these questions (1-12) to a topic (a-1).

1 Do you prefer to study by yourself or in a class? Why? [ill

2 Which form of transport did you use last?

3 When did you last celebrate something in you r home?

4 How often do you watch a play or film?

5 Are there any sports you want to play in the future?

6 Do you do the same activities every day?

7 What special types of dish are there in your culture?

8 How did you find out about the news last week?

9 Have you ever lived in a different place?

10 What influences the way you dress?

11 Do you plan to go on holiday in the future?

12 Have the weather patterns changed recently in your

country?

Typical Part 1 topics

a Forms of entertainment

b Fashion

c Daily routines

d Education and learniflg

e The media

g Health and fitness

h Fa mily occasions

j

Cooking

0

0

0

0

0

0

0

0

0

0

0

Your home town or city

k Daily travel

f Tourism The seasons

Exercise

Work in pairs. Discuss which of these tenses you would be

likely to use to answer each question 1-12 above.

Tense

a Present simple

b Present continuous

c Past simple

d Present perfect

Question

1, .. .

Then take turns to ask and answer the questions.

Part 2: long turn

Part 2 lasts between three and fou r minutes. The examiner

gives you a topic to talk about. The topic is written down

and includes some bullet points to guide you. The examiner

also gives you some paper and a pencil. You have one

minute to prepare for the talk and two minutes to give the

talk. When you have finished, the examiner may ask you a

short yes/no question about the talk.

You studied and practised Part 2 in Units 2, 3, 4, 5, 6 and 8.

How to do Part 2

1 Listen carefully to the instructions. The examiner will

tell you how long you have to prepare and to talk. He/

She will also read the first line of the topic to you, before

giving you the written instructions.

2 Read the topic carefully, including all the bullet points,

which help give you ideas and a structure for your talk.

3 Make full use of the minute's preparation time and write

down some key points.

4 Introduce your talk at the start. Link your points together

and use an appropriate ending.

5 Don't memorise a talk; the examiner wil l know if you do.

6 Aim to speak for two minutes. You don't need to stop

until the examiner says 'Thank you'.

7 If the examiner asks you a short question at the end, you

only need to give a very brief answer.

Useful language

Introducing your talk

I'm going to talk about ...

The X I'm going to talk about is ...

Giving a reason/detail/explanation

The reason (why) .. .

In other words, .

What I mean is ...

What else can I tell you about ...

Introducing a new point

So let me tell you

The next thing .. .

Describing the stages in a story

At that time, ..

Then ...

Before/ After ...

When ...

Eventually, ...

Referring back to something you said earlier in the talk

As I mentioned before, ...

As I said before, ...

Ending the talk

So, all in all, .. .

In the end, .. .

So I guess that's ...

'!.

Why did/do I ... ?

Exercise

In pairs, read the instructions and the sample topic below

and discuss your ideas. Afterwards, spend a minute making

some notes on your own and then take turns to give your

talk. Try to talk for about two minutes.

Examiner's instructions

Now I'm going to give you a topic and I'd like you to talk

about it for one to two minutes. Before you talk, you'll have

one minute to think about what you're going to say: You can

make some notes if you wish. Do you understand?

Here's a paper and pencil for making notes and here's your

topic.

I'd like you to describe a new country or town you have

visited.

Describe a new country or town you have visited.

You should say:

where this country/ town is

why you visited this country/town

what you did there

and explain how you felt about visiting this country

or town.

Part 3: Two-way discussion

Part 3 lasts between four and five minutes. The examiner

leads a discussion that is based on the Part 2 topic. You

have to give your opinions on general, abstract topics, not

personal topics as in Part 1. This is your opportunity to show

the examiner the full range of your language.

You studied and practised Pa rt 3 in Units 4, 5, 6 and 8.

How to do Part 3

1 Listen carefully to the instruct ions and questions.

Consider what the examiner is expecting you to do, e.g.

give reasons, explain something, compare two things,

agree or disagree, etc.

2 Make sure your replies are relevant and try to extend

your answers (more than you did in Part 1).

3 Don't use memorised answers, but make su re you

know the sort of topics that come up in Part 3 (e.g.

environmental issues, la nguage and communications,

human relationships, education and learning, etc.) and

learn some vocabulary and phrases related to them.

4 Speak clearly so that the examiner can understand you;

try to answer the questions as you would in a discussion.

5 Remember that there are no right or wrong answers. The

examiner is interested in hearing whether you can ta lk

fluently about abstract topics and organise your points in

a logical way.

Speaking reference @

Useful language

Starting your response

I think that ...

Well, in my view/opinion,

Giving reasons

This is because ...

This is why ...

The main reason is ...

Comparing and contrasting

In the past, .. but nowadays .. .

Many years ago, ... but now .. .

However, ...

On the other hand, ...

While ...

Agreeing/Disagreeing

I agree that ...

I'm not sure I agree that .. I I don't think/believe that ...

Exercise

In pairs, read these instructions and discuss the sample

questions. Think about what sort of reply you need to give

and write down some useful vocabulary.

Examiner's instructions

We've been talking about a new country/town you have

visited and I'd like to ask you one or two more general

questions related to this. Let's consider first of all moving to

a new place.

• Can you tell me some reasons why someone might have

to go to a new city or country?

• What sort of things would you organise before going

somewhere new?

• Is it easier to go somewhere new now than it used to be

in the past? Why?

Let's move on to talk about living in a new place.

• What sort of changes might you have to deal with when

you move to a new place?

• How can these changes affect people?

• What is the best way to get used to circumstances that

are different?

Ask each other the questions. Try to give extended answers.

How are you rated?

The examiner listens very carefully to your speech and gives

you a Band Score from 1 to 9 fo r the whof.r test. This means

that the three parts are not rated separately. However, there

are levels of performance that you need to reach in order to

achieve a certain band.

As the examiner is talking to you, he/she considers these

questions:

1 How long are your answers? How well can you link your

ideas and structure your points?

2 How much vocabulary can you use, and how accurate

is it?

3 How many grammatical structures can you use, and how

accurate are they?

4 How well can you use standard features of

pronunciation?

Exercise

Here are some things you should try to do in the Speaking

Test. Match each of them (a-j) to one the questions above

(1-4).

a be understood, even though you make grammatical

mistakes

b give quite long answers in Part 3

c

be understood, even though some words are

mispronounced

d use a range of different words and phrases

e use a range of linkers

f

use some accurate intonation and stress

g be understood, even though you sometimes use the

wrong word

h paraphrase when you cannot find the right word

use a mix of simple and complex sentences

pause natu ra lly as you speak

Preparing for the Speaking Test

Part 1

• Build up a list of vocabulary that will help you to talk

about the topics that are often used in this part of the

test. Start by looking back at page 88 and underlining

the topic vocabulary in the questions. You can also go

back to Units 1 and 7 and note down some vocabulary

from the exercises.

• Practise making statements about yourself in relatio n

to Part 1 topics, e.g. talk about your likes, dislikes and

preferences; your activities and when you do them; what

you are studying and why; your favourite shop I animal I

type of clothing; things you did as a child; where you

would like to live/travel in the future, etc.


,. Keep a list of topics and useful words and phrases in a

Speaking notebook or file, and add to this list whenever

you can.

Part2

• Practise talking on your own on a topic for two minutes.

There are plenty of examples of topics in IELTS practice

materials. You can also use the topics in Units 2, 3, 4, 5, 6

and 8 of this book, but think of a different idea from the

one you used in the classroom.

• Make a collection of topics for your IELTS preparation.

Brainstorm some ideas and vocabulary, and keep a

record of this under a topic heading in your notebook.

• Study the model talks in the units. They will show you

how to structure a Part 2 talk and how to link ideas.

Make a note of any useful vocabulary and linkers.

• Record yourself and practise using some of the Useful

language in this section. Also try to include some of

the grammatical structures that you have learned on

this course, such as conditionals, relative clauses, time

conjunctions, etc. When you first practise, allow yourself

the time you need.

• As the test date approaches, use Practice Tests and try

to spend only a minute preparing for your talk. When the

test date is near, make sure you have a fairly good idea

of how much you need to say to fill two minutes.

Part 3

• Build up a list of abstract Speaking topics in your

notebook and record some vocabulary that you can use

to talk about them. Start by re- reading the articles in

this book and checking the relevant Vocabulary reviews.

Topics like language, the media, the environment, health

and nutrition, etc. are common Part 3 topics.

• Develop your ideas by reading some articles on

international topics such as city life, pollution, nature, the

rich and poor, etc.

• Practise expressing views on topical issues, using some

of the structures on page 90. Write a list of questions,

with a friend or classmate if possible, and then practise

answering them, e.g.:

1 Should parents pay for their children's education?

I think it depends on how rich the parents are. If they

have a lot of money, they can afford to pay, but if they

don't, it isn't fair to expect them to pay.

2 Should air travel be more expensive than it is?

3 What are the benefits of knowing more than one

language?

For all parts, record yourself speaking and ask a teacher 1

native speaker to point out:

• how clearly you speak;

• any individual sounds or words that you don't pronounce

clearly;

• how effectively you group words and phrases;

• how well you use stress to emphasise words;

• whether you need to use more or less intonation.

On the test day

Remember these important points because they may affect

your mark.

• listen carefully to the examiner's questions and

instructions

Each answer you give should be relevant. If you cannot

understand the examiner, ask him/her to repeat the

question.

• Smile at the examiner and look interested

Communication works better for everyone if people are

interested in what they are saying.

• Make sure the examiner can hear you

If you speak too softly, too quickly or not clearly enough,

the examiner may mark you down for pronunciation and

may be unable to judge your true language level.

• Provide enough language for the examiner to

assess

Examiners can only rate what they hear. Even if you know

a lot of English, you won't get a high mark if you don't

say enough to demonstrate you r true language ability.

• Use your imagination

There are no right or wrong answers to the questions. If

you don't have any experience of the Part 2 topic, think

about something you have read or seen on television, or

make something up. Similarly, if you don't have a view on

a Part 3 question, imagine one that someone else might

have.

• Be prepared and be confident

The Speaking Test materials are designed to help

you talk as much as possible. During the test, the

examiner will cover a number of different topics and will

encourage you to speak. If you are well prepared, you

should feel confident enough to do your best.

Speaking reference @

Writing reference

What to expect in the exam

The Writing Test is the third paper in the exam and it takes

place after the Reading Test.

