Full text of “Ready For IELTS Student Book”
ft MACMILLAN EXAMS
Ready for
IELTS
coursebook
with key
Sam McCarter
IMP smfc .iMBWi al
lT*
WITH CD-ROM
/w.booksmania.net
& MACMILLAN EXAMS
Contents Map
Unit
Language focus
Vocabulary
We are all friends now
Page 6
1 Present simple, present continuous and . ^
past simple ! ?f**9P eo *>' e
2 Likes and dislikes 2 .e<as of movement
Technology - now and then
Page 18
3
Thrill seekers
Page 30
Ready for Listening
Page 42
4
Global problems and opportunities
Page 48
5
The future
Page 60
Fruits and seeds
Page 72
Ready for Reading
Page 84
The world of work and training
Page 92
8
The history of geography
Page 104
9
What is beauty?
Page 116
Ready for Writing
Page 128
a Is it art?
■U Page 140
1 Past simple and present perfect
2 Habit in the past
Adverbs of frequency
Vetfcs of cause and effect
Word bunding: Qualifying adjectives
1 Comparison
2 Adjectives with prepositions
Sports
Wore Duilding: Adjectives ending in
-ing^ed
1 Countable and uncountable nouns 1 General category nouns
2 Making suggestions 2 Dewing ideas by expanding the meaning of
adjectives
Ways of looking at the future
1 Adjective/noun collocations
2 Verbs of prediction
Word building: Forming adjectives
from nouns
Transitive and intransitive verbs
1 Conservation
2 Describing sequences
Conditionals 1
1 Work
2 Collocations
Referring in a text
Modal verbs for evaluating
1 Nouns relating to places
2 Verbs relating to changes in maps
Beauty
Word building: Prefixes over-
and under-
Defining and non-defining clauses
Art
1 1 Se h 1 °? andS0a0l09y Conditionals 2
The family
Word building: Suffixes -hood and -ship
a Travelling around the world
Page 164
Articles
Adjectives with multiple meaning
Ready for Speaking
Page 176
a n The importance of infrastructure
1-5 Page 182
Nouns related to systems
Concession Word building: Modal verbs to
adjectives
a a Money and happiness
■ ** Page 194
Substitution and ellipsis
Money matters
Word building: Values and beliefs
Additional material Checklists
Page 206 page 209
Wordlist
Page 211
2
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Reading
Writing
Listening
Speaking
C~ rosing suitable section headings from a list
Vrrtence completion , ELTS Task} , ELTS Section j IELTS Part 2
certification of information in the text-
"-je FalselNot Given
oe-tification of information in the text-
~’j<e FalselNot Given
^ossification
v_ ^pie-choice
seating information
certification of information in the text-
FalselNot Given
Vuople-choice
IELTS Task 2
IELTS Task 1
IELTS Section 2
IELTS Section 3
IELTS Part 2
t IELTS Part 1
2 IELTS Part 2
3 IELTS Part 3
Sj-^ary completion
certification of writer's views/daims-
•es No/Not Given
i.j^mary completion
Vutrple-choice
Snort-answer questions
seating information
ratification of information in the text-
~'-e'FalselNot Given
f cw-chart completion
IELTS Task 2
IELTS Task 1
IELTS Task 2
IELTS Section 4
IELTS Section 1
IELTS Section 2
1 IELTS Parti
2 IELTS Part 2
3 IELTS Part 3
IELTS Part 3
IELTS Part 1
Watching
Sentence completion
Vutiple-choice
Sentence completion
'ace completion
v_bple-choice
Sentence completion
Classification
Vutople-choice
Summary completion
Watching
seating information
Science completion
Vurtiple-choice
iw-nmary completion
certification of information in the text-
"'-e FalselNot Given
locating information
certification of writer's views/claims
•es.No/Not Given
Multiple-choice
IELTS Task 2
IELTS Task 1
IELTS Task 2
IELTS Task 2
IELTS Task 2
IELTS Task 2
IELTS Task 1
IELTS Section 3
IELTS Section 4
IELTS Section 3
IELTS Section 2
IELTS Section 1
IELTS Section 2
IELTS Section 3
1 IELTS Part 3
2 IELTS Part 2
IELTS Part 2
1 IELTS Part 2
2 IELTS Part 3
1 IELTS Part 3
2 IELTS Part 2
IELTS Part 2
1 IELTS Parti
2 IELTS Part 2
IELTS Part 2
_xating information
oentification of information in the text—
~\e'FalselNot Given
Sentence completion
Vuttiple-choice
Grammar reference
?age219
IELTS Task 1
IELTS Section 4
IELTS Part 3
Listening scripts
Sample answer sheets
Answer key
Page 227
Page 238
Page 241
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Introduction
Welcome to Ready for IELTS, a course which
is designed to help you prepare for the IELTS
Academic exam.
The book aims to help students with a global IELTS
band score of 5 to progress to a band score of
6.5/7. Students with a minimum score of 4/5 in any
aspect of the exam can also use this book to help
them achieve a global band score up to 6.5/7. For
example, to achieve a global band score of 5 upwards
a candidate would need minimum scores of 4, 5, 5,
5 (in any order) in the four modules of Listening,
Academic Reading, Academic Writing and Speaking.
The book contains a wide range of activities aimed
at improving your English and developing the
language and skills you need to improve your band
score. As well as providing thorough practice in
reading, writing, listening and speaking, each unit
of Ready for IELTS includes one or more Language
focus sections, which analyze the main grammar
areas that are required for the exam, together with
Vocabulary slots and regular Word building sections.
Throughout the book you will find the following
boxes, which are designed to help you when
performing the different tasks:
• What to expect in the exam: these contain useful
information on what you should be prepared to
see, hear or do in a particular type of task in the
exam.
• How to go about it: these give advice and
guidelines on how to deal with different types of
tasks and specific questions.
• Don't forget!: these provide a reminder of
important points to bear in mind when answering
a particular type of question.
Further information and advice is included in the
four supplementary ‘Ready for ... ' units, one for
each of the four parts of the exam. These are found
at regular intervals in the book and can be used at
appropriate moments during the course.
At the end of each unit there is a two page Review
of the language covered in the unit. As a quick
revision guide along with the Wordlists and Grammar
Reference, you may want to refer back to the Review
sections as you progress through the book.
At the end of the book in the Grammar reference
you will find detailed explanations of the grammar
areas seen in the units. There is also an extensive
Wordlist, based on the vocabulary in each unit,
and comprehensive checklists for the writing and
speaking.
In each unit you will find practice in: the reading
test using full passages, either Task 1 or Task 2 of the
academic writing test, one or more of the parts of the
speaking test and one section of the listening test.
Each section of the listening test is covered in turn
throughout the book, so there is the equivalent of
three and a half full listening tests in the main units
with an additional example of each section in the
Ready for Listening section.
Overview of the examination
The IELTS Academic exam consists of four tests:
Listening, Academic Reading, Academic Writing and
Speaking. For more information and advice on each
module, see the appropriate ‘Ready for ...' unit, as
well as the relevant sections in the main units of the
book.
IELTS Listening approximately 30 minutes
The Listening test has 40 questions and lasts
approximately 30 minutes. You hear each section
once only and you answer the questions in the
question booklet as you listen. At the end of the test
you have ten minutes to transfer your answers to the
answer sheet.
Section 1 A conversation between two people. Its subject
is concerned with social issues.
Section 2 A monologue or a conversation between two
people. Its subject is concerned with social
issues.
Section 3 A conversation involving up to four people. The
situation is related to education and training.
Section 4 A monologue. The context is related to education
and training.
Question types
Multiple-choice
Short-answer
Sentence completion
Notes/form/summary/flow-chart completion
Labelling a diagram/plan/map
Classification
Matching
4
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Introduction
IELTS Academic Reading 1 hour
In the Academic Reading test there are three
passages, which are from various sources like
books, journals, magazines and newspapers. The
passages do not require specialist knowledge for you
to understand them, and at least one of the three
passages contains a detailed logical argument.
Question types
Choosing suitable paragraph headings from a list
Identification of information using 'True/False/Not Given'
statements
Identification of the writer's claims using 'Yes/No/Not Given'
statements
Multiple-choice
Short-answer
Sentence completion
Notes/summary/flow-chart/table completion
Labelling a diagram
Classification
Matching
You may also be asked a specific question such as:
What do you consider to be the major influence?
What do you think are the causes of this problem
and what solutions can you suggest?
IELTS Speaking 11-14 minutes
The IELTS Speaking test lasts between 11 and 14
minutes and consists of three parts. The exam is
recorded.
Part Task type
<1 Candidates are asked questions about a variety
of familiar topics such as their family, their
job/studies or their interests. Part 1 lasts four to
five minutes.
2 Candidates talk about a given topic for one to
two minutes. You are given one minute to think
about the topic and make notes.
3 Candidates have a discussion with the examiner
linked to the topic in Part 2. Part 3 lasts between
four to five minutes.
Saw McCarter
IELTS Academic Writing 1 hour
The Academic Writing test lasts one hour and there
are two tasks. You are advised to spend 20 minutes
on Task 1 and asked to write at least 150 words.
For Task 2 you are advised to spend 40 minutes and
asked to write at least 250 words.
Task Task type
1 Candidates are asked to describe data,
presented as a graph, chart or table, or a
diagram such as a map or process, using their
own words.
2 Candidates are given a question containing a
point of view, argument or problem.
The instructions in the questions follow these
patterns:
Discuss the advantages and disadvantages of...
Discuss both these views and give your own
opinion.
To what extent do you agree or disagree?
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We are all friends now
Vocabulary 1: Describing people
1 With a partner, describe what is happening in each of the photographs. Then
discuss the questions below.
r . Do the photographs give you any clues about the personalities of the people in them?
• Which, if any, of the people appeal to you as friends? Why?
2 Match the people in each photograph with one or more of the adjectives below. Give at
least one reason for each choice.
Example:
The student in picture 5 looks very hard-working and conscientious, because he seems
to be studying hard.
hard-working artistic supportive adventurous talkative chatty
sporty creative wise considerate conscientious helpful dynamic
6
3 C> ‘People generally judge other people just by their appearance without knowing
them’. Do you think this is true? Why/Why not? Do you do this yourself?
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We are all friends now
4 For 1-14 below, decide what the adjective is for each noun. There may be more than
one possible answer.
Noun Adjective
1 respect _
2 ambition _
3 care _
4 sense of humour _
5 talent _
6 generosity _
7 cheerfulness _
Noun Adjective
8 sociability _
9 calmness _
10 punctuality _
11 reliability _
12 loyalty _
13 honesty _
14 patience _
5 Work in pairs. Each of the sentences 1-12 below describe people. Match each sentence
to an adjective from exercise 4.
1 He tells jokes all the time and makes us all laugh.
2 She rarely loses her temper with anyone, which is why I like her so much.
3 She is never sad. She is always smiling and positive about everything.
4 He plays the piano exceptionally well. I hope to be as good as him one day.
5 She is a shrewd businesswoman with a strong desire to succeed in everything she does.
6 She loves being around people all the time, chatting and making new friends.
7 He is valued and appreciated by everyone who knows him.
8 She gives a lot of money away to charities and to people who need it.
9 He is a faithful friend, and always supports me when things go wrong.
10 When she was younger she devoted her time to looking after seriously ill people.
11 You can trust him with anything. He never lets anyone down.
12 He’s never late for work, no matter what happens.
6 Think of a friend who has one or more of the qualities above. With a partner,
describe the friend by explaining the qualities they have.
7 €* > How do you think your friends see you? Write down three adjectives from
exercise 4 or look at the Wordlist on page 211. Show the words to your partner and ask
each other: Why do you think you are ... ?
8 Is it possible to make loyal and sincere friends on social networking sites on the
Internet? Why/Why not?
Is the Internet a safe place to make friends? Why/Why not?
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7
We are all friends now
(Reading
j
IELTS Reading Passage
i
2
3
What to expect in the exam
• IELTS Reading has three reading passages and 40 questions.
• You should spend about 20 minutes on each passage.
• See the introduction to Ready for Reading on page 84 for information
about the different types of passages and questions in IELTS Reading.
You are going to read a passage with three sets of questions. Read
the title and the subheading of the passage. Decide what kind
of‘sites’ they are talking about - are they commercial, social, or
financial websites?
How important is it to make friends at a new college
or university? Why? How do you think social networks at a
university can help students in their studies?
Skim (see Ready for Reading on page 84) questions 1-6
below. These give you a summary of the passage. With a partner,
discuss what you think the passage is about by using words like
Facebook, social networking, face to face, research and social
integration to help you.
How to go about it
• Read the title and skim
the whole passage to
get an overall idea of
the content. Spend no
more than two minutes
skimming the passage at
this stage.
• Learn to analyze the
headings quickly. Look
at heading (i). Put a box
around result. Does it
mean 'outcome? Would
you expect to find results
at the beginning, middle
or end of the passage?
• For heading (ii), put a box
around the word aims.
What tense do you expect
to see in the paragraph?
What words are similar
to aim: goal, plan, hope,
want?
• For heading (iii), there is
no noun like aim or result,
but can you translate the
word what into a noun?
Is it methods, ways,
premises ?
• Use the same methods
with headings iv-ix. You
will not need to use all of
the headings.
• When you have finished,
always check the
sequence of the headings
you have chosen to make
sure it makes sense.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the
reading passage below.
Questions 1-6
The reading passage has six sections, A-F.
Choose the correct heading for each section from the list of headings below.
List of Headings
i The expected result of the project
ii Further aims of the research project
iii What the research project is based on
iv The use of expertise from countries around the
world
v A need to concentrate on academic integration
vi A lack of knowledge about the effect of social
networking on student retention
vii An emphasis until now on academic rather than
social integration
viii The reason for using Facebook to recruit students
ix Increasing the chance of withdrawal
1 Section A
2 Section B
3 Section C
4 Section D
5 Section E
6 Section F
8
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We are all friends now
Face-to-face or Facebook?
Can online networking sites help new students settle into umvers, y.
Can online networking sites such as Facebook
and MySpace, help new students settle into
university social and academic life and ™"’ mize
the chance of them withdrawing from their
courses?
Researchers at the University of Leicester are
Sow looking for first-year University of Leicester
students who use Facebook to help their
pioneering research into this issue. They should
not be too difficult to recruit. The reason for
this is that student use of the online networking
site Facebook is running at a phenomenal ,
with almost 10,000 present and past students
and staff participating.
Currently, 95 per cent of 16-18 year olds
intending to go to university are using social
networking sites like Facebook and MySpace.
B ‘Yet we know little about how this phenomenon
impacts on the student experience and, in
particular, if and how it helps them ' nt ®§ r ^
into university life,’ commented Jane Wellens,
Education Developer in the University of
Leicester’s Staff Development Centre. She is
Sing with Dr Clare Madge, of the Department
of Geography, Tristram Hooley, of CRAC, the
Career Development Organisation, and Julia
Meek, an independent evaluation consultan .
‘The expectations and online experience of the
latest and next generations of students requires
universities to think carefully about how, and
whether, to use these new technologies and
meeting spaces to enhance the social aspects
of student integration into university life, she
further commented.
C Academic and social integration into university
life are key factors influencing individual
students’ experiences and the likelihood o
their withdrawing from their student courses.
Until now most research in the field has
concentrated on academic support ra ^her t
integration into the wider social world of the
university.
Students are now so used to using social
networking sites that one university in the US
has actually been running sessions to encourage
students to build up face-to-face networks.
One aspect of the Leicester project is to
explore whether there are differences in the
longevity and nature of university friendships
that students establish face-to-face compared
with those they make online through social
networking sites.
The Leicester project builds on internationally
acclaimed work the University has already
started on teaching and learning online.
recently used Facebook as a means of
encouraging students on an online module to
get to know one another, ’ Jane Wellens sai .
■This raised many issues such as where the
boundary between public and privatespaceis,
and how comfortable students (and staff) of
different ages feel regarding the use o su
technology. ’
The Leicester project also draws on
internationally recognized expertise by this
specific team of researchers in online research
methodologies. As Clare Madge of the
Department of Geography at the University
of Leicester stated: ‘This project will e
using both an online questionnaire and virtual
interviews, and will innovate in the use of
Facebook itself as a site to conduct virtual
interviews’.
E What Dr Wellens and her colleagues hope to
establish from the new research P r °i e ^’ s
how Leicester students are using Facebook as
part of their social and learning expertence •
and whether joining the University s Facebook
network before they come to Leicester helps
students to settle down more easily into
university life-
They will also be looking to see if there is
any way that university support servicesand
academic departments can use the online social
networking sites to help students integrate
into university life, and how the sites might
be reshaping our everyday lives in terms of
the importance of place-based versus virtual
networking.
F Research results are expected to influence
university policies at Leicester and beyond.
‘It may affect the way the University uses its
Facebook network,’ said Dr Wellens. ne
outcome might be that the Univers.ty wou d
use these sites to bring new students together
before their arrival, or to bring together current
and new students to provide peer support. It
will also ascertain students’ views about the
ways in which the University and its staff
should, or shouldn’t, use Facebook for academic
purposes.'
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We are all friends now
Questions 7-10
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
7 Access to Facebook by students is happening at a.
8 Few details exist on how much networking sites help students fit into.
9 Most research has in the past focused on.
10 One aim of the project is to determine if the length and nature of.made
online or face-to-face vary.
Questions 11-13
Do the following statements agree with the information in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
11 The only research methodology used at Leicester will be virtual interviews.
12 The Leicester team will focus on research from the UK rather the USA or Europe.
13 One possible development in the future is that existing students will help those who
have just started university for the first time.
O Reacting to the text
Do you think using websites such as Facebook to help students integrate into university
life is a good idea? Why/Why not?
In terms of socializing, do these sites reduce or increase social contact?
Language focus 1: Present simple, present continuous and past simple
Scan (see Ready for Reading on page 84) the reading passage
on page 9 as quickly as you can to find the following:
1 This raised many issues such as where the boundary
between ...
2 Student use of the online networking site Facebook is
running at a phenomenal level ...
3 Yet we know little about how this phenomenon
impacts on the student experience ...
4 The Leicester project builds on internationally
acclaimed work ...
In each of the sentences above, underline the main verbs and
decide whether the present simple, present continuous or
past simple tense is used.
Match the tenses in exercise 2 with an appropriate
explanation a-d.
a These events/actions occur routinely and repeatedly,
b An action which is still going on and is not finished yet.
c The event occurred in the past at a definite time,
d This is always true, like a fact or a state.
Read more about the present simple, present
continuous and past simple in the Grammar reference on
page 219.
Complete sentences 1-6 below by putting the verb in
brackets into the present simple, present continuous or past
simple.
1 A mentor (help) new students integrate into university
life. That is their function.
2 Fewer older people (participate) in social websites then
compared to now.
3 The research (impact) on the way the new students were
helped on their arrival at the university.
4 When I was young, my parents (influence) my attitude to
education enormously.
5 Researchers (now recruit) students for academic research.
6 Each time I go on the net, I (feel) that the amount of
information is overwhelming.
Scan the reading passage
on page 9 and find
the main verb in each
sentence in exercise 4. Are
they in the same tenses as
in exercise 4? If not, what
tense are they in?
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We are all friends now
Listening )
IELTS Section 1
2 Which numbers do you find difficult to understand? Write down 5 sets of numbers,
for example, 6633, 6363, 3663, 677 331, 3553. Give them to a partner and ask him/her
to dictate the numbers to you slowly and then quickly in any order. Write down the
numbers you hear.
What to expect in the exam
• In IELTS Listening Section 1 you will hear a conversation between two people once only. The
recording tells you what the conversation is about. In this case it's a young woman answering an
advert looking for help at a charity event.
• You will be given time to look at the questions before you begin and in the middle of the
recording.
• At the end of the section you will be given time to check your answers.
• You will hear an example.
• See the introduction to Ready for Listening on page 42 for information about the different types
of questions in IELTS Listening.
Look at questions 1-8 and predict whether the answer is a noun, name, number or
adjective.
3 What letters do you find difficult to understand? Write them down then give them to a
partner and ask him/her to dictate the letters to you in any order, for example, f-p-t-f-g-
j-l-m-f-b-d. Write down the letters you hear.
4 Look at questions 9 and 10. If you wanted someone to help you organize an event, what
qualities would you want the person to have? Use the following questions to help you
exclude some possibilities and predict the answer.
Is it desirable to:
• take risks or to be timid? • get on with people or dislike people?
• be adaptable or obstinate? • be good at sport or to be lazy?
• be on time or sometimes to be late?
.v to go
: out it
o 1.1 SECTION 1 Questions 1-10
erline the
ds in the
itions that
i you that the
ver is coming
Try to predict
: answers.
? answer can
r a word(s) or a
*iber, read the
itions to check
i is required.
tise transferring
r answers to an
ver sheet.
i careful that
I do not create
akes during the
;fer.
J the instructions
jlly and note
I limits.
Questions 1-4
Complete the notes below.
Write no more than ONE WORD AND/OR A NUMBER lor each answer.
Notes, on, voLun,teenn^)
Example
Event:
Answer
Charity
Venue:
1 .
.... Hall
Days:
Friday to Sunday
Dates:
15th-17th
2 .
Opening
Time:
10 am
Closing
time:
3 .
.... pm
Type of
helpers
now required: -
4 .
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11
We are all friends now
Questions 5-8
Complete the form below.
Write no more than ONE WORD AND/OR A NUMBER for each answer.
Name:
Andrea 5.
Address:
90 6 .Mansions,
62 Park Avenue, London, SW1 4PQ
Telephone:
7.
Telephone in the:
8
Questions 9 and 10
Choose TWO letters, A-E.
Which TWO types of people are mentioned as desirable?
A adventurous
B inflexible
C punctual
D friendly
E sporty
5 Have you ever been in a situation where you had to explain your qualities or
strengths? Describe the situation to a partner.
Language focus 2: Likes and dislikes
1 In the conversation in the listening practice, Andrea explains
what kind of person she is by saying what she likes.
I like working with other people.
Why does she use the - ing form of the verb after likel
2 Work in pairs. For 1-7 below, decide which sentences are
correct.
1 Gabriella likes swimming a lot.
2 John likes to get there on time. He doesn't like lateness.
3 Would you like joining our study group?
4 Why did you hate playing football as a child?
5 Do you really dislike being in this country?
6 My grandparents loved looking after us as kids.
7 As Joseph is independent, he enjoys to do things alone.
Read more about likes and dislikes in the Grammar
reference on page 219.
3 For sentences 1-9 below, put the verb in brackets into the
correct form. More than one answer may be correct.
1 Most of my friends dislike (play) computer games.
2 I'd like (live) near the sea as the air is fresh.
3 Certain animals hate (be) around people.
4 He likes (keep) the garden tidy, even though it takes a lot
of time.
5 He enjoys (take) long walks on his own along the
seashore.
6 As she is punctual herself, she likes other people (be) on
time.
7 Sarah loves (socialize) with other people rather than
(stay) at home alone.
8 He can't stand (play) sport.
9 Wouldn't you prefer (see) this film at the cinema?
Rewrite sentences 1-8 below using the verb in brackets. Do
not change the meaning.
1 The idea of living in the countryside appeals to me. (I'd like)
2 Nowadays people don't seem to take any pleasure in
doing certain sports, (dislike)
3 Adrian cleans the kitchen every morning, (like)
4 She gets enormous enjoyment from shopping, (enjoy)
5 Pedro has a hatred of playing video games, (can't stand)
6 He expects honesty in people he knows, (like)
7 She wants to see the film on DVD at home, not in the
cinema, (would prefer)
8 He really likes to mingle with other people at parties,
(love)
Work in pairs. Ask your partner about two sports he/
she likes doing and two sports he/she doesn't like doing. Use
the questions below and ask for reasons and examples.
Why do you like/enjoy/dislike... ?
Why don't you like/enjoy... ?
Are the sports your partner talked about popular in
your country? Is the popularity of these sports increasing or
decreasing? Why?
12
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We are all friends now
How to go
about it
tf you are asked
to talk about a
person, name
the person. Try to
visualize the person
and an activity they
30 which you like.
* Use the minute you
have to make brief
notes. Develop
your notes as you
speak.
Try to use the
following words
as you explain: for
example . . when/
if..., because...,
and so... .
1
2
3
4
5
6
Look at the photographs below. Choose at least two adjectives to describe each of the
adults. Use the adjectives in Vocabulary 1 on page 6.
Spend one minute making brief notes.
Work in pairs. Take turns talking about the topic, using your notes to guide you.
You should speak for up to two minutes; time each other using a stopwatch.
1 ■
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Decide which person appeals to you most. Look at the adjectives you chose for the
person and make notes for the following:
• what kind of person they are generally • why he/she appeals to you
• what he/she did when he/she was younger • what activities he/she is doing now
C v > Use your notes to tell your partner about the person.
Look at the following Part 2 task card. Decide which tense you are going to use for each
part of the topic.
Describe a person you would like to be similar to.
You should say:
who this person is
what they are like generally
what qualities this person has
and explain why you would like to be similar to this person.
We are all friends now
Vocabulary 2: Verbs of movement
1 Work in pairs. Match the parts of the graph 1-10 with the verbs a-j.
1
A-B
a hit a low
2
B-C
b fell and then levelled off
3
B-D
c remained flat/stable
4
D-F \
d plummeted
5
F
e rose gradually
6
F-H
f fell gradually
7
G
g soared
8
l-J
h dipped
9
J-K
i fluctuated
10
L-M
j hit a peak
2 For sentences 1-10 below, use the verbs in exercise 1 to replace the underlined text.
1 The price of laptops dropped followed bv a period of stability .
2 Numbers reached a high in the year 2009.
3 The amount of money spent fell slightly and th en quickly recovered.
4 Visitor numbers to the website plunged in the first quarter of the year.
5 Book purchases increased slowly but surely over the year.
6 The number of students applying to the university stabilized over the decade.
7 Attendance at the conference decreased steadily last year.
8 The growth rate was erratic during the previous year.
9 Member numbers reached their lowest point in March.
10 Car sales rocketed over the period.
3 To add variety to your writing you can use nouns instead of verbs to describe
movement. Look at the nouns in the box below and decide which ones are not correct.
a drop a plunge a bottom out an increase stabilization
fluctuations a decline a rocket a soar a plummet a rise
a dip a fall a level off a climb apeak a surge
4 Rewrite the sentences from exercise 2 using nouns instead of verbs. Use the following
structure: There wus o. (+ adjective) + noun + in .... For three of the sentences this is not
possible. Make any other necessary' changes.
Example:
There was a drop in the price of laptops followed by a period of stability.
14
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We are all friends now
Writing:
lElTS Task 1
Vhat to
expect in the
exam
} In IELTS Writing
Task 1 you will be
asked to describe
some data (graph,
chart or table) ora
diagram.
You are asked to
write at least 150
words.
•'ou should spend
about 20 minutes
on this task.
Study the data
carefully, noting
any special
features.
Make sure you
summarize rather
than just list data.
Always write an
overview of the
data. This can
come after the
introduction, or
at the end as a
conclusion.
3
1 Work in pairs. Read the Task 1 question below and the three introductions a-c
which follow. Decide which is the best introduction and why.
WRITING TASK 1
You should spend about 20 minutes on this task.
The 9 raph below provides a breakdown of the UK weekly market share of visits
to three social networking websites between March 2007 and March 2008.
Summarise the information by selecting and reporting the main features , and
make comparisons where relevant.
Write at least 150 words.
2.5%
2 . 0 %
1.5%
UK Weekly Market Share of Visits
1 . 0 %
0.5%
1.96%
1.44%
0.89%
10 07 05 02 30
Mar Apr May Jun Jun
2007
— — - www.bebo.com
28 25 22 20 17 15 12 09 08
Jul Aug Sep Oct Nov Dec Jan Feb Mar
2008
■ www.myspace.com
* www.facebook.com
a The graph below shows in percentage terms the UK weekly market share of
visits to three websites between March 2007 and March 2005.
b The chart below shows the percentage of hitstothnse websites over the period of ayear.
c The chart illustrates the market share of hits to various social networking sites in
the UK on a weekly basis over one year to March 2005.
2 Complete the gaps in the following model answer for the task with the correct form
ol a suitable verb. There may be more than one possible answer.
The graph 1_
- the proportion of hits to three social networking sites on a
weekly basis from 10th March 2007 to 6th March 2006.
Generally speaking, the trends in the market share of the three sites 2
The most viewed site 3
market 4-dramatically from approximately 0.2 5 per cent on 10th March
2007 to 1.96 per cent on 6th March 2006. This 5 _nearly an eightfold
increase over the period. It 6_noticeable that the market share of Facebook
7 - a hi 9 h of around 2.2 per cent during December 2006, with peaks being hit
by the other two sites during the same period.
The market share of hits to the bebo site, meanwhile, 3
_ dearly www.facebook.com, whose share of the
_ at a slower pace
from about 1.2 to 1.44 per cent,arise of approximately 40 per cent. In contrast to the
other two websites, the market share of www.myspace.com 9__ decreasing from
approximately the same level as www.bebo.com on 10th March 2007to 0.69 percent.
Now cover the model answer above and make notes about what you remember
about it. Then use your notes to write your own answer to the question.
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15
I
Review
Vocabulary
1
Match nouns 1-8 with an
1 honesty a
2 punctuality b
3 generosity c
4 cheerfulness d
5 reliability e
6 ambition f
7 talent g
8 sociability h
explanation a-h.
is about being happy and optimistic
is about having a special gift or skill to do something
is about one's dreams and desires
is about being able to depend on someone
is about being on time
is about enjoying the company of others
is not just about money; it’s about being kind as well
is about not telling lies
2 Complete the gaps in the following extracts from IELTS Speaking Part 2 with a suitable
adjective. Then decide what the candidates were asked to describe.
‘The
person that I
would like to be similar to is
my father. At first he appears very
serious, but he has a very
1 _ side to him. He loves to
make people laugh. His stories are usually
about people and they are very funny, but he
never says anything bad about the people.
He is a very 2 _ person and
always takes everyone’s feelings into
consideration. ’
‘My
elder brother is
the sort of person who is
always 3 _;
he is never late for anything, no
matter how unimportant it is. He
says that being on time when you are
meeting someone is about showing
them respect. So as you can imagine
he is highly 4 _
amongst his friends. ’
‘What really
appeals to me about my
grandfather is that he is very
5_, as he has many gifts.
He s very 6 _ and he’s always
drawing. He can make anything with his
hands and he can play the piano and violin a
well. And when we were children he was very
7_ when he explained things to i
1 never remember him losing his temper. I cat
honestly say that l have never met anyone as
8 _. You can depend on him
for anything.’
Present simple, present continuous and past simple
1 Sentences 1-12 relate to four people: Sonja, Wei, Ahmed and Tony. Three sentences
relate to each person. Read the sentences and decide which relate to each person.
1 As a child she dreamt of working as an air hostess, or a job dealing with people.
2 He built his own computer when he was in his teens.
3 When she was a child her grandfather taught her to paint.
4 Sonja can’t stand chatting on computers; she enjoys socializing face to face.
5 Now she’s working as a tour guide.
6 He is currently conducting research for a book on modern Chinese writers.
7 She is drawing a sketch, which she plans to turn into an oil painting soon.
8 Wei is very artistic and spends all her time in her studio painting and drawing.
9 He loves reading and any intellectual hobbies like music and philosophy.
10 He’s very talented and is creating his own website at the moment.
11 Tony is a doctor of literature; he studied a huge amount of Chinese literature for his PhD.
12 Ahmed likes to spend his time and money on technology.
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We are all friends now
2 Decide whether each sentence 1-12 in exercise 1 tells you:
a what activity the people are involved in at the moment
b about their state of mind and habits
c about their past
Writing
1 Complete sentences 1-10 with a word from the box below. Make any necessary changes.
surge
breakdown
fluctuate
remain steady trend
decline
plummet
downward
show noticeable
1 The most_feature of the chart was the sharp fall in theatre attendances.
2 The graph_the increase in the market share of Facebook compared to the
other two sites.
3 Shopper numbers_over most of the year, but the last three months were
less erratic.
4 There was a_in visitors to the site during the holiday period with numbers
almost doubling.
5 The amount of energy used_throughout the first nine months and then it
began to increase.
6 Sales_in September, hitting a low for the year.
7 There was a gradual_in profits over last year.
8 The trend for two of the sites was upward, with the other being clearly-,
9 There was very little difference in the_in sales for all five companies, with the
exception of Sewell Ltd.
10 The chart provides a_of the number of passenger miles travelled according
to different modes of transport.
2 Use the words in 1-8 below to create sentences that provide a suitable overview for a
Task 1 question. Make any necessary changes to the words.
Example:
book sales overall rise period
Overall book sales rose during the period.
1 trend attendances clear upward
2 increase student numbers over the year
3 market share fall overall past decade
4 trend cost train journeys flat generally speaking
5 trend prices downward overall
6 miles covered shoppers declined
7 price of grain steady rise in the last six months
8 clear downward trend flights abroad
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1
Vocabulary: Verbs of cause and effect
1 Work in pairs. Look at the photographs and discuss the questions below.
• Name each item. What do you know about each one? What do they all have in common?
• Choose three of the items and decide how they have shaped people's lives.
• Which do you think have a direct influence on people's lives today? Give reasons and examples.
2 In academic writing sentences with nouns are more common than sentences with
verbs. For some verbs the noun form is the same as the verb, for example, influence. You
can also make nouns from verbs bv adding endings like: -ment, -ion and -ing. Decide
what the noun form is for each of the verbs 1-16 below. Which verb does not follow anv
of these patterns?
improve improvement
9
damage
destroy
10
ruin
shape
11
produce
result
12
foster
affect
13
advance
harm
14
deteriorate
enhance
15
achieve
promote
16
attract
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18
Technology-now and then
3 Work in pairs. The verbs and nouns in exercise 2 can be used to describe changes in
something. Decide if you would use each verb and noun to describe a positive change, a
negative change, or a neutral change (one that is neither positive nor negative).
4 Rewrite sentences 1-9 below so that they contain the verb in brackets. Make any other
necessary changes.
Example:
The use of mobile phones is having a dramatic effect on the way we communicate, (affect)
The use of mobile phones is dramatically affecting the way we communicate.
1 The demand for fuel is bringing about the destruction of the way of life of the inhabitants
of rainforests, (destroy)
2 People constantly debate whether television has a positive or negative influence on
society, (influence)
3 The company restructuring will lead to a significant improvement in profits, (improve)
4 Climate change has led to the ruin of many crops.
(ruin)
5 The fire did not do as much harm to the
mountainside as people first thought, (harm)
6 The conflict resulted in a sharp deterioration in
relations between the two countries, (deteriorate)
7 The affair caused enormous damage to his
reputation, (damage)
8 Artificial intelligence is having a huge impact on the
development of technology, (impact)
9 Many people like Einstein and Newton changed the
shape of the world, (shape)
5 For sentences 1-6 below, complete the gaps using the nouns in exercise 2.
1 Advertising companies increase sales through the_tion of goods on TV.
2 Some pessimists argue that the human race’s love of technology will eventually cause
the_tion of society.
3 _ments in technology have gathered pace in recent years as the speed of
computers has increased.
4 The greatest human_ment is the invention of the wheel, not the computer.
5 What is the_tion of the latest electronic gadgets for consumers?
6 Why is the_ing of new ideas so crucial for developing new products?
"listening )
BJS Section 2
What to expect in the exam
• In IELTS Listening Section 2 you will hear a monologue (one person speaking), but sometimes
you may hear one person answering questions. The topic is usually of general interest and
there can be two or three sets of questions.
• You will be given time to look at the questions before you begin and in the middle of the
recording.
• At the end of the section, you will be given time to check your answers.
The items listed in questions 16-20 on page 20 are in the order they appear in the
monologue. You will probably not hear the same words and phrases, so you will have to
listen for synonyms or paraphrases. Look at the adjectives listed in A-F and think of at
least one synonym for each.
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19
I
IB Technology-now and then
c> 1.2 SECTION 2 Questions 11-20
Questions 11-15
Choose the correct letter, A, B or C.
How to go
about it
• You can use the
questions to
prepare yourself for
the answers. For
example, look at
question 11, you can
use the question to
be ready to listen
for 'how many prize
winners there were'.
• If the different
sections of the
questions have
headings, skim
the headings and
questions to get a
general idea of the
monologue.
• Underline words
in the stem of the
multiple-choice
questions and
alternatives which
you think will help
you listen for the
answer. Most of
the words you
need to listen for
are paraphrases or
synonyms of these
words.
• Do not underline the
whole of the stem of
the multiple-choice
question. Mark only
words like nouns,
names, verbs or
function words like
because, which you
think will tell you the
answer is about to
come.
Penwood Museum Competition
11 In the sixth summer show competition, there were
A five prize winners.
B four prize winners.
C three prize winners.
12 The theme of this year’s competition is
A involving young people in the museum’s activities.
B forming better links between local people and the museum.
C improving the local community’s access to art appreciation.
13 The competition was open to those aged
A 13-19.
B 15-19.
C 13-18.
14 During the preparation for the entry the competitors were
A able to use the museum’s educational facilities.
B not permitted to use the museum’s educational facilities.
C allowed to buy any of the equipment they needed.
15 According to the speaker, the prize-winning exhibit has
A had no influence at all on attendances.
B led to a big reduction in attendances.
C brought about an increase in attendances.
Questions 16-20
The Video Commentaries
What did the older people say about each piece of equipment?
Choose FIVE answers from the box and write the correct letter, A-F next to questions
16 - 20 .
Comments
Equipment
A too large
1 6 early wooden-framed TV
B boring
17 early radios
C more convenient
18 microwave ovens
D exciting
19 laptops
E well-constructed
20 old cameras
F still looked fashionable
20
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Technology-now and then
Reading )
IELTS Reading Passage
How to go about it
sr Some IELTS reading passages do not have a title. For these passages, look at the last question
which will be a multiple-choice question. There are usually four alternatives. One alternative covers
the whole passage and the others generally relate to parts of the passage, so they will give you an
idea of what the passage is about.
• Skim the passage and the questions as quickly as you can. Remember the questions will give you a
summary of the content of the passage.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading
passage below.
The long period of the Bronze Age
in China, which began around
2000 B.C., saw the growth and
maturity of a civilization that
would be sustained in its essential
aspects for another 2,000 years. In
the early stages of this development, the
process of urbanization went hand in
hand with the establishment of a social order.
In China, as in other societies, the mechanism
that generated social cohesion, and at a
later stage statecraft, was ritualization. As
most of the paraphernalia for early rituals
were made in bronze and as rituals carried
such an important social function, it is
perhaps possible to read into the forms and
decorations of these objects some of the
central concerns of the societies (at least the
upper sectors of the societies) that produced
them.
There were probably a number of early
centers of bronze technology, but the area
along the Yellow River in present-day Henan
Province emerged as the center of the most
advanced and literate cultures of the time and
became the seat of the political and military
power of the Shang dynasty (ca. 1600-1050
B.C.). the earliest archaeologically recorded
dynasty in Chinese history. The Shang
dynasty was conquered by the people of Zhou,
who came from farther up the Yellow River
in the area of Xi’an in Shaanxi Province. In
the first years of the Zhou dynasty (ca. 1046-
2 56 B.C.). known as the Western Zhou (ca.
1046-771 B.C.), the ruling house of Zhou
exercised a certain degree of ‘imperial’ power
over most of central China. With the move of
the capital to Luoyang in 771 B.C.. however,
the power of the Zhou rulers declined and
the country divided into a number of nearly
autonomous feudal states with nominal
allegiance to the emperor. The second phase
of the Zhou dynasty known as the Eastern
Zhou (771-256 B.C.), is
subdivided into two periods,
the Spring and Autumn period
(770-ca. 475 B.C.) and the
Warring States period (ca. 475-
221 B.C.). During the Warring
States period, seven major states
contended for supreme control of the
country, ending with the unification of China
under the Oin in 221 B.C.
Although there is uncertainty as to when
metallurgy began in China, there is reason to
believe that early bronze-working developed
autonomously, independent of outside
influences. The era of the Shang and the Zhou
dynasties is generally known as the Bronze
Age of China, because bronze, an alloy of
copper and tin. used to fashion weapons,
parts of chariots, and ritual vessels, played
an important role in the material culture of
the time. Iron appeared in China toward the
end of the period, during the Eastern Zhou
dynasty.
One of the most distinctive and characteristic
images decorating Shang-dynasty bronze
vessels is the so-called taotie. The primary
attribute of this frontal animal-like mask is
a prominent pair of eyes, often protruding
in high relief. Between the eyes is a nose,
often with nostrils at the base. Taotie can
also include jaws and fangs, horns, ears,
and eyebrows. Many versions include a split
animal-like body with legs and tail, each
flank showm in profile on either side of the
mask. While following a general form, the
appearance and specific components of
taotie masks varied by period and place of
production. Other common motifs for Shang
ritual bronze vessels w 7 ere dragons, birds,
bovine creatures, and a variety of geometric
patterns. Currently, the significance of the
taotie, as w 7 ell as the other decorative motifs,
in Shang society is unknowm.
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21
Technology-now and then
Jade, along with bronze, represents the
highest achievement of Bronze Age material
culture. In many respects, the Shang dynasty
can be regarded as the culmination of 2,000
years of the art of jade carving. Shang
craftsmen had full command of the artistic
and technical language developed in the
diverse late Neolithic cultures that had a
jade-working tradition. On the other hand,
some developments in Shang and Zhou
jade carving can be regarded as evidence of
decline. While Bronze Age jade workers no
doubt had better tools - if only the advantage
of metal ones - the great patience and skill of
the earlier period seem to be lacking.
If the precise function of ritual jades in the
late Neolithic is indeterminate, such is not
the case in the Bronze Age. Written records
and archaeological evidence inform us that
jades were used in sacrificial offerings to gods
and ancestors, in burial rites, for recording
treaties between states, and in formal
ceremonies at the courts of kings.
How to go
about it
For questions 1-6
Look for words
and paraphrases of
words that will help
you scan for the
answer.
For questions 7-12:
- Find the words
bronze, taotie and
jade in the passage
and put a box
around them, so you
can see them easily.
Read the statements
and underline the
information to scan
for.
Scan the passage
for words and
paraphrases of
words in the
questions.
For question 13:
Look for the title that
focuses on all the
information in the
text and not just part
of it.
Questions 1-6
Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 As the migration of people to towns and cities took place, Chinese society became more
unified.
2 According to evidence that has been unearthed, the Zhou people lost power to the
Shang.
3 At the end of the Zhou dynasty, there were nine powers seeking to rule China.
4 Iron was introduced to China from outside.
5 There was only one type of taotie.
6 There is some proof that later jade carving was superior to earlier examples.
Questions 7-12
Classify the following descriptions as relating to
A Bronze
B Taotie
C Jade
List of Descriptions
7 Its decoration depended on when and where it was made.
8 Its meaning in one period of history is still a mystery.
4
9 Its decoration illustrates issues with which the elite in China dealt with.
10 It was not worked with the same degree of sophistication as in previous times.
11 It sprang up spontaneously without any help from beyond China.
12 The time when it was first produced is not known.
22
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Technology-now and then
Question 13
Choose the correct letter A, B, C or D.
Which of the following is the most suitable title for the reading passage?
A The importance of jade carvings
B The Chinese Bronze Age
C The decline of the Bronze Age
D How iron was introduced to China
{ > Reacting to the text
‘History has nothing to teach us, so there is no point dwelling on the past.’
Do you agree with the statement? Does ancient history have any relevance today?
Language focus 1: Past simple and present perfect
1 Look at the verb tenses in the reading passage on page 21
and answer the following questions:
• Which tense is used more often: the past simple or the
present perfect? Why do you think this is?
• Which is more common, the active or the passive voice?
Why?
Read more about how the tenses are used in the
Grammar reference on page 220.
2 For sentences 1-8 below, decide if the verb in brackets should
be active or passive. Then put it into the past simple.
1 The invention of the plough (revolutionize) agriculture.
2 What (contribute) to the rapid pace of change in the
world in the 20th century?
3 The impact of a comet (lead) to the extinction of the
dinosaurs.
4 Chess first (play) in India.
5 The radio (invent) in Italy by Marconi.
6 When people (create) cities, it (shape) the way the human
race (live) forever.
7 Before the advent of mechanized transport, people
(travel) for days between countries.
8 The mountainous landscape in Greece (influence) the
development of ancient city states.
3 For sentences 1 -8 below, underline the correct verb form in
brackets.
1 Not long ago, I (began/have begun/was begun) to study
another language.
2 When we (were/have been) young, we (had/didn't have/
haven't had) many toys, but children nowadays (became/
have become/have been become) used to having lots of
toys and games.
3 Recently, companies (started/have started/have been
started) thinking about moving into space tourism.
4 In the middle of the 20th century, new materials
like plastic (transformed/have transformed/have been
transformed) kitchenware.
5 I first (went/have gone/have been gone) to South
America in the early seventies, but I (never visited/have
never visited/have never been visited) Asia.
6 (Did you ever see/Have you ever seen/Did you ever
seen) the Northern Lights?
7 In the past five years, survival rates for people with
certain illnesses (improved/have improved/have been
improved).
8 Yesterday, I (did/have done/have been done) something I
(did not do/have not done/have not been done) before.
I (spent/have spent/have been spent) the whole day
reading a novel.
4 Write five statements about yourself, using the structure /
have never ..., but /... and the time phrases below.
The day before yesterday ...
Three days/weeks ago ...
Last weeklmonth/year ...
The week before last ...
Example:
I have never been to a gym/the theatre on my own, but
yesterday I went to the cinema for the first time by
myself.
5 Work in pairs. Tell your partner your sentences. Then
ask each other questions to find out more details. Use the
following words in your questions: when, why, why not,
what, how, how long.
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23
Technology-now and then
Word building: Qualifying adjectives
1 In IELTS Writing Task 2, IELTS Speaking Part 3 and IELTS Listening it is important
be able to qualify ideas and recognize when ideas are being qualified. In the listening
practice on page 20 you heard people using adjectives like too big, stylish and handy to
make positive or negative comments about objects. For each adjective 1-12 below, write
the opposite form in the correct column of the table.
in-/im-
un-
-less
1 convenient
l IAA/6 IaI £ lA/t
2 practical
3 important
4 necessary
5 significant
6 harmful
7 valuable
8 useful
9 effective
10 appealing
11 worthwhile
12 inspiring
2 Decide which of the words below' are synonyms for the word important.
crucial pointless vital essential empty key critical
3 Decide w'hich of the words below is a synonym for the w'ord unimportant.
trivial harmless worthless insignificant
4 For sentences 1-6 below, decide w'hich adjective from exercise 1 can be used to replace
the underlined words. Make any necessary changes.
Example:
Many of the early technologies we take for granted are those that we cannot do without .
necessary
1 Some ideas from the 1950s were not very sensible
or easy to use .
2 Using hydrogen cars to combat global warming is a
solution that produces the desired result .
3 Underground transport systems built in the 19th
century are still easy to use for commuters.
4 The coordination skills learnt when doing practical
work like making things by hand proved to be
extremely useful for young people.
5 Instead of being an activity which does no harm ,
playing computer games can cause emotional
damage to young players.
6 The work of people like Louis Daguerre, who
shaped the world of cinema, can only be considered
as stimulating and motivating to later generations.
24
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Technology-now and then
Language focus 2: Habit in the past
1 Look at the following statements from the listening practice
on page 20.
They remembered how they would all go round to ...,
... all of whom used to have one ...
Complete the remaining gap in the line with a suitable
adverb of frequency.
Decide where on the line you can add the words in the box
below.
occasionally often not often normally
regularly hardly ever rarely commonly
Statements a-c below explain the reasons why we use
would and used to to talk about the past. Decide which
statements describe why they are used in the examples
above.
a Like the simple past, would and used to show repeated
actions/activities that no longer happen,
b Would is used for reminiscing about the past,
c Used to is used to talk about states that no longer exist,
while would is only used to describe repeated actions/
activities. Would is not usually used in negative or yes/no
questions.
Read more about would and used to in the Grammar
reference on page 220.
2 For 1 -8 below decide which sentences are correct. Then
decide why the incorrect sentences are wrong.
1 I would work at the post office during holidays when I
was young.
2 Students used to play silly games, but they would never
hurt anyone.
3 My father would work as a lawyer, but he didn't do it for
long.
4 People in my hometown would hold lots of parties at all
times of the year.
5 My uncle used to mend machinery and would even build
his own car.
6 My brothers and sisters didn't use to go to university.
They went straight into work after secondary school.
7 As a rule, people left their doors unlocked; there never
used to be any break-ins.
8 People didn't use to throw things out rather than
mending them, as they do now.
Adverbs of frequency
1 Look at the following sentence from the listening practice on
page 20 and underline the adverb of frequency. Decide where
this word fits in the line below showing adverbs of frequency.
They remembered how they would sometimes all go
round to someone's house to watch TV as a special treat.
1 Always 100%
A
2 _
3 Frequently
4 _
5 Seldom
6 Never 0%
Read more about adverbs of frequency in the
Grammar reference on page 220.
4 For questions 1 -8 below, decide if the adverb of frequency in
italics is suitable. Replace the adverbs that are not suitable.
1 I always read the newspaper in the morning. I only read it
in the afternoon.
2 I would sometimes play games with my friends in the
summer evenings. We used to meet up about five times a
week.
3 I have never liked any computer games, but as a teenager
I would play board games.
4 Governments seldom listen to their people. It happens
only once in a while.
5 Where I come from, people usually tend to greet each
other in the street each time they meet, but sometimes
they don't.
6 In some parts of the world people have hardly ever left
their villages, maybe only once in a lifetime.
7 When I was a child I often used to watch my grandfather
working; as a rule nearly every day.
8 At school, I would always do my homework on time. I was
never late.
5 Write a sentence about your childhood and early life for each
of the sentence beginnings below.
Example:
I would...
I would go to the river near my home rather than eit at
home all day in front of a machine.
1 I used to...
2 I would sometimes...
3 I used to always...
4 I would hardly ever...
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25
Technology-now and then
(Speaking )
Work in pairs. Look at the following Part 2 task
card and make notes.
Describe something which you have made.
You should say:
what it was
when you made it
how you felt about making it
and explain why you made it.
2 Compare your notes with another pair. Consider the following:
• The number of words in your notes
• Are your notes easy to read at a glance? Why/Why not?
(Writing: )
IELTS Task 2
How to go
about it
Two different views
are expressed in the
question. On a piece
of paper, make two
columns A and B.
Choose one of the
views and write a list
of ideas in column
A in one to two
minutes. Do not
exclude any ideas.
Then write a list of
opposing views in
column B. Select
one or two ideas
from each column.
Express your own
opinions by either
balancing the two
views or supporting
one view.
Write an
introduction that
paraphrases the
question. Keep
the introduction
brief - two to three
sentences is enough.
3 C ^ Work in pairs. Take turns talking about the topic, using your notes to guide you.
You should speak for up to two minutes; time each other using a stopwatch. When your
partner has finished speaking, give him/her feedback using the checklist on page 210.
What to expect in the exam
• In IELTS Writing Task 2 you will be asked to write an essay about a topic of general interest.
You are asked to write at least 250 words.
You should spend about 40 minutes on this task.
1 Work in pairs. Read the Task 2 question below and answer questions 1-10 which follow.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people fear that technology is gradually taking over control of our lives, while
others think that it has led to many positive developments in all aspects of their lives.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
Is it crucial to write more than 250 words?
Do you need to give reasons and examples to support your answer? Should the
examples be personal or abstract?
Can you give results, causes and effects and express reservations to support your
answer?
Is there an upper and lower limit to the number of paragraphs you can write?
How many parts are there in the above question?
How many ideas do you need to write about?
Can you state your opinion in the first paragraph?
8 How long should each paragraph be?
9 Is there only one way to answer the question?
10 What are complex sentences? How do you write them?
26
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Technology-now and then
2 Work in pairs. Look at the following introductions to an answer to the question. Decide
which two are suitable and why.
1 Technology is now used in all areas of our lives: the home, at work and in education. Most
people use computers everyday.
2 Some people fear that technology is gradually taking control of our lives. Others think that
it has led to many positive developments in all areas of their lives.
3 In some peoples eyes the influence of technology over our lives is beneficial and yet to
others it is harmful. The arguments on both sides are valid, but there is, in my opinion, little
to be anxious about regarding the use of technology.
4 As with any development, people worry about how new technology will affect their lives.
There are, however, many people who see the benefits of technology, and so are in favour of
its use.
3 The paragraph below continues the argument from one of the introductory paragraphs
in exercise 2. Read the paragraph and match it to an introduction.
To some people technology appears to be controlling people's lives, ttowever, i
feel the overwhelming effect Is beneficial, because tike computers,
mobile phones etc. has brought enormous Improvements to many people's
lives worldwide. Tafee, for cko rupie, the Impact technology has had on
communication. Computers have revolutionized the way Items such os
letters, messages and packages are sent. A gulcfe message, for Instore,
can be transmitted between New york and Beijing In seconds either by text
message or by email. Moreover very large files such as reports and even
whole books that were once sent by post can now be transmitted in, order to
save time and money. As a result, the economy benefits.
4 Put each of the linking words in bold in exercise 3 into the correct box in the table
below.
Example
Reason
Result
Additional
information
Purpose
Contrast
Adverb
Conjunction
Other
5 Decide what other words can be used to indicate examples and add them to the table.
6 Decide which words in the box below can be used to replace the words in exercise 3 and 4
and add them to the table.
but although
since as
similarly
furthermore
consequently
despite so
therefore
accordingly
what is more
also and so
to
7 Write your own answer for the Task 2 question in exercise 1. When you have finished,
check your answer using the checklist on page 209.
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27
Review
Vocabulary
Complete the gaps in 1-8 below with a suitable word. There may be more than one
possible answer.
1 How have young people been_by video games?
2 What do you think has been the greatest_in the world in recent years?
3 Who do you think has done the most to_the world in the past 50 years?
4 What is the_of overusing computers?
5 Has technology_the way we live?
6 What has been the most crucial_in your life in the past year?
7 Do you believe that as human beings we are_the planet?
8 What do you think you can do to_your career?
Word building
1 Complete the following qualifying adjectives from page 24.
1 c_t
2 s_t
3 u_g
4 n_y
5 w_s
6 a_g
7 h_s
8 i _e
9 c_I
10 i _t
2 For 1-6 below, underline the correct adjective in italics.
1 The restrictions on car movements are harmless/harmful to the economy.
2 In some ways using technology is dangerous, but by and large it is very useful/detrimental.
3 Many people thought the film was rather inspiring/dull, but the critics felt it was just very
ordinary.
4 Training courses need to teach relevant practical skills, but in most cases they are totally
practical/impractical.
5 Learning to read efficiently is crucial/unimportant in today’s world, but unfortunately not
enough is being done to improve people’s skills.
6 Do you think it is necessary/inconvenient to know how things work or are made? Or is it
unnecessary in the modern world?
28
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Technology-now and then
Past simple and present perfect
In three of the sentences below the underlined phrases need to change places. Decide
which three sentences need to be changed and correct them. Make any necessary
changes.
Example:
I have listened to the radio yesterday, but I didn’t listen to it this morning.
I listened to the radio yesterday, but I haven't listened to it this morning.
1 I have played the piano yesterday at home, but I didn’t play it today yet.
2 I have never eaten dates, but I had figs for the first time a few days ago.
3 More new inventions have been created since 1900 than were created at any time before
then.
4 Although the latest developments in technology affected the way we live, I think the
wheel has made a greater impact when it was invented.
5 Many people throughout the ancient world developed ideas that have influenced modern
education more than is realized.
6 My grandfather has designed a new type of car engine when he was in his twenties.
I designed one too as part of the engineering course I’m doing.
Habit in the past
In the following extract from IELTS Speaking Part 2, underline the five mistakes in the
verbs and verb phrases in italics. Then decide what the candidate was asked to describe.
'The place
I’d like to describe is
my hometown, where I lived until
I was ten years old. I 1 hadn't visited my
hometown for the last 15 years. So recently I 2
decided to pay a short visit. I can't say that I 3 would
know what to expect. Fields where I 4 would play with
my friends 5 were now covered with buildings and the
school I 6 would attend is no longer there. It 7 has been
::tmed into a superimirket. A lot of famous people 8 used to
mend the school, so I am surprised that permission 9 was
given to knock it down.
If I remember rightly, it 10 would rain a lot when
I was a child, but 11 it has never seemed
to annoy us kids. We 12 have just
carried on regardless.
Spelling check
As quickly as you can, look at the following lists of words and (c ircle ) the correct
spelling.
convenent
convenient
convenient
whorthwhile
worthwhile
worthwile
appealing
apealing
apealling
ineffectiv
inefective
ineffective
useful
usfull
usefull
unecessary
unnecessary
unnecesary
impractical
inpractical
impracticel
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29
Thrill seekers
Vocabulary: Sports
1 With a partner, describe what is happening in each of the photographs. Then
discuss the questions below.
• Do any of these activities appeal to you? Why/Why not?
• Which activity do you think is the most exciting/popular/risky?
• What is the attraction of extreme sports compared with activities such as playing computer
games or reading?
2 For 1-8 in the table below decide what sport is connected with the place and the
equipment. There may be more than one possible answer.
Sport
Place
Equipment
1
pitch
ball/goal
2
ring
gloves/shorts
3
track
shoes/spikes
4
gym
weights
5
pool
costume
6
sea reefs
oxygen tank
7
court
racquet/ball
8
course
clubs/irons
3 Work in pairs. Give at least one example of each type of sport in 1-10 below. You may
use a dictionary to help you, if necessary.
1 motor 3 water 5 racquet 7 winter 9 outdoor
2 field 4 combat 6 equestrian 8 indoor 10 team
30
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Thrill seekers
(Listening )
IELTS Section 3
dw to go
30Ut it
Skim the questions
lo get an idea of the
content of what you
w II hear.
Mark any specific
information in
tables, for example,
numbers, nouns,
headings etc.
Try to decide the
tyoe of word that
is r equired, for
example, noun,
verb ,etc. Also try
to decide whether
rouns are singular
& plural.
Check the number
of words required.
Do not write any
words from the
questions on the
answer sheet. For
example, if the
question is, 'in the
.' and the
correct answer is
morning, the answer
m the morning would
be wrong.
What to expect in the exam
• In IELTS Listening Section 3 there can be two or more speakers having a discussion about
a subject of an academic nature. You need to concentrate and learn to recognize who is
speaking.
• At the beginning of the recording the topic of the conversation is mentioned.
• You will be given time to look at the questions before you begin and in the middle of the
recording.
• At the end of the section you will be given time to check your answers.
O 1.3 SECTION 3 Questions 21-30
Question 21
Choose the correct letter, A, B or C.
21 The initial purpose of the case study was to look only at the club’s
A health and safety policy.
B sporting achievements.
C management structure.
Questions 22-25
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Stars Club Case Study
Club background
• 600 members overall
• 23 st aff inc luding 22.workers
So far in terviewe d around 23.
Face-to-face interviews preferable to a questionnaire
Would be able t o ask fo r 24.where necessary
Good administration/very focused managers
Manage ment group has team 25.
Being there is an exhilarating experience
Questions 26-30
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
Reasons for Club’s Success
Reasons
Comments by researchers
Purpose
funding from government,
private 26.and
crucial
to pay for facilities,
27.and time
off work
quality of 28.
professional
encouraging people to reach
their 29.
motivation and
30.of athletes
thrilling
to become the best in their
field
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31
II
Thrill seekers
Language focus 1: Comparison
1 Look at the following extract from the listening practice on
page 31.
a ... what's made it (the club) more successful than
other local clubs...
This can be rewritten as:
b ... why it (the club) has had more success than other
local clubs
or
c ... why it (the club) has succeeded more than ...
Look at sentences a-c above and decide whether each one
uses a noun, verb or adjective to make a comparison. Why is the
comparative of the adjective formed with the word morel
Read more about comparison in the Grammar reference
on page 220.
2 Complete the table below.
Adjective
Comparative
Superlative
the worst
better
noisy
wet
tasty
cheap
lively
appetizing
3 For 1-8 below, put the word in brackets into the correct
comparative or superlative form.
1 It's much (easy) to find places to do specialist sports
outside cities and towns.
2 Activities like bowling are far (popular) among older
age groups.
3 Which sport do you think is (energetic) of all?
4 People who do some physical activity are supposed to be
(happy) than less active people.
5 It is becoming (difficult) for people to organize their lives
around leisure activities nowadays.
6 Is work (stressful) aspect of modern life?
7 Is mental activity (important) than physical activity?
8 People don't realize that racing drivers are (fit) individuals
4 Work in pairs. Look at sentences 1-8 in exercise 3 and decide
what the noun is for each adjective.
5 Rewrite sentences 1-8 in exercise 3 using a noun instead of
an adjective. Make any necessary changes.
Example:
1 It's much (easy) to find places to do specialist sports
outside cities and towns.
Places to do specialist sports can be found
with more ease outside cities and towns.
6 The questionnaire below contains some mistakes. Rewrite the
questions that are incorrect.
Do you agree that...
1 football is exciting than swimming?
2 athletics is the most boring activity to watch on TV?
3 extreme sports like sky-diving are dangerouser
than hiking?
4 you need to be fiter to go cycling than walking?
5 table tennis is not most exciting sport in the world?
6 people are lazier nowadays than they were in the
past?
7 rowing is a sport only for richest people?
8 tennis is more exhilarating than skiing?
9 watching sport on TV or the Internet is less exciting
than seeing it live?
10. racquet sports like squash and tennis are tiring than
many other sports?
7 Use the questionnaire to interview other students in
your class. Ask for reasons and examples. If someone agrees
with a statement, put a tick (/) next to the question.
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32
1
Thrill seekers
Word building: Adjectives ending in -ing/-ed
In the listening practice on page 31, Marcello says:
Its a really exhilarating experience being there. I can’t wait to go in every day.
The adjective exhilarating comes from the verb exhilarate. There are two types of
adjectives that can be made from the verb:
• Verb + - ing: exhilarating Something is exhilarating if it makes me feel exhilarated.
• Verb + -ed: exhilarated / feel exhilarated because something is exhilarating.
Adjectives ending in -ingl-ed like exhilarating and exhilarated are used to evaluate or
express an opinion about something. Like the speaker in the listening practice you can
use adjectives like this in your speaking and writing to express your judgement about an
idea, event, experience, etc.
1 For 1-8 below, underline the correct adjective in italics.
1 Do you find sports like mountaineering and
parkour 0illing)thrilled to watch?
2 Do you think people get irritatingliftrtatedjdy
the constant encouragement to do something
physical?
3 Why do you think people are interesting /
c interested in extreme sports?
4 Do you think sports stars are as
motivating/motivated for young people now
as in the past?
5 What makes funfair rides like roller coasters
excitingjexcited ?
6 Are you the sort of person who considers
sports programmes on TV qnhoyingiannoyed, or do you get annoying/annoyed by other
types of programmes?
7 Do you think extreme sports are more challenging^/challenged than other sports?
8 Do you feel invigorated/invigorating when you do any type of energetic activity?
2 Work in pairs. Choose three questions from exercise 1 to ask your partner. Take
turns asking and answering the questions. Give reasons and examples in your answers.
3 Work in pairs. For 1-8 below, use a form of the word in brackets (noun, verb or
adjective) to complete the sentences.
1 It is rare to see a whole stadium
(electrify) by a player’s
performance.
2 These days I don’t think young
people feel (challenge) enough
physically at school or work.
3 Where I come from people find
football more (interest) than other
sports.
4 Some sports like snowboarding
and skateboarding seem to hold
some (fascinate) for young people.
5 Being (motivate) to take up some activity, however gentle, is not always easy.
6 The thrill of modern computer games is as (excite) as some real sports.
7 People often feel (refresh) after doing strenuous physical exercise.
8 Other people may find as much (excite) in reading a book as in climbing a mountain.
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33
Thrill seekers
(Speaking )
IELTS Part 1
What to expect in the exam
• In IELTS Speaking Part 1 you will be asked about familiar topics, for example,
common pastimes in your country now compared with the past.
• In Part 1 the discussion is more personal and less abstract than in Parts 2 and 3.
1 Make examiners questions from the following lists of words.
1 what/kinds/sports/popular/your country?
2 they/as popular/used be/in past?
3 are/same games/popular/as in past?
4 do/young people/more physical activities/extreme sports/now past?
5 what/makes/these games/interesting/people?
6 sports/challenging/now than/they in the past
7 young people/challenged more/nowadays in the past?
2 Work in pairs. Take turns playing the role of the examiner and the candidate.
Ask and answer the questions. Try to use some of the adjectives from the Word building
section on page 33.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
Readers can join a unique experiment to
discover what goes on in our brains and
bodies at the fairground.
Roger Highfield reports.
A
B
For decades, thrill-seekers have happily queued to
experience a few seconds of the adrenaline-spiking,
intestine-twisting thrills of roller coaster and other
funfair joy rides. Nowadays, people also spend hours
living out the virtual excitement of computer games.
An experiment will soon lay bare the science of thrills
and help to build the foundation of the next generation
of funfair rides and sensational computer games.
Brendan Walker, a self-proclaimed 'thrill engineer', is curating this extraordinary venture where people can
become a guinea pig. Fairground: Thrill Laboratory, at the Science Museum's Dana Centre, will include three
different rides over three weeks - the Booster, to measure the physiology of excitement and thrill; a ghost
train, to measure fear and the tingle of anticipation; and Miami Trip, a gentler ride designed to explore
pleasure.
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34
Thrill seekers
- One of the collaborators in the thrill lab is Prof Tom Rodden. Its impetus is the blurring of the boundary
' between the real and the digital worlds, he explained: today, trainers count footsteps, wrist watches can
measure heart rate satellites can detect where we are and, all the while, computer games are being p ay
in the streets not just the living room, and computer accessories such as joysticks are being replaced with
real-world objects such as tennis racquets.
D Doctors already understand the broad effects of joy rides. As a roller coaster puts the body through
weiqhtlessness high gravitational forces and acceleration, the brain struggles to makesense 9
and chanqinq signals from the senses. There are effects on the vestibular system, located in the inner ear,
that detects position and motion, and on the somatic nervous system, which controls voluntary systems in
the body, such as heartbeat.
E Added to the confusion of these signals are the messages from the eye, which ma y be dl ^ er ^ nt from ° Se
The other systems. This can lead to peculiar effects such as the vection illusion (think of when you are
stopped at a traffic light and the car next to you edges forward - you feel as though you are moving).
F Overall the brain responds to an exhilarating ride by triggering the release of a potent cocktail of
biochemicals to deal with the body's stress, including more adrenaline (epinephrine) and norepinephrine
“h «n suppress pain and boost the glow of euphoria that follow. The result can be p easure but can also
be nausea. Military and Nasa researchers have studied the problem for half a century, calling it simulate
G B^raineers and scientists have not figured out how to fool the senses at the same rate at the same time.
They still don't know for sure who might get sick. Meanwhile, the latest rides are pushing the boundarie
Endurance The human body cannot take much more of a G-force than the latest rollercoasters so we need
to understand more about what distinguishes a spine-tingling thrill from a gut-emptying fright to ensure the
experience is memorable for the right reasons.
H At the thrill lab volunteers will be asked to try the fairground rides while hooked up to special equipment
This includes an accelerometer that measures the G-force their body is subjected to; a measurei of^ Wood
oxygen levels; measures of skin conductance (sweating) and an ECG monitor that keeps track of their heart
rate 9 In addition, a helmet-mounted video camera will film their expressions, rom the first gasp to the last
scream As with astronauts and test pilots, information will be beamed in real time to a computer. A
measurements will be displayed publicly. Aside from providing amusement for onlookers, participants can
relive their terrifying experiences.
I This study will help designers of amusement parks to squeeze more shrieks out of people by cr e atin 9 ™ e
illusion of imminent death, said Prof Rodden. Equally, the next generation of rides will sense when too
many people feel nauseous and wind down accordingly. In short, .hey will be
♦illation This work will also help computer games to escape the boundaries of the Xbox and PlayStaho .
Steve Benford, of the mixed-reality lab at the University of Nottingham, believes that the thrill lab will he p
to design more immersive rides and games, 'real-time adaptive spaces.
dw to go
i out it
; jestions 1-6:
-fad the instructions
-frefully. In this
rstance, you can
jse any letter more
—an once.
Z~eck if any of the
r^ormation in the
:-'ases looks as if
- mght fit together
is the same
ragraph.
i -: ~eck if any pieces
:f information
nA follow other
'formation in the
Questions 1-6
The reading passage has nine paragraphs, A-I.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 the impact on the human auditory system
2 what the lab experiments will show onlookers
A'
3 the purpose of having different test ridgs
4 the various types of medical apparatus employed to monitor the research
5 the substances produced in reaction to thrilling rides
6 specific assistance to those designing amusement parks in the future
W
35
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Thrill seekers
Questions 7-12
Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
More people now get thrills from computer games than fairground rides.
'o
8 The brain has difficulty understanding the messages sent from the senses during
rollercoaster rides.
9 Simulator sickness has been under investigation by a large number of researchers.
* fir 1 2 3 4 5 6 7 8 9
10 The most recent rollercoasters take the human body further than their G-force limits.
11 The lab volunteers will consist of equal numbers of men and women. (y
12 Future rides will be able to adapt to people's reactions.
Question 13
Choose the correct letter A, B, C, or D.
13 Which of the following is the most suitable title for the reading passage?
A Roller coasters and their effects on the brain
B What makes fairground rides so thrilling?
C The equipment used to test the efficacy of funfair rides
D How the brain copes with fear in response to funfair rides
CD Reacting to the text
Do you find roller coasters 'thrilling’? Why/Why not?
Why do you think people enjoy extreme rides?
Language focus 2: Adjectives with prepositions
1 For 1 -10 below, underline the correct preposition in italics.
1 lam very keen aboutlonlfor swimming, especially first
thing in the morning.
2 Some people are addicted bylwithlto sports, they spend
all their time glued to the TV.
3 He's mad forltolabout parachuting. It's something I
personally can't understand.
4 I'm not interested inlbylwith going to the gym.
5 I easily get bored inlaboutlwith doing nothing.
6 I can't say I'm indifferent inltolabout sport, but I don't
like spending my time watching it.
7 I used to be very enthusiastic onlaboutlwith team sports,
but not any more.
8 I'm not sure I'm capable tolforlof running for long
distances.
9 I'm really passionate forlaboutlon travelling around the
world and meeting fellow hockey enthusiasts.
10 I am fond aboutltolof travelling but my brother is
fanatical forlaboutlwith visiting new places.
0^ Read more about adjectives with prepositions
in the Grammar reference on page 221.
Work in pairs. Match the sentence beginnings 1-7 with the
endings a-g. It is possible to match two of the sentence
beginnings with more than one ending.
1
1 am mad
a
to any kind of physical activity.
2
1 am not keen
b
about playing computer games.
3
1 am bored
c
on team sports.
4
1 am interested
d
in walking in the countryside.
5
1 am passionate
e
with watching sport on TV.
6
1 am fond
f
about doing all kinds of exercise.
7
1 am indifferent
g
of reading the sports pages in
the newspaper.
36
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Thrill seekers
3 Look at questions 1-6 in the table below and underline the answer which is most suitable for you. If none are suitable, write your
own answer in the 'other' box.
1 Which sport do you like the most?
football
horse-riding
swimming
other:
2 Who do you prefer doing it with?
a colleague
a friend
nobody
other:
3 How often do you like doing it?
once a week
twice a week
three times a week
other:
4 When do you normally like to do it?
mornings
afternoons
evenings
other:
5 How would you describe your
attitude to the sport?
interested
enthusiastic
addicted
other:
6 Why do you enjoy doing it?
challenging
exciting
exhilarating
other:
4 Explain your answers to a partner using the adjectives and prepositions in exercise 1.
Speaking ) 1
IELTS Part 2
2
"Speaking )
IELTS Part 3
Look at the following Part 2 task card. Make notes to prepare your answer using the
adjectives and questions and answers in the Language focus 2 exercises on page 36 to
help you.
Describe a sporting activity you like.
You should say:
when you first played it
who you do it with
where you do it
and explain why you enjoy doing it.
Work in pairs. Take turns talking about the topic, using your notes to guide you.
You should speak for up to two minutes; time each other using a stopwatch. When your
partner has finished speaking, give him/her the feedback using the checklist on page 210.
What to expect in the exam
• In IELTS Speaking Part 3 you will have a discussion with the examiner, which is linked to the
topic of Part 2. However, the questions will be more abstract and you need to talk about general
ideas, not about yourself and your own experiences as in Parts 1 and 2.
1 Decide which three of the following phrases describe the main reasons for
people doing sport. Then discuss your answers with a partner, giving reasons and
examples.
1 to keep fit
2 so they can lose weight
3 so that they can make friends
4 in order to help them relax
5 so as to get an adrenaline rush
6 in order to escape from the real world
2 Underline the words in 1-6 above that indicate purpose. Then use these phrases to write
your own sentences explaining why you do sporting activities.
3 It is important to give variety to what you say. Rephrase items 1-6 using the following
structure: because they + want/would like/would rather/would rather not/like to ... . Make
any necessary' changes.
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37
Thrill seekers
How to go
about it
• You need to develop
your ideas by using
simple signposts
such as 'purpose'
words.
• Give reasons and
examples.
4 Work in pairs. Look at the Part 3 questions below and choose one or two
questions from each. Briefly discuss them using the expressions of purpose in exercise
1. Then take turns asking each other the questions. When your partner has finished
speaking, give him/her feedback using the checklist on page 210.
---
Physical activity
Do you think that doing physical activity is important nowadays?
What are the advantages and disadvantages of doing any kind of physical activity?
Are people less active than they were in the past? Why/Why not?
In what ways can people be encouraged to adopt a less sedentary and more active lifestyle?
Benefits of sport
What are the social benefits of doing sporting activities?
Are we more risk averse than we were in the past, that is, do we seek to avoid risks
nowadays?
How can the lives of young people be made more challenging?
What are the benefits to the individual and society of people being involved in extreme
sports? Why?
(Writing: ) 1
IELTS Task 1
Look at the following Task 1 question. Then write the answers to questions 1-9 below in
full sentences.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table below shows the percentage of adults aged 16 and over who participated in
various activities in the four weeks prior to interview in the United Kingdom in 2002.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
Write at least 150 words.
Participation in various sporting activities
Males (%)
Females (%)
Total (%)
(average)
Walking
49
41
45
Cue sports (eg. billards)
19
4
11
Cycling
15
8
11
Swimming
13
16
15
Football
10
0
5
Weight training
9
3
6
Keep fit/Yoga
7
17
12
At least one activity 1
71
57
64
' Includes other items not separately listed.
1 Did fewer women than men go swimming?
2 Was there a far greater proportion of men than women involved in walking?
3 Were males less likely to take part in sporting activities?
4 Did nearly twice as many women as men go cycling?
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38
Thrill seekers
5 Does the table compare data about male and female involvement in a selection of
activities in the United Kingdom in 2002?
6 Did ten per cent of men play football, while no women played?
7 Compared with males, did more than twice as many females go to keep fit/yoga classes?
8 Was football the least popular activity overall?
9 Overall, were males more involved in physical activity than females?
2 Work in pairs. Match each of your answers to the questions in exercise 1 to section a, b
or c below.
a the introduction b the overview c specific data
3 Underline the words and phrases used to make comparisons in questions 1-9 in
exercise 1.
4 Rewrite sentences 1-6 using the words and phrases in the box below. Make any
necessary changes.
a smaller proportion of
a third of the number of
40% of
three-quarters half
five times the number of
over 50%
Example:
Twice as many cars were sold in June compared to March.
Half as many care were sold in March compared to June.
3on*t forget
'•'ake sure your
-reduction does
'otjust copy the
-structions.
iVrite a clear
: .erview.
Select data and
compare specific
:3ta f but do not just
/.rite a list.
5
1 The football match was attended by three times as many spectators as the rugby match.
2 The sports department was visited by only 20 per cent of the shoppers in February 2009
when compared to February 2008.
