Tai Lieu Bo Tro IELTS

Lesson 1 – Period 3
WRITING
SOURCE: The Complete Guide to IELTS
Pg.184-186, Sections A-C
A About the task
1 Read the information about the task.
Task 1 tests your ability to look at visual information in a graph, chart, table or diagram, and identify and report
the most important information in your own words.
One common way to present visual information is in the form of a line graph. On the question paper, you see a
line graph with a title. The instructions for writing your response appear in a box above the graph. There is also
a brief description of the information in the line graph in the box. There is usually a key (legend) which helps you
to distinguish the lines on the graph and tells you what each line represents. You r job is to look at the graph and
select, summarise and describe the most important information.
Line graphs typically show trends. A trend is a movement of data in a general direction over time. On a line
graph, trends are represented by the direction of the lines. Trends can be upward or downward or they can
remain at the same level. An important part of your response is to describe trends and to compare them.
The horizontal axis usually involves units of time: days, months, years, and so on. Usually the time represented
in the task is in the past, but some graphs include projections about the future. The vertical axis can show almost
any kind of data: costs, temperatures, rainfall, amounts of some commodity, population figures, and so on.
It's important to examine the graph before you write your answer, and to think about what the graph is telling
you. You have to look and think carefully and choose what information to include so that your response reports
only the key information.
Here are the basic rules for writing about a line graph:
• Look at the graph carefully and decide what the most important information and striking features are.
• Write a well-organised overview.
• Include data to support the key points.
• Use an academic register or style.
• Write at least 150 words.
• Complete the task in about 20 minutes.
II Include only the key points. Minor details or irrelevant data can be leh out.
a Don't do any calculations or give your opinion about the information.
184 /\CADEMIC WRITING

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2 Work in pairs. Complete the sentences ( 1 -9) with the correct ending (A-1).
1 Your overall task is to identify and write about
2 You should write
3 You aren't required to write
4 The graph usually has
5 The text box above the graph includes
6 The numbers on the horizontal axis usually represent
7 The key on a line graph provides
8 The direction of the lines on a line graph shows
9 You have about
A information about what each line represents.
j
B units of time.
C over 1 50 words.
D trends, which can be rising, falling, or level.
E an explanation or analysis of the information on the graph.
F the most important i nformation shown in the line graph.
G 20 minutes to complete the task.
H a title above it.
I instructions and some information about the graph.
B Sample question
3 Read the instructions and answer the question. Use the rules about the task from
Section A to help you. Then look at the sample answer on page 334. Which aspects of
the task did you find difficult?
IELTS PRACTICE TASK

You should spend about 20 minutes on this task.
The graph below gives information about the technology that households in one US city used for
watching television between 2004 and 2014.
Summarise tl1e information by selecting and reporting the main features, and make comparisons where
relevant.
200,000 �------. · ·
· · ·
· ·
··
·
·
..
1 60,000 -+--- ---1 --- Satellite
. ..
.
•'
.
.
... .
. . .. - - - - Cable
- - - - - - - .... ... . ·
-
- .
. . . . . . . . · I nternet
Broadcast
...
===
QJ
.0
E
:i
2
0 ,-- , I ,-- , ,-- ,-- ,--
2004 2006 2008 2010 201 2 20 1 4
Year
ACADEMIC WRITING 185

TASK 1 Line Graphs
C Tips and tactics

4 Work i n pairs. Read the tips and tactics and discuss these questions.
a Which tips and tactics do you think are the most useful?
b Did you use any of these tips and tactics when you answered the sample question
i n Section B?
c Which tips will you use in the future?
The first step is to look carefully at the information in the l i ne graph. Don't rush through
this step. Make sure you understand the graph before you start to write.
2 Underline important words in the question and circle important points on the graph.
3 Identify what key information is being presented in the graph and which important dates,
figures or striking features you'll need to write about.
4 Plan your writing. You can usually divide it into three paragraphs: introduction, first main
paragraph and second main paragraph.
5 If the line graph has more than two lines, try to arrange the data into two or three groups.
For example, you could divide the data into rising trends and falling trends.
6 Look carefully at the timeframe that the graph covers and work out what tenses you
need to use (past, present, present perfect or future).
7 Begin with an introductory sentence that describes the graph in general terms, but don't
repeat the exact wording of the question.
8 Then describe one or two general trends shown in the graph. Don't go into detail; just
report the most important trends you see when you look at the graph.
9 In the first main paragraph, select and write about the features that are most important
and interesting, for example, rising or falling trends, or where lines intersect, and include
relevant data to support the points you make.
10 Focus on the general direction o f a trend; don't write about each change in direction o f a
line.
11 Don't try t o write about all the data i n the line graph and don't include details that are
irrelevant to the main trends.
12 Remember, don't try to analyse o r explain the information i n the graph, o r d o any
calculations; just describe and report it.
13 Keep track o f the time. Don't spend more than 2 0 minutes o n Task 1 .
14 Make sure your handwriting i s clear and legible.
15 Keep i n mind the criteria that the examiners use to mark your response. (For marking
criteria, see About the Academic Writing Test, page 1 80.)
D Ski lls-b uilding exercises