You do two tasks in one hour:

• Task 1 is a summary of one or more charts or diagrams

on the same subject.

• Task 2 is a discursive essay. There is only one topic.

Task 1

In this task, you must summarise and compare information

from a graph, chart, table or diagram, or a combination of

these.

Your summary must be at least 150 words long. You may

write more than this, but if you write less, you will lose some

marks. You need to spend about 20 minutes on this task.

You should try to:

• include all the key points;

• include some details or data to support the key points;

• compare relevant features of the information;

• include an overview;

• organise your answer in a logical way;

• use relevant vocabulary;

• use your own words where possible, rather than copying

from the question;

• write grammatically correct sentences;

• use accurate spelling and punctuation;

• write in a formal academic style (not bullet points or

note form).

You studied and practised Writing Task 1 in Units 1, 3, 5

and 7.

How to do Task 1

1 Read the instructions and study the headings and

information carefully. Find at least three key points and

decide which features you should compare. (Allow

between two and three minutes.)

2 Decide how many paragraphs to write and what to put

in each one. Decide what will go in your overview. (Allow

between two and three minutes.)

3 Write your answer, allowing a couple of minutes to check

it through afterwards. (15 minutes)

Graphs, charts and diagrams

There are different types of visual information that you will

have to deal with.

1 Graphs: showing trends over time

Look at the Writing task below and answer these questions.

1 What do the figures on the vertical axis represent?

2 What period of time does the graph cover?

3 What overall trends does the graph show?

4 Find three key points that you can com pare on the

graph.

The graph below shows population figures for India and

China since the year 2000 and predicted population growth

up until 2050.

Summarise the information by selecting and reporting the

main feature s, and make comparisons where relevant.

1.7

1.6

'U1

c

1.5

~

:s

g

c 1.4

·~ "

= c. 1.3

" c.

:s

£ 1.2

1.1

1.0

Population growth in India and China

vert:al~

2000 2010 2020 2030 2040 2050

India China

• •

5 Read the sample answer on page 93. Underline the

writer's key points and the comparisons the writer

makes.

6 Are the data that support the key points accurate?

l


I

li

Start with a sentence

that introduces the

summary. Use your own

words as far as possible.

Note the

change in tense to

summarise points

about the future.

Sample answer

The graph shows how the populations of India and China have

changed since 2000 and how they will change in the future.

In 2000, there were more people living in China than in India. The

number of Chinese was 1.25 billion, while India's population was about

1 billion. Between 2000 and the present, there has been a 0.2 billion

rise in the number of Indian citizens. Over the same period, China's

population has increased by 0.1 billion to reach over 1.35 billion.

According to the graph, the population in India will increase more

quickly than in China, and experts say that by 2030, both countries will

have the same population of 1.45 billion. After this, China's population

is likely to fall slightly to 1.4 billion in 2050, while India's population will

probably increase and reach 1.6 billion.

Thus, over the 50-year period, India is going to experience steady

growth in its population and it will overtake China. On the other hand,

China's population will peak in 2030 and then begin to fall. ---------

7 Read the sample answer again. Underline any verbs, nouns and phrases that the writer uses to

describe trends. (Include the prepositions.)

The paragraphs cover

different time periods on

the graph. In this answer,

the second paragraph

goes up to the present day

and the third paragraph

deals with the future.

The overview is at

the end and forms the

final paragraph. It gives

an overall picture of the

trends.

L..

2 Pie charts: showing how 100% of something is

divided up into smaller percentages


1 Say what the pie chart shows (tell a partner in your own

words). What does the bar on the right represent?

2 What are the key points in the charts?

3 How could you organise the information into

paragraphs?

The chart below shows the world's energy use in 2070.


main features, and make comparisons where relevant.

natural gas

23%

Global breakdown of energy consumption 2010

hydroelect ric

36%

straw, etc.)

4 Read the sample answer on the right. Which sentence

sums up the first key point?

5 Find the overview.

6 Read the sa~ple answer again. Underline the phrases

the writer uses to make comparisons.

7 Underline the linkers.

Sample answer

The chart illustrates the world's use of

different forms of energy in 2010 and

provides a breakdown of the use of

renewable energy.

By far the biggest source of power is

petroleum. Thirty-nine per cent of the

world's energy comes from this source.

Also, natural gas and coal together

contribute 45 per cent of our energy

sources. Clearly, we are very dependent

on these three main energy supplies.

Similar but much smaller amounts of

energy are consumed from nuclear

power (8 per cent) and renewable

sources (7 per cent). Within the

renewable sector, there are a number of

different energy sources. Wood-based

sources and hydroelectric power are

the largest of these and account for 53

and 36 per cent respectively, while solar

energy is the smallest, at one per cent.

In addition, very small percentages of

wind and geothermal energy are used.

Notice how

the writer avoids

repeating the

same words and

phrases.

It is fine to

use words from

the task if you put

them in your own

sentence.

Although we use some renewable

energy, our reliance on these forms is

still minimal compared to the significant Include relevant

consumption of fossil fuels --------l vocabulary to

improve your score.

Writing reference @

3 Tables and bar charts: showing it ems and related

values in columns


1 How are the table and chart related? (Which would you

summarise first?)

2 What comparisons could you make?

3 What shou ld you put in your overview?

The table and chart give the results of surveys in

Australia about the use of the Internet. The table provides

information on the reasons for use. The chart shows use in

relation to age.


main features, and make comparisons where relevant.

Internet uses

Trends - all Australians Total

2008 people

over14

Bon~2%

Phone calls 22%

Blogs 1 0%

Ordering goods

and services

S?o/o

Internet use

(in o/o)

Sample answer

The table and chart provide details

about who uses the Internet in '

Australia and what it is used for.

First, the chart indicates that an

average of 89 per cent of Australians

use the Internet. However, all

14-17-year-olds go online, and 99

per cent of the 20-29 age group.

This figure is a few percent lower

between these two age groups and

then decreases to 91 per cent up

to the age of 64. After that age, the

percentage of people who use the

Internet dips to 56.

According to the table, people use

the Internet most for paying bills

and banking, at 63 and 62 per cent

respectively. The next most popular

reason why the Internet is used is

to purchase products and services.

In contrast, only 22 per cent of use

is for making phone calls, and even

less for writing blogs.

Overall, internet use is very high

among most age groups, but it is

less popular among older people.

Among adults, its highest level of

use is related to financial activities.

Note how

the writer has

changed the

words in the

task to his/her

own vocabulary.

0% 20% 40% 60% 80% 100%

4 Read the sample answer on the right. How

has the writer organised the information?

5 Which figures are included, and why?

4 Diagrams: showing a process and/or

how something works

Look at the Writing task on the right and


1 What are the key stages in the process?

(Explain them to a partner.)

2 What verbs and verb forms will you use?

3 What comparisons could you make?

4 Read the sample answer on page 95.

Has the writer included all the key stages?

In which paragraph(s) are they? Where is

the overview?

5 Underline the words/phrases used to

mark the stages in the process.

6 Read the answer again and underline the

verb forms the writer uses to describe

the process.

@ Complete IElTS Bands 5- 6.5

The diagram below shows how household waste is turned into energy

Summarise the information by selecting and reporting the main features,

and make comparisons where relevant.

Waste-to-energy plant diagram

Pollution control systems

E) nitrogen oxide removal system

e mercury and dioxin removal systems

G acid gas removal system

stages

Sample answer

Note the use of the passive

because what happens to the waste is 1-

the important information.

The diagram illustrates how rubbish from homes is used

to create energy. The process is quite straightforward,

but there are several important stages to complete and a

number of safety controls.

When the waste truck arrives at the plant, the waste is -

tipped into a bunker where it can be stored until it is

needed. Eventually, the waste is collected and burned in

a furnace, and this produces steam, flue gases and ash.

Unlike the steam, the ash is not useful, so it is sent by a

conveyor belt to another truck and taken to a landfill site.

Before the steam is used, it must be treated by removing

any nitrogen oxide. Then the steam is separated from

the flue gases and used to drive a turbine and generate

electricity.

The flue gases are also cleaned by removing pollutants

such as mercury and acid gas. Finally, clean gases and

any remaining water vapour are released into the air.

Useful language

Use other forms of key

words if you know them.

Starting your answer I Introducing a key point

The graph/chart/table/diagram shows ...

The graph/chart/table/diagram gives/provides

information about/on ...

The graph/chart/table/diagram indicates ...

The diagram illustrates ...

According to the graph/chart/table/diagram,

Linking ideas and sentences

In addition I Also, ...

However, ...

Comparing and contrasting

While .. .

On the other hand, ..

However, .. .

Although .. .

Similarly, .. .

In contrast/comparison, .

Unlike .. .

Summarising the stages in a diagram

First/Before/When

Next I Then I After that, ...

Finally/Lastly/Eventually, ..

Describing trends

a (n) ... increase/decrease/rise/fall/drop in

to increase/decrease/rise/fall/drop by

to fluctuate

to remain stable/steady

to dip

to peak

Introducing the overview

Overall, ...

Thus, ..

Clearly, ...

Task2

This task is in the form of a statement and question(s).

There may be more than one part to discuss, and you need

to give your own opinion.

Your answer must be at least 250 words long. You can write

more than this, but if you write less, you will lose some

marks. You need to spend about 40 minutes on this task.

There are twice as many marks for Part 2 as for Part 1.

You should try to:

• discuss all the questions or issues in the task;

• present main ideas and provide some supporting ideas

or examples;

• include relevant examples from your own experience;

• draw a logical conclusion;

• organise your answer, using parag raphs;

• link your ideas together in a logical way;

• use your own words where possible and avoid copying

from the question;

• write grammatically correct sentences;

• use accurate spelling and punctuation;

• write in a formal academic style.

You studied and practised Writing Task 2 in Units 2, 4, 6 and 8.

Writing reference @

-

How to do Task 2

1 Read the instructions carefully. Decide how many parts

there are to the question and underline them. Decide

what your view is on the topic. (Allow between two and

three minutes.)

2 Quickly brainstorm some ideas and write a plan. Make

sure you know how many paragraphs to write and

what to put in each one. Decide what will go in your

conclusion. (Allow between three and four minutes.)

3 Write your answer, allowing up to five minutes to check

it through afterwards. (34 minutes)

Task 2 questions

In addition to writing about a single question or statement,

there are other types of task you may have to deal with.

Two questions

Read the Writing task below and answer these questions.