3 More than four out of every ten competitors were from the main city.
4 The bulk of players were from overseas rather than home-grown.
5 A quarter of the members of the sports club paid by cash rather than credit card.
6 The team lost just under half of the games they played last season.
Write an answer for the Task 1 question below using the comparative structures in
Language focus 1 on page 32 and the words and phrases in exercise 4. When you have
finished, check your answer using the checklist on page 209.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table below gives information about the participation of 11-14 year-olds by
gender in extreme sports in the UK in 2003.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Extreme sports that 11-14 year-olds participated in, by gender, 2003
4
Male (%)
Female (%)
Total (%)
(average)
Mountain biking
22.7
13.3
18.1
Snowboarding
8.1
4.0
6.1
Mountain Climbing
10.6
9.3
10.0
Skateboarding
27.5
13.8
20.8
Rollerblading
21.7
31.7
26.6
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39
,
II
Review
40
Vocabulary
1 Decide if the sports in the box below are indoor sports, outdoor sports or both. Then put
them in the correct column in the table.
golf snowboarding
boxing
squash
football baseball
rugbv
running
Indoor
Oudoor
Both
2 Decide which of the sports in exercise 1 require each piece of equipment 1-10 below?
a ball
6
a board
a wall
7
gloves
clubs
8
a racquet
a net
9
a bat
goal posts
10
spikes
Comparison
1 Rewrite sentences 1-6 below using an adjective made from the noun underlined .
Example:
People’s lives have less excitement nowadays than in previous generations.
People’s lives are less exciting nowadays than in previous generations.
1 Does windsurfing involve greater expense than ordinary surfing?
2 I find that watching sport has greater appeal for me than taking part.
3 Which sport presents a greater challenge than any other?
4 Which sport has the best safety on record?
5 As they are old, the facilities have less value than those at other clubs.
6 The club has more success than similar organizations.
2 Write a full sentence for each list of words in 1-8 below.
1 India/not/be/big/Africa
2 Pacific Ocean/be/wide/Atlantic Ocean
3 mountaineers/not/earn/much/footballers
4 football matches/attract/far great/numbers/squash tournaments
5 parkour/seem/much/risky/skateboarding
6 many sports/demand/stamina/intellect
7 active/life/be/considerable/harmful/sedentary lifestyle
8 private cars/make/much/noise/lorries
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Thrill seekers
Adjectives with prepositions
Complete sentences 1—7 with a suitable adjective. There may be more than one possible
answer.
1 Are you_on listening to sports commentaries on the radio?
2 Are you_in meeting famous sports people?
3 He has enormous stamina. He is_of running for hours.
4 Sport is like a drug to some people. They are completely_to doing it or
watching it.
5 Some people do not find sport interesting. They are completely___ to it.
6 I like adventure films, but I wouldn’t say I was wildly_about them!
7 I get easily_with watching sport on TV.
Word building
1 For 1-8 below, underline the adjectives and decide if they are correct. Correct any
mistakes.
1 I found that I was fascinated by the skill required in the game of baseball.
2 It was clear that he was very motivating and wanted to go back to the gym.
3 We were all thrilled by the pace of the football game.
4 Is the noise of the motorbikes in motorsports irritated for you?
5 I was very interesting in trying out snowboarding for the first time.
6 She was excited to watch in the horse race, especially when she overtook everyone.
7 I wasn t annoyed at all by the fact that the rugby team lost; it was a good game.
8 I was not really challenging by the game of tennis, but I enjoyed it nonetheless.
2 Match 1-5 below with a-e to complete the IELTS Speaking Part 1 answers.
1 I really find skiing thrilling.
2 I love playing football and rugby,
3 I’m mad about baseball, especially live
matches.
4 I am very keen on indoor sports,
5 I’m really enthusiastic about extreme
sports like hang-gliding.
a Some people are frightened of heights,
but I find flying fascinating.
b I find being in the stadium electrifying.
c as they are very fast moving team sports and they’re challenging mentally and physically.
d because where I grew up the weather was too cold to play outside. So I became
interested in badminton and squash.
e It’s so exciting racing down a mountain slope at high speed.
3 The IELTS Speaking Part 1 statements in exercise 2 are personal, but in Part 3 you need
to talk about abstract ideas. Choose a statement in exercise 3 and write three or four
sentences about the sport in an abstract way.
Example:
I’m mad about baseball, especially live matches. I find being in the stadium electrifying.
People generally like baseball because they find the atmosphere in the stadium
electrifying.
The atmosphere in the stadium at baseball games is often electrifying.
It is thrilling to watch baseball in a packed stadium.
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Ready for
Listening
Introduction
The IELTS Listening module has 40 questions and lasts approximately 30 minutes.
There are four sections with ten questions in each.
The first two sections are of a social nature. Section 1 is a conversation between
two people and Section 2 is usually a monologue. However, Section 2 can also be a
conversation between two people. Sections 3 and 4 are connected with education and
training. Section 3 is a conversation involving up to four people and Section 4 is a
monologue.
You hear each section once only and answer the questions in the question booklet as
you listen. You are given time to check your answers at the end of each section. At the
end of the test you have ten minutes to transfer your answers to the answer sheet. A
brief description is given at the beginning of each section. At the beginning of section 1
an example is always given.
The question types used are:
• multiple choice • notes/form/summary/flow-chart completion
• short-answer questions • classification
• sentence completion • matching
• labelling a diagram/plan/map
Section 1
Section 1 is a conversation between two speakers in a social setting (for example,
enrolling in a club or buying something), which involves the exchange of information
like personal details.
The section is divided into two parts. You will be given time to look at the questions
before each part.
1 1 -4 Listen and follow the instructions.
SECTION 1 Questions 1-10
Questions 1-6
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Details for book search
Example
Answer
Department
Book Search
Title
1 .
Author
Davne 2.
ISBN number
978-0- 3 .
Paperback book
42
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Ready for Listening
Only published in
No longer in print
Book category
Search types:
Gold
Silver
4 .
5 .fiction
£25
6 £.
Questions 7-10
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER lor each answer.
7 The caller’s mobile number is 08967.
8 Her email address [email protected].
9 Her address is.Chaucer House, Ludlow Park Drive, Richmond,
SW20 9RL.
10 She doesn’t want to receive any emails about
2 Work in pairs. Look at the listening script on page 228 and check your answers.
Underline the words in the questions which show the answer is about to be given.
Match these words with the answers in the script.
3 With your partner, discuss the type of questions you have problems with, for
example, writing down numbers, words with plural endings, or answers which are close
together or far apart. Compare them with another pair of students. Keep a record of the
problem areas and think about them while you are studying by yourself and before you
do a test.
Section 2
In Section 2 you will hear a monologue of a social nature like a radio broadcast or a talk
about a place, but be aware than you may also hear a conversation between two people.
There may be two or three types of question. The recording is divided into two parts,
but you will be given time to look at the questions before each part.
1 In questions 11-16 on page 44, decide which you think you should listen for first: items
A-G or the parts of the cinema 11-16.
2 Work in pairs. Decide what synonyms you might hear for the words in A-G.
3 For questions 17-20, underline the word or words which show the answer is about to
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43
Ready for Listening
4 ^7^ 1.5 Listen and follow the instructions.
SECTION 2 Questions 11-20
Questions 11-16
Which change has been made to each part of the cinema?
Choose SIX answers from the box and write the correct letter, A-G, next to questions
11-16.
Regal Cinema Complex
A enlarged
B replaced
C still closed
D thoroughly cleaned
E split up
F brightened up
G moved
Part of the cinema
11 facade
12 auditorium
13 foyer
14 bar
15 roof terrace
16 cinema shop
Questions 17-20
Choose the correct letter A, B or C.
17 The renovated cinema will open again from
A 14th July.
B 4th July.
C 14th June.
18 Which group will receive free tickets during the first week of opening 7
A Pensioners who attend any evening session.
B Young people aged 17-25.
C Children who arrive for a matinee performance.
19 On Wednesdays the reduction on ticket prices for cinema members will be
A 25%.
B 50%.
C 33%.
20 A new development at the cinema is the
A cinematography classes.
B weekly workshops.
C monthly talks.
-
44
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1
Ready for Listening
C monthly talks.
5 Work in pairs. Look at the listening script on page 229 and check your answers. Find
the synonyms for the words or phrases in questions 11-16. Were any of the words you
chose in exercise 2 used?
Section 3
In Section 3 you will hear a conversation between two to four people on a topic
connected with education or training, like preparing for a tutorial or receiving feedback
on an assignment.
There may be only one type of question or up to three. The recording is divided into two
parts, but you will be given time to look at the questions before each part.
1 Work in pairs. For question 21, decide which words in the stem help prepare you for the
answer. Decide what synonyms might you hear for each.
2 For questions 22-24, decide which aspects of research you think are most likely to be
still undecided at the beginning of a research project. Then think of synonyms for the
words in A-G.
3 For questions 25-30, decide w hich answers are numbers and which answers could be
4 1.6 Listen and follow' the instructions.
SECTION 3 Questions 21-30
Question 21
Choose the correct letter A, B or C.
21 Zahra’s talk is on electronic gadgets that people
A find very annoying to have to listen to.
B bought in the recent past.
C feel they have to carry with them.
Questions 22-24
Choose THREE letters, A-G.
Which THREE of the following elements of conducting Zahra’s research are mentioned as not
yet decided?
A length of the questionnaire
B pictures to use
C volume of data
D duration of interviews
E period of research
F age of interviewees
Cr e^nrjr a .iwi -
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45
Ready for Listening
Questions 25-30
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Questionnaire on gadgets
Tim’s electronic
gadgets
Use
Score
Mobile
Excluding phoning mainly
for sending
• texts
• 25.
10
Laptop
Typing assignments and 26.
27.
iPod
Just listening to music
28.
Future newspaper reader
Eventually for 29.
30.
5 Work in pairs. Look at the listening script on page 229 to check if any of the words or
phrases you chose for exercise 2 were used.
Section 4
In Section 4 you will hear a talk or lecture of an educational/academic nature. You do
not need any specialist knowledge to understand the talk.
There may be only one type of question or up to three. There is no break in the middle,
but there is a pause of a few seconds. You will be given time to look at all of the questions
before you begin.
1 Work in pairs. For questions 31-35, decide which words in the stem indicate the answer
is about to be given. Then think of paraphrases for the alternatives A-C.
2 For questions 36-40, study the diagram carefully and make sure you know the sequence
the information is given in.
3 1 .7 Listen and follow the instructions.
SECTION 4 Questions 31-40
Questions 31-35
Choose the correct letter A, B or C.
Cloud-seeding to provide rain
31 Boreholes provide water for
A industrial use.
B agricultural purposes.
C domestic consumption.
32 According to the speaker, in the past people have tried to induce rain by
A supernatural means.
B using fires.
C special dances.
46
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Ready for Listening
33 There is some proof that seeding clouds increases rainfall by
A 15%.
B 55%.
C 25%.
34 According to the speaker, why do some people not support cloud seeding?
A The benefits of the practice are limited.
B The costs of the equipment are too great.
C The effects of playing with nature are unknown.
35 The country that is most keen on cloud seeding is
A Russia.
B China.
C the USA.
Questions 36-40
Write NO MORE THAN TWO WORDS for each answer.
How cloud seeding works
36
flares
From the air
From the ground
Silver iodide crystals
released in clouds
40 Silver iodide crystals carried
up by heat to.
dropped from
aeroplane
'v'.'w
\ ' \\^ \
37 Drops of water combine with 38 Ground seeding
crystals to make the.
and then fall as rain or snow
4 Check your answers in the listening script on page 230.
What to expect in the exam
At the end of Section 4 you will be given ten minutes to
transfer your answers from the question booklet to the
answer sheet. In order that you do not lose any marks
when you are transferring your answers it is important to
do the following:
make sure that you transfer all the answers and put
them in the correct boxes
take great care with spelling, especially with plural
words and countable and uncountable nouns
make sure that you do not copy words from the
questions as part of the answers
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47
Global problems
and opportunities.
Vocabulary 1: General category nouns
1 ^ With a partner, describe each ol the photographs. Then discuss the questions
below.
48
2
• Describe your reaction to each photograph.
• Do you think any of the photographs present any opportunities? Give reasons and examples.
• Do you think problems and difficult situations can present us with opportunities?
Nouns such as situation and problem can help you to organize your ideas when you are
writing or speaking and to understand what you are reading about. Which noun can
you use in both of the gaps below?
Computer waste is a serious world __. It is now accumulating alt over the world
The _, however can be solved by ...
Match each group of adjectives 1-8 with a noun a-h that collocates with
adjectives in the group.
1 acute/serious/insurmountable
2 golden/excellent/perfect
3 adverse/unfavourable/trying
4 ideal/dangerous/sticky
5 imaginative/effective/perfect
6 memorable/festive/state
7 significant/political/momentous
8 burning/controversial/thorny
all of the
a circumstances
b problem
c opportunity
d event
e issue
f occasion
g situation
h solution
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Global problems and opportunities
3 Complete sentences 1-8 with a word from the box below. Make any necessary changes.
issue incident outcome problem possibility
impression dilemma event
1 I would like to describe an amusing_from my work.
2 There is a faint_that the plan will succeed.
3 All governments face a terrible_over funding priorities.
4 A series of significant_occurred in the early part of the 19th century,
which changed the face of transport for ever.
5 Instead of being seen as a serious_, the situation should be thought of as
a golden opportunity.
6 Energy costs have been a burning_several times in the last few decades.
7 The sight of the natural forest made a profound_on me.
8 The_of the talks was not totally unexpected.
4 Match each sentence 1-6 with a sentence a-
help you identify the connection.
1 I lost my wallet last week.
2 I went to my sister’s wedding.
3 After leaving college, I found
myself with lots of free time.
4 Both sides refuse to talk to each other.
5 Experimentation on animals is
controversial.
6 I was offered a scholarship to
go to university.
-f. Use the adjectives and nouns in a-f to
a It was too good an opportunity to miss,
b It is a rather awkward situation,
c It is a divisive issue that arouses
passion.
d It was the happiest event of her life,
e These were the perfect circumstances to
write my first novel,
f It was an annoying incident, which
I reported to the police.
5 O) Work in pairs. Choose one or more of the following events and tell your partner
what happened:
• an amusing incident from your work • an event that made a profound
• a golden opportunity you missed impression on you
^Listening )
iELTS Section 4
What to expect in the exam
• In IELTS Listening Section 4 you will hear a monologue once only. It is of an academic nature, but
does not require specialist knowledge.
• You are told at the beginning of the recording what the topic is about. Sometimes there is a
heading for the questions or part of the questions.
• There is a short pause in the middle of the monologue.
• Section 4 is slightly more difficult than Section 3.
How to go about it
Skim the questions quickly to get an idea of the content.
• Underline words, dates etc. that will help to show that the answer is coming.
Sometimes, the answers come close together and sometimes there is a big gap between them.
Make sure you do not lose concentration.
When you have to complete gaps, check the number of words or numbers that you need
to write and decide what type of words are required: nouns (singular or plural, countable or
uncountable), verbs, adjectives or adverbs.
Work in pail's. Describe the railway system in your country. Say when it was first
introduced and how efficient it is.
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49
Global problems and opportunities
1.8 SECTION 4 Questions 31-40
Questions 31-37
Complete the table below.
Write NO MORE THAN TWO WORDS for each answer.
Date
Modern railway developments
1803
William Jessop’s 31.is considered to be the first one ever built.
1804
The achievements of Richard Trevithick passed mainly 32.
1812
The Salamanca was the first commercially successful 33.
1825
The Darlington to Stockton railway was at first constructed to carry
34.Carrying 35.was considered unimportant.
1831
The Liverpool to Manchester line was the first modern railway, because it carried
merchandise and 36.on a fixed timetable. 37.were felt
to be hindering the growth of the cities and towns in the area.
Questions 38-40
Choose THREE letters, A-F.
Which THREE of the following consequences of the opening of the new Liverpool to
Manchester railway are mentioned?
A Coal became scarce
B Cotton prices rose
C Passenger numbers rose
D The volume of goods transported went up
E No new canals were built
F Canal charges fell
Global problems and opportunities
Language focus 1: Countable and uncountable nouns
1 At the beginning of the listening practice on page 50 you
heard the phrases below. Underline the nouns and decide
which are countable and which are uncountable?
... the development of early forms of transport...
... new opportunities for innovation and progress...
... in the evolution ...
2 Match each uncountable noun 1-10 with a countable noun
a-j that is associated with it. What other countable nouns
can you add in each category?
1
furniture
a
shirts
2
clothing
b
chairs
3
luggage
c
oranges
4
cash
d
flats
5
fruit
e
goods
6
accommodation
f
coins
7
media
9
burglaries
8
merchandise
h
magazines
9
crime
i
bottles
10
litter
j
suitcases
Read more about countable and uncountable nouns
in the Grammar reference on page 221.
3 For sentences 1-8, replace the words in italics with a word or
phrase from the box below. Make any necessary changes to
the verb.
suggestions machines information behaviour
musical instruments robberies and thefts language
litter
1 Cans and bottles are an eyesore on any city street.
2 Some machinery is expensive to maintain.
3 The actions of football hooligans cost the public large
amounts of money.
4 Details about the damage appeared in the newspaper.
5 Crime is surprisingly on the decrease.
6 Music is played by many people as a means of relaxation.
7 Advice from the right person about which career path to
follow is vital.
8 The words and phrases all children pick up follow fairly
similar patterns.
4 Expand the notes below into sentences. Put the nouns into
the singular or plural and use the correct form of the verb.
1 many business now demand lot work employee
2 people expect good weather when go holiday
3 theatre audience decline generally but audience for new
musical extremely small last night
4 increased use public transport bus train good environment
5 with increase price paper book newspaper become
expensive
6 coffee tea commodity which see fall in value recently
7 entertainment like horror and violent film should ban
8 electronic goods refrigerators cause considerable harm
planet
5 For sentences 1 -8 below, underline the correct word in
italics.
1 There is now no need for people to throw away
equipment/equipments like computer/computers.
2 The weather/weathers deteriorated rapidly with severe
storm/storms forecast.
3 Information/Informations like bank detail/details
should not be revealed for security reasons.
4 Business/Businesses done on the Internet can save
business/businesses large amounts of money.
5 People frequently travel with a huge amount of luggage /
luggages, when only a small number of case/cases is
allowed on board.
6 Furniture/Furnitures is made by skilled craftsmen
working in woodlwoods from different tree/trees.
7 Waste/Wastes such as litter/litters ought to be recycled,
not thrown away.
8 People sometimes need to do other job/jobs besides their
permanent work/works to earn more money/moneys.
Speaking )
IELTS Part 1
In IELTS Speaking Part 1 you may be asked to talk about the natural resources in your
country such as oil and metal, or food products such as tea and coffee. Look at the
examiners questions below. Underline the countable nouns and ( ^ircle )the uncountable
nouns.
1 Describe the main types of food resources that are
produced in your country.
2 What goods are manufactured in your home country?
3 What types of food are produced in your country?
4 What produce is exported/imported?
5 What is the staple food in your country?
6 What commodities are produced in your country?
7 Is the merchandise sold in the shops in your country
the same as in other countries you have visited?
8 What crops are grown in your country?
2
Work in pairs. Choose three or four of the questions in exercise 1. Take turns
asking and answering the questions. Pay particular attention to the nouns and verbs.
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Global problems and opportunities
(Reading
IELTS Reading Passaqe
What are the three most shocking environmental catastrophes that you have heard
or read about in the media recently? Do you think financial penalties are a way to stop sud
incidents? Whv/Whv not?
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
? of sea life ,
A 'plastic soup’ of waste floating in
the Pacific Ocean is growing at an
alarming rate, and now covers an
area twice the size of the continental
United States, scientists have said.
The vast expanse of debris - in effect
the world's largest rubbish dump - is I
held in place by swirling underwater
currents. This drifting 'soup' stretches
from about 500 nautical miles off the
Californian coast, across the northern
Pacific, past Hawaii and almost as far I
as Japan.
Charles Moore, an American
oceanographer who discovered the
'Great Pacific Garbage Patch', or
'trash vortex', believes that about 100
million tons of flotsam are circulating
in the region. Marcus Eriksen, a
research director of the US-based
Algalita Marine Research Foundation, which Mr Moore founded, said yesterday: 'The original idea that people
had was that it was an island of plastic garbage that you could almost walk on. It is not quite like that. It is
almost like a plastic soup. It is endless for an area that is maybe twice the size as continental United States.'
The 'soup' is actually two linked areas, either side of the islands of Hawaii, known as the Western and Eastern
Pacific Garbage Patches. About one-fifth of the debris - which includes everything from footballs and kayaks to
Lego blocks and carrier bags - is thrown off ships or oil platforms. The rest comes from land.
Mr Moore, a former sailor, came across the sea of waste by chance in 1997 while taking a short cut home
from a Los Angeles to Hawaii yacht race. He had steered his craft into the 'North Pacific gyre' - a vortex where
the ocean circulates slowly because of little wind and extreme high pressure systems. Usually sailors avoid it.
He was astonished to find himself surrounded by rubbish, day after day, thousands of miles from land. 'Every
time I came on deck, there was trash floating by,' he said in an interview. 'How could we have fouled such a
huge area? How could this go on for a week?'
Mr Moore, the heir to a family fortune from the oil industry, subsequently sold his business interests and
became an environmental activist. He warned yesterday that unless consumers cut back on their use of
disposable plastics, the plastic stew would double in size over the next decade.
Professor David Karl, an oceanographer at the University of Hawaii, said more research was needed to
establish the size and nature of the plastic soup, but that there was 'no reason to doubt' Algalita's findings.
'After all, the plastic trash is going somewhere and it is about time we got a full accounting of the distribution
of plastic in the marine ecosystem and especially its fate and impact on marine ecosystems.'
Professor Karl is co-ordinating an expedition with Algalita in search of the garbage patch later this year and
believes the expanse of debris actually represents a new habitat. Historically, rubbish that ends up in oceanic
gyres has biodegraded. But modern plastics are so durable that objects half-a-century old have been found
in the north Pacific dump. 'Every little piece of plastic manufactured in the past 50 years that made it into the
ocean is still out there somewhere,' said Tony Andrady, a chemist with the US-based Research Triangle Institute
Mr Moore said that because the sea of rubbish is translucent and lies just below the water's surface, it is not
detectable in satellite photographs. 'You only see it from the bows of ships,' he said.
According to the UN Environment Programme, plastic debris causes the deaths of more than a million seabirds
every year, as well as more than 100,000 marine mammals. Syringes, cigarette lighters and toothbrushes have
been found inside the stomachs of dead seabirds, which mistake them for food.
52
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Global problems and opportunities
How to go
about it
^questions 1-9:
• Decide whether
the summary
relates to one part
or the whole of
the passage. This
summary relates to
the whole passage
and does not have a
title, so look at the
title of the passage
and then skim the
passage.
- Skim the summary
without looking at
the wordlist.
• Decide what type
of word is needed
for each space and
think of your own
word. The answers
can be all nouns, or
a mixture of nouns,
verbs, adjectives
and adverbs.
• Skim the wordlist
and try to answer
where you can,
using grammar and
collocation to help
you.
• Check your answers
with the passage.
Sometimes the
answers in the
summary are in a
different order from
the passage,
questions 10-13:
• Yes/No/Not Given
questions check the
views or claims of
the writer. Underline
the words in the
questions that will
help you scan for
the information in
the passage.
Plastic is believed to constitute 90 per cent of all rubbish floating in the oceans. The UN
Environment Programme estimated in 2006 that every square mile of ocean contains
46,000 pieces of floating plastic.
Dr Eriksen said the slowly rotating mass of rubbish-laden water poses a risk to human
health too. Hundreds of millions of tiny plastic pellets, or nurdles - the raw materials for
the plastic industry - are lost or spilled every year, working their way into the sea. These
pollutants act as chemical sponges attracting man-made chemicals such as hydrocarbons
and the pesticide DDT. They then enter the food chain. 'What goes into the ocean goes into
these animals and onto your dinner plate. It's that simple,' said Dr Eriksen.
Questions 1-9
Complete the summary using the list of words, A-Q, below.
Research has shown that the increase in the amount of 1.in the Pacific Ocean
is disturbing. According to one estimate, there are millions of tons of rubbish floating in the
region. The plastic rubbish covers an area approximately 2.that of the USA.
Some of the garbage comes from ships and oil rigs, but the vast 3.is not
from the sea. The ‘North Pacific gyre’, which sailors tend to keep away from, was already
4 .in the late nineties with predictions of the size of the plastic soup
5 .twofold in the following ten years. An expedition is being arranged to find
the sea junk which Professor Karl thinks is a new living 6.While in the past
rubbish in the sea broke up, today’s plastic is so-7.that some pieces half a
century old have been found. And the problems all this plastic junk causes? Thousands of
sea 8.are killed every year and the plastic is now a threat to human food
9.
A polluted
B junk
C short-lived
D majority
E increasing
F cleaner
G twice
H thrice
1 consumption
J link
K creatures
L produce
M minority
N long-lasting
O decreasing
P environment
Q world
Questions 10-13
Do the following statements agree with the claims of the writer in the reading passage?
Write:
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
10 The plastic soup is the biggest collection of waste on the planet.
11 The soup is made of three areas connected together.
12 The amount of plastic waste in the sea will remain roughly stable.
13 Most of the rubbish in the sea appears to be made up of plastic.
Reacting to the text
Were you surprised by the scale of the ocean pollution described in the passage?
Do you think anything can be done to deal with the situation, or are we fighting a losing
battle?
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53
Global problems and opportunities
Language focus 2: Making suggestions
1 Work in pairs. The reading passage on page 52
describes a major environmental problem. Decide which
one of the following suggestions is the best solution to the
problem.
1 The United Nations Environment Programme could be
given powers to fine nations who cause pollution.
2 The most important step is to prevent the situation from
becoming worse by introducing heavy punishments for
pollution, including imprisonment.
3 Countries on the Pacific Rim should seize the opportunity
to start a clean up programme.
4 Ships ought to be sent to the area to remove the waste
from the water.
2 Underline the words used to make a suggestion in each
sentence 1-4 in exercise 1 .Then decide whether each
measure is a strong or tentative (weak) suggestion.
Read more about making suggestions in the
Grammar reference on page 221.
3 Work in pairs. Look at the following statements 1-7
about grave concerns that the world faces today. Discuss
what you think might be the best solution for each.
1 There is famine in many parts of the world.
2 Poverty has still not been eradicated.
3 Floods are occurring more frequently.
4 Many of the world's waterways have little life in them.
5 Many species of animals are becoming extinct.
6 Many cities are becoming overcrowded.
7 Water is becoming scarce in various regions.
4 Rewrite sentences a-g below using the modal verbs in
brackets.
Example:
The most important step is to prevent the situation from
becoming worse, (should)
The situation should be prevented from becoming worse.
a The best example I can think of is for governments to try to
encourage people to return to the countryside, (ought to)
b Another possible course of action is for banks to cancel
the international debts of poor countries, (could)
c One suggestion is for governments to provide poorer
countries with the skills to feed themselves, (should)
d One possible answer is to oxygenate rivers and
reintroduce fish, (could)
e One possibility is to put protection orders on all wild
animals, (can)
f There is a slim chance that water desalination plants will
work in some regions, (might)
g I think that planting more trees is the best option, (should)
5 Match each suggestion in exercise 4 to a problem in exercise 3.
6 Work in pairs. Write one new suggestion for each
problem in exercise 3. Then change partners and ask each
other questions about the suggestions you have made. Use
the following questions:
What do you think is the answer to solve/tacklel
remedy/deal with/eradicate/improve ... ?
What do you think can be done to... ?
Vocabulary 2: Developing ideas by expanding the meaning of adjectives
1 When we write and speak we can use words that are similar in meaning to develop or
explain our ideas. For 1-7 below, underline the correct verb in italics.
1 Some people find buying consumer goods very satisfying. Sometimes, it is just the act
of purchasing which coaxes!pleases them.
2 Positive health education on TV can be motivating. It can encourage/frighten people to
improve their lifestyle.
3 The results were alarming. It frightened/interested the government so much they actually
took some action.
4 The news on TV is sometimes very worrying. It can trouble/tempt people all day long.
5 Disaster movies are very appealing to many people. It is the fact that they feel
comfortable and safe themselves as they watch that excites/attracts them.
6 I found the festivities really interesting. They bothered/fascinated me so much that I had
to read more about them.
7 The scale of crime in some cities has been so shocking it has stunned/pleased even
the police.
2 Rewrite 1-7 in exercise 1 by transforming the verb in italics into the adjective and the
adjective into the verb.
54
Example:
Some people find buying consumer goods very pleasing. Sometimes, it isjust the act of
purchasing which satisfies them.
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Global problems and opportunities
1 In Task 2 the instructions ask you to support your ideas by giving reasons and examples,
so it is important to know how to link your ideas to form paragraphs. Read the
following paragraph on homelessness and decide whether the words that will go in each
gap will introduce an example, result, contrast, reason, purpose or concession.
Many major cities like New York, London or Paris face problems relating to
homelessness, mainly 1_there is a shortage of housing and high
rents for property. 2_there are many empty properties in these
cities, which could be used to alleviate the situation. Governments should
3_encourage property owners to rent out the properties to those
without homes. 4_, incentives can be given to owners by giving
tax relief or subsidies 5_help release empty properties on to the
market. Measures like this would 6_help to alleviate the situation.
7_this is not a complete answer to the problem, it ought to be
considered.
2 Complete each gap in the paragraph in exercise 1 with a linking word from the box
below.
for example therefore yet in order to because although then
3 Put the linking words and phrases in the box below into the correct column in the table.
however
nevertheless though nonetheless
although
still but
yet even so while even if
despite the fact that
much as
in spite of the fact that
Adverb
Conjunction
Both
4 For sentences 1-5 below, underline the correct word in italics. There may be more than
one possible answer.
1 People tend to be pessimistic about their present circumstances. But/However,/Although
I think the human race is eternally optimistic; otherwise, how would we survive?
2 Man-made problems such as the plastic soup in the Pacific Ocean are disastrous,
but/however,/although perhaps this time we can learn from our mistakes.
3 While/Although/However, green technology is certainly beneficial, there are issues that
we need to be careful about.
4 Even so,/Even if/Though the human race faces problems, there are always opportunities
to use them for further development.
5 Many people believe that the changes we see in the world are a result of natural causes.
Even so,/Nonetheless,/Whereas there is compelling evidence to the contrary.
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55
Global problems and opportunities
How to go
about it
Write any ideas
that you can think
of that relate to
the essay topic.
Write the ideas at
random around the
page or vertically
down the left hand
side.
; Select two or three
main ideas and
link other ideas
from the list to
the main ideas.
Alternatively, take
one idea and think
of other nouns
and adjectives that
relate to it.
5 Work in pairs. Look at the Task 2 question below and make a list of 5-7 ideas for your -
answer.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
It is generally agreed that the amount of rubbish created by humans today is a worldwide
problem. What do you think are the main causes of this situation? What measures can be
used to tackle the problem?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
6 As a class, identify the linking words and phrases you would use to develop and connect
your ideas.
7 Look at the following ideas relating to the question. Decide whether each column A and
B relates to causes or examples. Then match each item 1-6 in A with an item a-f in B.
(
A
1
2
3
4
5
lack of education
and ignorance
natural causes
overpopulation
unchecked development
increased consumption
energy demands
B
b
c
d
e
f
merchandise, for example, cars/clothes/
computers
eating/heating/travelling
throwing away waste like plastic bottles/paper
large cities like Mexico City/London
infrastructure for roads/airports
disasters such as flooding/avalanches
8 Write your own answer to the question in exercise 5. When you have finished, check
vour answer using the checklist on page 209.
56
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Global problems and opportunities
(Speaking )
1 Prepare notes for the following Part 2 task card.
Describe a recent incident where you damaged
the environment.
You should say:
when it happened
where it happened
how you felt about it
and explain what you learnt from this incident.
- —--
2 Work in pairs. Take turns talking about the topic, using your notes to guide you.
Speak for up to two minutes; time each other using a stopwatch.
(Speaking ) 1
Work in pairs. Look at each Part 3 question below and decide:
• what synonyms you can use for the nouns, verbs and adjectives in each sentence.
How to go
about it
Develop your answers
with reasons and
examples.
Try to use synonyms
of words in the
questions where you
can.
Use words like but
and although to
show contrast and
concession.
Make sure you use
uncountable and
countable nouns
with the correct form
of the verb.
Use adjectives to
qualify ideas and
associated words to
develop them.
• whether you are likely to use uncountable or countable nouns to begin each answer.
News and events
Do media like TV and newspapers influence the way people behave? Why?
How can the media encourage people to change their behaviour as regards the
environment? Which do you think is the best means of achieving this?
Do you think the future will be any different? Will there be more environmental
issues to concern us?
World problems
Do you think that people should be concerned about the world’s environmental
problems?
What do you think individuals can do to tackle world electronic waste like
computers, if anything?
Do you think waste created from discarded machines is causing more problems
nowadays than in the past?
Do you think mankind faces more dilemmas now than in the past?
2 Work in pairs. Take turns asking and answering the questions above, asking
additional questions where necessary; Choose two or more of the bullet points in the
‘How to go about it' box above to check as you listen to your partner. Give each other
feedback after each role-play.
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57
Q Review
Vocabulary
1 Decide which noun is being explained in 1-6 below.
1 _A situation where you have to make difficult choices.
2 _A matter like a problem that you discuss.
3 _Something which happens that is usually important or historic; more than
just an occasion or an incident.
4 _Something which gives you a chance to do something.
5 _ Something which happens that is minor; it is not a big or important event.
6 _A feeling you have about someone or something.
2 Read the following extracts from IELTS Speaking Part 2. Decide whether the nouns in
italics are correct. Replace the nouns that are not correct.
I would like to describe
an incident that happened to me at college.
Just before a major presentation on crisis management in
environmental disasters I almost had a 1 crisis myself. A minor
2 event happened which made a lasting 3 impression on me. I lost my bag:
I was daydreaming and left it on a bench. My money, keys, mobile and laptop
everything was in it. It was a terrible 4 problem to be in. I saw the
5 possibility of failing my course flash in front of me. Someone in the distance,
another student, saw it happen and came rushing after me. A minor
6 occasion perhaps, but it taught me that there are 7 events when
you meet honest people. All 8 situations are, in fact,
perfect 9 opportunities for making friends.
3 Use the initial letter before each blank space to help you complete the sentences below'
with an appropriate adjective and verb. Be careful with the form of each verb.
1 The film was s_. It s_me completely and I couldn’t stop
thinking about it.
2 When you find a book that is i_and it f_you, it is difficult to put
down.
3 What makes the sea so a_? I think it a_people because it is so
soothing.
4 Sorting out problems is so s_. It is the relief of removing difficulty from their
lives which p_people.
5 Some images at the exhibition on the destruction of the environment are so a_
that it left people extremely f_.
6 I don’t find government attempts to change behaviour very m_. They
frighten people rather than e_them.
7 The news item about the plastic soup in the Pacific Ocean was w_. It
t_me for days.
58
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Global problems and opportunities
Countable and uncountable nouns
For 1-9 below, complete the table with a suitable uncountable noun for the examples of
countable nouns that are given.
Uncountable nouns
Countable nouns
1 litter
bottles and cans
2
coats and hats
3
notes
4
trunks and cases
5
bananas and pineapples
6
bedsits and rooms
7
wardrobes and beds
8
robberies and muggings
9
journals and films
Making suggestions
Suggest as many solutions as you can to the problem of water shortages in the world.
Give the results of the suggestions. Use the following words: should, ought to, might,
could, one possibility, one step.
Examples:
Mobile desalination plants could be built and sent in response to emergencies around
the world. This would help poor nations who cannot afford to build permanent plants.
One possibility is to train the public to conserve the water supply when they are using
water at home. For example, when cleaning their teeth people could turn the tap off
while they brush.
Writing
1 For sentences 1-4 below, underline the correct word in italics. There may be more than
one possible answer.
1 The steps that need to be taken are unacceptable to some people. Nevertheless,/Yet/Still
they need to be taken.
2 Despite the fact that/ln spite of that!However, there are constant public campaigns to
help prevent pollution, the public continue to ignore the warnings.
3 Immigration is frequently seen as a negative issue, yet/however,/even so, it is vital for
most modern economies.
4 Much as!Although!But I am against short-term solutions to problems, I think the
government should donate food immediately.
2 Look at the two examples below of IELTS Writing Task 2 questions. What are the
similarities and differences between them? Think about the topic and how you would
organize the answer.
a Some people feel that water shortages will cause serious problems in the future, while
others believe that such shortages are just temporary natural events. What is your opinion?
b Water shortages are causing serious problems all over the world. What do you think are
the main causes of this situation?
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59
Language focus: Ways of looking at the future
1 O Work in groups. Look at the pictures below. Which represents your view of what the future will look like? Why?
2 Work in pairs. Discuss the questions below.
Do you think machines will control our lives in the future? In
what ways? Give reasons.
How do you think machines will improve our lives in the
future?
Do you think it is possible that machines will control or
govern the planet in the future?
3 Read statements 1-6 below and decide whether each is a
prediction, plan or fixed schedule.
1 We re going to visit
a science exhibition this
afternoon.
think people will be
living on Mars in 20 years.
2 I’m leaving in 50 minutes.
4 By 2050 machines like
robots will have taken over
our world.
5 Civilization as we know it
will no longer exist. It will be
very advanced technologically.
6 The space shuttle to the
moon lifts off at 10pm.
4 Match descriptions a-f below to sentences 1 -6 in exercise 3.
a The present continuous tense is used for fixed
arrangements.
b Going to is used for intentions or plans,
c The future simple tense is used for predictions or instant
decisions.
d The future continuous tense is used for a situation which
will be happening at a particular time in the future,
e The future perfect tense is used for a completed action at
or before a point of time in the future,
f The present simple tense is used for events that relate to
a schedule/timetable.
Read more about different ways to talk about the
future in the Grammar reference on page 222.
5 For 1 -5 below, underline the two verb phrases and match
them to a description a-f in exercise 4.
1 As we're flying tomorrow morning at 8 am, shall I arrange
an alarm call for 5 am?
2 Why are the government going to spend less money on
technological research in the future? I think it'll do a lot
of harm.
3 By tomorrow, we'll have completed the computer project
and it'll be working perfectly.
4 Some people believe robots are going to be the next big
techno craze, but it won't last long.
5 When she arrives tomorrow, she'll be carrying a red bag.
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60
The future
t For 1-5 below, replace the verb that is in the wrong tense.
1 People will be living in space in the year 2050, but will
they really have enjoyed it?
2 According to the timetable, the train arrives at noon.
I'll sit at the front if you are looking for me.
3 I'm staying at the Braganza Hotel for four days next
week, so I'll have met you on Tuesday.
4 The government are going to change the law next
month. At least that's their intention, but I bet something
is happening to make them change their minds.
5 The public will have become better informed about
healthy eating by then, and are thus going to improve
their general well-being.
7 Work in pairs. For sentences 1 -6 below, decide whether you
can rewrite each one using the tense in brackets. Decide what
the difference is.
1 I'll be seeing the doctor next Wednesday at 2.00.
(present simple)
2 Society is not going to change dramatically by 2030.
(future perfect)
3 The ageing population is going to cause more problems in
terms of cost in the future.
(present continuous)
4 The world will certainly have changed for the better by
then.
(going to)
5 The human race will be living in more closely-knit
communities in the future.
(simple future)
6 My diary is full, but perhaps I'll be able to meet you on
Saturday.
(going to)
8 Work in pairs. Make predictions about what your life
will be like next year, five years from now and ten years from
now. Give reasons and examples.
Vocabulary 1: Adjective/noun collocations
1 Work in pairs. For 1-8 below, use an adjective fr om the box to replace the words in
italics to make a common collocation. Place the adjective before the noun.
1 a civilization that is current and contemporary
2 societies that live off the land
3 a culture that is stronger than other cultures
4 communities that are doing well and are successful
5 the public that is made up of ordinary people
6 populations that live in towns and cities
7 the elite that controls and runs a country
8 a people that live in a particular region
general
governing
agricultural
indigenous
modern
dominant
thriving
urban
2 Complete each gap in the paragraph below with one of the noun collocations fr om
exercise 1.
The 1_has widely different views about what life will be like in
years to come. 5ome pessimists predict that 2_as we know it will
collapse in the near future, and that people will end up living in 3_
just as their ancestors did before the Industrial Revolution. Othersthinkthat
4_will increase in size so much that there will be no agricultural
land left, and that there will be one 5 _rather than the multicultural
world of today with a 6_made up of robots controlling everything
and everyone.
3 Work in groups. What is your reaction to the predictions in exercise 2? Do you
think life will be very different in the near future? Why/Why not?
www.booksmania.net 1
The future
(Speaking )
IELTS Part 3
1 C^> Work in pairs. Use the picture
below to help you talk about the world
in the future. Describe the following:
• what will be happening
• what will happen
• what will have happened
Useful expressions
In 101201501100 years' time ...
Over the next century...
Before the end of the century...
By the time we reach the end of the century...
In the coming decades...
2
Don't forget
In Part 3 you need
to talk in more
abstract terms.
(Listening
IELTS Section 1
62
£ Work in pairs. Look at the Part 3 questions below. Then take turns asking and
answering the questions. When you have finished, give each other feedback using the
checklist on page 210. _
Robots
Do you think we should be pessimistic about machines like robots taking over
our lives? Why?/Why not?
What do you think are the advantages and disadvantages of using machines
like robots?
The world in the future
In what ways do you think society will change in the future?
How do you think modern civilization will develop over the next half century?
Do you think humans will be living on another planet in the future? Why/Why
not?
Why do you think people make predictions about the future?
You will hear someone enquiring about and booking an exhibition. Before you listen to
the conversation, check the meaning of the following words and phrases.
1 booking office
2 preview
3 the week after next
4 restrictions
5 sign up for
6 come up
7 register
8 range
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The future
Don't forget!
Read the questions
and check whether
numbers or words
are required.
Check if there are
any answers that
may contain plural
nouns.
C> i.9 SECTION 1 Questions 1-10
Questions 1-6
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER lor each answer.
Notes on Exhibition
Example Answer
Title of Exhibition: Robots: the end ofmodern civilization
Two free: 1.
Day(s) exhibition full: 2.
Days chosen by caller: 3 .and
Reference number:
4
Eating facilities
• 15 restaurants
• Including 5 .cafes
• Local restaurants putting on 6 ....
Questions 7-10
Accommodation
• Halls of Residence £30 a night
• Hotels from about £30 to approximately 7 £.
Transport Links
• Within walking distance of the station and 8.from the airport
• It is possible to catch bus number 9.
• A taxi costs no more than 10 £.
2 > Do you like going to exhibitions?
Do you like to book in advance or do you like to turn up on the spur of the moment?
Would you go to an exhibition on robots? Why/Why not?
The future
Word building: Forming adjectives from nouns
1 Work in pairs. Make adjectives from the nouns in the box below and add them to the
correct column in the table.
use luxury technology success population space
beauty agriculture tradition nation danger industry
Adjectives ending -a/
Adjectives ending -ous
Adjectives ending -ful
For 1-8 below, complete the gaps with a suitable adjective from exercise 1.
_, but in the future
1 At the moment some houses in my community are very
they will not be so big.
2 I cannot say it is a.
computers spread that will change.
3 The area where I was brought up is very.
society at the moment, but as the Internet and
with lots of trees and stunning
gardens, but I think all this beauty will be destroyed by future developments.
4 My home town still survives on the production of-crafts, but I think that
modern industry is beginning to creep in.
5 We have many_monuments, but people forget what important events they
signify.
_office blocks with all the latest modern facilities and expensive furniture wil
replace old factories and buildings
7 I come from one of the most
regions of the world, and I think it will become
even more crowded in the future.
8 My home town is.
overwhelmed yet.
at attracting tourists, but it’s not in danger of becoming
3
(Reading
J
IELTS Reading Passage
CD Work in pairs. Choose one or more statement from exercise 2 that relates to you
Explain the statements you have chosen. Give reasons and examples.
Glance quickly at the title, sub-title and the passage as a whole and write down at least
five points that you think the text will contain. Then answer the following questions:
• what made you choose the five points you wrote down?
• what do you think the word pragmatics might mean in the sub-heading?
64
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The future
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage
below.
As Japan builds a new generation of robot companions, U.S. firms focus on pragmatics
Meet Wakamaru and Roomba, two householdhelper robots with
very different pedigrees. Wakamaru, from Mitsubishi Heavy
Industries, is a waist-high bot with a canary yellow exterior and
limpid eyes. It can recognize 10,000 Japanese words, identify
eight family members by face or voice, remind you to make an
appointment or make your beds and, if somebody breaks into your
house, send photographs of the intruder to your mobile phone.
When the machine rolled off the assembly line in 2005, Mitsubishi
expected U.S. sales to reach 10,000 models a year, despite the
bot’s $15,000 price tag. Instead, the company filled only a few
dozen orders. Wakamaru is now off the market and being rented
out as a receptionist at $1,000 a day.
Roomba, by contrast, looks more like an appliance than a robotic
friend. The frisbee-like disc’s sole purpose is to vacuum, which it does automatically, thanks to sensors that adjust the settings
to suit different floor types, avoid drop-offs like stairs and navigate between table legs and household pets. Starting price:
$130. Massachusetts firm iRobotCorp. has sold more than 3 million of the machines.
Wakamaru and Roomba represent radically different approaches to the next big thing in robotics: the use of robot assistants
in the office, hospital and home. The Japanese, who have long been fascinated by the robot as android, are concentrating
on making machines that look and act like human beings. U.S. firms, on the other hand, have eschewed the flashier android
approach and instead are emphasizing products that, like Roomba, are narrowly targeted to specific tasks like mowing lawns,
cleaning pools and taking patients’ vital signs.
So far, the success of Roomba suggests that the U.S. firms have the upper hand. But the race is only beginning and the stakes
are potentially huge. The market for personal and service robots is about $3 billion now, but is expected to reach $15 billion
by 2015, according to the Japan Robotics Association and market analysts like ABI Research. In 10 years or so, experts
predict, sales of personal robots could surpass sales of industrial robots, now about $4.6 billion a year.
The issue for robot developers is whether the technology of artificial intelligence will allow Japanese developers to fulfill their
vision of friendly robots capable of working alongside people. If so, Japan could be in a position to dominate the next phase of
robotics. If not, the Americans, with their pragmatic but uninspiring designs, could win the race.
Japan approaches this new market from a position of strength. Over the past 50 years, it has become the undisputed leader
in industrial robots, supplying 40 percent of the world market. At the same time, Japanese pop culture has become saturated
with images of friendly droids from Manga cartoons and anime, and bots by Sony and Honda are as famous in Tokyo as Jessica
Simpson is in Texas. Japan’s robot industry - with the help of $100 million in research funding from the government - is
driven in large part by the dream of a day when droids will aid humans in almost every aspect of daily life.
There’s the egg-shaped PaPeRo recently rated the most popular bot in Japan by Robot Life magazine - which works select
day-care centers, singing songs and reading e-mails to children according to texted instructions from parents. There’s
Actroid, a mannequinesque gynoid who wows corporate guests with her dynamic facial expressions and cheeky conversation
skills (ask her how much she weighs, and she’ll tell you what she can bench-press).
Japanese and American firms have their eyes on the same prize: the market for home health care, particularly for the elderly. As
baby boomers hit retirement age, the need to monitor and assist seniors will create a surge in demand for personal-care robots,
experts say. Since 2001, the Japanese government has spent $210 million on research to meet its goal of deploying robots to
support its aging workforce. (It’s timeline specifies that bots should be able to straighten a room by the end of this year, make
beds by 2013, and help with baths and meals by 2025.) The desire to field human-like robots, however, is an impediment. Honda,
for instance, decided to keep its Asimo robot bipedal, even though its two feet are impractical in homes with stairs and clutter.
The one field in which Japanese robots have a clear lead requires no practical applications: entertainment robots, a $185 million
market that is expected to rise to $3 billion by 2014, according to private research firms.
All this grass-roots robotics innovation has led tech giants to predict that in the next twenty years, robots could be the biggest
technological revolution since PCs and the Internet. Whether these robots are cleaning up homes or serving as co-workers,
entertainers and friends depends on which vision wins out.
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65
The future
How to go
about it
For questions 1-7
Skim the summary
to decide whether it
relates to the whole
passage or part of it.
This summary does
not have a title so
look at the title of
the passage.
• Check the word limit
for each answer.
■ Always think about
the types of words
that are needed, for
example, nouns,
verbs, adjectives etc.
Do not write any
words on the answer
sheet that are
paraphrased in the
summary.
For questions 8-11:
Read the stem and
underline any words
that you think will be
paraphrased.
Read each
alternative as a
complete sentence
by combining it with
the stem.
Locate the
information in the
text.
For questions 12 and
13
• Use names, numbers
and paraphrases
of the nouns in
the questions to
help you locate
the answers in the
passage.
Questions 1-7
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
When Wakamaru first appeared on the market, Mitsubishi forecast robot sales in thousands
in the US, but sales figures were very low. The robot is now on hire as a 1.
Roomba, an American robot which was designed only to 2.has sales running
into the millions. These two machines symbolize two very 3.in the world of robot
technology. The Japanese focus is on making machines that behave like 4 .while
the U.S. are concentrating on robots that do specific tasks. In effect, the choice is between
friendly robots working with people or machines that are 5.but boring. Japanese
and American firms are after the same market: health provision at home, especially for
6.Tech giants project that in the coming decades there is a possibility robots will
be the most important 7.
Questions 8-11
Choose the correct letter A. B, C or D.
8 Wakamaru is
A the same height as a human being.
B shorter than a human being.
C heavier than a human being.
D quicker than a human being.
9 The purpose of Romba’s sensors is to help it
A move around objects.
B navigate the stairs.
C polish different surfaces.
D clean household pets.
10 US firms prefer robots
A that are very cheap to make.
B that can act as companions.
C that focus on designated tasks.
D that look like humans.
11 The battle in artificial intelligence is between
A creating practical robots and friendly robots.
B producing cost effective and attractive robots.
C building fast and efficient robots.
D making elegant and industrial robots.
_ —■ . . . ^
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The future
Questions 12 and 13
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.
12 What has Japan’s position been in the industrial robots market over the past half
century?
13 What was the Japanese government’s expenditure on research into using robots to help
elderly workers?
Reacting to the text
Would you like to have a robot in your home? Why/Why not?
How soon do you think robots will be commonplace in people s homes?
Do you think we have anything to fear from the development of robots, or can they only
be beneficial? Give reasons and examples.
Vocabulary 2: Verbs of prediction
1 Underline the four verbs in the box below that cannot be used to indicate prediction in
an IELTS Writing Task 1 answer.
predict
prophesy
forecast assume
foretell
project
estimate
anticipate expect
foresee
2 Decide what the noun and adjective is for the correct verbs in exercise 1.
3 Rewrite sentences 1-8 below using the words which follow each sentence.
Example:
It is predicted that computer sales will account for 20 per cent of the total
... are predicted ...
Computer sales are predicted to account for 20 per cent of the total.
1 By the year 2030 the population will have increased to nearly 70 million.
...it is estimated ...
2 Spectator numbers will be rising dramatically towards the end of the year.
...areforecast...
3 The projected sales next month will be lower than this month.
It is...
4 It is forecast that passenger numbers will increase substantially.
The forecast is...
5 Sales will climb at the rate of 20 per cent a year.
... predicted...
6 Attendances will decline gradually in the next two years.
... are anticipated ...
7 Advances in technology are not expected to slow down in the coming years.
It is expected ...
8 The estimated recovery in ticket purchases will happen in the third quarter.
... are estimated ...
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67
The future
(Writing: )
IELTS Task 1
1 Look at the Task 1 question below. Then for 1-12 in the model answer below, put the
verb in brackets into the correct tense.
What to
expect in
the exam
Pie charts indicate
proportions.
They can contain
percentages adding
up to 100%, as
in the example
here, or they can
contain units in
proportions that
add up to more
than 100. They can
show changes over
time in different pie
charts, or all relate
to the same year.
WRITING TASK 1
You should spend about 20 minutes on this task.
The charts below show the world traffic volume measured in passenger-kilometre-miles.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant. __
Automobiles
Railways
□ High-speed
transport
23.4 trillion pkm
1990
53 trillion pkm
2020
103 trillion pkm
2050
The pie charts (1 show) the changes in the proportions of pkm for a range of different
forms of transport every thirty years between 1990 and 2050 along with the total
number of passenger kilometres.
The most striking feature of the chart (2 be) the rise in traffic volume from high-speed
transport. It (3 expect) to see a dramatic increase, climbing from just 9% of traffic
volume in 1990 to 25%, and then 41 % in 2020 and 2050 respectively. By contrast, it
(4 predict) that there will be fewer automobile pkm, which (5 shrink) from 53% of market
share to 43%, and to 35% in 2050.
While railways (6 see) the most significant fall in traffic volume percentage-wise, it
(7 anticipate) that buses (B fare) better. The former (9 represent) 9% of total traffic
volume in 1990, but the projected figure for 2050 (10 be) just 4%, a drop of more than
50%. This (11 compare) with traffic volume for buses in 2050 of 20% against 26% in
2020, and 29% in 1990.
It is clear that high speed transport (12 expect) to increasingly dominate the market.
2 Underline the linking words in the model answer.
3 Find examples in the model answer where the pronouns it and this and the phrase the
former are used to connect ideas between sentences. What does each one refer to?
4 For 1-5, underline two suitable words or phrases in italics to link the information. Use
the punctuation to help you.
1 By 2020 it is predicted that more of the total traffic volume of the total 53 trillion pkm will
be accounted for by high-speed transport than in 1990 (25% against 9%). By
contrast/While/By comparison automobiles are expected to account for 43% and 53% in
the respective years.
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1
The future
2 In the year 2050 it is projected that high-speed transport will account for 41 % of total
traffic volume. By contrast/Whereas/Meanwhile, bus use is expected to shrink to 20%.
3 In 1960 automobiles accounted for 54% of the traffic volume, but/whereas/in contrast
high-speed transport represented only 3%.
4 The majority of traffic volume was made up of automobiles in 1990 at 53%.
Meanwhile/But/By contrast , buses accounted for 29%, with the railways and high-speed
transport coming next with 9% each.
5 The proportion of passenger traffic miles accounted for by automobiles is expected to
decrease to 43% by 2020, whereas/whilst/meanwhile it is forecast that the pkm for
railways will shrink by a smaller amount: 29% to 26%.
5 Use the lists of words in 1-4 below to write your own sentences about the pie charts in
exercise 1. Add the relevant data from the charts.
1 high-speed transport account for traffic volume in 1990 while in 2050 forecast represent
2 estimate proportion traffic volume automobiles 2050 in contrast to 1990
3 in 1990 automobiles make up bulk passenger kilometres but 2050 this forecast drop to
4 in 1990 out of a total traffic volume of 23.4 trillion pkm automobiles account for buses,
railways and high-speed transport respectively by comparison by 2020 anticipate high
speed transport jump automobiles buses railways
6 Write your own answer for the Task 1 question below. When you have finished, check
your answer using the checklist on page 209.
WRITING TASK 1
You should spend about 20 minutes on this task.
The charts below provide information about energy generation by fuel type in Florida
in two separate years.
Summarise the information by selecting and reporting the main features , and make
comparisons where relevant.
Write at least 150 words.
Energy generation by fuel type
6 . 7 % 2 . 1 %
11% 1.5%
11 . 1 %
2007
2017 forecast
Natural gas Coal ^ Other ^j| Nuclear Oil | Renewables
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69
© Review
Vocabulary
1 For 1-8 below, replace the underlined phrases with a suitable adjective/noun
collocation.
1 Do you think the civilization of today will change much over the next century?
2 Should we try to protect the remaining societies that live off the land ?
3 Are populations that live in the towns under threat from increasing violence?
4 Will the cultures that are stronger than others always be in control?
5 Are peoples that have lived in certain parts of the world for centuries under threat?
6 Do the elites that control countries have any idea what the lives of ordinary people are
like?
7 Do communities that are doing well in inner cities have a beneficial impact on society in
general?
8 Does the opinion of the public at large influence governments?
2 Use a collocation dictionary or a thesaurus to find one more adjective that you can use
with each noun in the collocations in exercise 1.
Word building
Rewrite sentences 1-8 below by using an adjective made from the underlined noun and
then add a reason.
Example:
Flats in the capital city do not have much space.
Flats in the capital city are not very spacious, because there are so many people looking
to find a place to live.
1 Electronic dictionaries are not really of much use .
2 In certain south-east Asian countries technology ;
much more advanced than in the West.
3 This country has many buildings of great beauty .
4 The population of Bangladesh is enormous.
5 Jobs involved in agriculture are very demanding.
6 Living a life of luxury is not open to all of us.
7 Astronauts face many dangers when they go out
into space.
8 Skills that follow old traditions are going out of
fashion.
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The future
Ways of looking at the future
1 For 1-5 below, put the verbs in brackets into the correct future form.
1 I ’m leaving for New Zealand
on Friday of this week. The plane
(leave) at 6 am in the morning, and
after several stops I (sit) in a hotel in
Auckland sometime on Monday. I
think it’s going to be an exciting trip.
2 I don't think the human race (land)
on other planets in the solar system by the
year 2050 as the cost will be astronomical.
However, l do think that the moon will be
inhabited in the next 20 years or so.
3 I think tha t putting money in to space
research is essential, because it (lead), as in fact
it has already done, to many new developments
in medicine and technology.
4 I am optimistic about the future. I think we
arc going to have to face challenges in the near
future, but people (rise) to them just as they
have done in the past. For example, some deadly
diseases like malaria certainly (disappear).
5 Vtn not really sure, but generally I think the world
in the future (be) a better place than it is today. People
(live) in a society free of cares and worries, where all
of the work (do) by robots and other machines. These
machines will be so lifelike that it (be) impossible to tell
the difference between them.
2 Which four of the extracts in exercise 1 would you expect as an
answer to an 1ELTS Speaking Part 3 question? Why is the other
extract not suitable?
Proof reading
As quickly as you can, find the mistakes in sentences 1-10 below.
1 By the year 2020 the population will increased to nearly 120 million.
2 By 2015 it is predicted that car journeys will decline. Whereas high-speed rail transport
will be expanding.
3 The pie chart show the developments in transportation over time.
4 It is forecast that passengers number will increase substantially.
5 Trafic volume on the railways is projected to rise in the coming decades.
6 The number of journeys taken will fall drammatically in the near future.
7 The majority of trips is make up of train journeys.
8 The strike feature is the rise in rail journeys.
9 The number of passenger journeys made by car will fall, by contrast high-speed
transport will shoot up.
10 It is predict that the number of people using the system will rise.
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71
Fruits and seeds
(Reading )
With a partner, describe what is happening in each of the photographs below.
IELTS Reading Passage
2
Skim each of the following short texts a-e and match them to the four processes shown1
in the pictures. It is not possible to match one of the texts to a picture. Decide what
process it describes.
a When it has flowered, fruit is produced which
in turn becomes seeds. These either fall to the
ground or are carried by birds or animals to other
places, or they are carried along by the wind.
When they drop to the ground they wait until the
spring of the next year. Then they germinate and
grow, and the process repeats itself.
b Once it blooms, the crop is picked by hand or
machine. Then it is taken to a factory where
the oil is extracted from the plant. It is then
distilled to make an essence which is used in
perfumes and toiletries.
d The plants produce flowers. When the flowers
open, they attract insects which pollinate the
plant.
c It lays its egg on the leaves of plants. When the
eggs hatch, the caterpillars eat the leaves. They
then form a cocoon from which a new insect
emerges.
e When the fruit ripens, it is collected by hand or
machine and taken to a factory where it is
crushed to extract the juice. Once the juice is
packaged, it is sent to shops to be sold.
3 Look at each text again. Underline the words that helped you match them to the
pictures.
4 Underline the words that helped you decide which process was being explained in the
description that did not match any of the pictures.
How to go about it
• Look at the picture and the title The Life of a Pomegranate'. What kind of information do you
think the passage will contain? Decide if the passage is descriptive, factual or argumentative.
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Fruits and seeds
READING PASSAGE
You should spend about 20 minutes on Questions 1-13. which are based on the reading passage below.
The life of a pomegranate
A Steeped in history and
romance and almost in a class
by itself, the pomegranate,
Punica granatum L, belongs
to the family Punicaceae,
which includes only one
genus and two species, the
other one, little-known, being
P. protopunica Balf, peculiar
to the island of Socotra.
B An attractive shrub or small tree, to 20 or 30
ft (6 or 10 m) high, the pomegranate is much-
branched, more or less spiny and extremely
long-lived, some specimens at Versailles known
to have survived two centuries. It has a strong
tendency to sucker from the base.The leaves are
evergreen, opposite or in whorls of 5 or 6,
short-stemmed, 3/8 to 4 in (1-10 cm) long,
leathery. Showy flowers grow on the branch tips
singly or as many as 5 in a cluster.They are 11/4
in (3 cm) wide and characterized by the thick,
tubular, red calyx, having 5 to 8 fleshy, pointed
sepals. Nearly round, but crowned at the base
by the prominent calyx, the fruit, 2 1/2 to 5 in
(6.25-12.5 cm) wide, has a tough, leathery skin
or rind, basically yellow, more or less overlaid
with light or deep pink or rich red.
C The interior is separated by membranous walls
and white spongy tissue (rag) into compartments
packed with transparent sacs filled with tart,
flavorful, fleshy,juicy, red, pink or whitish pulp
(technically the aril). In each sac, there is one
white or red, angular, soft or hard seed.The seeds
represent about 52% of the weight of the whole
fruit.
D The pomegranate tree is native from Iran to
the Himalayas in northern India, and has been
cultivated since ancient times throughout
the Mediterranean region of Asia, Africa and
Europe.The fruit was used in many ways as it is
today and was featured in Egyptian mythology
and art, praised in ancient document and it was
carried by desert caravans for the sake of its
thirst-quenching juice. It traveled to central and
southern India from Iran about the first century
A.D. and was reported growing in Indonesia in
1416. It has been widely cultivated throughout
India and drier parts of southeast Asia, Malaya,
the East Indies and tropical Africa.The most
important growing regions are Egypt, China,
Afghanistan, Pakistan, Bangladesh, Iran, Iraq,
India, Burma and Saudi Arabia.
It is rather commonly
planted and has become
naturalized in Bermuda, where
it was first recorded in 1621,
but only occasionally seen in
the Bahamas,West Indies and
warm areas of South and Central
America. Many people grow it
at cool altitudes in the interior
of Honduras. In Mexico it is
frequently planted.
The tree was introduced in California by
Spanish settlers in 1769. It is grown for its
fruit mostly in the dry zones of that state and
Arizona. In California, commercial pomegranate
cultivation is concentrated in Tulare, Fresno and
Kern counties, with small plantings in Imperial
and Riverside counties.There were 2,000 acres
(810 ha) of fruit-bearing trees in these areas in
the 1920s. Production declined from lack of
demand in the 1930s, but new plantings were
made when demand increased in the 1960s.
G The species is primarily mild-temperate to
subtropical and naturally adapted to regions with
cool winters and hot summers, but certain types
are grown in home dooryards in tropical areas
such as various islands of the Bahamas and West
Indies. In southern Florida, fruit development is
enhanced after a cold winter. Elsewhere in the
United States, the pomegranate can be grown
outdoors as far north as Washington County,
Utah, and Washington D.C., though it doesn’t
fruit in the latter locations. It can be severely
injured by temperatures below 12° F (-11.11°C).
The plant favors a semi-arid climate and is
extremely drought-tolerant.
H Rooted cuttings or seedlings are set out in
pre-fertilized pits 2 ft (60 cm) deep and wide
and are spaced 12 to 18 ft (3.5-5.5 m) apart,
depending on the fertility of the soil. Initially,
the plants are cut back to 24 to 30 in (60-75 cm)
in height and after they branch out the lower
branches are pruned to provide a clear main
stem. In as much as fruits are borne only at the
tips of new growth, it is recommended that
for the first 3 years the branches be judiciously
shortened annually to encourage the maximum
number of new shoots on all sides, prevent
straggly development and achieve a strong, well-
framed plant. After the 3rd year, only suckers and
dead branches are removed.
Fruits and seeds
How to go
about it
For questions 9-13:
• Flow charts usually
have a heading so
use this to locate the
relevant part of the
text.
Treat the flow-chart
like a summary.
The text may be in
note form so pay
particular attention
to the grammar.
• Sometimes the
information in the
flow-chart may be
in a different order
from the reading
passage.
Don't forget!
• For questions
that require you
to complete
information, check
the number of
words required for
each blank space.
Questions 1-4
The reading passage has eight paragraphs A-H.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 what the inside of the pomegranate looks like
2 domestic cultivation of the pomegranate tree
3 what the pomegranate tree looks like
4 the area where the pomegranate tree originated from
Questions 5-8
Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
5 The pomegranate tree lives only for a short time.
6 The flowers of the pomegranate are particularly enticing to both bees and birds.
7 The seeds make up a small proportion of the weight of the pomegranate fruit.
8 The pomegranate tree can withstand very dry weather conditions.
Questions 9-13
Complete the flow-chart below.
Choose ONE WORD ONLY from the passage for each answer.
The Reproduction of Pomegranates
Cuttings sown in 9.
i
Soil fertility dictates gap between plants
i
At first plants clipped
i
To make branchless 10., lower growth is removed
I
Pomegranate found at the 11.of new growth
I
Branches cut back yearly over 3 years to:
• produce new shoots
• stop untidy 12.
• make the plants shapely and sturdy
1
From the third year onwards only 13 .and dead branches cut off
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Fruits and seeds
Reacting to the text
Is it important for us to know how things like trees, plants, insects and animals grow?
Why/Why not?
How common is it for people in your country 7 to grow their own produce? Is it less
common now than in the past?
2 CT’fr Work with a new partner. Take turns talking about the topic, using your notes to
guide you. When you have finished, discuss with your partner whether you followed the
notes.
3 Improve your notes and take turns talking about the topic again. Belore you start
look at the checklist on page 210 and choose one or more criteria you would like your
partner to check as you speak.
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75
Fruits and seeds
Vocabulary 1: Conservation
1 For sentences 1-8 below, choose a word from a-e to complete each of the gaps.
1 Tr ee —_is crucial, because trees are the_of the planet;
we chop them down at our peril. ggbMjjSfc
a extinction b heart dungs d preserves e conservation
2 The countryside in my home country needs__ because it is being
_by more and more buildings.
a spoilt b a guard c protection d defence e broken
3 In the_season the countryside is not at all_as it is
buzzing with activity.
a plant b tranquil c seed d scenic e planting
4 A huge factory, which is now derelict,_the landscape, but the scenery is j
still_with wooded hills and streams.
a controls b dominates c extravagant d spectacular e rules
5 People come for miles to admire the_across the valley, because the
area has some breathtaking_.
a scenery b scenic c outlook d observation e view
6 From the mountain top you have a_view of the valley, with beaches
_into the distance.
a stretching b panoramic c lengthening d panorama e landscape
7 People go to New York to shop and to take in the_like the Statue of
Liberty, but they also like to visit open_like Central Park.
a sightings b spaces c areas d sights e views
8 I think it is necessary to_the environment, because wildlife
will_if we don’t.
a disappear b depart c safeguard d uphold e offend
2 For sentences 1-6 below, complete the gaps with a word from the a-e choices in
exercise 1. Make any necessary changes.
1 The coastline has some breathtaking__ which attract people from all over
2 As trees produce oxygen they keep us alive, which is why they are often called
the_of the planet.
3 The beach_for miles with lots of wildlife, but it is an_that is
in danger of being_if we don’t conserve it for future generations.
4 Tourists spend a lot of money travelling around trying to take in as many_
as possible in a city.
5 Wildlife like lions and tigers should not be kept in zoos, but how else can they be protected
from extinction and_forever?
6 _schemes that protect particular_of international
importance like the Amazon forest are vital to all of us.
3 CD Work in groups. Read the sentences in exercise 1
and 2 and discuss the questions below.
1 Do you think it is important to have conservation schemes
to protect the environment? Why/Why not?
2 In what ways can people safeguard the countryside?
3 Do you think the landscapes in countries around the
world will be destroyed or protected in the future? Give
reasons and examples.
Useful expressions
I think ...is im porta nt/cr
vita!lessen tia!/necessary
because...
In order to...
If we don't do anything,
One way is to...
Another possibility is to
... can/could/should ..
for example, ...
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Fruits and seeds
Language focus: Transitive and intransitive verbs
1 Read explanations a and b below. Decide which describes a
transitive verb and which describes an intransitive verb.
a A verb which takes an object and can be used in the
passive.
b A verb which does not take an object and cannot be used
in the passive.
Read more about transitive and intransitive verbs in
the Grammar reference on page 222.
2 Look at text a in exercise 2 on page 72 and underline the
verbs. Then decide which are intransitive and which are
transitive.
3 The verbs in the box below can all be used to describe
processes and lifecycles. Some verbs can be transitive or
intransitive depending on the context in which they are
used. Decide whether the verbs in the box are transitive,
intransitive or both and write them under the correct heading
in the table.
4 Work in pairs. Use your own knowledge to answer
questions 1-6 below using suitable singular or plural nouns.
1 What rises and sets every day?
2 What is harvested to make bread?
3 What leaves are picked to make a hot drink from China?
4 What is white and is woven to make a very light cloth?
5 What emerges from a cocoon to become a flying insect?
6 What are colourful, grown in gardens and look and smell
very nice?
5 Write a sentence for each question 1 -6 in exercise 4. Where
possible, replace the verb in the question with one of the
verbs in the box below or a verb of your own.
reap/gather harvest come out of bloom
break up break produce plant cultivate
utilize create increase exist keep in touch
go down
6 Underline the intransitive verbs and verb phrases in the box
below.
plant
pollinate blossom
harvest
grow tall
disperse
become bigger
come out
prune
sprout
transplant grow
ripen appear
open up
cultivate bear
eat fall
sow
7 Work in pairs. Decide which verbs and verb phrases in the box
in exercise 6 can be used with each of the nouns in the box
below.
seeds saplings branches tree buds
flowers fruit
8 Before you look at the text below, describe the lifecycle of an
apple tree in your own words using the diagram below.
9 Complete the gaps in the text below with the verbs and
nouns from exercise 6 and 7. Use the present tense and make
any necessary changes to the nouns.
The life of an apple tree
The 1_of the apple tree 2_in trays
where they grow until they reach a certain size. Then they
are 3_into the fields. When they reach a certain
height, the saplings are 4_to increase the
production of apples. As the 5_grow taller, the
branches 6_, and then the branches sprout
7 _.The tree blossoms attract bees that in turn
8 _the flowers. In the autumn, the 9_
begins to 10_, and then the leaves fall. The fruit
is then 11_and the apples are graded, sorted and
taken in special refrigerator lorries for storage or distribution
to the market.
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Fruits and seeds
(Listening
IELTS Section 2
1.10 SECTION 2 Questions 11-20
How to go
about it
For questions 14-17:
Study the map
carefully. Do not
assume that 'A'
will be the first
thing you hear, the
description is more
likely to start at the
Entrance.
Think of words
that are related
to sequence, for
example, then, next
etc. as these will
indicate steps in
the sequence.
• North is marked
on the map, so
think about the
four points of the
compass.
Questions 11-13
Choose the correct letter, A, B or C.
11 The weekend scheme for teenagers was started up
A 15 years ago.
B 2 years ago.
C 10 years ago.
12 When the teenagers first arrive, they don’t like it, because they can’t
A contact people.
B use the Internet.
C watch TV.
13 The centre receives most of its money from
A donations.
B the nursery.
C courses.
Questions 14-17
Label the map below.
Write the correct letter, A-K, next to the questions 14-17.
Fairbridge Countryside and Woodland Centre
14 Oak Lodge
15 Ash Lodge
16 Picnic Area
17 Plant Nursery
Woodland
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Questions 18-20
Complete the sentences below.
Write NO MORE THAN TOO WORDS for each answer.
18 As the centre is high up, there are spectacular.of the surrounding area.
19 As no trees have been cut down, the.has not altered for centuries.
20 As people walk through the woodland, people are asked not to remove.or
Vocabulary 2: Describing sequences
1 Decide which one of the follwing linking words or phrases in the box below cannot be
used to describe sequences.
initially first at last then next as soon as once after
before following that after that finally when where
2 Work in pairs. Underline the linking words in 1-7 below and find the first step in the
sequence. Then decide what is being described and put the sentences in order.
1 If it is the latter, the broken components are mended
2 and the phone is then sent for sale.
3 Once a device is broken, it is either thrown away or sent for recycling.
4 These are then shipped to a different factory for assembly.
5 First, the various internal components like the chip are manufactured in one place.
6 After that they are dispatched to a central warehouse for distribution.
7 At the same time, the case and the SIM card are produced.
3 Compare this manufacturing process with the natural lifecycle described in the life of
an apple tree on page 77. Decide which contains the most transitive verbs.
4 Match 1-6 below with a sentence or part of a sentence a-f to complete the sequence.
1 As soon as the wheat is fully grown,
2 Before it is wrapped,
3 Once the mangoes are ripe they are picked,
4 The components are imported and then put together.
5 When the tea bush reaches a certain height, the leaves are picked.
6 Milk production goes through various stages. When the cows are milked, the milk is
taken to a dairy where various products are made.
a the chocolate is put into moulds and left to cool.
b It is heated to kill bacteria to make it suitable for drinking, or churned to produce butter,
c and sent to the market for sale, or kept in a cold refrigerator for export,
d it is reaped.
e They are then dried, sorted, blended and wrapped in packets for sale,
f After that the machines are put into boxes and transported to warehouses or to shops.
5 Match each of the words below to a sequence in exercise 4.
storage delivery pasteurization harvesting assembly packaging
6 Decide what the verb is for each noun in exercise 5.
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Fruits and seeds
(Writing: )
Work in groups. Describe the steps in the process below. Try to use the words in
the box.
throw away
recycle
crush
buy rubbish tip
landfill collect
transport
separated
colour
crush recycled
new bottles
2 Complete the gaps in the text below with suitable linking words from Vocabulary 2 on
page 79. Think of as many linking words as you can for each gap.
The fizzy drink is bought in the shop. 1_it is drunk, it is either
thrown away, in which case it is thrown into a rubbish tip, or it is put into a recycling
bin. 2_the recycled bottles are collected and taken to a special
centre, 3_the glass is sorted. After this step, the glass is
crushed and 4_it is used for making new glass. This glass is
5_made into new bottles which are delivered to various bottling
plants, 6_ = _the various drinks are added.
3 Find the word step in the text in exercise 2. Which other words can you use instead of
step ?
4 Write an introduction and an overview for the text in exercise 2.
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Fruits and seeds
5 Write your own answer for the Task 1 question below. When you have I inished, check
vour answer using the checklist on page 209.
How to go about it
• Write an overview using words to describe sequences such as stage, step and phase.
• Use the correct tense to describe the sequence. As this is a cycle that is repeated, use the
present simple.
• Make sure that you use transitive and intransitive verbs correctly.
• Make sure that you use the active and passive correctly.
• Use linking words related to sequence, eg. first, then, next, after that, subsequently, once, as soon as,
when, where ....
Make sure
you write an
introduction which
paraphrases the
rubric. Do not copy
it.
Write a minimum
of 150 words.
WRITING TASK 1
You should spend about 20 minutes on this task.
The diagram below shows the production of a lead pencil.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.
Write at least 150 words.
The production of a pencil
4 months replanted 3 years thinned
groove
painted, sharpened, stamped
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r
Review
Vocabulary
Texts A and B below are short extracts from IELTS Speaking Part 2. Complete the gaps
with a suitable form of the word in brackets.
The countryside where
I was brought up is completely
_ (spoil). The area is part of a large
. (conserve) scheme, which aims to protect
the trees from destruction. There are several notable landmarks
which 3_ (domination) the landscape, but there are
no factories or large motorways, which means that being there is
very relaxing. The best thing is the spectacular
4_ (scene), and the
5_ (panorama) views across
the valley
If you go to a city like Faris,
you have to make sure you take in all the
important & _ (sightings) like the Eiffel
Tower. Faris is a city which is famous for its open
7_ (spacious) as well as old houses.
It is important that both aspects of the city are
& _ (protection), because if they
9_ (appear), it will be a loss
for all of us.
Transitive and intransitive verbs
1 In the text below, underline the verbs and decide which are transitive and which are
intransitive.
When the rain falls to earth, it is absorbed by the soil, from which it is extracted
by trees and other plants. Any extra water runs off the land into streams or
rivers, which are important for reducing flooding as they carry the water away
down to the sea or to lakes. If there is a lot of rain, the water level in rivers rises
and flooding occurs. Water is collected in dams to provide drinking water. When it
is needed, it is sent to water treatment plants where it is treated and purified.
2 For 1-6 below, write sentences to describe a step or sequence using the words given.
Add conjunctions such as after and adverbs such as then. Make sure that you use the
letter s in the correct place.
1 sun/shine
2 rice/harvest/clean/store/sell
3 cotton/grow/make cloth/pick/weave/made into
4 fruit/pick/squeeze/dilute/concentrate/bottle
5 mobile/sell/use/become worn/throw away
6 butterfly/lay/caterpillar/eat/leaves/makecocoon/butterfly/emerge/lay/repeat
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Following directions
The following sentences take you on a tour through the map below. Follow the line and
decide whether the sentences are correct or not. Correct the sentences that are wrong.