INTRODUCTORY VERBS
indicate The graph indicates the growth in the service sector and the decline in the
manufacturing sector.
show This graph shows how two programs performed over a ten-year period.
compare The graph compares changes in the annual rainfall in four cities.
provide/give information Information is provided/is given in this graph about the gradual
growth of productivity for several firms.
provide data This graph provides data about three trends: . . . , . . . , and . . . .
186 ACADEMIC WRITING

SPEAKING
SOURCE: Complete IELTS 5-6.5
Pg.13, Section Speaking
Cambridge University Press
978-0-521-17948-5 – Complete IELTS Bands 5-6.5
Guy Brook-Hart and Vanessa Jakeman
Excerpt
More information
Speaking Part 1 2 Work in pairs. Which of these statements are

good things to do in Speaking Part 1? Tick (✓)
Exam information the boxes.
• The examiner asks you about yourself, your 1 Answer each question as briefly as
home, work, studies and other topics. possible in two or three words.
• This part lasts between four and five minutes. 2 Give reasons for your answers.
3 Offer extra details.
1 03 Listen to four IELTS candidates – Svetlana, 4 Sound interested in what you are saying.
Huan, Reva and Mateusz – each answering one of 5 Repeat the exact words of the question.
the questions below. Which question does each 6 Speak clearly so that the examiner can
candidate answer? hear you easily.
3 03 Listen to the four candidates again. Which of
the things in Exercise 2 do they all do?
Pronunciation: Sentence stress 1
4 Think about how you would answer questions

1–10 in Exercise 1 and write notes.
Example: Moscow, large city, western Russia
5 Work in pairs. Take turns to interview each other

a Svetlana 3 c Reva using the questions in Exercise 1.
Exam advice Speaking Part 1

• Give reasons for your answers.
• Offer extra details.
• Use your own words when possible.
Pronunciation
Sentence stress 1
b Huan d Mateusz
You should put the stress on the words you think
give the most important information. When you
1 Can you tell me a little bit about your home answer a question, you normally stress the words
town / where you are from? which give the answer.
2 How long have you been living here/there?
3 What do you like about living here/there? 1 04 Read and listen to these extracts from the
four candidates’ answers in Speaking Part 1.
4 Is there anything you find difficult about
Underline the stressed words in each extract.
living here/there?
1 Well, I think the people here are very friendly
5 How do you get to school/college/work?
and I’ve made a lot of new friends.
6 Tell me a little bit about what you study. 2 Well, I’m not too keen on flying because you
7 What do you like about your studies? Is there spend too long at airports.
anything you dislike? 3 I find it hard being away from my family and
not seeing my friends.
8 Have you travelled to another country?
4 I’ve been here since I came to university, so for
(Which one?)
about two years.
9 Do you enjoy travelling? Why? / Why not?
10 What’s your favourite form of travel? Why? 2 Work in pairs. Take turns to read the candidates’
answers in Exercise 1.
Starting somewhere new 13
© in this web service Cambridge University Press www.cambridge.org

READING
Pg.92-97, Sections A-D
TAS K TYPE 3 Short Answer Questions
Visitor views Chugach Mountains, Alaska
A About the task