1 What does these changes refer back to?

2 What are the issues you must write about? Describe

them in your own words.

In today's world, many people use mobile phones and

the Internet to communicate with others. This has

resulted in the use of new words and different forms of

speffing and grammar

Bot.h Why do you think these changes have happened?

questions f.-

must be Are they a positive or negative development?

covered.

Give reasons for your answer and include any relevant

examples from your own knowledge or experience.

3 Read the sample answer on the right and complete this

plan for the essay. Has the writer dealt with all parts of

the task? In which paragraph (s) is each part dealt with?

r-·

para. 1 Introduction 1 C.ol"k-l"k-1k~tticP.tio11 tt..P.s

ctt..P.11ae.d - ttt..is p..f.fe.cts

para. 2 Main idea+ 2 .........

supporting idea

--

para. 3 Main idea+ 3

supporting idea

para. 4 Main idea + 4

supporting idea

fP.11~1A().~e.

+ examples

+ examples

+ reasons

para. 5 Conclusion 5 Cannot stop change but

still need to be accurate

Sample answer

There have been many chang es in the way

we communicate over the las t 20 years, 111nd /

it is understandable that thes e changes have

affected the way we speak a nd write. Is this a

good thing or a bad thing?

In the past, people communi cated by writing

letters and speaking on the p hone. However,

technology has changed this , and now emails,

texts and the Internet are the most common

communication tools, especi ally for young

people. These methods of co mmunication

are much faster than the old ones, and this

means that people write mor e guickly and

communicate more frequent ly.

Unfortunately, the speed of m odern ~

communication systems has reduced the

accuracy of our messages. T his is because

people make up their own w ords and

abbreviations, and some of t hese can become

quite popula r. In my country, for example, LOL

means 'laugh out loud', and children write this

and say it. What is more, pun ctuation may be

missing, and people worry le ss about how

they spell words.

Yet language change is not n ecessarily a

bad thing. Informal texts and emails are

just messages between frien ds. It does not

matter too much how they a re written. The

important thing is that peopl e can switch to

more accurate language whe n they need to.

However, if they lose this abi lity, and formal

communication becomes too careless, then

there will be problems.

All in al l, I do not think that y ou can stop ~

change and you cannot prev ent new ways of

communicating. On the othe r hand, it is still

necessary to make sure that everyone can

appreciate and use correct g rammar and

vocabulary .

Write a short

introduction t

the essay.

A question

often works

well at the

start

Link new

paragraphs

to previous

paragraph using

topic vocabulan

or linkers

Sum up your

points - don't

add anything

new.

4 Read the sample answer again and underline

the linkers the writer uses.

5 What idea links paragraphs 2 and 3?


Two opposing views

Read the Writing task below and answer these questions.

1 Express the two opposing views in your own words.

Some people find history a fascinating subject. Others say it

is dull and has no place in modern life.

Discuss both these views and give vour own opinion.

Give reasons for your answer and include any relevant

examples from your own knowledge or experience.

2 Read the sample answer below. How many different

views are presented? Whose are they?

3 In which paragraph(s) is each part of the task dealt with?

How are the views used to support each argument?

4 Read the sample answer again and say what the

underlined words refer to.

Sample answer

People do not all feel the same about history. For some

people, it is very interesting and they like seeing old

things and talking about how different life once was.

For others\ it is just a boring subject. Personally, I

think the past is very interesting and there is a lot we

can learn from ]1 2 •

Historians often talk about how people lived long ago

because it shows us that society has moved forward.

For example, wherea s one person may have taken a

week to make a pair of trousers in the 18th century, we

can now make hundr eds of pairs over the same period

of time. They 3 believe this is important evidence of

human progress.

Many tourists really enjoy going to museums when

they visit other countries. There, they see objects from

centuries ago. For example, my country is well known

for its beautiful arts and crafts, and we see these 4 as

cultural treasures. Other people like reading about

inventors or travellers. All these types of people would

say that history is a wonderful subject.

On the other hand, not everyone agrees with their

views. Youngsters in particular feel that the past is too

far away to think about. They are more interested in

the future and in how things will change. For them 5 ,

going to a museum can be very boring because they

feel no connection with the exhibits, while read ing

about history seems meaningless.

In my view, this is a pity. Everyone should have an

interest in the past because it has made us what we

are now. However, sometimes we just have to accept

that people like and dislike different things, and one 6

example is history.

""

State your view

clearly and stick

to it.

Note how the wnter

uses reference words

to avoid repetition.

You need to cover

both arguments but

you do not have to

write exactly the same

number of words on

each one.

r

To what extent do you agree?

Read the Writing task below and


1 What does the statement in the task

mean?

a Learning about the environment

is more important than learning

to read and write.

b Learning to read and write is

more important than learning

about the environment.

c Teaching children to protect the

environment and teaching them

to read and write are equally

important.

2 How many questions are there to

discuss?

It is as important to teach children

to protect the environment as it is to

teach them to read and write.

To what extent do you agree with this

statement?

Give reasons for your answer and

include any relevant examples from

you r own knowledge or experience.

To what extent means 'how

much? '. You can agree completely

or disagree completely, or you can

present both sides of the argument.

Writing reference @

-

3 Read the sample answer below and replace each of the highlighted words

with one of the words in the box. What improvement do they make?

children

SkillS

coAceFA deeply food

subjects top1cs totally

Sample answer

matter

world

There is no doubt that the environment has become

a significant thing 1 over the past few years. However,

I am not sure we can compare looking after it with

learning to read and write. In my opinion, the two areas

seem to be so 2 different, but, generally, I think reading

and writing are more important.

Caring about the environment is really a social thing 3 •

In my country, many parents encourage their children

to pick up litter and not waste stuff 4 • These are good

habits, and it is important to develop them early. When

Write in an

academic

style and use

precise words.

youngsters go to school, they study thmgs 5 like science. __.---------..

During these lessons, I think it is very important for

teachers to discuss things 6 like pollution and global

warming and help youngsters understand how they can

Try to use words

that explain exactly

what you mean.

reduce their effects. '-------- ---'

Reading and writing, on the other hand, are things 7

that everyone needs. Most pupils start to learn to read

and write before they can think much 8 about life. They

improve as they get older and by the time they leave

school, they can understand complex issues and express

their thoughts and feelings about them. As everyone

knows, this is very important if they want to go to

university or get a good job.

I believe that learning to take care of the environment

should be part of our education, but it is not as important

as literacy. Today, people 9 need to learn many things at

school, but if they cannot read and write, they will be

unprepared for the future and the place 10 around them.

4 Read the sample answer again. Which of a, b or c in Question 1 on page 97

is the writer's view? Where is it stated?

5 Underline the two main ideas. What are the supporting arguments?

Useful language

Giving your opinions

In my view/ opinion,' ..

(Personally,) I think/ believe ...

From my point of view, ...

I am not sure I I do not believe ...

Introducing other people's opinions

Experts/Scientists etc. argue/say/

suggest/believe/think (that) .. .

People sometimes say/argue .. .

For some people, ... ; for others, ...

Introducing general arguments

The main argument in favour of I

against ...

It is (certainly) true that ...

It is (generally) believed/felt that ...

In the past, ... ; nowadays, ...

Presenting reasons/examples

The main reason why ...

There are a number of reasons ...

This is because .. .

For this reason, .. .

For example/instance, ...

Adding support

Also ...

What is more, .. .

In addition, ...

Giving personal experience

In my country/town/home/family/

experience, ...

Where I grew up, ...

Drawing a conclusion

Overall, .. .

All in all, ...

In conclusion, .. .

To conclude, .. .


How are you rated?

The two tasks are rated separately, but Task 2 is worth

twice as many marks as Task 1. The marks are combined to

produce one Band Score from 1 to 9 for the whole test.

There are levels of performance that you need to reach in

order to achieve a certain band.

The examiner considers the following questions:

Task 1

• Have you understood the task and the data/diagram?

• Have you included all the key points?

• Have you included some relevant data?

• Is there an overview?

Task2

• Have you understood the task?

• Have you covered all the parts/questions in the task?

• Is your opinion clear?

• Have you presented relevant ideas?

Both tasks

• How well have you organised the answer? Is there a

range of linkers? Can you use referencing?

• How adequate is your vocabulary, and how accurate

is it?

• How many different grammatical structures can you use,

and how accurate are they?

Preparing for the Writing Test

For Task 1, practise summarising the information in a range

of different charts and diagrams. For Task 2, practise writing

arguments on a range of different topics.

Before you write, brainstorm some ideas and then organise

them into paragraphs. The sample answers in the units and

in this Writing reference have been written to show you how

to structure an answer and how to link ideas.

Try to use some of the grammatical structures that you have

learned on this course. Don't be over-ambitious, but include

some complex sentences, e.g. conditionals, relative clauses,

time clauses. etc.

On the test day

Remember these important points because they affect your

mark.

Task 1

• Make sure you fully understand the data

Study the task first and make sure you understand it.

- If it is a graph or chart. look carefully at the axes,

labels and any keys.

- If it is a table, look at all the headings.

- If it is a diagram, look at all the steps or stages and

get a mental image of the process or structure.

• Include the key points

Decide on at least three key points and make su re you

highlight these in you r answer.

• Include data and make sure they are accurate

Make sure that the figures or details that you include to

illustrate your key points are accurate.

• Include an overview of the information

The overview is like a conclusion and it gives you r reader

a simple picture of what the graphic shows overall. It is

not the same as the introduction, which states what the

information is about. The overview usually goes at the

end of the answer, but it doesn't have to. As long as it is

there, you will get credit for it. If it is not there, you will

lose marks.

Task2

• Make sure you understand the question

Take time to read the question very carefully. Underline

the parts you have to write about and ask you rself:

- What is the main topic?

- How many parts are there?

- Do I need to present arguments for and against?

- What is my opinion?

• Introduce your essay

The introduction sets the scene for you r reader. It tells

them what you are going to discuss, what the issues are,

and often what your opinion is.

• Make your opinion on the topic clear to the reader

Decide on your view and state this, either in the

introduction or during the course of you r essay. Keep

your position clear and don't change it.

• Include some main ideas

Decide on at least three main ideas and some supporting

points. Build your paragraphs around your main ideas.

Ideas can come from other people's opinions, your own

opinions, facts, etc.

• Include some personal experience

Make sure this is relevant to the question. You only need

to write a sentence on this, and if you have no personal

experience. you do not need to worry. Just say Although I

have no personal experience of this, I think .. .'.