1 We start off here at the bottom of Theed Street.
2 The tour takes us past Wren House on the right.
3 We then turn left into Chatham Street.
4 We go past Brompton Palace which is on the north side of the street on our left.
5 Just after the palace we immediately turn right into Manor Way, where we stop and look
at the building of the College of Music, which is on our left.
6 We then turn left into Weston Avenue to look at the Old City Hall, which is on the north
side of the street.
7 We continue to the end of Weston Avenue where we go south.
8 We then turn left and finish our tour on the north side of the Old City Hall.
T
North
Weston Avenue
The Old City Hall
Theed Street
Start here
Proof reading
In sentences 1-9 below, there is either a letter s missing or there is one too many. Find
the mistakes and correct them. Try to complete the exercise in less than two minutes.
1 When the seed germinate, the plant begins to grow.
2 As soon as the wood is burnt, carbon dioxide is released into the atmospheres, which
can then cause serious problems.
3 The diagram show how the water is purified.
4 Trees are the lung of the planet as they purify the air we breathe.
5 If the plant produces fruit, it releases the seed which are either carried away by the wind
or birds.
6 More conservation projects need to be organized if we are to save the countrysides.
7 Pomegranate are now found in many countries in the world.
8 What are the most common fruits in your parts of the country?
9 It is clear that there are seven step in the process.
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Ill
p Reading
Introduction
In the IELTS Academic Reading module there are three passages which are from
various sources like books, journals, magazines and newspapers. The passages do
not require specialist knowledge for you to understand them. At least one of the three
passages contains a detailed logical argument.
The question types used are:
• choosing suitable paragraph headings from a list
• identification of information using ‘True/False/Not Given' questions
• identification of writers views/claims using ‘Yes/No/Not Given' questions
• multiple-choice
• short-answer
• sentence completion
• notes/sum mary/flow-chart/table completion
• labelling a diagram
• classification
• matching
You will have one hour to answer 40 questions, which is about 90 seconds for each
question. This means that you need to learn to move around the reading passage and
the questions quickly. In the exam there is no time to ‘study’ the reading passages. In
order to be as fast as possible there are three important strategies that you need to
learn:
• scanning and skimming - these are reading skills that you need to employ at
different times to answer various types of questions
• understanding the different questions types
• understanding when to leave questions you cannot do initially, move on and come
back later
Scanning a text
You can use scanning to look for words and paraphrases of words. How you find the
words does not matter, and if you scan from left to right it is difficult to stop your brain
from reading. Try the following methods, using a pen or pencil to guide your eye.
1 Scan from the bottom up through the text, looking left to right or right to left.
1 Text Text Text Text Text Text
Text Text Text Text Text Text
Text Text Text Text Text Text
2 Scan in a zigzag from left to right.
2 Text Text Text Text Text Text
Text Text Text Text Text Text
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3 Scan in a zigzag from right to left.
3 Text Text Text Text Text Text
Text Text Text Text Text Text
\ iz
Text Text Text Text Text Text
Below is an extract from a reading passage. Scan the paragraphs for the words below.
1 linear 2 sacred 3 elite 4 symbolic 5 complicated
THE BKONZ6 ACjerVIX DYNASTY
The Bronze Age in China refers to the period
between about 2000 and 771 BC. when bronze
was produced on a massive scale for weapons
and ritual objects used by the ruling elite.
Traditional Chinese histories, written in later
centuries, speak of a series of ancient rulers
who invented agriculture, writing, and the arts
of government. The last of these legendary
rulers, Yu. is credited with controlling Hoods
and founding the Xia dynasty. Yu also cast nine
sacred bronze vessels that became symbolic of
the right to rule, and these were passed on to
subsequent dynasties. While the account in
the traditional histories is linear, with states
following one another in a logical progression, the archaeological record reveals a more
complicated picture of Bronze Age China.
Archaeological investigation has confirmed much of the legendary history of the dynasty
following the Xia - the Shang - but the existence of Xia itself is still debated. Today Chinese
scholars generally identify Xia with the Erlitou culture, but debate continues on whether
Erlitou represents an early stage of the Shang dynasty, or whether it is entirely unique. In any
event, new prototypes emerged at Erlitou - in architecture, bronze vessels, tomb structures,
and weapons - that greatly influenced material culture in the Shang and subsequent Zhou
dynasties.
Skimming a text
Skimming involves moving over the text quickly without engaging deeply in order to get
a general understanding. Work in pairs. Read alternate sentences in the text above only
using the nouns and verbs and see how much you can understand.
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Understanding 'True/False/Not Given' statements
‘True/False/Not Given’ statements are used to check if statements agree with
information in the reading passage.
1 Work in pairs. Without looking back at the extract on page 85, underline the words
which you think are the most important to help you understand the meaning in the
‘True/False/Not Given’ sentences 1-10 below. Use the list a-j to help you identify the
important words.
a verbs to do with cause and effect, for example, lead to, bring about
b restricting words, for example, only
c quantities, for example, all, majority, little
d adjectives that qualify, for example, particular, inevitable, mistaken, higher
e adverbs that qualify, for example, largely, slightly
f numbers
g ‘negative’ verbs, for example, ignore, fail
h verbs/phrases that indicate doubt, for example, suggest: It is suggested...
i comparisons
j verbs to do with linking, for example, connect, link
1 The Bronze Age in China lasted more than a thousand years.
2 Bronze was used more for weapons than for ritual objects.
3 According to later Chinese histories, ancient rulers were only interested in the
administrative side of leadership.
4 Yu is said to have established the Xia dynasty.
5 Ten sacred vessels were made by Yu.
6 The sacred vessels were destroyed at the end of each dynasty.
7 The Chinese Bronze Age was a simpler period than discoveries show.
8 All of the legendary history of the Xia has been substantiated by archaeology.
9 The Xia are connected with the Erlitou culture.
10 The Erlitou culture had an impact on the Zhou.
2 Scan the text to locate the information in statements 1-10 and decide whether they are
‘true’, ‘false’ or 'not given’.
Understanding 'Yes/No/Not Given' statements
‘Yes/No/Not Given’ statements are used to check if statements agree with the claims or
views of the writer in the reading passage - i.e. does the writer make a judgement about
information in the reading passage?
Checkins claims is similar to checking information. Look at the ‘True/False/Not Given
statements above. All of the statements can be classed as claims, but only statement 7
could be classed as an opinion or view. For example, statement 1 cannot be an opinion
because it is either a statement of fact or a claim. The same applies to statement 2 and
so on. You can put It is a fact that or / claim that in front of all these statements, but you
cannot sav 1 believe that before the statements, because it is not a matter ol opinion. Can
you say: I believe that water boils at 100 degrees centigrade? It is a claim until it is proven.
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1 Work in pairs. Look at the extract and statements 1-9 below. The words underlined
highlight the views expressed in the statements. These words can occur in statements
checking the views of the writer. Decide what the function of the words underlined is in
each sentence.
THROUGH THE LIBRARY DOORS
There are different ways to encourage people, both adults and children, to read. Some
adults are clearly intimidated by the environment of libraries and bookshops in a
way that children are not. therefore, making libraries more appealing by creating an
inviting environment that is modern and relaxing is likely to appeal to both young
people and adults, even those who would not normally use a library. Offering facilities
other than books such as a coffee shop, computers, DVD lending facilities and a
wide range of magazines and newspapers will also entice people through the library
doors. Once in, there is then a chance that some may look at books as people have a
tendency to browse just as they might do in a supermarket or other shop. So maybe
there is a place for teaching library managers marketing skills. This, however, may be
a step too far for some people. Nevertheless, if the aim is to encourage people to read,
then any solution is worth a try.
Starting young and using the young to attract the old is the long-term approach.
Bookshops and libraries in the UK organize reading groups for young children,
discussion groups, lectures and chess clubs, all of which are worthwhile activities for
attracting readers. Reading groups for children have the added benefit of attracting
adults who may not read themselves, but who may start browsing while they are
waiting for their children.
Do the following statements agree with the views of the writer in the extract above?
Write:
YES if the statement agrees with the view's of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks of this
1 It is easier for children to go into libraries than some adult members of the public.
2 The best way to attract people into libraries is by making them more welcoming.
3 Libraries should be allowed to sell books and magazines.
4 People tend to browse when they enter any large building.
5 Marketing skills could be taught to those who run libraries.
6 There is a chance that teaching marketing skills to managers will be unpopular.
7 Having reading clubs for children in libraries is an effective measure.
8 Discussion groups are of Nttle use in encouraging people to visit libraries.
9 Reading clubs are better suited to book shops than libraries.
2 Answer questions 1-9.
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Don't forget
• Look at the title of
the passage. Then
skim the passage
and the questions
as they will help
summarize the
passage for you.
• Check what type
of passage it is - is
it about a problem,
causes and
solutions, etc.
• Look at the
important words
in the headings
like importance,
contrast, role,
methods, need,
factors, how, etc.
• Always look at the
examples, if any are
given.
• When you have
finished, always
check the sequence
of the headings
you have chosen to
make sure that it
makes sense.
READING PASSAGE
You should spend about 20 minutes on questions 1-13, which are based on the reading
passage on page 89.
Questions 1-6
The reading passage has eight paragraphs A-H.
Choose the correct headings for paragraphs B and D-H from the list of headings below.
ii
:
V
vi
vii
viii
ix
x
xi
List of Headings
Organizations observing coastal change and their specific duties
The importance of geoscientists in coastal management
The link between research and funding
The complexity of making decisions about coastal defences
Sites that are of special interest
A contrast between engineered and natural defence techniques
The role played by the Environment Agency in preventing flooding
The methods employed to check coastal change
The need for an integrated approach to coastal management
Factors leading to coastal erosion
How management plans for the coastline operate
Example
Answer
Paragraph A
X
1
Paragraph B
Example
Answer
Paragraph C
iii
2
Paragraph D
3
Paragraph E
4
Paragraph F
5
Paragraph G
6
Paragraph H
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Coastal Erosion
A There is little doubt that rates of coastal change will
escalate with enhanced rates of sea level rise and
increasing storminess, both of which are associated
with global warming. These changes are likely to
have a significant impact on coastal populations
and infrastructure. Sea levels are expected to rise
significantly over the next century, largely as a result
of the melting of ice sheets and thermal expansion
of the oceans. Global warming will also change
ocean currents, world weather patterns, winds,
coastal currents, waves and storms. The increase in
the frequency and size of the latter, which have an
enormous influence on coastal change and near-shore
sediment transport, will have a major impact on the
form of UK coasts.
B Geological, archaeological and historical records are
used to establish the nature of past coastal change.
Monitoring of coastal change is also undertaken
using a broad range of techniques including airborne
laser ranging technology (LIDAR) and digital aerial
photogrammetry. These techniques are used to
determine coastal topography, coastal erosion,
and shoreline position with high accuracy. The
bathymetry of offshore areas is determined by several
geophysical techniques including side-scan sonar
or multi-beam surveys. In the UK geoscientists are
widely involved in projects that address past coastal
change and monitor how coasts are changing today.
The principal aim of many of these studies is to
understand the natural processes that govern coastal
change in order to predict the patterns and rates of
future coastal evolution.
C A broad range of decision-makers, including
coastal zone planners, government and authorities
require accurate and well-researched information
in managing the coastal zone. Much of the impetus
and funding for such research is derived from the
Department for the Environment, Food and Rural
Affairs (DEFRA).
D Some agencies have particular responsibilities for
monitoring particular aspects of coastal change. For
instance, the Environment Agency has responsibilities
for flooding in England and Wales. Three national
agencies (English Nature, the Conservancy Council
for Scotland and the Countryside Council for Wales)
are responsible for preserving flora, fauna and
geological features, including those along the coast.
The best examples of wildlife habitats, geological
features and landforms are designated as Sites of
Special Scientific Interest (SSSI: there are about
6500 of these covering about 9% of the UK land
area). Many surveys are carried out by the Ordnance
Survey, the Hydrographic Office or the British
Geological Survey. Other monitoring schemes are run
by other government research institutes, universities
and local government. Some funding for UK coastal
projects is derived from the European Union.
E Much of this research on coastal change forms the
basis for integrated coastal zone management on
a local, national and international level. In the UK,
Shoreline Management Plans (SMPs) are required
for coastal management. Each of the SMPs is
required to consider coastal change and issues such
as sediment transport in the near-shore zone. Most
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SMPs consider distinct parts of the coast, such as
complete estuaries or sections of coast in which near¬
shore sediment is largely ‘contained 1 within a coastal
cell, or behaves in a consistent manner. SMPs broadly
recommend, in scientific and technical terms, where:
the process of erosion can be checked; the line can
be held; ‘managed retreat 1 of the coastline is the only
option. Such evaluation is important given the high
costs of coastal defences, which can only escalate in
future years.
F Currently about 44% of the English and Welsh coast
is protected by some form of coastal defence. Difficult
decisions will need to be made to determine how this
percentage will change in response to the increased
rates of coastal erosion caused by sea-level rise.
These decisions cannot be made without widespread
consultation and will need to balance the
socio-economic needs of developers, landowners and
residents with coastal protection and environmental
groups. Furthermore, they will need to take aspects
of European legislation (e.g. the Habitats Directive)
that have been incorporated into British law, into
consideration.
G Coastal managers have to consider not only which
parts of the coast they should attempt to defend,
but also which type of defence is most appropriate.
Locally it will be best to defend coastal areas using
traditional constructions, such as sea-walls, dykes,
groynes and breakwaters. Such engineered ‘hard 1
structures are expensive and may only result in
enhanced coastal erosion on adjacent coasts.
The alternative approach is to work with natural
processes and create ‘soft’ engineered solutions,
e.g. by encouraging accumulation of sediments in
selected areas. For example, sediments accumulating
in estuarine salt marshes protect the estuaries and
associated human infrastructure from erosion, storm
surges and coastal flooding.
H Whatever approach is used, no section of coast
should be studied or managed in isolation. The
whole picture must be understood, in regard to
changes in the past, the present position and how
any coastal management scheme will be affected
by future changes. The best and most sustainable
options probably lie in an integrated coastal zone
management approach.These may contain multiple
response strategies that can be modified for different
socio-economic factors and environmental conditions,
working with natural processes rather than against
them. Geoscientists have a key role to play in
providing the foundations for such management.
Don't forget
• Read the stem and underline any words that you think will be paraphrased, for example,
decelerate in question 7. This will help you locate the information in the text.
• Read each alternative as a complete sentence by combining it with the stem.
• Locate the information in the text.
Questions 7-9
Choose the correct letter A, B, C or D.
7 Coastal change will accelerate as
A coastal populations increase.
B various events in the oceans occur.
C sea levels gradually fall.
D the oceans cool down.
8 Methods like LIDAR are employed to
A confirm the shape of the coastline of the past.
B halt the spread of coastal erosion to neighbouring areas.
C provide data on off-shore areas of the coastline.
D establish the shape of the coastline with great precision.
9 Some national agencies have
A coastal and inland responsibilities for conservation.
B only inland preservation responsibilities.
C charge of designating SSSIs.
D a duty to monitor coastal and inland flooding.
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Recognizing and understanding basic text relationships
Work in groups. Learning to recognize the type ot texts that are contained in the reading
passages can help you to find your way around the text more easily. In your groups,
answer questions 1-10.
1 Look at the heading of the passage on page 89. What does the word ‘impact' tell
you about the passage?
2 Is the word erosion’ related to cause or effect?
3 In the headings you have chosen for paragraphs A-H, do any of them contain
causes, effects or solutions?
4 Are these words for causes, effects and solutions, or synonyms?
5 Look at question 7. Is the stem the cause or the effect?
6 Look at question 8. Is the stem the cause or the effect?
7 In the summary (questions 10-13), find a synonym for the word solutions .
8 Is the passage based on cause/effect and problem/solution or is it historical?
9 Is the passage on The Bronze Age: Xia Dynasty on page 85 based on cause/effect
and problem/solution or is it historical?
10 What other text types do you know from your own reading?
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The world of work and training
(Speaking ) i
IELTS Part 3
With a partner, look at the photographs below and describe what kind of
training is taking place and how it is being conducted.
Don't forget!
• Talk about abstract
details and avoid
personal examples.
• Make sure you
support your
answers by giving
examples and
causes and effects.
92
2 C ^ Work in pairs. Take turns asking and answering the following Part 3 questions.
When your partner has finished speaking, give him/her feedback using the checklist on
page 210.
Work and aspirations
Do young people today have the same aspirations as previous generations?
Why/Why not?
Do you think it is good to have aims and goals in life?
In what ways can these aims and aspirations be achieved?
How different do you think the world of work and training is for young people
today? Do they have more opportunities now compared to the past?
Is the way that students learn nowadays different from the past?
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The world of work and training
Vocabulary 1: Work
1 Work in pairs. For sentences 1-8 below, underline the correct word in italics.
1 I want to be independent, so I’d like to earn my own profession/qualifications/livelihood.
2 The job/work/profession ethic varies from country to country and from one profession to
another.
3 I would really like to have a good job/work/livelihood, which allows me to achieve my aims.
4 It isn’t easy holding down a job/work/livelihood, especially with children to look after.
5 Is your idea of a profession/qualifications/job based on a 9 to 5 job?
6 I am a teacher by career/profession/qualifications.
7 In order to improve their qualifications/job/work prospects, and thus to climb the career /
profession/qualifications ladder, students need to study hard.
8 Being up-to-date is essential; otherwise, it is possible to miss out on the best job/work/
livelihood opportunities.
2 Look at the sentences in exercise 1. Decide if you can use the word occupation instead ol
any of the alternatives.
Reading
J
IELTS Reading Passage
3 < > Work in pairs. Use the list of skills below and your own ideas to decide which
three skills are most important for your work life and your social life. Give examples
and reasons for your choices.
• using the computer • calculating in your head
• writing longhand • socializing
• playing a musical instrument
Don't forget!
• If there is no title, look at the last question and the illustration, then skim the questions
and the text.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
Few students taking a Masters in Business
Administration (MBA) are there through sheer love
of learning. Most want to lear n in orde r to appl y their
knowledge once the course is over. On the other
hand, the MBA is an academic course. How do you
take account of these conflicting needs when it
comes to assessment? 'In education generally - not
just in the MBA world - there is a move away from
traditional exams towards people looking for ways
to make assessment more relevant,' says Jeannette
Purcell, chief executive of the Association of MBAs
(AMBA). She says that exams will always exist
because so much of an MBA involves acquiring
knowledge best tested through a written paper, but
'business schools are developing programmes to
become more practical, more applied, using real life
situations and assessment has to reflect that change.'
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One reason for this is the rise in the executive
over the full-time MBA, which means most
students are studying while working for a
company. Another is a changing approach towards
learning. Oliver Westall, Lancaster University
Management School's MBA director, says: 'When
I began teaching many years ago, there was
an attitude that we decided what ought to be
taught, because we knew what students needed
to know. Now, increasingly, especially when
students come to our MBA programme with an
average of seven years' experience^, sensible
faculties realise that students can bring a lot more
to the table when they share their experience.'
Business schools therefore now often assess
students on their ability to work as part of a
team, while some even include an element of
peer assessment in which students mark each
other's contributions. Dublin City University
assesses its MBA students through team
presentations, teanvwritten assignments, case
study analyses, individual work-based projects,
strategic organisational analyses and business
plans. Exams account for less than 50 per cent
of the total marks awarded, while teamwork
accounts for around 30 per cent. Melrona Kirrane,
academic director of the MBA programme, says
team-based assessment raises issues every year.
'MBA students are enormously competitive and
quite aggressive and hostile,' she says. 'They
are there for their own purposes and they aren't
impressed when other team members don't play
their part.' But she saysjt remains a key part of
assessment, because being able to function well
in a team is vital in any business organisation.
Teamwork is also tested in consultancies for real
companies, which is also playing an increasingly
important role in assessment for many
institutions. Full-time MBAs at Ashridge complete
their written exams within three months of
starting the programme, to provide a foundation
of knowledge, and the rest of the course
focuses on practical work. They can choose to
take a consulting project for up to eight weeks
or submit a 10,000 word dissertation. For the
past two years, Coventry University has allowed
students to do a company internship rather than a
dissertation in their final semester. Three quarters
of their mark in this is based on a report they
present to the company, a further 10 per cent on
the employer's assessment, and 15 per cent on a
piece reflecting on their own learning.
Gareth Griffiths, MBA programme director at
Aston University, where students undertake a
consultancy project at the end of the course
worth a third of the overall mark, says that while
employers' opinions are important they have
to be treated with caution because they can
expect far too much or too little. Sometimes
they cannot be objective because they hope to
employ the student in future. This struggle to be
objective is a common concern when it comes
to alternative methods of assessment. 'I think
any alternative to assessment by exams is not
going to be as rigorous or as accurate,' says
Purcell. But she argues that the more these
alternative assessment methods are used, the
better business schools will get at using them
effectively. And there are ways of ensuring
rigour, such as benchmarking across different
courses and assessors, and making sure that
assessments are based on more than one
person's opinion, and on fixed criteria.
While AMBA (the Association of MBAs) would
expect a course to involve some exams before
it gave accreditation, Purcell says, it would be
concerned if exams were the only assessment
method. Meanwhile, few would suggest
that alternative assessment methods are an
easy option for the student. Marie Hardie,
postgraduate internship manager in Coventry
University's business school, says students find
they not only have to get used to a company's
culture in a few weeks, they often have to
persuade them to part with money - 'Not an
easy thing to do'. Overseas students can find
non-exam assessments particularly stressful.
While exams can be challenging for those
whose first language isn't English, so can verbal
presentations.
Dan Gray, an Ashridge MBA student, says that
while he appreciates his course's practical
focus, exams are still important, After all,' he
says, 'exams test your ability to perform under
pressure, and that's a critical skill for any senior
manager.' But it is not the only skill. 'If you think
about what employers want from MBA students,
they want well rounded people who have
demonstrated skills in all areas and have been
assessed in many different ways,' says Purcell.
Marco Romero's assessment for consultancy
work he carried out for the Birmingham Chamber
of Commerce during his MBA was so positive
that he is still working for them.
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ow to go
30Ut it
questions 1-5:
Put a box around
the names of the
people in the
passage. This will
help you find the
answers more
quickly.
Underline words
or phrases in the
statements that will
nelp you match the
statements and the
oeople.
Some sentences
A/ill be complete
paraphrases of the
text so you need to
be able to recognize
meaning,
questions 6-12:
Decide which
Types of words are
missing. Try to guess
the meaning of the
missing word and
took for a synonym
n the passage.
Check the word
Smit.
Don't write words
on the answer
sheet that are in the
question.
Questions 1-5
Look at the following people (Questions 1-5) and the list of statements below.
Match each person with the correct statement, A-H.
1 Jeannette Purcell
2 Oliver Westall
W 3 Melrona Kirrane
4 Gareth Griffiths
5 Dan Gray
List of Statements
A concedes that practical skills are important, but maintains that exams are a
valuable assessment tool
B feels that testing by exams is more thorough and precise than other methods
C says that written exams are becoming more and more critical
D suggests the views of employers are not always impartial
E thinks that MBA students have more practical know-how nowadays
F states that evaluation by peers should be included in any course assessment
G thinks persuading companies to pay for courses is difficult
H believes team-based assessment to be essential in evaluation of MBA students
Questions 6-12
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
6 Purcell believes that other methods of assessment are replacing......./.W...
7 Business students are now tested on being able to function in a .
8 At Dublin City University A.,....'. . .still makes up less of the total marks than
exams.
9 On full-time MBAs at Ashridge written exams are done early so students can concentrate
on .CfA..'
10 One way to ensure the thoroughness of testing is not to rely on just one individual’s
11 To students from outside the UK the testing that is not based on exams is sometimes
especially .
12 One form of assessment that is sometimes demanding for students who are not native
speakers of English is ..V.Jf L >>
Question 13
Choose the correct letter A, B, C or D.
13 Which of the following is the most suitable title for the reading passage?
A The end of written exams? C Practical assessment in decline?
B The importance of MBAs D Teamwork and written exams compared
Reacting to the text
Do you think that written exams are old-fashioned? Why/Why not?
What kind of tests do you like or dislike. Why?
If you were able to create your ideal course, what would it be like?
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(Listening )
IELTS Section 3
1 Work in pairs. Make a list of points that you need to consider when you are
doing a presentation. Then discuss which would be the most important for you and
why.
Don't forget
• Skim the questions to see what the topic is and underline words that will help you listen for the answer.
^> 1.11 SECTION 3 Questions 21-30
Questions 21-25
Choose FIVE letters, A-H.
Which FIVE improvements does
Olivia suggest?
A check the equipment
B reduce the pace
C include more data
D distribute the handouts
E make the talk longer
F improve the organization
G make the talk shorter
H check the room layout
Questions 26-28
Complete the sentences below.
Write NO MORE THAN ONE WORD
for each answer.
JACK’S FEEDBACK
26 He thinks that he used an
excessive amount of
.in his talk.
27 He was frightened that they
would appear .
28 He feels the main thing for him
is to control his .
Questions 29 and 30
Answer the questions below.
Write ONE WORD ONLY for each answer.
29 What did the students and the tutor say the presentation was?
Vo 6
.
30 What is the tutor going to photocopy for them to take away?
2 C ^ Have you ever given a presentation? What kind of presentation was it?
Did you feel it went well? Why/Why not? What would you do differently if you had to do
it again?
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Language focus: Conditionals 1
1 Look at the statements below from the listening practice on
page 96. Identify the tenses and number the boxes as follows:
1 1st conditional
2 2nd conditional
3 3rd conditional
_I If we had given ourselves more time, it would have
flowed better
_i ... but if I had to do it again, I'd change a few things.
HI If Ido it again, I'll spend more time practising to make
it run more smoothly.
Read more about conditionals in the Grammar
reference on page 223.
2 For sentences 1 -8 below, put the verbs in brackets into the
correct tense.
1 If young people_(give) opportunities to
prepare for the changes affecting the world, finding a job
will prove easier for them in the future.
3 Work in pairs. Each person should choose one of
the statements in exercise 2. Discuss each statement by
explaining why you agree or disagree with it. Give reasons
and examples.
4 Complete sentences 1 -6 below with your own words.
1 Were the government to take more responsibility for
people's training needs, then ...
2 Had I been able to choose ...
3 If the change in the pace of life continues at its current
rate,...
4 If people are not adaptable and prepared to change jobs,
then...
5 It is important for everyone nowadays to aim to have
some kind of profession; otherwise,...
6 Unless my parents had been prepared to sacrifice a lot to
educate me,...
5 For 1-6 below decide which word is missing in each sentence.
1 The educational process for children is free of unnecessary
2 If time and effort_(devote) to creating
closer economic ties in the past, countries would have
come closer together.
3 Unless young people invest time in acquiring new skills,
they_(find) life harder in the future.
4 I would not have achieved the results unless I
_(work) hard.
5 Going to university_(turn out to be) an
enjoyable experience if students balance studying time
with making new friends.
6 I think more money needs to be put into education;
otherwise, the high standards we have reached
_(decline).
7 If people pursued their goals, they_(succeed)
whatever happened.
8 Many people would love to turn the clock back and lead
the same life again if they_(have) the chance.
stress, they won't develop properly.
2 Had there been skills shortages in rich countries, workers
from poorer countries would not have moved there.
3 If my father had not migrated to Australia, I have been
born in Japan.
4 If people did have qualifications, it would be more
difficult to assess their suitability for a job.
5 Some adults had better literacy and numeracy skills, they
would access the job market more easily.
6 Had universities permitted to expand faster, there would
have been a more skilled workforce now.
Work in pairs. Take turns asking and answering the
following questions. You will need to decide which questions
are relevant to your partner.
1 What would happen if you didn't go to university?
2 What would have happened if you hadn't learnt English?
3 What will you do if you get through university?
4 If you had another chance, would you follow a different
career path?
5 Were you to go to university, how would it change your
life?
Do you think success as a student and in life in
general is a matter of luck or a result of planning? Give
reasons and examples.
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Vocabulary 2: Collocations
1 Work in pairs. For 1-10 below, underline the word or phase in each list which cannot befl
used with the noun in italics.
1 benefit
2 advantage
3 opportunity
4 success
5 prospects
6 disadvantage
7 failure
8 achievement
9 improvement
10 chance
considerable / enjoy / make / derive / accrue / gain / financial
huge / considerable / education / enjoy / gain / outweigh / take
ample / once in a lifetime / silver / career / provide / seize / squander
enormous / large / enjoy / achieve / guarantee / depends on
excellent / get / offer / boost / damage / long-term / employment / career
distinct / obvious / suffer / have / enjoy / offset
total / complete / achieve / result in / end in / expect
outstanding / accrue / impressive / proudest / represent / a lack of
huge / massive / show / make / take up / scope / room
good / deserve / give somebody / throw away / possess / arise / take
2 Complete the gaps in 1-8 below with a word or phrase from exercise 1. There may be
more than one possible answer.
1 Achieving_in life depends on many factors like qualifications, but it
cannot always be_by having them.
2 Even if an academic career ends in_, it does not mean that someone’s
_career_are seriously_.
3 Everyone_a fair_at succeeding in life, but all too often
people squander the opportunity.
4 I made a huge_in my last years at school, but looking back there was
certainly_for more.
5 A person who has a vocational education in plumbing or engineering does not suffer any
_in life. On the contrary, having such an education is a_
6 The financial_that_from acquiring training and skills
mean that one can enjoy the fruits of one’s labours.
7 Finding my first job_the proudest_in my life so far.
8 Going to university in my country is a_that needs to be
_once it comes.
3 With a partner, discuss what advantages, opportunities and achievements you
have had in your lives so far. Are there any opportunities that you have thrown away?
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'Speaking ) 1
IELTS Part 2
Prepare brief notes for one of the following Part 2 task cards. Limit yourself to no more
than ten words. Use words and phrases from Vocabulary 2 on page 98.
Describe a school that you liked.
You should say:
where the school was
when you attended it
what it was like
and explain why you liked this school.
—
Describe an achievement that you will never forget.
You should say:
what the achievement is
when it happened
what it means to you
and explain why you will never forget this achievement.
2 With a partner, take turns talking about the topic. When your partner has
finished speaking, give him/her feedback using the checklist on page 210.
Writing: )
IELTS Task 2
Work in groups. Discuss the structure and content of the answer required for the
following Task 2 question, using questions 1-4 below to help you. Before you discuss
the question you may want to skim the reading passage on page 93 again and look at
Vocabulary 1 on page 93 and Vocabulary 2 on page 98.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
In the modern world there is a movement away from written exams to more
practical assessment.
Discuss the advantages and disadvantages of this trend.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
mmwnm ' mvmm * .... . . : »"m> . . .. ... .mmmmm m .mm.. n ..
1 Do you have to write about both the advantages and the disadvantages?
2 Do you have to devote equal space to each?
3 How many advantages/disadvantages do you need to write about?
4 Do you have to use as many connecting devices as possible?
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2 Read the model answer below and underline the words from Vocabulary 2 exercise 1 on
page 98.
Testing students and workers takes various forms including written, oral and practical
assessment. However, although written tests are still the most popular way to check
achievement at work and university, a range of alternative methods like problem-solving,
role-play, oral presentation and work-based assessment are becoming more common.
Both approaches of evaluating student attainment are valid, but each tests different
things.
Some people believe that there is considerable benefit to be gained from using
written exams compared to more practical testing methods. For example, from an
administrative point of view, the former are generally easier to deal with. Moreover, if
factual knowledge is being tested, then it is easier to check it on a written paper than in
a group problem-solving exercise. However, the obvious disadvantage of written tests
is that they do not suit everyone. Take students in Italy where oral exams are used as
a means of checking knowledge. Switching to written tests could then be problematic.
Conversely, students used only to written tests would be at a distinct disadvantage, if
they were asked to take a more practical exam.
Other people feel that written tests are of little benefit, as they do not always assess
students or workers fitness for the vast array of opportunities that the real world
of work provides. Functioning in the real world involves making quick decisions, working
with other people and using different types of intelligence like emotional and social
intelligence. Therefore, it makes sense to test in the same way. Those people who will
enjoy success in the future will be those who are able to operate efficiently within
systems and find their way around, i.e. the ones who can manipulate knowledge and use
experience rather than possess knowledge.
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3 Find words and phrases in the model answer that have the same meaning as each of the
words and phrases in the box below. There may be more than one possible answer.
assessing/examining preferred various means while methods
enormous derived angle on the other hand be appropriate for use
4 Work in pairs. Find examples of the following in the second paragraph of the model
answer. Underline the linking words that identify these functions.
• a result
• a condition
• a contrast
• an example
5 Work in pairs. For sentences 1-5 below, add punctuation to connect the information.
1 Learning skills as opposed to knowledge makes people more practical moreover it gives
them greater flexibility as skills are often transferable.
2 Skills are very much in vogue however knowledge is also essential.
3 There are many skills that young people have acquired take texting for example this is
sometimes criticized but it teaches language skills in a different way.
4 It is difficult to distinguish knowledge from experience furthermore skills are also linked
to both.
5 If skills like manipulating knowledge are learnt then it will benefit both the individual and
the economy. *
6 Work in groups. Discuss the following Task 2 question.Then write your own
answer. When you have finished, check your answer using the checklist on page 209.
Don't forget
• Make a list of any words or ideas that come into your head related to both sides.
• Sometimes writing a full idea might take too long. 1-3 words are enough to remind you.
• As you make your list, do not exclude any ideas.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
In the modern world, more and more emphasis is being placed on the acquisition
of practical skills rather than knowledge from text books or other sources.
Discuss the advantages a nd disadvantages of this trend. _
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
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101
r
Review
Vocabulary
1 Match each sentence beginning 1
1 He is a policeman
2 She earns her
3 I don't really like the idea of
4 Holding down several
5 I would like to improve my
6 I gained new qualifications to
7 I wouldn’t change my
8 Having a very strong
-8 with an ending a-h.
a work ethic always helps,
b living working in a chemist shop,
c jobs is difficult if you have a family,
d career prospects,
e by profession,
f climb the career ladder,
g occupation,
h a 9 to 5 job.
2 For 1-8 below, unjumble the words to make a sentence and find the unnecessary word.
1 qualifications needed for the job livelihood what are
2 both and work is good for job you physically mentally
3 in wood profession by making earns his carvings he living delicate very
4 as profession a very noble working farmer is qualification a
5 the future profession will have social work I’d like to do be connected the job with in
6 is demanding career an like very occupation teaching but also having rewarding
7 a engineering have possible work career in if I like would to
8 in especially interested banking I’m in a occupation finance career
3 For sentences 1-8 below, replace each of the underlined words with a word of your own.
1 They achieved considerable success in their working lives.
2 I derived real benefit from a university education.
3 My qualifications gave me a huge advantage at the interview.
4 His employment prospects are enhanced by the opening of the new bank.
5 Many opportunities have been wasted here.
6 There is an obvious disadvantage to concentrating on only one learning mechanism.
7 There is always scope for improvement, no matter who you are.
8 It was such an outstanding achievement to come top in the exams.
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Conditionals 1
1 For each sentence 1-7 below, complete the first gap with if, unless or otherwise-, some
sentences may not require a word. For the second gap, put the verb in brackets into the
correct tense.
1 _they had followed the guidelines, they_(succeed).
2 _the country is to progress, then new technologies_(need) to
be embraced with open arms.
3 _they don’t put more effort into the scheme, it_(not succeed).
4 _the government_(encourage) more people to take up
training, it would benefit us all.
5 I think that more houses need to be built;_there_(be) a crisis.
6 _were we ever to inhabit the moon, I_(be) very surprised.
7 _written exams are removed from the education system, it_(cause)
enormous upset.
2 Rewrite sentences 1-7 in exercise 1 using the words below.
1 had
2 otherwise
3 unless
4 were
5 if not
6 if
7 otherwise
Proof reading
1 Find and correct the mistakes in the following extract from an IELTS Writing Task 2
answer.
If people feel that they are not given the eame oportunities ae their colleagues In
the work place, they will then begin to feel disatisfied. That’s when the problems
set in. For the work environment to be relaxe, people need to work as a team. This
can reduce quiet a lot of tension. Morover, by working with people rather than
against them, the work enviroment will be much more comfortable ...
2 Look at the following list of words and decide whether the spelling is correct. When you
have finished, check your answers with a dictionary.
1 thoroughness
2 acheivement
3 enhanced
4 intprovment
5 profession
6 carier
7 qualHcations
8 flexbility
9 ccnversly
10 assessment
11 memorable
12 excesive
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The history of geography
Vocabulary 1: Nouns relating to places
1 C’ i Work in groups. Describe the similarities and the differences between the maps.
Then discuss the questions below.
• What do you think the purpose is of each map?
• When was the last time you consulted a map of some kind? Why did you use it?
• How has technology changed the way we prepare maps?
• Do you think satellite maps invade our privacy?
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The history of geography
2 For 1-8 below, decide which of the nouns in brackets go in each gap. Some nouns are
interchangeable. Make any necessary changes.
1 The poor_I grew up in is very different now. It used be a very rough
_, but now it is a quiet residential street, (area/neighbourhood)
2 Yes I had a favourite_I liked to visit, but it has become a real tourist
_, so I don’t go there anymore, (place/spot)
3 The park in the business_is surrounded by a pedestrian_,
which makes it a real haven of peace, (zone/district)
4 My family home is in a magnificent_overlooking the sea. It’s a
_famed for its views, (region/location)
5 The_I now live in is quite built-up, but it still has quite a lot of big open
_. (area/space)
6 There have been a few burglaries in the_recently, but by and large it is a
very safe_. (vicinity/neighbourhood)
7 India has some beautiful_to visit, especially in the northern-
of the country, where you can avoid most of the tourist hot_.
(regions/spots/places)
8 The house was built in a beautiful_on a hillside with a stream and
surrounded by trees. This whole_is spectacular at any time of the year
but especially in the autumn, (region/setting)
3
Work in pairs. You can build up a description of a place by adding phrases after the
noun. Decide which phrases 1-10 you associate most with phrases a-j. There may be
more than one possible answer.
1 on a cliff top
2 on a hillside
3 a wooded hillside
4 an open space
5 an empty desert
6 a noisy neighbourhood
7 a temperate zone
8 a sandy beach
9 a secluded lake
10 a rugged mountain
a surrounded by trees
b overlooking the sea
c with no houses, just endless fields
d covered with trees
e with lots of cars and people
f covered with rock and crags
g fed by a high waterfall and disturbed only by birdsong
h with huge sand dunes and no people
i teeming with wildlife
j stretching into the distance and pounded by the
Pacific Ocean
4 For 1-4 below, put the words in italics into the correct order.
1 I live in a block of flats, small a overlooking garden. It’s in a really beautiful and quiet old
buildings neighbourhood with. And though it’s in the heart of the city, it is a peaceful
area, sound only the odd by the of birds and disturbed car.
2 My family home is on a beach seashore miles along the stretching for. It’s an ideal place
for sports enthusiasts opportunity of boating with for lots of plenty and swimming. The
house, though two built years ago hundred, is still in good condition.
3 My family come from a village by mountains beautiful surrounded. In summer the
mountainside, purple its with flowers, is a blaze of colour.
4 My dream location for a house would be a secluded lake with a height falling by trees
great waterfall from a surrounded or even a hillside with covered views out but with
looking trees over the countryside.
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The history of geography
(Speaking )
IELTS Part 2
Work in pairs. Make questions with the phrases below.
a region of your country
the neighbourhood you live in
a place with fond memories
a square you like
a seaside town you like
Useful expressions
Can you describe ... ?
Where... ?
When... ?
How often ... ?
Why do you... ?
2 Work with a new partner. Take turns asking and answering the questions you
made in exercise 1.
3 Work in pairs. It is important to try to control the rhythm of your speech. Mark the
stress in the words in the sentence beginnings 1-5 below. Put o above the syllables
which have a secondary stress and 0 above the syllables which have the main stress.
Example:
o o o 0 o
We went to a nice place by the sea yesterday
1 I was living in a small flat when I first came here, but then I...
2 We stayed in a nice hotel overlooking the sea, because ...
3 The place is very special to me, because it...
4 The place I’m going to describe for you is ...
5 I like the area very much, because it’s ...
4 Work in pairs. Practise saying the phrases in exercise 3. First say the words with
the stressed syllables {went nice place sea yesterday). Then say the sentence {We went to a
nice place by the sea yesterday.).
5
Work in pairs. Make notes for the following Part 2 task card.Where possible, use words
from Vocabulary 1 on page 104 and the sentence beginnings in exercise 3.
Describe a place which is special for you. ;
You should say:
where it is
when you first went there
what appeals to you about it
and explain why this place is special
to you.
6 Take turns talking about the topic. When your partner has finished speaking, give
him/her feedback using the checklist on page 210. Then practise talking about the topic
again.
Don't forget
• Time yourselves. You should speak for
up to two minutes
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^sterling )
The history of geography
1 How are lectures usually organized? How can you understand the main ideas in
a lecture?
2 Read the notes in questions 31-40 below. Decide what the subject of the lecture you will
hear is. Then decide how many major sections there are.
3 Look at each gap in the notes and answer questions 1-6 below.
1 What kind of information is missing? Is it a noun, adjective, verb, adverb or number?
2 If it is a noun, is the noun singular or plural?
3 Which answers relate to time?
4 Which answers relate to a reason for something?
5 Which is an idea suggested by the other words in the notes?
6 Which is a number or a percentage?
< 32.1 SECTION 4 Questions 31-40
Questions 31-40
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Migration of early humans
Human migration has occurred throughout history
First significant migration occurred approximately 31.years ago
Early pioneers did not survive
Earth experienced changes in 32.about 70,000 years ago
New band of modern humans left Africa
Colonization
- China about 50,000 years ago and Europe about 33.years ago
- the open steppes of Siberia some 40,000 years ago
- roughly 20,000 years ago arriving in Japan, then linked to the main 34.
- Australia was reached across the sea on 35.50,000 years ago
- America via Alaska some time between 15 and 13,000 years ago
Migration within Africa
Bantu occupied around 36.of the African continent by 1,000 AD
Stimulus for the Bantu migration was perhaps the farming of the 37.
Population expansion led to movement into surrounding areas that were not heavily
populated
Iron production introduced from 38.
The Bantu used iron tools to fell trees, clear forests and 39.
Iron meant they had a 40.over their neighbours
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The history of geography
Language focus: Referring in a text
1 Look at the following extracts from the listening practice on
page 107. Decide what the words in bold refer to.
If we look at the first slide here, we can see the route this
first group of modem humans took as they made their
way across the Red Sea here, which was then a dry bed.
Then through Arabia and into what is now the Middle
East. But these early pioneers soon died out.
But at that time, just like today the earth was subject to
shifts in temperature. About 70,000years ago, the planet
became warmer and another group ...
2 Look at sentences 1-3 below. What does the word in bold
refer to in each sentence?
1 The neighbourhood is very noisy because it is full of
shops and restaurants.
2 As the region is full of large farms, it is very rich.
3 The cost of farming has increased dramatically over the
period. This (rise)has led to inflation.
3 Why is it not possible to use this instead of it in sentences
1 and 2?
4 It is not possible to use it instead of this in sentence 3,
although you can leave out the word rise. Decide why.
Read more about referring in a text in the Grammar
reference on page 223.
5 Underline the correct alternative in italics in 1-8 below.
1 The poor neighbourhood where I live now was very
different a few years ago. The neighbourhood/lt/This
used to be much more pleasant then.
2 The region is full of many places to see. That/This/It is
what makes thislitlthat such a fantastic place to live.
3 The location for the new airport has been changed to
somewhere completely different. This new development/
It/They will cost a lot of money.
4 When I first discovered the woodland it/this/that was not
known by many people, but now it/this/that is visited by
dozens of people everyday.
5 The area has been transformed by the building of new
factories and a business park. This/It/That has
unfortunately made the place less attractive.
6 Various industrial sites are for sale at the moment, but
they/it/these are too expensive. This/That/It will stop the
area from developing.
7 The neighbourhoods in the north of the city are
industrialized, while these/they/those in the south are
more residential.
8 More people have moved away from the city centre to
the suburbs. As a result, these/they/these areas are
becoming more crowded and expensive.
6 For 1-7 below, remove the repetition in each sentence by
using a suitable reference.
1 The price of property in this region is increasing, and
the increase in the price of property in this region is set to
continue.
2 The neighbourhood was poor once but the neighbourhood
is rich now.
3 I like visiting the seaside when nobody is around; visiting
the seaside when nobody is around is very relaxing.
4 If people make an effort to clean up after themselves
when people visit parks, then parks will be much more
inviting for the public in general.
5 He suggested I should go away for a couple of days. The
suggestion that I should go away for a few days is okay,
but the suggestion that I should go away for a couple of
days is an expensive solution.
6 The government should pass laws to protect more areas
of great natural beauty. Passing laws to protect more
areas of great natural beauty would benefit all of us.
7 Progress cannot be stopped. Progress is inevitable, even if
the progress is very slow and the progress stops altogether
for a while. But progress stopping altogether for a while is
unlikely to happen.
7 Work in groups. Discuss the idea in sentence 7 in
exercise 6. To what extent do you agree or disagree?
(Reading
IELTS Reading Passage
i
Work in pairs. As quickly as you can, find words in the reading passage which have the
same meaning as words 1-10 below.
1 intricate 6 future
2 intangible 7 non-spiritual
3 representations 8 man-made objects
4 associations 9 deep
5 local 10 assemble
2 Work in groups. Bring together the information you have ab :h e tevt so far.
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READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
Cartography
The history and study of cartography or map
making shows how maps have influenced human
affairs in the past. It necessarily involves not only
the technical process used to make maps, but also
observes the motives for their making and their
role in forming society's views of space and place.
All humans possess a complex spatial knowledge
of their environment. This 'cognitive mapping'
is created through direct experience and by
communication with others. However, the more
formal activity of map making usually arises from
the social needs of complex, extensive, and often
highly bureaucratic societies. For societies in
which humans live and communicate within small
groups, there is little need to make maps of the
terrestrial environment. Thus, it is probable that
the function of a few petroglyphs that can broadly
be identified as maps from the Upper Palaeolithic
period, c. 30,000 BC, was probably magical
-and cosmographical (perhaps associated with
agricultural fertility rites), and most of the images
are in abstract as if viewed from above. Important
Neolithic examples include a representation of
the Anatolian town Catal Huyuk (in present-day
Turkey) from about 6200 BC, and a series of
complex topographical images from the foothills of
the Italian Alps in Valcamonica dating from around
1500 BC.
The very terms 'map' and 'cartography', with
their strong Western overtones, are unsatisfactory
for small indigenous local cultures, even though
iconic representations of territory that approach
the European functions of maps have existed. The
form of these spatial expressions may be in an oral
or kinaesthetic ritual performance rather than an
inscription industrial societies normally regard as a
map.
There are several characteristics that indigenous
maps share cross-culturally. One is to serve as a
record of a creation story or genealogical lineage
of a people, as in many Ojibwa migration charts.
Here, where migrations, astronomical events,
battles, and other events are recorded for posterity,
the representation of time and space is conflated
in the form of the map, so that events separated
by many centuries may appear side by side. In
Australia, reconstructions of the legendary tracks
of ancestors, the Dreamings, are recorded in
bark paintings and other media of Aboriginal art.
Sacred and secular uses are often merged, so that
a representation of the cardinal directions in the
cosmos may be embodied in the plan of a village
or house, as in the Dogon peoples of the Sahara.
There are also didactic or mnemonic uses of maps
in local indigenous cultures. For example, the stick
charts of the people of the Marshall Islands (the
only group that made these forms of map) are
a training aid for navigators for understanding
the location and pattern of ocean swells. In
Africa, memory boards are used in initiation rites
establishing lineage of kingships and recalling the
location of famous events. Among the Apache,
notched sticks were used to remember landmarks
for expeditions.
Surviving artefacts from the civilizations of
Mespotamia show a profound knowledge of
astronomy for astrological purposes, as well as a
practical knowledge of geometry and surveying in
field surveys for taxation and irrigation purposes.
These are mainly in the form of hundreds of
clay tablets recording cadastral (landownership)
information, mostly dating from the 1st millennium
BC. Fewer map artefacts survive from ancient
Egypt, but there is graphic evidence in wall
V
/
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r
' ED The history of geography
paintings, inscriptions, and manuscripts of surveying
instruments used to survey buildings and re¬
establish field markers after the annual flooding
of the Nile had swept them away. The A'h-mos^
or Rhind mathematical papyrus in the British
Museum (dating between 1750 and 1580 BC)
is an important source of such information.
Different types of maps were made in
_the European Middle Ages. The first of
these are manuscript sea charts, mainly
of the Mediterranean (the so-called
portolan charts), originating from the
13th century. From the earliest
known chart, the Carte Pisane (c 1275), to
charts of the 17th century, the method of
construction appears to have been the same:
they seem to have been compiled from
bearings and rough distances gleaned from
repeated voyages, written itineraries, or
other charts. The radiating lines of constant r-
direction commonly found on these charts
appear to have been used for navigation purposes \
rather than in their compilation, for they are usually
added later, and are rarely found in the same
place on two charts. The mention of the magnetic
compass on board ship in the 13th century has led
some to associate it with these lines.
j
How to go
about it
For questions 1-5
• First read
the sentence
beginnings and
then the endings.
• Check for
beginnings and
endings that
don't fit together.
• Scan the reading
passage for words
or paraphrases
of words in
the sentence
beginnings. Put
a box around the
words in the text
to help you refer
to them.
• Match the
endings to the
words you have
located in the
text.
Complete each sentence with the correct ending, A-G, below.
1 The analysis of a map
2 Awareness of one’s surroundings
3 A land map
4 A Neolithic example
5 The term cartography
A teaches us about the trade and commerce.
B indicates the main settlements in antiquity.
C reveals its impact on human development.
D conjures up images that are related to developed, as opposed
to traditional societies.
E develops through practice and contact with different people.
F serves very little purpose for isolated communities.
G contains an image of a town.
Questions 6-11
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
The ways different groups used maps
People
Use
Ojibwa
employed maps where 6 .and.were
brought together
Australian Aborigines
recorded information on various materials including
7.
Dogon
combined bearings in the 8.with the
9.of their living spaces
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The history of geography
Apache
marked sticks as a memory aid for 10.
Mesopotamians
used geometry and surveying for various reasons with
details recorded on 11.
Questions 12 and 13
Choose TWO letters, A-E.
Which TWO features of the creating of manuscript sea charts are mentioned by the writer in the
passage?
A The lines on the maps were drawn as the maps were made.
B The lines on the maps seem to be used for map reading at sea.
C The lines are always located in the same place on sea charts.
D Other charts were not used in the creation of sea charts.
E The process of making the maps is apparently identical in each case.
Reacting to the text
Is modem technology like satnavs lessening our ability to interact with the environment
first-hand and reducing spatial awareness in people?
Vocabulary 2: Verbs relating to changes in maps
1 Work in pairs. Match each sentence beginning 1-7 with an ending a-g. There may he
more than one possible answer
1 The centre of the town
2 Several old buildings
3 A new school
4 The old houses
5 Some old derelict factories
6 A line of old trees
7 The bank
a replaced the old hospital,
b were knocked down to make way for a new
supermarket.
c were pulled down, with a new multi-storey car park
taking their place.
d were demolished to create a large open space which
was turned into a park,
e was chopped down to widen the road,
f was converted into a restaurant and the cinema was
torn down.
g was completely transformed over the ten year period.
2 Underline the most suitable verb in italics in sentences 1-8 below. Then put it into the
correct tense.
1 The railway extend/expand to the centre of town, and three new stations were built.
2 As the town extend/expand, all the open spaces were used up for housing.
3 An airport construct/become on a greenfield site on the edge of the town.
4 The neighbourhood completely change/demolish with the building of new apartments.
5 The area around the town turn into/become more built-up.
6 A number of dramatic developments take place/convert, which alter/expand the
character of the town completely.
7 The area turn into/become less rural and leafy with the building of new offices.
8 The empty space near the university develop/become into a park.
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The history of geography
3 Work in pairs. Decide which verbs in exercise 2 can be turned into nouns with the
endings below.
-ation -ition -sion -tion -ment
4 For 1-8 in exercise 2, decide if it is possible to rewrite the sentences using a noun and
adding the verbs below. Rewrite the sentences where possible.
be happen occur take place
5 In the following sentence, underline the phrase which would give a good overview.
The area underwent a complete transformation/became different/turned into something
new over the period.
(Writing: )
Work in pairs. Underline the adverbs in each sentence 1-5 below which relate to the
map on page 206 and decide if they are in the correct position. If they need to be moved,
decide if you need to make any other changes to the sentence.
1 A residential area is located in the north-west of the town.
2 To the north - east of the residential area there are several derelict warehouses.
3 South of the warehouses in the north are located some offices.
4 West of the river and south of the residential area is situated the Arts Centre.
5 The university is sited in the north-east, west of the woodland.
2 Work in pairs. Write sentences to describe where the remaining places 6-11 are on the
map.
3 fT* Work in pairs.
Student A: Look at the map of the town of Sandring in the year 2009 on page 206,
which has the names of places 1-1 missing. Listen to Student Bs description and write
down the name of each place.
Student B: Look at the map of the town of Sandring in the year 2009 on page 208,
which has the names of the places marked. Describe to Student A where each place is
located. When you have finished, show Student A your map to check their answers.
Useful expressions
in the northlsouthleast/west of...
north/south/east/west of...
to the north/south/eastlwest of...
there is...,
... lies, is situated, is sited, is located,
stands, runs/flows
4 Look at the map of the town of Sandring in 2000 on page 206 and the Student B map of
Sandring in 2009. Decide if sentences 1-10 below about Sandring in 2009 are true or
false.
1 The hospital in the west of the town was converted into a hotel.
2 Where the park stands there used to be a university.
3 The public gardens in the south-east of the town were destroyed to make way for an
entertainment area.
4 The school was still in the same place in the west of the town.
5 In place of the park there is an industrial wasteland.
6 The fields on the south-west border of the town have become an industrial zone.
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The history of geography
7 The quarry just south of the centre of the town has been transformed into a lake.
8 The coach station in the centre of the town was converted into a railway station.
9 A shopping centre was built in the north of the town, replacing part of the residential area.
10 Overall, the town has become much less rural with more buildings being constructed.
an't forget!
>'ou need to write an
overview.
Avoid listing the
information.
You cannot
summarize trends,
cut you can
summarize overall
ranges.
5
Words and phrases 1-10 below can all be used to describe change. Rewrite each
sentence 1-10 in exercise 4 using the words below. There may be more than one
possible answer.
1 build in place of
2 give way to
3 build on the site of
4 not change
5 turn into 9 replace/build
6 give over to 10 urban transformation
7 become
8 reconstruct to become
6 Write an answer for the Task 1 question below. When you have finished, check your
answer using the checklist on page 209.
WRITING TASK 1
You should spend about 20 minutes on this task.
The maps below show the changes experienced by the town of Lakeside at the
beginning of the 21st Century
Summarise the information by selecting and reporting the main features, and
make comparisons where necessary
Write at least 150 words.
Lakeside 2000 Lakeside 2009
N N
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113
Review
Vocabulary
Some of the underlined nouns in sentences 1-8 below have been moved between the
sentences. Decide which sentences are correct.
1 The world is a wonderful region teeming with life of all kinds.
2 The mountainside provided a perfect location for the end of the film.
3 This animal is only found in the southern place of Africa and nowhere else.
4 The world is divided into different climate spaces .
5 There are very few open zones in the centres of major cities.
6 This is the exact spot on the river where I first learnt to swim.
7 There are very few empty houses in the district as there is a shortage of housing.
8 The financial vicinity of the city stretches along the river bank for miles.
Speaking
1 In the extract from IELTS Speaking
Part 2, the candidate is describing a
special place. Complete gaps 1-5 with
a phrase a-e.
a If I remember rightly, the first time
b What I particularly like about it is the
c And why do I like it so much?
d it would have to be
e breathtaking setting of any place
I think
1_a sandy
beach near where I was born. It has the
most 2_I have seen in
the world. I don’t believe it can be beaten.
3 _I laid eyes on it I was
a bout 15 years of age. 4 _sand
seems to stretch as far as the eye can see. On
the other side of the bay there are mountains
sweeping gently down to the sea.
5_.
Well, it’s_
2 In the extract below the candidate is talking about the same topic.
There are seven words which should not be there. Underline the extra words.
And why
it is this place so special for me? Well, I
think it's because it is really peaceful over there. I can sit for
hours without seeing anyone, just gazing into the distance space; it
is so relaxing. There are no any noisy streets with the car radios and people,
only a peaceful riverbank surrounded by trees and flowers with the only
sounds be those of the birds and the river flowing down through the
wood. I am often wonder how long it will stay like that.
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The history of geography
3 Mark the stress in the words in phrases 1-5 below. When you have finished, practise
saying the phrases. First read the words with the stressed syllable. Then practise saying
the whole phrase.
1 The place I’d like to describe is a hillside covered ...
2 A place that’s special for me is a mountain with ...
3 The place I like the best is a park stretching ...
4 It has to be a forest teeming ...
5 I’d like to tell you about a valley surrounded ...
4 Complete the sentence beginnings 1-5 in exercise 4.
Referring in a text
For 1-6 below, complete the gaps with it, this, that or these.
1 My neighbourhood is improving gradually._is now a safer place to walk
around at night.
2 The map was created by craftsmen of the highest standard. It is clear_were
highly trained.
3 The Bantu migrated through huge areas of central and southern Africa._led to
the spread of the language from its origins in West Africa.
4 The government should try to improve facilities for people in your area, as_
would surely help reduce crime.
5 And what can be done about the problem of the rubbish in scenic areas?_
can be cleared away, but_is not the best solution to the problem._
needs more drastic measures._can take the form of fines for people who
dump their waste wherever they want rather than taking_to special rubbish
dumps.
6 It is surely the government’s responsibility to protect animals in the wild._
could be done by making the smuggling of endangered species from one region of
the world to another more difficult by increasing checks on animal imports._
in turn would make ...
Proof reading
As quickly as you can, underline the ten mistakes in the following model answ'er for an
IELTS Writing Task 1 question.
The maps illustrates how the town of Marsden underwent a total tranformation in the
twenty years between 190S and 2006, changing from a small to a large town.
First, it lost the park in the north of the town, which was substituted by a supermarket.
The hospital was chopped down and instead a five-star hotel was built surrounding
by trees and a huge car park. The centre of the town also saw a number of change.
Moreover, several skyscrapers erected on the site of the old factories and the
university halls of residence were turned offices. The territory is also less green than it
used to be with the main park east of the shopping complex being converted into a car
park.
As the population increase there was a greater demand for housing. So the fields on the
edge of the town were given over to housing estates, further increasing the urbanization
of the area.
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115
What is beauty?
Vocabulary: Beauty
1 C' Work in groups. Describe the buildings in each of the photographs. Name them
if you can. Then discuss the questions below.
• What is your reaction to the buildings in the photographs? Do you tr r« r*?, are
beautiful? Why/Why not?
• What is your favourite building or monument?
• Is it important to live in beautiful surroundings? Why/Why not?
2 In your groups, evaluate each of the buildings in the r : -graphs in exercise
1. Rank the buildings according to how beautiful you think the\ are I = the most
beautiful, 5 = the least beautiful. Give reasons.
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What is beauty?
3 For 1-6 below, complete the gaps with a building from exercise 1 so that the statement
is true for you. Then complete the statement using your own ideas.
Example:
I think building_is breathtaking, as ...
I think building 1 is breathtaking, as it combines the old and the new and fits perfectly
into the space it is in.
1 I find building_very old-fashioned, because ...
2 Building_says nothing to me at all, because ...
3 Building_is not as beautiful as Petra, because ...
4 I find structures like building_very depressing, as they ...
5 Building_is very charming, but building_is very alluring; it
makes me want to ...
6 When I look at the photograph of building_it makes me feel nostalgic,
because ...
4 Work in pairs. When you evaluate a building you can: A describe it physically; B say
what effect it has on you. Look at the adjectives in the box below and decide which
category they fit in, A or B.
evocative
overawed tall melancholic
thoughtful
ancient
spacious
dazzling humbling beautiful
magnificent
impressive
overwhelmed emotional ecstatic high
overjoyed
stone
nostalgic
majestic
5 Complete the gaps in 1-6 below with a word made from an adjective in exercise 4.
Example:
When I saw the Taj Mahal for the first time it made a huge impression on me.
1 They tried to_the town centre by putting flowers in baskets and painting and
renovating the buildings, but it didn’t work.
2 Standing next to the Sphinx made me feel very_.
3 I was filled with_at the sight of the Himalayas. I was taken aback by their
majesty.
4 Thinking of places that I love sometimes fills me with_, but this is not a
negative feeling.
5 When I look at photographs of my home country they_so many memories
and usually make me feel homesick.
6 The sight of the old people wandering through the ruins made me_about life
and how things can change very suddenly.
6 Work in groups. Transform at least three sentences from exercise 5 by changing the
noun to a verb or an adjective where possible.
Example:
When I saw the Taj Mahal for the first time it made a huge impression on me .
When I saw the Taj Mahal for the first time it impressed me enormously .
1 Work in pairs. Choose at least three monuments that you think represent
important times in your country's development or are symbolic of your country.
Describe each structure to your partner and explain why it is of importance. Try to use
the vocabulary from this section.
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117
What is beauty?
(Listening
IELTS Section 3
You are going to listen to a conversation between a tutor and a student about a film
project. Look at questions 21-30 below and decide what the project is about.
2 Work in pairs. You will hear words 1-10 below during the conversation. Check the
meaning of the words. Use a dictionary’ to check the meaning of any words you don't
know.
1 perception
2 collage
3 take in
4 grandeur
5 digital stills
6 narrow down
7 access 9 fade
8 discipline 10 click
Don't forget
• Underline the
words in the
questions that warn
you that the answer
is coming soon.
<3 2.2 SECTION 3 Questions 21-30
Questions 21-25
Choose the correct letter A, B or C.
21 Malcolm thinks the subject of his project may not be
A concrete enough.
B interesting enough.
C very academic.
22 Malcolm’s reaction to India
was one of
A indifference.
B dislike.
C awe.
23 Malcolm feels the pictures he
took of the Ganges etc. are
A breathtaking.
B interesting.
C uninspiring.
24 The tutor suggests Malcolm should
A concentrate on photos of buildings only.
B reduce the number of photographic stills to ten.
C use only photos of famous places.
25 Malcolm intends to make a film that is similar to a
A movie preview.
B TV advert.
C music video.
Questions 26-30
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
26 Malcolm’s tutor thinks it would be a useful discipline to stick to a.
27 The tutor reminds Malcolm about the shortness of peoples.
28 The details about submitting the project can be found on the.
29 The submission form needs to contain details about the.
30 With the submission form,.copies of the DVD need to be handed in.
3
C Would you like to make a film about a place you have Which place
would you choose? Why?
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What is beauty?
Word building: Prefixes under - and over -
When Malcolm is describing the buildings in New Delhi during the conversation with
his tutor he says: ‘I think they are really underrated*. You can add the prefixes under- and
over- to change the meaning of words.
1 Complete the gaps in sentences 1-10 below using a word made from a verb in the box by
adding the prefix under or over.
fund value price run state come estimate awe rate (x 2) take
Example:
However stunning the tourist attraction is, the entrance fee is definitely overpriced .
1 Many scientists have_the importance of early archaeological
discoveries. They are much more significant than was once thought.
2 The monuments were totally_by tourists. I couldn’t take any pictures.
3 The museum is really_. It’s a very boring building.
4 Artefacts from a long time ago are frequently_. At auctions they may
only sell for a fraction of the price of modern art.
5 Some people are completely_with emotion when they visit Florence.
It’s a syndrome called the Stendhal effect.
6 The museum_the theme park as the most popular attraction last year.
7 Many buildings and monuments of international significance are crumbling, because
government repair schemes are_.
8 The ruins of Greater Zimbabwe are seriously_. I think they are more
important than they are thought to be.
9 The architecture of the building is very_. It is this simplicity which
makes it magnificent.
10 I was completely_by the carvings. I’ve never seen anything like them.
2 Write a sentence about each of the following:
• a place, country, monument or film etc. which you think is important, but which
other people do not value
• a place, country', monument or film etc. which you do not rate highly, but which
other people do
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119
What is beauty?
(Speaking ) i
IELTS Part 2
You can emphasize your own opinion by contrasting it using linking words such as but,
though, although, however, nevertheless, even so, even though, etc.
Even though it leaves some people cold, I have a sentimental attachment to it.
Write sentences about buildings that are important, or have been important, in your
life. Use at least five of the words and phrases 1-6 below and the linking words above.
Example:
Even though the building where I went to secondary school leaves some people cold, I
have a sentimental attachment to it.
1 leave me cold
2 bring back memories
3 bleak but my home
4 ugly/unattractive/unsightly/unpleasant
5 in a rundown area
6 beautiful to see/to look at/to visit
2 Choose one of the sentences you have written and practise the rhythm by reading it out
loud. Read the secondary stresses first and then the whole sentence. Then, decide which
syllable has the main stress in each clause.
oo oo oo oO
Even though the building where I went to secondary school leaves some people cold, l have
Useful expressions
0 o
a sentimental attachment to it.
3 Think of at least two
buildings that have had an
impact on you or reflect your life
or personality. With a partner,
explain the effect these buildings
have had on you. Use the
sentences in exercise 1.
What made (the building) important to me is...
The reason i chose (the building) is...
(The building) makes me...
When I see (the building) or photographs of (the building), it
makes me feel...
(The building) is underrated, but...
4 Look at the following Part 2 task card. Choose ten verbs and/ or adjectives from this unit
so far, which will help you explain why the building is important to you. Write a note for
each heading on the task card. Then narrow your verbs and adjectives down to three or
four. Use the useful expressions in the box to help organize your answer.
Describe your favourite building.
You should say:
what the building is
where it is
what it is like
and explain why it is your favourite building.
Don't forget!
• In the exam you will only have one minute to prepare.
5 Work in pairs. Take turns talking about the topic. Use your notes to guide you.
You should speak for up to two minutes; time each other using a stopwatch. When you
have finished, give each other feedback using the checklist on page 210.
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What is beauty?
(Speaking )
Don't forget!
» Use adjectives to
evaluate. Then
give reasons and
examples.
» Use linking words
like but, although,
however etc.
» Keep your ideas
abstract.
Reading )
IELTS Reading Passage
Work in pairs. Discuss the following questions. Try to include the verbs and
adjectives that you have used in this unit so far.
Beautiful surroundings
Do people need to have beautiful surroundings? Why?
What is the effect of living and working in attractive buildings?
Which is more important, the design or the function of a building? Why?
Is it important to try to make cities pleasing to the eye?
Concepts of beauty
What does beauty mean? Does it mean the same for everyone?
Do you think the desire to acquire beautiful objects drives consumerism?
How?
Are there differences in the concepts of beauty and taste between cultures?
What are they?
Work in groups. Look quickly at the title of the reading passage and skim the passage
and the questions. Close your books and share as much information about the passage as
possible.
2 In your groups, make a list of three or four things that you would expect to read in a passage
about an architect.
3 Scan the passage and find words and phrases that have the opposite meaning to 1-7 below.
1 separated 3 hated 5 revealing 7 unoriginal
2 alien/strange 4 attacked 6 talentless
How to go about it
* As some of the questions relate to dates, put boxes around the dates in the passage.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
Giles Gilbert Scott Architect (1880-1960)
A bastion of the architectural establishment in early 20th century Britain, Giles Gilbert Scott
; (1880-1960) fused tradition with modernity by applying historic styles to industrial structures
; in his designs from the Battersea and Bankside power stations in London, to Liverpool Anglican
Cathedral , and to the K2 telephone kiosk.
At the top of the splendid Portland stone tomb of the 19th century architect John Soane and
his wife and son, in St Pancras Old Church Gardens, north London, is a dome in a surprisingly
familiar shape. Designed by Soane in 1815 as a monument to his beloved wife, the tomb is
one of his most romantic designs, ornate in form and decorated by stone carvings of snakes
and pineapples. It is familiar not because of its association with Soane's family tomb, but
because of its influence on the design of the red K2 telephone kiosks, which were once a
common sight throughout Britain.
The architect who designed the K2, Giles Gilbert Scott, admired Soane's work and had
recently become a trustee of the Sir John Soane Museum in London when invited in 1924 to
enter a competition to design a public telephone kiosk. The shape of his design was inspired
by the central domed structure of Soane's tomb. By rooting his design in Britain's architectural
heritage, Scott transformed the telephone kiosk from what was then seen as an intimidating
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r
What is beauty?
symbol of modernity into something that seemed reassuringly familiar. When the wooden models of the
competing designs were exhibited outside the National Gallery, Giles Gilbert Scott's was chosen as the
winner.
Scott continued to package modernity in British traditionalism throughout his career. In his inaugural
address as president of the Royal Institute of British Architects in 1933, when Britain was finally succumbing
to modernism and the architectural profession was split by battling 'trads v. rads', he advocated a 'middle
line' of both embracing technological progress and the human qualities of architecture. The 'middle line'
was illustrated by Scott's best known London buildings, the power stations at Battersea (1929-1935) and
Bankside (1947-1960), where he disguised their industrial purpose behind Gothic facades. Battersea,
in particular, became a popular London landmark. Yet in an age when progressive architects such as Le
Corbusier and Jean Prouve romanticised technology, Scott's attempts to popularise industrial buildings by
obfuscating their function seemed, at best, conservative.
It is not surprising that Giles Gilbert Scott appeared unable to escape Britain's architectural tradition as he
was born into it. His grandfather George Gilbert Scott (1811-1878) was the eminent High Victorian Gothic
architect of the Albert Memorial, the Foreign Office and the Midland Railways Terminus Hotel at St Pancras
station. His uncle John Oldrid Scott was also an architect, as was his father, the second George Gilbert Scott,
who was nicknamed Scott ]nr. A gifted yet tragic figure, Scott |nr showed youthful promise by designing a
series of churches in London and Yorkshire that bridged Victorian gothic and the arts and crafts movement,
only to succumb to alcoholism and, eventually, to be committed to a mental asylum.
In 1923, Giles Gilbert Scott was commissioned to design Memorial Court, a hall of residence at Clare
College, Cambridge (begun in 1923), which he completed in a Georgian-inspired style. The following year
he won the telephone kiosk competition. Traditional though his kiosk was in style, functionally it was very
advanced. An ingenious ventilation system was installed using perforations in the dome, and the glass was
divided into small panels for speedy replacement in case of breakages. Scott's original proposal was for
a mild steel structure, but the Post Office insisted on changing it to cast iron. It also insisted on painting
the kiosks bright red for maximum visibility in emergencies rather than Scott's suggested shade of duck
egg blue. Following protests in rural areas, where people complained that the bright red kiosks looked
overbearing in the open countryside, the Post Office agreed to repaint them in green.
Despite the rural complaints, the K2 kiosk was a popular success, and Scott was invited by the Post Office to
modify his design in 1930 for the concrete K3, intended principally for country use. He was recalled again
to design the K6 in 1935 to commemorate King George V's silver jubilee. This became the most widely used
version of the kiosk with thousands being installed.
As well as these landmark commissions, Scott designed dozens of churches throughout his career, as well
as more modest public projects such as monuments and extensions to existing buildings. One of his most
conspicuous commissions was as a consultant, rather than an architect, to Battersea Power Station in south
London. Charged with making the enormous electricity generating station more appealing, Scott suggested
brick as the main material for the central structure and turned the four chimneys - one on each corner -
into reassuringly familiar neo-classical columns. The result is surprisingly engaging for such a vast structure,
but with the showiness of the Art Deco cinemas then being constructed across Britain.
His most significant post-war commission came in 1947 when Scott was invited to design a second London
power station at Bankside beside the Thames in Southwark. More austere in style than Battersea, Bankside
did not match its popularity until its conversion in 2000 by the Swiss architects Herzog and De Meuron into
the Tate Modern museum. Yet formally and functionally it is the more sophisticated of the two buildings,
not least as Scott combined all of Bankside's chimneys into a single central tower.
What is beauty?
Questions 1-6
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
1 Scott combined the old with the new in the.he designed.
2 Scott’s design for the K2 phone box was based on the.of Britain.
3 Scott’s desire to make industrial buildings more appealing to the public
appeared.
4 Despite not being innovative style-wise, from a practical point of view Scott’s telephone
box was.
5 When people in the countryside complained about the colour of the telephone boxes, the
colour was changed to.
6 Although people objected to the K2 phone boxes, they were generally a.
Questions 7-11
Classify the following events as occurring in Scott’s life
A between 1920 and 1930
B between 1930 and 1940
C after 1940
7 a modification in telephone design to mark a special occasion
8 a request to design a power station
9 success in the contest to design a telephone box
10 an invitation to design accommodation for students
11 Scott’s support for architectural progress with a human face
Questions 12 and 13
Choose TWO letters, A-E.
Which TWO features of Bankside Power Station make it different from Battersea Power Station?
A It was a more severe structure.
B It was more popular.
C It was much bigger.
D It had only one chimney.
E It is a less complex building.
CD Reacting to the text
Do architects have more influence on our lives than we realize? Should there be moi e or
less control over the work of architects? Give reasons and examples.
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What is beauty?
Language focus: Modal verbs for evaluating
In addition to using adjectives and verbs to give evaluations,
we can also use modal verbs. Look at the following statement
from the listening practice on page 118.
I should have been halfway through by now.
Malcolm is criticizing himself for something he did. He is
reflecting on and evaluating his own actions.
Read more about using modal verbs for evaluating in
the Grammar reference on page 224.
1 Work in pairs. Think of three things that you did
recently which you shouldn't have done, or you should have
done but didn't. Tell your partner about the events.
2 For 1 -9 below, underline the correct word in italics.
1 They should/shouldn't have knocked that building down
ages ago; it was rather hideous.
2 The government could have/could dealt with this more
diplomatically.
3 He might have/should have told me; I'm not sure.
4 She might/couldn't have told me! I really wish she had.
5 Something must/should have happened, because
suddenly everyone seems happier.
6 Fines could be/must have been imposed on those who
make the environment ugly.
7 With the involvement of UNESCO, more and more places
of great natural beauty should be/shouldn't have been
protected in future.
8 The government definitely ought to/might control
advertising on TV to stop people becoming addicted to
buying consumer goods.
9 The car could/must be incredibly expensive, because it's
stunning to look at.
3 Which of the sentences 1 -9 in exercise 2 show that
something 'didn't happen' in the past?
4 Which of the sentences 1 -9 in exercise 2 express the
following:
• a conclusion • a regret • a suggestion
• a criticism • an expectation • a possibility/
weak suggestion
5 Work in groups. You have been asked by the local
council to come up with ways to make the city or town you
live or study in more attractive for the general public. Make a
list of the following things in order to improve the area.
Use other modal verbs where appropriate and the words
from the Vocabulary and Wordbuilding sections in this unit.
Things that should not have been done.
Things that should have been done.
Things that should be done.
(Writing:
IELTS Task 2
1 You can use particular words and phrases to show the effects or consequences of
something, for example, affect, make, produce, lead to, have an effect/impact on, result in.
To describe effects and consequences you can also use adjectives from previous units,
for example, exciting, exhilarating, interesting.
Work in pairs. For 1-6 below, separate each list of letters a and b into words. Then
decide the order of a and b so that they make sense.
1 a andsoneighbourhoodsinmanycitieswherepeoplelivearebeingmademoreappealing
b everythinginthephysicalworldaroundusmakesanimpressiononusdirectlyorindirectly
2 a peopleareabletoseeandappreciatedifferentcitiesallaroundtheworld
b thankstocheaptravelandthelnternet
3 a somecountriesarenowbecomingricherthaninthepast
b leadingtoprideintheirnationalstanding
4 a forexampleaparkwasopenedandtreeswereplanted
b andthensuddenlythehealthofthepeopleinthatdistrictofthecityimproved
5 a thelackofspacehassavedmanyoldbuildings
b withplannersturningtorenovationratherthanerectingnewbuildings
6 a peoplearehappierandarenowmoreproductive
b asaresultoftumingoldruinsintogardens
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What is beauty?
2 For 1-6 in exercise 1 :
a decide which part of the text, a or b, describes the 'cause', and which describes the
effect'
b underline the words and phrases which indicate ‘cause'. Then underline the words
and phrases which indicate ‘effect'
c decide if there are any sentences where no linking words are used to indicate a cause
or effect
d decide if any of the linking words can be removed without affecting the connection
3 Work in pairs. For 1-5 below, complete the gaps with one phrase from box A and one
phrase from box B. There may be more than one possible answer. Each phrase can be
used more than once.