1 Read the information about the task type. Then look at some notes two of your
classmates made about the task. For each point, who is right: Classmate A or
Classmate B? Choose the correct answer.
The Short Answer Questions task tests your ability to answer questions on factual information using words taken
from the passage.
It's often used to test your understanding of a factual passage about a specific subject. You usually read facts
about a subject, and you may be asked to write words or numbers. On the question paper. you see a set of
questions about the passage. Your job is to read the passage and find information to answer the questions.
Here are the basic rules for the Short Answer Questions task:
• The questions follow the order of information in the passage.
• The instructions tell you how many words to write in each answer.
• The wording of the questions includes some words and ideas that you can find in the passage.
• The words you need to write in your answer are found in the passage.
• You write the words in the same form as you see them in the passage {e.g. singular/plural) - you don't need
to change them in any way.
• Spelling counts! The words you write must be spelled correctly.
It's especially important to read through the questions before you read the passage, and think about the type of
information you're looking for. You have to read the passage carefully to find the correct information.
Short Answer Questions

1 Classmate A Vou are most� reading for facts and figures.
Classmate B You are read ing to understand the writer op1111ons.

2 Classmate A The questions some.times fo!low the order ofthe passage.
Classmate B The questiotl!.? ftll'lay• follow the orderot t.I pa �o.e.

3 Classmate A Vou have. to che.d� the. instructions to see how mal\y words you can write.
Classmate B 'l'i1u alway,, h:ivt J ·.·11 1t t:.o,·o 1·1ori
4 Classmate A Vou have to tise. your ow11 words to exp!ain the. ide.gs in the. passage..
Classmate B You have to wr 1t t.llf 1x11t worth you fin,I in thr p,1 age.
5 Classmate A All answers mtlSI be spelled correctly
Classmate B nail c-,p ling mi 1� � 'll'c not pc;n lised.
92 ACADEMIC READING
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B Sample questions
2 Read the passage and answer the questions. Use the rules about the task from
Section A to help you. Then check your answers. Which questions did you find
difficult?
I E LTS PRACTICETASK
A Crack in the Earth
Researchers working off the coast of Portugal in western Europe have discovered what could be the birth of a new
subduction zone. Subduction zones happen when the large tectonic plates that make up the Earth's crust crash into
one another, and one slides, or subducts, below the other.
According to a report published in the journal Geology, this new subduction zone could signal the start of an extended
cycle that fuses continents together into a single land mass - or supercontinent - and then forces them apart again.
This process has occurred at least three times during Earth's approximately four-billion-year history, with the most
recent evidence coming from the splitting up of the single land mass called Pangaea about 200 million years ago.
In the distant future, the Earth's continents could 'look very much like Pangaea,' says researcher Joao Duarte, a
geoscientist at the University of Monash in Australia.
The recently discovered subduction zone is located in the Atlantic Ocean about 200 kilometres off the southwest
coast of Portugal. It is made up of six distinct segments that together span a distance of about 300 kilometres.
The subduction zone is actually a newly formed crack in the Eurasian plate, which is one of the main tectonic plates
making up the Earth's crust. The Eurasian plate contains all of Europe and most of Asia. In this case. 'the Eurasian
plate is breaking in two.' says Duarte.
Scientists have long suspected that a new subduction zone was forming near the western margin of the Eurasian
plate, off the coast of Portugal. Part of the reason is that the region has been the site of significant earthquakes. Over
the past 20 years, several scientific teams from different countries have been mapping the region's seafloor. As part of
his research project while at the University of Lisbon. Duarte gathered together the data from these different mapping
projects and combined them to create a new tectonic map of the seafloor off the coast of Portugal. This provided the
first conclusive indication that the ocean floor off the coast of Iberia is indeed beginning to fracture, and that a new
subduction zone is starting to form. 'It is not a fully developed subduction, but an embryonic one,' says Duarte.
The evidence collected by Duarte's team suggests that the Eurasian plate could eventually split into separate oceanic
and continental sections. If this happens. the oceanic section - which is made of denser rock - will dive beneath
the continental section. causing the Atlantic Ocean to shrink and pulling North America and western Europe closer
together. Other studies have indicated that geologic activity in the region could also pull Africa and Europe together,
causing the Mediterranean Sea to vanish. 'Eventually North America and Europe will be together again, and the
collision will give origin to new mountain chains,' says Duarte.
Questions 1-8
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer
1 What term describes the situation in which a single land mass exists on Earth?
2 How long has it been since the last single land mass existed?
3 What is the size of the area affected by the new subduction zone?
4 What happened to make scientists think that the new subduction zone existed?
5 What name is used for the type of image Duarte produced of the region's seabed?
6 Which word does Duarte use to indicate the new subduction zone's stage of development?
7 According to Duarte, which section of the Eurasian plate is likely to move?
8 According to researchers, what might disappear as a result of the new subduction zone?
ACADEMIC READING 93
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C Tips and tactics
3 Work in pairs. Read the tips and tactics and discuss these questions.
b Did you use any of these tips and tactics when you answered the sample questions
in Section B?
Before you read the passage, look at the questions and think about what you're going to
read.
2 Underline the most important words in the questions and think about the type of
information you're looking for. For example, are you looking for a name, a number, a
specific term or something else?
3 Most of the answers are facts about the topic, so many of the words you need to write
are nouns. Check if words are singular or plural in the passage.
4 Read the passage quickly. Remember that the questions follow the order of information
in the passage.
5 Then go through the questions one by one. Use the underlined words to help you find the
relevant sections of the passage. Read these sections in detail and find the information to
answer the question.
6 The word(s) you need to write are in the passage. Don't put the information you read into
your own words. Copy the spelling of the words exactly and check it carefully.
7 Don't just write down the first word you find that fits the gap - keep reading and keep
thinking about the meaning.
-
8 Remember, the instructions tell you how many words to write - if you write more, your
answer will be marked wrong.
9 Write numbers as figures, e.g . ' 1 04' not as words, e.g. 'one hundred and four'.
10 I f you aren't sure of a n a nswer, always write something. N o marks are taken off for
wrong answers.
Q FOCUS D Ski lls-bu i lding exercises