• Draw a conclusion

At the end of your essay, you need to write one or two

sentences that summarise your arguments and your

point of view.

Writing reference @

-

Language reference

Unit 1

Making comparisons

To compare information, you can use comparative and

superlative forms of adjectives and adverbs.

• Use comparative adjectives (+ than) to compare people,

things, places or events:

People in their 50s find learning a language more

difficult than young people.

• Use comparative adverbs (+ than) to compare actions:

People in their 50s make friends more quickly than

young people.

• Use the+ a superlative adjective or adverb to compare

one person or thing with everyone or everything else in

the group:

The most difficult thing is learning the local language.

Forming comparative and superlative adjectives

and adverbs

• Add -er and -estto:

- one-syllable adjectives:

slower (than), the highest

- two-syllable adjectives ending in -y:

easier (than), the happiest (changing -yto I)

- one-syllable adverbs:

faster (than). the hardest

• Add more and mostto:

- adjectives with two or more syllables (except twosyllable

adjectives ending in -y):

more important (than). the most complicated

- adverbs with two or more syllables:

more easily (than). the most successfully

• Some adjectives have irregular comparative and

superlative forms:

good, better, best

bad, worse, worst

far, farther/further, farthest/furthest

many. more, most

much, more, most

little, less, least

• Some adverbs have irregular comparative and

superlative forms:

badly, worse. worst

well, better, best

• To say one thing is less than another, use less and least:

Children find learning to read less complicated than

mathematics.

Spelling

• When there is only one vowel (a, e, i, o or u) before the

final consonant (b. c. d, etc.), the final consonant is

doubled :

big - bigger, thin - thinner (BUT safe - safer, clean -

cleaner)

Note: when the final consonant is w. it does not double:

low -lower

• Final y becomes i:

friendly - friendlier

Unit 2

Word formation

Adding prefixes

Some words can be given the opposite meaning by adding

a prefix (e.g. dis-+ appear= disappear) to the beginning

of a word. Here are some common prefixes which give the

opposite meaning:

dis-

disappear

un-

unusual

in- inefficient mis- misleading

Adding suffixes

Verbs, nouns. adjectives and adverbs can be formed from

other related words by adding a suffix (e.g. appear + -ance

= appearance) to the end of a word.

There are no clear rules - each word and the words which

can be formed from it must be learned individually. Some of

the most common are listed below.

verb ..... noun

suffix

-ment

-ation/-tion/-sion

-erj-or

-ance

adjective ..... noun

suffix

-ancej-ence

verb

move

rotate

inform

obsess

consume

supervise

appear

adjective

important

absent

- ness fresh

- ity popular

noun

movement

rotation

information

obsession

consumer

supervisor

appearance

noun

importance

absence

freshness

popularity


li

II

II

II

II

noun -+ adjective

suffix noun adjective

-y wealth wealthy

-ful harm harmful

-ous nutrition nutritious

-less care careless

-al nature natural

noun-+ verb

suffix noun verb

-ify class classify

- isej- ize critic criticise/criticize

adjective -+ verb

suffix adjective verb

- ify simple simplify

verb -+ adjective

suffix verb adjective

-ed educate educated

- ing care caring

- ablej-ible notice noticeable

respond responsible

adjective -+ adverb

Adverbs are almost always formed by adding -ly. If

the adjective ends in -ic, you change it to an adverb by

adding -ally

suffix adjective adverb

- lyj- ally simple simply

organic

organically

I! Spelling rules for adding prefixes and suffixes

II

I'

[1

Adding prefixes

When a prefix is added, the spelling does not change, e.g.

appoint- disappoint, satisfied- dissatisfied, like - unlike,

necessary - unnecessary.

Notes:

The prefix in- is not used in front of certain letters:

•

Before words beginning with r-, use ir-:

irrelevant

•

Before words beginning with m- or p-, use im-:

immature, impatient

•

Before words beginning with 1- use i/-:

illogical, illiterate

"'

Adding suffixes

Doubling consonants

• Double the final consonant:

- when you add -ed, - ing, -er or -est to a one-syllable

word which ends in a consonant-vowel-consonant:

shop - shopper, big - bigger

- in verbs of two or more syllables which end in

consonant-vowel-consonant and the final syllable

is stressed:

oc'cur - occurrence, for'get- forgetting, ad' mitadmitted

(but 'happened, de'veloping)

- in words which end in I after one vowel in British

English (in American English they may not double):

travel- traveller, cancel - cancellation

• Final -w. -x and -yare never doubled:

slower, relaxed, buyer

• Don't double the final consonant when :

- there are two final consonants:

depend - depending

- there are two vowels before the final consonant:

disappear - disappearance

- the verb ends in a vowel:

share - shared

- the stress is not on the final syllable:

open - opening

y-+ iand i-+ y

• For words ending in -y after a consonant, they becomes

i when a suffix is added (except -ing - see below):

happy - happiness, try- tries, family - familiar,

rely - reliance

• Note this exception:

day- daily

• -ing: i becomes y with - ing; y does not change:

lie - lying, study- studying, try - trying

When to drop the final -e

• The final -e is dropped if there is a consonant before it

and the suffix begins with a vowel ( - er, -ed, - ing, -ance,

-ation, etc.):

amaze - amazing, fame - famous

• The final -e is not dropped when the suffix begins with

a consonant:

safe - safety, arrange - arrangement

(exception: argue- argument)

Adding -ly to form adverbs

Adjectives ending in - I end in -lly when the adverb is

formed:

beautiful - beautifully, magical - magically

ll

l__

Language reference @

Countable and uncountable nouns

Nouns are either countable [C], uncountable [U] or both countable and uncountable.

If they are both countable and uncountable, there is a difference in meaning:

It will take time [U] (=months, years) to change people's opinions on the subject.

I visited Sydney several times [C] (= on several occasions) during my stay in Australia.

Countable and uncountable nouns have different grammar rules:

Countable nouns:

• use a or an when they are singular:

a job, an opinion

• have a plural form:

jobs, opinions

• can use some and any in the plural:

some ideas, any students

• can use few and many in the plural:

few teachers, many suggestions

Uncountable nouns:

• do not use a or an:

work, research

• do not have a plural form (and so the verb is always singular):

Their experience is very useful.

• can use some and any:

some information, any food

• can use little and much:

little help, much discussion

• may use other countable nouns to refer to a quantity:

a piece of research, a large amount of money.

Some common uncountable nouns which IELTS candidates

often make mistakes with are:

advice

aid

attention

behaviour

countryside

damage

dirt

equipment

food

furniture

garbage

help

homework

information

knowledge

pollution

research

shopping

software

spending

stuff

transport

work

Phrases to express quantity

countable nouns

• a (large/small) number of:

A large number of people came to

the meeting.

• a wide range of:

The students expressed a wide

range of points of view.

uncountable nouns

• a (large/small/considerable)

amount of:

The storm produced a considerable

amount of damage.

• a great deal of:

A great deal of research is being

done.

both countable and uncountable

nouns

• a Jot of:

They ate a lot of food.

• plenty of:

He has plenty of qualifications, but

little experience.

She has plenty of experience, but

few qualifications.


Unit 3

Prepositions

In time expressions

• For months and years, use in: in August, in 2077

• For periods of time, use:

- between ... and: between August and October

- from ... to: from 2005 to 2070 (=between 2005

and 2070)

- over+ a number of months or years +period:

over a 20-year period

- during +a word or phrase that represents a period of

time*: During the summer holidays I the lesson I the

period between March and May I the five-year period,

* Note that during means 'for part of the time mentioned'. Over

means 'for the whole time mentioned': Faisa/ stayed at the hotel

for two weeks during the summer. The graph shows information

about hotel staff over a ten-year period.

In phrases expressing trends

• To say what has changed, use a noun + in (a change in,

a rise in, a decrease in, etc.): There has been a rise in the

number of students studying Mandarin.

• To say how much something changed, use:

- a noun + of: There has been an increase of 3 percent.

- a verb + by: The number fell by 3,000.

- a verb or noun + from .. . to:

The average rose from 0.7 to 7.3.

• To express a level, use a verb+ at:

Unemployment peaked at 7 7 percent.

• To say the level something reached, use a verb + to:

The number rose to 2 7,000.

Tenses: past simple, present perfect simple

and continuous

past simple

present perfect

simple

present perfect

continuous

form

verb + -ed

did not + verb

have/ has + verb + -ed

have not + verb + -ed

havej has been + verb + -ing

havej has not been + verb + -ing

Use the past simple for:

• actions or events in the past where the time you refer to

is clear:

A couple of years ago, I went on holiday with a friend.

• a series of past actions or events which happened one

after the other:

We hired a car, which we picked up when we reached

the airport.

• things which were clearly finished in the past:

I went to a different primary school from my brothers.

Use the present perfect simple fo r:

• situations or states (not actions or activities) which

started in the past and are still continuing now:

I've always enjoyed travelling.

• things which happened in the past, but no time is given

and they have a result in the present:

Great news! I've passed the exam!

Use the present perfect continuous for:

• actions and situations which started in the past and are

still continuing now:

He has been working on the project for three months.

Unit 4

However, although, even though and on the

other hand

However, although, even though and on the other hand are

used to contrast ideas or information.

Although and even though

• Use although and even though to contrast ideas in the

same sentence:

Although television is not as popular as in the past, it is

still the most influential form of media.

Many people still buy newspapers even though they have

little time to read them.

• Use a comma when although or even though are placed

at the beginning of the sentence:

Although the website was expensive to design, very few

people visit it.

• Don't use a comma when although or even though are

placed in the middle of the sentence:

Many people are afraid of flying even though it is very

safe.

• Even though is stronger than although.


~-

However and on the other hand

• Use however and on the other hand to contrast ideas or

information in separate sentences. However and on the

other hand start the second sentence:

Air travel is the fastest form of travel. However, you can

waste a lot of time at airports.

• On the other hand is often used to start a new paragraph

which expresses the opposite point of view:

On the other hand, there are strong arguments against

reporting details of crimes on television.

• However and on the other hand are both followed by

commas:

However, I believe stronger measures are necessary.

Use of articles

The

Use the:

• when people know what you are talking about because

you've mentioned the thing before or it's clear from the

context:

He had an excellent idea. The idea was to post the list on

the web.