1 For example, the government_the restrictions on building in green spaces in
the city._very few places for people to relax.
2 The built environment in modern cities_to the people that live there, but
often it is overwhelming and ugly_skyscrapers, which shut out the light.
3 _new construction techniques and materials, modern buildings
_cities and make them attractive.
4 It is obvious that beauty_on people’s well-being,_increases
their happiness and productivity.
5 _awareness of the impact that healthy environments have on employees,
more and more architects_design and not just function.
4 Work in pairs. Make notes for the Task 2 question below. Make a list of ideas about the
built environment and the natural environment. If necessary, use the ideas in the box on
page 208. When you have finished, change partners and explain your ideas.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
At school greater emphasis should be placed on an appreciation of the built as well
as the natural environment.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
5 Write your own answer for the question. When you have finished, check your answer
using the checklist on page 209.
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125
Review
Vocabulary
1 For 1 -4 below, complete the gaps with an extract a-e.
1 How do buildings affect people?
_, depending
on the mood of the person and the attractiveness of the buildings.
For example, some people might find buildings like the Louvre museum in Paris
formal and boring, _ might think it is dazzling.
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2 Are you ready to start?
My
favourite photograph is one that I took
of old ruins near where I was brought up. They are really
magnificent. _/ didn't have a camera, but the
next I made sure I had one with me.
3 What sort of buildings do you like?
Old
buildings say nothing to me.
_ the Guggenheim Museum in Bilbao more
appealing. So I am rarely impressed by old palaces or
houses; I find them depressing.
4 What are the buildings like in your home city?
Most of
them are _ are allowed
to be constructed in order to protect the area. So
it means that we have lots of tourists.
a They can make them sad or happy
b very old and evocative, because no new buildings
c I find modern architecture like
d The first time I saw it
e but other people
2 For 1-4 in exercise 1, decide whether each is taken from Part 1,2 or 3 of IELTS
Speaking and why.
3 For 1-8 below, complete the gaps with a word made from the word in brackets.
1 When they cleaned up the monument, they made it very_(beautify), which is
why it is my favourite structure.
2 The sight of my old school after so many years made me very_(think).
3 The old town was_(evoke) of a bygone age. It is important that such places
exist to remind people of their culture.
4 I was overcome with waves of_(nostalgic) when I looked at the photographs.
5 Being among the ruins of Angkor Wat was a very_(humility) experience.
6 I found the building very_(melancholy) at first, but then I realized it was
very relaxing to be here and my attitude changed.
7 The city of Tokyo made a huge_(impressive) on me the first time I visited it.
8 Architecture such as that found in Florence has the power to affect people in different
ways. Although some of the palaces and houses there are quite austere, they have the
power to fill people with_(ecstatic).
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What is beauty?
4 Rewrite sentences 1-8 in exercise 3 using the words in brackets. For verbs you may
need to change the form of the word. Some of the words will need to be changed.
Example:
1 When they cleaned up the monument they beautified it, which is why it is my
favourite structure.
Word building
1 In 1-7 below, decide which two words need to change places.
1 The last time I visited the overrun city of Pompeii it left me cold. It was so magnificent by
tourists.
2 The photographs of my home town brought back lots of emotion. I was really overcome
by memories.
3 The countryside around where I was brought up is very overawed, but I am still bleak by
it each time I go home.
4 The vast open spaces of the Steppes are underestimated. Their beauty is so beautiful,
perhaps because it is so difficult to get there.
5 The architecture of the railway station is not plain; it is just understated and subtle. That is
why it is appealing.
6 The preservation of the architecture of former times reflects the traditions and values
of a nation. When such precious national items are underfunded by people generally, it
unfortunately leads to them being undervalued or not supported financially at all.
7 If tourist attractions are cheaper, it puts people off visiting them. So the main way to
attract tourists and increase revenue is to make the cost of travel to and from the
attractions overpriced and reduce the entrance fees.
2 Sentences 6 and 7 in exercise 1 are taken from an 1ELTS Writing Task 2 answer, but they
need examples to make them clearer to understand. Add examples using the following:
• like + noun • for example
• for example + sentence • if + two clauses
Modal verbs for evaluating
1 Underline the modal verbs in the following extract from an IELTS Writing Task 2
answer.
when they are constructing new buildings In the centre of old cities Like
London and Paris,, p>avuascus or Rome, planners should be sensitive to
the existing architecture, m arty old buildings In London, for example,
shouldn't have been demolished, instead, they oughtto have beenpreserved
It a, some way. For example, they could have erected buildings In the same
style as existing buildings, or blended the old with the new to stunning
effect, as has happened recently In central London, where parts of the
facades of old buildings have been kept with new features added on. This
should now matee the city more attractive, of course, they might have
started doing this sooMri But better late than never.
2 Match the verbs you have underlined to 1-4 below. You may use each one more than
once.
1 a criticism 3 a weak suggestion
2 an expectation 4 a recommendation
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Ready for
L A
Writing
Introduction
The IELTS Academic Writing module lasts one hour and there are two tasks. You are
advised to spend 20 minutes on Task 1 and asked to write at least 150 words. For Task 2
you are advised to spend 40 minutes and asked to write at least 250 words.
In both tasks, you are assessed on your ability to write in a style that is suitable for the
task.
Task 1
In Task 1 you are asked to describe data, presented as a graph, chart or table, or a
diagram such as a map or process, using your own words.
Assessment for Task 1 is based on your ability to:
• summarize, organize and compare data where possible
• describe the stages of a process
• describe an object or event or explain how something works
• write accurately and coherently
• use a range of vocabulary
• use a range of grammatical structures
Describing a graph
1 Work in pairs. Look at the following list of words and phrases 1-20 and the graph in
the Task 1 question on the opposite page. Decide which you can use to write about the
graph.
1
trends vary
11
overtake
2
an upward trend
12
contrasted with the steady recovery
3
hit a low
13
the dramatic decrease
4
latter part of the period
14
peak at
5
soar
15
proportion
6
follow different patterns
16
reach a high
7
a gradual fall
17
overall
8
reach a plateau
18
outnumber
9
a sharp drop
19
generally speaking
10
surpass
20
similarly
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WRITING TASK 1
You should spend about 20 minutes on this task.
The graph shows children by age group as a percentage of the population in the
United Kingdom between 1990 and 2001 .
Summarise the information by selecting and reporting the main features , and
make comparisons where relevant.
Write at least 150 words.
Percentages of children aged under 20 years by age group in the United Kingdom
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
0 - 4 ---- 5-9 . 10-14- 15-19 ——————
2 Read the following sample answer and underline the words from the list in exercise 1.
The graph shows the proportions of children in four age groups, namely 0-4,5-9,
10-14 and 15-19 in the UK between 1990 and 2001.
Generally speaking, despite the two contrasting trends (downwards for the children
of 0-4 and 15-19; and upwards for those aged 5-9 and 10-14), the decline in the
birth rate was the most striking point. In the youngest age group, there was an increase
during the two first years from just below 267> in 1990 to about 26.6% in 1992
followed by a gradual fall to 23.6%, the lowest percentage, in 2001. Regarding the
15-19 age group, the dramatic decrease from approximately 26.3% in 1990 to just
over 23% in 1994 can be contrasted with a steady recovery over the latter part of the
period up to nearly 24.9% in 2001.
5y contrast, an upward trend was noticed in the categories of children aged 5-9 and
10-14. Looking at the former group, the percentage peaked at approximately 26.3% in
1997, but the final proportion (about 25.3%) remained greaterthan the initial (nearly
24.6%). As regards the latter, the percentage of the children in this category not only
increased over the period but also was the greatest in 2001, approximately 26.3%.
3 Work in pairs. Turn to page 207 and answer questions 1-8.
4 Write your own answer for the task. When you have finished, check your answer using
the checklist on page 209.
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Describing a bar chart
1 Work in pairs. Look at the Task 1 question in exercise 2 below. To help you practise
paraphrasing descriptions of data in your introduction, rewrite the following sentence
using the words in brackets or your own words.
The chart reveals the results of a Labour Force Survey on occupations of males and females in the
United Kingdom in 2007.
(employment in the United Kingdom/provide a breakdown by gender and occupation/ranging
from... to ...)
2 Work in pairs. Decide which of the following three overviews for the chart in the
question below is most suitable. Give reasons.
1 As can be seen from the chart, there are more males than females in certain occupations.
2 It is clear that while women account for the largest proportion of workers in the lower level jobs,
men fill most of the posts in the higher managerial level and in skilled trades.
3 Overall, women have as manyjobs as men at the top.
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart shows the results of a Labour Force Survey in the United Kingdom in 2007.
Summarise the information by selecting and reporting the mam features, and make
comparisons where necessary
Write at least 150 words.
Managers and senior
officials
Professional
Associate professional
and technical
Administrative and
secretarial
Skilled trades
Personal service
Sales and customer
service
Process, plant and
machine operatives
1 Elementary
1 Such as catering assistants, bar staff and shelf fillers
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All in employment: by sex and occupation, 2007
United Kingdom
Percentages
0 5 10 15 20 25
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Ready for Writing
3 Work in groups. Look at the list of phrases below and decide which occupation on
the chart they can be used to describe. Write the number of the phrase next to the
occupation. Each phrase may apply to more than one occupation.
1 the only occupation ... almost equal
2 account for less/fewer than ...
3 far outstripped/exceeded
4 was approximately four times as many ... as ...
5 slightly less than ...
6 not as many as ...
7 the reverse was true
8 a different pattern
9 about a third more
10 considerably more men made up
11 almost ten times as many
12 almost double/almost half as many
13 were more than ...
4 Write your own answer for the task. When you have finished, check your answer using
the checklist on page 209.
Describing a table
1 Work in groups. Look at the Task 1 question below and the sample answer on page 132.
The teacher asked the student not to describe certain rows and columns in the table
as there was too much information. Decide which rows and columns the student was
asked to ignore.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table shows world demographic indicators for various regions of the world in 2005.
Summarise the information by selecting and reporting the main features , and make
comparisons where necessary
Write at least 150 words.
World demographic indicators, 2005
Population
(millions)
Population
density
(sq km)
Infant
mortality
rate
Total
fertility
rate
Males
Life expectancy at birth
(years)
Females
Asia
3,938
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48.6
2.47
65.8
69.4
Africa
922
30
93.2
4.98
50.3
52.8
Europe
731
32
8.8
1.41
69.6
78.0
Latin America & Caribbean 558
27
25.4
2.52
68.8
75.3
North America
322
15
6.7
1.99
74.9
80.3
Oceania
33
4
28.6
2.37
71.6
77.3
World
6,515
48
53.9
2.65
63.9
68.3
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Ready for Writing
The table compare various population markers in various areas, namely Europe, Latin
America and the Caribbean, North America and Oceania, to the world features in 2005.
On the whole, Europe, despite having the lowest total fertility rate per 1,000 live births
(1.41), was the most populated area among those studied. The features shows that
731 million people (about 11 % of the world population) were living in Europe in 2005
with a life expectant at birth standing at 69.6 years for men and 78.0 years for
women, above the world average of 63.9 for men and 68.3 for women. 8y contrast. Latin
America and the Caribbean, with a higher total fertility rate of 2.52, was second on the
table as regard the size of the population (558 million). People's life expectancy (68.8
years for males and 75.3 years for women) was lower than that in Europe, but higher
than the international average.
Turning North America where the life expectancy at birth was the highest on the table
with females likely to live longer than males (80.3 years as against 74.9), the total
fertility rate was 1.99, while the population stoods at 322 million. About only 0.5%
of the world population (33 million) lived in Oceania, where the fertility rate of 2.37
surpassed the other regions except North American and the Caribbean, but was less
than the world average of 2.65. Likewise, life expectancy exceeded the world average
(71.6 years against 63.9 years for men and 77.3 years against 68.3 years for
women).
2 Find seven mistakes in the sample answer.
3 Work in pairs. Read the sample answer again and find synonyms for the words and
phrases below.
1 being 5 came second
2 of the countries analyzed 6 outstripped
3 while it had 7 which had a greater total fertility rate of
4 regarding
4 Write your own answer for the task. Use the overview in the sample answer as a guide.
When you have finished, check your answer using the checklist on page 209.
Describing a process
1 Work in groups. Look at the Task 1 question on the opposite page and answer questions
1-10 below.
1 Where can you start the description: at the cold water feed or the solar panel?
2 Do the four orange arrows represent heat or the sun’s rays?
3 How does the cold water begin to move through the system?
4 What happens when the cold water passes through the solar collector? How do you
know from the diagram?
5 What does the Controller do?
6 What happens to the water after it passes through the solar collector?
7 Does the hot water in the tank also heat the boiler which supplies the heating?
8 Does the same water go round inside the pipes from the boiler and the pipes that go
through the solar collector or are they two separate systems?
9 Is the water that comes out through the taps the same as the water that flows through the
boiler system?
10 Does the pipe heated by the solar collector work like heating elements in an electric
kettle?
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WRITING TASK 1
You should spend about 20 minutes on this task.
The diagram illustrates how solar energy is used to provide hot water for domestic use.
Summarise the information by selecting and reporting the main features , and make
comparisons where necessary.
Write at least 150 words.
Solar thermal collector
Cold water
To taps
Boiler
Tank for central heating
and hot water
Cold water
2 Make a list of verbs that you can use to describe the process.
heat up___
3 Make a list of linking devices you can use when you are describing the process,
first_
4 Complete the introduction below.
The diagram shows how___
5 Complete the overv iew below.
The_involves a series of_from
_to_.
6 Write your own answer for the task. When you have finished, check your answer using
the checklist on page 209.
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Describing a map
1 Work in groups. Look at the Task 1 question below. Describe the differences between
the two maps using the verbs and nouns below to help you.
Verbs:
turned into
had been replaced
took place
were demolished
became
Nouns:
relocation
development
changes
expansion
construction
conversion
urbanization
WRITING TASK 1
You should spend about 20 minutes on this task.
The maps show the transformation of the village of Eastminster over a ten year period.
Summarise the information by selecting and reporting the main features , and make
comparisons where relevant.
Write at least 150 words.
1999 Eastminster
Railway station
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMimiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiimiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimmmiiiii
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Ready for Writing
2009 Eastminster
2 Complete the model text below using the verbs and nouns in exercise 1.
The maps show the 1 _that 2 _ in the town of Eastminster between
the years 1999 and 2009.
It is dear that Eastminster 3 _more urbanized with less open spaces over
the decade. North of the river, which divides the town, the woodland in the northwest
was 4 _an adventure park. Moreover, by 2009 the large house with gardens 5
_with a hotel and a golf course. More houses were also built encroaching on the
park in the northeast. The other main 6_ north of the river was the
7 _ of the school from the south bank of the river.
The area south of the river experienced greater ft_ . To the east, the streets
of houses 9 _ to make way for blocks of flats, fty 2009, where a public garden
stood south of the old streets of houses, there were more houses. Further developments
that occurred were the 1 0 _ of factories and warehouses along the railway line
together with the 11 _of the school on the river into a new shopping complex.
The final transformation was the 12 _ of the hospital west of the old school
situated on the river.
3 Write vour own answer for the task. When you have finished, check your answer using
the checklist on page 209.
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135
Ready for Writing
Task 2
In Task 2 you are given a point of view, argument or problem.
Assessment for Task 2 is based on your ability to:
• present and support your opinion
• compare and contrast evidence and opinions
• write a solution to a problem
• evaluate and challenge ideas, evidence or arguments
• write in an appropriate style
The instructions in the questions follow these patterns:
Discuss the advantages and disadvantages of ...
Discuss both these views and give your own opinion.
To what extent do you agree or disagree?
Or you may be asked a specific question such as:
Which do you consider to be the major influence?
What do you think are the causes of this problem, and what solutions can you suggest?
1 > Work in groups. Discuss the Task 2 question below.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people think it is better to give donations to local charitable organizations,
while others choose to give to national or international bodies.
Discuss both views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
2 Classify the ideas below according to the two sides of the argument. Note that some
ideas will fit on both sides. Add your own ideas and opinions. Then explain one or more
of the ideas giving reasons and examples, purposes and results and expressing any
doubts or reservations.
c
c*
f
f
f*
r
r
c*
can see the results
charity begins at home
help needed in own country
poverty relative
money often badly spent
people more needy elsewhere
international administration costs
difficulty tracking expenditure
people weary of appeals
depends on the charity
people’s aims
want to help specific areas/ ‘pet projects’
see value
makes them feel good
l
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Ready for Writing
3 Work in groups. Choose one of the following Task 2 questions and brainstorm ideas.
Then compare your ideas with a group that has chosen the same task and select the
three best ideas.
• As you brainstorm, do not exclude ideas. Write down any ideas that come into your
head. Exclude unsuitable ideas only when you come to the selection stage.
1
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Employers should ensure that there are equal numbers of males and females in managerial
posts in companies.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
2
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
In some families there is more than one television in the home, with each family member
even having their own TV.
Discuss the advantages and disadvantages of having more than one TV set per home.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
3
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Research has shown that technology is having more influence on people's lifestyles
than any other factors in our lives.
What do you consider to be the major influence?
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
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137
Ready for Writing
4 Work in pairs. Add punctuation, including capital letters, to the first two paragraphs of
the sample answer below.
nowadays there are demands on both parents to work and look after their children at
the same time for this reason I think that children should be sent to school early but
during the first years priority should be given to play rather than to formal study
Play is crucial because it develops childrens coordination communication and social
interaction skills for example if children are throwing a ball to each other the physical
and mental skills required are sophisticated as eye to hand coordination is involved
furthermore children develop a sense of communication and socialize with each other
the mental and physical development brought about by these games must also be taken
into accountand what is more while playing children compete with each other and learn
to lose which is as essential as learning to succeed in life children fully engaged in play
activities from an early age under their parents supervision gain various skills that they
will need in their adulthood.
However, in modern society both parents need to work in order to afford the increasing
cost of living, and to ensure a bright future for their families. Therefore, they no longer
have enough time to dedicate to their children and are forced to send them to school
earlier than before. Instead of starting to teach these young children to write, schools
should focus more on play to compensate for the lack of play experience they may
miss at home. Teachers in nursery and reception classes, and even in the first years of
primary school, should take on the role of parents by supervising play activities. They
can then gradually insert some educative games into the curriculum in order to prepare
children for formal teaching.
In conclusion, despite various social and financial pressures that modern society
exerts on parents forcing them to send their children to school earlier, play cannot be
neglected. The traditional role of parents should be played by teachers in the early years,
and steps taken to ensure that all children participate in play to gain the precious skills
that they will need for their adulthood.
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Ready for Writing
5 Read the rest of the sample answer. Decide which of the following two questions it
answers.
1 Some people think that children should be encouraged to play in the early years rather
than being sent to school.
To what extent do you agree or disagree?
2 Formal education is essential if children are to be prepared for the modern world.
To what extent do you agree or disagree?
6 For 1-7 below, write a number next to the relevant part of the sample answer.
1 The writer’s opinion
2 Reasons
3 A complex sentence with a condition and an example
4 Additional information
5 A contrast
6 A purpose
7 Recommendations
7 Write your own answer for the Task 2 question below. When you have finished, use the
checklist on page 209 to check your answer.
Don't forget!
• Develop your ideas by giving reasons, examples, results etc. and writing complex sentences.
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139
(Speaking )
IELTS Part 3
Work in groups. Decide what art form is represented in each photograph and
share your opinions about each of them.
Don't forget
• Develop your ideas
by giving examples
and reasons.
• Use abstract not
personal examples.
• Focus on breathing
and maintaining
the rhythm of
sentences.
140
2 y° ur groups, discuss one or more of the Part 3 questions below. Choose
someone to write down the ideas as you discuss them. When you have finished, look at
the notes and summarize what has been discussed.
The Arts
What are the advantages of the arts to society?
How do you think the arts should be funded - by the tax payer or by fees?
Do you think the arts have an educational role to play in society? Should young
people be encouraged to be involved in the arts? Should an arts component be made
compulsory for all students at university, even for scientists?
3 Work in groups of three. Take turns performing the following roles using the questions
in exercise 2:
• the candidate
• the examiner
• the monitor (make notes about the candidates performance using the checklist
on page 210 and give feedback when he/she has finished speaking)
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Is it art?
C^> What would you expect to see at an art exhibition?
What kind of opinions might people have about an art exhibition?
Look at questions 11-20 below and underline the words that warn you that the answer
is coming soon.
£> 2.3 SECTION 2 Questions 11-20
Question 11
Answer the question below.
Write NO MORE THAN TWO WORDS for your answer.
11 What has the opening of the new art exhibition created?
Questions 12-14
Choose THREE letters, A-G.
Which THREE of the following criticisms of the Street Art exhibition are mentioned?
A misuse of public funds
B size of the exhibition
C high cost of entrance fee
D inspiration for vandalism
E overcrowding at the gallery
F no support for local artists
G increased hospital admissions
Questions 15-17
Choose the correct letter, A, B or C.
15 The public didn’t go to the art galleries and museums, because of the
A cost.
B crowds.
C time.
16 The email survey showed approximately
A 70% backed Mrs Cook.
B 70% were against Mrs Cook.
C 70% were not sure.
17 According to Mrs Cook, people in the art world are concerned about the
A timing of the introduction of support.
B level of financial support from the state.
C loss of jobs in the sector.
Questions 18-20
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
18 The radio show will have two.on the street.
19 The purpose of the walk-about is to.public opinion.
20 The second reporter will be outside the.in the shopping centre.
'listening )
1ELTS Section 2
2
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141
J» Is it art?
1 Work in pairs. For 1-10 below, write as many people you associate with each word as
you can.
1 play__
2 orchestra_____
3 novel_
4 book _
5 newspaper_
6 sculpture_
7 song_
8 symphony_
9 ballet_
10 film_
2 Work in pairs. In each bubble 1-3 below, (circle) 1 the words that go together.
1
draw
direct artist
play
, illustrate
sketch
3
sculptor
musician
soap opera
symphony compose
conduct
2
fiction stories
composer novels
actor
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3 For texts 1-4 below, underline the correct words in italics.
1 I studied drama/plays/acts at school. We had a theatre with all the props and
scenes/scenery/backgrounds and a really great drama teacher, who
showed/produced/composed at least one theatre/play/stage or musical a year.
Sometimes he also produced a dance routine. It wasn’t very highbrow/lowbrow art,
but it was very good experience for us.
2 I don’t think this is graffiti but a real working/work/bit of art. It is obvious that the person
who drew/wrote/put up this is a real artist and not a vandal or hooligan as some people
say. Figure/Extract/Abstract art like this with boxes and colours can be very difficult for
people to understand but classical/established/orthodox paintings are just as difficult.
Few people, for instance, now understand the illusions/delusions/allusions in, say,
Renaissance paintings.
3 Many people attack today/modern/these days art, mainly, I think, because they
don’t appreciate/see/realize it. If people look at it a little more closely, they will be less
unfavourable/critical/approving of it.
4 Dickens wrote very long novels/narrations/fictions about social issues, mainly set in or
around London in the mid 19th century. They were often serialized and were
eagerly awaited by the reading public. His books are considered masterstories/big
pieces/masterpieces, and the tales/dramas/pieces that they say/write/tell are as
pertinent today as they were 150 years ago. For the modern world the language is a
bit dense and heavy, but they were the visual/popuiar/sacred art of their day just as
soap operas/soap plays/opera plays are today.
4 For 1-7 below, complete the gaps with a form of the words in the box below.
exhibit sculpt scene criticize (x2) vision collect
1 The_cost a lot of money to visit and was a waste of time; it was full of
avant-garde work I couldn’t understand.
2 The bronze_were displayed in the garden and the galleries.
3 My_is purely subjective I know, but I think the paintings were not just
childlike but childish.
4 The new extension where the sculptures are on show is more stunning than the
_itself.
5 His works have been hailed as masterpieces by_, but I honestly can’t
see anything in them.
6 The_in the play was a work of art in itself. The artist who painted the
panels must be a genius.
7 I think I prefer the performing arts to the_arts; I just find paintings tiring to
look at.
5 Q) Work in pairs. Discuss the area of the arts you like the best: performing, visual,
literature, etc.
Describe something you have seen that you would never want to see again and
something you never tire of seeing or thinking about. Use as many words as you can
from the exercises above.
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143
Is it art?
Language focus: Defining and non-defining clauses
Defining clauses provide information which cannot be left
out, as it identifies what is being referred to. They do not have
commas at the beginning and end of the clause.
The water colour that she painted in her teens has just
sold fora record sum.
You can leave out the relative pronoun only if it is the object
of the clause and only in defining clauses.
The sculpture (that) I made at school was stolen.
Non-defining clauses provide additional information, which
can be left out. They have commas at the beginning and the
end.
A building nearby, which I like very much, has just been
demolished and caused a huge mess.
Read more about defining and non-defining relative
clauses in the Grammar reference on page 224.
1 Work in pairs. For each pair of sentences 1-6 below, decide
what the difference in meaning is between a and b.
1 a A new play by Shakespeare, which the playwright
wrote when he was young, has just been discovered,
b The play that he wrote at the age of 21 has just won a
major prize.
2 a The music in the film, which is taken from Beethoven's
9th symphony, is very well known,
b An anthem that I heard on the car radio yesterday
was very familiar.
3 a That is the director that I was talking about.
b The director, who has just left, won't be here again till
the end of the week.
4 a That exhibition which you recommended was brilliant,
b The exhibition, which incidentally was very good,
finishes on Friday.
5 a Was he the same architect who built the Sydney
Opera House?
b Mr Renne, who was an unknown architect for years,
designed the bridge.
6 a The singer who sang the anthem at the beginning of
the performance was out of key.
b One singer, who sang the anthem at the beginning of
the performance, was out of key.
2 Work in pairs. For 1-8 below, complete each gap with a
suitable relative pronoun where necessary. Leave the gap
blank where it is not necessary to use a relative pronoun.
1 The book_he gave me as a present was
really superb.
2 An actor,_name I have forgotten now,
was in the shop this morning.
3 My art class,_started last week, has been
cancelled.
4 I think literature,_was not my favourite
subject at school, should have more time devoted to it in
the school curriculum.
5 The painting_he bought for $50 000 was a
fake, the other one was genuine.
6 The sister_is the dancer got married, not the
singer.
7 I see the show_we went to last week has
had very good reviews.
8 This is the friend_I was talking to you about
yesterday.
3 For 1-7 below, complete the gaps with a clause a-g. Add any
necessary punctuation.
1 My uncle's flat_is empty for the next two weeks, so
I'm staying there.
2 The friend_got me into the film preview.
3 One of my sculptures_has just won an art prize.
4 The film_starts in a few minutes.
5 I like literature_.
6 Is that the folk concert_?
7 The culture tour_was dazzling.
a that you were praising last night because of the quality of
the singer
b which I made when I started the art course
c which overlooks the opera house
d whose father is the film director
e which was incredibly expensive for the length of the trip
f which has some breathtaking locations
g that is not dumbed down or simplified in any way
Complete one or more of sentences 1-6 below so that they
are true for you. Then explain your sentences to a partner,
giving reasons and examples.
1 I like literature (which/that) I...
2 I don't like films (which/that) I...
3 I'm really mad about music (which/that) I...
4 I want to go to an exhibition (which/that) I...
5 I dislike (operas/rock concerts) most of all, which I have
never liked,...
6 I have seen loads of films, which is a hobby of mine,...
4
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1 > Work in groups and discuss the Task 2 question below. Decide whether you are
going to write your answer using advantages, purposes or reasons. Make a list of three
or four positive ideas and three or four negative ideas relating to involvement in the
arts.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Being involved in the arts makes people feel better.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
2 The text below is part of an answer to the Task 2 question above. For 1 - 10 , complete the
gaps with a suitable word. The first letter of each word is given.
It is not possible for many of us to achieve greatness in the 1 a _like painting
or literature, but it does not mean that we should not be involved in some kind of
2 a _activity, even if it only means visiting art 3 g _or attending
lectures on the arts to gain more knowledge.
There are, of course, different advantages, which benefit the individual and the nation
as a whole, to be derived from children and adults 4 g _in some way in the
arts. 5 T_dancing, for example. Dance, which requires a lot of physical
activity, is obviously very good for 6 g_health as it helps the body to fight
disease and also improves 7 c_, provided, that is, that one doesn't overdo
it. 8 L_painting and pottery help
coordination, which is a skill that is missing in
a lot of education today as children focus on
learning through computers.
For some, the purpose of involvement in the
arts is to help them relax, even if it is only
going to see an 9 e _at an art
10g_.
3 Find 1-5 below in the text in exercise 2.
1 the writer’s opinion
2 examples of non-defining relative clauses, if they exist
3 examples of defining relative clauses, if they exist
4 an example of a purpose
5 an example
4 Complete the final paragraph of the text in exercise 2. In this part of the answer you
should write about the various reasons why people get involved in artistic activities.
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145
1
O ls it art?
(Reading
IELTS Reading Passage
1 Work in groups. Discuss statements 1 and 2 below.
1 ‘Graffiti is a legitimate art form.'
2 ‘Street artists should be made to clean up the damage they cause rather than sending
them to prison/
2 Work in groups. The following words and phrases 1-10 all appear in the reading
passage below. Without looking at the pcissage, decide if the meanings on the right are
correct.
1
2
3
4
5
6
7
8
9
10
on the face of it
superficially
wielding
carrying
polarised
driven apart
facade
outside surface
crew
people working on a ship
pop
jump up and down
retrospective
forward-looking
spawned
created
upstanding
not sitting
draconian
severe
3 Scan the reading passage and find the incorrect words from exercise 2 to check the
correct meaning.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage
below.
Graffiti: Street art or crime
On the face of it, as a society, we seem to be
a little mixed-up when it comes to ‘graffiti’,
as you call it ifyou work in the local council's
cleansing department, or ‘street art’ as you
say if you’re the man - and they do mainly
seem to be male - wielding the spray can.
But the confusion now runs deeper than
those who spray and those
who remove the paint. Great
British institutions have been
polarised. Last week the might
of English law delivered its
verdict at Southwark Crown
Court in London where five
members of the DPM Graffiti
Crew were jailed - one, Andrew
Gillman, for two years - after
admitting conspiracy to cause
criminal damage, costing the
taxpayer at least £1 m.
By contrast, just down the
road from the Court, the riverside facade
ofTate Modern had been covered in giant
murals by six urban artists with international
reputations, including Blu from Bologna,
Faile from New York, and Sixeart from
Barcelona, in the first display of street art at
a major museum.
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Is it art?
The courtroom and the museum were so
close that supporters of the men on trial
popped down to the Tate to do a bit of
retouching during one lunchtime break
at the court. There is a huge irony in the
juxtaposition of the two events/ said one of
the artists.
The man to credit for bringing street art
into established gallery spaces is Banksy.
A few years ago he was sneaking his work
into galleries such as the Louvre and Tate
Britain. NowTate Modern is selling his
book in its gift shop. His works sell for
hundreds of thousands of pounds and he
was recently featured in a retrospective
exhibition alongside Andy Warhol. He, more
than anyone else, has legitimised the genre
and spawned a new generation of young
imitators - much to the displeasure ofthose
who want to clean up behind them.
Bob has been involved in graffiti since 1982
when he was a punk. He now works, by
day, for a London art gallery and describes
himself as an upstanding taxpayer. ‘London
is to street art, at the start of the 21 st
century, what Paris was for Impressionism at
the start of the 20th/ he says with genuine
immodesty. ‘And yet we hate graffiti more
than anywhere else in the world. England
is by far and away the most draconian for
punishments for what are only economic
crimes/
A gallery in New York in the United States
launches an exhibition next week based on
the work ofthose convicted at Southwark.
‘DPM - Exhibit A', at the Anonymous
Gallery Project in Soho, will display large
photographs of the convicts' work alongside
copies of their charge sheets to ask whether
the men are criminals or artists.
It is a question which prompts different
answers in different parts of the world,
says Cedar Lewinsohn, the curator of
the exhibition at Tate Modern. ‘Brazil for
instance is more relaxed about it,' he says.
‘In parts of Australia, they are like the UK
and people really hate graffiti and tags on
vans and trains, but in Melbourne drivers
compete with each other as to whose van is
more decorated.’
They have similarly schizophrenic responses
in other nations too. In Toronto, police have
just hired a street artist to paint walls to help
find the man who murdered the street artist's
brother. Elsewhere in Canada, a court has
ruled that, after a police crackdown on graffiti
artists, a 28-year-old man is only allowed to
venture into town if he is accompanied by his
mother. One internet blogger wrote: ‘In their
twenties and still vandalising other people’s
property - shouldn’t they have moved on to
drug dealing, or perhaps become real estate
agents by that age?'
Street art, you see, is a highly polarising
phenomenon. On the one hand there are
those like the American artist Elura Emerald,
who is also involved in next week's New York
exhibition, who insist that ‘artists who paint
on the street are merely expressing themselves,
not hurting anyone’ and should not be
punished ‘but appreciated and celebrated’.
Then there are those like Judge Christopher
Hardy who, in court in Southwark, described
the activities of the DPM Crew as ‘a wholesale
self-indulgent campaign to damage property
on an industrial scale’.
How is such a dichotomy to be resolved? How,
The Independent asked the street artist Bob,
can artistic expression be reconciled with the
fear and loathing that graffiti inspires in many
citizens who see it as a symbol of lawlessness
and the deterioration of their neighbourhood?
‘Well, not by sending them to jail,' he says.
Greenwich and Tower Hamlets councils in
London agree. They commissioned members
ofthe DPM to lead summer workshops as
street art tutors for young and vulnerable
people. The two councils sent references
to court vouching that the DPM men were
‘positive’ and ‘inspirational’ in working with
‘young people who aren’t able to do reading
or writing’. But it was not enough to save them
from prison.
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147
Is it art?
Questions 1-9
Complete the summary using the list of words, A-Q, below.
The debate as to whether graffiti constitutes art is 1 .the establishment in
Great Britain. While one group of ‘graffiti artists’ were being sent to prison, in an art gallery
not far from the court the work of several major street artists was being 2.on
the side of the gallery facing the river. The street artist Bansky is responsible for
3.street art, leading to his being 4.by a new band of imitators,
to the 5.of some people. London has been described as the centre of street
art in the world, but ironically at the same time the 6.there are greater.
Whether graffiti artists are considered 7.to be imprisoned or not depends on
which country you are in. So the question is whether street artists should be 8.
as wrongdoers or 9.as artists.
A
cleaned
B uniting
c
criticizing
D
dividing
E destroying
F
punished
G
exhibited
H penalties
1
annoyance
J
criminals
K pleasure
L
promoting
M
avoided
N painters
0
rewards
P
copied
Q appreciated
Questions 10-13
Look at the following countries (Questions 10-13 below) and the list of statements below.
Match each country with the correct statement, A-F.
10 the USA
11 Brazil
12 Australia
13 Canada
List of Statements
A vehicle adornment is a form of competition
B a street artist has been employed by the police
C it causes street disturbances
D imprisonment for two years is mandatory
E people are easygoing about street art
F it is exhibiting work of the artists imprisoned in the UK
^ ^ Reacting to the text
Do you think that graffiti is a genuine art form? Why/Why not?
Does graffiti brighten up dull areas in cities or do people find it threatening?
Why do you think people spray graffiti around cities? Will it ever be stopped?
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Speaking )
Is it art?
Work in pairs for exercises 1-4. Read the extract below in which the candidate is
responding to the Part 2 task card below. As you will see, each point in the answer needs
to be expanded to make it long enough for the exam.
I’m going to describe a piece of art, which I think is a work of great craftsmanship and
the most beautiful object in the world for me. It is David by Michelangelo, who is a great
Italian sculptor. The first time I saw it was when I went from Rome to Florence to see my
aunt ... One day she took me there to visit the statue of David. I didn’t want to go as I
hated art galleries and museums ... / thought they were boring and old-fashioned ...
But I was completely overawed, because it is such a breathtaking sculpture ...As for
its appearance, it is very tall and it is made of marble. The statue is looking off into the
distance as if he is looking into the future ... Because Michaelangelo’s David changed the
way I looked at art galleries, I shall always be very fond of it.
2 Number the parts of the topic 1-4 on the task card and add the numbers to the relevant
sections of the extract.
3 Underline any words or phrases in the extract that you think the candidate included in
their notes.
4 Add sentences and clauses to the extract to make it longer. Remember you should speak
for one to two minutes.
5 When you are speaking in the exam it is important to try to speak fluently. This does
not mean you need to speak fast but at natural speed. One way to help you is to try to
control your breathing. A simple technique is to learn where there are natural breaks
and take a shallow breath. Look at the first sentence from the extract in exercise 1.
I’m going to describe a piece of art, which I think is a work of great craftsmanship and the
most beautif ul object in the world for to me.
You can take a shallow breath after the words art, craftmanship and object and vour
voice can go up. At the last word in the sentence your voice goes down and you can take
a slightly longer breath.
With a partner, go through the text and mark in pencil where you think the natural
breaks are. Then read the text to each other.
6 Make notes to prepare your answer for the topic in exercise 1. Try to use some of the
words and structures from this unit.
7 With a partner, take turns talking about the topic, using your notes to guide you.
When your partner has finished speaking, give him/her feedback using the checklist on
page 210.
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Review
Vocabulary
1 In 1-8 below, there is one word missing. Decide which word is missing in each sentence.
1 Actors and actresses act in plays or films. Sometimes some of them become famous
because they star in soap.
2 He the symphony and conducted the orchestra at the performance.
3 She has written many fantasy novels but people still do not think that she is a great, but
there are many children and adults who would disagree.
4 As a playwright, he wrote many and even directed some of his works in well-known
theatres, appearing from time to time on the stage himself.
5 Is a newspaper journalist an? Many would like to think they have artistic qualities.
6 He was a great and painter, having carved many famous statues and painted many of
the world’s greatest paintings.
7 The producer got on well with the actors and in the film, but he didn’t always like the way
the director directed it.
8 The choreographer arranged the ballet very carefully, but some of the found it very
difficult to perform.
2 For texts 1-3 below, underline the correct word in italics.
1
Studying drama/play at
secondary school is a very good way
to be introduced to acting. Many schools have
their own stages/theatres at the front of the gym
with scenery/background. Drama!Actor teachers are in
great demand to produce/compose theatres/plays each
year. It isn’t very highbrow/drama , but everyone
enjoys it so I think it’s good for drama to be
taught at school.
Yes. It’s far from
easy for people to be
able to appreciate/see/realize
modern art. But if they look at it in
greater depth, they will see it in
a more favourable/critical/
approving way.
For some people
I think graffiti can cause
problems, because it can make urban
areas seem quite threatening. But is it an act
of vandalism? I personally don’t think so. It is in
many ways like primitive art. The problem, I think,
is that extract/abstract art, like a lot of graffiti, isn’t
easy for people to understand, but then how much do
people these days understand about paintings by
classical/orthodox artists? Who for instance can
unravel the allusions/illusions/delusions in
early works of art. And I think there are
places where graffiti can be a
work of art!artists.
3 Match the following questions from TELTS Speaking Part 3 with the three texts 1-3 in
exercise 2.
a Do you think it is easy for people to understand modern art?
b In your opinion is graffiti an act of vandalism?
c What is the benefit of teaching drama at secondary school?
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Is it art?
£
Defining and non-defining clauses
1 For 1-10 below, link the two sentences together with a relative pronoun or zero relative
where necessary. Make any necessary changes. There may be more than one possible
answer.
1 I saw the film. You recommended it to me last week.
2 That is the house. I bought it last year.
3 Literature is popular in my country. It is compulsory in the school curriculum.
4 The gallery had its main piece of art stolen. The gallery is at the end of the street.
5 Some children are very advanced at school. Some children’s parents take them to
museums.
6 The film was attacked by the critics. It was four hours long.
7 Many books are published each year in the UK. The books do not sell many copies.
8 My favourite work of art is not a huge tourist attraction. It is a building in Ireland.
9 Some types of music are very popular in my country. They are not well-known elsewhere.
10 The man is wearing a red hat. He is the director of the film.
2 Complete the following sentences with a relative pronoun where necessary. There may
be more than one possible answer.
1 One of my sisters,_is a dancer, got married yesterday.
2 Music,_they say is good for the soul, is certainly very
uplifting.
3 The antique car_we saw in the showroom has been
stolen.
4 Modern dance,_many young people are attracted to, is
good exercise as well as being an art form.
5 A famous footballer,_name you know, was at the party
last night.
6 Exhibitions,_can be outdoors as well as indoors, are good
for children to visit.
7 The type of science_I liked most at school was physics.
8 The musical_was very boring has attracted huge
audiences.
Proof reading
As quickly as you can, find the mistakes in sentences 1-7 below.
1 Art exhibition can sometimes be criticized for being elitist as they are very expensive.
2 Bronze scultures appear to be very old-fashioned nowadays.
3 The performing arts are much more relaxed to engage with that art exhibits.
4 Street art as an art form is changing the way young people interact with their enviroment.
5 Literature, which is more than 100 years old, is not really relevant to the modern world.
6 Artists are valuable to any society because they push boundries and challenge
established thinking.
7 The vision arts, which includes paintings, etc. are much more engaging than the
performing arts.
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Psychology and sociology
Vocabulary: The family
1
C ^ Work in groups. Describe the relationships between the people in the
photographs below.
2 Work in pairs. Answer questions 1-14 below.
1 What is the collective word for mother and father?
2 What is the collective word for grandmother and grandfather?
3 What is the collective word for brothers and sisters?
4 What is the name for a diagram showing the organization of a family, including ancestors?
5 What is a widow?
6 What is a widower?
7 What is a godparent?
8 What is the word for people you have blood relations with?
9 What is the name for a person in your family who lived before you?
10 What is the name for you in relation to your mother or father's brother or sister?
11 What is the name for the group consisting of parents and children?
12 What is the name for people who live together in one dwelling?
13 What is another word for children?
14 What is the name for a child whose parents have died?
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3 Work in pairs. Match a sentence beginning 1-7 with an ending a-g.
1 I am an only child,
2 Both my parents come from large families,
3 I have no idea who my ancestors are
4 There are not many people in our household;
5 People often criticize today’s young generation,
6 My grandparents are really old;
a only me, my brother and my
parents.
b so I have no siblings.
c but I am sure it was no different in
the past.
d all four are in their eighties,
e so I have loads of relatives,
f as I have never done a family tree
to find out.
7 Our family tree can be traced to the last century,
g so I know the names of my
ancestors going back four
generations.
4
CT* Work in pairs. Write at least two
sentences about yourself using the ideas in
exercise 3. Then write three questions you
would like your partner to ask you relating to
the sentences. Take turns asking questions and
explaining the sentences you have written.
Useful expressions
Tell me about your (siblings/grandparents).
Can you describe your (household/family/relatives)?
What do you know about your (family history)?
Word building: Suffixes -hood and -ship
The suffixes -ship and -hood are used to express the following:
1 a state membership 4 a period of time adulthood
2 an office or position professorship 5 a group brotherhood
3 a skill draughtsmanship
1 Work in pairs. For sentences 1-9 below, replace the words underlined with a noun with
a suffix -hood or -ship. If necessary, use the nouns in the box below the sentences to help
you. Make any necessary changes to the word order.
Example:
Being an adult is certainly fun, but it means one has greater responsibilities.
Adulthood is certainly fun, but it means one has greater responsibilities.
1 He faced a period of great difficulty in his early life, so it is inspiring to see him being so
successful now.
2 When the former colony finally achieved the state of being an independent nation , there
was widespread celebration.
3 He had qualities that showed he would make a good leader , and therefore he received
enormous backing from the public.
4 The problems that occur in the mutual dealings between the two countries were quickly
overcome.
5 I have such happy memories of my life as a child in New Zealand.
6 Being a mother or father does not suit some people at all.
7 Various businesses and individuals set up a scheme to provide money to enable young
people visit other countries.
8 Bringing up children demands a lot of skill and hard work from women.
9 The aim of the organization is to encourage friendly relations between nations.
hard
sponsor
parent
nation mother
leader
friend
relation
child
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Psychology and sociology
2 Work in pairs. For sentences 1-7, complete the gaps with a noun that you made in
exercise 1 and a verb from the box below. Make any necessary changes to the verb.
withdraw
reach
cultivate face
maintain
spend
show
1 Over the years, the prime minister_a deep_with
neighbouring countries, but it was suddenly wrecked by unforeseen circumstances.
2 The government_from the social programme, but
the organizers managed to attract funds from alternative sources.
3 Despite_appalling_during the journey, the explorers
survived.
4 He_such a happy_with his grandparents, of whom he
has fond memories.
5 _was only_after a long but peaceful political struggle.
6 He_outstanding_during the crisis.
7 Throughout life they_a harmonious_.
3 Work in pairs. In sentences 1-10 below, the word in italics does not collocate with the
word relationship. Replace the words in italics with the correct collocation.
1 It is said that Britain has a specialist relationship with America.
2 Some people think it is important to develop profession relationships in the business
world that do not involve kinship ties.
3 They have a relationship long-lasting many years.
4 In an extended family very closed relationships are the norm.
5 Familiar relationships are of great importance in most societies.
6 The parenthood-children relationship is socially and psychologically complex.
7 It can take a long time for countries to fabricate strong relationships with each other.
8 Relations between both countries broke down because they had a breakable
relationship.
9 They had relationship troubles going back many years.
10 He has built up a net of relationships that have helped him build his business.
4 The words below can be used when describing the different stages in a
personas life. Choose two or more of the stages that are relevant to your life and think
of a relationship that was important to you in each of them. Tell a partner which
relationship you have chosen and why it was important in this period.
childhood adolescence adulthood father/motherhood
(Reading
IELTS Reading Passage
Work in pairs. Find the words below in the first paragraph of the reading passage on the
opposite page and decide what you think it will be about.
socialize relatives kinship networks
2 Skim the passage and underline the main words and phrases in each paragraph that
show you what the paragraph is about.
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Psychology and sociology
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
It takes a village to raise a child
A It takes an African village to
bring up and socialize the
child into the community.
Nothing illustrates this more
than the fact that children are
sometimes allowed to spend
holidays with relatives such as
aunts, uncles or grandparents
who live far away from home.
The children are shown in
a practical way the nature
of kinship and the extent
of familial and kinship
relations. They get to know that they are part of a
wide network of relatives, who are as important as
the immediate family of father, mother and siblings.
Such networks are useful in case of calamities when
a child loses one or both parents and is forced to
relocate to live with relatives who will be responsible
for his or her upbringing. The parents exhibit less of
the possessiveness over children that characterizes
Western society.
B That adolescence brings with it challenges that
ought to be handled carefully is appreciated by the
society. Indeed, the initiation ceremonies that mark
the transition from childhood to adulthood are
primarily meant to address some of these challenges.
Instructions during initiation focus on conduct and
behaviour as well as duties and responsibilities on the
part of the initiate for his/her own good and for the
interests of the entire community.
C Kinship and family interests take precedence
over individual interests. Young people who go
through the process of initiation from childhood
to adulthood are taught that life is worth living
because the society is there for them in good and bad
times. They bond together as members of the same
age-grade. They have come of age as a group, been
taught the historical information about the cultural
group and its rituals, and been united by the rite that
they have all gone through. In due course, they are
supposed to marry and start raising a family. With the
passage of time they in turn will become elders taking
over from the generation that preceded them in the
initiation ceremony. Kinship networks are still a
significant factor in the contemporary economy and
politics. Waged employments are heavily influenced
by familial and kinship ties.
D Seniority in age is respected and admired because
old age is associated with wisdom. Senior citizens
therefore are accorded due respect in the light of
the fact that they are custodians of societal values.
Their counsel is usually sought during times of crisis.
They should not be argued with because their curse
could ruin ones future. However, the respect and
admiration also comes with certain responsibilities.
As an elder an individual is
supposed to be unemotional,
sober and focused during
a crisis or stressful times.
As an arbiter an elder has
to be candid and sincere in
providing counsel. Also, as
either father and grandfather,
or mother and grandmother,
the elder is supposed to be
above partisan differences
for his word and counsel to
be accorded due respect and
recognition. He is not supposed to engage in gossip.
Thus while in general seniority is synonymous with
honour, respect, admiration and wisdom, it is ones
ability to manifest these qualities in old age that gives
an individual elevated status in society.
E Families strive to take good care of senior citizens
because it sets a good example for young children. By
treating their elders well parents send a message to
their children that they too would like to be accorded
that honour, respect and good treatment in old age.
Indeed, one of the important reasons for procreation
in traditional society was to have somebody to
look after you in old age. Children brought up well
were considered an asset. It was considered rude
for a young man to sit down while an old person
was standing. The young person was supposed to
give up a seat for the old person as a sign of respect.
The parents themselves must set a good example
by respecting and taking care of their own parents.
When children see that their grandparents are treated
well, they learn by example that they too are expected
to take care of their parents in old age.
F The elder is the pillar of both the nuclear and
the extended family. Being the eldest living male
descendant of the eldest son of the founder of
the lineage, he is the link between the living and
ancestors. He is supposed to unite the family so that
the unity survives his death. He reinforces kinship
ideology, maintains peace and presides over family
gatherings, during which period he keeps members
within bounds by insisting on customs, laws and
traditional observances. He helps to socialize
members of the family, immediate and extended,
into the ways of the group. He represents the family
whenever there are communal lineage meetings. In
this way elders unite family and kinship members. In
their oral will, in the presence of other elders, they
provide guidance on how land will be parcelled out
among family members, appeal for unity among
family and kinship members and pass the baton
of leadership to the next patriarch of the family.
Thus, all members of the society take socialization
seriously. That role transcends age and gender. This
is because socialization contributes to cohesion.
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: E9 Psychology and sociology
Don't forget
For questions 1-6:
• Read the rubric to
check if you can use
letters A-F more
than once.
• Underline words
and phrases that
will help you look
for paraphrases in
the passage.
• Look for the plural
nouns in phrases
1-6. They tell you
several items are
mentioned.
For questions 7-10:
• Check the word
limit.
• Don't write words
on the answer
sheet that are in the
question.
Questions 1-6
The reading passage has six paragraphs, A-F.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 steps detailing how the individual learns kinship through life
2 the part played by all family members in a child’s development
3 a motive for having children
4 the desire to have a well-raised child
5 how becoming an adult is celebrated
6 a list of the roles of the elder in large and small families
Questions 7-10
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
7 African parents are not as overprotective of their children as those in.
8 Familial and kinship connections come before personal.
9 Despite the many positive associations connected with old age, it has particular
.attached to it.
10 In African society, an elderly person’s.depends on a capacity to use
certain attributes.
Questions 11-13
Choose THREE letters, A-H.
Which THREE of the following statements are true of the elder of the family?
A He advises family members on career choices.
B He is responsible for increasing the wealth of the family.
C He hands over control to the next head of the family.
D He is in charge of distributing land among family members.
E He preserves the bonds between the past and the present.
F He has a duty to preserve unity even at the expense of customs.
G He trains family members in the ways of the society.
H He assigns roles to the various family members according to ability.
d> Reacting to the text
Does what is described in the passage reflect the family and the society you come from?
Give reasons and examples.
Do you think that attitudes to the family are undergoing change in many societies
around the world? Is this change an inevitable part of human progress or the result of
globalization?
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Psychology and sociology
(Speaking )
Look at the Part 2 task cards A-D below. Choose one topic that you would like to speak
about and make notes.
Don't forget
You have one
minute to make
notes.
* Limit your notes to
ten words.
> Glance at your
notes as you speak
to help organize
what you say.
A B
Describe an important friendship that you had when
you were younger.
You should say:
who the friendship was with
when you first met your friend
what you did together
and explain why this friendship was important to you.
Describe a colleague from your work that you like.
You should say:
what the work relationship is with this person
what this person looks like
what kind of person your colleague is
and explain why you like this person.
C
D
Describe the period of your life that you have enjoyed
Describe a family relationship which is important to
the most so far.
you.
You should say:
You should say:
when it was
how this person is related to you
what happened during this period
what this person looks like
who were the most important people in your life in
what this person's personality is like
this period
and explain why you like this person.
and explain why you enjoyed it.
2 C^> Work in pairs. Choose at least two points from the speaking checklist on page
210 that you would like your partner to check as you speak. Take turns talking about
the topic, using your notes to guide you. When your partner has finished speaking, give
him/her feedback on the points they chose from the checklist.
3 C Compare the notes you made for the topic with your partners. Discuss what
differences and similarities there are.
4 Read the following extract from a model answer to one of the topics in exercise 1.
Decide which topic the candidate is talking about. Then underline the parts of the
answer that address each point on the task card.
Id like to talk about a friendship that I had when I was in my early teens. It was with my
best friend at that time, whom I met when I first went to secondary school. I remember
very well the first day we ran into each other I think we knew immediately that we were
going to become good friends. We were in the same class at school, and we would
sit next to each other, play the same games together - we were just like sisters ... The
friendship was very important to me. Firstly because we gave each other support at
a time when we were both nervous about being in a new place. And secondly where
I grew up we didn Y face any hardship, but I didn Y have any siblings, so it was nice
to have the companionship of someone at school ... And I suppose I felt that I was
leaving childhood behind, and it was the first friendship of my adolescence.
5 Work in groups. Add more details to the answer in exercise 4 to make it about 50-100
words longer. When you have finished, check what you have written with the checklist
on page 210.
6 Look at the beginning of the answer in exercise 4 again. Decide which ten words you
think the candidate wrote in his/her notes.
7
C ^ Work in pairs. Choose another topic from the task cards in exercise 1 and repeat
exercises 2 and 3.
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*
Psychology
(Listening )
IELTS Section 1
and
1
sociology
Work in pairs. You will hear a conversation between a school secretary and a parent
about a school trip. Look at questions 1-10 below and make a list of things you think
they will talk about.
Don't forget
Skim the questions and check the following:
• the type of word (noun, verb etc.) that is required
• the maximum number of words you need to write
• if there are any questions where the answer may be a number
• if any answers are likely to be plural
2.4 SECTION 1 Questions 1-10
Complete the notes below.
Write NO MORE THAN TWO WORDS/AND OR A NUMBER for each answer.
School Trip Information
Example
Answer
Name of club:
International Friendship Club
Trip to:
Country -1.
Accommodation arrangements:
Students will not be by themselves - students stay with families 2 .
Cost: £4J5
Duration: 3. days
Price excluding presents for the host family and 4.
Takes place during spring 5.
Advert released on 6.
After application is received 7. necessary
Number of students on trip: 8.
Total no of adults: six
Including: 9. parents
Deposit: 10 £ .
2 C* w When you were at school did you go on school trips? Where to? For how long?
What do you think students learn from school trips?
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Language focus: Conditionals 2
1 Look at the following examples of conditional sentences from
the listening practice on page 158.
Last year, if it were not for the school fund, it would have
been a lot more.
... that's not a problem, provided you make a deposit of
£ 100 ...
What tenses are used in each of the clauses in the two
sentences? Can you use the simple future to replace any of
the tenses? If yes, does this change the meaning?
Read more about conditionals in the Grammar
reference on page 224.
2 For 1 -8 below, decide if text b is a paraphrase of text a.
Re-write sentence b so that it is a paraphrase where necessary.
1 a Even if the social relationships course is expensive,
I'll pay for it.
b Whatever the price of the social relationships course
is, I'll pay for it.
2 a I'll do the psychology option on the course, unless all
the places are taken.
b I won't do the psychology option on the course, even
if there are free places.
3 a If the government should happen to address social
issues like crime and poverty, we'll see a change in
society.
b There's a possibility the government will address
social issues like crime and poverty.
4 a Supposing future generations are even more highly
trained than they are now, will their lives be better?
b Future generations will be even more highly trained
than they are now, but will their lives be better?
5 a People need to be psychologically well adapted to the
changing face of the workplace; otherwise, they'll
find the changing world difficult to operate in.
b If people are psychologically well adapted to the
changing face of the workplace, they'll find the
changing world difficult to operate in.
6 a If it were not for improved education opportunities,
the world would be worse off.
b The world's present situation is due to improved
education opportunities.
7 a If the government hadn't wasted billions on weapons,
more money would be available for social projects like
community groups.
b The government wasted billions on weapons, and so
less money is now available for social projects like
community groups.
8 a If only I had studied psychotherapy, I would have
found it easier to get a job.
b I did study psychotherapy and I now regret it.
3 Work in pairs. For 1 -6 below, underline the correct word or
phrase in italics.
1 Unless/If/Otherwise socialization takes place at home
and at school, society will face the consequences.
2 Ifonly/Provided/Even if I had met you sooner, we could
have had a better time.
3 Unless/lf/Even if communities are disrupted by the high
incidence of crime, they always triumph in the end.
4 Unless/lf only/Provided you are prepared psychologically
for the interview, you'll get the job.
5 Unless/lf only/lf the company hadn't planned for the
future properly, they would be in trouble now.
6 Unless/Supposing/Provided you were offered a very well
paid job abroad, would you take it?
4 Work in pairs. Decide which conditional clauses in exercise 3
describe actions or situations that have already happened.
5 For 1 -6 below, make one sentence from the two sentences
given using the word in brackets. Make any necessary changes.
Example:
Children will grow up to be unruly adults. Parents need to
take an interest in social behaviour, (unless)
Unless parents take an interest in social behaviour,
children will grow up to be unruly adults.
1 Families can help to make society a better place. The
government needs to give them support, (provided)
2 The government may fund more community centres. This
will provide a place for people to meet, (if/would)
3 Globalization occurred. Now there are social and cultural
problems around the world, (hadn't/would be fewer)
4 Volunteer workers helped people deal with the
psychological aspect of change. Without them the
situation would have been worse, (if not for)
5 Social interaction between different cultures is increasing.
Still more contact is necessary, (even though)
6 Social intelligence isn't taught in schools. If it were, would
it be beneficial? (supposing)
6 With a partner, discuss your past, present and future,
and the things you have done, haven't done and have yet to do.
Before you start, spend two or three minutes making notes.
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159
KIM Psychology and sociology
1 Work in groups. Choose one the following Task 2 questions. Then decide what the two
J sides of the topic are and make a list of ideas for both sides.
1
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people think that the world is now one large village and we are all responsible for
each other Others; however, argue that people in other countries should look after their
own people and not be concerned with other countries.
Discuss both views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
2
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Education is the only means to improve the social and psychological well-being of people.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your ow n
knowiedge and experience.
Write at least 250 w ords.
3
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Teaching children and young people how to behave is the responsibility of parents, not
schools or the government
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from vour ow n
knowiedge and experience.
Write at least 250 w^ords.
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2 Work in pairs. Look at the extracts below from answers to the Task 2 questions in
exercise 1. Decide which question, 1, 2, or 3, each extract answers.
Extract 1
To me the logical answer Is a mixture of both sides, awd wot i^ecessarllM
equally at all times, it Is waturnl humaiA, mstlm± for people to help each other,
so this characteristic should be harnessed for the betterment of vha\a)rImI. in
times of hardship and natural calamities lltee earthguafees and floods, people
from dlfferentparts of the world pull together, shopping Is a good example here
of people helping the elderly. (Anfortunately, It sometimes tafees something
bad to happen before people act together. Nowadays It Is Importantfor different
countries to live and worle together as the world becomes smaller and smaller.
Moreover, as the world Is more and more Integrated with the internet and the
speed of communication networtes. It matees sense that we should all worle
together...
Extract 2
Lei's say someone is well-educated but has noi made even one or two friends in their
life. Their life would be affected. For example, someone who has concentrated on their
education at the expense of everything around them will not be as happy as someone
who forms and maintains deep relationships with family, friends and possibly work
colleagues. Important as these relationships are in themselves, such dose family ties
on their own without education are not enough to help support people in their journey
through life. Learning a skill like pottery can help make people's lives relevant and help
them relax ...
3 Tn the extracts in exercise 2, underline the text you can replace with the conditional
sentences below.
If the basic human desire to help others were exploited , the human condition could be
improved.
Even if someone had a sound education and had not over their lifetime cultivated at least
one or two close friendships, then the quality of their life would be affected.
4 In each extract in exercise 2, underline one piece of irrelevant information.
5 Make notes for the topic below, using the checklist on page 209 to help you. Then write
an answer for the question. When you have finished, check your answer using the
checklist.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people think that managerial posts in private companies and in government
are more suitable for men. Others think that given the opportunity women can be
successful managers.
Discuss both views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
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161
Review
Vocabulary
Complete each gap with a suitable word. One answer requires two words.
1 tried to trace my 1_not long ago to see if I could find out who my
2 _were, but I found it difficult to go back beyond my grandparents. My
grandmother has been a 3_now for two years since my grandfather
passed away. My grandfather claimed he was a 4_of someone famous,
but I never got round to asking him about it. I have no 5_but I have many
6 _as both my parents come from large families. The present young
7 _seems not to care much about family history, but that may only be age.
Word buiiding
A
1
2
3
4
5
6
7
8
2 The extract below is from an answer for an TELTS Writing Task 2 question about social
problems. For 1-8, underline the correct word in bold.
\nthe world today, there are many social Issues ILI ze crime, hooliganism. Illiteracy
and poverty. Many people bl a me these social Ills on a breakdown In family
± relationships/relatives, but It Is not as simple as that. There may be some
o. flats/houstholds where the s relationships/relatives are very fragile, but by and
large family relationships are very strong. \n many cases, it may be a ^ sibling/
generational difference as the older generation responds tc the changes brought
about by the young.
One social III that could be easily eradicated Is poverty. ’Politicians make grand
statements about getting rid ofpove'rty within a generat.: The 5 hardship/
friendship suffered by many people even In richer .es is ai—i cult for wealthy
people to appreciate, strong & leadtrshlp/sponsorshlp .1 meat?.zhls area In all
countries and the hand of y-frlendshlp/leadtrshlp -.usi a - ar.aed from rich
to poor countries; otherwise, 8 chlldhood/chlldshlp - . .... continue to be a
period of great difficulty ...
1 Make sentences by choosing one sentence part from each column A, B and C. There
may be more than one possible answer.
I spent a very happy
We celebrate
He faced
He developed
He maintained
The government
withdrew
He showed
He celebrated
B
a considerable hardship as
b several very strong
friendships with
c childhood with
d the day we achieved
nationhood
e reaching adulthood
f his leadership
g their sponsorship when
h a very good working
relationship with
i various business people.
ii my parents in the
countryside.
iii every year without fail.
iv by having a huge party.
v during the turmoil.
vi the problems began.
vii the company.
viii a child.
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Psychology and sociology
Speaking
Put boxes A-K into the correct order so that they form part of a response to an IELTS
Speaking Part 2 topic. Then decide what the candidate was asked to describe.
A / have maintained a number of strong
B a very deep friendship. I think
C restaurant where I work
D relationships with people who were my childhood friends, but the friendship I
E would like to describe is one that began only early last year with a friend from the
F we have very similar interests. So I think what really makes the friendship work
G but we still managed to help each other out. Since that day we have developed
H part-time. We first met when we were working on an evening shift. It was very busy,
I the main reason why we get on is because
J doing the same sports, and we rarely disagree on anything.
K is that both of us like reading and
Conditionals 2
Rewrite sentences 1-4 using the prompts given.
1 Whatever the cost, I shall try to keep the whole family together.
Even if...
2 I’ll attend the seminar on kinship, only if the one on culture and the family is full.
Unless...
3 If it were not for the community centre, families would have nowhere to meet up.
... depend on ...
4 If they hadn’t kept the family together, they wouldn’t be in such a strong position now.
... and so...
Proof reading
In the following extract from an IELTS Writing Task 2 answers, the letters has been
removed in some cases and added in others. Find the mistakes as quickly as you can.
borne people believe the sole responsibility in society for bringing up children lies with the
parents, while other think it’s more the duty of the government. The logical answer, however,
is that raising childrens is the responsibility of everyone not just the parent.
If we take social skill, for example, these can in part be taught by the parents and the family,
but school as agencies of the government also have a role to play Obviously, parents can
teach childrens to form deep and warm relationship with friends and family and schools
can show children how to make relationships outside the home with their peer, while at the
same time picking up knowledge and informations. If we as adult had not been introduced to
the social norms of society, we would not know how to behave ourselves. Nor would we know
how to pass on these skill to our children.
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163
Travelling around the world
(Listening
IELTS Section 2
1 With a partner, describe each of the photographs. Then discuss the questions
below.
• Are these the sorts of places that you would like to visit? Which one appeals to you the
most/least? Give reasons.
• Have you ever visited anywhere that you would classify as exotic? Where?
• Do you think our desire to visit exotic places is actually destroying them? In what ways?
2 Work in pairs. Decide what preparations you would make if you were going away on a
trip to somewhere very hot or very cold. Make a checklist of the most important items to
take with you.
164
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Travelling around the world ^
2
\
3 C > What anxieties do people face when they travel abroad?
If you have travelled to another country, what were you most anxious about before you went?
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165
Travelling around the world
Vocabulary: Adjectives with multiple meanings
1 Look at the following sentence from the listening practice on page 165. What does novel
mean in this sentence? What other meanings does it have?
Remember to enjoy yourselves. Look out for novel experiences, and open your minds to the
strange and the new!
2 For 1-10 below, underline the word or phrase in the box that does not have the same
meaning.
Example:
alien
strange native extraterrestrial
1 foreign
2 curious
3 novel
4 unique
5 pristine
6 odd
7 fresh
8 new
9 different
10 strange
from another country unfamiliar relevant
apathetic inquisitive unusual
book original
film
treasured only happening in one place unlike anything else
new and untouched morally good different
unusual irregular different types new
new and different cold and windy odd recently made
recently arrived extra inexperienced replacing something
dissimilar several diverse unusual similar
unexpected unfamiliar uncomfortable odd
For 1-10 below, complete the gaps with an adjective from exercise 2 that makes sense in
sentence a and b. Then decide what the noun is for each adjective.
1 a
b
2 a
b
3 a
b
4 a
b
5 a
b
6 a
b
7 a
b
8 a
I had quite a_
I think I would rather read a
I would like to live in a_
Having_
. experience as I was travelling home today.
_than a travelogue.
. area to where I am now.
The area was really _
I had this really_
types of houses gives character to an area.
_to me at first, but I soon got used to it.
Everyone’s fingerprints are.
My holiday was full of_
The building had these_
He was_
. feeling when I entered the house.
_and can’t be copied.
. experiences.
_ carvings all over it.
to know what the town looked like.
_ country is not as easy or glamorous as it sounds.
_to me. I couldn’t agree with them.
It was mainly sunny, but we did have the_rain shower.
Being in a_
Their ideas were totally.
I had this really.
I was_
I bought a_
. experience last weekend when I visited the museum.
b
9 a The sandwiches we bought were very
b I wanted to make a
10 a
to the job and didn’t really know anything.
_set of clothes for the interview.
I found myself in the middle of an .
His ideas were completely_
start when I went to another town.
_landscape.
to mine.
4 C_> Tell your partner about a new experience you had recently, or an interesting
event that occurred recently. Use the adjectives and nouns from exercises 1-3.
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Travelling around the world
Work in pairs. Decide whether the following statements are true or false.
Reading } 1
~~ ■ um -BT u mrmm a
3
1 World heritage sites around the world are designated by UNESCO.
2 The Grand Canyon is in the United States of America.
3 The Great Barrier Reef is off the coast of New Zealand.
4 The Aztec ruins are in South America.
5 The Parthenon is in Rome in Italy.
6 The Giant Stelae of Aksum are in West Africa.
7 Mount Fuji is in Japan.
8 The Terracotta Army is in China.
9 The Hermitage museum is in Moscow.
10 The ruins of Persepolis are in Afghanistan.
Work in groups. Look at the title of the reading passage on page 168. What facts
do you already know about this topic? Share your information with the rest of your
group.
Each of the following words from the reading passage has two different meanings. Look
at the words and their meanings and decide which is more likely in this passage. Use a
dictionary to check any meanings you don't know.
1
2
3
4
5
6
7
shelf
ledge
sill
maturity
adulthood
fully-developed
system
scheme
organism
range
variety
scale
list
catalogue
slant
vulnerable
weak
in danger
breed
reproduce
farm
colony
collection
settlement
historic
ancient
momentous
sanctuary
asylum
place of safety
Read the passage to check that you chose the correct meaning.
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167
mi Travelling around the world
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
Barrier Reef
The Great
The Great Barrier Reef was one
of Australia’s first World Heritage
Areas and is the world’s largest
World Heritage Area. The Great
Barrier Reef was inscribed on the
World Heritage List in 1981 and
was one of 15 World Heritage places
included in the National Heritage
List on 21 May 2007.
The Great Barrier Reef is the
world’s largest World Heritage
property extending over 2,000
kilometres and covering 348,000
km 2 on the north-east continental
shelf of Australia. Larger than Italy,
it is one of the best known marine
protected areas. The Great Barrier
Reefs diversity reflects the maturity
of the ecosystem which has evolved
over many thousands of years. It is
the world’s most extensive coral-
reef and has some of the richest
biological diversity found anywhere.
The Great Barrier Reef contains
extensive areas of seagrass,
mangrove, sandy and muddy seabed
communities, inter-reefal areas,
deep oceanic waters and island
communities.
Contrary to popular belief, the Great
Barrier Reef is not a continuous
barrier, but a broken maze of
around 2,900 individual reefs, of
which 760 are fringing reefs along
the mainland or around islands.
Some have coral cays. The reefs
range in size from less than one
hectare to over 1,000 km2, and in
shape from flat platform reefs to
elongated ribbon reefs.
The Great Barrier
Reef provides
habitat for many
diverse forms of
marine life. There
are an estimated
1,500 species of
fish and over 360
species of hard,
reef-building
corals. More than
4,000 mollusc
species and over
1,500 species of
sponges have been identified.
Other well-represented animal
groups include anemones,
marine worms, crustaceans and
echinoderms.
The extensive seagrass beds are
an important feeding ground for
the dugong, a mammal species
internationally listed as vulnerable.
The reef also supports a variety of
fleshy algae that are heavily grazed
by turtles, fish, sea urchins and
molluscs.
The reef contains nesting grounds
of world significance for the
endangered loggerhead turtle, and
for green, hawksbill and flatback
turtles, which are all listed as
vulnerable. It is also a breeding area
for humpback whales that come
from the Antarctic to give birth in
the warm waters.
The islands and cays support
around 215 bird species, many of
which have breeding colonies there.
Reef herons, osprey, pelicans, frigate
birds, sea eagles and shearwaters
are among the seabirds that have
been recorded.
The Great Barrier Reef is also of
cultural importance, containing
many archaeological sites of
Aboriginal or Torres Strait Islander
origin, including fish traps, middens,
rock quarries, story sites and rock
art. Some notable examples occur on
Lizard and Hinchinbrook Islands,
and on Stanley, Cliff and Clack
Islands where there are spectacular
galleries of rock paintings. There
are over 30 historic shipwrecks in
the area, and on the islands are
ruins, operating lighthouses and
other sites that are of cultural and
historical significance.
About 99.3 per cent of the World
Heritage property is within the
Great Barrier Reef Marine Park,
with the remainder in Queensland
waters and islands. Because of
its status, many people think
the entire Great Barrier Reef is
a marine sanctuary or national
park, and therefore protected
equally throughout. However, the
Great Barrier Reef Marine Park
is a multiple-use area in which a
wide range of activities and uses
are allowed, including extractive
industries.
This has been achieved using a
comprehensive, multiple-use zoning
system. Impacts and conflicts are
minimized by providing high levels
of protection for specific areas.
A variety of other activities are
allowed to continue in a managed
way in certain zones (such as
shipping, dredging, research,
commercial fishing and recreational
fishing).
A new Zoning Plan for the entire
Marine Park came into effect on 1
July 2004. The proportion of the
Marine Park protected by no-take
zones was increased from less than
five per cent to over 33 per cent,
and now protects representative
examples of each of the 70 broad
habitat types across the entire
Marine Park. Two authorities
are now responsible for the Great
Barrier Reef: the Queensland
Government and the Australian
Government.
The majority of the World Heritage
property is still relatively pristine
when compared with coral reef
ecosystems elsewhere in the world.
Guided by the principle of balancing
conservation and sustainable
use, the regulatory framework
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168
Travelling around the world ^
2
significantly enhances the resilience
of the Great Barrier Reef.
The Australian and Queensland
Governments have a cooperative
and integrated approach to
managing the Great Barrier Reef.
The Great Barrier Reef Marine
Park Authority (GBRMPA) is the
Australian Government agency
responsible for overall management,
and the Queensland Government,
particularly the Queensland
Environmental Protection Agency,
provides day-to-day management of
the marine park for the Authority.
Questions 1-6
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
The location of the Great Barrier Reef
The Great Barrier Reef, the largest World Heritage property there is, was one of Australia’s
first sites to become a World Heritage area. Situated on the 1.off the
north-eastern coast of Australia, the Great Barrier Reef is among the world s most famous
oceanic 2.The 3.of the Great Barrier Reef is a result of the
evolution of the 4.over a very long time. Being the biggest 5.of its
kind on earth, the Great Barrier Reef is, from the 6.point of view, very varied.
Questions 7-10
Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
7 The Great Barrier Reef consists of one large reef.
8 There are more types of molluscs and sponges found in the reef than in any other site
in the world.
9 The loggerhead turtle is under threat of extinction.
10 There are plans to raise some of the sunken ships on the reef.
Questions 11-13
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
11 What were enlarged considerably to safeguard sections of all the different marine
habitats?
12 What has a major impact on the Great Barrier Reef’s capacity to flourish?
13 What is the Great Barrier Reef Marine Park Authority accountable for in respect of
the reef?
Reacting to the text
Provided money were no option, would you like to visit the Great Barrier Reef? What
aspect of the reef would appeal to you? Why?
Would you be concerned that carbon produced bv travelling there could contribute to
the destruction of the reef?
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169
Travelling around the world
Word building: Words related to memory
1 When people travel, they often bring back something to remind them of their trip. What
is this something called? With a partner, use a dictionary to find words with the root
mem - that are related to memory.
2 Work in pairs. For 1-10 below, complete the gaps with a word made from the word
memory. Make any necessary changes to the form of the word.
1 I have many happy_from my time in the Caribbean. I can still picture
the beaches and the surf.
2 Do you_the last time you had a long holiday?
3 She’s writing her_now that she is no longer President. They should be
interesting reading.
4 Collecting cinema_is not particularly exciting. I’d rather collect holiday
posters.
5 We tried to_the route on the map so we would know it perfectly, but
when we were going along the road through the forest we got lost.
6 Would you say that your trip to Japan was a_experience or not?
7 We visited various_to a wide range of historic events.
8 I left him a brief_on his desk, because I know he rarely reads his emails.
9 It’s always nice to have even a small_of a trip, even if it’s only a card.
10 I lost my_for a while, but then it all came back to me. I was so relieved.
3 In the paragraph below the words in italics are in the wrong place. Decide the correct
position 1-8 for each of the words.
I have really vivid 1 memorabilia of
my holidays in Mexico last summer.
I had a digital camera which takes
excellent photographs. And as I am
the sort of person who collects 2
memories of any kind, like concert
tickets or theatre programmes, I
came back with loads of 3 memoirs
like little statues and trinkets. If I
ever write my 4 mementos , I shall
have lots of material to draw on. We
visited a beautiful village, and I even
bought a replica of a 5 memorable to
a famous heroine whom I don’t really
know, but the monument to her was
very moving, which is what made it
so 6 memorial. Unfortunately, I am
not sure I’d 7 memorize how to get
there again as I didn’t take much
notice of the map. I didn’t 8 remember
the name of the town.
4 CT^> Work in pairs. Write at least three questions each containing the words made
from the word memory in exercise 2. Take turns asking and answering the questions.
Useful expressions
Do you find it easy to memorize ...
Are you the sort of person who collects ... memorabilia?
What is your (most treasured/fond/vivid) memory . ?
What details do you remember about... ?
\
What was your most memorable... ?
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170
Speaking
IELTS Part 1
Speaking
IELTS Part 2
Travelling around the world
1 Look at the Part 1 questions below about transport where you live. Decide which two of
the following are suitable w'ays to begin your answer to question 1.
People they travel by car ...
More and more people use ...
Most travellers ...
Commuters get around ...
The transport where you live
1 How do people travel around where you live?
2 What problems do people face when they travel?
3 How do transport problems affect you?
4 How would you improve the transport in your country?
------
2 Work in pairs. Think of at least two suitable ways to begin your answer to questions
2-4.
3 Take turns asking and answering the questions in exercise 1. Before you start
choose two points from the checklist on page 210 that you would like your partnei to
give you feedback on.
1 Work in groups. Look at the following Part 2 task card and then answer questions 1-6
below.