Understanding
4 Read the questions and look at the underlined words. What type of i nformation are
the focus of Short
you looking for to answer each question?
Answer Questions
Who discovered that white light breaks into component colours?
2 Which Rart of the human eye is sensitive to colour?
3 How many colours is the human eye able to distinguish?
4 Which colours are dogs unable to perceive?
5 What tvRe of light can bees see that humans can't see?
6 Which animal has the most complicated colour vision?
5 Now underline the other important words in each question in Exercise 4.
6 Work in pairs. Discuss what each question focuses on and what kind of information
you would look for in the reading passage. ( NB There is no reading passage for these
questions.)
94 ACADEMIC READING
•41$§ij'i11f.'M+l'·5"·1.;1
Today we know exactly what features of their

physical make-up allow animals to move a t
speed. Less well-known i s the role o f motion
photography in helping us to understand
these features. Before moving images could
be captured on film, it was difficult to know
exactly how animals' bodies moved at speed.
This was because the movements happened too
quickly for the human eye to perceive them. An
understanding of the processes involved only
came in the 1 880s with the pioneering work of
Eadweard Muybridge ( 1 8 30-1904), wl10 was
a pioneer in the development of early motion
pl1otograpliy.
Muybridge was a n Englishman who went to
the USA at the age of 20 i n search of fame and
fortune. By 1 855, this search had taken him as far
as California, which in those days was perceived
as the land of opportunity. The region had just fascination with the idea of rapid motion
seen the rapid development associated with photography grew and its further development now
the Gold Rush, which attracted many ambitious became his main work. In his next experiment, he
young men like Muybridge to the region. San positioned 50 cameras alongside the track before
Francisco was at the centre of this boom and a horserace took place. Through the use of devices
Muybridge initially set himself up as a bookseller called electrically-controlled shutters, Muybridge
in the city. He also took up photography, working was able to capture a split-second image from
for a commercial photographer, and soon began each camera as the horse ran past. His findings
to develop a reputation for his images of the local answered Stanford's question definitively: all four
landscape, in particular those of the Yosemite hooves leave the ground at the same time, as could
Valley. This led, in 1 868, to his appointment to a be seen from the photographic images.
us government post as Director of Photograpl1ic What's more, by projecting the images on to a
Surveys. As part of his new role, Muybridge screen, and showing them one after another a t
travelled to Alaska, which had just become US great speed, the horse's actual movements could
territory, to produce a photographic record. be recreated. Muybridge's public demonstration
The work for which Muybridge is best of this technique in 1 882, using a device called a
remembered, however, began in 1872, the year zoopraxiscope which he also invented, is credited
when a racehorse owner, Leland Stanford, asked with being the birth of the moving picture industry.
Muybridge to try and establish whether or not all For the remainder of his life, Muybridge concentrated
four of a racehorse's hooves left the ground when on the further development of the techniques he
it was running. Muybridge rose to the challenge, had developed, and is regarded as l1aving inspired
realising that photography could provide the Thomas Edison, who was to invent the cinecamera.
necessary evidence. But his first efforts, using Indeed, Muybridge's groundlJreaking work paved
wet-plate techniques, were not conclusive the way for a new art form, making it just as
because t11e images were not clear enough. As important as Joshepl1 N iepce's pioneering still
he worked on the problem, however, Muybridge's photography had been IJack in 1 825.
ACADEMIC READING 95
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Q FOCUS 7 Read the passage on page 95 and the questions (1-8) below. Put a tick (.t) next to
the correct answers. Put a cross (X) next to incorrect answers and write the correct
Checking that
answer.
.
answers are correct
What historical event had just ended when Muybridge arrived in San Francisco?
Ib.�.G.9.!�. R�.1.�.tl
2 What was Muybridge's first job in San Francisco?
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3 What type of photographs did Muybridge originally become well-known for?