• when only one of a thing exists:

the world, the Internet

• with a singular noun which refers to a group of people or

things:

the police, the government

• with superlatives (see Making comparisons on page

100):

the highest figure, the best solution

• with the first, the second, etc.:

the first difficulty

• with adjectives which refer to groups:

the rich

• with nationalities:

the Chinese

Don't use the:

• when you are talking in general with an uncountable

noun or with plural nouns:

Life was more difficult for our grandparents.

People are often afraid of taking risks

• in these common expressions: at home, in/to hospital,

in/to prison, at/to school, at/to university, at/to work:

I'm hoping to go to university in Australia.

He's at work at the moment.

A and an

• Use a or an with a singular countable noun the first time

you mention it: ,.

A teacher who influenced me when I was at school was ...

• Don't use a or an with uncountable nouns or plural

nouns:

freedom, arguments

• Use an before words beginning with:

- a, e, i, o and u:

an impression

- h when his not pronounced :

an hour

• Use a, not an, before words beginning with e- and u

when they are pronounced y:

a university, a European bank

Unit 5

The passive

The passive is formed by to be + past participle (done/

changed/ spoken).

With verbs like can, should, must, etc., the passive is formed

by can/should/must+ be+ past participle:

The equipment must be placed in the right environment.

Look at these sentences in the active and the passive:

active

r---------------------r-

The wind moves the

turbine.

They raised the price of

cigarettes last year.

The government has

reduced the tax on petrol.

People can argue that

travel is an essential part

of education.

~--------------------~

The passive is used:

passive

The turbine is moved by

the wind.

The price of cigarettes was

raised last year.

The tax on petrol has been

reduced.

It can be argued that

travel is an essential part

of education.

• when we don't know who or what does/did something:

The price of cigarettes was raised last year.

• when it's not necessary to say who/what did something

(because it's obvious):

The tax on petrol has been reduced.

(obviously by the government)

• when what happens/happened is more important than

who/what does it:

The turbine is moved by the wind.

• in formal styles of writing:

It can be argued that travel is an essential part of

education.


Unit 6

Verbs+ infinitive and verbs+ -ing

• verb+ infinitive

(They agreed to install a wind turbine.)

agree appear bother choose decide demand

fail hope learn manage offer plan refuse seem

• verb + infinitive OR verb + somebody/something +

infinitive

(She asked to see the plans. She asked them to show

her the plans.)

ask choose expect help intend want

• verb+ somebody/something+ infinitive

(They have advised the government to invest in

renewable energy)

advise allow enable encourage forbid force 1nv1te

order permit persuade recommend remind teach

tell

• verb+ -ing

(She admitted breaking the window.)

admit appreciate avoid celebrate consider delay

deny dislike enjoy finish imagine keep

mind miss postpone practise risk suggest

• The verb + -ing is also used after these expressions:

spend/waste time, it's no good, it's not worth, it's no use:

He spends his free time shopping for clothes.

• Some verbs are followed by either an infinitive or a verb

+ -ing with the same meaning:

love* begin continue hate* prefer* like* start

/love playing tennis.

/love to play tennis.

* When these verbs are used with would, they are always

followed by the infinitive:

I wouldn't like to work in a factory

I'd prefer to buy it online than go to a shop.

Relative clauses and relative pronouns

There are two types of relative clause:

1 Defining relative clauses

These say which person or thing is being talked about.

They give essential information:

The school which I went to had more than 7, 000 pupils.

The relative clause says which school is being talked

about.

2 Non-defining relative clauses

These give extra information, but do not say which

person or thing is being talked about because we

already know:

Leeds University, which was founded in 1904, has an

excellent reputation.

We know which university is being talked about. The

relative clause just adds extra information.

Differences between defining and non-defining relative

clauses:

Defining relative clauses: Non-de fining relative

• do not use commas: clauses

The village where I live • use c ommas:

only has one shop.

Nag wa Mohamed, who

• can use that instead of spok e at the meeting,

who or which:

is the new head of the

The school that I went depa rtment.

to had more than 1,000 • cann ot use that instead

pupils.

of w ho or which.

• can omit who, which or • cann ot omit the relative

that when they are the pron oun (who or

object of the verb:

whic h).

The school I went to had

more than 1,000 pupils.

• Some verbs followed by either an infinitive or a verb +

-ing with a difference in meaning:

remember

stop

try

verb + infinitive

You must remember to write your name

at the top of the page. (an action you

have to do)

He stopped to answer the phone. (He

stopped something he was doing in order

to answer the phone.)

Sire's trying to improve her vocabulary,

so she's reading a lot. (Her objective is to

improve her vocabulary.)

verb+ -ing

I remember going to school for the first

time. (a memory of something in the

past)

He stopped speaking. (He stopped the

activity he was doing.)

She has tried learning word lists as

a way of improving her vocabulary.

(Learning word lists is a method to reach

her objective.)


The following are relative pronouns:

• Who refers to people:

The customers who come to this shop are generally

young and well-off.

• Which refers to things:

I prefer going to shops which give you individual

attention.

• Whose refers to either people or things and adds

information by mentioning something belonging to a

person or thing:

Children whose parents both work are often lonelier.

/live in a city whose districts are separated by canals.

• What means 'the thing which' and is often used after a

verb:

She couldn't find what she wanted in the shop.

• Where can:

- refer to something which happens/happened in a

place:

In my holidays, I go back to the village where I was

born.

- add information about a place:

I come from Suzhou, where there is a big computer

industry.

• When can be used to add information about a time:

We came to Abu Dhabi in 2005, when I was 74.

• Why is used in the phrase the reason why:

Greenhouse gases are causing global warming, and this is

one of the reasons why we have to find forms of energy

which do not pollute the atmosphere.

Unit 7

Reference devices

Reference devices are used to avoid repeating the same

vocabulary too often:

Twenty-five per cent of the people in the survey said they

(the pe(Jf:Jie) would repeat the experience.

These are some common reference devices and their uses:

• it/its refers to the thing which was mentioned last:

My country gives grants for its students to study abroad.

It can also refer back to an idea or an argument:

There has been a 20% fall in the number of tourists. It has

led to a fall in income for hotels.

• they/them/their refer to people or things:

There are now 20% more cars than ten years ago, but

they only consume 70% more fuel.

• this can also be used to refer to the thing which was

mentioned last:

Larger cities need more water. This has meant that there

is less water available for agriculture.

• this/these/that can be used as adjectives:

Children from rural areas find it more difficult to go to

university. Governments have tried various measures to

deal with this problem.

• one refers to a singular countable noun from a group:

There are several reasons why people are happier than

in the past. One (or One reason) is that they have more

free time.

• he/him/his refers to the boy or man who was

mentioned last:

Sergei sent his passport to the consulate because he

wanted to apply for a visa.

• she/her refers to the girl or woman who was mentioned

last.

• that can be used to the thing which was last mentioned

and is often used when giving a reason:

The number of tourists fell, and that is why hotels' income

also fell.

• another refers to the second or third singular countable

noun in a group:

There are several reasons why people are happier than in

the past. One is that they have more free time. Another is

that they have more money.

• ones refers to a plural noun:

Children from rural areas find it more difficult to go to

university than children from urban ones.

• other is an adjective used before uncountable nouns or

plural countable nouns:

Some furniture is exported to Europe. Other furniture is

produced for the home market.

Zero, first and second conditionals

Conditional sentences express a condition (If ... ) and the

consequence of the condition. To draw attention to the

condition, put it at the beginning of the sentence:

If I want to discuss something important with my friends, I

usually phone them and arrange to meet.

To draw attention to the consequence, put the condition

after:

I'll call you tonight if I have time.

Note: in writing, if the condition comes first, a comma is

used. If the consequence comes first, no comma is used.

Zero conditional

If/Unless+ present tense, present tense:

If I don't have a lot of homework to do, I go out with my

friends.

It is used to express something which is always or generally

true.


First conditional

If/Unless+ present tense, future tense I modal verb

(can, should, must, etc.):

We can go to the park tomorrow if it doesn't rain.

If I get high enough marks in my exams, /'II study biology

at university

It expresses a future condition which the speaker thinks

is possible or likely.

Second conditional

If/Unless+ past tense, would/could/might+ infinitive:

If my parents weren't so busy, I'd spend more time with

them.

It expresses an imaginary, impossible or improbable present

or future condition:

If !lived in California, I'd eat ice cream every day. (imaginary -

she doesn't live in California)

If they offered me fifty thousand dollars a year; I'd accept the

job. (improbable that they'll offer fifty thousand dollars)

• When talking about actions which happen at the same

time, use a simple tense:

He wears very smart clothes when he goes to work!

(Not: when he's goiff[J to work)

• If you are talking about two actions which happen at the

same time but one takes longer than the other. use a

continuous tense for the action which takes longer:

I hope to pass my driving test when I'm studving in New

Zealand.

(Not: when f st:uefy in NewZeBftmff)

• When talking about the future, use a present tense with

when, after, before, until, etc.:

I won 't travel to Canada until/ pass mv fELTS test.

(Not: tffltH f ~~ill pt!ss my I£LTS test)

/'II visit Russia when I've saved enough monev.

(Not: when f will st~~·e enough money)

Unit 8

Time conjunctions

You can use time conjunctions (when, after; before, until,

etc.) to join phrases which say the time something happens

with the main part of the sentence:

I'm going to do a postgraduate course after I've graduated.

(after I've graduated says when I will do a postgraduate

course).

Depending on the context and the tenses of the verbs (see

below), when can mean:

• after:

Few people continue to dress like students when they

have graduated.

• at about the same time:

When students graduate, often the hardest thing is to find

a job which meets their expectations.

• at the same time:

Workers should be forbidden to smoke when they are

working.

Until means 'up to the time that':

Many young people live with their parents untH they get

married.

Tenses with time conjunctions

• When talking about something which finishes before

something in the main part of the sentence, use either a

simple or a perfect form (underlined):

Most people hope to find a well-paid job when thev

graduate from universitv (at about the same time as they

graduate).

Most people hope to find a well-paid job after thev have

graduated from universitv (after they graduate).


Word list

Abbreviations: nlnp = noun 1 noun phrase; vlvp = verb I verb phrase; adjl adjp = adjective

1 adjective phrase; advladvp = adverb 1 adverb phrase; TII = transitive I intransitive; CIU =

countable I uncountable

The numbers indicate the page in the unit on which the word of phrase first appears. RS indicates

that the word or phrase appears in the recording script.