Describe a memorable journey you have made.
You should say:
where this journey was to
when it was
what you did on this journey
and explain why this journey was memorable.
1 What synonyms do you know for the word journey ?
2 Write a list of any words that you associate with the word journey.
3 Write a list of adjectives that you associate with the word journey.
4 Write a list of verbs that you associate with the word journey.
5 Write a list of places that you associate with the word journey.
6 Write a list of reasons you associate with going on a journey.
2 Use the words in the lists to help you make notes for the topic above.
Don't forget!
• You only have one minute to make notes.
• The words in your notes should be prompts only.
• Don't be afraid to glance at your notes as you speak.
• You have to speak for one to two minutes.
3 With a partner, take turns talking about the topic. Before you start, choose two
points from the checklist on page 210 that you would like your partner to give you
feedback on.
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Travelling around the world
Language focus: Articles
i
2
In the extract below from the reading passage on page 168,
underline examples of the following:
1 the definite article
2 the zero article
3 the indefinite article
Work in pairs. For sentence a and b in 1-8 below, decide
which sentence requires an article and which does not.
Explain why.
1 a I spent the day visiting_old monuments.
b _monuments I visited were old.
3
2 a I like_climbing mountains.
b I'd like to go climbing in_Himalayas.
3 a You shouldn't look at_sun directly.
b _stars twinkle because they are far away.
4 a The Amazon flows through_various countries.
b Rivers like_Nile bring life to desert regions.
5 a _capital city of Mexico is enormous.
b _Mexico City is particularly big.
6 a _United Kingdom is usually just called the UK.
b _kingdoms are ruled by monarchs.
7 a _prime minister runs the country.
b _prime ministers are appointed by heads of
state or parties.
8 a _heart sends blood around the body.
b The body has_various organs.
In the following extract from IELTS Speaking Part 2, underline
the articles that should not be there.
A trip I
would like to describe is
a journey I went on to the Brazil a few
years back . I went with my family two brothers
but no the sisters, five people in all. We flew to the Rio
de Janeiro which is an amazing city with many people and
lots of entertainment What I really like about the city is tha:
it has the beaches and, of course, it's famous for its nightlife
We all had lots of the fun there with a sightseeing and
parties, which we went to nearly every night The cost of
the living is cheap there and a meal in a restaurant is a
real treat as everyone is very lively. I recommend
Brazil as a place for the holidays and
relaxing ...
Contrary to popular belief, the Great Barrier Reef is not
a continuous barrier, but a broken maze of around 2,900
individual reefs, of which 760 are fringing reefs along the
mainland or around islands.
Read more about articles in the Grammar reference
on page 225.
Work in pairs. Answer questions 1-10 below. Pay
attention to the articles in your answers.
1 What gives us light during the day?
2 What objects do you see far away in the sky on a clear
night?
3 Is the sun a star or a planet?
4 When is the sun a star?
5 Are there different solar systems?
6 What is the highest mountain in the world?
7 Which mountain range is it in? 4
8 What is the name of the capital of Japan?
9 Is London a capital of the UK?
10 Are there different oceans on our planet? Can you name
three?
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Travelling around the world ^
2
^Writing )
IELTS Task 2
1 Look at the following Task 2 question. Decide which of the ideas 1-7 below you think is
most relevant to the question. Then add your own ideas to the list.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people think that children should be encouraged to travel more while at
school to broaden their experience. Others think that not enough time is spent in
the classroom learning the basics of a good education.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Write at least 250 words.
1 clevis them up to ia^w 3 Ltarw more while travelling 6 too tiring
experiences 4 travelling Is expensive 7 always learning dull facts
2 need to learn basics first 5 waste of time when away
front the classroom
2 It is important to be able to develop your ideas in IELTS Writing. For 1-6 below, decide
whether the text in italics is relevant. Rewrite the text that is not relevant.
1 Cheap air travel enabled people to travel longer distances than before. A whole family, for
example, could fly from India to Europe at less expense than a decade before.
2 Trains go in and out of fashion in all countries, as they often depend on the support of
politicians. At the moment, more people are travelling by coach.
3 Tourism can have a negative impact on local culture, so people should avoid watching TV.
4 Precious ecosytems around the world are being destroyed by the very tourists who most
want to protect them, so access to such sites needs to be restricted.
5 Older people find it more difficult to rough it while on holiday compared to the younger
generation. This is surely because young people don’t often stay in hotels.
6 World heritage sites like the Great Barrier Reef are under constant threat of destruction. For
example, even subtle changes in the temperature of the open sea can affect the reef.
3 Work in groups. Discuss the following Task 2 question. List three main ideas for each
point of view and think of an example.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Today more people than ever are travelling around the world. Some people believe
that such travelling helps to broaden people's minds, while others think it just
confirms their prejudices.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
4 Write an answer for the question. When you have finished, check your answer using the
checklist on page 209. Use the articles checklist on page 207 to check your answer for
any mistakes relating to articles.
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173
Review
Vocabulary
For 1-7 in the following dialogue from TELTS Speaking Part 3, underline the correct
word in italics.
Examiner: Is it important for young people to travel?
Candidate: Yes. I think travelling to a 1 foreign/unique/alien country is essential for young
people as it helps to broaden their minds. For example, it can open their minds to 2 alien /
fresh/odd and 3 novel/pristine/alien experiences first hand, instead of just reading about
them in books or on the Internet.
Examiner: What kind of 4 new/odd/alien experiences?
Candidate: Well, for example, if children go to, say, Canada for the first time from, say,
Russia, then they will hopefully be 5 odd/curious/fresh not just about the language but
about the way of life, especially the 6 differences/alienation/curiosity and the similarities.
Examiner: With the growing influence of globalization, how do you think countries are
7 different/fresh/new these days?
Candidate: It’s difficult to find things that are 8 strange/foreign/alien and perhaps unique
as things around the world become very similar and less strange because of TV and the
Internet.
Word building
1 Before you look at the next exercise, write down as many words as possible that can be
made from the word memory.
2
Match a question beginning 1-7 with a question ending a-g.
1 Do you have
2 Why do you think people write
3 Is it a good thing to memorize
4 Are you the sort of person who collects
5 Can you describe
6 Do you remember
7 Do you think we should build
a knowledge?
b a memorable film you have seen?
c memorials to famous people?
d a good memory?
e people’s names easily?
f their memoirs?
g memorabilia about things like the
theatre?
3 Complete the sentences below with a word from exercise 1.
1 The most_occasion in my life was my last birthday party.
2 Collecting_relating to the cinema or trains is one way of preserving our
heritage.
3 Being able to_words is a useful skill for learning languages.
4 _can be very exciting to read, but they don’t appeal to everyone.
5 If I_rightly, there is a film called Australia.
6 Some professions like medicine and architecture require a very good_for
detail.
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Travelling around the world
Articles
1 For 1-7 below, add a/an/the where necessary.
1 I visited many monuments in Thailand, but monument I remember most was temple in
north whose name I don’t remember.
2 I don’t think I’d like to go climbing in the Alps as I don’t like heights.
3 I like travelling, especially to exotic places, but trip I had recently was awful.
4 Education is supposed to broaden mind, but education some people receive does
opposite.
5 I’m afraid of water, so I can’t go swimming even in swimming pools.
6 Information on website may not be correct. I download information every day, and I’m not
sure if it’s correct.
7 Quality of hotels varies from resort to resort.
2 Look at the graph and the IELTS Writing Task 1 answer. Underline the six unnecessary
definite articles in the text.
Globally, it is dear that more than half (56 percent) of the worlds
reefs are at risk from the human activities.
The significant regional differences exist regarding the degree
of risk that coral reefs face. The reefs of the Southeast Asia,
which are the most species-diverse in the world, are also the
most threatened, with more than 60 per cent at risk, including
the approximately 60,000 square kilometres at high or very high
risk. 6y contrast, the reefs in the Pacific region, which contains
more reef area than any other region, face comparatively less risk.
Forty-one per cent of Pacific reefs were classified as threatened
with approximately 10 per cent (1 0,000 square kilometres)
facing a high risk. As regards the Caribbean and the Middle East,
where the reefs cover approximately the same area (20,000
square kilometres), the proportion at the higher risk is greater in
the former (approximately 5,000 square kilometres).
3 Does the text need an introduction? If yes, write one.
4 Which information is not included in the text?
^ional coral reef area, classified by degree of risk, 1998
120
100
80
60
40
20
0
1 1
1 1
Middle East Caribbean Indian
Ocean
SE Asia Pacific
® High
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Ready for
Speaking
Introduction
The IELTS Speaking module lasts between eleven and 14 minutes and has three parts.
The exam is recorded.
The examiner assesses your ability to communicate effectively in English and
specifically assesses:
• fluency and coherence: how well you speak without hesitating and the organization
of your answers
• lexical resource: the range of vocabulary you use
• grammatical range and accuracy: the range of grammar you use, for example, the
range of structures and complex sentences using connecting words like because, for
instance, and so, but, etc.
• pronunciation: how clear and intelligible you are when you speak
Part 1
Part 1 takes between four to five minutes. You will be asked general questions about a
variety of familiar topics such as your family, your job/studies or your interests. You will
be assessed on vour ability to give opinions and information on these topics.
1 Work in pairs. Look at the two sets of Part 1 questions A and B and decide
how you would answer each question. Then choose a set each and ask each other the
questions.
A
Do you prefer to go out with one friend or a group of friends? Why?
What do you do when you go out?
Do you think it’s important to keep in contact with friends you make at
work or on courses? Why/Why not?
Why do some people stay friends for a long time?
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Ready for Speaking
B
What is your favourite form of art e.g. painting, sculpture, music,
drama? Why?
Do you think art is important in our lives? Why?
Tell me about a traditional form of art from your country.
Do you think art will be popular in the future? Why/Why not?
2 Look at the following beginnings to possible answers to the four questions in set A.
Decide which one is not suitable and why.
1 I like friends.
2 We tend to go to the cinema or the theatre, because ...
3 Yes, sometimes, because ...
4 There are many reasons, but perhaps the most important is ...
3 Using the correct sentence rhythm and stress helps your intelligibility, and good
pronunciation leads to a higher score. You can help yourself relax as you speak by
developing a rhythm and breathing properly. Look at sentence 2 above. You can create a
rhythm by stressing the important words like verbs and nouns:
We tend to go to the cinema or theatre\ because ...
Say these words and then read the sentence beginning. Take a shallow breath at the
comma before the word because. Decide which words you should stress in sentence 4.
4 Work in pairs. To help you understand the examiner better, decide which nouns and
verbs the examiner will stress in the questions in set A. Then do the same with the
questions in set B.
5 Think of your own sentence beginnings for set B. Then decide which words to stress
and practise saying the nouns and verbs as in exercise 3.
6 C^> Take turns asking and answering the questions again, using a different set from
the one you chose in exercise 1.
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Ready for Speaking
Part 2
Tn Part 2 the examiner will give you a task card with a topic. You will be given one
minute to think about the topic and make notes before you specik. \ou should speak for
one to two minutes. When you have finished speaking, the examiner will ask one or two
questions to round off the topic. You will be assessed on your ability to speak at length
about a topic, organize your ideas and use appropriate language.
1 Work in pairs. Decide which task cards 1-6 the candidate notes a-f relate to.
Describe a place where you like to study.
You should say:
where this place is
when you first visited this place
what this place is like
and explain why you enjoy studying there.
Describe a charitable organization you admire.
You should say:
how you first became aware of this organization
what this organization does
where this organization operates
and explain why you admire the work of this
charitable organization.
3
Describe a skill that you would like to learn.
You should say:
what the skill is
when you would like to learn this skill
where you would like to learn this skill
and explain why you would like to learn it.
Describe a meeting with
someone that changed your life.
You should say:
who this meeting was with
when this meeting happened
where this meeting happened
and explain why this meeting
changed your life.
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Ready for Speaking
5 6
Describe an advertisement that you like.
Describe a website that you like.
You should say:
You should say:
what this advertisement promotes
what this website is
where you saw this advertisement
how often you visit this website
what the main features of this advertisement are
what special features this website has
and explain why you like this advertisement.
and explain why you like this website.
a
d
maps
cafe
once a week
near college
detailed maps
month ago
see world
cheerful
1 earn
relaxing
have fun
friendly
great view
i
b
coffee
e
TV recently
musical instrument
story
soon
funny
privately - classannoying
clever
relaxing
thought provoking
healthy
memorable
helps concentration
c
f
friend
Oxfam
5 years ago
bus stop
funny/laugh
television appeals
relieves poverty
sickness
famine
everywhere
saves lives
2 Work in pairs. Decide how the words in the notes for the first two topics relate to each
part of the topic.
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Ready for Speaking
3 Look at the shortened version of a possible answer for the topic in task card 3.
Underline the synonyms the speaker uses for the notes that he prepared.
The skill that I'd like to talk about is playing a musical instrument like the piano, and I’d like
to learn it in the coming year I know it’s possible to go to a class to learn to play the piano,
but I know I'd find that irritating. Learning to play the piano is one of those skills that’d
be better to learn to acquire by paying for one-to-one tuition. I realize that it might be
expensive, but it’d be very rewarding in other ways.
The reason I'd like to be able to take up the piano is because it’s very soothing to play and
to listen to. It’s a wonderful feeling to lose yourself in the music as you are playing. I’ve got
several friends who’re very keen on music and I’ve listened to them many times. As well as
helping to calm people down, playing an instrument like the piano is very good for the brain
as it keeps it active. And it’s good for your health, because it helps take away part of the
stress of modern living. Friends have also told me that it improves their ability to focus,
and so they play before they study or do any work, which I think would help me too.
4 Work in pairs. Each choose a card for your partner. Make your own notes or use
the notes above. Then take turns talking about the topic on your cards. When you have
finished speaking, give each other feedback using the checklist on page 210.
Part 3
In Part 3 you will have a discussion with the examiner, which will last between four to
five minutes. The discussion will be linked to the topic in Part 2, but it is more abstract
so you cannot talk about personal experiences. You will be assessed on your ability to
communicate and justify views and discuss and analyze issues.
1 Work in groups. Look at the following Part 3 questions and discuss what you
might include in your answers.
Advertising on the web
How useful do you think websites are for bringing information to people? What about
training or advertising?
In what ways can websites be of advantage to small businesses?
In business terms, are people more influenced by what they see nowadays on the web
than on television? In what ways?
Distance learning
How can the web be used for distance learning?
Should the training that is available on the web be regulated more?
How do people in your country feel about awarding degrees and diplomas based solely
on learning over the Internet? M
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Ready for Speaking
2 C~ Work in groups of three. Take turns asking and answering the questions in
exercise 1. The third student should use the checklist on page 210 and give feedback on
criteria agreed by the student being examined.
Don't forget
• Avoid talking about yourself.
Explain your answer by giving reasons, examples, results, comparisons, recommendations, etc.
3 2.6 Listen to an example of a candidate being examined in Parts 2 and 3.
4 ^2^ 2.7 Listen again to Part 2. Look at exercise 3 in Part 2 on page 180. There are
seven differences in words and phrases in the text and two extra pieces of information.
Identify the differences and make notes about the additional information.
5 2.8 Listen to Part 3. Number the examiners questions 1-6 below in the order
that they are asked.
1 How essential do you think it’ll be for workforces in the future to be proficient
technologically?
2 Do you think it’s important to keep acquiring new skills throughout one’s life?
3 Should preparation of children and young people for work focus on computing skills at
the expense of practical skills?
4 Do you think people will have to work longer in the future?
5 How can people ensure that work does not control their lives?
6 In what way do you think learning only computing skills can be a disadvantage in life?
6 Work in pairs. Take turns asking and answering questions 1-6 in exercise 5.
When you have finished, give each other feedback using the checklist on page 210.
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©
The importance of infrastructure
Vocabulary: Nouns related to systems
1 Work in groups. Describe the photographs below and decide what aspects of
urban infrastructure you can see in each. Then discuss the question below.
182
• Do these systems help or hinder people? In what ways?
2 Work in pairs. Look at the questionnaire on page 208 and think of an example of each
item 1-10. Add another system for other and think of an example.
3 Complete the questionnaire on page 208 by interviewing at least two people. Put a tick
(*0 next to each system they have used.
v v wi rv in gi v/upo. voiiipui v jrv/wi uuuui^u v«
• Were any systems used by everyone? Which one(s)?
• Were any systems not used by anyone? Which one(s)?
• Which syste~~-— A w '^ c 'tZleaslaft^n net
The importance of infrastructure
5
Work in pairs. For nouns 1-8 below, look at the words in italics on the right that are all
related to it in some way. Decide what system each relates to. If necessary; look at the
words in the box below to help you.
1 industry
2 infrastructure
3 network
4 system
5 web
6 supply
7 grid
8 supply
field wells refineries slick exploration
lines bridges tunnels viaducts
mobile fibre-optic browse satellite
receiver dish communications channel weather
host access server directory connection computer
tap treatment pressure filter purification
national generators cables pylons
pipelines industry fields appliance works
electricity
gas
telephone
oil
satellite
water
Internet
railway
6 Work in pairs. Choose two of the nouns 1-8 in exercise 4 and describe how each ol the
words in italics relates to it.
Example:
1 industry field wells refineries slick exploration
‘Field’ is where the oil is found.
‘Well’is the apparatus that brings the oil to the surface.
7 Work in pairs. For sentences 1-7, complete each
gap with a word from exercise 5.
1 _is produced on wind farms, which
then feed into the national_.
2 The_is sent via_from
_in remote areas and then piped to
people’s homes.
3 The safety of the_is
taken for granted in many countries, but
without the process of_the water
many people are drinking is putting their lives at
risk.
4
5
6
7
The transport of_from the
_to the_can cause
pollution, as we have seen with spillages at sea.
A_can be used to connect people
in remote areas of the world that don’t have
landlines, but it can also be used to collect data
on the_.
The revival of interest in the train as an
efficient means of transport has led to
investment in_like new
_connecting various towns.
If you have wireless_to the
_, you can browse and download
information anywhere, but you have to make sure the_is secure.
8 CT> Work in pairs. Think of an incident where a system or part of a system did not work.
Describe to your partner what happened and how you reacted.
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(Reading
The importance
~D 1
IELTS Reading Passage
of infrastructure
Q The reading passage below is about tolls on roads. What arc they? Arc they
common in your country? Are they popular?
2 Spend two minutes scanning the passage to find words and phrases relating to the
word road. Compare your list with a partner and then with the rest of the class.
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
E-ZPass Idas Just the Beginning
A CALIFORNIA, Pennsylvania, Texas and Virginia
may be quite different in many ways when it
comes to the presidential primaries, but they do
have one thing in common: all are grappling with
how to collect tolls from the drivers who use their
highways. Electronic toll collection is increasingly
the obvious answer. Pennsylvania, which is
trying to turn Interstate 80 into a toll road, is
considering going completely electronic and not
including cash lanes.
B By charging tolls on an Interstate that had always
been free, Pennsylvania hopes to generate the
money needed to maintain this vital east-west
artery, a major thoroughfare for trucks. Other
states are also looking for ways to raise the money
needed for highway repair, upkeep and expansion.
Because resistance to raising taxes on gasoline
and diesel remains strong, lawmakers are instead
turning to tolls or, in governmental parlance, ‘user
fees’.
C While Interstate 80 might appear to be a good
place to go entirely electronic, the state may be
forced to install some cash lanes because many
drivers - including some in rental cars and those
from states without toll roads - still pay with cash.
Cash transactions are costly, though, because
highway agencies must pay toll-takers, maintain
plazas and safely transfer the cash to banks.
And for drivers already faced by a multitude of
distractions, fumbling through pockets for nickels,
dimes and quarters to pitch at toll collectors is
not only frustrating, it can be dangerous.
D Like fast-food restaurants, department stores
and other businesses that handle cash, tolling
agencies are introducing a variety of technologies
to streamline the process and increase profits.
The most common substitute for human toll
collecting uses a combination of radio-frequency
identification transponders, high-speed cameras
and networked computers that read tags in
windshields and instantaneously charge the
driver’s account, usually billed to their credit
cards. Toll plazas are being redesigned so vehicles
do not need to slow down.
E E-ZPass, one of a growing array of technologies
that are changing the way agencies collect tolls,
is the ubiquitous version, available to drivers in a
dozen states from Maine to Virginia. In just New
York State, nearly 10 million tags are in use, three
times the number in 1999.
F The spread of electronic tolling is having a subtle
and unexpected impact on motoring. Drivers need
not weave through toll plazas in search of a lane
that accepts cash, a particularly difficult task for
those on motorcycles. Travel across many states
no longer requires a hoard of change for tolls.
And because they can check their toll payments
online, businessmen do not need to save fistfuls of
receipts for their expense reports.
G Increasingly, electronic tags will be embedded
into windshields, license plates and other places
so drivers will no longer have to send off for a
portable tag from a tolling agency. And because
they are part of the car, they will be harder to
steal.
H Electronic tolling is changing the way drivers view
tolls too. A study by an economist at M.I.T, Amy
Finkelstein, found that drivers who pay their tolls
electronically are less aware of the rates they pay.
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The importance of infrastructure ^
3
She also found that rates at the tollbooths
included in the study were up to 40
per cent higher on roads that accepted
electronic tolls compared with those that
did not. Drivers rarely like tolls, but they
are willing to pay them - even if they are
unaware of how much they are paying - if
they are getting something in return, like
less crowded lanes or a shorter wait at a
tollbooth.
I The more costly alternative would be
to build at least one lane for a manned
booth with offices nearby to store
the cash. While fewer than half of
Pennsylvania’s drivers have an E-ZPass,
the lanes would be designed with an eye
toward removing them as the percentage
rises. ‘We’re treating these cash lanes
as temporary,’ said BarryJ. Schoch,
vice president at McCormick Taylor, the
engineering firm hired by the Pennsylvania
Turnpike Commission to prepare a list
of possible sites. ‘In 50 years, there will
be transponders built into the car, so if
we build tollbooths, we will be able to
convert them to some other use like rest or
maintenance areas’.
J Some of the oldest and largest tolling
agencies, like the Port Authority of New
York and Newjersey, are studying how to
phase out their cash lanes too. Because
more than 71 per cent of transactions at
the Port Authority’s tunnels and bridges
include an E-ZPass - up from 52 per cent
in 2000 - Anthony E. Shorris, the agency’s
executive director, expects cash booths to
disappear from those crossings over the
next five years. The future, in fact, may be
on display in places like Stockholm, where
drivers do not need tags at all. There,
cameras take pictures of every license
plate, video recognition software reads the
numbers and the owner is charged. While
E-ZPass and other radio-tag systems
are likely to remain because of their
widespread use, agencies introducing tolls
for the first time are looking more at these
video-only systems, according to Naveen
Lamba, a specialist in traffic management
systems at I.B.M, which provides much of
the technology for Stockholm’s system.
While there are concerns about the
reliability of these systems and the privacy
of the data they collect, Mr. Lamba said
that drivers are increasingly comfortable
with electronic tolling.
Questions 1-5
The reading passage has ten paragraphs, A-J.
Which paragraph contains the following information?
1 an unforeseen effect of electronic tolls on the way people drive
2 tolls as a means of increasing revenue to fix the roads
3 a technological method of paying tolls without using tags in cars
4 an explanation of why cash tolls are still needed
5 why using cash lanes will only be very short-term
Questions 6-9
Do the following statements agree with the claims of the writer in the reading passage?
Write:
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks of this
6 It is clear that taking tolls from road users is best done electronically.
7 Cash tolls are expensive to administer because of the expense of employing security
guards at toll plazas.
8 The removal of cash tolls is only for financial gain.
9 Business people will benefit the most from the use of electronic tolling.
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The importance of infrastructure
Questions 10-13
Choose the correct letter A, B, C or D.
10 One reason for having electronic tags implanted in the vehicles themselves is
A to reduce the administration costs of using electronic tolls.
B to increase the reliability of making toll payments.
C so that vehicles will be easier to monitor by toll agencies.
D so that they will not be removed easily by thieves.
11 Research by Amy Finkelstein showed that drivers
A do not know how much they pay.
B are more price-conscious when they pay.
C do not care how much the tolls are.
D are less tolerant than they were previously.
12 The proportion of E-ZPasses used in the Port Authority of New York and New Jersey has
A experienced a sizeable increase.
B remained fairly stable.
C seen a noticeable fall.
D fluctuated slightly.
13 According to Mr Lamba, electronic tolling is
A taking time to implement properly.
B meeting with some resistance among drivers.
C gaining greater acceptance among drivers.
D proving to be an expensive option.
OD Reacting to the text
Are electronic collections devices just another way of raising money from the public?
Do you think toll systems control and restrict our lives or do they help us?
Word building: Modal verbs to adjectives
Look at the extract below from the reading passage on page 184.
While E-ZPass and other radio-tag systems are likely to remain because of their widespread
use ...
The meaning of the adjective likely can be expressed in the following ways:
... will probably remain ...
it is probable that ... will remain ...
... should remain ...
1 Work in pairs. For 1-9 below, underline the most suitable word in italics.
1 Can the communications systems be improved? Yes, it’s possible/probable/certain.
2 They wouldn’t build an extension of the railway line. They were very unwilling/willing/
likely to do so.
3 They didn’t need to build more refineries. It was unnecessary/necessary/possible.
4 The satellite should improve communications dramatically. At least that’s the
expected/certain/unlikely result, but nobody is sure.
5 The government should hit its target. But that’s only a possible/probable/obligatory
outcome, not a certainty.
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The importance of infrastructure
6 The oil company could do what it wanted without any interference from the government.
They were able/willing/possible to do anything they wanted.
7 Do safety measures have to be imposed on every construction project? Yes, I think it’s
compulsory/optional/certain.
8 Oil will run out some time. It can’t last for ever; that’s certain/essential/obligatory.
9 They don’t have to build a motorway through the nature reserve; it’s not
essential/possible/probable.
2 Work in groups. In the following extract from IELTS Speaking Part 3, underline
the modal verbs that show possibility, probability and obligation. Choose a suitable
adjective from exercise 1 to replace each one. Make any other necessary changes.
Examiner: Can faster communication systems like broadband have an impact on
people’s lives?
Candidate: I think the development of faster communication systems than we have
now can have an impact on local as well as national economies, as they should
enable people to do business faster. Obviously, they can’t solve every problem, but
they can at least help. For a while, governments wouldn’t invest in fibre optics, but
now the cables are being installed everywhere. For example, in my home country they
provide jobs for local people ...
3 C~> What developments of infrastructure do you think there will be in your country
in the near future?
'Listening )
IELTS Section 3
Which developments do you think are necessary ?
For 1-7 below, tick (>0 the items that are related to the research process. For each,
decide what they mean and how they relate to the process.
1 aims and objectives 5 data analysis
2 lectures 6 teaching
3 research question 7 literature review
4 research findings
2
Work in pairs. Decide which you think is the most difficult. Give reasons.
Don't forget
in the questions that
warn you that the
answer is coming
soon.
O 2.9 SECTION 3 Questions 21-30
Questions 21-23
Choose the correct letter, A, B or C.
21 Ahmed’s research is connected with the
A impact of roads in urban areas.
B link between people and urban infrastructure.
C reasons behind system breakdowns.
22 Janice is finding the examining of her data
A a lot of effort.
B an easy task.
C a slow process.
23 What did Janice think as she commenced her research project?
A She assumed that it was going to be very hard.
B She imagined she would never be able to begin.
C She felt relaxed about the whole process.
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The importance of infrastructure
Questions 24-28
What comments does Janice make about the various aspects of her research?
Choose five answers from the box and write the correct letter, A-G, next to questions 24-28.
A fairly easy
B very easy
C fairly difficult
D very difficult
E most difficult
F tiring
G time-consuming
24 research question .
25 literature review .
26 research proposal .
27 designing the methods .
28 aims and objectives .
Questions 29 and 30
Choose TWO letters, A-F.
Which two of the following does Janice recommend Ahmed should contact for help with writing?
A language centre
B private teacher
C student union
D research supervisor
E main library
F course tutor
Language focus: Concession
1 In IELTS Speaking and Writing you can make your argument
more persuasive by conceding or agreeing with a point of
view and then adding your own.
Look at the reading passage on page 184 and find an
example of may used as a concession in the first paragraph.
Which of the structures below can also be used?
1 Although ... may ... 2 While ..., might ...
Read more about concession in the Grammar
reference on page 225.
2 Work in pairs. Rewrite 1 -8 below so that they contain the
words in brackets. Make any necessary changes and be
careful with punctuation.
Example:
I can't deny this is an admirable idea. We will have to wait
and see what the future holds, (though)
Though I can’t deny this is an admirable idea, we will have to
wait and see what the future holds.
1 Increasing the capacity of the phone network
is a good solution to the problem. It is not the only one.
(although ... may)
2 This is a sound argument. I think I'd want to see more funds
made available for new carriages as well, (may ... but)
3 The facilities available are endless. Inner city conditions
are cramped, (while ... may)
4 I don't like the idea of computers controlling systems like
transport. They perform a vital function, (nevertheless)
5 I agree with the creation of high-speed communication
systems. I can't help thinking that they will lead to more
demands on workers and hence more stress, (much as)
6 They are expensive to maintain and upgrade. Extensive
metro systems exist in many major cities, (may ... but)
7 I partly agree with the opinion expressed here. I think it is
naive to suggest that increasing the fares will in the end
lead to a better transport service, (but)
8 It's clear the quality of public services is improving. More
needs to be done, (nonetheless)
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The importance of infrastructure
3 Sentences a-e below develop the idea of five of the
sentences in exercise 2. Match a-e below with a suitable
idea in exercise 2.
a It'll just put more cars on the road, and then revenue
will decrease and there will be another problem,
b The trains themselves could also be refurbished.
c We need to ensure they are working for us and not us
for them.
d The line rental, for example, could be reduced,
e This, in turn, will increase costs for companies.
Use your own ideas to develop the other three sentences.
Work in pairs. Think of at least three issues in the news at
the moment that you partly or largely agree with. Prepare
reasons and examples to support your opinion and then add
an outcome. Use the words and phrases for conceding and
adding your opinion in exercises 1 and 2.
Explain your opinions on the issues you have chosen
to another pair of students.
^Speaking )
IELTS Part 2
Work in pairs. In each sentence of the following extract from a Part 2 topic, a phrase is
in the wrong place. Decide which phrases are in the wrong place and where they should
go in the sentence.
What I would like to describe is a journey that I made to see in
France last winter a friend. The trip was a short five-day break
to a small village, which is full of the most wonderful castles, in
the Loire valley To Paris I took the train and then to Tours, which
is the largest city near the village I was visiting. The journey was
exciting because it was to France my first visit. Which goes
through the Channel Tunnel to Paris I was able to catch the train
and take another train to Tours. The journey was very smooth,
because the train network in France exceptionally well runs
and the Eurostar train is well integrated with the French system.
What made the special for me journey was the fact the trip
marked my first journey to France, and my first time in the tunnel
under the English Channel. But what it magical made, not just
special or thrilling, was the snow. As we passed the snow fell
through the countryside on the fairytale castles along the Loire.
It was a time truly enchanting ...
2 Decide which of the following topics is being discussed in exercise 1.
1 Describe a journey you made which was special to you.
You should say:
when it took place
where you went
what happened during the journey
and explain why it was special to you.
Describe a trip you made where something went wrong.
You should say:
when it took place
where you went
what happened during this journey
and explain why this trip went wrong.
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1
The importance of infrastructure
3 Spend one minute making notes for the topic that wasn't discussed in exercise 1.
4 With a partner, take turns talking about the topic. When you have finished, look
at each others notes and decide whether you think your partner followed their notes or
adapted them as they spoke.
Don't forget!
• Keep your notes to a maximum of ten words so you do not read them.
Write words or phrases vertically on the page so they are easy to see at a glance.
• Keep talking until the examiner indicates that you should stop.
(Writing: )
IELTS Task 1
Spending in UK: visitors from North America and purpose of visit 2002 to 2006
Spending (£ million) Growth 2005-06
2002
2003
2004
2005
2006
%
North America
Holiday
1,053
982
1,063
1,012
1,130
11.6
Business
859
815
866
896
1,108
23.6
Visiting friends or relatives
539
533
547
522
585
12.1
Miscellaneous
318
318
388
382
557
45.9
All visits
2,780
2,658
2,877
2,822
3,390
20.1
Look at the Task 1 question below and then answer questions 1-6.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table shows spending in the UK by visitors from North America and purpose of
visit between 2002 and 2006.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
1 How many different visitor purposes are mentioned in the table?
2 What is the trend for each purpose?
3 How does the growth column relate to the other data?
4 Which line of information will help you write the overview?
5 What is the clear trend of the overview?
6 Is there an exception to the general trend that is evident in this line?
2 Decide which two of the following introductions are suitable for the question in exercise 1 ?
1 The table provides a breakdown according to the purpose of their visit of how much
American visitors to the \ak spent: between dooa to cioob.
2 The table Illustrates spending in the kk. by American tourists and -purpose of visit
between zooo. and zoo&.
3 The table 0lves data on the expenditure of American visitors to the UK according to the
purpose of visit from 2002 to 2££>£.
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The importance of infrastructure ^
3
3 You can add data to your answer in the following ways:
• from ...to: Spendingon holidays roseover the period from £1,053 million to
£ 1,230 million.
• with + noun + verb + ing : Spending on holidays rose over the period with expenditure
increasing from £ 1,053 million to £ 1,230 million.
• verb + ing: Spending on holidays rose over the period , increasing from £ 1,053 million
to £ 1,230 million.
• with + noun: Spending on holidays rose over the period with an increase from
£ 1,053 million to £ 1,230 million.
For 1-5 below, combine the two sentences using the structure in brackets.
Example:
It is clear that the growth in expenditure increased steadily. The biggest rise occurred between
2005 and 2006. (with + noun + verb + ing)
It i 5 clear that the growth in expenditure increased steadily with the biggest rise
occurring between 2005 and 2006.
1 There was a rise in expenditure on holidays over the period. Spending increased from
£1,053 million to £1,230 million, (with + verb + ing)
2 The general trend for miscellaneous expenditure was clearly upward. It rose from
£318 million to £557 million, a near 60% increase, (verb + ing)
3 Spending on business trips also went up. It climbed from £859 million to £1,108 million.
(with + noun)
4 Climbing from £539 million in 2002, expenditure on visiting friends or relatives rose only
slightly to £585 million. Most of the growth took place between 2005 and 2006.
(with + noun)
5 The overall money spent went up. It was £2,780 million in 2002 and £3,390 million in
2006, a 20.1% increase. It is clear miscellaneous expenditure accounted for the bulk of
the rise, (from ... to ...)
4 Work in groups. Use the checklist for Task 1 on page 209 to discuss the task below.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table shows spending in the UK by visitors from Europe and purpose of visit
between 2002 and 2006.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Spending in UK: visitors from Europe and purpose of visit 2002 to 2006
Spending (£ million) Growth 2005-06
2002
2003
2004
2005
2006
%
Europe
Holiday
1,640
1,784
2,141
2,373
2,655
11.9
Business
1,833
1,848
1,994
2,237
2,614
16.9
Visiting friends or relatives
1,061
1,273
1,471
1,655
1,830
10.5
Miscellaneous
1,001
962
1,002
1,365
1,454
6.5
All visits
5,549
5,882
6,623
7,656
8,573
12.0
5
Write your own answer for the question. When you have finished, check your answer
using the checklist on page 209.
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Review
Vocabulary
1 Answer 1-10 below, as quickly as you can. Write no more than two words for each
answer.
1 What are built over rivers?
2 What can be laid underground to carry optical fibres?
3 What can be accessed from a computer to get information?
4 What beams information to earth from space?
5 What fuels can be found in fields?
6 What is carried on tall towers or on cables under the ground?
7 What is sometimes burned as fuel to cook food in an oven?
8 What is filtered, treated and purified before being supplied to houses?
9 What is each house connected to that supplies electricity?
10 What is one possible term for a series of interconnecting roads?
2 Write a sentence for each of the questions above, use the verb in the question.
Example:
1 What are built over rivers?
Bridges are built over rivers.
3 Find and replace the jumbled
words in the follow'ing extract
from IELTS Speaking Part 3.
Then decide which of the
questions below the candidate
was answering.
1 Do people have access to a
wide range of services in your
country?
2 Is the infrastructure of cities
more important today than it
used to be? Why do you
think this is the case?
Reading
In the following text based on part of an IELTS Speaking Part 3 answer, replace the
words in italics with a word from the reading passage on page 184.
‘Mmm
...I think it is. It’s
rccuali because without certain
aspects of the stureinfraruct in modern cities
people nowadays would be totally lost. The tenkwor
is very complex and made up of fefrendit cesvseri, but
I think people take many of them like relectictyi and water
for tngrade and do not really prapetecia them until they are
cut off for one reason or another. At one time, and not that
long ago, people were able to mend many things that
broke down themselves. Now a whole series of cevseri
itrindesus exist to connect us to the water slypup or
the nonaialt ridg or to nnrctecoe the telephone
when it is cut off!
I am
not sure that people can cope with
struggling with yet another electronic service like toll roads.
I personally can’t see why lanes where people pay with money cannot be
kept. Why does everything have to be done in the interest of a few companies. They
say they want to make the service much more efficient, as the roads are like large veins
in the bodies that carry blood to and from the heart. I can understand they want more money
to repair and maintain and even expand the road network. Yet I can’t see how phasing out
situations where money changes hands will help. And booths that have people in them
Z- ng a personal touch. So do we really want something up in space looking down
=■ os on the glass at the front of the car and reading the metal plates
with the car’s numbers on them ?
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3
The importance of infrastructure ^
Word building
1
2
Match 1-7 below with a suitable response a-g.
1 He wouldn’t do it for any amount of money.
2 May I park here?
3 The company didn’t need to increase
access fees.
4 The train should arrive on time.
5 Do you think it can happen?
6 The government shouldn’t have said that.
7 Do safety measures have to be adhered to?
a I’m not sure if it’s allowed,
b Do you think that’s likely?
c Yes. You’re right it wasn’t
necessary.
d Oh yes, it’s possible,
e Mmm, they were a bit critical,
f Well yes, they are compulsory,
g He doesn’t sound very willing.
Complete the gaps with an adjective that reflects the modal verb in the first sentence.
1 Maintaining communication systems is vital for modern economies. This is not optional;
it’s_.
2 Old buildings don’t have to be knocked down in today’s cities. It’s not_as
they can be incorporated into a modern landscape.
3 I wouldn’t agree to his suggestion. In fact, I was very_to do so.
4 They might build more roads. It’s_, but I’m not sure.
5 The problem of satellite debris in space has to be dealt with. It’s_for the
safety of everyone.
6 Cities will soon be dealing with highways in the air for flying cars. It’s almost_
to happen.
Concession
In sentences 1-6 below, find the error that confuses the meaning. Decide what the
correct sentence should be.
1 Clean water may be taken for granted in the West, but fortunately there are places in the
world where it is rare.
2 Although the chances of bringing electricity to every home looks possible, it’s a worthy aim.
3 While delays may not be as frequent as they were, the rail network is not as chaotic as it
used to be.
4 Much as I love surfing the web, I feel safe while doing so.
5 He says he’s an expert in water purification, but he has made serious mistakes.
6 While the neighbourhood may be as safe as people say, I will go near it.
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Money and happiness
Vocabulary: Money matters
1 C Work in groups. Describe each of the photographs. Then discuss the questions
below.
• Where were coins first used?
• Do you know of any places or situations where people exchange or barter goods?
Have you ever bartered or exchanged goods?
• What is your reaction to the following quote from Benjamin Franklin?
'Money makes the world go round!
2 Make a list of words and phrases associated with the word money. Then compare your
list with a partner.
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Money and happiness
> Work in pairs. The word money collocates with the words government and problems to
form the compound nouns government money and money problems. Is it possible to say
money government or problems money ? Decide whether the following words go before
or after the word money.
1 management 3 taxpayers 5 paper 7 counterfeit
2 market 4 laundering 6 sponsorship 8 public
4 Work in pairs. For 1-12 below, C ircle )the noun that is in the correct position.
Example:
finance
government/state/capita!
Cfinance^>
1 finance
director/minister/department
finance
2 finances
company/government/state/family/household
finances
3 cash
reserves/flow/payment/settlement/limit/crisis/crop
cash
4 currency
conversion/markets/speculation/fluctuation/reserves/crisis currency
5 credit
agreement/arrangement/facilities/terms/limit/transfer
credit
6 debt
collection/collector/burden/mountain
debt
7 savings
account/plan/bank
savings
8 spending
consumer/government/public/welfare/education
spending
9 spending
programme/target/cut/limit/money/power/spree
spending
10 expenditure
consumer/government/public/welfare/education
expenditure
11 price
war/range/increase/cut/tag
price
12 income
capital/investment/household/family
income
For 1-8 below,
cross out the incorrect words in italics.
Example:
More government money government was allocated to improve local bus services.
1 A cash crop cash is a valuable source of income for many families in agricultural
communities, but cash flow cash can be a problem because produce is usually
seasonal. This can lead to a cash crisis cash for local farmers.
2 Money paper money was invented by the Chinese.
3 Education expenditure education has declined at a time when few working in the field
think it should. The current expenditure level expenditure should at least be maintained.
4 Family finances family are often the concern of the finance minister finance , especially
when making funding decisions.
5 Management money management needs to be taught as much to adults at work and
students in university as to school children.
6 A fall in a country’s foreign currency reserves currency can trigger a currency crisis
currency.
7 Many prominent individuals have called for the burden debt burden of poor nations to be
reduced by cheap loans or complete cancellation.
8 Normally I don’t have so much spending money spending available. But one of the
happiest days I have had recently was when I won a large sum of money and I went on a
spree spending spree.
6 C~> Work in groups. Think of at least three ways that money has directly or
indirectly affected your life in the past week. For example, paying for transport with
cash or an electronic card, giving you a place to sleep, etc. Take turns describing your
experiences. Ask questions about each others experiences.
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Money
(Listening
Money and happiness
1 Work in pairs. Skim questions 31-40. Decide what the topic of the talk is.
2 C ^ What do you think companies can do to make their workers happy? For
example, what types of in-house training programmes can companies provide for staff?
2 .io SECTION 4 Questions 31-40
Questions 31-34
Choose the correct letter, A, B or C.
31 What point does the speaker make about people’s attitude to business?
A Their understanding of business practices is fairly limited.
B They wrongly believe that it is only about financial gain.
C Some people are changing their attitude to wealth creation.
32 According to the speaker, one positive aspect of business is that
A people profit from the jobs it creates.
B its attitude to employees is changing.
C it gives young people discipline.
33 What does the speaker say about how her company helps local communities?
A Care is taken to focus support where needed most.
B It tries to put some money back into the local areas.
C Help is given to improve numeracy standards.
34 How does the speaker say the company’s training programme changed?
A It was managed very carefully.
B It grew in its own way.
C It developed very fast.
Questions 35-40
Complete the sentences below.
Write NO MORE THAN THREE WORDS
AND/OR A NUMBER for each answer.
Further developments in the training scheme
35 Workers were encouraged to put their own
.first.
36 Full-time staff members were each allocated.weekly for training.
37 Some more experienced workers decided to.for nothing to various
organizations who need professional help.
The effects of the scheme
38 .from work through illness have been reduced enormously.
• Productivity was not affected.
39 The company has seen its profit go up by.
40 A reduction in staff turnover has led to a cut in.
• And the cost of training new staff members has lessened.
3 Some people think the best way to improve productivity is to help employees
enjoy their work. Others think that productivity can be raised by increasing salaries.
Which view do you agree with? Give reasons.
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Money and happiness
Word building: Values and beliefs
Look at the following quote from the speaker in the listening practice on page 196.
... our accountancy firm adheres to a strict ethical code ...
Can you say moral code instead? What is the difference between 'ethics' and ‘morals'?
2 Match the words below to their meaning a-g.
1 standards
a
ideas that people believe are true
2 ethics
b
ideas or theories on which a system of beliefs is based
3 values
c
traditional practices that people in a society follow
4 customs
d
principles of right and wrong accepted by a society
5 beliefs
e
a set of principles that people use to decide what is right or wrong
6 principles
f
traditional principles of good behaviour
7 morals
9
principles and beliefs that influence how a community lives morally
3 Work in pairs. Make a list of as many words as you can from the word values. When you
have written down all the words you know, check your answers in a dictionary.
4 Complete the gaps in the text below with words relating to the word valuable. Use the
prompts given to help you.
_(plural noun) are standards that individual people attach great
importance to. If you_(verb) something in your life then you
treasure it enormously._(plural noun) like precious objects made of
gold and diamonds may be_(adjective) to some people as status
symbols, but they are_(adjective) when compared to attributes like
honesty, integrity, loyalty and trust.
5 Complete the gaps in the text below with words relating to the word principle. Use the
prompts given to help you.
Philosophy can teach people the_(plural noun) of right and wrong, but it
is becoming increasingly difficult for people to be_(adjective) in life and
maintain a high moral standard. Unfortunately,_(adjective) people are
found in all walks of life, whether it be business or politics, so one must be on one’s
guard to make sure one doesn’t do anything that compromises one’s_
(plural noun).
6 Complete the gaps in the text below with words relating to the words ideal, moral and
ethics. Use the prompts given to help you.
People are often accused of being_(adjective) rather than realistic when
pursuing their_(plural noun). It is easy to attack someone whose personal
_(plural noun) or_(adjective) stance you don’t agree with.
< > Work in groups. Discuss the question below. Half of the group should talk about
the advantages and the other half should talk about the disadvantages.
‘People today get their values from national figures like politicians and celebrities such
as sports stars and pop stars. What are the advantages and disadvantages of this? Give
reasons and examples.'
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Money and happiness
Language focus: Substitution and ellipsis
1 Look at the following quote from the speaker in the listening 4 For sentences 1-7 below, cross out any unnecessary words,
practice on page 196. Then answer the questions below.
It is also about bringing people together and making links
and contributing to the economy of the country. But in
doing so our accountancy firm adheres to a strict ethical
code.
1 In the second sentence, what does the word so replace
from the first sentence?
2 What happens if the words are repeated?
3 What happens if people use substitution like this a lot in
writing or speaking?
4 Which common expression in speech do you know where
the word so is used like this?
Read more about substitution and ellipsis in the
Grammar reference on page 226.
2 Work in pairs. Match texts 1-8 below with a suitable
continuation a-h.
1 Companies can help local communities to develop by
putting back some of the profits they have made from the
local people.
2 My grandmother told us how to behave when we were
young
3 People follow the traditions and ways of the society they
belong to.
4 The government should introduce philosophy into the
school curriculum.
5 I left home when I was 18 to go to university.
6 Detailed analysis has been done on what makes people
happy,
7 My family have always adhered to the traditions of the
community we came from and
8 According to some people, moral standards on television
are declining and should therefore be raised.
a and continued to do so when we were adults.
b but ways need to be found to apply such research for the
benefit of the public.
c I suppose I will continue to do so in spite of the pressures
to the contrary.
d In doing so they believe that the general behaviour in
society will be improved.
e I did so with some trepidation, but it turned out to be
exciting in the end.
f Doing so would have a beneficial effect on student
behaviour.
g Handing down such customs from generation to
generation is important if a community is to survive,
h Such philanthropic behaviour would set a good example
for other organizations.
3 For 1-8 in exercise 2. underline the words and phrases of
substitution and the words they replace.
1 Although the government
wanted to stop funding the
railway venture, they weren’t
able to stop funding it.
2 The banks didn’t
want the policy on
extending loans to small
businesses to change,
but the government
did want the policy to
change.
3 Some people don’t believe
that there is a clear link betwee'
happiness and money, while
others do think there is.
4 The fact that health,
wealth and happiness
are often linked together
when people talk about
happiness must mean they
are linked.
5 The college was praised
for student behaviour and
success as it hoped it would
be praised.
6 The university didn’t invest
as much in delivering subjects
like philosophy as it could have
invested.
7 My father laid down the
law with us when we were
children, but my mother
didn’t lay down the law.
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Money and happiness
"Speaking )
IELTS Part 3
Work in pairs. Read the following Part 3 questions. Then match the ideas in the list
below to a suitable question.
Money and happiness
Do you think people associate money with happiness? Why?
Do you think it’s possible to lead a happy life without money? How?
What advantages does money bring to people’s lives?
What other factors do you think are necessary to lead a happy life?
The influence of money
Do people attach too much importance to money nowadays? Why?
How can money sometimes control people’s lives?
In what ways can money be used for the good of humanity?
———|---—- mm — " , .. ■ »
technological gadgets
overemphasize/overrate money
redistribution of wealth
allows people to do things they want
brings freedom
money not everything , other factors
indulge in buying consumer goods
life can be difficult without
health/work/friends
having more time
reduces/increases anxiety
richer nations helping poor nations!people
"Reading )
IELTS Reading Passage
2 Work in pairs. Use the ideas in the list to discuss the questions. Then take turns
asking each other the questions. When you have finished, give each other feedback
using the checklist on page 210.
1 Scan the reading passage on page 200 for words that are synonyms of 1-8 below.
1 deal with 3 complete 5 poverty 7 move
2 happiness 4 unceasing 6 step 8 community
Work in pairs. Each choose one paragraph to skim. Then briefly explain what
it is about to your partner. Find another pair of students that have chosen the same
paragraph and check that you agree.
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Money and happiness
READING PASSAGE
You should spend about 20 minutes on Questions 1-13, which are based on the reading passage below.
A All in all, it was probably a mistake to look for
the answer to the eternal question - ‘Does money
buy happiness’ - from people who practice what’s
called the dismal science. For when economists
tackled the question, they started from the
observation that when people put something
up for sale they try to get as much for it as they
can, and when people buy something they try
to pay as little for it as they can. Both sides in
the transaction, the economists noticed, are
therefore behaving as if they would be more
satisfied (happier, dare we say) if they wound up
receiving more money (the seller) or holding on
to more money (the buyer). Hence, more money
must be better than less, and the only way more
of something can be better than less of it is if it
brings you greater contentment. The economists’
conclusion: the more money you have, the
happier you must be.
B ‘Psychologists have spent decades studying the
relation between wealth and happiness,’ writes
Harvard University psychologist Daniel Gilbert
in his best-selling ‘Stumbling on Happiness,’
and they have generally concluded that wealth
increases human happiness when it lifts people
out of abject poverty and into the middle class,
but that it does little to increase happiness
thereafter.
C That flies in the face of intuition, not to mention
economic theory. According to standard
economics, the most important commodity you
can buy with additional wealth is choice. If you
have 820 in your pocket, you can decide between
steak and peanut butter for dinner, but if you
have only $ 1 you’d better hope you already have
ajar of jelly at home. Additional wealth also lets
you satisfy additional needs and wants, and the
more of those you satisfy the happier you are
supposed to be.
D The trouble is choice is not all it’s claimed to
be. Studies show that people like selecting from
among maybe half a dozen kinds of pasta at the
grocery store but find 27 choices overwhelming,
leaving them chronically on edge that they could
have chosen a better one than they did. And
wants, which are nice to be able to afford, have
a bad habit of becoming needs (iPod, anyone?),
of which an advertising and media-saturated
culture create endless numbers. Satisfying needs
brings less emotional well-being than satisfying
wants.
E The nonlinear nature of how much happiness
money can buy - lots more happiness when it
moves you out of penury and into middle-class
comfort, hardly any more when it lifts you from
millionaire to decamillionaire - comes through
clearly in global surveys that ask people how
content they feel with their lives. In a typical
survey people are asked to rank their sense of
well-being or happiness on a scale of 1 to 7, where
1 means ‘not at all satisfied with my life’ and 7
means ‘completely satisfied.’ Of the American
multimillionaires who responded, the average
happiness score was 5.8. Homeless people in
Calcutta came in at 2.9. But before you assume
that money does buy happiness after all, consider
who else rated themselves around 5.8: the Inuit
of northern Greenland, who do not exactly lead
a life of luxury, and the cattle-herding Masai of
Kenya, whose dung huts have no electricity or
running water. And proving Gilbert’s point about
money buying happiness only when it lifts you
out of abject poverty, slum dwellers in Calcutta
- one economic rung above the homeless - rate
themselves at 4.6.
Studies tracking changes in a population’s
report ed level of happiness over time have also
dealt a death blow to the ‘money buys happiness’
claim. Since World War II the gross domestic
product per capita has tripled in the United
States. But people’s sense of well-being, as
measured by surveys asking some variation of
‘Overall, how satisfied are you with your life?’,
has barely budged. Japan has had an even
more meteoric rise in GDP per capita since
its postwar misery, but measures of national
happiness have been flat, as they have also been
in Western Europe during its long postwar boom,
according to social psychologist Ruut Veenhoven
of Erasmus University in Rotterdam. A 2004
analysis of more than 150 studies on wealth and
happiness concluded that ‘economic indicators
have glaring shortcomings’ as approximations
of well-being across nations, wrote Ed Diener of
the University of Illinois, Urbana-Champaign,
and Martin E. P. Seligman of the University of
Pennsylvania. ‘Although economic output has
risen steeply over the past decades, there has
been no rise in life satisfaction ... and there has
been a substantial increase in depression and
distrust.’
If money doesn’t buy happiness, what does?
Grandma was right when she told you to value
health and friends, not money and stuff. Or as
Diener and Seligman put it, once your basic
needs are met ‘differences in well-being are less
frequently due to income, and are more frequently
due to factors such as social relationships
and enjoyment at work.' Other researchers
add fulfillment, a sense that life has meaning,
belonging to civic and other groups and living in
a democracy that respects individual rights and
the rule of law. If a nation wants to increase its
populations sense of well-being, says Veenhoven,
it should make ‘less investment in economic
growth and more in policies that promote good
governance, liberties, democracy, trust and
public safety.’
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Money and happiness
Questions 1-5
The reading passage has seven paragraphs, A-G.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 a suggestion that less emphasis ought to be placed on economic development
2 evidence that the lack of money does not necessarily lead to unhappiness
3 some suggested non-monetary grounds for being happy
4 an explanation of the monetarist’s assumption that wealth breeds happiness
5 proof that an increase in a country’s wealth does not make people more content
Questions 6-9
Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
6 According to the general conclusion of psychologists, people are not made much
happier by an increase in wealth after a certain threshold.
7 Research indicates that a narrow range of options increases shopper anxiety.
8 More multimillionaires took part in one survey than was expected.
9 Up until the Second World War money influenced people’s happiness more profoundly.
Questions 10-12
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
10 Diener and Seligman claimed that there were clear.when using the
economy to gauge the relationship between money and happiness.
11 Despite improvements in the economy in recent years.has not increased.
12 People’s take-home pay has less impact on happiness than.and
pleasure derived from employment.
Question 13
Choose the correct letter A, B, C or D.
Which of the following is the most suitable title for the reading passage?
A How self achievement affects happiness
B Why money doesn’t buy happiness
C How happiness has declined since World War II
D What economists think about happiness and money
CD Reacting to the text
What is your reaction to the reading passage. Does money make people happy? Give
examples from your own knowledge and experience.
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Money and happiness
(Writing: )
IELTS Task 1
1 Work in pairs. Check that you understand all the words in the table and the pie chart.
WRITING TASK 1
You should spend about 20 minutes on this task.
The table provides information about satisfaction with living standards in England by
age in the year 2007. The pie chart shows how confident people are about the future.
Summarise the information by selecting and reporting the main features , and make
comparisons where relevant.
Write at least 150 words.
Satisfaction with standard of living
England
Percentages
16-21 50-59
60 and over
Very satisfied
34
32
34
Fairly satisfied
49
52
55
Neither satisfied nor dissatisfied
13
9
6
Fairly dissatisfied
4
5
4
Very dissatisfied
0
2
1
2 Work in pairs. Underline mistakes 1-5 below in the following sample answer and
correct them.
1 an extra word that is not necessary * 4 a definite article that is missing
2 an example where an adjective and adverb 5 a verb that is not in the correct form
are not in the correct position in the sentence
3 a noun that is spelt incorrectly
The chart shews hew happy varleus age groups were about living standards
In UngUm,d In ziooj- with pie chart Indicating peeple's optimism about the
future.
overall, people Indicated that they were very content with their living
standards, with only a few expressly dissatisfaction. For example, the
positive rating for these £>0 and ever steed at &9 per cent against only
5 per cent for the latter. The youngest age group were similarly happy with
&3 per cent be satisfied with their standard of living (34 per cent for very
and 45 fairly satisfied). As regarding the dlsatlsfactlen rating, only
4 per cent were fairly dlssatlsf ed with none very dissatisfied. B>y contrast,
the 50-59 age group were content less slightly (A'per cent), but the greater
part (£4$) were fairly or very satisfied (52 against 32 per cent). A
refusal to tatee sides about their standard of living was most obvious In the
youngest category ( 13 ^), followed by the 50-59 0 >rup ( 9 $) and the £>0
and over (6^5).
Turning to the pie chart, optimism about the future Is shared by fewer people,
20^ compared to 30fo who are pessimistic and 50°[c non-committal.
202
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Money and happiness
3 Work in pairs. For 1-5 below, decide which part of the sample answer in exercise 2 the
suggested rewrites a and b relate to. Decide whether one or both of the suggestions
improve the text.
1 a gives you an idea about the satisfaction level of people about living standards
b provides a breakdown of the degree of satisfaction about
2 a expressed more satisfaction than dissatisfaction with
b were kind of more satisfied with
3 a Take those who are 60 and over. Their positive rating
b An example is the 60 and over, they
4 a the biggest number
b the overwhelming majority
5 a a smaller proportion of the public
b by a tinier part of people
4 Write your own answer for the Task 1 question below. When you have finished, check
your answer using the checklist on page 209.
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart below gives information about the Daily Happiness-Stress Index in the
USA during one week in 2008.
Summarise the information by selecting and reporting the main features , and
make comparisons where relevant.
Write at least 150 w r ords.
Gallup-Healthways Daily Happiness-Stress Index
By day of the week
J| % With a lot of enjoyment/happiness without a lot of stress/worry
| % With a lot of stress/worry without a lot of enjoyment/happines
60 -
50 -
40 -
30 _
20 _
10 _
■1
o
0 L —2-
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Jan 1 - May 25,2008
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203
Review
204
Vocabulary
1 Match each noun 1-10 below with a noun a-j to make a compound noun. There may be
more than one possible answer.
1
paper
a
limit
2
currency
b
mountain
3
price
c
war
4
state
d
bank
5
debt
e
spending
6
family
f
income
7
cash
g
reserves
8
savings
h
crop
9
consumer
i
money
10
credit
i
finance
2 For sentences 1-10 below, complete each gap with a compound noun from exercise 1.
1 When the older children and both parents were working, the_
increased and they were able to save some money.
2 Rich as well as poor countries can be weighed down with a vast _.
3 Over-reliance on a_like maize or bananas for income is
precarious because of price fluctuations.
4 I deposited all my money in a_.
5 The_soared after the rise in the value of the dollar.
6 Just like coins,_is in danger of disappearing as people pay
even for small items electronically.
7 _is often used as a means of gauging people’s confidence in the
health of the economy.
8 A_erupted on the high street among clothes retailers to attract
customers to their shops.
9 I try not to exceed my_, though sometimes it is difficult to resist.
10 _for major projects is often cut off at the whim of politicians.
Word building
1 In the following extract from an IELTS Writing Task 2 answer, underline the correct
word in bold.
... It Is crucial for children to be taught the traditions, including the beliefs/
ethics and customs of their community so that they can learn the basic
principies/standards of what is right or wrong, ihe aim of teaching people about
morality is not to make them yucraUstic/anccraL, but so that they can behave
in a way that shows respect to others. \f children, for example, are tau0ht a
coale of behaviour without going aleeply into ethics/ncoraiity which is more
theoretical, then standards/principles of behaviour ill be improved ...
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Money and happiness
2 Use the words in brackets to help you complete the gaps in the following response to an
IELTS Speaking Part 3 question. Then decide what the examiners question was.
I don't think so. I think young
people are more _ (an adjective connected
with ‘real’), because they are more in tune with what’s going on
in the world. So no I wouldn’t say they are _ (an adjective that
indicates the person is naive and is used as a criticism). I don’t see anything
wrong with young people pursuing their _ (a noun that is related to the
previous adjective) and trying to change the world as long as they don’t harm
others. I think it’s a question of having the right _ (an adjective
connected with principles of right and wrong) upbringing and
applying that to better oneself and others.
Substitution and ellipsis
1 For 1-5 below, complete the sentences with a word or phrase from each box A and B.
A B
while others do
but clearly do
I think everyone else didn’t
but the audience they are
but fortunately there are many who should
1 The television presenter claimed that work was a very important factor in making
people happy,
2 Some people don’t believe in the need to save money for the future,
3 Many people don't want to do volunteer work to help others,
4 Politicians often think the opinions of ordinary people are not important when they
are in power,
5 Just as I have had the chance to have a free education,
2 Complete the gaps in the following extract from an IELTS Writing Task 2 answer using
substitution or ellipsis.
Good health is a major factor in making people happy. For example, when people are
ill, they are not able to function properly even if 1 _. 2 _
obstacles can induce mental as well as physical illness, which can be difficult to
stop no matter how hard people try to 3 _. Although someone has
apparently recovered from a car accident, it may not be obvious fora long time
that he or she in fact 4 _ fora long time.
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205
Additional material
Unit 8
i
Writing Task 1 (page 112)
Unit 8 Writing Task 1 (page 112)
Unit 8 Writing Task 1 (page 113)
Fields
Public gardens
206
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Additional material
Ready for Writing Describing a graph (page 129)
1 Is the overview good? Why/ Why not?
2 Does the student use a range of complex sentences? Give examples.
3 Does the student list pieces of data or does he summarize the information? Give examples.
4 Is there a range of linking devices? Give examples.
5 How many examples of comparison and contrast can you find? Give examples (including verbs).
6 Are there more verbs or nouns of rise and fall? Give examples. What is the effect of this?
7 In the third paragraph, find examples of verbs of rise and fall.
8 Find examples of a variety of noun phrases used to avoid repetition when referring to the age groups.
Unit 12 Writing Task 2 (page 173)
Checklist for articles
1 Is the noun countable? -> Is it singular? -> Is the context in which it is
used inside and outside the text general? -> Use the indefinite article, a
(or an).
2 Is the noun countable? -> Is it plural? Is the context in which it is used
inside and outside the text general? -> Don’t use the zero article and put
the noun in the plural.
3 is the noun countable? -> Is it plural? -> Is the context in which it is used
inside and outside the text specific? Use the definite article and put the
noun in the plural.
4 is the noun uncountable? It is therefore singular -> Is the context in
which it is used inside and outside the text general? Use the zero article.
5 s the noun uncountable? -> It is therefore singular -> Is the context in
which it is used inside and outside the text specific? -> Use the definite
article.
Remember: You need to recognize whether the context in which you write, read
or hear the noun is general or specific.
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207
Additional material
Unit 13 Vocabulary: Nouns related to systems (page 1 82)
Questionnaire
Have you used each of the following systems today?
1
2
3
4
5
6
7
8
9
10
11
You
Student 1
Student 2
Student 3
transport system
□
□
□
□
road network
□
□
□
□
water service
□
□
□
□
electricity grid
□
□
□
□
electronic network
□
□
□
□
telephone network
□
□
□
□
radio network
□
□
□
□
satellite system
□
□
□
□
Internet
□
□
□
□
GPS system
□
□
□
□
Other
□
□
□
□
Unit 8 Writing Task 1 (page 112)
Entertainment area
Unit 9 Writing Task 2 (page 125)
built/natural environment educate in general about the past
understand history respect buildings/property appreciate beauty
pride in one’s heritage protect environment helps relaxation
promote mental/physical health
208
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z->
IELTS Writing checklists
IELTS Writing Task 1
1 Have you written at least 150 words?
2 Have you completed the task according to the
rubric?
3 Have you paraphrased the rubric in your
introduction or just copied it?
4 Have you summarized the information and not
listed every piece of data?
5 Have you written an overview?
6 Have you included any information that is not
there?
7 Have you left any important data out?
8 Have you just listed information or have you
compared it?
9 Have you divided your answer into paragraphs?
10 Have you written too many words? You don't
need to write more than 180 words. You won't
be penalized for writing too much, but you may
be penalized for not summarizing.
11 Have you mentioned any striking features?
12 Have you avoided repetition of words and
structures?
13 Have you used a range of grammar, vocabulary
and complex structures ?
14 Have you used the correct tenses?
15 Have you checked vour writing for mistakes?
Additional questions for maps
1 Have you included an overview?
2 Have you used appropriate adverbs/adverbial
phrases of location ?
3 Have you used a range of synonyms?
Additional questions for processes
1 Have you used the passive correctly?
2 Have you used the correct tenses?
3 Have you used the appropriate linking devices?
IELTS Writing Task 2
1 Have you written at least 250 w'ords?
2 Have you completed the task according to the
rubric?
3 Have you paraphrased the question in your
introduction?
4 Have you given reasons and examples as
requested in the rubric?
5 Is your answer abstract as required or does it
contain personal examples?
6 Have you developed your ideas bv expressing
contrasts, causes, effects, purposes and
conclusions?
7 Are your ideas just listed or organized with
a range of linking devices to reflect the
development in 6?
8 Have you divided your answer into paragraphs?
9 Have you WTitten 4/5 paragraphs?
10 Do your ideas fit well together?
11 Have you included any irrelevant ideas?
12 Have you avoided the repetition of w'ords and
structures?
13 Have you used a range of grammar, vocabulary
and complex structures ?
14 Have you checked vour writing for mistakes?
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209
IELTS Speaking checklists
IELTS Speaking Parti
See the checklist for Part 3. Remember this section is
personal not abstract.
IELTS Speaking Part 2
See checklist for Part 3 and 1-5 below.
1 Did you make notes?
2 Were your notes short - no more than about ten
words?
3 Did you answer all the parts of the question?
4 Were your notes easy to read as you spoke?
5 Did you refer to your notes as you spoke?
IELTS Speaking Part 3
1 Is your answer organi zed ?
2 Did you develop your answer by giving
reasons and examples?
3 Was your answer abstract as required or was it
too personal?
4 Were your ideas relevant to the question?
5 Did you paraphrase the question?
6 Did you avoid repetition of words and
structures?
7 Did you use a range of grammar, vocabulary
and complex structures ?
8 Did you concentrate too much on accuracy at
the expense of fluency?
9 Did you speak clearly?
10 Did you speak too quickly or too slowly?
11 Were you relaxed enough to breathe properly?
12 Did you speak using the correct rhythm or
sentence stress?
13 Did you use the correct word/phrase stress?
210
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Wordlist
Unit 1
A Describing people
Nouns
a climb
Adjectives
a decline
artistic
a dip
adventurous
chatty
a drop
a fall
conscientious
considerate
an increase
a peak
creative
dynamic
a plunge
hard-working
helpful
a rise
fluctuations
sporty
D Useful words and phrases from the reading passage
supportive
settle into university life
talkative
integrate into university life
wise
draw on internationally recognized expertise
Nouns and adjectives
settle down more easily into university life
respec t/respec t ful/respec tabl e
ascertain (students') view's about...
ambition
ambitious
pioneering research
care
careful/caring
key factors influencing ...
calmness
calm
cheerfulness
cheerful
generosity
generous
loyalty
loyal
sense of humour
humorous
sociability
social
punctuality
punctual
reliability
reliable
talent
talented
B IELTS Reading
Choosing headings for paragraphs or sections
Nouns and their synonyms
aims
effect
emphasis
lack
need
reason for
result
use
what.... is based on
C Verbs of movement
Verbs
dip/fall slightly and quickly recover
fall slightly and then level off
fall gradually/decrease steadily
fluctuate/be erratic
hit a low/reach their lowest point
hit a peak/reach a high
plummet/plunge
remain stable/stabilize
rise gradually/increase slowly but surely
soar/rocket
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211
Wordlist
Unit 2
A Verbs of cause and effect
Verbs
achieve
advance
affect
attract
damage
destroy
deteriorate
enhance
foster
harm
improve
impact
increase
influence
produce
promote
reduce
result
ruin
shape
Nouns
achievement
advancement
effect
attraction
damage
destruction
deterioration
enhancement
fostering
harm
improvement
impact
increase
influence
production
promotion
reduction
result
ruin
shape
Phrases to describe cause and effect
bring about an increase in ...
bring about the destruction of...
cause (enormous) damage to ...
change the shape of...
do harm to ...
have a/an (dramatic) effect (on ...)
(huge) impact (on ...)
(positive/negative) influence (on ...)
lead to a (significant) improvement (in ...)
reduction in ...
lead to the ruin of ...
make better links between ...
result in a (sharp) deterioration in ...
B Qualifying adjectives
Positive and
appealing
convenient
effective
harmful
important
inspiring
necessary
practical
significant
useful
valuable
worthwhile
negative adjectives
unappealing
inconvenient
ineffective
harmless
unimportant
uninspiring
unnecessary
impractical
insignificant
useless
invaluable
worthless
Synonyms
important-> critical/crucial/essential/key/vital
unimportant—> insignificant/trivial
C Linking devices
although/but/however
as/because/since
also/furthermore/moreover/similarly/what is more
accordinglv/as a result/and so/so/for instance/
consequently/therefore
in order to
for example/for instance
D Useful words and phrases from the reading passage
the process of urbanization
go hand in hand with ...
emerge as the center of...
become the seat of...
exercised a certain degree of...
there is reason to believe that...
can be regarded as the culmination of...
212
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Unit 3
Wordlist
A Sports
Sport
Place
bodybuilding
gym
boxing
ring
diving
sea/reefs
fishing
lake
football
pitch
golf
ourse
horse riding
course
running
track
swimming
pool
tennis
court
Types of sports
combat
equestrian
field
indoor
motor
outdoor
racquet sports
water
winter
Equipment
weights
gloves/shorts
oxygen tank
rod
ball/goal
clubs/irons
saddle
shoes/spikes
costume/trunks
racquet/bail
B Adjectives ending in -edling
Verbs and adjectives
annoy annoying/annoyed
bore boring/bored
challenge challenging/challengcd
electrify elecirifying/electrified
excite exciting/excited
exhilarate exhilarating/exhilarated
fascinate fascinating/fascinated
interest interesting/interested
invigorate invigorating/invigorated
irritate irritating/irritated
motivate motivating/motivated
thrill thrilling/thrilled
C Adjectives with prepositions
addicted to ...
bored with...
capable of...
enthusiastic about...
fanatical about ...
fond of...
indifferent to ...
interested in ...
keen on ...
mad about...
passionate about...
D Useful expressions to describe data
a smaller proportion of...
a third of (the number of)...
a quarter of...
half of...
three-quarters of...
twice as many ...
three times as many ...
five times the number of...
half as many...
forty/40% of...
over fifty/50% of...
the bulk of...
three/four out of every ten ...
E Useful words and phrases from the reading passage
build the foundation of...
become a guinea pig
create the illusion of...
ensure the experience is memorable
experience a few seconds of thrills
figure out how to ...
push the boundaries of...
relive their (terrifying) experiences
suppress
trigger the release of a ...
understand the broad effects of ...
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213
Wo resist
Unit 4
A General category nouns
Nouns and collocations
adverse/unfavourable/trying
(face a) terrible
significant/political/momentous
profound
amusing
buming/controversial/thorny
memorable/festive/state
golden/excellent/perfect
unexpected
faint
acute/serious/insurmountable
ideal/happy/dangerous/sticky
imaginative/effective/perfect
circumstances
dilemma
event
impression
incident
issue
occasion
opportunity
outcome
possibility
problem
situation
solution
B Useful expressions
It was too good an opportunity to miss.
It is a rather awkward situation.
It is a divisive issue that arouses passion.
It was an annoying incident.
It was the happiest event of her life.
C Uncountable nouns with countable nouns as
examples
accommodation like flats
cash like coins
clothing like shirts
crime like burglaries
equipment like computers
fruit like oranges
furniture like chairs
information like bank details
litter like bottles/cans
luggage like suitcases
media like magazines
(bad) weather like storms
D Linking devices
although
but
despite the fact that
even if
even so
however
in spite of the fact
much as
nevertheless
nonetheless
still
though
while
yet
E Developing ideas by expanding the meaning of
adjectives
Adjectives
alarming
appealing
interesting
motivating
satisfying
shocking
worrying
and verbs
frighten
attract
fascinate
encourage
please
stun
trouble
F Useful words and phrases from the reading passage
grow at an alarming rate
cover an area twice the size of...
stretch from ...
debris/junk/trash/garbage/rubbish
come across ...
unless consumers cut back on ...
so durable it is not detectable
constitute (90 per cent) of...
Unit5
A Adjective/noun collocations
agricultural society
dominant culture
general public
governing elite
indigenous people
modern civilization
thriving community
urban population
B Forming adjectives from nouns
Adjectives ending -a/
agriculture agricultural
industry
nation
technology
tradition
industrial
national
technological
traditional
Adjectives ending -ous
danger dangerous
luxury luxurious
population populous
space spacious
Adjectives ending -ful
beauty beautiful
success successful
use useful
Verbs of prediction
Noun
anticipation
estimation
expectation
forecast
prediction
projection
Verb
anticipate
estimate
expect
forecast
predict
project
it is anticipated that..
it is estimated that...
it is expected that...
it is forecast(ed) that.
it is predicted that...
it is projected that...
C Useful w ords and phrases from the reading passage
become the undisputed leader in ...
become saturated with images of ...
concentrate/focus on ...
have a clear lead
the issue for ... is whether ...
narrowly targeted to ...
represent radically different approaches
recently rated the most...
... sole purpose is to ...
win the race
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Wordlist
Unit 6 Un j t 7
A Conservation
Collocations
admire the scenery
breathtaking view
derelict factory'
dominate the landscape
planting season
tree conservation
panoramic view
spoilt/unspoilt countryside
spectacular scenery'
tranquil country side
visit open spaces
B Transitive and intransitive verbs
Transitive
Intransitive
Both
bear
appear
break
collect
bloom
break up
create
blossom
decrease
crush
come out (of)
disperse
cultivate
disappear
grow
eat
emerge
increase
gather
exist
prune
harvest
fall
ripen
lay
flow
roast
make
go down
smell
plant
happen
become
pollinate
look
weave
produce
occur
leap
open up
transplant
nse
utilize
sprout
SOW'
pick
C Describing sequences
Linking words and phrases
initially/first
then/next/following that/after that
as soon as/once/after/before
finally
when/where
Nouns to summarize stages in sequences
assembly
collection
delivery
harvesting
packaging
pasteurization
recycling
separation
storage
transportation
D Useful words and phrases from the reading
passage
belongs to the family ...
peculiar to ...
it has a strong tendency to ...
characterized by the ...
native from ... to ...
cultivated since ancient times throughout...
was featured in ...
production declined from lack of...
naturally adapted to ...
A Work
(a teacher) by profession
career ladder
earn a livelihood
have a good job/occupation
hold down a job
improve their job prospects
job opportunities
(academic) qualifications
work ethic
B Collocations
Adjective/noun collocations
impressive/outstanding/proudest achievement
good/fair chance
considerable/huge advantage
considerable/financial benefit
total/complete failure
distinct/obvious disadvantage
huge/massive improvement
ample/career/once-in-a-lifetime opportunity
career/employment/excellent/long-term prospects
enormous/large amount of success
Verb/noun collocations
a lack of/represent achievement
enjoy/gain/outweigh/take advantage
accrue/derive/enjoy/gain benefit
arise/come up/deserve/give somebody/grab/take/throw
away a chance
end in/expect/result in failure
have/offset/suffcr disadvantage
constitute/make/room for/scope for/show
improvement
provide/seize/squander opportunity
boost/damage/have/offer prospects
achieve/depends on/enjoy/guarantee success
C Useful words and phrases from the reading
passage
apply (their) knowledge
(employers') opinions have to be treated with caution
part with money
play an increasingly important role in ...
reflect (that) change
reflect on their own learning
remain a key pail of ...
rigorous/accurate assessment
take a Masters in ...
take account of...
through sheer love of learning
there is a move away from ...
well rounded people
work as part of a team
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Wordlist
Unit 8
A Nouns relating to places
Adjectives and nouns
(residential) area
(business) district
(magnificent) location
(safe) neighbourhood
(beautiful) place
(northern) region
(spectacular) setting
(derelict) site
(open) space
(tourist hot) spot
(pedestrian) zone
B Useful expressions for describing places
covered with ...
fed by...
overlooking ...
surrounded by ...
stretching into the distance
teeming with ...
C Verbs relating to changes in maps
chop trees down/down trees
convert... into...
create a ...
demolish
give way to ...
knock ... down/down ...
make way for...
pull... down/down ...
replace ... with ...
... take (their) place
tear ... down/down ...