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4 Where did Muybridge serve as a government photographer?
Ala�ka
5 What method did M uybridge use to take his first photos of moving racehorses?
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6 What was the purpose of the zoopraxiscope?
P..t:9j�Y.rit.1A.tb.�..i.1.n�J!A�
7 When was the first moving picture show seen by the public?
in 1072
8 Who was influenced by Muybridge?
)Q.�.1.! �P.t). .N.!�P..f�
8 Work in pairs. Discuss why you marked some answers incorrect.
96 ACADEMIC READING
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IELTS PRACTICETASK
Staying cool . . . naturally
With heatwaves gripping much of the planet every summer, electricity companies worry that they may not be able
to generate enough energy to meet demand during the warmest months because air-conditioning systems use a
tremendous amount of energy. However, one group of forward-thinking designers believe that they may be able to
find the answer by studying the way other creatures function. Through a process known as biomimicry, they aim to
use designs inspired by the natural world to address human problems.
The idea is that over billions of years, nature itself has solved many problems which are similar to those that humanity
faces today. In natural systems, nothing is wasted, since everything can be used by something else. Human
manufacturers, on the other hand, use large inputs of non-renewable energy, produce toxic chemicals as by-products
and then ship finished goods across the globe. Nature makes what it needs, where it needs it, using water-based
chemistry. The following designs are examples of how this approach might be applied to the issue of air-conditioning:
1 Ventilation inspired by termites
Perhaps the most famous example of biomimicry when it comes to heating and cooling is ventilation inspired by
termites. A few years ago, scientists observed that big termite mounds in Africa stay remarkably cool inside, even
in blistering heat. The insects accomplish that feat by creating air pockets in strategic places in the mounds they
inhabit. This clever design creates a natural ventilation system, driving air through the mound through the process
of convection. Architect Mick Pearce and engineering firm Arup borrowed that idea to build the Eastgate Centre.
a large office and shopping centre in Zimbabwe that is cooled with the outside air. The system uses only 10% as
muci1 energy as conventional air-conditioning.
2 Countercurrent heat exchange inspired by birds
Penguins that live in cold climates have an innovative adaptation that helps them survive in frigid water. The veins
and arteries in their feet have a countercurrent configuration, which ends up warming the blood that is closer
to the animal's core and cooling the blood at its extremities. By keeping cooler blood closer to the snow and icy
water, suci1 birds lose less body heat overall. Heat exchangers in industrial-scale heating and cooling systems use
a similar type of principle to maximize efficiency.
3 Moisture absorption inspired by ticks
A system called a liquid desiccant dehumidifier is designed to pull humidity from the air inside a building
(traditional air-conditioning also reduces humidity). It uses a liquid salt solution - something similar to the liquid
that a parasitic insect called the brown dog tick secretes to absorb water from the air.
4 Efficient fans inspired by whales
In another take on better fan design, a company called WhalePower is developing fan blades that produce greater
lift. and therefore move more air, thanks to an idea inspired by the bumpy design of a humpback whale's flipper.
WhalePower says its fans move 25% more air than conventional fans while using 20% less energy. The company
is also working on more powerful wind turbine blades.
Questions 1-8
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
1 What name is given to the idea of taking ideas from nature to serve human needs?
2 What do industrial processes consume in a wasteful way?
3 What do termites create in order to cool their mounds?
4 I n which part of a penguin's body does warmer blood circulate?
5 What mechanism used by air-conditioning units is inspired by penguins?
6 Which creature produces a fluid that can take moisture from the air?
7 Which feature of one species of whale do WhalePower fans copy?
8 How much more effective are WhalePower fans?
Which statement best describes how you feel about Short Answer Questions tasks?
I feel confident about doing Short Answer Questions tasks.