Unit 1

a'broad adv (8) in or to a foreign country

a'ccustomed to adj (11) If you are accustomed to

something, you have experienced it often enough for it to

seem normal to you.

ad'just v [I] (10) to change the way you behave or think

in order to suit a new situation

con'cern n [CIU] (10) something that involves or affects

you or is important to you

'customs plural n (11) things that have been done for

a long time in a society and are part of that society's

culture

de'fine (as) v [T] (10) to say exactly what something

means

'evidence n [U] (10) something that makes you believe

that something is true or exists

ex'perience v [T] (8) If you experience something, it

happens to you or you are involved in it.

fi'nancial 'matters plural n (10) subjects connected with

money

give rise to vp (10) to cause

go wrong vp (10) to develop problems

'immigrant n [C] (12} someone who comes to live in a

different country

inter'nationally 'recognised qualifi'cations plural n (8)

qualifications (= what you get when you pass exams)

that are accepted in many different countries

'problem-solving skills plural n (11} the ability to find

solutions to problems

'process n [C] (11) a series of changes that happen and

have a particular result

re'source n [C] (10) something that a country, person or

oranisation has which they can use

seek out vp [T] (10) to look for something you want to

have

stage n [C] (10) a period of development or a pa rticular

time in a process

stand out vp (11) to be very easy to see or notice

su'rroundings plural n (11) the place where someone or

something is a nd the things that a re in that place

take 'action vp (10) to do something to solve a problem

take 'something 'seriously up (10) to believe that

something is important and that you should pay

attention to it

re'fer to sth/sb (as) up (11) to call someone or

something a particular name

'values plural n (10) beliefs about what is morally right

and wrong and what is most important in life

work sth out vp (10) to understand something or decide

something after thinking very carefully

'lifestyle n [C] (12) the way that you live

make sense up (11) to have a meaning or reason that

you can understand

'notice v [IIT] (11) to see something and be aware of it

point of view n [C] (10) an opinion


Unit 2

a'pproach n [C] (18) a way of doing something

arti'ficial adj (18) not natural, but made by people

'attitudes (towards) plural n (24) how people think or

feel about something and how this makes them behave

a'void v [T] (20) to choose not to use something or have

something

con'ventional adj (27) Conventional objects or ways of

doing things are the usual ones which have been used for

a long time.

cre'ate v [T] (18) to make something happen or exist

crop yields plural n (19) the amount of a plant such as

grain, fruit or vegetable that is grown

point (sth) out vp (RS) to tell someone a fact

re'ject v [T] (19) to refuse to accept or agree with

something

sound v (17) to seem to have a particular quality

trend n [C] (18) a general development or change in a

situation

'ultimately adv (19) used to emphasise the most

important fact in a situation

'value n [U] (18) how useful or important something is

'weather con'ditions plural n (19) the type of weather

that a place has

e'mit v [T] (18) to send out gas, heat, light, etc. into the

air

'farming tech'niques plural n (19) methods used for

working on farms

food stall n [C] (23) a small shop with an open front or a

table from which food is sold

for one thing phrase (RS) used to give a reason for

something

'frozen food n [U] (24) food that has been frozen (made

very cold and hard) in order to store it

gain 'access to vp (19) to get the opportunity to have or

use something

'greenhouse 'gases plural n (18) gases which cause the

Earth to become warmer

'hygiene n [U] (20) the process of keeping things clean,

especially to prevent disease

'influence v [T] (24) to affect or change how someone

behaves or thinks

'likely to phrase (24) If something is more likely to be or

do something, it will probably be or do that thing.

'locally adv (24) in the area that is near to where you live

or near to the place you are talking about

'luxury n [C] (19) something expensive that you enjoy

but do not need

'man-made adj (19) not natural, but made by people

nu'trition n [llJ (19) the food that you eat and the way

that it affects your health

Word list @

Unit 3

a'chieve v [T] (31) to succeed in doing something good,

usually by working hard

base sth on sth vp (32) to use something as the main

part of something you are developing

com'pletion (of) n [U] (31) when something that you are

doing or making is finished

'critical adj (31) very important for the way things will

happen in the future

ex'press v [T] (30) to tell someone about an opinion, a

feeling or an idea by speaking or writing

'figure n [C] (35) a number

find something 'easy vp (31) to have no difficulty doing

something

'fluency n [U] (31) the ability to speak a language well

'gestures plural n (29) movements that you make with

your hand, arm or head to express what you are thinking

or feeling or what you want someone to do

get 'going vp (30) to start to happen

'handle v [T] (30) to deal with something

o'besity n (34) the state of being extremely fat

'

on a 'diet phrase (34) If someone is on a diet, they eat

less food in order to become thinner.

'options plural n (29) the things that you can choose

between in a particular situation

po'tential adj (31) possible, but not yet proved

raise a 'question vp [T] (31) to cause people to think

about something

reach v [T] (31) to get to a particular level

re'cruitment n [U] (36) the process of trying to find

someone to work for an organisation

the re'verse n (30) the opposite of what has just been

said

sus'pect v [T] (31) to think that something is probably

true

tongue n [C] (31) a language

(by) 'trial and 'error phrase (31) a way of learning the

best way to do something by trying different methods

hy'pothesis n [C] (30) a suggested explanation for

something which has not yet been proved to be true

i'deal adj (31) perfect or the best possible

'imitate v [1/T] (30) to copy the way someone or

something looks, sounds or behaves

in'clusion (of) n [U] (29) when you have something as a

part of something else

'language acqui'sition n [U] (30) the process of learning

to speak a language

'level (of) n [C] (31) the amount or standard of

something

'literate adj (30) able to read and write

(im)ma'ture adj (30) (not) completely grown or

developed

'matter v [I] (31) to be important or to affect what

happens

more or less phrase (31) almost

'native 'speaker n [C] (31) someone who speaks a

language as their first language

no 'longer phrase (31) in the past but not now


Unit 4

'accuracy n [U] (41) how correct or exact something is

'amateur n [C] (38) someone who does something as a

hobby and not as their job

'amateur adj (RS) doing something as a hobby and not

as your job

am'bitious 'project n [C] (38) a planned piece of work

which will need a lot of effort and will be difficult to

achieve

a'nonymous adj (38) If someone is anonymous, their

name is not given.

a'ttract a'ttention vp (41) to cause people to notice

something and be interested in it

'carry out re'search vp (38) to study something in order

to discover information about it

collabo'ration n [C/ U] (38) when two or more people

work together to create or achieve something

disa 'ppointing results plural n (38) results are not as

good as you had hoped or expected

dis'courage sb from doing sth vp (43) to try to persuade

someone not to do something

do re'search vp (43) to study someth ing in order to

discover information about it

e'volve v [I/T] (38) to develop or make something

develop, usually gradually

ex'periment (with) v [I] (38) to try something new in

order to see what happens and how succesful it is

law n [C] (38) something that is always true

po'tential adj (38) A potential problem, employer, partner,

etc. may become one in the future, although they are not

one now.

pro'posal n [C] (38) a su ggestion for a plan

publi'cation n [C] (40) a book, newspaper or magazine

'publish v [T] (40) to prepare and print a book,

newspaper, magazine, article, etc. so that people can

buy it

'publish v [T] (40) to write something that is then printed

in a book, newspaper, magazine, etc.

re'strict v [T] (43) to limit something

re'view n [C] an examination of what has been written

about a particular subject

re'veal v [T] (47) to give someone information that was

not known before

'social 'networking n [U] (47) using websites to

communicate with friends and to meet other people

trans'form v [T] (38) to change something completely,

usually to improve it

turn out vp (38) to happen in a particular way, or to have

a particular result

'feedback n [U] (40) comments about something that

you have done or made, given to help you improve it if

necessary

in res'ponse to phrase (38) as a reaction to something

that has happened or been done

keep in touch (with) vp (42) to continue to communicate

with someone, for example by telephoning them or

writing to them

keep up (with) vp (42) to be able to understand and deal

with something that is happening or changing fas t

lack in'centive vp (38) to have nothing to encourage you

to do something

'latest 'faslt,ions plural n (37) things that have recently

become fashionable

launch v [T] (38) to begin an activity

Word list @

Unit 5

ad'vance 'payment n [C] (49) a sum of money that is

paid some time before you get the thing you want to buy

'calculate v [T] (SO) to discover an amount or number

using mathematics

'challenge n [C/U] (51) something that is difficult and

that tests someone's ability or determination

'climate change n [U] (48) the way the Earth's weather

is changing

de'pendence (on) n (U] (48) when you need someone or

something in order to exist or continue as before

de'struction n [U] (48) when something is destroyed

'drawback n [C] (51) a problem or disadvantage

en'dangered 'species n [C] (48) a type of animal or

plant that soon may not exist becau se there are very few

now alive

'estimate the cost vp (51) to use any information that

you have to guess how much something will cost

'focus on vp [T] (SO) to give a lot of attention to one

particular subject or thing

'fossil 'fuels plural n (48) fuels such as coal or oil that

are obtained from under the ground

re'lease into the 'atmosphere vp (48) to allow

substance to get into the air around the 'tarth

re'newable 'energy np [U] (48) energy from sources that

continue to exist, for example wind or the sun

'rising sea 'levels plural np (48) the increased height of

the level of seas and oceans

'sceptical adj (SO) doubting that something is true or

useful

'scenery n [U] (53) attractive, natural things that you

see in the countryside

switch (to) v [I] (48) to change from using one thing to

using another

'unspoilt 'countryside n [U] (66) areas of land that have

not been changed or damaged by people

yield v [T] (SO) to produce or provide something

'wildlife conservation 'programme np [C] (66) a plan

whose aim is to protect wild animals and plants

'zero e'missions plural np (48) If something such as a

machine or an industry has zero emissions, it does not

release any harmful substances into the atmosphere.

fresh air n [U] (54) air outside buildings that is clean

and cool

'harness 'energy vp (55) to control energy so that you

can use it

'infrastructure n [C] (51) the basic systems, such

as transport and communication, that a country or

organisation uses in order to work effectively

a 'major source of elec'tricity np (SO) something that

produces a lot of electricity

'natural 'habitat np [C] (48) the place where animals

live or plants grow naturally

'nature re'serve np [C] (48) a place where animals and

plants live and are protected

the next step np (51) the next in a series of actions

'power 'station I 'power plant np [C] (SO) a large

building or group of buildings where electricity is

produced by machines

pro'duce 'profitably vp (51) to produce something in

such a way that it makes profit


Unit 6

a'fford v [T] (60) to have enough money to buy

something

a'ttract pub'licity up (64) to get attention in newspapers,

on the TV, on the Internet, etc.