(completely) transform
turn ... into...
Verbs and nouns
build
change
construct
develop (into)
expand
extend
transform
D Location
building
change
construction
development
expansion
extension
transformation
Location phrases
North in the north of... , north of..., to the north of...
South in the south of ... , north of..., to the south of...
East in the east of... , east of..., to the east of...
West in the west of..., west of..., to the west of...
Verbs of location
there is ...
lies ...
is situated ...
is sited ...
is located ...
stands...
runs/flows ...
E Useful words and phrases from the reading passage
it necessarily involves not only, ... but also ...
possess a complex spatial knowledge of ...
can broadly be identified
with their strong (Western) overtones
share characteristics
record for posterity
show a profound knowledge of ...
Unit 9
A Beauty
impress (someone)
Adjectives relating to reactions
KpQI itiflll
make an enormous impression on (someone)
make (someone) feel...
Uc C( LI 111 Lll
dazzling
make (someone) thoughtful about...
ecstatic
B Prefixes over - and under -
emotional
overawed
evocative
overcome
humbling
over/underest i m ated
impressive
over/underpriced
magnificent
over/understated
majestic
overtaken
melancholic
over/underrated
nostalgic
overrun
overjoyed
ove r/u n dervalu ed
overwhelmed
underfunded
thoughtful
C Useful words and phrases from the reading passage
Useful expressions for describing reactions
inspired by ...
be taken aback by ...
transformed the ... from what was then seen as ... into ...
evoke memories of...
fill (someone) with ...
humble (someone)
become a popular (London) landmark
attempts to popularise industrial buildings by ...
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Wordlist
Unit 10
A Art
People in the arts
ballet dancer/choreographer/composer/musician
newspaper journalist/columnist/editor/printer/
contribu tor/reader
novel novelist/writer/author/editor/reader
orchestra conductor/musician/pianist/violinist/
percussionist etc
play actor/actress/lead (role)/playwright/director/
producer/costume designer/set designer
sculpture sculptor/artist
song singer/songvvriter
symphony composer/musician/conductor
B Useful words and phrases from the reading passage
graffitti
street art
the (riverside) facade of...
covered in giant murals
display of (street art) at a major museum
... recently featured in a retrospective exhibition
compete with each other
after a (police) crackdown on ...
... is a highly polarising phenomenon
Unit 11
A The family
membership
(reach} nationhood
Words relating to family members
ancestor
family
family tree
parenthood
professorship
(cultivate/maintain) relationship
(withdraw) sponsorship
young/old generation
godfather/mother
Collocations with the word relationship
grandparents
broken
household
build
niece/nephew
close
offspring
family
orphan
long-lasting
relationship(s)
parents
network of
relatives
parent-child
siblings
professional
widow
widower
special
B Suffixes -hood and —ship
C Useful words and phrases from the reading passage
it takes a village to bring up ...
Nouns and and relevant verbs
kinship
(reach) adulthood
a wide network of relatives
brotherhood
responsible for his or her upbringing
(spend) childhood
the interests of the entire community
draughtsmanship
take precedence over ...
fatherhood/motherhood
that role transcends age and gender
(face) hardship
socialization contributes to cohesion
(show) leadership
Unit 12
A Adjectives with multiple meaning
alien strange/extraterrestrial
curious inquisitive/unusual
di fferent dissim i lar/several/diverse/unusual
foreign from or in another country/unfamiliar
fresh new/cold and windy/recently made or prepared
novel book/original
new recently arrived/inexperienced
odd unusual/irregular
pristine new and untouched/morally good
strange unexpected/unfamiliar/odd
unique treasured/happening only in one place/not the
same as anyone else
B Words related to memory
memento (n.)
memo (n.)
memorabilia (n.)
memoirs (n.)
memorable (adj.)
memorial (n.)
memory (n.)
memorize (v.)
remember (v.)
C Useful words and phrases from the reading passage
... diversity reflects the maturity of the ecosystem
... also supports a variety of ...
... which are all listed as vulnerable
...is also of cultural importance
... are of cultural and historical significance
... have a cooperative and integrated approach to
managing...
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Wordlist
Unit 13
A Words related to systems
electricity grid cables/generator/national/
pylons
gas supply appliance/fields/industrv/
pipelines/works
oil industry exploration/field/refineries/
slick/wells
railway/train infrastructure bridges/lines/tunnesl/
viaducts
satellite system channel/communications/
dish/receiver/weather
water supply filter/pressure/purification/
tap/treatment
B Modal verbs to adjectives
can/may possible
could/can able
didn’t need unnecessary
don't/didn't have to not essential
have to be compulsory
may permissible
should expected/probable/likely
will certain
wouldn't/won't unwilling
C Useful words and phrases from the reading passage
highways/roads/lanes/artery/thoroughfare/toll road
go entirely electronic
to streamline the process
the ubiquitous version
have a subtle and unexpected impact on ...
because of their widespread use
while there are concerns about the reliability of...
be increasingly comfortable with ...
Unit 14
A Money matters
Collocations with money
counterfeit
government
paper money
public
sponsorship
taxpayers'
laundering
money management
market
credit
currency
Collocations with w ords relating to
money
consumer
education
government
public
welfare
debt
expenditure/spending
capital
state finance
government
company
family
government
household
state
finances
expenditure
finance
income
capital
family
household
investment
income
cash
crisis
crop
flow
limit
payment
reserves
settlement
price
savings
agreement
arrangement
facilities
limit
terms
transfer
conversion
crisis
fluctuation
markets
reserves
speculation
burden
collection
collector
mountain
cut
level
pattern
department
director
minister
bracket
group
statement
tax
cut
increase
range
tag
war
account
bank
plan
B Values and beliefs
Nouns
(a high) moral standard
individual morals
invaluable objects
moral stand
personal morals
set of principles
standards of behaviour
system of ethics
traditional values
valueless objects
Adjectives
principled
unprincipled
Collocations
accuse someone of being moralsitic
adhere to a strict ethical code
attach importance to ones beliefs/
values
compromise one's principles
follow customs
take a moral stand
treasure valuables
value something
C Useful w ords and phrases from
the reading passage
look for the answer to the eternal
question
tackle the question
lift people out of ab ject poverty
do little to increase happiness
there is a direct correlation between ...
and ...
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Grammar reference
Unit 1
Present simple, present continuous and past
simple
A Present simple
You use the present simple:
• for an habitual action
I get up before 8 am every day.
Lectures start at 9 am every day.
• to show how frequently people do things
• I sometimes arrive late, because the buses are not
reliable.
• for facts
The sun rises in the east.
Water boils at 100°C at sea level.
• to describe states
I have a pen.
I agree with you wholeheartedly.
B Present continuous
You use the present continuous:
• to describe actions and events which are happening
‘around now’ (the actions and events may not be
apparent at the time of writing or speaking)
The earth is becoming wanner year by year.
More and more students are applying for the course.
I'm doing a course on pottery at the moment.
• lo describe an action that is in the process of
happening as you speak or write
You are preparing for IELTS if you are using this
book.
The baby's sleeping. Try not to wake her.
• to talk about the future (see Unit 5)
C Present simple or present continuous?
1 You use 'state’ verbs like know, promise and understand
only in the present simple.
I promise I'll come to the party.
/ understand what you are saying.
2 For verbs that have a ‘state’ and ‘action’ meaning,
you use the present simple to describe states' and the
present continuous to describe actions’.
State: I think studying languages is important.
Action: Trn thinking about this problem. Give me a few
minutes.
State: I have a pen.
Action: The government is having difficulties.
State: This perfume smells nice.
Action: The cat is smelling the food. Maybe he’ll eat it.
3 With always
Present simple: He always gets up at 7 am. (He does it
as a matter of routine.)
Present continuous: He’s ahvays talking about his
health. (He does it more than I think he should.)
4 With the verb to be
Present simple: She is very persistent. (This is part of
her personality.)
Present continuous: She is being very persistent at the
moment. (This is unusual for her. This is not her normal
behaviour.)
D Past simple
You use the past simple:
• to describe a completed action, event or state in the
past which is not connected with now. The time in
the past may be clear from the information around
the sentence
At one time, people believed that the world was flat.
(But they don't now.)
He lived in China fora long time.
Dickens wrote many brilliant novels. (He wrote them
a long time ago.)
• to describe an action or event at a particular time, or
during a particular period of time
I stayed in London for two months in 2008.
Sales rose between 2005 and 2009.
• to describe habitual actions in the past
I attended classes in pottery for three months.
Likes and dislikes
1 The verbs like, love, enjoy, can't stand/bear, detest, dislike,
hate and loathe can be followed by a noun.
/ like football
/ hate spiders.
2 The verbs enjoy, fancy, dislike, detest, loathe can be
followed by a verb + -ing only.
I enjoy swimming. (NOT 1 e njoy to s w i m . )
3 The verbs can ' t stand/bear, like, hate, love and prefer can
be followed by a verb + -ing or to.
I like play ing/to play baseball.
I can’t bear watching/to watch sport on TV.
4 You can use like with a verb + -ing or to to express a
particular meaning.
I like to go for a swim every morning. (1 think that this is
a good idea but don't necessarily enjoy it.)
/ like going for a swim every ? morning. (I enjoy it.)
5 prefer
You can use the following to express a preference for
one thing compared to another:
• prefer + noun + to + noun. Use the -ing form if the
things are activities.
I prefer books to computer games.
I prefer surfing to sailing.
• prefer + to + infinitive + than + infinitive without to
I prefer to read novels than play computer games.
6 I'd rather
You can use the follow ing to express that you would
rather do one thing compared to another:
• would/’d rather (not) + verb
I ’d rather go to the concert.
I’d rather not watch the horror film.
• would/’ d rather + verb + than + verb
I’d rather play the piano than go out.
7 would like/love/prefer/hate
Would like/love/prefer/hate must be followed by to +
infinitive.
I’d love to go to a live concert.
I’d prefer to eat in than go to the restaurant.
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Grammar reference
Unit 2
Past simple and present perfect
1 Past simple
For use, see Unit 1.
2 Present perfect
You use the present perfect:
• to describe actions or events that have a connection
with the present
/ have just passed my exam. Look at my certificate.
I’ve just fixed the TV! Look, its working!
• to talk about an action or event that has happened at
any time up to now, but you don't know or mention
when. The emphasis is on the fact the action or event
has happened, not the time that it happened
I have lived in West Africa.
He has visited France.
• to talk about periods that continue to the present
My parents have lived in their house since 2001 .
I have studied hard for the past month.
Note the contrast between the past simple and the
present perfect.
I did a lot of work yesterday (no connection with the
present), but I haven't done much today (connection
with the present).
I visited Spain ten years ago, but I haven V been to Italy.
When did you finish the book ?
Or
Haven't you finished it yet?
3 Present perfect continuous
You use the present perfect continuous to describe
periods up to and including the present.
She's been watching that film all afternoon.
I have been learning English since I was ten.
Habit in the past - used to and would
You use used to and would to describe habitual actions and
events in the past.
1 You use used to to describe habits or states in the past
which no longer happen or exist.
I used to live in the countryside.
I used to play chess quite a lot when I was a child.
Note that used to becomes use to with questions and
negatives.
/ didn't use to play outdoor games much.
Did your parents use to travel much when they were
younger?
2 You use would to describe past habits but not states.
I would work for my uncle every Tuesday evening when I
was 16.
I used to own a collection of antique clocks.
(NOT I would own a collection of antique clocks. )
Would is often used to reminisce about the past and in
descriptive writing.
On spring afternoons, I would go for long walks with my
friends and look at the wildlife.
Note that you usually don't use would in negative or
yes/no questions.
Adverbs of frequency
1 You use adverbs of frequency to indicate how often
something happens. Common adverbs of frequency
are always, usually, normally, regularly, often, frequently,
sometimes, occasionally, rarely, hardly ever, seldom,
never.
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2 You use adverbs of frequency after be and auxiliaries,
but before all other verbs.
I am always on time for lectures.
He has never eaten noodles before.
Politicians rarely pay attention to the opinions of the
people.
3 You can invert the subject and the verb when you use
never, rarely and seldom at the beginning of a sentence.
Never have / seen such an impressive PowerPoint
presentation from a student.
Unit 3
Comparison
A Comparative adjectives
1 One syllable adjectives
You form the comparative from adjectives with one
syllable by adding -er.
high —► higher
For one syllable adjectives ending in -e, you add -r.
large -*> larger
For one syllable adjectives ending in a consonant, you
double the final consonant.
big -> bigger
2 Two or more syllable adjectives
You normally form the comparative from adjectives
with two or more syllables with more/less.
exciting more/less exciting
3 Adjectives ending in consonant + -y
You form the comparative from adjectives ending in
consonant + y, by changing -y to -i.
dty -> drier
easy -> easier
Note some adjectives can be formed with -er or more/
less.
The river is shallower/more shallow here than over
there.
Theme parks with thrilling rides are becoming
commoner more common than in the past.
B Superlative adjectives
1 One syllable adjectives
You form the superlative from adjectives with one
syllable by using the before the adjective and adding -
(e)st to the adjective.
long -> the longest
2 Two or more syllable adjectives
You form the superlative from adjectives with two or
more syllables by adding the most/least before the
adjective.
interesting -> the most/least interesting
3 Adjectives ending in consonant + -y
You form the superlative from adjectives ending in
consonant + y , by changing -y to -i.
dry -> the driest
easy -> the easiest
C Irregular comparatives and superlatives
Some common adjectives have an irregular comparative
and superlative form.
good -> better -> the best
bad -*■ worse -*■ the worst
far -*• farther/further -* the farthest/the furthest
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Grammar reference
She is a better player than he is.
The performance of the team was worse than last time.
D Comparative adverbs
Like comparative adjectives, you form comparative
adverbs bv adding - (e)r to one syllable adverbs and
using more with two or more syllable adverbs.
Computer sales rose faster over the last decade compared
to the previous one.
Attendances at the cinema fell more dramatically in the
first quarter than the second.
E Comparative structures
1 than
You can make comparisons by using than.
Sales were greater in 1980 than in 1990.
2 as + adjective + as to compare two equal things
You can compare two equal things by using as +
adjective + as .
Tm as tall as my sister.
3 not as + adjective + as to compare two things that
are not equal
You can compare two things that are not equal by using
not as + adjective + as.
Computer sales were as high in June as they were in
January.
F Words to strengthen or weaken comparisons
You can add words and expressions to strengthen or
weaken comparisons.
1 Comparatives
Words and expressions that can be added to
comparatives include: a bit, a little, slightly, much,
(quite) a lot, far, significantly, considerably, a great deal,
twice, three times.
Book sales rose much/a lot/far more slowly in the last
quarter.
The number of shoppers was a little lower last month
compared to this month.
2 Superlatives
Words and expressions that can be added to superlatives
include: by far, easily, a long way.
The Indian architects building was by far the most
popular in the competition.
Sweden is the company's smallest market, by a long way.
3 With as ... as ...
Words and expressions that can be added to modify
the structure as ... as ... include: (not) nearly, not quite,
almost, just, half, twice, three times.
Th e population of the town is three times as big as it was
in 1960.
The rest of the team were not nearly as good as the
captain.
Adjectives with prepositions
Some adjectives are followed by a particular preposition
when used with the verb be. Sometimes a different
preposition is used depending on whether you are referring
to 'people' or ‘things'. You can check this in a dictionary but
they include:
angry /annoyed/happy /upset about (things)
good/had at
late/famous/ready for
different from
interested in
afraid/fond/frightened of
keen on
kind/married/used to
angry Iannoyed/bored with (people)
When you use a verb after the proposition, you use the verb
+ -ing form.
He’s keen on playing football.
Tm interested in learning about other cultures.
When you learn new adjectives which are followed by
prepositions, try to learn the adjective and the preposition
together.
Unit 4
Countable and uncountable nouns
1 Countable nouns
Countable nouns have a singular and a plural form.
They are used with the singular or plural form of a verb.
I have a car. The car works well.
I have two cars. The cars work well.
Note some common countable nouns only have a plural
form. These include goods, means, trousers, stairs.
The goods are already with the customer.
2 Uncountable nouns
Uncountable nouns only have one form and are used
with the singular form of the verb.
The information is in the leaflet.
(NOT Th e informations ar e in the leaflet. )
In order to quantify uncountable nouns you use phrases
like a piece of la bit of la slice of la sheet of, etc.
The leaflet contains several pieces of information.
Can I borrow two sheets of paper?
Note that news is followed by a singular verb.
The news is on in a few minutes.
3 Some nouns can be countable or uncountable
depending on the meaning. The countable meaning
is specific and the uncountable meaning is general.
Examples include:
a business (a company) business ('business’ in
general)
a painting (a work of art) painting (the activity)
a noise (a specific noise) noise ('noise' in general)
a fruit (a specific type of fruit) fruit ('fruit' in general)
Fruit is good for you.
Two fruits, apples and pears, are grown in this region.
4 Many common nouns are uncountable in English, but
countable in other languages.
Accommodation is expensive in London.
Information is available on the website.
The furniture is very modem.
The weather is very good today.
5 Some nouns can be used with the singular or plural
form of a verb. These include amiy, class, company,
crowd, data, family, government, group, public, team.
The government is/are preparing for the next election.
The family is/are very happy with the new house.
Note that in Australian and American English the
singular verb is used with government etc.
Making suggestions
You can use the following to make suggestions:
• modal verbs like should/ought to to make strong
suggestions
Shopkeepers should/ought to be made responsible for
cleaning the area around their shops.
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221
Grammar reference
Note that you can use must to express a very strong
suggestion.
Shopkeepers must he made responsible for cleaning the
area around their shops.
• modal verbs like could/might to make weak suggestions
A new body with strong powers could/might be set up to
tackle the problem of international pollution.
• fixed phrases that introduce suggestions. These are
followed by would be ... /is to ...
The best way to/A good way to/One way to improve the
environment would he/is to ...
A good idea would be/is to ...
Unit 5
Ways of looking at the future
1 Simple future
You use the simple future to make predictions.
The train will arrive late.
Ill be better this evening, don’t worry.
Attendances at the cinema wdll continue to rise.
You can use the simple future with the following verbs
to describe graphs:
predict
forecast
project
estimate
anticipate
It is predicted that sales will nse.
2 going to
You us e going to for plans and intentions in the near and
distant future.
Tm going to train to be an accountant after I finish my
university course.
Going to is also used to make predictions when there is
evidence in the current situation.
There's going to be a storm - look at those clouds.
Not e going to should not be used to make predictions in
graphs in IELTS Writing Task 1 answers.
3 Present continuous
You use the present continuous for arrangements or
plans that have already been made. There is usually a
time expression.
We re all flying to Bangkok next Sunday.
(We have planned the trip and bought the tickets.)
4 Future perfect
You use the future perfect to make predictions about
actions that will be completed before a certain point in
the future.
Everyone will have left by 9pm.
Sales will have reached 2000 a month by the middle of
next year.
5 Future continuous
You use the future continuous to talk about actions or
events that will be happening at a particular point of
time in the future.
Sales will be rising at the rate of ten million units per year
at the end of the decade.
I’ll be writing my dissertation by then.
6 Future perfect continuous
You use the future perfect continuous to emphasize the
duration of actions or events that will be happening at a
particular point of time in the future.
People will have been living on other plants for a long
time by then.
7 Present simple
You use the present simple to talk about future events
that are based on a fixed schedule or timetable.
The train leaves at 8.00.
The film starts in 15 minutes.
You also use the present simple to talk about the future
after the following words: when, after, before, unless, in
case, as soon as, until, by the time, the next time.
When I visit Dubai again, III take more photographs.
8 Common phrases to talk about the future
You can use the following common phrases to talk about
the future:
• ... be about to ... for the immediate future
The world of technology is about to undergo
another major change.
• ... be bound to ... for certainty
She is bound to succeed as she is very intelligent.
• ... be to be + verb ... for fixed arrangements
He is to be made into chairman of the company.
• ... be set to ... /... be (tin)likely to ... for probability.
These are useful for TELTS Writing Task 1.
Shopper numbers are set to rise dramatically.
Sales are likely to fall in the coming months.
Unit 6
Transitive and intransitive verbs
1 A transitive verb has an object.
The tree produces fruit every year.
An intransitive does not have an object.
I usually walk to class.
2 You can use transitive verbs in the active and the
passive.
Fanners produce much of the food we eat. (Active)
Much of the food we eat is produced by fanners.
(Passive)
3 You cannot use intransitive verbs in the passive.
Car sales fell over the period.
(NOT Car s ale s are fallen ov e r th e peri od. )
The sun rises in the east.
(NOT The s un is ri s en in t he e a s t. )
4 Some verbs can be either transitive or intransitive.
The fanners grow fruit on the hillside, (transitive active)
Fruit is grown on the hillside, (transitive passive)
Fruit grows on the hillside, (intransitive)
5 Certain verbs like become can be followed by a noun or
an adjective.
The flowers become seeds, ('become' + noun)
The fruit becomes ripe, (‘become’ + adjective)
Note the old-fashioned use of the verb become as a
transitive verb.
The hat becomes you. ('The hat suits you.')
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Grammar reference
Unit 7
Conditionals 1
1 First conditional: if + present simple + will +
infinitive
You use the first conditional to talk about situations in
the present or future and their possible results.
If young people focus on skills for the modem age, they
will never he out of work.
You can also use may/might/going to/can instead of will
in the main clause.
If it is difficult, I can help you.
If the train is late, we may miss the beginning of the
concert.
2 Second conditional: if + past simple + would +
infinitive
You use the second conditional to talk about imaginary
or unlikely situations in the present or future.
If he learnt to drive, it would open up new job
opportunities.
If I were you, I’d learn to drive.
Note that in speech If I was you is becoming more
common.
You can also use could/might instead of would in the
main clause.
If he learnt to drive it couldmight open up new job
opportunities.
3 Third conditional: if + past perfect + would have +
past participle
You use the third conditional to hypothesize or
speculate about the past.
If I hail spent more time studying, Id have been less
nervous about the exam now.
You can also use could/might instead of would in the
main clause.
If I had spent less time studying, I could/might have
been less nervous about the exam now.
4 You can begin with were in the second conditional and
had in the third conditional and change the word order
as follows:
Were he to learn to drive, it would open up new job
opportunities.
Had I spent less time studying, I'd have been less tired
before the exam.
This form is more formal.
5 You can use unless instead of if not in conditional
clauses.
Unless I get some money, I won't be able to travel abroad
to study.
If l don t get some money, I won't be able to travel abroad
to study.
Unless he had saved a lot of money, he could have never
managed to travel abroad.
If he hadn V saved a lot of money, he could have never
managed to travel abroad.
Unit 8
Referring in a text
1 You use the following pronouns to refer back to a noun:
• it for singular nouns
The neighbourhood where I was brought up used to
be very busy, but now it is very quiet and peaceful.
The place I like to visit when I go home is near my
parents' house. It is a very secluded spot on a hill by
the river.
In the example above, it is clear that it refers back
to the noun place. The word spot helps you to
understand this.
• they for plural nouns
A number of sites are still lying idle, yet they could be
used for houses.
2 You can use the following to refer to a noun, event or
idea, or the latter part of the previous sentence.
• this
The government brought about a massive
transformation of the area, but this (change) needs
to be further supported.
In the example above, this refers to the massive
transformation of the area. The word change can
be added. It cannot be used because it might not
be clear whether it refers to the government, the
transformation or the area.
The district has become more prosperous in recent
years. This has led to an increase in house prices in the
area.
In the example above, this refers to the idea that the
district has become more prosperous in recent years. It
cannot be used.
• these
Many new buildings were constructed in the district
in the last few years. These have brought many new
people into the area.
In the example above, these refers to the many new
buildings. They is not correct as it might refer to ‘the
last few years’.
• that
You can use that to refer back to a noun, event or
idea, but it is not as common as this.
The region has many wild animals roaming
around the plains. That is what makes it very
exciting to visit.
In the example above, that refers to the many wild
animals roaming around the plains. The pronoun it
refers to the region.
• those
The speakers ' recommendations were endless, but
only those that were cost-effective were adopted.
In the example above, those refers to some of the
speakers’ recommendations not all of them.
3 You can use the pronoun it to refer back to this or that in
a text.
The setting for the film was decided upon at the last
minute, but this did not cause any serious problems.
It did, however, mean it cost a lot more.
In the example above, this refers to decided upon at the
last minute and it refers to back to this.
4 You can often use this, that, these, those followed by a
noun to refer back to nouns, events or ideas.
The committee suggested that the financial district
should be expanded. This recommendation was
accepted.
Wildlife like tigers and lions are often held in captivity,
but these creatures need to be allowed to roam freely.
In the past, people used to believe strange things
about the natural world. However, those ideas went
out of fashion years ago.
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Grammar reference
Unit 9
Modal verbs for evaluating
1 Expectations and suggestions
You can use should/ought to to express suggestions.
The government should increase taxes to fund education.
You can also use should/ought to to express expectations.
The increased investment in education should help
improve standards.
2 Drawing conclusions
You can use must to draw conclusions about the present.
The house must be very expensive. Look at the size of the
garden!
You can use must/musnt have + past participle to draw
conclusions about the past.
The paintings must have cost a lot of money. (They are
by a famous artist and look very expensive.)
They mustn 't have spent a lot of time preparing for this
production. (It wasn't very good.)
3 Making criticisms
You can use should/shouldn't have + past participle to
make criticisms about the past.
The council should have protected the building as it
was very important historically. (They were wrong not to
protect it.)
They shouldn't have knocked the building down as it
was very important historically. (They knocked it down
which was not the right thing to do.)
You can also use could have/might have + past participle
to make criticisms or show annoyance.
They could have protected the building! (It was worth
protecting, but they didn't.)
Private companies might at least have contributed to the
cost of the new building! (They didn't contribute and I
think they should have!)
4 Weak possibilities and weak suggestions
You can use could/might to express weak possibilities
and suggestions.
The coins we found could be worth a lot of money.
(It is possible, but I'm not sure.)
They might put works of art like sculptures to make the
city more attractive. (I'm not saying they should do it, but
it is a possibility.)
They could/might like to build a new art gallery> to help
improve the area. (I’m suggesting this would be a good
idea.)
Unit 10
Defining and non-defining clauses
Relative clauses contain a relative pronoun: which, that,
where, who, whose, whom. You can use them in sentences to
provide additional information about nouns.
There are two types of relative clauses: defining and non¬
defining.
A Defining clauses
Defining clauses provide essential information which
identifies 'who' or ‘what’ is being referred to. You do not
use commas at the beginning or end of the clause.
The artist who painted the pictures in this gallery has used
very vibrant colours.
The film that/which we saw last week was very exciting.
You can leave out the relative pronoun only if it is the
object of the clause and only in defining clauses.
The water-colour (that/which) she painted in her teens
has just sold for a record sum.
The artist (who/whom) I saw this morning was very
famous.
In speech you can use that instead of whohvhom.
The artist (that) / saw this morning was very famous.
B Non-defining clauses
Non-defining clauses provide additional information,
which can be left out. You need to use commas at the
beginning and the end of the clause. In speech, you
indicate a non-defining clause by pausing briefly at the
commas.
The square , which is very small with many old buildings ,
is my favourite place in Paris.
You cannot leave out the relative pronoun in non¬
defining clauses when it is the object of the clause.
The square, which l visit very frequently, is my favourite
place in Paris. (NOT The square, / visit very frequently, is
my favottrite place in Paris. )
You cannot use that to introduce a non-defining clause.
The square, that is wry small with many old buildings, is
my favourite place in Paris.
1 that/which
You use that or which when referring to things. You use
which rather than that with prepositions.
My mobile phone, for which l paid a lot of money, has
been stolen. (NOT My mobile phone, for that 1 paid a lot of
money )
2 who/whom
You use who or whom when referring to people. You can
use whom as the object of the word who. Whom is more
formal and it is not often used in speech.
The artist who/whom I saw this morning was very
famous.
You use whom with prepositions. This is quite formal
and is only used in formal writing.
The manager to whom I sent the cheque has disappeared.
The manager who 1 sent the cheque to has disappeared.
3 whose
You use whose to show r that something belongs to
someone.
That’s the film director whose film just won the award.
4 when/why/where
You use when w r hen referring to a time and why when
referring to a reason. You can leave out when and why in
defining clauses
The reason (why) the bridge looks so elegant is the
materials used.
5 where
You use where when referring to a place.
You cannot leave out where in defining clauses.
The town where I was brought up has expanded.
(NOT The to\\* n l was b r ought ttp has expanded .)
Unit 11
Conditionals 2
1 Even if ...
You can use even // for emphasis.
Even if it doesn’t solve the problem, its surely worth a try.
Even if they spent a lot of the money on the programme, it
would be worth it.
2 Supposing!what if/imagine/let's say ...
You can use supposing/what if/imagine/let's say ... for
speculation.
224
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Grammar reference
Supposing you inherited a lot of money, what would you
do?
Imagine you could do any job for a day, what would you
choose?
3 Otherwise
You can use otherwise as an alternative to unless/if not.
More money needs to be put into upgrading the broadband
system; otherwise, it will slow down. (‘Unless more
money is put into upgrading the broadband system, it
will slow r down/)
4 If only
You can use if only to express regret.
If only I had spent more time learning to play the violin
when I was younger, I’d be much better now.
5 If... should ...
You can use if... should ... as a variation of the second
conditional.
If the government should introduce a law to promote
electric cars, there will be a lot of support for it.
6 On condition that!provided!provided that/as long as
You can use on condition that/provided/provided that/as
long as as a variation of if.
Provided that the roads are clear, traffic will move freely.
Unit 12
Articles
There are two types of articles that are used with nouns:
definite and indefinite. The indefinite article - a/an/zero
article with S - is used with countable nouns and the zero
article without s with uncountable nouns. The definite
article - the - is used with countable nouns in the singular
and plural and with uncountable nouns.
1 Indefinite article: aJatt
You use sJan:
• when you introduce a countable noun for the first
time
He bought a book this morning.
A new car was launched today.
• with a countable noun which is one of a group
I played u sung from the CD.
• for someone’s occupation
He ’s an artist.
• with certain numbers/quantities
I bought half a kilo of tomatoes.
I invited about a dozen people.
• with hours, days, weeks, years and decades
I visit him once a week.
She earns nearly $50 an hour.
2 Definite article: the
You use the definite article:
• with uncountable and countable nouns that have
been mentioned before
He bought a book this morning. The book was very
expensive.
• when it is clear w^hat the context is for the noun
/ had lunch in a restaurant near home today. The food
was fabulous. (‘The food' in the restaurant)
• when there is only one in a system
The sun was hidden by clouds this morning.
• with plural countries and abbreviations of countries
names
the Netherlands the UAE
• with mountain ranges, rivers and oceans/seas
the Alps the Amazon the Pacific
• with nationalities
The Irish have migrated to many different countries.
• with groups of people
the young
• with instruments
/ have played the piano since I was ten.
• with superlatives
the best/worst
• with time
in the past/future
Note at present
3 Zero article (no article)
You use the zero article:
• with countable and uncountable nouns when you
are talking generally
I buy apples every week.
Happiness is easy to find.
• with names of cities, countries, states and roads
Sao Paulo Germany Oxford Street
• with geographical areas, lakes, mountains and
islands
Northern Europe Lake Victoria
Mt. Kilimanjaro Corfu
• with days, months and years
Tuesday February 1979
• with meals when you talk about them generally
Lets go out for dinner.
Compare:
The dinner we just had was very cheap.
• with company names
Yahoo
3 Using articles in a text
When you write, use the Articles checklist on page 207 to
check you are using articles correctly.
Unit 13
Concession
1 Conjunctions
You can use linking words like althoughlthough!while
to highlight your ideas. You concede or agree with
someone elses idea and then add your own.
Although though I agree with the proposal, I think it is
better to increase pensions for those over 75 years of age.
You can use while and whereas to compare two things
and emphasize the difference between them.
While the home team was slow and clumsy, the away
team was fast and precise.
2 maylmight with although/though
You can use the modal verbs may and might with
although/though to make concessions.
Although Though this idea may be sound, there are better
ways to tackle the problem.
3 maylmight with but
You can use maylmight with but.
This may be a very good way to improve the cohesion of
society, but it must be done in conjunction with other
measures.
4 much as
You can use much as with verbs of feeling, approval and
agreement to express concessions.
www.booksmania.net
225
Grammar reference
Much as I approve of the solution to the problem, I don’t
believe it is the best way to deal with the situation.
5 Adverbs
You can use adverbs like nevertheless Inonetheless.
The policy is not popular with the general public.
Nevertheless/Nonetheless, it needs to be continued.
Unit 14
Substitution and ellipsis
A Substitution
You can use the following for substitution in speech and
writing to avoid repetition:
• so
Are you coming to the party this evening? / think so.
Here so is replacing that I am coming to the party.
Note that you do not use it instead of so.
You can also use so at the beginning of a clause.
Manx people think the situation is getting better and so
do I.
• do!don ’ t/did/didti V
The public didn *t support the idea of privatizing health
care in any way, but the government at the time did.
Here did is replacing did support the idea of
privatizing health care.
The governments advisors wanted to reduce
investment in health provision, but ministers didn't.
Here didn't is replacing didn’t want to reduce
investment in health provision.
• to do so/doing so
The social care provided needs a complete overhaul.
Doing sot to do so would require considerable sums of
money.
Here doing so/to do so is replacing to overhaul the
social care provided.
• neither! not
I have not visited any cities outside London, nor/
neither has my family.
Here neither/nor replaces not visited any cities outside
London.
• not
Do you think that people need money to be happy? I
hope not!
Here not replaces people do not need money to be
happy.
B Ellipsis
1 You can use the following to avoid repetition:
• Leave out words to avoid repetition after and/but
I live in the countryside and commute to work in
the city.
("INSTEAD OF I live in the countryside and I
commute to work in the city.)
I go to museums in Lisbon a lot and to the street
markets.
(INSTEAD OF I go to museums in Lisbon a lot and I
go to the street markets.)
• used to to avoid repetition of verbs
/ think people don’t read books a lot now, hut they
used to.
Here used to is replacing read a lot of books in the
past.
• modal verbs to replace the main verb
The government don’t put much effort into finding
ways to increase the happiness index of the population
but I think they should.
Here should replaces the government should
put much effort into finding ways to increase the
happiness index of the population.
2 You cannot leave out:
• main verbs after the verb be
Many people are involved in volunteer work , but more
could be done.
(NOT Mam 1 people are involved in volunteer work, but
more could be .)
• been after a modal verb in the perfect passive
People of my generation were not given enough
information about focusing on quality of life as
opposed to money, when they should have been.
(NOT People of t t t y generation wei*e not given enough
i nformation about focusing on quality of life as
op posed to money, when they should have .)
226
www.booksmania.net
Listening scripts
1 We are all friends now
O 1.1
(C = clerk; V = volunteer)
C: Hi. Charles Lewis speaking.
V: Hi. Am 1 through to Mr Lewis?
C: Yes, you are. How can 1 help you?
V: I'm, er, phoning about the notice I
saw saying that you are looking for
helpers for the charity event being
held next month.
C: Yes, we are. We need a number of
people. Em ... we need about 20
volunteers to help out as guides,
ticket collectors and to work on
stalls, and some people to take
charge of a range of children's
events. The venue of the show r will
be Andrews Hall. I take it you're
interested?
V: Yes, definitely. It says here the
event will take place between
Friday and Sunday on the 15th to
the 17th of July . Is that correct?
C; Yes, it is. The event is open each
day - Friday to Sunday at 10 am ...
and runs until 8 pm every evening
that its open.
V; OK. The times sound OK. Am
I right in thinking you're only
looking for part-time helpers?
C: Yes, that's right. We have lots of
full-time volunteers, but we need
part-time helpers to fill empty slots
in the schedule.
V: I’d be interested in helping out
part-time rather than doing the
whole event anyway.
C: Yes, that's fine.
V: What do I have to do now?
Cl I just need to take down a few
details. Right... First of all, 1 need
your name?
V: Its Andrea Davenport.
C: Is that D-E-... ?
V: No, it'sem ... , D-A-V-E-N-P-O-R-T .
C: Davenport. OK. And can I take
some contact details?
V: Yes.
C; Lets start with your address?
V: It’s 90 Fordenham Mansions, 62
Park Avenue.
C: Could you spell that for me?
V: It's F-O-R-D-E-N-H-A-M and
then Mansions.
C: OK.
V: 62 Park Avenue. And that's London
SW1 4PQ.
C: And a contact telephone number?
V: My home number is 887 6451 .1
work in the afternoons, so the best
time to ring is in the morning .
C: Right. That's all that done.
V: Do I need to come along for an
interview or anything?
C: Yes. We're seeing people at the
moment. Can you come next
Saturday from 9 am onwards?
V; Yes, that’s fine.
C: Well Andrea, do you have any more
questions about the work?
V: Em ... oh, can I just ask if
experience is necessary ?
C: No, but it certainly helps. Were
just looking for people who get
on with others and who are
independent. For example, we
need people we can leave in charge
on their own if nobody else is
available.
V: I think I can do that. I like working
with other people, but I am able to
work on my own without anyone
around.
C: That all sounds really very useful
and the sort of thing we're looking
for. And we also need people who
are always on time .
V: I think I'm OK with that.
C: Fine. I'll send you an event
pack with all the event details,
address, application form, etc.
to go through. You can bring the
completed application form along
with you on Saturday
V: OK.
C: I've got a slot at 9 am for an
interview.
V: That's fine.
2 Technology-now and then
Welcome to Radio South here in
South London. My name is Darren
Timpson, and I'm here with you for
the next hour to bring you some
local cultural news. Our first item is
about a group of seven young people
packing in the visitors of all ages at
Penwood Museum. They have won
fir st prize in the sixth summer show
art competition, and their installation
is on display along with the other four
prize winners .
In case you don’t know, the museum
runs a competition as part of the
yearly summer show. Each year the
competition has a specific theme. The
theme of this year's competition has
been improving links between the
local community and the museum' .
The competition was open to groups
of young people from organizations
like schools and youth clubs, w'ho
were aged between 15 and 19 years
of age on the final entry date for
the competition, which was the
13th of May While preparing their
competition entry, the competitors
were allowed to use the educational
facilities at the museum and to look
for help from local sponsors but were
not allowed to buy any equipment.
The first prize was won by a group of
youngsters from Tigers Community
Centre, who called their entry
Technology - now and then. What use
is it? They took various exhibits from
the museum's collection of equipment
from the 1950s to the 1970s and
arranged them with modern versions.
The teenagers then recorded their
own reactions and comments to the
exhibits and did the same with the
comments made by older people
in their seventies and eighties. The
prize-winning exhibits are having
a big impact on Penwood Museum
attendances, which have been up
45 percent since the summer show
opened.
Some of the video commentaries are
very moving and some very funny.
I particularly liked seeing the
recording of the reaction of several
elderly people in their seventies when
they talked about an early wooden¬
framed TV. They remembered the
excitement of their first TV, which
they thought still fitted in with today’s
trends . They remembered how r they
w'ould sometimes all go round to
someone's house to watch TV as a
special treat. But they thought the
modern TV 7 plasma screen with the
remote was much easier to w'atch.
As for the collection of old radios,
it has to be seen. They are really
huge old wooden frame radios in
perfect working order and in perfect
condition. The youngsters' reactions
to the radios were very funny; they
couldn't believe how big they were.
And the older people, all of whom
used to have one, said they liked
them. But they also thought they were
too big to fit into living rooms these
days. A few more items worth looking
at from the display are old kitchen
items. The young people thought the
cooker from the 1950s looked funny.
The older interviewees nearly all
used microw r ave ovens, which they
thought were much handier . Seeing
old typewriters on display next to
slim laptops made them look weird
and cumbersome. Even the older
people preferred the laptops, which
they thought were thrilling . The other
electronic items on display were a
collection of old and fairly recent
cameras. The older people thought the
older cameras were 'well made, and
better than the newer ones' .
www.booksmania.net
227
^ S I> pH S
Listening scripts
3 Thrill seekers
O 1.3
(T = tutor; M = Marcello; V = Vicky)
T: Right, Vicky and Marcello. We
arranged this tutorial so you could
give me an update of your joint
project, the, er ... case report on the
work you’ve been doing at a local
sports club. Is that right?
M: Yes. Thats it. Mmm ... its Stars
Club - the one that’s been in the
news a lot lately. It’s not that far
from the Kennedy Campus.
T: Right... Yes, I have it here. Fire
away
M: Well, at first we were going to
look only at the management
structure of the club, but, em ... we
decided to include what's made it
more successful than other local
clubs. The club's success has not
just come from its many sporting
achievements: it's also attracting
so many young people. Mm ... we
talked to staff and members and ...
T: How many people did you talk to?
V: There're just over 600 members
overall and 23 staff, including
freelance workers . So far we’ve
talked to mm ... ooh, about 173
people .
T: Didn’t you think of giving a
questionnaire to everyone?
V: We decided against it.
T: Why was that?
V: Well, we thought that face-to-face
interviews, however brief, would
be better as we’d be able to probe
people gently to give us more
details if need be.
And your findings so far?
: The club’s actually very well run.
The managers're very focused
and work well together. And the
management team also includes
representatives from the various
teams at the club.
This means that when decisions're
made, they're not taken in isolation
of the members, as so often
happens in other organizations.
The management team’s in touch
with the members and vice versa.
You seem to have learnt a lot so far.
: I agree. It's a really exhilarating
experience being there. I can’t wait
to go in every day
T: OK. Would you like to tell me a
bit about the reasons behind the
success of the club? Vicky would
you like to go first?
V: OK. Mmm ... well... when we
asked the people we questioned
to say what they thought were the
most important reasons for the
club’s success, many people gave
loads of reasons without being
prompted, but it was clear that
there were three factors that stood
out from all the others.
T: Can you say something more about
each of these specific points?
Marcello, would vou like to go on?
M: Well, as Vicky said, we isolated
three main factors; though some
are more important than others.
We found that for most people
having financial help from the
government, private individuals
and companies was absolutely
crucial. They felt that it was
important to ... have money to pay
for facilities, em ... for travelling
expenses and, em, for any absences
from their job.
T: Yes. That doesn’t sound surprising
considering the costs the athletes
incur. We can’t expect them all to be
rich amateurs. And the next factor?
M: Mmm ... I personally thought the
quality of facilities would come
next but a close second was the
more professional.
V: Like Marcello, T expected facilities
to come next, and ...
M: And most people said the club
managed to attract some really top
quality people working as coaches.
And the coaches saw their job as
pushing athletes to realize their
frill potential . The most influential
coaches were those preparing
athletes for the track events,
swimming, weightlifting and
climbing. They also had coaches
for more esoteric areas like rock
climbing and rowing.
T; And the other items? ... Vicky?
V: Er ... the next factor is the
motivation and dedication of the
athletes themselves, which has
been necessary' for them to become
the best in their field. It was really
thrilling to see this in action.
T: And success breeds success.
M: Yes, definitely
T: It sounds as if you’ve got a lot out of
this experience.
M: It’s the sort of place I'd like to work
after I've graduated.
V: Me too. I'd like to train as a coach
there.
T: Brilliant. And have you started
writing up the case study yet?
M: Yes, we've done quite a bit and ...
Ready for Listening
Section 1
01.4
(S = sales person; C = customer)
S: Good morning, Jacksons
Bookstore. You're through to the
book search department. How can I
help you?
C: Hi. Mm ... I'm looking for a
book. I've found the title on the
Internet, but I can't find a copy
of it anywhere. T understand you
undertake a book search to locate
copies of books.
www.booksmania.net
S: Yes we do. Can I just take down a
few details of the book title, etc?
C: Yeah sure.
S: First of all, what's the title and the
author?
C: It's called The Judgement by Dayne
Wight.
S: The ... Judgement . OK. That's typed
in. Hmm, I'm afraid the computer's
being a bit slow this morning.
C: They're always causing problems.
S: And the author is Dayne Wight?
C: Yes, that’s it. It's Dayne Wight.
S; OK. Wight. Em ... this computer
is bring really slow. And, er ... the
ISBN number?
C: 978-0- 691-08879-9 . And its a
paperback not hardback.
S: ... 08879-9 and a paperback.
OK. Em ... I can see from the
computer that it has never been in
print in this country'. It's only been
published in North America , but it’s
out of print now.
C: Yes. I read part of it at a friends
house a while back, but couldn’t
find a copy of it. I’m not sure
what you'd put it under, but I
suppose you could call it... er
... biographical fiction, if such a
category exists.
S: Hmm ... the computer's showing
that we don't have any copies in
our own collection of second-hand
books or our overseas books either.
C: Ah, OK.
S: But I can do a book search for you
through other collections and try
distributors in the United States,
but it might take some time.
C: I see. How much will that cost?
S: Well, it depends on the search. We
offer two types: gold or silv er.
C: OK.
S: For the gold we search around the
world, and for the silver we only
look in America, Europe and in this
country. The gold search is £25.
C: £25. That’s more than the book
costs!
S: Yes probably, but it depends on how
much you want the book. And the
silver is £17 .
C: OK. I’ll go for the silver. How long
will it take?
S: I can't say. With this service we
go on until we come up with
something, but I can't guarantee
that we’ll find anything.
C: No. I realize that.
S: Right. I'm afraid the computer's not
working. I'll write everything down
by hand and copy it in later. OK, I
need vour contact details.
C: The best way is probably by mobile
or email.
S: OK ... vour mobile number?
C: 08967 54 65 36
S: 54 65 36. And ... your email
address?
C: And my email address is
228
Listening scripts
mandythompson9z all one word
.. [email protected] all lower case.
S: OK. Is that mandv with a V and
thompson9z?
C: Yes, that’s it.
S: And, er ... I need to take a home
address for our records.
C: It's 9£) Chaucer House, Ludlow Park
Drive, Richmond, SW20 9RL.
S: OK. And do you want to receive
notification by email about special
offers ?
C: I’d rather not.
S: OK. I’ll just tick this box ...
Ready for Listening
Section 2
O 1-5
Hi everyone, and welcome to the local
evening news. I’d like to start with an
exciting new development on this side
of the city - the redevelopment of the
old Regal Cinema on Duncton Street.
Last night was the official opening of
the new Regal Cinema Complex, as it is
now known.
And what a transformation! The
venue has changed from being a
rundown, depressing building to a
state-of-thc ait cinematic experience,
and it's wonderful to see so many of
the original features still intact. The
building which housed the old cinema
has been completely renovated, while
managing to incorporate some of the
old features of the cinema like the
facade, which is still there, but all the
dirt has been completely removed
with a few modem touches added.
Multicoloured glass panelling has been
added to the facade so the entrance
now looks really snazzy.
The old auditorium, which was like
a huge cavern and not particularly
welcoming, has been partitioned to
create three screens. This means that
there is now one large cinema screen
- ‘Screen 1 ’ - which has a capacity of
500 people. The two smaller screens
- Screens 2 and 3 - have a capacity
of 175 and 150. There are fewer seats
overall compared to the old cinema -
about 150 actually - but there is now
a greater variety of shows to choose
from.
The foyer to the cinema has been
totally brought up-to-date and made
bi gger with a much larger ticket office
and machines for collecting tickets that
have been booked in advance. People
will no longer have to stand outside in
the rain as they had to in the past while
they were waiting to buy tickets. And
where there was a bar serving coffee
and cold drinks with a few stools and
hi gh tables there is now a restaurant .
The roof terrace, which used to have
just a few benches and seats, will be
opening shortly with a landscaped
garden with a bar which is open all
year round. This will be a welcome
addition to the centre.
The basement, which leads out into
a garden at the back, has been totally
renovated and turned into a members'
room with a bar-restaurant and a
small display area for artwork or stalls.
The cinema shop is no longer beside
the ticket office: it is now next to the
entrance to the restaurant . It doesn't
just sell sweets, as it did before, but
cinema-related memorabilia including
programmes and books, DVDs, CDs,
posters ...
And I've got a leaflet here about the
programme for the opening week of
the newly refurbished cinema, em ...
which is the week beginning the 14 th of
July . As it’s during the school holidays,
there will be a special promotion.
For the matinee performance each
dav the cinema is offering free tickets
to the first 100 children up to and
including 16 years of age , and to all
pensioners. And there will be special
rates for cinema goers who book a
meal in the restaurant as well. Plus
there will be special nights where there
are child-free performances, and also
each Wednesday tickets will be half-
price for members of the cinema. I
see here the membership is only £30 a
year and gives you access to member-
only previews and to the members'
restaurant in the basement.
Rut perhaps the biggest innovation at
the cinema is the monthly programme
of lectures w here not just actors
and actresses, but producers and
writers, will be involved in delivering
talks about a particular film. This is
certainly a major development w hich
will definitely pull in many cinema
enthusiasts, and hopefully revitalize
the area.
Ready for Listening
Section 3
(Z = Zahra; T - Tim)
Z: Hi Tim.
T: Zahra, hi. So, have you decided
yet w r hat you’re going to do your
tutorial paper on?
Z: Yes, actually I have. I agonized over
it for ages, as you well know. You
had to listen to me.
T: Well, that's true, but you’ve had to
listen to me too! ... So, what’s it on?
Z: Electronic gadgets, but from a
particular angle: ‘must-carry'
gadgets. You know, gadgets that
people cannot leave the house
without , er ... like mobile phones,
etc. It's not particularly original.
T: That's really very neat.
Z: Oh. Do you think so?
T: Yes, actually I do.
Z: I thought it was really quite
ordinary.
T: And how are you going to do the
research for the paper?
Z: 1 thought of interviewing people in
the age groups 20-25 and 50 plus,
so I can ask students for the first
group and I’ll have to ask lecturers
and people in the street or people
working on campus for the other
group. But I haven’t made up mv
mind vet which groups to choose .
T: Em ... and what are you setting out
to show ?
Z: I’m not sure at this stage, but
something along the lines of...
er ... the idea that w r e are making
ourselves more stressed, and it has
reached such a stage that we are
so dependent on the gadgets that
leaving the house without them
makes us ill. I’m just thinking
on my feet here. 1 haven't really
thoLight it right through to the end .
T: What about your questionnaire?
Z: Mmm ..., yes that’s another things
What I'm not really decided about
is the length the questionnaire
should be .
T: The best thing is to keep it short.
Z: Maybe. But I’ll finalize the length
w r hen I sit dowrn to type it up.
Z: I need to find someone to try out
my questions on. I've got some
already w r ritten.
T: 1 can be your guinea pig if you
want.
Z: Great!
T: Fire away!
Z: First... question number one.What
electronic gadgets are you carrying
with you now?
T: Let's see. I’ve got my mobile phone,
... my iPod, my laptop.
Z: Which do you cany with you every
day?
T: All of them!
Z: What do you use your mobile
phone for generally?
T: Em ... apart from phoning, mostly
for texting and dow nloading music.
But I also use it for video-phoning,
sending emails ... and I talk to my
family now- using the video on the
phone.
Z: On a scale of 1-10, where 1 is not
at all difficult and 10 very' difficult,
how difficult would voli find it to
leave your mobile at home for a
whole day?
T: Vert difficult, so 10. I’d be
completely lost without it.
Z: And w'hat about the laptop? What
do you use it for?
T: I use it for em ... writing up
assignments, but mainly for
browsing the Internet .
Z: Using the same scale, wdiat about
your laptop?
T: Well, let s see ... It's not as essential
www.booksmania.net
229
Listening scripts
as my mobile phone, but its still
important. A score of... 8. This
ones not heavy, but 1 can do
without it, if necessary. I seem
to use my mobile for most of the
things I used to use the laptop for.
Soon I probably won’t need it.
Z: What about the iPod?
T: I can use my mobile for music as
well, so its not essential, but I carry
it everywhere with me because its
light and it’s got my whole music
collection on it that I can listen to
on the move. And, mmm ... well,
for that, I’d give a score of 5.
Z: Is there any gadget you intend to
get in the near future?
T: Yes. I’d like to get a newspaper
reader when they become lighter
and cheaper and more readily
available. I think I’ll end up using it
for every thing , even to replace the
mobile.
Z: Do you think so?
T: Oh yeah. They'll be perfect for video
messaging.
Z: And the score?
T: Definitely IQ. And I’d like a pair of
Ready for Listening
Section 4
O 1-7
Good morning everyone. The topic of
mv seminar paper this week is a rather
unusual method of bringing water to
drought-ridden regions of the world.
The methods people most think of,
or read about in newspapers and or
see on TV, mmm ... are preventing
deforestation and encouraging
reforestation to prevent water run-off
from barren land and hence to stop
flooding. Another method is ... er ...
drilling bore holes to bring water from
aquifers deep in the ground to irrigate
the land .
But the method I would like to talk
about today is the production of rain
through seeding clouds. For those of
you who are not familiar with this
practice, it is basically a process
where nature is coaxed, as it were,
to produce rain. In many places in
the world attempts have been made
throughout history to produce rain in
times of drought through magic , but
from the latter part of the last century
scientistsVe been endeavouring to
come to the rescue by chemical means.
And in some places they've been
trying not just to produce rain but
also to divert it so that it does not rain
on special days, such as national or
international ceremonies.
Cloud seeding has been carried out
since the middle of the last century;
but no scientist can confirm that the
practice is actually responsible for
cloud seeding and not nature itself.
230
Because who can confirm that the
clouds would not let loose a deluge
anyway? Having said that, there is
some evidence that seeding clouds
to produce rain can lead to a 15%
increase in rainfall .
But what would happen, for example,
if the actions of cloud seeding in
one place led to a disastrous deluge
in another? It would also be tricky
to prove that any damage was the
responsibility of cloud seeders. Some
people are understandably against
the practice of cloud seeding as we do
not really know the consequences of
interfering with nature .
Cloud seeding has apparently been
used by Californian officials to
replenish reservoirs. In other parts of
the US, electricity utility companies
are especially fond of seeding to bring
more water to hydroelectric plants.
And the practice is also popular with
authorities in Russia and China too.
For years the Russian air force has
tried to coax moisture out of clouds to
ensure sunshine on national holidays.
But no country’ is more committed
to researching weather modification
than China, with a national budget
in the tens of millions of dollars and
thousands of miles flown by rain
seeding aircraft every year.
Last year the university' agricultural
and meteorology departments were
given a 20 million dollar grant, funded
in part bv the government and various
companies in the food and agricultural
industry, to conduct research into
cloud seeding to increase precipitation.
While the research is aimed primarily
at the US, it is hoped that the benefits
accrued will have far-reaching
consequences for other drought-ridden
regions of the planet.
Now ... let’s see, mmm ... if we look at
this slide here, we can see how cloud
seeding works. There are two basic
methods: from the air and from the
ground. Looking first at seeding from
the air, we can see that an aeroplane
flies above the clouds from where
it fires silver iodide into clouds by
dropping chemical flares in order to
increase precipitation. Silver iodide
cry stals then attach themselves to
water droplets which makes the water
freeze and fall as rain or snow over
high ground. If we now look at the
diagram showing cloud seeding from
the ground, we can see that there is
a ground seeding generator here on
the right of the slide, which has a tall
chimney, and cm ... next to this is on
the left is a ... em ... this structure
here which is a fuel tank containing
propane . Heat generated from the
burning of the propane lifts the silver
iodide crystals up to cloud level again
leading to precipitation.
www.booksmania.net
4 Global problems and
opportunities
<•> 1-8
Good morning. Last week we had a
broad overview of the development
of early forms of transport up to the
late 18th century in Europe, and also
looked at how the problems faced by
various communities provided new
opportunities for innovation and
progress. Now, this week we are going
to continue with this theme as we
examine a number of significant events
in the evolution of modem railways
- events which took place in England
in the first four decades of the 19th
century.
If you look at the timeline here on the
left of the screen, mmm ... you can
see the first significant date is the year
1803. This was the year an engineer
called William Jessop opened the
first public railway in south London.
England - to carry industrial goods.
Although the railway was horse-drawn
and not really what we would consider
a railway today, nonetheless it's still
regarded as the world s first public
railway. The railway was constructed
as a cheaper alternative to building
a canal, then a common means of
carrying freight.
The first railway steam locomotive was
built in 1804 by an English engineer,
Richard Trevithick, to whose work later
pioneers like George Stephenson arc
seriously indebted. Richard Trevithick
died a poor man, and what he had
achiev e d went lar g ely u n no t i ced-
His engines were not commercially
successful, partly because the
locomotives he built were too heavy for
the railway tracks of the time.
Wars in Europe led to an increase in
the cost of feeding the horses which
pulled the coal on horse-draw n
railways like the Surrey Iron Railway.
With this and the cost of using the
canals, which were run by private
companies, the time was now right
to introduce a locomotive that w'as
economically viable.
In the year 1812, the first commercially
successful steam locomotive, the
Salamanca, appeared on the scene at
Middleton in Yorkshire in the north¬
east of England. Apparently, the
Salamanca was even visited by Tsar
Nicholas 1.
But probably the most important year
was 1825 when the engine Locomotion,
created by George Stephenson, ran on
the Darlington to Stockton Railway.
The line was initially built to connect
inland coal mines to Stockton, where
coal was loaded onto boats . Initially
the Railway was to be horse-drawn,
but permission was granted to use
a locomotive or ‘moveable’ engines.
Provision for transporting passengers
was made, although at the time
Listening scripts
they were regarded as being of little
importance .
The year 1831 saw the opening of the
successful Liverpool to Manchester
line with Stephensons locomotive The
Rocket. The Liverpool to Manchester
Railway is thought of as the first
modem railway. The reason for this is
t hat ta >lb-g oods and pass enger traffic
were carried on trains according to a
scheduled timetable . After the success
of the Stockton to Darlington Railway,
money poured into the north-west of
England as the region went through a
period of rapid industrialization, with
the railway linking the rich cotton
manufacturing town of Manchester
and the thriving port of Liverpool.
Up to now the canals, which were
constructed in the previous century,
were felt to be making too much profit
from their fees on trade using the
canals and thereby to be hindering the
development of the conurbations in the
region.
And the effect of the opening of the
Liverpool and Manchester Railway?
It was quite dramatic. By 1834
nearly half a million passengers were
being carried each year, a significant
increase . Also more merchandise,
including cotton, coal and other goods.
was transported between the two
cities using the railway. The age of the
railway as a means of ferrying people
from one place to another had arrived.
The increase in passenger numbers
and in the movement of goods led to a
drop in toll prices on the roads, as well
as a decrease in charges for th e use of
canals .
It's hard for us to appreciate the
opportunities these early pioneers
seized in the face of difficulties in
construction and in changing peoples
attitudes. Perhaps we can end for today
with a brief quote from Dr Larder,
author of the Steam Engine Familiarly
Explained and Illustrated in 1823,
'Rail travel at high speed/ he said, 'is
not possible, ... because passengers,
unable to breathe would die of
asphyxia.' Next time you take a train ...
5 The future
O 1.9
(M = Marcus; C = customer)
M: Good morning, exhibition booking
office. Marcus speaking. Can I help
you?
C: Is that the booking centre for
‘Robots: the end of modern
civilization? '
M: Yes madam, that’s correct. How can
I help you?
C: Well, mmm ... I’m attending the
exhibition and I’d just like to check
a few details if that’s OK.
M: Yes, sure.
C: OK. I understand the exhibition
opens the week after next on the
Tuesday, and ... the preview is on
Monday.
M: Yes, that’s right. There is a preview
on Monday, but the exhibition is
not open to the general public
on that day. But for the rest of the
week it is.
C: OK, 1 see. That’s fine. I've got two
compli m entary da y passes for the
exhibition; can you tell me if I can
use the tickets on any day?
M: Well, I’m not sure if there are any
restrictions,... let’s see ... Yes, here
we are.
C: Yes?
M: You can use them on any day
including the preview day, except
Saturday. But you need to sign up
for the days you want to attend in
advance.
C: Oh, I see. I haven't decided what
days to attend yet.
M: Mmm ... well... Saturday you
can’t attend with the tickets you
have, and Thursday is already
completely booked. I think the
other days’ll book up fairly quickly
now as there’s a lot of interest in the
exhibition.
C: You mean I won't be able to attend
on Saturday even with a free ticket.
M: I ’m afraid not. So it's better to book
your days now.
C: OK. 1 suppose, mmm ... I’ll attend
on the Tuesday and Friday . Do you
need my name?
M: No, I just need to take a reference
number with the day passes.
Your name will come up with the
number; it’ll be the same number
on each one. I’ll register them for
both days, and then when you use
one it'll automatically cancel.
C: OK, the number is S-F-6-7-3-3 .
M: ... 3-3. Thank you, I’ve got that.
C: What about services like cafes and
so on?
M: Oh, there are 15 restaurants in
all, that's three cafes and the rest
are different types of dining areas
round the Exhibition Centre. Some
restaurants around the centre will
be doing special promotions at the
Exhibition Centre itself, so you
won't go hungry.
C: Is there somewhere nice to stay
nearby?
M: Oh yes. There're rooms at the
nearby halls of residence, which are
part of the university. They’re just
across the road from the Exhibition
Centre.
C: How much are they?
M: A single room is £30 per night,
which includes breakfast in the
cafeteria. And there are some very
pleasant hotels in the area. They
range from around £30 to about
£60. It depends how much you
want to spend really.
C: What about getting there? Has
the Exhibition Centre got good
transport links?
M: Yes. We're very well located - about
20 minutes' walk at most from
the station, and about 45 minutes
from the airport. There are lots of
buses; the best one, which stops
just by the Exhibition Centres main
entrance, is bus 17. No, sorry, it's
bus 70.1 keep getting them mixed
up. It only costs £3 from the station.
C: And taxis? Just in case.
M: Er ... you’ll pay a maximum of £17 .
C: Mmm ... well that all sounds OK.
6 Fruits and seeds
Oi.io
Good morning and welcome to the
Fairbridge Countryside and Woodland
Centre. I’d like to give you some
information about the centre and the
short programmes we run for young
people on woodland therapy We’re
actually a centre run by volunteers,
and we were set up 15 years ago
to educate people of all ages and
backgrounds about nature. And for
the past two years we have been taking
groups of youngsters in their teens on
educational programmes on Fridays,
Saturdays and Sundays, em ... from
schools mainly from around the area,
... but some have come from much
further afield. Initially the youngsters
are not very impressed by the setting
because there is no way for them to get
in touch with friends, etc. , as there is
no mobile phone signal, so it throws
them quite a bit. But almost without
exception, by the end of the three days
they’re here the young people don't
want to leave and want to come back
again. In fact, two of the workers here
came with student groups five years
ago, and when they left school they
came straight to work for us.
The centre is self-sufficient due in
pan to the sales from the nursery and
we also get donations, but the bulk of
our income is now from running the
educa tio n a l courses .
This is a basic map of the centre. We
are here at the entrance to the centre,
and you can see the cabins run along
the east side of the path as you go
for students. It's quite large and can
accommodate 16 students in bunk
beds. Then the next four cabins are for
families, and the cabin after that. Ash
Lodge , is for teachers, which can hold
up to six adults. On the west side of
the path, directly opposite the student
cabins, are the educational facilities.
They are quite up-to-date with all the
latest wizardry. And next to that is the
cafeteria, which is shared with visitors
to the centre. Just beside the cafeteria
www.booksmania.net
231
Listening scripts
is a picnic area with climbing frames
for children. We don't allow open-air
cooking here, because of the trees.
The plant nursery is that complex you
can see that runs all the way along the
north part of the map .
If you go over here, between the picnic
area and the nursery, the path leads
to the woodland itself. As we are on
a hill here, we arc quite high up and
so you have quite breathtaking views
of the countryside. You can see the
river stretching for miles through
rolling countryside. Fortunately the
whole woodland is safeguarded, so
nobody can chop down any trees.
The landscape here has not changed
for hundreds of years. Some of the
trees have been growing here a rather
long time, and the aim of the centre
and the volunteers is to keep it that
way. We advise people to stick to the
paths, as its very easy to get lost. As
you walk through the woodland you
will see workers removing dead wood
and chopping down trees. 1 would ask
everyone not to remove anything like
seeds or flowers from the woodland
so we can conserve it for future
generations.
7 The world of work and
training
(T = tutor; J = Jack; V = Olivia)
T: We've got some time left for a
feedback tutorial on your joint
presentation today, if you have
time.
J: Yeah, we can do it now while its
fresh in our minds.
T: So, Olivia how do you think it
went?
O: Well, em ... I was really happy with
it actually, but I'm glad its over. 1
think the main advantage of doing
the presentation was that we both
learnt quite a lot about training
and skills development for the
workplace and how they improve
peoples opportunities in life.
J: And we learnt a lot from delivering
it as well.
O: Yeah that was important too. Mmm
... as I said, I was pleased with
it, but if 1 had to do it again, I'd
change a few things.
T: Like what?
O: Well, mm the first thing I'd do is
im prov e t he.s^ee.d_olj_he_talk. b y-
making the delivery slower . And
I'd keep a clock in front of me so
that I was aware of the speed and
... and the next thing is mmm ...
the length of the talk ... I'd make
the presentation time 20 minutes
for each of us. because I think ten
minutes was much too short . Tf we
had given ourselves more time, it
232
would have flowed better.
J: Yes, I agree. I thought the timing
was a bit tight. I'd say maybe even
30 minutes each.
T: Mmm ... 30 minutes might have
been a bit long for both you and the
audience.
J: Maybe you're right; 20 minutes is
probably better.
O: And the next thing is connected
with the order of the data . I thought
the sequence was bad - it could
have been a lot better.
T: Yes. If I had to give some particular
advice. I'd say you need to give
yourselves a nan through once or
twice using the equipment, just to
see what it's like. Doing it without
preparation like that is not that
easy.
O: No it isn't. We were a bit stupid
there. And another thing for me
is that we forgot to give out the
handouts with the copies of our
slides on them for people to take
notes. I should have given them out
before we started . And one final
thing is ... is I'd check that everyone
can see the screen properly as
a few people were sitting in
awkward places, so I'd check the
arrangement of the chairs in the
room .
T: And Jack. What about you? How
did you feel about it all?
J: Well, mmm ... I agree with Olivia.
Yeah ... in everything she said. It's
very difficult to make the delivery
smooth. If I do it again, I’ll spend
more time practising to make it run
more smoothly.
T: But would you add anything to
what Olivia said?
J: Er ... perhaps I'd try not to pack
too much information into the
time given . Em ... I thought at
first it would be the opposite.
Em ... I was afraid that we would
end up looking foolish . And also
I think I’d spend less time on the
information gathering phase
because unless people devote time
to practising, they won't give a good
performance.
T: Yeah, I think I'd agree. Anything
else?
J: Yeah. I get very nervous when I
speak in front of people. Were
I to do it again, I’d make sure I
practised speaking. I think the key
for me is learning to reduce my
nerves.
O: But you were very calm!
J: Not inside I wasn't!
T: Well, it didn't show.
O: I think you need the nerv es to keep
you going, but maybe try to take
your mind off it beforehand by
exercising or something.
T: Is that everything?
J: Yeah.
T: OK. Well, you'll be pleased to
www.booksmania.net
know the feedback from the class
questionnaires was good from
everyone, so well done. I have to say
that 1 agree with them.
O: Oh, thanks.
T: And after the tutorial I’ll make
a copy for both of you of the
questionnaires from the class, if
you want. And if you do give a talk
again, you can keep them to refer
to.
8 The history of geography
O 2 - 1
Well, today we are going to look at
early human migr ation out of Africa to
colonize the world.
Throughout history' there've been
waves of humans migrating as people
hav e moved from one locality to
another, sometimes quickly over very
short distances ... and sometimes
slowly over very great stretches of land,
mmm ... in search of a new or different
or better life. There now appears to
be general agreement that the first
movement of people of any real
significance in any part of our planet
originated in East Africa about
100 000 years ago . If we look at the
first slide here, we can see the route
this first group of modem humans
took as they made their way across
the Red Sea here, which was then a
dry bed. Then through Arabia and into
what is now the Middle East. But these
early pioneers soon died out.
But at that time, just like today.
the earth was subject to shifts in
temperature. About 70 000 years ago
the planet became warmer and another
group of modern humans migrated
out of their homeland of Afr ica,
following basically the same route, and
then moving on to South Asia. If you
look at this second slide, you will sec
here that by about 50 000 years ago
modem humans had colonized China,
and about 45 000 years ago they had
reached Europe. These early humans
settled in the wide open spaces of
Siberia about 40 000 years ago. And
this line here on the map shows
that about 20 000 years ago modem
humans reached Japan, which as you
can see from the map on the slide, was
connected to the main land mass at
that time.
Now, on this map on the next slide
you can see that there was no land
connection between Australia here
and South East Asia here, so the first
Australians who arrived around
50 000 years ago must have made the
journey across the sea in simple boats
to settle on the Australian continent, as
evidence shows here, here and ... here
on the map.
This next map shows the route which
modem humans took from Asia to
North America, which as you can see
Listening scripts
was reached across what is now the
Bering Strait through Alaska. This
migration happened between 15 and
13 000 years ago. There is also some
evidence to suggest that modern
humans came across pack ice via the
North Atlantic, but this theory has
been discounted by some. Since that
time, the American continent has been
the destination of waves of human
settlement.
Before we look at more modem
examples of human movement, like
the Anglo-Saxon migrations to Britain
in the 5th century AD, the migration
of Turks during the Middle Ages and
the migration of the Irish to America
in the mid-19th century, Td like to look
at a migration within the continent of
Africa itself, that I’m personally very
interested in.
If we look at the map of Africa here
on this next slide, we can see some
patterns that are common to other
waves of human movement throughout
history. The routes here show what
is probably the most significant
migration in Africa itself: that of the
Bantu, who spread out from a small
region in West Africa near the present
day border of Nigeria and Cameroon,
just around here on the map ... to
occupy roughly 30 per cent of the
continent by the year 1 000 AD.
A trigger for this movement may have
been the result of cultivation of the
vam . a starchy root vegetable, which
Bantu farmers started to grow as part
of their staple diet. This cultivation
began around 2 750 BC. resulting in
the expansion of the population. The
Bantu people then spread out into the
neighbouring territories, which were
then sparsely populated. As the land
of the rainforest could not sustain
the farmers and their families for
longer than a few years, they moved
on, felling trees and creating new
clearances in the forest to cultivate
yams. With the numbers of the Bantu
on the increase between 2 500 and 400
BC the people were constantly on the
move, migrating south down through
modem day Congo ... here in central
Africa, and reaching Zimbabwe here
and modem-dav South Africa bv about
100 AD.
It was contact with S udan in north
Africa that introduced the Bantu
to iron production, in which they
excelled. Once they had exchanged
knowledge of working in iron
from Sudan, the quality of their
work rivalled that produced by the
Mediterranean people of the time.
The Bantu now had better tools to fell
trees, clear forests and work fields .
And there is one other benefit iron
gave the Bantu, and that was a military
advantage over their neighbours.
I’d say that migration has transformed
the world from early times, and we all
reap the benefits of different peoples
coming into contact with each other.
9 What is beauty
(T = tutor; M = Malcom)
T: Hi Malcolm. How are you?
M: Fine, thanks. And you?
T; Yes, I’m OK. You left a message
when you booked this tutorial to
say that you wanted to talk about
vour film project. Am 1 right?
M: Yeah.
T; So, how can I help you?
M: Well, I'm having difficulty* getting
started. I should have been about
halfway through about now, but
I haven't done anything at all
really. I think I’m feeling a bit
overwhelmed.
T; Overwhelmed? In what way?
M: Mmm ... 1 don't know. I may have
chosen something too abstract .
T: Which is? Remind me ... ?
M: It’s ‘Perceptions of beauty in India'.
T: Yeah. That's a good subject; it's
probably quite challenging, but
very appealing.
M; I wanted to put together a moving
digital photo collage of my travels
around India last summer showing
the beauty of the place. I was
completely overawed .
T; How 7 many did you take in all?
M: At least 600.
T; That is a lot. I'm sure it's a
wonderful photographic record,
but I think your problem lies there.
Can you tell me? What did you take
photographs of?
M: Buildings like palaces and official
places like the government
buildings in New* Dehli by Lutyens
-1 think they're really underrated.
People just think of the Taj Mahal
and poverty, but India's not all like
that. It's huge: it's got tradition,
colour and beauty at every comer.
I've also got some dazzling
images of places like the Ganges
at Varanasi: the grandeur and
splendour of the images simply
take vour breath away .
T: OK, I have a suggestion.
M: Yeah?
T: What about g oin g throu gh your
digital stills on the computer and
selecting the ten images w hich
appeal to you the most? And ...
M: I don't know if 1 could narrow 7 it
down to that.
T: Well, you’ll be surprised. Select the
top hundred, and then narrow' that
down to 25. And then you could ...
M: I Ve just thought of an idea.
T; Yes?
M: I could mmm ... Yes that's it! I_
could select the top ten as you
www.booksmania.net
suggest, and then find various
people's view's on these ... and then
do a video collage with the pictures
swirling around like a pop video.
Why didn't I think of that before!
That's it!
T; Problem solved?
M: Yes, but now I have to do all the
work!
M: Can the film be longer than 15
minutes?
T: I wouldn’t advise it. There might
have been a few 7 people on the
course last year who made
20-minute, or even 25-minute films,
but I have to say they were the least
successful. I think you'll find that
it's good discipline to try to w 7 ork
within a time limit .
M: Mmm ...
T; And I'd say that ten minutes might
be good ...
M: Ten minutes! That’s almost nothing.
T; You'll be very surprised. One
minute per place fading out and
in. It could be very effective.
Remember the work we did on
adverts and the short attention
span of people generally, especially
these days.
M; Yeah, 1 suppose you're right. I'm
just thinking of all the materials -
600 plus stills down to ten, and then
reduced to a ten-minute film. What
about the format? flow do I need to
submit it?
T; Mmm ... all the information is on
the department website . You access
it as per usual.
M: What's it under?
T; Go to ‘Digital Photography'. Then
‘Year One’, and then click on ‘Film
Project', and every thing is there.
And don't forget you have to fill in
a submission form detailing the
project’s background .
M; Yeah, I ... I know 7 all that. But can't I
just email it to you when it's done?
T; You can. But we also want copies
burned on DVD, ... four copies are
needed with the submission form.
M: OK, I can do that.
10 Is it art?
02.3
Welcome on this lazy Saturday
morning to Radio Hope here in
Australia. This is Davy Chester, your
host on your favourite show 7 Your
Chance, and bov do we have a lot for
you on the show this week. There's
the new 7 Street Art exhibition; a new
exhibition, which opened last weekend
at the Horn Gallery in George Street,
and which has caused a sensation
judging by our email survey. And
then w 7 e have the decision by the
government to make all museums and
art galleries free of charge from next
233
Listening scripts
January. And for families and kids
there’s the new theme park, which has
opened just outside the town.
But first to the Street Art exhibition.
We've had many people saying how
brilliant the exhibition is, and others
saying what a load of rubbish it is, and
that public money was being misspent .
Apart from the criticism regarding
the waste of money, some people
complained that the exhibition would
encourag e graffiti and vandalism
all over town. I put this point to Mrs
Cook, the director of the art gallery,
which, incidentally, I visited myself on
Thursday evening, and she said that
graffiti was already appearing without
the Street Art exhibition. Some people
who emailed in said that instead of
promoting graffiti, the gallery could
have used the opportunity to support
local artists , who get no help from
the council. And Mrs Cook did point
out that when there were attempts
to remove the huge mural based on
Aboriginal art at the end of Coin
Street there was a huge public outcry -
thousands of people turned out to stop
the authorities removing the mural,
and there was a vigil with volunteers
for three weeks until the local council
reversed their decision.
While T was at the exhibition, 1 asked
Mrs Cook what she thought about the
decision to make all museums and art
galleries free of charge. She said that
there had been a fierce debate about
this over the past year or so, because
people were deterred from visiting
places of a cultural nature like the
Horn Gallery because of the cost . And
while children were able to get in free,
they rarely came with their parents,
and this was a bad thing. So, basically,
she was for the change. From the email
survey we’ve had on the show website.
I think about 70 per cent said that they
would agree with Mrs Cook , only ten
per cent were very definitely against
and 20 per cent said they didn’t know,
which I think reflects the national
consensus, give or take a few points.
Now, er ... when I spoke to Mrs Cook
she said that there was one thing she
and other people working in the gallery
world were worried about and that is
the level of government funding . They
have always had subsidies from the
government to run the galleries, but
this was always topped up by entrance
fees. They’re waiting to see if this will
be reflected in the government's arts
funding for next year.