I did OK, but I still need to do more work on Short Answer Questions tasks.
I need more practice with Short Answer Questions tasks. I need to focus on . . .
ACADEMIC READING 97
LISTENING
Pg.36-39, Sections A-D
TASK TYPE 4 M u lti p le Choice
Giraffe and wildebeests roam the landscape, Kenya
A About the task

1 Read the information about the task type. Then look at an online quiz. Choose the
correct options to complete the quiz.
The Multiple Choice task tests your ability to understand detailed factual information, as well as the speakers'
attitude and opinion. It's used to test your understanding of both monologues and dialogues. On the question
paper, you see a set of question stems with three possible answers. Your job is to listen to the recording and
decide which one of the three options correctly answers the question. There are two types of question:
• A question which has three different answers (A, B or C).
• An incomplete sentence which has three possible endings (A, B or C).
Here are the basic rules for the Multiple Choice task:
• The spoken instructions tell you about the speaker(s) and the topic.
• You may hear one person or two people talking.
• The questions follow the order of the information in the passage.
• The question stem tells you what to listen for.
• When you read the question stems, you see some words and names that you also hear on the recording.
These help you to know when relevant information and ideas are coming.
• The wording of the options is not exactly the same as the wording of the recordin g .
• You hear information relevant t o a l l three options o n t h e recording, but only o n e option matches t h e meaning
of the recording exactly.
!II You write the correct letter on the answer sheet.
M u ltiple Cho i ce
I You have to choose one I two of the three o p t ion s in e a ch set.
2 The questions are i n random order I the same order as the irifomwtion in
the passage.
3 The inco rrect options refer to information you hear I do not hear in L h e
recording.
4 You are lihely I unlihely to hear the words used in the o p t i ons i n the recording.
5 You write a letter I number on t h e answer sheet.
36 LISTENING
TASKTYPE 4 Multiple Choice
B Sample questions
2 2 0 Listen a n d answer t h e questions. Use the rules about t h e task from Section A
to help you. Then check your answers. Which questions did you find difficult?
IELTS PRACTICE TASK

Questions 1-6
Choose the correct letter, A, B or C.
1 What research finding surprised the speaker?
A The majority of phone owners fail to use simple security measures.
B A large number of lost phones end up in the hands of criminals.
C Most people who find lost phones look at the data on them.
2 With regard to shopping apps, the speaker suggests that her listeners
A remove all sensitive information from them.
B log out of them when they're not in use.
C choose those which are most secure.
3 The device known as a 'scream' is most useful when
A a phone has been left in a public place.
B a phone has been temporarily mislaid.
C a phone has been stolen.
4 What does the speaker think of the 'complete data-wipe feature' offered by some apps?
A It may not offer value for money.
B It shouldn't really be necessary.
C It's useful as a last resort.
5 What problem with passcodes does the speaker regard as most serious?
A They make it harder to recover missing phones.
B People find it difficult to remember them.
C They can also be lost or stolen.
6 What service does the 'global lost-and-found' service offer?
A It arranges the return of lost phones to their original owners.
B I t provides financial rewards for people returning lost phones.
C It enables people who find lost phones to get in touch with owners.
C Tips and tactics