'bargain n [C] (60) something that is sold for less than

its usual price or its real value

become 'common vp (64) to start to happen more often

take time vp (58) to need a long time

tempt v [T] (58) to make someone want to have

something

think in terms of up (60) to consider something from a

particular point of view

boost sales vp (58) to increase the number of things that

are sold

'branded 'product n [C] (57) a product that is made by

a well-known company and has that company's name or

symbol on it

e'fficient adj (58) working well and not wasting time or

energy

end up up (58) to finish by doing something because of a

particular situation

'forecast u [T] (60) to say what you expect to happen in

the future

go from shop to shop up (64) to go to several different

shops

'highly 'profitable phrase (59) making a large profit

'living 'standards plural np (61) how pleasant and

comfortable someone's life is and how much money they

have

in the 'medium term phrase (60) during a period of time

that starts now and continues for a length of time that is

not particularly short or long

out'weigh v [T] (64) to be greater or more important than

something else

'own-label 'product np [C] (57) a product that a

particular shop makes itself and which has the name of

that shop on it

pro'motion n [C/U] (57) activities to advertise something

'purchase v [C/U] (57) to buy something

at a rate of phrase (58) used to show the number of

times that something happens or how often something

happens in a particular period of time

'reckon u [T] (58) to think that something is probably

true

'retailer n [C] (58) a person, shop or business that sells

goods to the public

Word list @

Unit 7

blame (for) v [T] (72) to say or think that someone or

something is responsible for someth ing bad which has

happened

'broadcast v [I/T] (71) to send out a programme on

television or radio

clue n [C] (71) a sign or a piece of information that helps

you to solve a problem or answer a question

con'fess v [I/T] (71) to admit that you have done

something wrong

con'sistent adj (71) always happening in a similar way

deal with vp [T] (70) to do what needs to be done with a

particular type of person

de'ception n [U] (71) the act of making someone believe

something that is not true

de'tect v [T] (71) to discover or notice something,

especially something that is difficult to see, hear, smell,

etc.

dis'play v [T] (72) If a person or animal displays a

particular kind of behaviour, they behave in that way.

'overview n [T] (69) a short description of the most

important facts about something "

'practical work n [U] (RS) study that involves doing

something or studying real situations rather than just

reading and writing

pre'dict v [T] (69) to say what you think will happen in

the future

psycho'logically adv (71) in a way that relates to the

human mind and feelings

re'search 'programme n [C] (71) a plan for studying

something in order to find out information about it

set up vp [T] (71) to get all the necessary equipment

ready for an activity

'survey n [C] (71) an examination of people's opinions or

behaviour made by asking people questions

tell the 'difference vp (71) to notice that two things are

different from one another

a 'version of np (71) a form of something that is slightly

different from other forms of the same th ing

'episode n [C] (71) a single event

globali'sation n [U] (76) t he process by which

businesses operate in many different countries and the

culture of different countries becomes more sim ilar

go'rilla n [C] (86) a big, black, hairy animal like a large

monkey

'incident n [C] (71) an event, especially one that is bad

or unusual

in'tentional ad} (71) planned or intended

in the wild phrase (RS) in a natural environment

in'volve v [T] (69) If someone is involved in an activity,

they are taking part in it.

in'volve v [T] (71) If an activity involves doing

something, that thing is a necessary part of it.

'journal n [C] (69) a magazine containing articles about

a particular subject

la'boratory n [C] (71) a room used for scientific work

lin'guistic 'skills plural np (71) the ability to use

language

'liar n [C] (71) someone who tells lies

e Complete IELTS Bands 5-6.5

Unit 8

'ancient adj (81) from a long time ago

'casual clothes plural np (85) clothes that are

comfortable and suitable for informal occasions

ce'lebrity n [C] (83) a famous person

conser'vation n [U] (78) the act of repairing something

or protecting it from damage

con'temporary adj (78) existing or happening at the

same time as something

'decorative adj (81) making something or someone look

more attractive

'delicate 'structure np [C] (78) If something has a

delicate structure, the parts it is made of are easy to

damage or break.

re'pair v [T] (78) to fix something that is broken or

damaged

re'tire v [I] (78) to leave your job and stop working,

usually because you are old

'social 'events plural np (78) events such as parties that

are organised for people to enjoy themselves with other

people

'textile(s) n [C] (78) any type of cloth that is made by

weaving crossing threads under and over each other

u'nique ad} (78) different from everyone and everything

else

de'signer clothes I brands plural np (84) clothes;

products made by fashionable designers

'fabric n [C/U] (81) cloth

flexi'bility n [U] (78) the ability to bend or stretch

'fragile adj (78) easily broken, damaged or destroyed

'functional ad} (87) designed to be practical or usefu l

and not only attractive

'garment n [C] (87) a piece of clothing

give a sense of vp (78) to give someone a particular

impression or feeling about something

inno'vations plural n (77) new ideas or methods

miss the point vp (77) to not understand what someone

means

o'riginal adj (78) existing since the beginning or being

the earliest form of something

'origins plural n (81) the place where something started

to exist

per'formance n [C] (88) the act of acting, singing,

dancing or playing music to entertain people

'pastime n [C] (RS) an activity that you enjoy doing

when you are not working

pre'serve v [T] (81) to keep something the same or

prevent it from being damaged or destroyed

'portrait n [C] (78) a painting, drawing or photograph of

someone "'

pro'duced by hand phrase (RS} made by a person instead

of a machine

Word list @

IELTS practice test

LISTENING

~ SECTION 1 Questions 1-5


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

Customer details

KT Furniture

Customer Order Form

Example

Caller's name

Answer

$:tA.e: .. f.,r.()·~,t:V..: ........... .

Company name:

1 .

Address:

2 . . .............. Trading Estate

210 New Hampton Road

South Down

Contact number:

3 ...... ..... ....... ............................ (mobile)

Delivery option:

1 D 2 [Z] (no 4 ........................................... )

Method of payment: credit card Type : 5 ........................................... .

Questions 6-10


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

item code colour quantity

Office chairs ASP 23 6 .................. 5

7 ·················· 8 .................. 2

Leather sofa DFD 44 9 .................. 1

10 ·········•······ TX 22 silver 1


Listening

(2i} SECTION 2 Questions 11-17


Write NO MORE THAN TWO WORDS for each answer.

Marathon - tips for spectators

11 To enjoy the day, make sure you .......... ....... it first.

12 Travel .................. within the city centre.

13 Wear .................. on the day.

14 Check the .................. the night before the marathon.

15 Let the .. ................ give drinks to runners.

16 Stay on one side of the road to avoid .............. .. .. .

17 Don't arrange to meet runners near the .................. .

Questions 18-20

What does the speaker say about the following forms of transport?

Write the correct letter, A, B, C, D orE, next to questions 18-20.

A

B

C

D

E

will take more passengers than usual

will suit people who want to see the start of the race

waiting times will be longer than usual

will have fewer staff than usual

some work schedules will change

18 taxis •··· ··············

19 trams ..................

20 buse"s •··· ··············

IELTS practice test @

Practice test

4'm SECTION 3 Questions 21-26


21 What does Ahmed say about last week's seminar?

A He wasn't able to get there on time.

B He didn't know all the students.

C He couldn't understand everything.

22 What does the tutor say about Ahmed's preparation for the seminar?

A He was better prepared than some students.

B He completed some useful work.

C He read some useful articles.

23 What does Ahmed say about his participation in the seminar?

A He tended to speak to his neighbour only.

B He spoke when other students were talking.

C He felt embarrassed when students looked at him.

24 What does Ahmed worry about most in seminars?

A speaking at the right time

B taking enough notes

C staying focused

25 What does Ahmed say about his role in the group?

A He hasn't thought about it.

B He'd like to change it.

C He feels he is acting a part.

26 At the next seminar, Ahmed's tutor suggests that he should

A give other students more help with their work.

B observe the behaviour of other students.

C ask other students for their views.


Listening

Questions 27 and 28 Questions 29 and 30

Choose TWO letters, A- E.

Which TWO strategies does the tutor suggest for the

next seminar?

A speak more frequently

B

behave in a confident manner

C sit next to someone helpful

D listen to what other people say

E

think of questions to ask


Which TWO suggestions does the tutor make about

taking notes?

A plan them before the seminar

B

note down key words that people say

C note points to say later

D include self-analysis

E

rewrite them after the seminar

{23\ SECTION 4 Questions 31-40


Write NO MORE THAN TWO WORDS for each answer.

DESERT PLANTS

Background

Deserts found in what is known as a 31 .......... (or dry area).

Annual rainfall, if any, amounts to a 32 .................. .

Soil contains a lot of salt and 33 ................. .

General adaptations of desert plants

They can 34 ................. and store water.

They have features that reduce water loss.

Examples of adaptations

Saguaro Cactus: stores water in its 35 ......

Barrel Cactus: can 36 ............... ... or shrink according to w eather

Old Man Cactus: has 37 ................ .. that reflect the sun

Prickly Pear Cactus: has 38 ................. to keep away animals

Desert Spoon: leaves are 39 .................. to reduce water loss

Aloe Plant: leaf surface acts like a 40 ................. covering and keeps water inside


Practice test

READING

READING PASSAGE 1

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

Domestic robots

Machines that look after your home are getting

cleverer, but they still need care and attention if

they are to perform as intended

Floor-cleaning machines capable of responding

to their environment were among the first

commercially available domestic products worthy

of being called robots. The best known is the

Roomba, made by iRobot, an American company

which has sold more than three million of the discshaped,

frisbee-sized vacuuming robots. The latest

model, the fifth version of the Roomba, has more

sensors and cleverer software than its predecessors.

Press the 'Clean' button and the robot glides out of

its docking station and sets off across the floor.

Domestic robots are supposed to free up time so that you can do other things, but watching how the

Roomba deals with obstacles is strangely compelling. It is capable of sensing its surroundings, and does

not simply try to adhere to a pre-planned route, so it is not upset if furniture is moved, or if it is picked

up and taken to clean another room. Its infra-red sensors enable it to slow down before reaching an

obstacle - such as a dozy cat- changing direction and setting off again.