Now, as you all know, we have been
wanting to do a walk-about on the
show for a long time, and this week
for the first time we will have two
reporters on the street. We have one
reporter, Angie Hunter, standing by
outside the Horn Gallery with Mrs
Cook to test opinions on the Street Art
234
exhibition itself. And we’ll see what
people really think about their art
galleries being free or not. To make
sure we get as wide a spectrum of
people as possible we have another
reporter, Alex Grey, who’s standing
outside the department store in Whites
shopping precinct in the pedestrian
area. So, if you are listening and want
to make your views known, pop down
to the precinct or the gallery'. We'll be
starting the walk-about in 15 minutes
at 12.45, after we have got through the
other items today, so ...
11 Psychology and sociology
(S = school administrator; P = parent)
S: Headmaster’s office, Damian
speaking. How may I help you?
P: Yes, hi. It’s Margaret Williams here.
S: Oh. Hi there.
P: My daughter Helen is in the fifth
year and ...
S: Ah yes, I know her...
P: Mmm ... well, I understand that
the International Friendship Club
is planning a trip this year and just
wanted to know more about it.
S: Yes, well, we normally print a
factsheet for pupils to take to their
parents, but that won’t be done
for another ... month I don't think,
but I can still help you with some
details from the information I have.
P: OK.
S: Well, let's see ... Now, mm ...
school trips 2000 and ... ah, here
it is. It hasn't been entered into the
computer vet. But what exactly
would you like to know?
P: Em ... well, first of all, where’s the
trip to, how much is it and when is
it?
S: The trip in the current school year
will be to ... South America,... to
Peru specifically.
P: To Peru, wow! That sounds
thrilling. That never happened in
my childhood.
S: Nor mine either! Mmm ... it says
here the group will be staying with
families connected with a school
just outside the capital, Lima, and
then will be making trips to the
surrounding areas.
P: OK. Will each of them be on their
own with the family?
S: No, there'll be no students on their
own; students will all be in pairs .
P; I see. What about the cost?
S: It's surprisingly cheap actually. At
the moment it's ... £495 for the 15
days all inclusive, but obviously not
including gifts for the host families
and spending money .
P; Mmm ..., it’s still a lot as I'm a
single parent.
S: Well, there are some bursaries,
and it may be that the price comes
www.booksmania.net
down; this is only the initial price.
Last year, if it were not for the
school fund, it would have been a
lot more. Last year it came down
by about £ 120 per student, so it
depends on how much is available
in the school hardship fund.
P: Oh, I see. And when is the trip?
S: Em ... it takes place during the
spring holidays .
P: OK. Can I ask you ... how- Helen
goes about applying?
S; Applying? Well, the application
is quite simple. There will be a
deadline to get the application in
ten days after the date of the advert,
which will come out on the 29th of
September .
P: OK.
S: And then w'hen the applications are
received, each student will have to
have an interview to assess whether
they are suitable or not.
P; How many places are there?
S: 20 with a minimum age of 16, so it’s
restricted to the upper years.
P: And are any teachers going?
S; Oh yes. There'll be places for
six adults, four of whom will be
teachers, and two parents, who will
go free.
P: Right. Do they apply as well?
S: Yes. You interested?
P: Yes! And when it comes to paving,
provided Helen s application
is successful, can we pay by
instalments? Say, £50 a month?
S: Oh yes, that’s not a problem
prov ided you make a deposit of
£100 . and then pay the rest bv
instalments with the final balance
due three weeks before the
departure date. Students will only
be allowed to go on the trip if all
the money is paid in advance - I’m
afraid we’ve had problems in the
past with money not being paid, so
we are very strict about it now'.
P: I see. That’s totally understandable.
12 Travelling around the world
02.5
Now that the main summer holiday
season is almost upon us, w'e are
devoting this weeks Health Spot in our
programme to all of you young people
who are setting off on backpacking
holidays to sunny shores. We hope you
have the time of your life, but to help
that dream come true we’ve got a few
tips for you before you head off.
The first thing to do is to make yourself
a checklist of all the things you need
to do and take with you, especially if
you, like me, arc very' forgetful . Apart
from the usual things like checking
you have your tickets and passport and
the necessary' visas, there are practical
things that you need to do. I'm going
to pick a few things at random from
the checklist weve made here, but
you can get extra information from
our website , where you can download
the details. Or, if you would rather
have someone to listen to, you can
download the podcast for free with all
the information from the website.
So, the first item that I think is
important is sun protection, especially
if you are fair-skinned. To protect
yourself you can buy sun creams
and special clothing and a hat - a
wide-brimmed hat - and sunglasses.
Provided you arc well protected, you'll
be OK. But the best form of protection
against ultraviolet rays is to stay out of
the sun . Stick to the shade; especially
between 11 and 4 pm, as this is the
most dangerous time. You can also
buy special clothing that has built-in
protection like sun cream.
Mmm, now ... ah, OK, another tip here
about clothing, em ... is ... besides
a hat and so on, one item on the
checklist that is indispensible is a good
pair of walking shoes. Good walking
shoes do not come cheap, but it is
money well-spent, because if you’re
walking around a lot your feet will
need some support . Some sandals are
OK for walking, but you may be better
off with shoes.
Customs? Ah yes ... make yourself
familiar with the customs of the
country you are going to, so that you
don't cause problems . It's easy to
assume that people everywhere behave
like ourselves. You cannot know
everything, but you can find out about
the main types of behaviour like what
to wear and where to wear it.
Now, a very important point. When
you are away, it's easy, if you're
enjoying yourself, to lose contact
with your familv at home. But try and
prevent this from happening so your
family don't experience any anxiety
unnecessarily and mmm, er... possibly
waste resources . One good tip here is
to remember to have a particular time
to make contact. You can use a mobile
phone to text your family. In these days
of the Internet there is no excuse for at
least not sending a quick message or a
quick text on the mobile.
Lets see ... Some kind of waterproof
cover: something that is light but
effective ... And ves another good tip
here - an essential for your backpack
is a simple first aid kit with plasters
in case you cut yourself, or tread on
something shaip - and if you do,
some antiseptic wipes would be very
handy too, so you can clean the skin to
prevent infection and so on ...
And yes, this is a good piece of advice.
Remember to keep valuables like
cameras safe at all times. As tourists
you can't be careful enough, and don't
let vour guard down for a second.
Listening scripts
Remember to enjoy yourselves. Look
out for novel experiences, and open
your minds to the strange and the new!
Ready for Speaking
Part 2 and 3
02.6
(E = examiner; C = candidate)
E: Now, I’m going to give you a card
with a topic to look at. You have
one minute to make notes and then
I’m going to ask you to talk about
the topic.
E: Can you talk about the topic?
C: The skill that I'd like to talk about
is playing a musical instrument,
mmm ... like the piano, and I'd like
to learn it in the near future. I know
it’s possible to go to a class to learn
to play the piano, but mmm ... I
know I'd find that very annoying.
I think learning to play the pianos
one of those skills that'd be better
to learn ... to acquire bv paying for
individual tuition. I realize that
it might be expensive, but it'd be
mmm ... very rewarding in other
ways.
Why I'd like to be able to take up
the piano is because ... it's mmm
... very soothing to play and to
listen to. It's a w onderful feeling to
lose yourself in the music as you’re
playing. I've got several friends
w'ho are mad about music, and
I've listened to them many times.
They've played both classical and
pop music to me, and they’ve found
it thrilling to play for someone.
And to me it is a very' peaceful
experience just sitting there and
listening. As well as helping to
calm people down, playing an
instrument like the piano’s er ...
very good for the brain as it keeps
it active. One of my friends, who
plays the guitar and the piano, says
that he plays for about... half an
hour before he does any homework,
and it helps him to focus on his
work and concentrate more. And
it's healthy, because it helps take
au'ay part of the stress of modem
lifestyle. Friends've also told me
that it improves their ability to
focus, and so they play before they
study or do any work, which 1 think
would mm ... benefit me too.
E: OK. Thank you. Which type of music
would you like to learn to play?
C; Er ... I'd like to start with classical,
but I'd like to learn jazz music later
on and maybe some pop music.
E: Do you think it's important to keep
acquiring new skills throughout
one's life?
C: Yes, I think it is.
E: Why do you think so?
C: Well, mmm, at the moment
life is changing so fast with the
advances that have been made in
technology, and also through em
... globalization in the past few r
decades, so it's important for people
of all ages to keep up-to-date with
skills of all kinds.
E: How r essential do you think it'll be
for workforces in the future to be
proficient technologically?
C: Mmm, I’d say it is vital, because
more and more of the work that
is done nowadays requires a lot of
input using one form of technology
or another, so that in the near
future it will be almost impossible
to find work, even basic work,
without practical computing skills.
Take car design, for example. It
seems that technical drawing
done by hand is less important
now than knowing how' to create
new products on the screen. Soon
designers'll be creating holograms
of cars not just three-dimensional
computer images. And the same
applies to architecture and teaching
too.
E: In what way do you think learning
only computing skills can be a
disadvantage in life?
C: Em ... first of all, people are
already becoming over-reliant on
computers for virtually everything.
In the current knowledge-based
society, where information is
available literally at people’s
fingertips, there's a danger that
people’s knowledge'll decrease and
accessing information’ll become
just like switching on the light
without necessarily understanding
what's happening. And people're in
danger of losing their ability to do
basic things.
E: Mmm, er, should preparation of
children and young people for work
focus on computing skills at the
expense of practical skills?
C: Mmm ... I think it’s a matter of
balance, because we need the
people to build computers and
so on, and the people to learn
to be able to use them for their
work. Also, if any machines break
dow r n, we need people to be able
to fix them. And so if education
concentrates on training people to
use machines to access knowledge
at the expense of training
technicians etc., then there'll be a
major problem.
E: Do you think people will have to
work longer in the future?
C: At one time it was thought that
people would have more leisure
time in the future, but it seems that
the opposite is true. As people are
living longer worldwide, they're
also being asked to work longer
with the result that the age at which
people will be drawing a pension, if
they have one, will be later than it is
now. And in fact it's already starting
www.booksmania.net
235
_
Listening scripts
to happen in many countries like
the UK and France.
E: How can people ensure that work
does not control their lives?
C: Its not easy, but not impossible
either. One way is to ensure that
one has interests outside work,
and that these interests are not
connected with work in any way.
For example, if people are involved
in working in computers all day,
they could find something that
requires manual skills like pottery.
Part 2
O 2.7
(E = examiner; C = candidate)
E: Now, I'm going to give you a card
with a topic to look at. You have
one minute to make notes and then
I'm going to ask you to talk about
the topic.
E: Can you talk about the topic?
C: The skill that I’d like to talk about
is playing a musical instrument,
mmm ... like the piano, and I'd
like to learn it in the near future. I
know it's possible to go to a class
to learn to play the piano, but
mmm ... I know I'd find that very
annoying. I think learning to play
the piano's one of those skills that'd
be better to learn ... to acquire
by paying for individual tuition. I
realize that it might be expensive,
but it'd be mmm ... very rewarding
in other ways.
Why I'd like to be able to take up
the piano is because ... it's mmm
... very soothing to play and to
listen to. It's a wonderful feeling to
lose yourself in the music as you’re
playing. I've got several friends
who are mad about music, and
I've listened to them many times.
They've played both classical and
pop music to me, and they've found
it thrilling to play for someone.
And to me it is a very peaceful
experience just sitting there and
listening. As well as helping to
calm people down, playing an
instrument like the piano's er ...
very good for the brain as it keeps
it active. One of my friends, who
plays the guitar and the piano,
says that he plays for about...
half an hour before he does any
homework, and it helps him to
focus on his work and concentrate
more. And it's healthy, because it
helps take away part of the stress
of modern lifestyle. Friends've
also told me that it improves their
ability to focus, and so they play
before they study or do any work,
which I think would mm ... benefit
me too.
E: OK. Thank you. Which type of music
would you like to learn to play?
C: Er ... I’d like to start with classical,
but I’d like to learn jazz music later
on and maybe some pop music.
Part 3
O 2.8
(E = examiner; C = candidate)
E: Do you do think it's important
to keep acquiring new skills
throughout one's life?
C: Yes, I think it is.
E: Why do you think so?
C: Well, mmm, at the moment
life is changing so fast with the
advances that have been made
in technology, and also through
em ... globalization in the past
few decades, so it's important for
people of all ages to keep up-to-
date with skills of all kinds.
E: How essential do think it’ll be for
workforces in the future to be
proficient technologically?
C: Mmm, I'd say it is vital, because
more and more of the work that
is done nowadays requires a lot of
input using one form of technology
or another, so that in the near
future it will be almost impossible
to find work, even basic work,
without practical computing skills.
Take car design, for example. Tt
seems that technical drawing
done by hand is less important
now than knowing how to create
new products on the screen. Soon
designers’ll be creating holograms
of cars not just three-dimensional
computer images. And the same
applies to architecture and
teaching too.
E: In what way do you think learning
only computing skills can be a
disadvantage in life?
C: Em ... first of all, people are
already becoming over-reliant on
computers for virtually everything.
In the current knowledge-based
society, where information is
available literally at people’s
fingertips, there's a danger that
people's knowledge'll decrease and
accessing information'll become
just like switching on the light
without necessarily understanding
what's happening. And people're in
danger of losing their ability to do
basic things.
E: Mmm, er, should preparation of
children and young people for
work focus on computing skills at
the expense of practical skills?
C: Mmm ... I think it's a matter of
balance, because we need the
people to build computers and
so on, and the people to learn
to be able to use them for their
work. Also, if any machines break
dowm, we need people to be able
to fix them. And so if education
concentrates on training people to
use machines to access knowledge
at the expense of training
technicians etc, then there’ll be a
major problem.
E: Do you think people will have to
work longer in the future?
C: At one time it was thought that
people w'ould have more leisure
time in the future, but it seems that
the opposite is true. As people are
living longer worldwide, they're
also being asked to work longer
with the result that the age at
w r hich people wall be drawing a
pension, if they have one, will be
later than it is now. And in fact it's
already starting to happen in manv
countries like the UK and France.
E: How r can people ensure that work
does not control their lives?
C: It's not easy, but not impossible
either. One way is to ensure that
one has interests outside work,
and that these interests are not
connected with work in any way.
For example, if people are involved
in working in computers all day,
they could find something that
requires manual skills like pottery.
13 The importance of
infrastructure
O 2.9
(J = Janice; A = Ahmed)
J: Hi Ahmed. How' is the research
project going?
A: I've just started, and it's giving me
a headache already. I didn't really
think it w r ould be like this at all
really, but then ...
J: The beginning is always the worst
part. I always hate getting started.
A: Yeah, it's ahvays a real problem.
J: So ... you're doing something ...
o n the relationship between the
public and systems like roads and
transport in cities?
A: Yes, that's it. And you are doing ... ?
J: Cityscapes and their impact on
people's moods.
A: Ah, yes.
J: It has given me lots of headaches
too. What's your problem?
A: Oh, every thing basically. I am
just trying to get my head around
everything and don't know where
to start.
J: Mmm ... I’m in the middle of
looking at data analysis, and I am
having a bit of a struggle myself at
the moment.
A: You’re at the data stage. Oh right.
You’re quite far on then.
J: Yeah. lam...
A: Could you tell me what your
experiences have been as you are
further along than me? It might
make me feel a bit better.
236
www.booksmania.net
Listening scripts
J: Yeah sure. Looking back 1 don’t
knQvv.h ovy I g ot to th i.s s t_age J _ bu t,
mm ... I found it really difficult to
get going. I thought I was never
going to get started , but then it all
came together.
A: Thais good to hear. I thought I was
the only one. But can you tell me
about your experience say of em ...
doing the research question?
J: 1 thought 1 would have difficulty
turning m y ideas into a research
question, but it wasn’t as bad
a$ I t hought. I n f act , I found i t
extremely easy .
A: OK ... I might ask for your help
on that then. What about the
literature review?
J: The literature review? That I
found really took up a lot of time .
Although it can eat into the time,
1 actually like digging into things
and getting to the bottom of
problems.
A: Yes, I agree it can be fun. I’m
reading a lot to try and get myself
to frame my research question,
and I'm really getting into the
literature.
J: Well, the thing I was very glad to
get out of the way was writing the
research proposal. 1 was exhausted
after that, because its important to
make sure the research proposal
is really clear on the focus of your
research. It's not easy summarizing
everything and bringing it together.
A: And designing ihc methods?
J; That was quite easy to do - I enjoy
analyzing systems and putting
them together, so I think I sorted
the methods design out really
quickly But what I found really
agonizing was writing the aims and
objectives. That was probably the
most difficult thing of all.
A: Yeah ... they aren't easy.
J: Is all of this any help Ahmed?
A: Oh yes. One of the problems is that
it's OK to see things written on
paper but its the thinking behind
it.
J: Yes, ot course. It is.
A! Yeah. 1 appreciate it. My spoken
English is not a problem, I think,
but I ve not done much writing and
I'm going to find that bit difficult.
J: Well, you can get help you know.
A: Yeah? Mm, do you think I need a
private tutor?
J: Oh no, that’s not necessary, I'm
sure. 1 know there’s lang ua g e
support in the university if you
are not a full-time student: you
just need to contact the Language
Centre .
A: OK, thanks for that.
J: And you can get help through
the main library . It's not just for
lending books you know.
A: Really? I never thought of that.
J: It’s so easy to get isolated and not
know everything that’s available.
14 Money and happiness
0 210
Good afternoon to you all. My name’s
Diana Simpson, and I’m from the
City Business Forum. I'm managing
director of a firm of accountants
which employs over 2 000 people here
and abroad. I'd like to thank you for
coming today, and I'd like to thank
Professor Beacon for inviting me here
to talk to you today about an example
of a training scheme to create a happy
workforce, which we are trying to
promote as a model of good practice.
Before I say something about our
training scheme I'd like to tell you a
little bit about business values and
the values of our company. When
people think of business they often
mistakenly think of money and profits .
and at times businessmen and women
have a negative press. However,
business is not all bad; not just about
making profits, though there is no
denying that this is important. It
is about creating something, often
out of nothing, building it up from
scratch. And an obvious plus is that
business is about providing new
employment opportunities that in
turn enrich people's lives. It is also
about bringing people together and
making links and contributing to the
economy of the country . But in doing
so out' accountancy firm adheres
to a strict ethical code. We have set
ourselves high standards, and we seek
to improve the communities we work
within by returning some of the profits
back into those communities .
The training scheme I'd like to talk
about is one we have been developing
within our company for the past seven
years. At the beginning of the training
scheme, before I actually became
managing director of the company
we had, like many companies, staff
meetings and training sessions, which
were conducted by staff in-house on
financial matters.
But the training scheme has evolved
almost naturally to its present state
using minimal resources. Initially we
allocated a certain number of hours
per year for staff to follow their own
training by company trainers paid for
by the company. This was delivered
in-house once a fortnight during
office hours at different times of the
day including early morning and late
evening. This development worked
very well with courses being offered
on languages, stress-busting, arts and
crafts and physical exercise. Vouchers
or discounts were also offered to staff
to go to local gyms, and some staff
members formed their own running
and swimming clubs.
As the scheme has further evolved,
we have actively encouraged staff
in our company to aim for personal.
fulfilment and not just to focus on
their professional development.
About 18 months ago we decided to
devote more time to training by giving
each full-time worker two hours a
week for training, and a proportionate
amount for part-time workers. A
further development has been that
some of the more experienced staff
decided to use the time they were
allocated to give training free of
charge to various organizations w'ho
need professional help.
And the results of the company's move
from professional development on
w ork-related matters to a focus on
staff happiness? Well, quite frankly,
they are startling. Staff absences?
Well the number of staff absences
from sickness have been reduced
substantially - a 25 per cent decline as
you can see from the bar chart here.
The fact that working hours have been
reduced has not affected productivity;
actually, it is the reverse. Company
profits have increased with a rise of 15
percent . So the company profits are
in a healthy state now. But the most
important impact on the company
as a w'hole has been the drop in staff
turnover. All companies, large or
small, have some staff turnover, but
we have managed to reduce ours by a
whopping 90 per cent. The knock-on
effect has been reduced recruitment
costs and the expense on training
new r staff with a further impact on
profitability. We are looking at other
w'ays of developing this further and
promoting the model as a means of
good practice.
www.booksmania.net
237
Sample answer sheets
BRITISH
COUNCIL
% IELTS
idp v 'AUSTRALIA
UNIVERSITY of CAMBRIDGE
ESOL Examinations
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Centre number:
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then write your six digit Candidate number in the boxes
and shade the number in the grid on the right in PENCIL.
Test date (shade ONE box for the day. ONE box for the month and ONE box for the year)!
Day: 21 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 ; 25 26 27 28 29
30 31
□ era
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IELTS Listening Answer Sheet
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29
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10
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30
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Checker's
Initials
Marker's
Initials
Band
Score
Listening
Total
IELTS L-R v4.0
DP500/392
238
www.booksmania.net
Sample answer sheets
Are you: Female?
Male?
Your first language code:
^0123456789
^0123456789
Y C==> C=1 C=} CTTJ C=3 C=3 C.-.T3 C~3 C=3
IELTS Reading Answer Sheet
Module taken (shade one box): Academic = General Training
1
L 1 *
21
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2
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22
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3
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23
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Checker's
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Marker's
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Reading
Total
www.booksmania.net
239
www.booksmania.net
Answer key
Unit 1 We are all friends now
Vocabulary 1: Describing people Page 6
2
Possible answers
1 adventurous, sporty, dynamic
2 artistic, creative
3 wise, considerate, supportive, helpful
4 talkative, chatty
5 hard-working, conscientious
4
1 respected/respectful/respectable
2 ambitious
3 caring/careful
4 humorous
5 talented
6 generous
7 cheerful
8 sociable
9 calm
10 punctual
11 reliable
12 loyal
I 13 honest
14 patient
5
1 humorous
2 calm
3 cheerful
4 talented
5 ambitious
6 sociable
7 respected
8 generous
9 loyal
I 10 caring
I 11 reliable
12 punctual
i Reading Page 8
I Questions 1-6
1 viii
2 vi
3 vii
4 iii
5 ii
6 i
I Questions 7-10
7 phenomenal level
8 university life
9 academic support
| 10 university friendships
I Questions 11-13
111 FALSE. ‘Virtual interviews' will not be the only research
methodology used at Leicester. Section D: This project
will be using both an online questionnaire and virtual
interviews.
I 12 NOT GIVEN. Section D: no comparison is mentioned
between the UK and other places.
I U TRUE. Section F:... or to bring together current and new
students to provide peer support.
Language focus 1: Present simple,
present continuous and past simple
Page 10
1
1 Section D
2 Section A
3 Section B
4 Section D
2
1 raised - past simple
2 is running - present continuous
3 know, impacts - present simple
4 builds - present simple
3
a present simple
b present continuous
c past simple
d present simple
4
1 helps
2 participated
3 impacted
4 influenced
5 are now recruiting
6 feel
5
1 help is used as an infinitive (Section A) and in the
present simple (Section B)
2 participate is used as a gerund after the preposition with
(Section A)
3 impact is in the present simple (Section B)
4 influence is used as an infinitive (Section F)
5 recruit is used as an infinitive (Section A)
6 feel is in the same tense, the present simple (Section D)
Listening Section 1 Page 11
1
1 a name
2 a noun
3 a number
4 an adjective
5 a name
6 a name
7 a number
8 a noun
Questions 1-4
1 Andrews
2 July
3 8/eight
4 part-time
Questions 5-8
5 Davenport
6 Fordenham
7 8876451
8 morning
Questions 9 and 10
IN ANY ORDER
C
D
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241
Answer key
Language focus 2: Likes and dislikes
Page 12
1
She uses the -ing form after like as she is emphasizing what
she enjoys from her past experience of doing it. This is
different from like followed by the infinitive with to, which
indicates routine habit or duty as opposed to enjoyment.
2
1 Correct
2 Correct
3 Incorrect -‘to join’
4 Correct
5 Correct
6 Correct
7 Incorrect - ‘doing
3
1 playing
2 to live
3 being/to be
4 to keep
5 taking
6 to be
7 socializing/to socialize, staying
8 playing
9 to see
4
1 Td like to live in the countryside.
2 Nowadays people dislike doing certain sports.
3 Adrian likes cleaning/to clean the kitchen every
morning.
4 She enjoys shopping enormously.
5 Pedro can't stand playing video games.
6 He likes people he know r s to be honest.
7 She would prefer to see the film on DVD at home rather
than in the cinema.
8 He really loves mingling/to mingle with other people at
parties.
Speaking Part 2 Page 13
1
Possible answers
1 supportive/wise/considerate/helpful
2 hard-working/conscientious/supportive/helpful
3 adventurous/sportv
4
who the person is - present simple
w hat they are like generally - present simple
what qualities this person has - present simple
and explain why you would like to be like this person -
conditional
Vocabulary 2: Verbs of movement Page 14
1
lh 2d 3b 4 g 5 j 6 i 7a 8e 9c lOf
2
1 fell and then levelled off
2 hit a peak
3 dipped
4 plummeted
5 rose gradually
6 remained flat/stable
7 fell gradually
8 fluctuated
9 hit a low
10 soared
3
a bottom out, a rocket, a soar, a plummet, a level off
4
1 There w^as a drop in the price of laptops followed by a
period of stability.
3 There was a slight fall and then a quick recovery 7 in the
amount of money spent.
4 There w'as a plunge in visitor numbers to the website in
the first quarter of the year.
5 There was a slow 7 but sure increase in book purchases
over the year.
6 There w ? as stabilization in the number of students
applying to university over the period.
7 There w 7 as a steady decrease in attendance figures/
attendances at the conference last year.
8 There w 7 ere some fluctuations in the growth rate during
the last year.
You cannot change sentences 2, 9 and 10.
Writing Task 1 Page 15
1
Introduction c is the best answer because it paraphrases
rubric. Note the change in words (illustrates/hits/in the UK
on a weekly basis/over one year to March 2008).
2
1 illustrates/show's
2 vary/varied
3 was
4 rose/climbed/increased
5 was/is
6 was/is
7 reached/hit
8 rose/climbed/increased (but avoid repetition)
9 fell/dropped
Review 1 Page 16
Vocabulary
1
1 h 2e 3g 4a 5d 6c 7b 8f
2
1 humorous
2 caring
3 punctual
4 respected
5 talented
6 artistic
7 patient
8 reliable
Present simple, present continuous and past simple
1
Sonja: 1,4,5
Wei: 3, 7, 8
Ahmed: 2, 10, 12
Tony: 6, 9, 11
2
1 c 7 a
2 c 8 b
3 c 9 b
4 b 10 b, a
5 a 11 b, c
6 a 12 b
242
www.booksmania.net
Answer key
Writing
1
1 noticeable
2 shows
3 fluctuated
4 surge
5 remained steady
6 plummeted
7 decline
8 downward
9 trend
10 breakdown
2
1 The trend in attendances is/was clearly upward.
There is/was a clear upward trend in attendances.
2 There is/was an increase in student numbers over
the year.
Student numbers increased over the year.
3 Market share fell overall over/during the past decade.
There was an overall fall in market share over/during the
past decade.
4 Generally speaking, the trend in the cost of train
journeys is/was flat.
5 The trend in prices is/was downward overall.
6 The miles covered by shoppers declined.
7 The price of grain rose steadily in the last six months.
There has been a steady rise in the price of grain in the
last six months.
8 There has been a clear dow nward trend in the number
of flights abroad.
Unit 2 Technology-now and then
Vocabulary: Verbs of cause and effect
Page 18
1
1 aw ? heel
2 an abacus
3 a telescope
4 a combustion engine
5 a laptop
They are all examples of technology w'hich has changed the
world.
2
1 improvement
2 destruction
3 shape/shaping
4 result
5 effect
6 harm
7 enhancement
8 promotion
9 damage
10 ruin/ruination
11 production
12 fostering
13 advance/advancement
14 deterioration
15 achievement
16 attraction
Affect does not follow any of the patterns.
3
1 Positive
2 Negative
3 Neutral
’4 Neutral
5 Neutral
6 Negative
7 Positive
8 Positive
9 Negative
10 Negative
11 Neutral
12 Positive
13 Positive
14 Negative
15 Positive
16 Neutral
4
1 The demand for fuel is destroying the way of life of the
inhabitants of rainforests.
2 People constantly debate whether television influences
society positively or negatively.
3 The company restructuring will improve profits
significantly.
4 Climate change has ruined many crops.
5 The fire did not harm the mountainside as much as
people first thought.
6 Relations between the two countries deteriorated
sharply as a result of the conflict.
7 The affair damaged his reputation enormously.
8 Artificial intelligence is impacting on the development
of technology hugely.
9 Many people like Einstein and Newton shaped the
world.
5
1 promotion
2 destruction
3 Improvements/Advancements
4 achievement
5 attraction
6 fostering/shaping
Listening Section 2 Page 19
A big/not small
B not interesting/exciting
C handier
D thrilling/exhilarating
E well made/well put together
F trendv/in vogue
Questions 11-15
11 A 12 B 13 B 14 A 15C
Questions 16-20
16 F 17 A 18 C 19 D 20 E
Reading Page 21
Questions 1-6
1 TRUE. Paragraph 1: In the early stages of this
development, the process of urbanization went hand in
hand with the establishment of a social order.
2 FALSE. Paragraph 2: The Shang dynasty was conquered
by the people of Zhou.
3 FALSE. Paragraph 2:... seven major states contended for
supreme control of the country.
4 NOT GIVEN. However, see paragraph 3: Iron appeared
in China towards the end of... . We do not know* where it
came from: inside or outside China.
5 FALSE. Paragraph 4: Many versions include ...
6 FALSE. Paragraph 5:... the great patience and skill of the
earlier period seem to be lacking.
www.booksmania.net
243
Answer key
Questions 7-12
7 B
8 B
9 A
10 C
11 A
12 A
Question 13
B
Language focus 1: Past simple and
present perfect Page 23
1
• Simple past. It is used because the text is talking about
specific events in the past. The two examples of the
present perfect relate to general/indefinite observations
made at an unknown time.
• Although the passive is used a lot, the active voice is more
common when events are being mentioned.
2
1 revolutionized
2 contributed
3 led
4 was first played
5 was invented
6 created, shaped, lived
7 travelled
8 influenced
3
1 began
2 were, didn't have, have become
3 have started
4 transformed
5 went, have never visited
6 Have you ever seen
7 have improved
8 did, have not done, spent
Word building: Qualifying adjectives
Page 24
1
1 inconvenient
2 impractical
3 unimportant
4 unnecessary
5 insignificant
6 harmless
7 valueless
8 useless
9 ineffective
10 unappealing
11 unworthwhile
12 uninspiring
2
crucial, vital, essential, key, critical
3
trivial, insiginficant
4
1 impractical
2 effective
3 convenient
4 worthwhile
5 harmless
6 inspiring
Language focus 2: Habit in the past Page 25
1
They remembered how they would all go round to... b
...all of whom used to have one... c
2
1 Correct
2 Correct
3 Used to is used to talk about states (e.g. occupations),
not would.
4 Correct
5 You don't say would build or used to build his own car,
but built.
6 Didn't go to is needed, not didn't use to. The action is
neither repeated nor a state.
7 Correct
8 Correct
Adverbs of frequency Page 25
1 sometimes, position 4
2
2 usually, normally, commonly
3
Position 2 normally
Position 3 regularly, often, commonly
Position 4 occasionally, not often
Position 5 not often, hardly ever, rarely
4
1 never read
2 usually/normally/regularlv play
7 regularly used to watch
Writing Task 2 Page 26
1
1 You will lose marks if you write less than 250 words, as
you will not have completed the task properly.
2 The instructions ask you to discuss both views so it
is important to support your ideas with reasons and
examples. As in Speaking Part 3, the ideas and examples
should be abstract and about people in general, not
about w r hat happened to you.
3 Yes. You can support your ideas and reasons by
showing the results, causes and effects and express any
reservations or doubts you may have.
4 There is no specific limit, but ideally aim to write an
introduction, three main paragraphs in the body of the
essay, and a conclusion. As this is formal writing you
will lose marks if you do not write in paragraphs.
5 There are three parts: a discussion of the first view' -
some people fear that technology is gradually taking
over control of our lives'; a discussion of the second
view' - ‘while others think that it has led to many positive
developments in all aspects of their lives' and your own
opinion.
6 Three main ideas - one per paragraph. However, you
could have two ideas in some paragraphs. Avoid listing
ideas without developing them by giving reasons and
examples.
7 Yes you can and then support it.
8 If you write around 30 words each for the introduction
to the essay and the conclusion, this leaves a minimum
of 190 words to write for the body of the essay, roughly
65 words per paragraph. Note these are just rough
estimates. Learn how' much 60/70 words is in your own
handwriting so you can estimate how much to write.
Even draw a line on your writing paper which represents
an approximation of 250 w'ords in your handwriting and
aim to cross the line as you are writing.
244
www.booksmania.net
Answer key
9 There is more than one way of writing any essay. Try to
follow the way described here and then develop different
ways of writing an essay.
10 Complex sentences are sentences with more than one
clause. Or, in other words, a sentence with more than
one idea linked by a connecting word. For example,
a statement like Technology is beneficial because it ...,
resulting in ... has three ideas: statement/opinion-
reason/result. Use a mixture of simple and complex
sentences and avoid the overuse of connecting words
and the word and.
2
3 and 4. 1 is not suitable because it doesn’t deal directly with
the questions asked. 2 is not suitable because it copies the
rubric.
3
4
4
Example
Reason
Result
Additional
information
Purpose
Contrast
Adverb
for example,
for instance
As a result
Moreover
However
Conjunction
because
in order to
Other
like, such as
5
a good example is ... /the best example is ... /take ... /take ...
for example/for instance/As far as ... is concemed/where the
impact of... is concerned/namelv
6
reason: since/as
result: consequently/so (conjunction and adverb)/
therefore/accordingly/and so (conjunction)
additional information: similarlv/furthermore/what is
more/also
purpose: to
contrast: but, although (conjunctions)/despite
(preposition)
Sample answer
Although technology has brought many benefits
to our lives, it has some drawbacks like entering
into peoples privacy which has become a cause for
concern for some people.
It is true that due to advances in technology, our
privacy is increasingly violated with our personal
details being constantly exposed in public. Take
for example cameras which are found in the UK on
the streets, in shops or in different premises. These
devices working around the clock record pictures of
all individuals passing in their visual field and they
can be watched at any time for various purposes.
This seems to be offensive to some people who fear
that their pictures may be used in some unacceptable
practices. Furthermore, most supermarkets provide
loyalty cards to their customers offering them
discounts according to points they gain when they
purchase goods. As these cards contain customers'
..personal details, shops know what people consume
therefore they can continuously control our lives.
However, besides these drawbacks there are numerous
advantages resulting from technology in various
aspects of the life, namely in education, banking,
security or employment. For example these cameras
found at the comer of the streets are used to tackle
criminality. Once a crime is committed in an area,
images are analysed bv police to find the offender.
Regarding communication for example, the internet
has transformed the world into a small village. A
person from Congo living in the UK can exchange
with their family e-mails, photos or videos, they can
even chat what was not possible some decades ago.
To sum up, I think that despite some violations of
our privacy which are unavoidable, the advantages of
technology are still greater. Therefore its utilisations
should be encouraged but the authorities in charge
of the community should protect people’s privacy
as much as possible and personal details or their
images should only be disclosed in case of crime
investigations.
Word count: 315
Examiner's comment
A well-balanced and coherently presented response,
with relevant examples being adduced in support of the
chosen standpoint. Any grammatical errors do not impede
communication, and the conclusion rounds the essay off
effectively. Good range of vocabulary and sophisticated and
well controlled use of language.
Possible score: 8.0
Review 2 Page 28
Vocabulary
1 affected
2 achievement
3 shape
4 result/impact/effect/consequence
5 affected/influenced/enhanced/improved
6 development/improvement/achievement
7 improving/affecting/ruining/damaging/harming/
destroying
8 further/advance/enhance/improve
Word building
1
1 convenient
2 significant
3 uninspiring
4 necessary
5 worthless
6 appealing
7 harmless
8 ineffectiv e
9 crucial
10 inconvenient/important/insignificant
2
1 harmless
2 useful
3 inspiring
4 impractical
5 crucial
6 necessary
Past simple and present perfect
1 played, haven’t played
4 have affected, made
6 designed, have designed
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245
Answer key
Habit in the past
1 Correct
2 Correct
3 I knew
4 Correct
5 Correct
6 used to attend
7 Correct
8 Correct
9 Correct
10 used to rain
11 it never seemed
12 just carried on
Spelling check
1 convenient
2 worthwhile
3 appealing
4 ineffective
5 useful
6 unnecessary
7 impractical
Unit 3 Thrill seekers
Vocabulary: Sports Page 30
1
1 wingsuit flying
2 white water rafting
3 playing Wii
4 snowboarding
2
1 football, rugby
2 boxing
3 running
4 bodybuilding, weightlifting
5 swimming
6 scuba-diving
7 tennis, squash
8 golf
3
Possible answers
1 Formula 1 racing, motocross
2 hunting, fishing
3 water-skiing, swimming, wind surfing, w r ater polo,
sailing, surfing
4 martial arts, judo, fencing
5 tennis, squash, badminton
6 showjumping, horse-riding
7 skiing, snowboarding
8 squash, basketball
9 rugby, running
10 football, basketball, hockey, cricket
Listening Section 3 Page 31
Question 21
21 C
Question 22-25
22 freelance workers
23 173 people
24 more details
25 representatives
Question 26-30
26 individuals, companies
27 travelling/traveling expenses
28 (the) coaching
29 (full) potential
30 dedication
Language focus 1: Comparison Page 32
1
a adjective
b noun
c verb
2
Adjective
Comparative
Superlative
bad
worse
the w r orst
good
better
the best
noisy
noisier/more
noisy
the noisiest
wet
wetter
the wettest
tasty
tastier
the tastiest
cheap
cheaper
the cheapest
lively
livelier
the liveliest
appetizing
more/less
appetizing
the most/least
appetizing
3
1 easier
2 more popular
3 the most energetic
4 happier
5 more difficult
6 the least/most stressful
7 more/less important
8 the fittest
4
1 ease
2 popularity
3 energy
4 happiness
5 difficulty
6 stress
7 importance
8 fitness
5
1 Places to do specialist sports can be found with more
ease outside cities and towns.
2 Activities like bowling enjoy more popularity among
older age groups.
3 Which sport do you think requires/needs the most
energy (of all)?
4 People w’ho do some physical activity are supposed
to experience more/greater happiness than less active
people.
5 People have greater difficulty/more difficulties
organizing their lives around leisure activities
nowadays.
6 Do people experience greater stress in their work
nowadays than before?
7 Does mental activity have less/more importance than
physical activity? Is mental activity of lesser/greater
importance than physical activity?
8 People don’t realize that racing drivers are the fittest
individuals in sport.
6
1 ... more exciting than ...
2 Correct
3 ... more dangerous than ...
4 ...fitter...
5 ... the most exciting ...
6 Correct
246
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Answer key
7 ... the richest...
8 Correct
9 Correct
10 ... more tiring than ...
Word building: Adjectives ending in
-ingl-ed Page 33
1
1 thrilling
2 irritated
3 interested
4 motivating
5 exciting
6 annoying, annoyed
7 challenging
8 invigorated
3
1 electrified
2 challenged
3 interesting
4 fascination
5 motivated
6 exciting
7 refreshed
8 excitement
Speaking Part 1 Page 34
1 What kinds of sports arc popular in your country?
2 Arc they as popular as they used to be in the past?
3 Are the same games as popular as in the past?
4 Do young people do more physical activities like
extreme sports now than in the past?
5 What makes these games interesting to people?
6 Are sports more challenging now than they were in the
past?
7 Are young people challenged more nowadays than in the
past?
Reading Page 34
Questions 1-6
1D2H3B4H5F6I
Questions 7-12
7 NOT GIVEN. Paragraph A: Computer games and
fairground rides are mentioned but there is no
comparison.
8 TRUE. Paragraph D: the brain struggles to make sense of
conflicting and changing signals from the senses.
9 NOT GIVEN. Paragraph F: The number does not tell you
how many people at e involved. Always watch out for
words of quantity like all/a few/little/most and make sure
they match the meaning in the text.
10 FALSE. Paragraph G: The human body cannot tolerate
much more of a G-force than the latest rollercoasters, ...
11 NOT GIVEN. Paragraph H: The text does not mention
anything about the balance of men and women.
12 TRUE. Paragraph I: Equally, the next generation of rides
will sense when too many people feel nauseous and wind
down accordingly. In short, they will be able to distinguish
terror from titillation.
Question 13
13 B
Language focus 2: Adjectives with
prepositions Page 36
1
1 on
2 to
3 about
4 in
5 with
6 to
7 about
8 of
9 about
10 of, about
2
1 b/c/f
2c
3 e
4 d
5 b/f
6g
7 a
Speaking Part 3 Page 37
2
1 to
2 so
3 so that
4 in order to
5 so as to
6 in order to
3
Possible answers
1 because they want/like to keep fit
2 because they would like/want to lose weight
3 because they would like/want to make friends
4 because they like/want to relax
5 because they want an adrenaline rush
6 because they like to escape from the real world
Writing Task 1 Page 38
1
1 No. Fewer men than women went swimming.
2 No. There was a greater proportion of men than women
involved in walking, but not a far greater proportion.
3 No. Women were less likely to take part in sporting
activities.
4 No. Nearly twice as many men as women went cycling.
5 Yes. The table compares information about male and
female involvement in a selection of activities in the
United Kingdom in 2002.
6 Yes. Ten per cent of men played football while no
women played.
7 Yes. Compared to males, more than twice as many
women went to keep fit/yoga classes.
8 Yes. Football was the least popular activity overall.
9 Yes. Overall males were more involved in physical
activity than females.
2
a the introduction: 5
b the overview: 3 and 9
c specific data: 1,2, 4, 6, 7, 8
3
1 few r er ... than
2 a far greater proportion of... than
3 less likely to
4 twice as many ... as ...
5 compares data about...
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247
Answer key
6 while
7 Compared with ... more than twice as many ...
8 the least popular
9 more involved in ... than ...
4
1 The rugby match was attended by a third of the number
of spectators at the football match.
2 The sports department was visited by five times the
number of shoppers in February 2008 when compared
to February 2009.
3 More than 40% of the competitors were from the main
city.
4 A smaller proportion of players were home-grown rather
than from overseas.
5 Three-quarters of the members of the sports club paid
by credit card rather than cash.
6 The team won just over 50%/half of the games they
played last season.
Sample answer
The table gives information about an involvement
of 11-14 years age teenagers in five different types of
Extreme sports by both sexes in 2003.
Overall, with the exception of Rollerblading the
participation of boys in Extreme sports exceeds the
involvement of girls. For example, the proportion of
boy participants in Mountain biking is much grater
(22.7%) than the percentage of girl participants
(13.3%). On the other hand, the percentage of
males (27.5%) involved in Skateboarding is almost
double the proportion of females taking part on it
(13.8%). The same pattern is seen when we look at
Snowboarding (male 8,1 % and female 4.%).
Regarding [the] Mountain climbing there was
nearly same proportion of both gender participants
(10.6% male and 9.3% female). The exception was
Rollerblading where the girls outstrip the boys, 31.7%
and 21.7% respectively. It is clear that, the proportion
of males involved in Extreme sports is much higher
than the percentage of the females.
Word count: 156
Examiner's comment
The response is well organised, fluently written and
identifies the main trends. The lexical resource is
evident. However, elementary errors persist, reducing
effectiveness overall. Greater is misspelt and rules regarding
capitalisation, prepositions (on) and articles (first sentences
paragraphs 1 and 3) are ignored. The response also employs
inappropriate sign posting (on the other hand).
Possible score: 6.5
Review 3 Page 40
Vocabulary
1
1 golf: outdoor
2 snowboarding: outdoor
3 boxing: indoor
4 squash: indoor
5 football: both
6 baseball: both
7 rugby: outdoor
8 running: both
2
1 squash, football, baseball, rugby
2 squash
3 golf
4 football
5 football, rugby
6 skateboarding, snowboarding
7 boxing
8 squash
9 baseball
10 running
Comparison
1
1 Is windsurfing more expensive than ordinary surfing?
2 I find watching sport more appealing (to me) than
taking part.
3 Which sport is the most challenging?
4 Which sport is the safest?
5 As they are old, the facilities are less valuable than those
at other clubs.
6 The club is more successful than similar organizations.
2
1 India is not as big as Africa./India is not bigger than
Africa.
2 The Pacific Ocean is wider than the Atlantic Ocean.
3 Mountaineers do not earn as much as footballers.
4 Football matches attract far great numbers than squash
tournaments.
5 Parkour seems to be much riskier/more/less risky than
skateboarding.
6 Many sports demand more/less stamina than intellect.
7 An active life is considerably less harmful than a
sedentary lifestyle.
8 Private cars (don't) make as much noise as lorries.
Adjectives with prepositions
1 keen
2 interested
3 capable
4 addicted
5 indifferent
6 enthusiastic/fanatical
7 bored
Word building
1
1 fascinated, correct
2 motivating, incorrect - motivated
3 thrilled, correct
4 irritated, incorrect - irritating
5 interesting, incorrect -interested
6 excited, incorrect - exciting
7 annoyed; correct
8 challenging, incorrect - challenged
2
le 2c 3b 4d 5a
Ready for Listening
Section 1 Page 42
Questions 1-6
1 The Judgement
2 Wight
3 691-0-9-8879-9
4 North America
5 biographical
6 17
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Answer key
Questions 7-10
7 54 65 36
8 mandy
9 90
10 special offers
Section 2 Page 43
1
The parts of the cinema (items 11-16) as they will normally
be introduced first, followed by details about what
happened to them.
2
Possible answers
A enlarged: extended, bigger, more spacious
B replaced: changed, taken the place of; instead of/ in place
of
C still closed: not open yet; still being renovated; work still
being done/carried out
D thoroughly cleaned: spotless; the dirt removed; as good as
new; looks like new
E split up: divided; partitioned; made into 2/3/4 smaller ...
F brightened up: made brighter/less dull/cheered up
G moved: shifted; transferred; relocated; not in the same
place as before
3
17 open
18 group/free/tickets/first week
19 Wednesdavs/reduction/members
20 new r development
Questions 11-16
11 D
12 E
13 A
14 B 15 C 16 G
Questions 17-20
17 A
18 C
19 B
20 C
5
11 D thoroughly cleaned: all the dirt has been completely
removed
12 E split up: partitioned
13 A enlarged: made bigger
14 B replaced: where there was ... there is now ...
15 C still closed: will be opening shortly
16 G moved: no longer beside ... it is now' next to ...
Section 3 Page 45
1
Possible synonyms:
talk: seminar/lecture
electronic gadgets: devices/gizmos/appliances
2
Nearly all of them could be undecided with the aims being
the most likely to be decided upon.
Possible synonyms:
A length of the questionnaire: surv ey
B pictures to use: photos/illustrations/drawings/images
C volume of data: amount of information/statistics/facts
and figures
D duration of interview's: length of questioning
E period of research: investigation/study
F age of interviewees: people to be questioned/asked
questions to/participants
G exact aims: objectives
3
Numbers: Questions 27, 28, 30
Plural: Question 25
Question 21
21 C
Question 22-24
IN ANY ORDER
A
F
G
Questions 25-30
25 emails/e-mails
26 browsing the Internet
27 8
28 5
29 everything
30 10
Section 4 Page 46
1
Words in the stem:
31 bore holes
32 in the past/induce rain
33 proof/increases rainfall
34 not support
35 country/keen
Possible paraphrases in the alternatives:
31
A employed/utilized in factories
B on farms/to water fields
C drinking and washing
32
A mystical/magical methods/ways
B burning (something)
C ritual (dancing)
33
C a quarter
34
A advantages of cloud seeding
B price of the equipment/equipment is expensive/costlv/not
cheap
C impact/outcome/result
Questions 31-35
31 B
32 A
33 A
34 C
35 B
Questions 36-40
36 chemical/silver iodide
37 water freeze
38 generator
39 fuel tank
40 cloud level
Unit 4 Global problems and
opportunities
Vocabulary: General category nouns Page 48
2
problem can be used in both gaps
lb 2c 3a 4 g 5 h 6f 7d 8e
3
1 incident
2 possibility
3 dilemma
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249
Answer key
4 events
5 problem
6 issue
7 impression
8 outcome
4
If 2d 3e 4b 5c 6a
Listening Section 4 Page 49
Questions 31-37
31 public railway
32 unnoticed
33 steam locomotive
34 coal
35 passengers
36 passenger traffic
37 Canals
Questions 38-40
IN ANY ORDER
C
D
F
Language focus 1: Countable and
uncountable nouns Page 51
1
Countable: forms, opportunities
Uncountable: development, transport, innovation, progress,
evolution
Note: innovation and development can also be countable
2
1 b (tables, shelves, desks ...)
2 a (shoes, sweaters, hats ...)
3 j (bags, rucksacks ...)
4 f (notes)
5 c (apples, bananas, lemons ...)
6 d (houses, hotels, cabins ...)
7 h (newspapers, television/radio programmes ...)
8 e (products)
9 g (thefts, robberies, shootings ...)
10 i (cans, packets, cigarettes ...)
3
1 Litter is ...
2 Machines are ...
3 The behaviour of football hooligans costs ...
4 Information ...
5 Robberies and thefts are ...
6 Musical instruments are played ...
7 Suggestions ... are ....
8 Language ... follows ...
4
1 Many businesses now demand a lot of work from (their)
employees.
2 People expect good weather when they go on holiday.
3 Theatre audiences are in decline generally, but the
audience for the new musical was extremely small last
night.
4 Increased use of public transport like buses and trains is
good for the environment.
5 With increases in the price of paper, books and
newspapers are becoming expensive.
6 Coffee and tea are commodities which saw a fall in value
recently.
7 Entertainment like horror and violent films should be
banned.
8 Electronic goods like refrigerators cause considerable
harm to the planet.
5
1 equipment, computers
2 weather, storms
3 Information, details
4 Business, businesses
5 luggage, cases
6 Furniture, wood, trees
7 Waste, litter
8 jobs, work, money
Speaking Part 1 Page 51
1
1 Countable: types, resources, country
2 Countable: goods, country
3 Countable: types, country
Uncountable: food
4 Uncountable: produce
5 Countable: country
Uncountable: food
6 Countable: commodities
7 Countable: shops, country
Uncountable: merchandise
8 Countable: crops, country'
Reading Page 52
Questions 1-9
IB 2 G 3D 4 A 5E 6P 7N 8K 91
Questions10-13
10 YES. Paragraph 2: The vast expanse of debris - in effect
the worlds largest rubbish dump. The phrase in effect and
the fact that the information is between dashes tells you
this is what the writer thinks - it is his/her claim, not a
statement of fact.
11 NO. See the information given by Marcus Eriksen in
paragraph 3. Then look at the beginning of the next
paragraph: The soup is actually two linked areas ... The
word actually tells you what the writer claims is true.
12 NOT GIVEN. The writer does not make any predictions
about this, even though Mr Moore warned in Paragraph
7: unless consumers cut back on their use of disposable
plastics, the plastic stew would double in size over the next
decade.
13 YES. Paragraph 13: Plastic is believed to constitute 90 per
cent of all rubbish floating in the oceans. Note that the
writer is claiming what appears is believed to be true.
Language focus 2: Making suggestions
Page 54
2
1 could
2 The most important... is ...
3 should
4 ought to
Suggestions 2, 3 and 4 are strong suggestions; 1 is tentative.
4
a Governments ought to try to encourage people to return
to the country side.
b Banks could cancel the international debts of poor
countries.
c Governments should provide poorer countries with the
skills to feed themselves.
d Rivers could be oxygenated and fish reintroduced.
e Protection orders can be put on all wild animals.
f Water desalination plants might work in some regions.
g More trees should be planted.
5
a 6 b 2 cl d 4 e5 f7 g3
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Answer key
Vocabulary 2: Developing ideas by
expanding the meaning of adjectives
Page 54
1
1 pleases
2 encourage
3 frightened
4 trouble
5 attracts
6 fascinated
7 stunned
2
1 Some people find buying consumer goods very pleasing.
Sometimes, it is just the act of purchasing which
satisfies them.
2 Positive health education on TV can be encouraging. It
can motivate people to improve their lifestyle.
3 The results were frightening. They alarmed the
government so much they actually took some action.
4 The news on TV is sometimes very troubling. It can
worr\ r people all day long.
5 Disaster movies are very attractive to many people. It is
the fact that they feel comfortable and safe themselves
as they watch that appeals to them.
6 I found the festivities really fascinating. They interested
me so much that I had to read more about them.
7 The scale of crime in some cities has been so stunning it
has shocked even the police.
Writing Task 2 Page 55
1
1 reason
2 contrast
3 result/conclusion
4 example
5 purpose
6 result
7 concession
2
1 because
2 Yet
3 therefore
4 For example
5 in order to
6 then
7 Although
3
Adverb
Conjunction
Both
however
although
though
even so
but
vet
nevertheless
even if
nonetheless
much as
still
while
despite the fact
that
in spite of the
fact that
4
1 However. You will see But used as an adverb in some
texts.
2 but/although
3 While/Although
4 Even if/Though
5 Even so/Nonetheless
A causes
B examples
lc 2 f 3d 4 e 5a 6b
8
Sample answer
Recent decades have witnessed a significant increase
in the amount of rubbish produced bv people around
the world, causing a serious threat to all living things.
It has been pointed out that changes in lifestyle and the
industrial revolution are the main causes for this rise.
However, there are many steps that can be taken to halt
this problem.
After the industrial revolution there was a huge growth
in the number of products available for people. Most
of the producers try to attract consumers by using
different types of packaging materials. Sometimes, the
size and the amount of these materials are bigger than
those for the products themselves. Also the production
of new versions of different equipment, such as mobile
phones, increases the waist.
Moreover, while most people, in the past, used their
own bags when they went for shopping, nowadays, they
depend on the disposable bags offered by shops, which
are mostly made from plastic. In addition to that, the
consumption of prepared food has experienced a crucial
increase as a result to the rise in the number of working
women. These foods are covered by different types of
packaging material leading to increase in the amount of
rubbish produced per capita.
Not only does the increase in the amount of rubbish
threaten our lives by different pollutants, but it also
causes depletion of valuable resources. For this
reason there should be a new movement to decrease
the amount of waste to its lowest level, and to use
less harmful materials like biodegradable ones.
Governmental and social organizations, like schools and
media, should contribute to this process by explaining
to people the important of conserving our environment
and resources.
Word count: 280
Examiner’s comment
A reasonably successful response that deploys both ideas
and supporting evidence quite coherently. The sentence
structures are varied, although some errors are evident.
Overall, the response exhibits a fair level of precision and
flexibility. Ambitious writing results in some grammatical
inaccuracy, but this does not impose undue strain on the
reader.
Possible score: 7.0
Speaking Part 3 Page 57
1
News and events
influence: affect/have an impact/impact on
encourage: persuade
change: adapt/modify
achieve: realize/accomplish/attain
issues: matters/problems
concern: worry
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251
Answer key
World problems
tackle: deal with
discarded: thrown away
waste: rubbish
mankind: human beings
dilemmas: problems
Review 4 Page 58
Vocabulary
1
1 dilemma
2 issue
3 event
4 opportunity
5 incident
6 impression
2
1 Correct
2 incident
3 Correct
4 situation
5 Correct
6 incident
7 occasions
8 Correct
9 Correct
3
1 shocking, stunned
2 interesting, fascinates
3 appealing, attracts
4 satisfying, pleases
5 alarming, frightened
6 motivating, encourage
7 worrying, troubled
Countable and uncountable nouns
1
1 litter
2 clothing
3 cash/money
4 luggage/baggage
5 fruit
6 accommodation
7 furniture
8 crime
9 media
Writing
1
1 Nevertheless/Yet/Still
2 Despite the fact that
3 yet
4 Much as/Although
2
Possible answers
a The general topic is water shortages. The question
presents you with two separate opinions and asks for
your opinion. You can follow' one opinion or you can
agree with parts of each one.
b The general topic is water shortages. The question
asks you to describe the causes. It does not ask you
for solutions. You can give examples of about three
situations or problems around the world. Then you can
give the cause for each. Although you are not asked for
any solutions, you could mention one or two by way of
conclusion.
Unit 5 The future
Language focus: Ways of looking at the
future Page 60
3
1 Plan
2 Plan
3 Prediction
4 Prediction
5 Prediction
6 Fixed schedule
4
a 2
b 1
c 5
d 3
e 4
f 6
5
1 were flying - a
shall I arrange - c
2 going to spend - b
it'll do - c
3 we'll have completed - e
it'll be w r orking - d
4 are going to be - b
it won’t last - c
5 she arrives - f
she'll be carrying - d
6
1 will they really enjoy it/be enjoying
2 I'll be sitting
3 I'll meet you
4 is going to happen, will happen
5 will have improved
7
1 The present simple is not possible. It is for a timetable.
2 Society will not have changed dramatically by 2030.
not going to shows this is a prediction about w'hat is not
going to happen based on present information.
The future perfect shows that it will not have happened
before the date mentioned.
3 The present continuous is not possible.
4 The world is certainly going to change for the better by
then.
The future perfect shows that it will have happened
before the date mentioned.
going to show's this is a prediction about what is going to
happen based on present information.
5 The human race will live in more closely knit
communities in the future.
The future continuous predicts what will be happening
in the future.
The simple future makes a straightforward prediction.
6 going to is not possible. Both are predictions. However,
the simple future is a spontaneous reaction and going to
is used after looking at the present information.
Vocabulary 1: Adjective/noun collocations
Page 61
1
1 modem
2 agricultural
3 dominant
4 thriving
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Answer key
5 general
6 urban
7 governing
8 indigenous
2
1 general public
2 modern civilization
3 agricultural societies
4 urban populations
5 dominant culture
6 governing elite
Listening Section 1 Page 62
1 booking office: a place where tickets are booked, bought
and collected
2 preview: a chance to see a show, film or play before it
opens to the general public
3 the week after next: two weeks from now
4 restrictions: limitations
5 sign up for: register for
6 come up: appear
7 register: enrol/join
8 range: variety/scope
Questions 1-6
1 day passes/tickets
2 Thursday
3 Tuesday, Friday
4 SF6733
5 3/three
6 special promotions
Questions 7-10
7 60
8 45 minutes
9 70
10 17
Word building: forming adjectives from
nouns Page 64
i____
Adjectives ending - at _
usual
technological
agricultural
traditional
national
industrial _
Adjectives ending -oils _
luxurious
populous
spacious
dangerous
industrious _
Adjectives ending - ful __
useful
successful
beautiful __
2
1 spacious
2 technological
3 beautiful
4 traditional
5 national
6 Luxurious
7 populous
8 successful
Reading Page 64
Possible answers
robot developments
types of robots
examples from two countries
cost
different markets
• students’ own answers
• pragmatics: practical applications
Questions 1-7
1 receptionist
2 vacuum
3 different approaches
4 human beings
5 pragmatic
6 the elderly
7 technological revolution
Questions 8-11
8 B 9 A 10C 11 A
Questions 12 and 13
12 (undisputed) leader
13 $210 million
Vocabulary 2: Verbs of prediction Page 67
1
prophesy, assume, foretell, foresee
prediction, predicted/predictable; forecast, forecast(ed),
projection, projected; estimation, estimated; anticipation,
anticipated; expectation, expected
1 By the year 2030 it is estimated that the population will
have increased to nearly 70 million.
2 Spectator numbers are forecast to rise dramatically
towards the end of the year.
3 It is projected that sales next month will be lower than
this month.
4 The forecast is for a substantial increase in passenger
numbers./The forecast is that passenger numbers will
increase substantially.
5 Sales are predicted to climb at the rate of 20 per cent a
year./lt is predicted that sales will climb at the rate of 20
per cent a year.
6 Attendances are anticipated to decline gradually in the
next two years.
7 It is expected that advances in technology will not slow
down in the coming years.
8 Ticket purchases are expected to recover in the third
quarter.
Writing Task 1 Page 68
1
1 show
2 is
3 is expected
4 is predicted
5 will shrink
6 will see
7 is anticipated
8 will fare
9 represented
10 is
11 compares
12 is expected
2
Then, By contrast, While, but
■
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253
Answer key
3
Second paragraph: It refers to ‘traffic volume from high¬
speed transport’.
Third paragraph: This refers to the whole sentence ‘The
former represented .
Third paragraph: The former refers to ‘railways’.
4
1 By contrast, By comparison
2 By contrast, Meanwhile,
3 but, whereas
4 Meanwhile, By contrast
5 whereas, whilst
5
1 High-speed transport accounted for 9% of traffic volume
in 1990 while in 2050 it is forecast to represent 41%.
2 It is estimated that the proportion of the traffic volume
of automobiles will fall to 35% in 2050 in contrast to
53% in 1990.
3 In 1990 automobiles made up the bulk of passenger
kilometres (53%), but bv 2050, this is forecast to drop to
35%.
4 In 1990 out of a total traffic volume of 23.4 trillion pkm,
automobiles accounted for 53% compared to buses,
railways and high-speed transport, 29%, 9% and 9%,
respectively. By comparison, by 2020 it is anticipated
that high-speed transport will jump to 41% with
automobiles, buses, railways making up 35%, 20% and
4% respectively.
6 _
Sample answer
The pie chart depicts different proportions of fuel type
that generate energy in Florida 2007 compared with
the forecast for 2017.
Overall, it is clear that Natural gas is the main energy
generator for both years, while Renewables and Oil
come at the bottom of the list. For example, the energy
generated by Natural gas increased from 38.8 %
in 2007 to 54.4 % in 2017. Next comes the energy
production by Coal which accounts for 29.3% of the
energy market in 2007, followed by a drop of 5.6 % in
the forecasted year of 2017. As for Nuclear, although
it represents the third energy generator in Florida
for both compared years, the trend here is upwards
reaching 15.9 % at the estimated period.
In contrast, there is a significant drop in the energy
production for both Oil and Other sources in the two
separate years from 6.7 % to 1.1% for the former and
11.1 % to 3.4 % for the latter. As for the Renewables,
the decrease in fuel generated over the period is less
dramatic.
Word count: 178
Examiner's comment
A generally sound response with the main areas of the
prompt covered and the main trends and counter trends
identified. A sophisticated range of vocabulary is employed
and the rubric is neatly paraphrased, although just
occasionally the register and phrasing are slightly uneven.
Errors in capitalization throughout.
Possible score: 7.5
Review 5 Page 70
Vocabulary
1
1 Do you think that modem civilization will change much
over the next century ?
2 Should we try to protect the remaining agricultural
societies?
3 Are urban populations under threat from increasing
violence?
4 Will the dominant cultures always be in control?
5 Are indigenous peoples under threat?
6 Do the governing elites have any idea what the lives of
ordinary people are like?
7 Do thriving communities in inner cities have a beneficial
impact on society in general?
8 Does the opinion of the general public influence
governments?
Word building
1 Electronic dictionaries are useless/not really very useful,
because ...
2 Certain south-east Asian countries are much more
technological, because ...
3 This country has many beautiful buildings, because ...
4 Bangladesh is populous, because ...
5 Agricultural jobs are very demanding, because ...
6 A luxurious life is not open to all of us, because ...
7 It is dangerous when astronauts go out into space,
because ...
8 Traditional skills are going out of fashion, because ...
Ways of looking at the future
1
1 leaves, I'll be sitting
2 will have landed
3 will lead
4 will rise, will certainly disappear
5 will be, will live/will be living, will be done, will be
2
2,3,4,5
Extract 1 is personal, the others are all more abstract.
Proof reading
1 will have increased/will increase
2 ..., whereas ...
3 shows
4 passenger numbers
5 Traffic
6 dramatically
7 made up
8 The most striking feature
9 .... By contrast, ...
10 predicted
Unit 6 Fruits and seeds
Reading Page 72
2
a 4 b I c 3 d 2
Text e relates to the making of a juice drink.
3
a flowered, fruit, produced, seeds, fall, ground, carried,
birds, animals, wind, drop, wait, spring, germinate, grow,
process, repeats
b blooms, crop, picked, taken, factory, oil, extracted,
distilled, essence, perfumes, toiletries
c lays, egg, leaves, plants, eggs, hatch, caterpillars, eat,
leaves, form, cocoon, insect, emerges
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Answer key
d plants, produce, flowers, open, attract insects, pollinate,
plant
4
fruit, ripens, collected, taken, factory, crushed, extract,
juice, packaged, sent, shops, sold
Questions 1-4
1 C The phrase relates to the whole paragraph.
2 G The phrase relates to part of the paragraph:... but
certain types are grown in home dooryards ...
3 B The phrase relates to the whole paragraph.
4 D The phrase relates to part of the paragraph: The
pomegranate tree is native from Iran to the Himalayas
in northern India ...
Questions 5-8
5 FALSE. Paragraph B:... and extremely long-lived , some
specimens at Versailles known to have survived two
centuries .
6 NOT GIVEN. The dowel's are mentioned in paragraph
B, but there is no mention of whether they are
particularly enticing to bees and birds or not.
7 FALSE. Paragraph C: The seeds represent about 52% of
the weight of the whole fruit . Note how the answer to
number 1 helps you locate the answer for number 7.
8 TRUE. Paragraph G: The plant favors a semi-arid climate
and is extremely drought-tolerant.
Questions 9-13
9 pits
10 stem
11 tips
12 development
13 suckers
Vocabulary 1: Conservation Page 76
1
1 e, c
2 c, a
3 e, b
4 b, d
5 e. a
6 b, a
7d, b
8 c, a
2
1 views
2 lungs
3 stretches, area, spoilt
4 sights
5 safeguarded
6 Conservation, areas
Language focus: Transitive and
intransitive verbs Page 77
1
a Transitive
b Intransitive
2
Intransitive: flowered, becomes, fall, drop, wait, germinate,
grow
Transitive: produced, carried, repeats
NB become can be both transitive and intransitive in some
circumstances
Transitive
Intransitive
Both
make
look
grow
produce
happen
decrease
collect
rise
smell
sow
flow
roast
harvest
emerge
increase
lay
occur
weave
pick
disappear
become
crush
4
1 the sun
2 cereals
3 tea
4 cotton
5 a butterfly
6 flowers
5
Possible answers
1 The sun rises and goes down every day.
2 Cereals are reaped/gathered to make bread.
3 Tea leaves are harvested to produce a hot drink from
China.
4 Cotton is white and is utilized to create a very light cloth.
5 A butterfly comes out of a cocoon to become a flying
insect.
6 Flowers are colourful, bloom in gardens and look and
smell very' nice.
6
become bigger, grow tall, blossom, appear, come out, fall
7
seeds: sprout, eat, disperse, sow, plant, transplant, fall
saplings: become bigger, grow tall, sprout, appear
branches: become bigger, grow, prune, sprout, bear
tree: become bigger, grow tall, blossom, appear, bear, grow,
transplant, prune, cultivate, plant, sprout
buds: appear, open up
flowers: become bigger, grow tall, blossom, appear, open up,
pollinate, grow, cultivate
fruit: become bigger, appear, bear, grow, ripen, fall, harvest,
eat, cultivate
9
1 seeds
2 are planted
3 transplanted
4 pruned
5 trees
6 become bigger
7 leaves
8 pollinate
9 fruit
10 ripen
11 harvested
Listening Section 2 Page 78
Questions 11-13
118 12 A 13 C
Questions 14-17
14 G 15 B 16 J 17 A
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255
Answer key
Questions 18-20
18 views
19 landscape
20 seeds, flowers
Vocabulary 2: Describing sequences Page 79
1
at last
2
1 If
2 and, then
3 Once
4 then
5 First
6 After that
7 At the same time
The lifecycle of a mobile phone is being described.
5 First, the various internal components like the chip are
manufactured in one place.
7 At the same time, the case and the Sim card are
produced.
4 These are then shipped to a different factory for
assembly.
6 After that they are dispatched to a central warehouse for
distribution
3 Once a device is broken, it is either thrown away or sent
for recycling.
1 If it is the latter, the broken components are mended
2 and the phone is then sent for sale.
3
The manufacturing process
4
Id 2a 3c 4f 5e 6b
5
3 c storage
4 f delivery
6 b pasteurization
1 d harvesting
4 f assembly
5 e packaging
6
storage: store
delivery: deliver
pasteurization: pasteurize
harvesting: harvest
assembly: assemble
packaging: package/pack
Writing Task 1 Page 80
2
1 Once/When/As soon as, After
2 Then/Next/After that
3 where
4 then/next/after that
5 then
6 where
3
phase/stage
4
Possible answer
Introduction: The pictures show how glass is recycled/the
recycling process for glass.
Overview: It is clear that during recycling glass goes
through a number of stages
Sample answer
The picture shows how pencils are produced from logs
and leads.
On the whole, the process is not only efficient, because
all parts of the tree are used but also ecofriendly.
First, the seeds are cultivated in nurseries before
being planted four months later. After three years
the plantation is thinned facilitating the growth and
improving the quality of the wood. Once the trees are
fourteen years old, they are now ready to be used for
the manufacturing of pencils and so are cut down to
make logs.
The wood obtained is cut into thin pieces, treated to
become dry, and then left sixty days before being used
for the production of pencils. At this stage, a groove
is cut into the slat and a special glue is injected. After
that, a black lead is put into the slat followed by the
placement of an empty slat on top to form a sandwich,
wdiich is heated and hard-pressed. By this action
the two slats are converted into one piece which is
then cut to produce individual pencils which in turn
are finally printed, sharpened and stamped before
reaching the consumers.
Word count: 190
Examiner’s comment
This is an extremely fluent and well-realized response.
The process is clearly presented. Occasional punctuation
choices and overuse of markers slightly diminish clarity,
but without impeding communication. A sophisticated
range of vocabulary and grammatical structures are both
in evidence, demonstrating near-first-language speaker
competence.
Possible score 9.0
Review 6 Page 82
Vocabulary
1 unspoilt
2 conservation
3 dominate
4 scenery
5 panoramic
6 sights
7 spaces
8 protected
9 disappear
Transitive and intransitive verbs
1
Transitive: absorbed, extracted, reducing, carry; collected,
provide, needed, sent, treated, purified
Intransitive: falls, runs off, is, rises, occurs
2
Possible answers
1 The sun shines.
2 Rice is harvested and then cleaned, after which it is
stored and then sold.
3 Cotton is growm to make cloth. When it is picked, it is
woven and made into clothes.
4 Once the fruit is picked and squeezed, it is either diluted
or concentrated and then bottled.
5 When a mobile is sold it is used. As soon as it becomes
worn out, it is thrown away.
6 The butterfly lays its egg. The caterpillar eats the leaves
and makes a cocoon. The butterfly emerges from the
cocoon, lays eggs and the cycle repeats itself.
www.booksmania.net
256
Answer key
Following directions
1
1 We start off here at the bottom of Theed Street.
2 The tour takes us past Wren House on the left.
3 We then turn left into Chatham Street.
4 We go past Brompton Palace which is on the north side
of the street on our right.
5 Just after the palace we immediately turn right into
Manor Way, where we stop and look at the building of
the College of Music, which is on our left.
6 We then turn right into Weston Avenue to look at the old
City Hall, which is on the north side of the street.
7 We continue to the end of Weston Street where we go
north.
8 We then turn left and finish our tour on the north side of
the Old City Hall.
Proof reading
1 germinates
2 atmosphere
3 shows
4 lungs
5 seeds
6 countryside
7 Pomegranates
8 part
9 steps
Ready for Reading
Understanding ‘True/False/Not Given’
statements Page 86
1
1 more than (i)
2 more for weapons than (i)
3 only (b)
4 is said to (h)
5 ten (f)
6 destroyed (g)
7 simpler (d, i)
8 all (c)
9 arc connected (j)
10 had an impact on (a)
2
1 TRUE. ... between about 2000and 771 B.C .
2 NOT GIVEN. There is no comparison of weapons and
ritual objects.
3 FALSE. ... speak of a series of ancient rulers who
invented agriculture, writing, and the arts of government.
4 TRUE. ... founding the Xia dynasty.
5 FALSE. ... Yu also cast nine sacred bronze vessels.
6 FALSE. ... these were passed on to subsequent dynasties.
7 FALSE. ... the archaeological record reveals a more
complicated picture of Bronze Age China.
8 FALSE. Archaeological investigation has confirmed much
of the legendary history of... - the Shang.
9 TRUE Chinese scholars generally identify Xia with the
Erlitou culture,...
10 TRUE ... that greatly influenced material culture in the
Shang and subsequent Zhou dynasties.
Understanding ‘Yes/No/Not Given’
statements Page 86
1
1 Comparison
2 Comparison
3 Recommendation
4 Generalization
5 Tentative proposal/possibility
6 Possibility
7 Qualifying adjective
8 Qualifying word
9 Comparison
2
1 YES. Some adults are clearly intimidated by the
environment of libraries and bookshops in a way that
children are not.
2 NOT GIVEN. The writer does not pass judgement about
which way is the best
3 NOT GIVEN. The writer does not give any opinion
about this.
4 NOT GIVEN. The writer does not pass judgement about
any building.
5 YES. So maybe there is a place for teaching library
managers marketing skills.
6 YES. This however may be a step too far for some people.
7 YES. The writer states his opinion bv saving: all of which
are worthwhile activities for attracting readers.
8 NO. The writer states his opinion by saying: all of which
are worthwhile activities for attracting readers.
9 NOT GIVEN. The writer does not pass judgement.
Reading Passage Page 88
Questions 1-6
1 viii
2 i
3 xi
4 iv
5 vi
6 ix
Questions 7-9
7 B 8 D 9 A
Questions 10-13
10 widespread consultation
11 Coastal managers
12 traditional constructions
13 isolation
Recognizing and understanding basic text
relationships Page 91
1 The text is about cause and effect.
2 Cause
3 viii (methods-solutions); vi (techniques-methods/
solutions); ix (integrated approach/solution). Note
paragraph A (X factors-causes)
4 No. They use other words. See the words in brackets in 3.
5 It is the effect. B is the cause.
6 It is the cause.
7 The word answers.
8 It is based on cause/effect and problem/solution.
9 It is historical.
10 Possible answers: classification, argumentative,
explanation and process
Unit 7 The world of work and training
Speaking Part 3 Page 92
1
1 learning how to sail
2 training at work
3 school education
4 learning how to play a musical instrument
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257
Answer key
Vocabulary 1: Work Page 93
1
1 livelihood
2 work
3 job
4 job
5 profession
6 profession
7 job, career
8 job
2
It is possible to use occupation in sentence 3.
Reading Page 93
Questions 1-5
IB 2E 3H 4D 5A
Questions 6-12
6 traditional exams
7 team
8 teamwork
9 practical work
10 opinion
11 stressful
12 verbal presentations
Question 13
13 A
Listening Section 3 Page 96
Questions 21-25
IN ANY ORDER
B
D
E
F
H
Questions 26-28
26 information
27 foolish
28 nerves
Questions 29 and 30
29 good
30 questionnaires
Language focus: Conditionals 1 Page 97
1
(3) If we'd given ourselves more time, it would've flowed
better.
(2) ... but if I had to do it again, I'd change a few things.
(1) If I do it again, I'll spend more time making the delivery
smooth.
2
1 are given
2 had been devoted
3 will find
4 had worked
5 will turn out to be
6 will decline
7 would succeed
8 had
5
1 Unless the educational process ...
2 Had there not been ...
3 ... I would have been bom ...
4 If people didn't have ...
5 If some adults had ...
6 Had universities been permitted ...
Vocabulary 2: Collocations Page 98
1
1 make
2 education
3 silver
4 large
5 get
6 enjoy
7 achieve
8 accrue
9 take up
10 possess
2
1 success, guaranteed
2 failure, long-term, prospects, damaged
3 deserves, chance
4 improvement, scope/ room
5 disadvantage, considerable/huge advantage/benefit
6 benefits, accrue
7 represents, achievement
8 once in-a lifetime opportunity, seized
Writing Task 2 Page 99
1
1 Yes.
2 You don't have to devote equal space to each side. See 3
below.
3 You can have two ideas on each side or two advantages
and one disadvantage or vice versa. Try not to write a list
of ideas.
4 You need to use connecting words, but try not to overuse
them. That is just as bad as not having any.
2
achievement, considerable benefit, gained, distinct, obvious,
disadvantage, opportunities, enjoy success, seize opportunity
3
assessing/examining: testing/evaluating/checking knowledge
preferred: most popular
various means: a range of alternative methods, various forms
while: although
methods: approaches
enormous: vast
derived: gained
angle: point of view
on the other hand: conversely
be appropriate for: suit
use: manipulate
4
a result:... then it is easier to check it on a written paper than
in a group problem-solving exercise/Switching to written tests
could then be problematic.
a condition: if factual knowledge is being tested/if they were
asked to take a more practical exam.
a contrast: However, the obvious disadvantage of written tests
is that they do not suit evervone. /Converselv. students used
only to written tests would be at a distinct disadvantage.
an example: For example, from an administrative point
of view, the former are generally easier to deal with. /Take
students in Italy where oral exams are used as a means of
checking knowledge.