b Did you use any of these tips and tactics when you a nswered the sample
questions in Section B?
Before you listen, you have time to read the question stems and options and underline
the most important words and ideas.
2 Remember that the questions follow the order of the information in the recording.
3 When you listen to the recording, you hear words and ideas from the question stems.
These help you to know that the relevant information is coming.
4 Remember, the correct answer reports the meaning of the recording, but doesn't use
exactly the same words and expressions - listen for the meaning.
5 Don't use your own knowledge of the subject to help you to choose an option.
Remember, you are being tested on your understanding of the recording .
6 Remember to write one letter on the answer sheet.
7 Always answer all the questions. even if you're not entirely sure.
8 Remember, you hear the recording ONCE only.
LISTENING 37
-
TASKTYPE � �U�tiPI� Choice
D Skills-building exercises
Q FOCUS 4 Look at the question stems (1-4) and underline the main words and ideas.
Identifying the 1 What main point is the tutor making about proposals?
target information 2 In terms of topic, the tutor suggests beginning with . . .
3 The tutor says that the best procedure to adopt is one that . . .
4 What does he say about the outcome of a research project?
5 Look at the excerpts from the recording (A-F). Choose the excerpts which best match
the question stems (1-4) in Exercise 4. (There are two extra excerpts.)
A After you have a topic, you'll want to focus on the procedure that you'll follow to do the research.
B I n order to complete your idea for research, you need to have a possible outcome for your
research in your head.
C The topic you start with should be quite wide, so that you can narrow it down as you get
more ideas.
D For space exploration, your outcome might revolve on whether the space programme is
moving forward . . .
E One of the key aspects of the proposal is getting off on the right track.
F Whereas if you're researching an author, you might strive to find out what his motivation
was, or what her enduring influence will be . . .
6 21 Look at the questions. Listen to the university tutor talking about student
research projects. Choose the best answer (A or B) for each question.
The tutor's main point about proposals is 3 He says the best procedure
A submit them by the deadline. A draws on the experience of other researchers.
B think them through carefully. B supports your intended conclusion.
2 He suggests starting with 4 The outcome of the research project
A a broad area of research. A will become evident once it's underway.
B a specific area you're familiar with. B should be clear to you from before you begin.
Q FOCUS 7 Look at the question stems (1-6) and decide what you will listen for in the recording
(A, B or C).Then underline the main words or ideas in each stem.
Identifying the focus
of the question A factual information B one speaker's point of view C both speakers' point of view
1 When should the research projects be submitted?
2 How does Graeme organise the notes he takes during background research?
3 What problem does Lisa have with detailed references?
4 Graeme agrees with Lisa that mind maps . . .
5 Graeme and Lisa agree that when using direct quotes from another writer . . .
6 What point does Lisa make about oral presentations?
8 22 Look at the questions. Listen to two students discussing a research project.

·

When should the research projects be submitted?
A Tuesday B Wednesday C Thursday
2 How does Graeme organise the notes he takes during background research?
A on his reading list B on his outline plan C in a separate file he sets up
3 What problem does Lisa have with detailed references?
A keeping accurate records
B deciding what information to include
C finding her notes when she needs them
4 Graeme agrees with Lisa that mind maps
A aren't as useful as some people suggest.
B help keep you focussed on the main topic.
C can create a false impression of what's important.
5 Graeme and Lisa agree that when using another writer's ideas
A it's always best to reword the information.
B it's important to keep a clear record in your notes.
C direct quotes can be an effective way of making a point.
6 What point does Graeme make about oral presentat ions?
A You need to make a new set of notes.
B It's better to work from your written report.
C Your original notes can be a good source of reference.
38 LISTENING
"Mi•1;11.:.M!iffiNiM+M
IELTS PRACTICE TASK

23
Questions 1-6
1 The original aim of Fiona and Jack's research was to find out
A whether the migration patterns of robins changed over time.
B how robins knew which direction to fly in at different times of year.
C if the findings of previous studies of robin migration were accurate.
2 They agree that the most surprising aspect of the birds' behaviour was
A how much it changed.
B how quickly i t changed.
C how regularly it changed.
3 Fiona's first theory was that the birds had been affected by
A something they had eaten.
B something they had heard.
C something they had breathed in.
4 How did Fiona react initially to Jack's suggestion about radio waves?
A She realised that the birds must be sensitive to them.
B She thought it was an unlikely explanation.
C She refused to take it seriously.
5 How did Jack feel immediately after the experiment with the Faraday Cage?
A relieved to be able to get back to his normal task
B sure that they had uncovered something significant
C doubtful whether they had drawn the correct conclusion
6 What implications have Jack and Fiona drawn from their further research?
A Other forms of communication could have the same effect.
B I t is only a matter of time before all birds are at risk.
C Birds in cities are more likely to be affected.
Which statement best describes how you feel about Multiple Choice tasks?
I feel confident about doing Multiple Choice tasks.