It stead ily works its way around the room, figuring out how to get out from under the television stand or

untangle itself from a stray Game Boy recharging lead. Watch it for long enough, and you can sometimes

predict its next move. The machine has a 'dirt sensor' and flashes a blue light when it finds things to

clean up. Only when it detects no more dirt does it stop going over the same area and, eventually,

conclude that the whole room is clean. It then trundles back to dock at its recharging station.

So the first observation of life with a domestic robot is that you w ill keep watching it before you trust it

completely. Perhaps that is not surprising: after all, when automatic washing machines first appeared,

people used to draw up a chair and sit and watch them complete their wash, rinse and spin cycles. Now

they just load them, switch them on and leave them to it.

The second observation is that, despite their current level of intelligence, certa in allowances must be

made to get the best out of a domestic robot. The Roomba can be set up to clean at particular times,

and to clean more than one room (small infra-red 'lighthouses' can be positioned in doorways, creating

an invisible barrier between one room and the next that is only removed when the first room has been

cleaned). A 'drop-off' sensor underneath the robot prevents it from falling down stairs. All very clever,

but what the Roomba will not do is pick up toys, shoes and other items left lying around. Rooms cared

for by robots must be kept tidy. To start with, children will happily put things away in order to watch the

robot set off, but unfortunately the novelty soon wears off.


Reading

Similar allowances must be made for other domestic robots. Sweden's Husqvarna recently launched a

new version of its Automower lawn mowing robot. Before it can be used, a wire must be placed around

the perimeter of the lawn to define the part to be cu t. If toys and other obstacles are not cleared from

the lawn before it starts work, the robot will steer around them, leaving uncut areas. However, the latest

version can top up its batteries with solar power, or send its owner a text message if it gets into trouble

trying to climb a mole-hill.

But there is still only a limited range of domestic robots. Machines that mop the floor, clean a swimming

pool and clear muck from guttering are made by iRobot. Several su rveillance robots are also on offer.

The Rovio, made by WowWee of Hong Kong, is a wi-fi-enabled webcam, mounted on an extending

arm, which rides along smoothly on a nimble set of three wheels. Its movement can be remotely

operated over the Internet via a laptop or mobile phone. The idea is that Rovio can patrol the home

when its owner is away, either automatically or under manual control: in the latter case, two-way

communication allows the operator to see and talk via the machine. So you could, for instance, shout at

the cat if it is sleeping on your best sofa.

Some machines are called robots even though they cannot move around. There is an ironing robot,

for instance, that resembles an inflatable dummy: put a damp shirt on it, and it puffs up to remove the

creases. Similarly, there are elaborate trouser presses that aspire to be robots. But do these devices really

count as robots? If so, then surely dishwashers and washing machines do, too.

Yet whatever shape or size robots come in, many will be adored. Another important observation from

living with a robot is that it tends to become part of the family. 'People give them names, and if they

have to be sent back for repair, they carefully add a mark to them to ensure they get the same machine

back,' says Nancy Dussault Smith of iRobot.


Practice test

Questions 1-6

Do the following statements agree with the information given in Reading Passage 1?

Write

TRUE

FALSE

NOT GIVEN

if the statement agrees with the information

if the statement contradicts the information

if there is no information on this

1 Improvements have been made to Roomba over time.

2 Obstacles have to be removed from Roomba's path.

3 Roomba keeps cleaning in one place until it thinks it is dirt free.

4 People once found washing machines as fascinating as robots.

5 Comparative studies are available on the intelligence of domestic robots.

6 Roomba tidies up a room as well as cleaning it.

Questions 7-10


Use NO MORE THAN THREE WORDS from the passage for each answer.

7 What is used to mark out the mowing area for the Automower?

8 What form of renewable energy can some Automowers use?

9 What does the ironing robot look like?

10 What do people often put on a robot when it is going to be repaired?

Questions 11-13


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

The Rovio

................ .. holding webcam

Manual contro ls give home-owner

13 ... .... with robot


Reading

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Deforestation in the 21st century

When it comes to cutting down trees, satellite data reveals a shift from the patterns of the past

A

B

C

D

Globally, roughly 13 million hectares of forest are

destroyed each year. Such deforestation has long been

driven by farmers desperate to earn a living or by loggers

building new roads into pristine forest. But now new data

appears to show that big, block clearings that reflect

industrial deforestation have come to dominate, rather

than these smaller-scale efforts that leave behind long,

narrow swaths of cleared land. Geographer Ruth DeFries

of Columbia University and her colleagues used satellite

images to analyse tree-clearing in countries ringing the

tropics, representing 98 per cent of all remaining tropical

forest. Instead of the usual 'fish bone' signature of

deforestation from small-scale operations, large, chunky

blocks of cleared land reveal a new motive for cutting

down woods.

In fact, a statistical analysis of 41 countries showed that

forest loss rates were most closely linked with urban

population growth and agricultural exports in the early

part of the 21st century - even overall population growth

was not as strong an influence. 'In previous decades,

deforestation was associated with planned colonisation,

resettlement schemes in local areas and farmers clearing

land to grow food for subsistence,' DeFries says. 'What

we're seeing now is a shift from small-scale farmers

driving deforestation to distant demands from urban

growth, agricultural trade and exports being more

important drivers.'

In other words, the increasing urbanisation of the developing world, as populations leave

rural areas to concentrate in booming cities, is driving deforestation, rather than containing

it. Coupled with this there is an ongoing increase in consumption in the developed world of

products that have an impact on forests, whether furniture, shoe leather or chicken feed. 'One

of the really striking characteristics of this century is urbanisation and rapid urban growth in

the developing world,' DeFries says. 'People in cities need to eat.' 'There's no surprise there ,'

observes Scott Poynton, executive director of the Tropical Forest Trust, a Switzerland-based

organisation that helps businesses implement and manage sustainable forestry in countries such

as Brazil, Congo and Indonesia. 'It's not about people chopping down trees. It's all the people in

New York, Europe and elsewhere who want cheap products, primarily food.'

De~ies argues that in order to help sustain this increasing urban and global demand,

agricultural productivity will need to be increased on lands that have already been clea red.

This means that better crop varieties or better management techniques will need to be used


Practice test

E

F

G

"'I

on the many degraded and abandoned lands in the tropics. And the Tropical Forest Trust is

building management systems to keep illegally harvested wood from ending up in, for exa mple,

deck cha irs, as well as expa nding its efforts to look at how to reduce the 'forest footprint'

of agricultural products such as palm oil. Poynton says, 'The point is to give forests value as

forests, to keep them as forests and give them a use as forests. They're not going to be locked

away as national parks. That's not going to happen.'

But it is not all bad news. Halts in tropical deforestation have resulted in forest regrowth in

so me areas where tropical lands were previously cleared. And forest clearing in the Amazon,

the world's largest tropical forest, dropped from roughly 1.9 million hectares a year in the 1990s

to 1.6 million hectares a year over the last decade, according to the Brazilian government. 'We

know t hat deforestation has slowed down in at least the Brazilian Amazon,' DeFries says. 'Every

place is different. Every country has its own particular situation, circumstances and driving

forces.'

Regardless of this, deforestation continues, and cutting down forests is one of the largest

sources of greenhouse gas em issions from human activity - a double blow that both eliminates

a biological system to suck up C0 2

and creates a new source of greenhouse gases in the form

of decaying plants. The United Nations Environment Programme est imates t hat slowing such

deforestation could reduce some so billion metric tons of C0 2

, or more than a year of global

emissions. Indeed, international climate negotiations continue to attempt to set up a system to

encourage this, known as the UN Development Programme's fund for reducing emissions from

deforestation and forest degradation in developing countries (REDO). If policies [like REDO] are

to be effective, we need to understand what the driving forces are behind deforestation, DeFries

argues. This is particul arly important in the light of new pressu res that are on the horizon: the

need to reduce our dependence on fossil fu els and find alternative power sources, particularly

for private cars, is forcing governments to make products such as biofuels more read ily

accessible. This will only exacerbate the pressures on tropical forests.

But millions of hectares of pristine forest rema in to protect, according to this new analysis from

Columbia University. Approximately 6o percent of the remaining tropical forests are in countries

or areas that currently have little agricultural trade or urban growth. The amount of forest area

in places like central Africa, Guyana and Suriname, DeFries notes, is huge. 'There's a lot of

forest that has not yet faced these pressures.'

Questions 14- 19

Reading Passage 2 has seven paragraph s, A-G.

W hich paragraph contains the following information?

You may use any letter more than once.

14 two ways that farming activity might be improved i n the future

15 reference to a fall in the rate of deforestation in one area

16 the amount of forest cut down annually

17 how future transport requirements m ay increase deforestation levels

18 a reference to the typical shape of early deforested areas

19 key reasons why forests in some areas have not been cut down


Reading

Questions 20-21


Which TWO of these reasons do experts give for current patterns of deforestation?

A to provide jobs

B to create transport routes

C to feed city dwellers

D to manufacture low-budget consumer items

E to meet government targets

Questions 22-23

Choose TWO letters, A- E.

The list below gives some of the impacts of tropical deforestation.

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

A local food supplies fall

B soil becomes less fertile

C some areas have new forest growth

D some regions become uninhabitable

E local economies suffer

Questions 24-26


Choose NO MORE THAN TWO WORDS and/ or A NUMBER from the passage for each answer.

24 The expression 'a ... .. ........ .' is used to assess the amount of wood used in certain types of

production.

25 Greenhouse gases result from the .. . ... that remain after trees have been cut down.

26 About .................. of the world's tropical forests have not experienced deforestation yet.


Practice test

READING PASSAGE 3

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

So you think humans are unique

There was a time when we thought humans were

special in so many ways. Now we know better. We are

not the only species that feels emotions, empathises

with others or abides by a moral code. Neither are

we the only ones with personalities, cultures and the

ability to design and use tools. Yet we have steadfastly

clung to the notion that one attribute, at least, makes

us unique: we alone have the capacity for language.

Alas, it turns out we are not so special in this respect

either. Key to the revolutionary reassessment of our

talent for communication is the way we think about

language itself. Where once it was seen as a monolith,

a discrete and singular entity, today scientists find it

is more productive to think of language as a suite of

abilities. Viewed this way, it becomes apparent that

the component parts of language are not as unique as

the whole.

Take gesture, arguably the starting point for language.

Until recently, it was considered uniquely human- but not any more. Mike Tomasello of the Max Planck

Institute for Evolutionary Anthropology in Leipzig, Germany, and others have compiled a list of gestures

observed in monkeys, gibbons, gorillas, chimpan

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