5
1 ... practical. Moreover, it...
2 ... vogue. However, knowledge ...
258
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3 ... acquired. Take texting, for example,.... This , but
it ...
4 ... experience. Furthermore, skills ...
5 ... learnt, Then ...
6
Sample answer
These days a wide range of courses can be studied at
schools and colleges to create skilled workers to feed
the economy. Builders and plumbers find courses
that suit their individual educational background
and their vocational needs and the skills required.
However, while this certainly help the economy, there
are some disadvantages to just concentrate on skills
that fit particular jobs and not providing a more wider
education.
The benefit of focusing on skill to fit particular jobs is
saving time and then money. A quick glance at the range
of careers we realise that many do not require years of
studying in classroom. So then there is no reason why
training tailored to the exact needs of the trainee and
the economy should be provided. It might even seem
ludicrous to some to spend huge amounts of money
reaching a point which can be hit by far less effort on
the job rather than in the classroom. Take for example
IT workers specially trained to deal with specific areas
of work, so an all round education for them does
not appear to be necessary according to this way of
thinking. They can learn on the job.
There are a few drawbacks, however. If the emphasis
is placed on skills at the expense of more general
knowledge that they pick up from books and studying
more widely, then pupils or students are missing out
on knowledge they need to live and work in society in
general. For example, they may not learn about the
history or literature or about geography. And how the
world works in general. This will lead to other problems
for people. Their lives will not be fulfilled. So I think it
is important for people to learn skills and more general
knowledge.
Word count: 296 words
Examiner^ comment
This response makes some ambitious lexical and structural
choices. The markers employed seem a little limited,
resulting occasionally in uneven expression. However,
the range of vocabulary and structures attempted give
this response an individual voice, despite some imprecise
grammar. On balance, communication is not seriously
impeded.
Possible score: 7.0
Review 7 Page 102
Vocabulary
1
le 2b 3h 4c 5d 6f 7g 8a
2
1 What qualifications are needed for the job? (livelihood)
2 Work is good for you both mentally and physically, (job)
3 He earns his living by making very delicate carvings in
wood, (profession)
4 Working as a fanner is a very noble profession,
(qualification)
Answer key
5 The job I'd like to do the future will have to be connected
with social work, (profession)
6 Having an occupation like teaching is very demanding,
but also rewarding, (career)
7 I would like to have a career in engineering if possible.
(w ? ork)
8 I’m interested in a career in finance, especially banking,
(occupation)
3
Possible answ ers
1 huge
2 gained considerable
3 (an) enormous
4 improved
5 squandered/thrown away
6 (a) distinct
7 room
8 impressive
Conditionals 1
1
1 If, would have succeeded
2 If, will need
3 If, won’t succeed
4 If, encouraged
5 otherwise, will be
6 wxmld be
7 If, will cause
2
1 Had they followed the guidelines, they would have
succeeded.
2 New technologies need to be embraced with open arms;
otherwise, the country won't progress.
3 Unless more effort is put into the scheme, it won’t
succeed.
4 Were the government to encourage more people to take
up training, it would benefit us all.
5 If more houses aren't built, there will be a crisis.
6 I'd be very surprised if we w ? ere ever to inhabit the
moon./If we were ever to inhabit the moon, I'd be very
surprised.
7 Written exams should never be removed from the
education system, otherwise it will cause enormous
upset.
Proof reading
1
opportunities, dissatisfied, relaxed, quite. Moreover,
environment
2
1 Correct
2 achiev ement
3 Correct
4 improvement
5 Correct
6 career
7 qualifications
8 flexibility
9 conversely
10 Correct
11 Correct
12 excessive
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259
Answer key
Unit 8 The history of geography
Vocabulary 1: Nouns related to places
Page 104
1
1 Eurocentric map: shows the world from a Eurocentric
perspective.
2 Ptolemy’s map: shows the world as it was at that time.
3 satellite aerial map of South America: shows the
features of South America from space.
2
1 neighbourhood/area, area/neighbourhood
2 place, spot
3 district, zone
4 location, region
5 area, space
6 vicinity, neighbourhood
7 places, regions, spots
8 setting, region
3
1 b
2 a/d
3d
4 c
5 h
6 e
7 i
8 h/j
9 a/g/i
lOb/f
4
1 overlooking a small garden, neighbourhood with old
buildings, disturbed only by the sound of birds and the
odd car
2 stretching for miles along the seashore, with plenty of
opportunity for lots of boating and swimming, built two
hundred years ago
3 surrounded by beautiful mountains, with its purple
flowers
4 a waterfall falling from a great height surrounded by
trees, covered with trees but with view's looking out
Speaking Part 2 Page 106
o o o O o
1 I was living in a small flat when I first came here, but
o
then I...
o O o o o o
2 We stayed in a nice hotel overlooking the sea, because ...
o O o o
3 The place is very special to me, because it...
O o o
4 The place I'm going to describe for you is ...
o o O o
5 I like the area very much, because its...
Listening Section 4 Page 107
2
The migration of humans over time.
3
1
31 number
32 noun
33 number
34 noun (phrase)
35 noun (phrase)
36 number (fraction or percentage)
37 noun
38 noun (place)
39 noun (phrase)
40 noun (phrase)
2 35 and 39 are likely to have plural nouns
3 31 and 33 relate to time
4 37 relates to a reason for something
5 35
6 36
Questions 31-40
31 100,000
32 temperature
33 45,000
34 land mass
35 (simple) boats
36 30/thirtv percent/per cent/%
37 yam
38 Sudan
39 w'ork fields
40 military advantage
Language focus: Referring in a text Page 108
1
1 this first group of modem humans, they
2 the earth
2
1 The neighbourhood
2 the region
3 The cost of farming has increased dramatically over the
period
3
The nouns w'ould need to be in the latter part of the
sentence or the whole sentence. They are too far away from
this to refer to.
4
It is not really possible to work out what it refers to: cost /
fanning/periodlthe whole sentence or part of the sentence.
If you keep the word rise, the phrase This rise refers tothe
latter part of the sentence from increased onw ards. If you
use this on its own, it can refer to the same part of the
sentence or the whole sentence.
5
1 It
2 That, it
3 This new development
4 it, it
5 This
6 they, This
7 those
8 these areas
6
1 The price of property in this region is increasing and
this/it is set to continue.
2 The neighbourhood was poor once but it is rich now.
3 I like visiting the seaside when nobody is around. It is
very relaxing.
4 If people make an effort to clean up after themselves
w hen they visit parks, then these places will be much
more inviting for the public in general.
5 He suggested I should go aw r ay for a couple of days. This
is okay, but it is an expensive solution.
6 The government should pass law's to protect more areas
of great natural beauty. This w'ould benefit all of us.
7 Progress cannot be stopped. It is inevitable, even if it is
very slow, and it stops altogether for a w'hile. But this is
unlikely to happen.
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Answer key
Reading Page 108
1
1 complex
2 abstract
3 images
4 overtones
5 indigenous
6 posterity
7 secular
8 artefacts
9 profound
10 compile
2
Questions 1-5
1C 2 E 3 F 4 G 5 D
Questions 6-11
6 time, space
7 bark
8 cosmos
9 plan
10 expeditions
11 clay tablets
Questions 12 and 13
IN ANY ORDER
B
E
Vocabulary 2: Verbs relating to changes in
maps Page 111
1
t g
2 b/c/d
3 a
4 b/c/d
5 b/c/d
6 c
7 o/f
2
1 was extended
2 expanded
3 was constructed
4 completely changed/was completely changed
5 became
6 took place, altered
7 became
8 was developed/developcd
3
at ion*, alteration
-ition: demolition
-sion: extension, expansion, conversion
-tion: construction
-ment: development
4 -
1 There was an extension of the railway to the centre ot
town and three new stations were built.
2 As the tow r n expansion took place/happened/occuned,
all the open spaces were used up for housing.
3 The construction of an airport took place/happened/
occurred on a greenfield site on the edge of the town.
4 There was a complete change in the neighbourhood/A
complete change in the neighbourhood occurred/took
place/happened with the building of new apartments.
5 Not possible
6 A number of dramatic developments took place with the
complete alteration of the character of the town.
7 Not possible
8 The development of the empty space near the university
into a park took place/occurred.
The area underwent a complete transformation over the
period.
Writing Task 1 Page 112
1 A residential area is located in the north-we sLof the
town.
2 Tn the north- east of the residential area, there are
several derelict warehouses.
3 South of the warehouses in the nort h are located some
offices./Some offices are located south of the warehouse
in the north.
4 West of the river and south of the residential area i£_
situated the Arts Centre./The Arts Centre is situated west
of the river and south of the residential area.
5 The university is sited in the north-east,w -estjof the
woodland.
6 The shopping centre is situated in the south-west of the
town.
7 There is a residential area in the south-east ot the town.
8 The industrial complex is located in the centre, east of
the river. . ,
9 In the north-east (comer) of the town lies a woodland.
10 In the middle of the woodland in the north-east of the
town there is a pond.
11 The school is located east of the river and west ot the
industrial complex.
3
1 Residential area
2 Shopping centre
3 School
4 Lake
5 Hotel
6 Railway station
7 Industrial zone
8 Park
9 Industrial wasteland
10 Entertainment area
4
1 True
2 False
3 True
4 True
5 False
6 True
7 True
8 True
9 True
10 True
1 A hotel was built in place of the hospital in the west of
the town./In the west of the town a hotel w^as built in
place of the hospital.
2 The university gave w^ay to a park.
3 An entertainment area was built on the site ot the public
gardens in the south-east of the town.
4 The school in the west of the town did not change.
5 The park w ? as turned into an industrial wasteland.
6 The fields on the south-w est border of the towrn were
given over to an industrial zone.
7 The quarry just south of the centre of the tow n has
become a lake.
8 The coach station in the centre of the town was
reconstructed to become a railway station.
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www.booksmania.net
Answer key
9 A shopping centre replaced part of the residential area/
was built in the north of the town.
10 Overall, the town has undergone an urban
transformation.
6 _
Sample Answer
The maps illustrate the changes that took place in
Lakeside between 2000 and 2009.
It is clear that there was an almost complete
transformation of the town of Lakeside with a
significant decrease in the residential area by the end
of the period. The residential neighbourhood in the
southwest of the town were changed into a shopping
centre and the industrial complex expanded to
replace the residential are in the south east. While the
woodland in the northeast of the town shrank and the
lake became a small pond.
The old town and the derelict warehouse in the
north were knocked down and a car park and offices
were constructed. The arts centre was converted to
a multiscreen cinema. In the west of the woodland a
new university was built. The school was relocated to
the centre of the town.
All in all, the maps show that Lakeside became more
organized with less green area.
Word count: 161 words
Examiner's comment
Some effective lexical choices and language structures are
in evidence. The salient points are covered, although better
sentence coordination might have helped this read less
mechanically. Any grammatical and orthographical errors
(e.g. subject-verb agreement in line 7 ‘are’ for‘area’ in line 9)
do not seriously impede communication.
Possible score: 6.5
Review 8 Page 114
Vocabulary
1 place
2 Correct
3 region
4 zones
5 spaces
6 Correct
7 vicinity
8 district
Speaking
1
Id 2e 3a 4b 5c
2
And why it is this place so special for me? Well, I think its
because it is really peaceful over there. I can sit for hours
without seeing anyone, just gazing into the distance space :
it is so relaxing. There are no any noisy streets with the car
radios and people, only a peaceful riverbank surrounded by
trees and flowers w ith the only sounds be those of the birds
and the river flowing down through the wood. 1 am often
wonder how^ long it will stay like that.
3
o o o O o
1 The place I’d like to describe is a hillside covered ...
o o o o O
2 A place that's special for me is a mountain with ...
o o o o O o
3 The place I like the best is a park stretching ...
o o O o
4 It has to be a forest teeming ...
o o o O o
5 I’d like to tell you about a valley surrounded ...
Referring in a text
1 It
2 they
3 This
4 this/it
5 It, this, It, These/This, it
6 This, This
Proof reading
1 illustrates (illustrate)
2 tranformation (transformation)
3 substituted (replaced)
4 chopped (knocked)
5 surrounding (surrounded)
6 change (changes)
7 (w r ere) erected
8 turned (into) offices
9 territory (area)
10 increase (increased)
Unit 9 What is beauty?
Vocabulary: Beauty Page 116
1
1 I.M Pei's Louvre Pyramid in Paris, France
2 Zaha Hadid's Innsbruck railway station, Austria
3 modem skyscraper
4 the tombs at Petra in Jordan
5 modem social housing
4
A tall, ancient, spacious, high, stone
B evocative, overawed, melancholic, thoughtful,
dazzling, humbling, beautiful, magnificent, impressive,
overwhelmed, emotional, ecstatic, overjoyed, nostalgic,
majestic
5
1 beautify
2 humble
3 emotion/aw r e
4 melancholy
5 evoke
6 think
6
1 They tried to make the town centre beautiful by putting
fknvers ...
2 ... the Sphinx was very humbling/filled me with
humility.
3 The sight of the Himalayas made me feel emotional/The
sight of the Himalayas moved me ...
4 ... that I love sometimes makes me melancholic ...
5 ... my home country, they are evocative of so many
memories ...
6 ... wandering through the mins made me thoughtful
about life ...
Listening Section 3: Page 118
1
The project is about the photographs he took of India.
2
1 perception: way of looking at things
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www.booksmania.net
Answer key
2 collage: arrangement/random collection of items
3 take in: understand/absorb
4 grandeur: magnificence
5 digital stills: digital images
6 narrow down: limit
7 access: get into
8 discipline: control
9 fade: weaken, become pale, disappear
10 click: select (on a computer)
Questions 21-25
21 A 22 C 23 A 24 B 25 C
Questions 26-30
26 time limit
27 attention span
28 department website
29 project(s) background
30 4/four
Word building: Prefixes under - and over-
Page 119
1
1 underestimated
2 overrun
3 overrated
4 undervalued
5 overcome
6 overtook
7 underfunded
8 underrated
9 understated
10 overawed
Reading Page 121
3
1 fused
2 familiar
3 beloved
4 romanticized
5 obfuscating
6 showed youthful promise
7 ingenious
Questions 1-6
1 industrial structures
2 architectural heritage
3 conservative
4 (very) advanced
5 green
6 (popular) success
Questions 7-11
7 B 8 C 9 A 10 A 11B
Questions 12 and 13
IN ANY ORDER
A
D
Language focus: Modal verbs for
evaluating Page 124
2
1 should
2 could have
3 might have
4 might
5 must
6 could be
7 should be
8 ought to
9 must
3
1,2,4
4
a conclusion: 5, 9
a criticism: 1,2, 4
a regret: 4
an expectation: 7
a suggestion: 8
a possibility/weak suggestion: 6
Writing Task 2 Page 124
1
1 Everything in the physical world around us makes
an impression on us directly or indirectly, and so
neighbourhoods in many cities where people live are
being made more appealing.
2 People are able to see and appreciate different cities
all around the world thanks to cheap travel and the
Internet.
3 Some countries are now becoming richer than in the
past, leading to pride in their national standing.
4 For example, a park was opened and trees were planted,
and then suddenly the health of the people in that
district of the city improved.
5 The lack of space has saved many old buildings with
planners turning to renovation rather than erecting new
buildings.
6 As a result of turning old mins into gardens, people are
happier and are now more productive.
2
a 1 cause b, effect a
2 cause b, effect a
3 cause a, effect b
4 cause a, effect b
5 cause a, effect b
6 cause b, effect a
b Cause:
2 thanks to
Effect:
1 and so
3 leading to
4 and then
5 with
6 As a result of
c In sentence 2 the prepositional phrase thanks to
indicates the cause without any linking device. In
sentence 3 the gerund is used to show a result and in
sentence 5 the effect is contained in the prepositional
clause beginning with the preposition with. In 6 the
prepositional phrase as a result of introduces the cause,
d In 4 the w ord then could be left out.
3
1 shouldn't have relaxed, As a result there are
2 should be attractive, thanks to
3 Thanks to/With, now lighten up
4 has a positive effect, which in turn
5 With/Thanks to, are focusing on
Sample answer
Enormous importance has been laid on making school
children aw'are of the natural environment in recent
years. Many people now feel that more time should be
given to the part architecture plays in our lives. Children
www.booksmania.net
263
Answer key
are sometimes overwhelmed by information about the
nature and it is perhaps learning about the built world is
a good counterbalance.
I think knowledge of the built environment is important
for everyone, but especially school children. For
example, if children learn to distinguish different types
of buildings like those from before, it will help them
learn about its part in the history and it will bring it into
the life. Children can go visits to see buildings for
themselves rather than learning about them from books.
In this wav both buildings and historv will be brought to
life.
The importance of old buildings where the children live
or pass through on the way to school will be brought
home to them. They are then less likely want to damage
them by writing graffitti on the building or damaging
them in some way. In this way, they will grow learning to
respect the built environment in same way as the natural
world.
Learning about the built environment can introduce
children to areas of study that they might not otherwise
be interested in. Studying buildings also involves the way
that they are laid out and gives children the appreciation
of the way towns and cities are designed, which may lead
to an interest in infrastructure like town-planning or
transport or designing open spaces or squares.
So learning about built environment will help in
childrens general education.
Word count: 270 words
Examiner's comment
Ideas are logically organized and supported by appropriate
examples. Despite some ungrammatical phrasing
which impedes communication, overall a sophisticated
level of grammatical expression is displayed with good
paragraphing and transitions in evidence. The lexical
choices are skilful, although the conclusion is somewhat
abrupt.
Possible score: 7.5
Review 9 Page 126
Vocabulary
1
la, e 2d 3c 4b
2
1 Part 3. It is abstract.
2 Part 2. It is personal and describing something.
3 Part 1. It is personal.
4 Part 1. It is personal.
3
1 beautiful
2 thoughtful
3 evocative
4 nostalgia
5 humbling
6 melancholic
7 impression
8 ecstasy
4
2 ... made me think
3 ... The old town evoked a bygone age.
4 I w'as very nostalgic w hen I looked at the photographs.
5 ... Angkor Wat filled me with humility.
6 The building filled me with melancholy at first...
7 The city of Tokyo was hugely impressive the first time I
visited it.
8 ... they have the powder to make people feel ecstatic.
Word building
1
1 The last time I visit I visited the magnificent city of
Pompeii it left me cold. It w ? as so overrun by tourists.
2 The photographs of my home town brought back lots of
memories. I was really overcome by emotion.
3 The countryside around where I was brought up is
very bleak, but 1 am still overawed by it each time I go
home.
4 The vast open spaces of the Steppes are beautiful. Their
beauty is so underestimated, perhaps because it is so
difficult to get there.
5 The architecture of the railway station is not
understated; it is just plain and subtle. That is why it is
appealing.
6 The preservation of the architecture of former times
reflects the traditions and values of a nation. When
such precious national items arc undervalued by-
people generally, it unfortunately leads to them being
underfunded or not supported financially at all.
7 If tourist attractions arc overpriced it puts people off
visiting them. So the main wav to attract tourists and
increase revenue is to make the cost of travel to and from
the attractions cheaper and reduce the entrance fees.
2
Students’ own answ-ers.
Modal verbs for evaluating
1
should be
shouldn't have been demolished
ought to have been preserved
could have erected
should now make
might have started
2
1 A criticism: shouldn't have been demolished; ought to
have been preserved; might have started
2 An expectation: should now make
3 A weak suggestion: could have erected
4 A recommendation: should be (sensitive)
Ready for Writing
Task 1
Describing a graph Page 128
1
All except 5 and 18.
2
generally speaking
a gradual fall
the dramatic decrease
contrasted with the steady recovery
latter part of the period
an upward trend
peak at
proportion
3
1 A better overview w'ould be:
Generally speaking, there was a variation in the trends for
the four groups (downwards for children of 0-4 and 15-19
264
www.booksmania.net
Answer key
years; and upwards for those aged 5-9 and 10-14) with
the decline in the birth rate, which was evident in the 0-4
group, being the most striking feature.
The structure with despite does not work, as there is no
real contrast between the decline in the birth rate and
the contrasting trends.
2 Yes. In the youngest age group, there was an increase
during the first two years from just below 26% in 1990 to
about 26.6% in 1992 followed by a gradual fall to nearly
23.5%, the lowest percentage in 2001./Looking at the
former group, the percentage peaked at approximately
26.4% in 1997 but the final proportion (about 25.4%)
remained greater than the initial (nearly 24.6%).
3 The student summarizes the information. See the
overview and the second sentence in 2 as examples.
4 Yes: Regarding the 15-19 age group, By contrast, Looking
at the former group, As regards the latter
5 11: despite the two contrasting trends, the most striking
point, In the youngest age group, the lowest percentage,
can be contrasted with, the latter part, By contrast, the
former group, greater than, the latter, the greatest
6 There are more nouns: an increase, a gradual fall, the
dramatic decrease, the steady recovery. It makes it easier
to summarize and to compare and contrast.
7 peaked at, increased
8 children of 0-4 and 15-19 years, those aged 5-9 and
10-14, the youngest age group, the 15-19 age group,
children aged 5-9 and 10-14, the former group, the latter,
the children in this category
Describing a bar chart Page 130
1
The chart provides a breakdown by gender and occupation
of employment in the United Kingdom ranging from
managerial to basic posts in 2007.
2
Overview 2, because it contrasts both males and females
u.nd the types of jobs.
3
Managerial and senior officials: 2, 3, 6, 7, 8, 9, 10, 13
Professional: 2, 5, 6, 7, 8, 13
Associate professional and technical: 2, 6, 7, 8, 13
Administrative and secretarial: 2, 3, 4, 6, 7, 8, 13
Skilled trades: 2, 3, 6, 7, 8, 10, 11, 13
Personal service: 2, 3, 6, 7. 8. 13
Sales and customer service: 2, 3, 6, 7, 8, 13
Process, plant and machine operatives: 2,3,4,6,7,8,10,13
Elementary: 1, 2, 5, 6, 7, 8, 13
4 _
Sample answer
The bar chart gives approximate percentages of a
Labour Force Survey in the United Kingdom by
gender and occupation (9 different categories) in
2007. The research reveals striking variations between
both sexes according to the post.
The most obvious differential was in administrative
and secretarial posts in which the proportion of
women was four times higher than men, just above
20% (by far the highest figure in the table) and just
under 5% respectively. By contrast, the proportion
of men (nearly 19%) was 9 folds bigger than women
(approximately 2%) in skilled trades.
Managers and senior officials showed more men
with 19% than women at 11%. There was only a 2%
difference between men and women in professional
employment where men accounted for 19% of the
workforce compared to women at 17%. Meanwhile,
women (21%) occupied more associate professional
and technical jobs than men (13%).
In conclusion, all employment varied according to
sex and occupation with men being employed in
professional jobs with women being in more clerical
posts.
Word count: 167 words
Examiner's comment
Not all the data from the table is mentioned and the
analytical focus is skewed towards male employment, but
overall the answer is reasonably effective and coherent.
Language structures are confidently handled. Markers are
employed appositely. The range of vocabulary is flexible
and, on the whole, accurate.
Possible score: 7.0
Describing a table Page 131
1
Asia, Africa, Population density
2
compares, features (not figures), show, life expectancy, as
regards, Turning to North America, stood
3
1 standing at
2 among those studied
3 despite having
4 turning to
5 was second
6 exceeded
7 with a higher total fertility rate of
Describing a process Page 132
1
1 At either point.
2 The suns rays.
3 It is pumped around. See the Controller on the diagram.
4 It warms up. The colour changes.
5 It controls the flow of water around the system.
6 It flows down the pipes into the tank.
7 Yes
8 They are two separate systems.
9 No
10 Yes
2
heat up, warm (up), cool, pump, push, flow (down/through/
out of), rise (up), come out of, repeat, go round
3
first(ly), first of all, second(ly), then, next, after that,
afterwards, subsequently, following that, w r hen, where, and
so, as a result, consequently, finally,
4
The diagram shows how hot water is produced in the home
using solar energy.
5
The process involves a series of steps from feeding cold
water into the tank to producing hot water for domestic use,
including heating.
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265
Answer key
6 _
Sample answer
The diagram shows how the solar energy can be used
to heat water in the domestic field.
To heat the water, two separate immersion loops are
fitted in the tank; the top one is connected to the boiler
while the one at the bottom is a part of the ‘Solar
Heating System' (SHS). Both are heated up by the
flowing hot water inside them which in turn heats the
tank water indirectly.
The pump circulates the water in the SHS with the
flow rate according to the received signals from the
controller. As the cold water is piped up to the solar
collector, thermal energy is captured from sun’s rays
and transferred to the pipe. Subsequently, the heated
water is directed down to the bottom immersion
loop for heating the tank water to provide hot water
through the taps and for heating. The cooled water
then returns to the pump and the cycle repeats itself.
The incoming cold feed fills the tank up as the hot
water is taken out via hot water taps. This way the
steady flow of hot water to the taps is assured.
Word count: 187 words
Examiner's comment
Well organized with very confident use of sentence
structure. Very broad vocabulary range and good language
resource overall. Both active and passive verb forms are
used fluently and to good effect. Relevant markers are
introduced appropriately.
Possible score: 8.5
Describing a map Page 134
2
1 changes
2 took place
3 became
4 turned into
5 had been replaced
6 development
7 relocation
8 urbanization/changes
9 were demolished
10 construction
11 conversion
12 expansion
Task 2 Page 136
2
Local: can see the results, charity begins at home, help
needed in own country, poverty relative, money often badly
spent, want to help specific areas/‘pet projects', see value
(Inter)national: people more needy elsewhere,
international administration costs
(Inter)national and local: difficulty tracking expenditure,
people weary of appeals, depends on the charity, people s
aims, makes them feel good
4
Nowadays there are demands on both parents to work and
look after their children at the same time. For this reason
I think that children should be sent to school early, but
during the first years priority should be given to play rather
than to formal study.
Play is crucial because it develops children’s coordination,
communication and social interaction skills. For example,
if children are throwing a ball to each other the physical
and mental skills required are sophisticated as eye to hand
coordination is involved. Furthermore, children develop a
sense of communication and socialize with each other. The
mental and physical development brought about by these
games must also be taken into account. And what is more,
while playing children compete with each other and learn
to lose, which is as essential as learning to succeed in life.
Children fully engaged in play activities from an early age
under their parents’ supervision gain various skills that
they will need in their adulthood.
5
Essay question 1
6
1 The writer's opinion: For this reason I think that children
should he sent to school early hut during the first years
priority should he given to play rather than to formal
study.
2 Reasons:... because it develops children’s coordination,
communication and social interaction skills./
Furthermore, children develop a sense of communication
and socialize with each other.
3 A complex sentence with a condition and example: For
example, if children are throwing a ball to each other the
physical and mental skills required are sophisticated as
eye to hand coordination is involved.
4 Additional information:... which is as essential as
leaning to succeed in life ... /Furthermore, children
develop a sense of communication and socialize with each
other./And what is more, while playing children compete
with each other and learn to lose ...
5 A contrast: However, in modem society both parents need
to work ...
6 A purpose:... in order to afford the increasing cost of
living and to ensure a bright future for their families.
7 Recommendations: ...schools should focus more on play
to compensate for the lack of play experience they may
miss at home. Teachers in nursery and reception classes
and even in the first years of primary school should take ...
7_
Sample answer
Health is very important for people. In some countries
there are two main types of health care systems,
the state and the independent. Some people have
argued about the private health care sectors, but both
providers have one great purpose, which is to keep
public healthy. In my opinion, the state and the private
health care systems have many benefits and some
disadvantages.
Firstly, it is essential that all children have free health
care, because all countries have to have healthy next
generation. Secondly, there are some dangerous
transmitted infectious diseases like VD, which have to
treat by the state. Thirdly, in the modem world many
patients are suffering by blood cancer for instance,
this is worldwide problem. In this case no doubt
about, free treatment.
The private health care is paid for separately, usually
through the insurance. This sector is expensive and
do not easy accessible to everybody, but provides
faster and better quality services than state system.
For example, in England patients are waiting for their
operations a few months, while in the private hospital
the same treatments waiting time is about 4-5 days.
266
www.booksmania.net
Answer key
Moreover, in some cases people are purchasing one-
off treatments because of the government financial
deficits. In addition, a fast diagnostic system and
relatively treatment at the early stage of some diseases
could be is much more effective. These services always
do not offer the free clinics, because they are crowded.
To sum up, people always worry about their health
problems .To address this public concerns, patients
should have high standard the state or private health
care serv ices, which provide the effective treatments
for all their patients.
Word count: 272 words
Examiner's comment
Tdeas are presented quite coherently and logically with
some flexibility and precision of vocabulary in evidence.
The question focus is on private care, but this response
compares and contrasts the two systems, concluding rather
unconvincingly. Good use of markers, but ungrammatical
phrasing in paragraphs three and four cause strain on the
reader.
Possible score: 6.0
Unit 10 Is it art?
Speaking Part 3 Page 140
1
1 painting
2 architecture
3 cinema
4 dance
5 theatre
Listening: Section 2 Page 141
Question 11
11 a sensation
Questions 12-14
IN ANY ORDER
A
D
F
Questions 15-17
15 A
16 A
17 B
Questions 18-20
18 reporters
19 test
20 department store
Vocabulary: Art Page 142
1
Possible answers
1 play: actor, actress, lead (role), playwright, director,
producer, costume designer, set designer
2 orchestra: conductor, musician, pianist, violinist,
percussionist,
3 novel: novelist, writer, author, reader, editor
4 book: novelist, writer, author, reader, editor
5 newspaper: journalist, columnist, editor, printer,
contributor, reader
6 sculpture: sculptor, artist
7 song: singer, songwriter
8 symphony: composer, musician, conductor
9 ballet: dancer, choreographer, composer, musician
10 film: actor, actress, director, star, starlet, producer,
distributor, scriptwriter
2
1 draw, illustrate, artist, sketch
2 stories, fiction, novels
3 musician, symphony, compose, conduct
3
1 drama, scenery, produced, play, highbrow
2 work, drew, Abstract, classical, allusions
3 modern, appreciate, critical
4 novels, masteipieces, tales, tell, popular, soap operas
4
1 exhibition
2 sculptures
3 criticism
4 collection
5 critics
6 scenery
7 visual
Language focus: Defining and non¬
defining clauses Page 144
1
1 a a play about w r hich additional information is being
given regarding age
b defining clause needed to identify a particular play
2 a additional information not necessary for
identification
b defining clause needed to identify which anthem
3 a defining clause is needed to distinguish the man/
woman from others
b there is only one and he/she has just left
4 a defining clause is needed to distinguish between
exhibitions
b extra information given which is not needed
5 a defining clause to point out which architect it was
b additional information
6 a defining clause to point out which singer it is
b the singer is not being identified
2
1 -, that/which are also possible
2 whose
3 which
4 which
5 -,that/which are also possible
6 who
7 -, that/which are also possible
8 -, that/whom/who are also possible
3
1 c My uncles flat, which overlooks the opera house, is
empty for the next two weeks, so I'm staying there.
2 d The friend whose father is the film director got me
into the film preview.
3 b One of my sculptures, which 1 made when I started the
art course, has just won an art prize.
4 f The film, which has some breathtaking locations,
starts in a few r minutes.
5 g 1 like literature that is not dumbed down or simplified
in any way.
6 a Is that the folk concert that you were praising last
night because of the quality of the singer?
7 e The culture tour, wrhich was incredibly expensive for
the length of the trip, was dazzling.
www.booksmania.net
267
Answer key
Writing Task 2 Page 145
2
1 arts
2 artistic
3 galleries
4 participating
5 Take
6 physical
7 coordination
8 Likewise
9 exhibition
10 gallery
3
1 but it does not mean that we should not be involved
in some kind of artistic activity even if it only means
visiting art galleries or attending lectures on the arts.
2 ..., which benefit the individual and the nation as a
whole, ...; Dance, which requires a lot of movement, ...;
... coordination, which is a skill that is missing in a lot of
education today as children focus on learning through
computers.
3 There are no defining clauses. However, you could
remove the commas from the following and make
it into a defining clause: Dance which requires a lot
of movement is ... This would mean only dance that
requires a lot of movement not dance that requires
gentle movement.
4 to gain more knowledge
5 Take dancing, for example.
Reading Page 146
2
1 Correct
2 Correct
3 Correct
4 Correct
5 Incorrect: means 'group'
6 Incorrect: means 4 go/run quickly to'
7 Incorrect: means 'backw ard-looking'
8 Correct
9 Incorrect: means 'honest'
10 Correct
Questions 1-9
1 D
2 G
3 L
4 P
5 I
6 H
7 J
8 F
90
Questions 10-13
10 F
11 E
12 A
13 B
Speaking Part 2 Page 149
2
1 I'm going to describe a piece of art, which I think is a work
of great craftsmanship and the most beautiful object in the
world for me. It is David by Michelangelo, who is a great
Italian sculptor.
2 The first time I saw it was when I went from Rome to
Florence to see my aunt .... One day she took me there to
visit the statue of David. I didn *t want to go as I hated art
galleries and museums.... 1 thought they were boring and
old-fashioned ... But I was completely overawed, because
it is such a breathtaking sculpture ...
3 As for its appearance, it is very tall and it is made of
marble. The statue is looking off into the distance as if he
is looking into the future ....
4 Because Michaelangelos David changed the way I looked
at art galleries, I shall always be very fond of it.
3
David, Florence, aunt, hated galleries, boring, overawed,
tall, changed (view f )
4
Sample phrases:
,who w r as working there at the time.
And up until then I had always avoided visiting them.
, because I did not think they offered anything for young
people.
, and I had never seen anything like it before.
, and you w'ant to see where he is looking.
Review 10 Page 150
Vocabulary
1
1 (soap) operas
2 composed (the symphony)
3 (great) novelist
4 (many) plays
5 (an) artist
6 (great) sculptor
7 (actors and) actresses
8 (some of the) dancers
2
1 drama, stages, scenery, Drama, produce, plays,
highbrow
2 abstract, classical, allusions, art
3 appreciate, favourable
3
a 3
b 2
c 1
Defining and non-defining clauses
1
1 I saw the film which/that/- you recommended to me last
week.
2 That is the house which/that/-1 bought last year.
3 Literature, which is compulsory in the school
curriculum, is popular in my country.
4 The gallery, which is at the end of the street, had its main
piece of art stolen.
The gallery that/which is at the end of the street had its
main piece of art stolen.
The gallery thatAvhich had its main piece of art stolen is
at the end of the street.
The gallery, which had its main piece of art stolen, is at
the end of the street.
5 Some children, w r hose parents take them to museums,
are very advanced at school.
6 The film, which was four hours long, was attacked by
the critics.
The film that/which was four hours long was attacked by
the critics.
7 Many books thatAvhich do not sell many copies are
published each year in the UK.
8 My favourite w T ork of art, which is not a huge tourist
attraction, is a building in Ireland.
9 Some types of music that/which are very popular in my
country are not well known elsewhere.
10 The man that/who is wearing a red hat is the director of
the film.
268
www.booksmania.net
Answer key
1 who
2 which
3 that/-
4 which
5 whose
6 which
7 that/-
8 that/which
Proof reading
1 exhibitions
2 sculptures
3 relaxing, than
4 environment
5 Literature which is more than 100 years old is not really
relevant to the modem world.
6 boundaries
7 visual
Unit 11 Psychology and sociology
Vocabulary: The family Page 152
1
1 village community
2 nuclear family
3 large extended family
4 grandparent and grandchild
2
1 parents
2 grandparents
3 siblings
4 family tree
5 someone whose husband has died
6 someone whose wife has died
7 someone who guarantees to support and give religious
education to a child at the time of baptism; male -
godfather; female - godmother
8 relatives
9 ancestor
10 niece/nephew
11 family
12 household
13 offspring
14 orphan
3
lb 2 e 3 f 4a 5c 6d 7g
Word building: Suffixes -hood and -ship
Page 153
1
1 He faced a period of great hardship in his early life, so it
is inspiring to see him being so successful now.
2 When the former colony finally achieved nationhood,
there was widespread celebration.
3 He had leadership qualities, and therefore he received
enormous backing from the public.
4 The relationship problems between the two countries
were quickly overcome.
5 I have such happy memories of my childhood in New
Zealand.
6 Parenthood does not suit some people at all.
7 Various businesses set up a sponsorship scheme to
enable young people to visit other countries.
8 Motherhood demands a lot of skill and hard work from
women.
9 The aim of the organization is to encourage friendship
between nations.
2
1 cultivated, friendship
2 withdrew, sponsorship
3 facing, hardship
4 spent, childhood
5 Nationhood, reached
6 showed, leadership
7 maintain(ed), relationship
3
1 special
2 professional
3 lasting
4 close
5 Family
6 parent-child
7 build
8 fragile
9 problems
10 network
Reading Page 154
2
Possible answers
Paragraph A: socialize, child, community, relatives,
kinship, familial and kinship relations, network of
relatives, upbringing
Paragraph B: adolescence, society, initiation ceremonies,
mark the transition from childhood, adulthood, conduct
and behaviour, duties and responsibilities, interests of the
entire community.
Paragraph C: Kinship and family, individual interests,
Young people, process, initiation from childhood to
adulthood, the society, good and bad times, bond,
members, same age-grade, taught the historical
information, cultural group, rituals, marry
Paragraph D: Seniority, age, respected and admired,
wisdom, respect, counsel, crisis, certain responsibilities,
elder, unemotional, arbiter, above partisan differences,
synonymous with honour (etc.), ability, manifest these
qualities in old age, elevated status in society.
Paragraph E: good care of senior citizens, good example,
respect, good treatment in old age, procreation, somebody,
old age, Children brought up well, asset, children see that
their grandparents are treated well, learn by example
Paragraph F: elder is the pillar, nuclear, extended family,
link between the living and ancestors, unite the family,
reinforces kinship ideology, helps to socialize, provide
guidance, pass the baton, all members of the society take
socialization seriously
Questions 1-6
1 C 2A 3E 4E 5B 6F
Questions 7-10
7 Western society
8 interests
9 responsibilities
10 (elevated) status
Questions 11-13
IN ANY ORDER
C
E
G
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269
Answer key
Speaking Part 2 Page 157
4
Topic Card A:
who the friendship was with: It was with my best friend at
that time,
when you first met your friend: whom / met when I first
went to secondary school.
what you did together: ...and we would sit next to each
other, play the same games together...
and explain why this friendship was important to you:
Firstly, because we gave each other support at a time when we
were both nervous about being in a new place. And secondly,
where I grew up we didn ’t face any hardship, but I didn't have
any siblings, so it was nice to have the companionship of
someone at school... And I suppose I felt that I was leaving
childhood behind, and it was the first friendship of my
adolescence.
5
Two possible additions to the gaps:
We used to go for long walks together or go swimming in
the local river and of course chat a lot. When we could, we
would go with both our families on holiday as our parents
were also close, but sometimes these were only day trips.
We helped each other with our work in class and homework
and would always try to be in the same teams if we played
sport. Sometimes, however, we would be on opposing
teams, which we didn't like.
6
friendship, teens, secondary, same class/games, support,
first friendship, adolescence
Listening Section 1 Page 158
1
Possible answers
cost, time, deposit, accommodation, numbers, teachers,
registration, clothes
Questions 1-10
1 Peru
2 in pairs
3 15
4 spending money
5 holidays
6 29th September
7 interview
8 20/twenty
9 2/two
10 100/one hundred
Language focus: Conditionals 2 Page 159
1
Example 1: Second conditional were not, would
Example 2: Present simple
In the second example, the following is also possible with
no change of meaning: That will not be a problem,...
2
1 Paraphrase
2 ... if there aren't any free places. Remove even and the
comma before it.
3 There's a possibility there will be a change in society if
the government addresses social issues like crime and
poverty.
4 If future generations are even more highly trained than
they are now, will their lives be better?
5 Unless/(If) people are psychologically well adapted to ...
6 Paraphrase
7 Paraphrase
8 I didn't study psychotherapy and I now regret it.
3
1 Unless
2 If only
3 Even if
4 Provided
5 If
6 Supposing
4
2,5
5
1 Families can play a part in making society a better place,
provided the government gives them support.
2 If the government funded more community centres, this
would provide a place for people to meet.
3 If globalization hadn’t occurred, there would now be
fewer social and cultural problems around the world.
4 If it were not for volunteer workers helping people deal
with the psychological aspect of change, the situation
would have been worse.
5 Even though social interaction between different
cultures is increasing, still more contact is necessary.
6 Supposing social intelligence were taught in schools,
would it be beneficial?
Writing Task 2 Page 160
Possible ideas
1
First view:
world smaller
some countries richer than others
one humanity
have responsibility
unethical not to help
Second view:
charity begins at home
why go abroad when problems closer to home?
responsibility for own people first
can't help everybody
2
For:
gives people: passport/independence/freedom/chance for
development
Against:
not the only wav
social help
financial help
basic necessities
depends on situation and individual
3
For:
parents’ responsibility
their children
early years with parents
Against:
children spend time at school
parents at work need help
financial/social support needed
parenting skills
opinion: share the responsibility - ‘three parties’
2
Extract 1: 1
Extract 2: 2
3
Extract 1: It is a natural human instinct for people to help
270
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Answer key
each other, so this characteristic should be harnessed for the
betterment of mankind.
Extract 2: Let’s say someone can be well educated but has not
made even one or two friends in their life. Their life would be
affected.
4
Extract 1: Shopping is a good example here of people helping
the elderly.
Extract 2: Learning a skill like pottery can help make people’s
lives relevant and help them relax.
5 _
Sample answer
From the beginning of the last century women fight
hardly to take a position in work place either in private
sector or in government offices. Since that time they
have always proved their ability to perform just like
any male colleague. For a woman to take any leading
position she need to work harder than a men because
of the fact that most of the people in management
and leading positions are men. Until now the salary
for women is less than the salary of a men having the
same job in a developed country like U.K. Therefore it
is not easy for a women to have a leading position.
The reasons why many people opposing womens
rights in work that they think the natural place for
women is the home and their responsibility in leading
the family is much more import than any other job.
Others sav women have so much to do in their home
and if they take managerial jobs at work, they will not
be able to perform efficiently.
In spite of all these obstacles women through the
history proved their ability in taking responsibility
of leadership and we have many examples of women
who have led iheir countries and their people in a
successful way and achieve a lot in developing their
country like queen Victoria in the UK. Her reign as a
queen lasted 63 years, and the Victorian era was a time
of industrial, political, scientific and military progress
within the UK.
I think women have all the elements of successes as
a leader and as a manager and home responsibility
should be shard between men and women. Women
all over the world should have the same rights as men
and they should have the same opportunity in leading
position.
Words; 298 words
Examiner's comment
Although the argumentation in this response is quite well
structured, it is replete with grammatical errors which
impose some strain on the reader (eg. the conclusion) and
so diminish its overall impact. Paragraphing is quite well
handled with some varied sentence patterns in evidence.
Possible score: 6.0
Review 11 Page 162
Vocabulary
1 family tree
2 ancestors
3 widow
4 relative/descendant
5 siblings
6 relatives
7 generation
Word building: Suffixes -hood and -ship
1
1 cii
2 d iii
3 a viii
4 b i / h vii
5 hvii/bi
6 gvi
7 fv
8 e iv
2
1 relationships
2 households
3 relationships
4 generational
5 hardship
6 leadership
7 friendship
8 childhood
Speaking
A I have maintained a number of strong D relationships
with people who were my childhood friends, but the
friendship 1 E would like to describe is one that began
only early last year with a friend from the C restaurant
where I work H part-time. We first met when we were
working on an evening shift. It was very busy, G but
we still managed to help each other out. Since that day
we have developed B a very deep friendship. I think I
the main reason why we get on is because F we have
very similar interests. So I think what really makes the
friendship work K is that both of us like reading and J
doing the same sports and we rarely disagree on anything.
Question: Describe a friendship that is important to you.
Conditionals 2
1 Even if it costs a lot, I shall try to keep the whole family
together.
2 Unless the seminar on culture and the family has spaces,
I'll attend the seminar on kinship.
3 Families depend on the community centre to meet up,
otherwise they would have nowhere else to go.
4 They kept the family together and so they are in such a
strong position now.
Proof reading
others think, raising children, the parents, social skills,
schools as agencies, teach children to form, warm
relationships with, peers, knowledge and information,
adults, skills
Unit 12 Travelling around the world
Listening Section 2 Page 164
1
1 a secluded beach
2 a city
3 ancient ruins
2
Possible answers
Very hot: sun cream, light clothing, hat, umbrella,
appropriate footwear
Very cold: clothes (gloves, coat, hat, etc.), appropriate
footwear, sun cream
Questions 11-15
11 C
12 B
13 B
>
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271
Answer key
14 A
15 c
Questions 16-20
16 anxiety
17 resources
18 plasters
19 wipes
20 cameras
Vocabulary: Adjectives with multiple
meanings Page 166
1
It means ‘original/new/different\ It can also mean a work of
fiction'.
2
1 relevant
2 apathetic
3 film
4 treasured
5 different
6 new
7 odd
8 extra
9 similar
10 uncomfortable
3
1 novel, novelty
2 different, difference
3 strange, strangeness
4 unique, uniqueness
5 curious, curiosity
6 foreign, foreignness
7 odd, oddity/oddness
8 new, newness
9 fresh, freshness
10 alien, alienation
Reading Page 167
1
1 True
2 True
3 False-Australia
4 False - Central America
5 False - Athens in Greece
6 False - East Africa
7 True
8 True
9 False - St Petersburg
10 False - Iran
3
1 shelf: ledge
2 maturity: fully-developed
3 system: organism
4 range: variety
5 list: catalogue
6 vulnerable: in danger
7 breed: reproduce
8 colony: collection
9 historic: ancient
10 sanctuary: place of safety
Questions 1-6
1 continental shelf
2 protected areas
3 diversity
4 ecosystem
5 coral(-)reef
6 biological
Questions 7-10
7 FALSE. Paragraph 4: Contrary to popular belief, the Great
Barrier Reef is not a continuous barrier, ...
8 NOT GIVEN. Paragraph 6: More than 4,000 mollusc
species and over 1,500 species of sponges have been
identified. The molluscs and species are mentioned, but
there is no information given about a comparison u'ith
other sites in the world.
9 TRUE. Paragraph 9: The reef contains nesting grounds of
world significance for the endangered loggerhead turtle.
10 NOT GIVEN. Paragraph 11: There are over 30
historic shipwrecks in the area, ... The shipwrecks are
mentioned, but no mention is made of whether there are
plans to raise them or not.
Questions 11-13
11 no-take zones. Paragraph 14: The proportion of the
Marine Park protected by no-take zones was increased
from less than five per cent to over 33 per cent, and now ...
the entire Marine Park.
12 (the) regulatory framework. Paragraph 15 : the regulatory ;
framework significantly enhances the resilience of the
Great Barrier Reef .
13 overall management. Paragraph 16:... is the Australian
Government agency responsible for overall management,
and the Queensland Government ,...
Word building: Words relating to memory
Page 170
1
souvenir or memento
Words with the root mem-: memento, memo/memorandum,
memoir, memoirs, memorable, memorial, memorabilia,
memorize, memory,
2
1 memories
2 remember
3 memoirs
4 memorabilia
5 memorize
6 memorable
7 memorials
8 memo/memorandum
9 memento
10 memory
3
1 memories
2 memorabilia
3 mementoes
4 memoirs
5 memorial
6 memorable
7 remember
8 memorize
Speaking Part 1 Pagel7l
1
More and more people use ...
Most travellers ...
Speaking Part 2 Page 171
Possible answers
1 tour, excursion, expedition, outing, trip, voyage, travel
2 luggage, suitcase, plane, train, car, tickets, hotel, boat
3 pleasant, exciting, long, tiring, excruciating, memorable,
fantastic, comfortable, uncomfortable
4 travel, Hy, stay, stop, stop over, journey, sail
5 hotel, seaside, mountains, beaches, city centre, ski resort
6 for a holiday for w'ork, to visit friends, to study
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Answer key
Language focus: Articles Page 172
1
1 the definite article: the Great Barrier Reef, the mainland
2 the zero article: popular belief, 2,900 individual reefs,
fringing reefs, islands
3 the indefinite article: a continuous barrier, a broken maze
2
1 The sun
2 Stars, the moon, the Milky Way
3 A star
4 We can call it a star when we look at it in the galaxy or
when we look at it as an astronomical object.
5 Yes
6 Mount Everest
7 The Himalayas
8 Tokyo
9 The capital. There is only one capital not several.
10 Yes. The Atlantic Ocean, the Pacific Ocean, the Indian
Ocean, the Arctic Ocean, the Southern Ocean.
3
1 b The. The phrase 1 visited were old' makes the
monuments specific, not just any or all ‘old
monuments'.
2 b the. The Himalayas are a particular group of
mountains, not just mountains in general.
3 a the. The sun in the sky/our solar system
4 b the. The Nile is a specific river.
5 a The. The phrase ‘of Mexico' makes the word capital
specific. Mexico City does not need an article as there
is only one Mexico City.
6 a The. The United Kingdom is used to distinguish the
kingdom from other kingdoms.
7 a The. The definite article can be used if it refers to a
particular country. Sentence b is about prime
ministers in general.
8 a The. There is only one heart in the body, not various
hearts.
4
the Brazil
the sisters
the Rio de Janeiro
the beaches
the fun
a sightseeing
the living
the holidays
Writing Task 2 Page 173
1
7
Other possible ideas
View 1:
- gives people new ideas and experiences, languages
- helps develop international relations
- provides education
- removes prejudice
- helps people appreciate other cultures
View 2:
- makes people more prejudiced/less tolerant
- confirms prejudices
- makes people more insular
2
2 Trains go in and out of fashion in all countries, as
they often depend on the support of politicians. At the
moment, for example, more people are travelling by
coach rather than by railway.
3 Tourism can have a negative impact on the local culture,
so tourists should be careful about how they behave
when they visit other cultures.
5 Older people find it more difficult to rough it while on
holiday compared to the younger generation. This is
surely because they need to have more comfortable
surroundings because of their age.
Sample answer
Although it might appear so obvious that roving
around the world is probably the best and most direct
way of learning about life in other places, there are
some who claim that it would only reinforces the
biased ideas some people have about outsiders.
Fortunately the various modes of transport have
developed hugely over recent years so that almost
everybody can afford the time and cost of travelling
and at least glance around and if interested in
observing and studying other cultures more closely
there are various means of transport to fit individuals
needs and plans. What makes it more convenient is
not only the speed but budget price tickets offered by
airlines such as ‘easyjet' which provides an excellent
opportunity for people from different walks of life to
travel and experience a new set of life.
What could be more real and true than those
immediate impressions that people get directly
through seeing directly and personally and not relying
on the narratives which at times could be biased
and reflect only few views, especially if they are
broadcasted on TV and funded by a particular group.
Why not experience it first-hand.
I do not tend to think that travelling would provoke
misunderstandings, quite conversely it will dispel any
prejudices, albeit assuming “the observer” needs to
be fair and reasonable. The worst that could happen
is realising all those horrid rumours about that
particular part of the world have been true, which is
still an achievement. At least those so-called hatred or
disaprobations will find a firm base in reality.
Personally 1 do believe that travelling can only clarify
our judgments, helping us to unify and integrate
more and more .this unification seems one the best
approaches to address our global concerns; a vital step
to achieve peace on earth.
Words: 302 words
Examiner's comment
There are some relevant ideas supported by valid examples
here. However, the response demonstrates uneven grammar
and sharp shifts in style which impose some strain on the
reader. Surprising lexical choices indicate a potentially
accomplished writer, although these are somewhat
undercut by inaccuracies in sentence structure throughout
the answer.
Possible score: 6.5
Review 12 Page 174
Vocabulary
1 foreign
2 fresh
3 novel
4 new
5 curious
6 differences
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273
Answer key
7 different
8 strange
Word building
1
Possible answers
remember, memoirs, memorabilia, memorize, memorable,
memorial, memo/memorandum, memento
2
1 d
2 f
3 a
4g
5 b
6 e
7c
3
1 memorable
2 memorabilia
3 memorize
4 Memoirs
5 remember
6 memory
Articles
1
1 the monument, a temple, the north
3 the trip
4 the mind, the education some people ..., the opposite
6 The information on the website
7 The quality of hotels
2
the human activities
The Significant regional differences
The reefs of the Southeast Asia
including the approximately 60,000 square kilometres
where the reefs cover
the higher risk is greater in the former
3
Yes. The first sentence is an overview and the text is a few
words short of 150 words.
Possible introduction:
The chart provides information about the area of coral reef
endangered by human beings.
4
Information about the Indian Ocean is missing.
Ready for Speaking
Part 1 Page 176
2
1 The question asks the candidate to state a preference
about doing something, e.g. I prefer going out with a (large/
small) group of people/friends/people I know.
3
Stressed words in sentence 4: many reasons, perhaps, most
important
4
Stressed words in set A:
prefer, go out, one friend, group, friends, Why
do you go out
think, important, keep, contact, friends, make, work,
courses, Why/Why not
people, stay friends, long time
Stressed words in set B:
fav ourite form, art (painting, sculpture, music, drama)
think art, important, our lives, Why
Tell, traditional, form, art, your country'
think art, popular, future, Whv/Why not
5
Possible beginnings for set B:
1 like/love/sculpture/ painting best... /My favourite form of
art is sculpture/painting ...
Yes, I think it's crucial/essential/very important, because ...
A very common art form where I come from is ...
Oh yes. I think it will be much more central to our lives than
now, because ...
Words to stress:
like, sculpture best/favourite form, art, sculpture
Yes, think, crucial/essential/ very important, (because)
very common art form, come, is ...
Oh yes. think, much more central, lives now (because)
Part 2 Page 178
1
1 d
2 f
3 e
4 c
5 b
6 a
2
The words match the following parts of the topics:
Topic 1
cafe:
where this place is: near college
when you first visited this place: month ago
what this place is like: cheerful, relaxing, friendly
and explain why you enjoy studying there: great view
Topic 2
Oxfam:
how you first became aware of this organization: television
appeals
what this organization does: relieves poverty, sickness,
famine
where this organization operates: everywhere
and explain why you admire the work of this charitable
organization: saves lives
3
soon: in the coming year
annoying: irritating
private: one-to-one tuition
relaxing: soothing
healthy: good for your health
helps concentration/work: improves their ability to focus
Part 3 Page 180
4
Differences:
in the near future - in the coming year
annoying - irritating
individual - one-to-one
Why - The reason
mad about - keen on
healthy - good for your health
benefit me - help me
Additional information:
TheyVe played both classical and pop music to me, and
they've found it thrilling to play for someone. And to me it is
a very peaceful experience just sitting there and listening.
One of my friends, who plays the guitar and the piano,
says that he plays for about... half an hour before he does
274
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Answer key
any homework, and it helps him to focus on his work and
concentrate more.
5
1 2 2 136 43 54 65
Unit 13 The importance of infrastructure
Vocabulary: Nouns related to systems
Page 182
Possible answers
1
1 road/motorwav network with flyovers
2 tunnel for a train or even water supply
3 train station as part of a railway network
4 motorways/highways
2
1 buses
2 a roundabout
3 water from the tap
4 for shaving/toothbrush
5 the Internet
6 mobile use
7 BBC World Serv ice
8 TV
9 email
10 cars
5
1 oil
2 railway
3 telephone
4 satellite
5 Internet
6 water
7 electricity
8 gas
7
1 Electricity, grid
2 gas, pipelines, fields
3 water supply, purification
4 oil, wells, refineries
5 satellite, weather
6 infrastructure, lines
7 access, web, connection
Reading Page 184
2
highways, Interstate, lanes, Interstate, artery,
thoroughfare
Questions 1-5
1 F
2 B
3 J
4 C
5 I
Questions 6-9
6 YES. Paragraph A: Electronic toll collection is
increasingly the obvious answer.
7 NOT GIVEN. Paragraph C: Cash transactions are costly,
though , because highway agencies must pay toll-takers,
maintain plazas and safely transfer the cash to banks.
There is no mention of the cost of cash tolls being
expensive to administer because of the expense of
security guards at toll plazas.
8 NO. Paragraph D: ... tolling agencies are introducing
a variety of technologies to streamline the process and
increase profits.
9 NOT GIVEN. Paragraph F: businessmen do not need to
save fistfuls of receipts for their expense reports. However,
there is no comparison between business people and
other users.
Questions 10-13
10 D. Paragraph G: And because they are part of the car, they
will be harder to steal.
11 A. Paragraph H: A study by an economist at M.l.T, Amy
Finkelstein, found that dnvers who pay their tolls
electronically are less aware of the rates they pay.
12 A. Paragraph J:... more than 71 percent of transactions
at the Port Authority's tunnels and bridges include an
E-ZPass - up from 52 percent in 2000...
13 C. Paragraph J: Mr. Lamba said that drivers are
increasingly comfortable with electronic tolling.
Word building: Modal verbs to adjectives
Page 186
1
1 possible
2 unwilling
3 unnecessary
4 expected
5 probable
6 able
7 compulsory
8 certain
9 essential
2
Examiner: Is it possible for communications systems like
broadband to have an impact on people s lives?
Candidate: I think it is possible for the development
of faster communication systems than we have now to
have an impact on local as well as national economies, as
the e xpected outcome is that it will enable people to do
business faster. Obviously, it is not possible for them/areni
able to solve every problem, but it is at least possible for
them to help. For a while governments were unwilling to
invest in fibre optics, but now the cables are being installed
everywhere. For example, in my home country* they provide
jobs for local people ...
Listening Section 3 Page 187
1
1,3, 4, 5 and 7 are directly related. 2 and 6 may be indirectly
related
1 aims and objectives: what the research intends to
do/show, etc.
3 research question: the question the researcher is seeking
to answer
4 research findings: the results/conclusions of the
research
5 data analysis: the examination of the data/information
collected
7 literature review: a review or analysis of the books/
journals/ articles related to the research
Question 21-23
21 B
22 A
23 B
Questions 24-28
24 B
25 G
26 F
27 A
28 E
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275
Answer key
Questions 29 and 30
IN ANY ORDER
A
E
Language focus: Concession Page 188
1
California, Pennsylvania, Texas and Virginia may be quite
different in many ways when it comes to the presidential
primaries, but they do have one thing in common ...
Although California, Pennsylvania, Texas and Virginia
may be quite different in many ways when it comes to the
presidential primaries, they do have one thing in common ...
2
1 Although increasing the capacity of the network may be
a good solution to the problem, it is not the only one.
2 This may be a sound argument, but I think I'd want to
see more funds made available for new carriages as well.
3 While inner city conditions may be cramped, the
facilities available are endless.
4 I don’t like the idea of computers controlling systems
like transport. Nevertheless, they perform a vital
function.
5 Much as I agree with the creation of high-speed
communication systems, I can’t help thinking that they
will lead to more demands on workers and hence more
stress.
6 Extensive metro systems may exist in many major cities,
but they are expensive to maintain and upgrade.
7 I partly agree with the opinion expressed here, but I
think it is naive to suggest that increasing the fares will
in the end lead to a better transport service.
8 Its clear the quality of public services is improving.
Nonetheless, more needs to be done.
3
a7 b2 c4 dl e5
Speaking Part 2 Page 189
1
- What I would like to describe is a journey that I made to
see a friend in France last winter.
- The trip was a short five-day break to a small village in the
Loire valley, which is full of the most wonderful castles.
-1 took the train to Paris and then to Tours, which is the
largest city near the village I was visiting.
- The journey was exciting because it was my first visit to
France.
-1 was able to catch the train which goes through the
Channel Tunnel to Paris and take another train to Tours.
- The journey was very smooth, because the train network
in France runs exceptionally well and the Eurostar train is
well integrated with the French system.
- What made the journey special for me was the fact the trip
marked my first journey to France, and my first time in the
tunnel under the English Channel.
- But what made it magical, not just special or thrilling, was
the snow.
- As we passed through the countryside the snow fell on the
fairytale castles along the Loire. It was a truly enchanting
time.
2
Topic 1
Writing Task 1 Page 190
1
1 four
2 upward but mixed
3 it reflects the last two years
4 All visits
5 upward
6 2003 and 2005
2
1 and 3
3
1 There was a rise in expenditure on holidays over the
period with spending increasing from £1,053 million to
£1,230 million.
2 The general trend for miscellaneous expenditure was
clearly upward, rising from £318 million to £557 million,
a near 60% increase.
3 Spending on business trips also went up with a climb
from £859 million to £ 1,108 million.
4 Climbing from £539 million in 2002, expenditure on
visiting friends or relatives rose only slightly to
£585 million, with most of the growth taking place
between 2005 and 2006.
5 The overall money spent went up from £2,780 million
in 2002 to £3,390 million ...in 2006 (20.1% increase),
miscellaneous expenditure accounted for the bulk of the
rise.
4
Sample answer
The table depicts the reasons why people from Europe
came to UK and the money they spent from 2002 to
2006.
Overall, it is clear that the money Europeans spend for
different reasons in the UK increased over the period.
For example, the most significant expenditure was
on Holidays w f hich rose from £1640 million to £2655
million over the period. Business and Visiting friends
or relatives had almost the same level of increase from
2002 to 2006 from £1833 million to £2614 million and
£1061 million to £1830 million respectively. As for
the miscellaneous, although the expenditure on this
category was the lowest, there was also a steady rise
from £1001 million to £1454 million over the period.
In contrast, the expenditure on all visits showed a
different picture. Here the increase at the beginning
of the period w f as much lower than the latter period,
from £5549 million to £5888 million in 2002-2003
compared to almost 1 million pound increase every
year till the end of the period.
Word count: 167
Examiner’s comment
The response is w’ell introduced. Generally, skilful lexical
choices and language structures are displayed and the
main points are covered. However, some content in the
last paragraph is actually inaccurate and therefore slightly
confusing. On the whole, however, this is an effective
answer.
Possible score: 7.5
Review 13 Page 192
Vocabulary
1
1 bridges
2 cables
3 the Internet
4 a satellite
5 oil and gas
276
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Answer key
6 electricity
7 gas
8 water
9 national grid
10 road network
2
Possible answers
2 Cables can be laid underground to carry optic fibres.
3 The internet can be accessed from a computer to get
Information.
4 Information is beamed to earth from space by satellites.
5 Oil and gas can be found in fields.
6 Electricity is carried on tall towers or on cables under
the ground.
7 Gas is sometimes burned as fuel to cook food in an oven.
8 Water is filtered, treated and purified before being
supplied to houses.
9 Each house is connected to the national grid that
supplies electricity.
10 A series of interconnecting roads is called a road
network.
3
crucial, infrastructure, network, different services,
electricity, granted, appreciate, serv ice industries, supply,
national grid, reconnect
The candidate was answering question 2.
Reading
grappling, cash lanes, streamline, arteries, upkeep, cash
transactions, manned (booths), windshield, licence/se plates
Word building
1
lg 2a 3c 41) 5d 6e 7f
2
1 neccssary/cfi»5»ciitial
2 necessary/csscntial
3 unwilling
4 possible
5 essential
6 certain
Concession
1 ... but unfortunately there are places in the world
where it is rare.
2 ... to every home looks impossible, it is a worthy aim.
3 ... the rail network is as chaotic as it used to be.
4 ... , I don’t feel safe while doing so.
5 He may sav he's an expert ...
6 ... as people say, I will not go near it.
Unit 14 Money and happiness
Vocabulary: Money matters Page 194
1
1 bank notes and coins
2 bartering
3 cowry shell money
Coins are thought to have been first used in China and the
Lydian Kingdom in modem day Turkey in the eigth and
seventh centuries BC.
2
Possible answers
coins, banks, currency, spend, notes, dollars, dinars, pesos
3
No in both cases.
1 money management
2 money market
3 taxpayers' money
4 money laundering
5 paper money
6 sponsorship money
7 counterfeit money
8 public money
4
1 finance director/minister/department
2 company/government/state/family/household finances
3 cash reserves/flow/payment/settlement/limit/crisis/crop
4 currency conversion/markets/speculation/fluctuation/
reserves/crisis
5 credit agreement/arrangement/facilities/terms/limit/
transfer
6 debt collection/collector/burden/mountain
7 savings account/plan/bank
8 consumer/government/public/welfare/education
spending
9 spending programme/target/cut/limit/money/power/
spree
10 consumer/govemment/public/welfare/education
expenditure
11 price war/range/increase/cut/tag
12 capital/investment/household/familv income
5
1 cash crop, cash flow, cash crisis
2 Paper money
3 Education expenditure, expenditure level
4 Family finances, finance minister
5 Money management
6 currency reserves, currency crisis
7 debt burden
8 spending money, spending spree
Listening Section 4 Page 196
1
a company training scheme
Questions 31-34
31 B
32 A
33 B
34 B
Questions 35-40
35 fulfilment/fulfillment
36 2/two hours
37 give training
38 (Staff) absences
39 15/fifteen %/percent/per cent
40 recruitment costs
Word building: Values and beliefs Page 197
1
Moral code is possible, but codes for organizations are
generally related to ethics. Ethics relates to the principles or
the philosophy on which peoples morals are based.
2
If 2e 3g 4c 5a 6b 7d
3
invaluable, value, valuable, valuation, valuer, valueless
4
Values, value. Valuables, invaluable, valueless
5
principles, principled, unprincipled, principles
6
idealistic, ideals, morals, ethical
www.booksmania.net
277
Answer key
Language focus: Substitution and ellipsis
Page 198
1
1 The word so replaces about bringing people together
and making links artd contributing to the economy of the
country.
2 Repeating the words means that there is no real
connection between the sentences.
3 Overuse of substitution can make writing or speaking
difficult to understand.
4 I think so.
2
lh 2a 3g 4f 5e 6b 7c 8d
3
1 ... by putting back some of the profits they have made
from the local pcople./Such philanthropic behaviour
2 ... told us how to behave ... /... to do so ...
3 ... the traditions and ways of the society they belong to
... / ... such customs ...
4 ... introduce philosophy into the school curriculum./...
doing so ...
5 1 left home when I was 18 to go to university./I did so ...
6 Detailed analysis ... on what makes people happy,/...
such research ...
7 ... adhered to the traditions of the community we came
from ... /... do so ...
8 moral standards on television ... should therefore be
raised/... in doing so ...
4
1 Although the government wanted to stop funding the
railway venture, they weren’t able to.
2 The banks didn't want the policy on extending loans to
small businesses to change, but the government did.
3 Some people don't believe that there is a clear link
between happiness and money, while others do.
4 The fact that health, wealth and happiness are often
linked together when people talk must mean they are.
5 The college was praised for student behaviour and
success as it hoped it would be.
6 The university didn't invest as much in delivering
subjects like philosophy as it could have.
7 Mv father laid down the law with us when we were
children, but my mother didn't.
Possible answer Speaking Part 3 Page 199
1
Do you think people associate money with happiness?
Why?: technological gadgets, reduces anxiety
Do you think its possible to lead a happy life without
money? How?: life can be difficult without
What advantages does money bring to people’s lives?: brings
freedom, reduces anxiety, allows people to do things they
want, indulge in buying consumer goods, having more time
What other factors do you think are necessary to lead a
happy life?: money not everything other factors, health/
work/friends, having more time
Do people attach too much importance to money
nowadays? Why?: overemphasize/overrate money
How can money sometimes control people's lives?: it
controls, restricts, governs every aspect of people’s lives
Tn what ways can money be used for the good of humanity?:
redistribution of wealth, richer nations helping poor
nations/people
Reading Page 199
1
1 tackle (paragraph A)
2 contentment (paragraph A)/well-being (paragraph D/E/
F/G)
3 abject (paragraph B/E)
4 endless (paragraph D)
5 penury (paragraph E)
6 rung (paragraph E)
7 budge (paragraph F)
8 civic (paragraph G)
Questions 1-5
1 Paragraph G: If a nation wants to increase its populations
sense of well-being, says Veenhoven, it should make ‘less
investment in economic growth and more in policies that
promote good governance, liberties, democracy, trust and
public safety .'
2 Paragraph E: But before you assume that money does
buy happiness after all... one economic rung above the
homeless - rate themselves at 4.6.
3 Paragraph G: ...and are more frequently due to factors
such as social relationships and enjoyment at work .'
Other researchers add fulfilment, a sense that life has
meaning, belonging to civic and other groups, and living
in a democracy that respects individual rights and the rule
of law.
4 Paragraph A: See the whole paragraph.
5 Paragraph F: See the whole paragraph.
Questions 6-9
6 TRUE. Paragraph B: ... and they have generally
concluded that wealth increases human happiness when it
lifts people out of abject poverty and into the middle class
but that it does little to increase happiness thereafter.
7 FALSE. Paragraph D: Studies show that people like
selecting from among maybe half a dozen kinds of pasta
at the grocery store but find 27 choices overwhelming,
leaving them chronically on edge that they could have
chosen a better one than they did.
8 NOT GIVEN. See paragraph E where multimillionaires
are mentioned, but there is no mention of expectations
about their numbers.
9 NOT GIVEN. See paragraph F. There is no mention
of moneys influence on people's happiness before the
Second World War.
Questions 10-12
10 shortcomings (paragraph F)
11 life satisfaction (paragraph F)
12 social relationships (paragraph G)
Question 13
B
Writing Task 1 Page 202
2
1 Regarding the dissatisfaction (not ‘As regarding')
2 age group were slightly less content (not ‘content less
slightly)
3 dissatisfaction (not ‘disatisfaction')
4 with the pie chart indicating (not ‘with pie chart)
5 with 83 per cent being happy (not ‘be very happy')
3
1 shows how happy various age groups were about
b
2 indicated they were very content with
a
3 For example, the positive rating for those 60 and over
a
278
www.booksmania.net
Answer key
4 the greater part
b
5 fewer people
a
Sample answer
The bar chart provides the outcome of a surv ey carried
out about the Daily Happiness-Stress Index in the USA
during 3 months from Jan l s ‘ to May 25 lh in 2008.
On the whole, the proportion of happiness and
stress changed significantly over the weekends with
happiness increasing and stress decreasing. It is seen
that the DHSI remained almost flat the weekdays
especially from Monday to Thursday standing at
about 43% of 'With a lot of enjoyment' and around
10% of ‘With a lot of stress'. During these days there
was over four times as many happiness as worry.
By contrast, on Fridays minor changes occurred
with the percentage of enjoyment climbing slightly at
approximately 46% while that of worry went down to
just below 10%. The most variation was experienced
over the weekends when the proportion of happiness
reached about 57% compared to the fall of stress
which fell to about 7%.
Overall, the percentage of happiness was greater than
that of stress over all the period and the gap between
them widened from Fridays to Sundays.
Word count: 177 words
Examiner's comment
The key points are presented logically with cohesive devices
being used throughout. However, the effectiveness of the
response is somewhat reduced bv occasional errors in
grammar and editing, although these do not seriously
impede communication. Sentence coordination might have
been improved in places by more judicious punctuation.
Possible score: 7
Review 14 Page 204
Vocabulary
1
1 i
2g
3 c
4 e/j
5b
6 f
7 g/h
8 d
9 j/e
10a
2
1 family income
2 debt mountain
3 cash crop
4 savings bank
5 currency reserves
6 paper money
7 Consumer spending
8 price war
9 credit limit
10 State finance
Word building
1
beliefs, principles, moralistic, ethics, standards
2
realistic, idealistic, ideals, moral
Examiner's question: Do you think young people today are
too idealistic?
Substitution and ellipsis
1
1 The television presenter claimed that work was a very*
important factor in making people happy, but the
audience didn’t.
2 Some people don't believe in the need to save money for
the future, while others do.
3 Many people don't want to do volunteer work to help
others, but fortunately there are many who do.
4 Politicians often think the opinions of ordinary' people
are not important when they are in power, but clearly
they are .
5 Just as I have had the chance to hav e a free education, /
think everyone else should.
2
1 they want to
2 Such
3 do so
4 hasn't
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Macmillan Education
Between Towns Road, Oxford 0X4 3PP
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-0-2307-3214-8 (+ key edition)
ISBN 978-0-2307-3215-5 (- key edition)
Text © Sam McCarter 2010
Design and illustration © Macmillan Publishers Limited 2010
First published 2010
All rights reserv ed; no parts of this publication may be reproduced, stored
in a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior wiitten
permission of the publishers.
Original design by Andrew Jones
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Illustrated by Fred Blunt, Julian Mosdale, Oxford Designers and Illustrators,
and Alan Rowe
Cover design by Barbara Mercer
Cover photograph © Getty/Sean Darv
Authors acknowledgement
I would like to say a very special thank you to Alison Ross and Amanda
Anderson for their great patience, guidance and insight and to sav to thank you
to Li/. Hunt, Jo Kent, Debra Emmett, Man Jane Hogan and Phil Vellendcr for
their not inconsiderable help. I would also like to thank Alison Sharpe.
I would like to acknowledge and thank the following students for supplying
sample answers: Wilonja Mutebwe, Abukar Haji Jimale, Darejan Chilashvili,
Kais Abdaly, Akram Moosavi, Nisrcen Shaker, Ibahim Almeriy and all the
students at Reache Northwest.
The publishers would like to thank all those who participated in the
development of this project, with special thanks to Maty Jane Hogan, Liz Hunt,
Debra Emmett, Rachael Roberts and Alison Shaipe.
The author and publishers would like to thank the following for permission to
reproduce the following copyright material:
University of Leicester and Dr Jane Wellens for an extract adapted from "Facc-
to-face or Facebook? Can Online Networking Sites Help New Students Settle
Into University?” by Dr Jane Wellens htlp://www2. le.ac.uk/ebulletin/newS/press-
releases/2000-2009/2008/05/nparticle.2008-05-l 2.9320634382. reproduced with
permission;
Extract from ‘Why exactly is this ride so thrilling?’ by Roger Highlield copyright © Tele¬
graph Group Limited 2006, first published in The Daily Telegraph 10.10.046, reprinted by
permission of the publisher;
Extract from 'The world's rubbish dump: a garbage tip that stretches from Hawaii to Japan’
by Kathy Marks and Daniel Howden copyright © The Independent 2008, first published in
The Independent 05.02.08, reprinted by permission of the publisher;
PARS International Corp for an extract abridged from "Why Should We
Be Friends?" bv Kate Baker, Newsweek, 9 August 2008, copyright © 2008
Newsweek, Inc. All rights reserved. Used by permission and protected by the
Copyright Laws of the United States. The printing, copying, redistribution,
or retransmission of the Material without express written permission is
prohibited;
Extract from MBAs: The end of testing times?’ by Nick Jackson copyright ©
The Independent 2008, first published in The Independent 17.04.08, reprinted
by permission of the publisher;
Design Museum for an extract abridged from ’Giles Gilbert Scott, Architect
(1880-1960)' httn://w r w T w.designmuseum.org/des i gn/giles-gilbe rtiScott copyright
© Design Museum;
Extract from ‘Graffiti: Street art - or crime?’ by Arifa Akbar and Paul Vallely
copyright © The Independent 2008, first published in The Independent
16.07.08, reprinted by petmission of the publisher
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by George O. Ndege. Published by Greenwood Press, copyright © 2006,
reproduced with permission of ABC-CLIO, LLC;
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beginning” by Ken Belson, New York Times, 2 March 2008, copyright © 2008
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the Copyright Laws of the United States. The printing, copying, redistribution,
or retransmission of the Material without express w rj^jf^ per^^j^T 8 it'* 1 *’ 14 J
prohibited; ‘ *•' v
PARS International Corp for an extract abridged from "Why Money Doesn’t Buy
Happiness" by Sharon Begley Newsweek , 15 October 2007 www.newsweek.com ,
copyright © 2007 Newsweek, Inc. All rights reserved. Used by permission and
protected by the Copyright Laws of the United States. The printing, copying,
redistribution, or retransmission of the Material without express written
permission is prohibited;
National Gallery of Art for an extract from Xia Dynasty, Bronze Age China c 2000-771
BCE’ from The Golden Age of Chinese Archaeology. Part Two, pi 2. Written by Brian
Hogarth. Director of Education, Asian Art Museum of San Francisco, with Carla Benner,
National Gallery of Art. Washington. http://w ww.nga.gov/educatioa/chinatp p t2.him
copyright © 1999. Board of Trustees, National Gallery' of Art, Washington;
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from Earth in Our Hands - Coastal Erosion by Callv Oldershaw, published by
The Geological Society of London and available at www.geols oc.org.uk.
1ELTS answer sheets reproduced with the permission of the IELTS partners.
These materials may contain links for third party websites. We have no control
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Although we have tried to trace and contact copyright holders before
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Revision,Voll,Comprehensive Tables, United Nations, New York 2007, United
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