I did OK, but I still need to do more work on Multiple Choice tasks.
I need more practice with Multiple Choice tasks. I need to focus on . . .
LISTENING 39
WRITING
Pg.186-193, Sections D
TASK 1 Line Graphs
C Tips and tactics

i n Section B?
The first step is to look carefully at the information in the l i ne graph. Don't rush through
this step. Make sure you understand the graph before you start to write.
2 Underline important words in the question and circle important points on the graph.
3 Identify what key information is being presented in the graph and which important dates,
figures or striking features you'll need to write about.
5 If the line graph has more than two lines, try to arrange the data into two or three groups.
For example, you could divide the data into rising trends and falling trends.
6 Look carefully at the timeframe that the graph covers and work out what tenses you
7 Begin with an introductory sentence that describes the graph in general terms, but don't
8 Then describe one or two general trends shown in the graph. Don't go into detail; just
report the most important trends you see when you look at the graph.
9 In the first main paragraph, select and write about the features that are most important
and interesting, for example, rising or falling trends, or where lines intersect, and include
relevant data to support the points you make.
10 Focus on the general direction o f a trend; don't write about each change in direction o f a
line.
11 Don't try t o write about all the data i n the line graph and don't include details that are
12 Remember, don't try to analyse o r explain the information i n the graph, o r d o any
13 Keep track o f the time. Don't spend more than 2 0 minutes o n Task 1 .
14 Make sure your handwriting i s clear and legible.
15 Keep i n mind the criteria that the examiners use to mark your response. (For marking
D Ski lls-b uilding exercises

INTRODUCTORY VERBS
indicate The graph indicates the growth in the service sector and the decline in the
manufacturing sector.
show This graph shows how two programs performed over a ten-year period.
compare The graph compares changes in the annual rainfall in four cities.
provide/give information Information is provided/is given in this graph about the gradual
growth of productivity for several firms.
provide data This graph provides data about three trends: . . . , . . . , and . . . .

1fa1iliffiMf!IM
Q FOCUS 5 Look at the title and the graph about average temperatures in Paris, Dubai and
Melbourne. Write four introductory sentences about the graph using introductory
Writing introductory
verbs from the box on page 186. Try to use different sentence structures and
sentences to
vocabulary in each sentence.
describe the graph
1 Thi�graph �how� the average temperature� in three citie� over a two-month period.
in general terms
Average temperatures - Paris, Dubai and Melbourne

35
30
�
(.)
0
c: �
------ _ Paris
.........
25
Q)
::l 20
� -- Dubai
Q) 15
Q.
E 10 -
�
5 - M e l b o u rn e
0 I
April May J une
Month
DESCRIBING TRENDS
UP .71
rise (v) Production costs rose to their highest level of the year in July.
rise (n) There was a rise in production costs to the highest level of the year in July.
go up (v) Between 1900 and 2000, the population went up by over a million people.
grow (grew, grown) (v) The number of first-time users grew rapidly in 2015.
growth (n) There was a rapid growth in the number of first-time users in 2015.
increase (v) The numbers of cyclists increased between 2005 and 2010.
increase ( n ) There was an increase in the number of cyclists between 2005 and 2010.
DOWN �
decline (v) The construction of new homes declined for ten years in succession.
decline (n) There was a decline in the number of new homes for ten years in succession.
go down (v) After a brie f rise, imports went down again.
decrease (v) Average test scores decreased at three of the schools.
decrease ( n ) There was a decrease in test scores at three of the schools.
drop (v) In 2008, foreign investment dropped by over 20%.
drop (n) In 2008, there was a drop in foreign investment of over 20%.
fall (fell, fallen) (v) The number of overseas students fell in 2073.
fall (n) There was a fall in the number of international students in 2013.
SAME �
stay the same The company's market share stayed the same.
remain constant For three months, the percentage remained constant.
UP AND DOWN � .71 �

fluctuate (v) The number of seasonal workers employed by the company fluctuates each
year.
fluctuation (n) There have been fluctuations in the number of seasonal workers employed
by the company.
go up and down (v) Fares have gone up and down over the last few months.

PREPOSITIONS OFTIME
at (+ time of day) at noon; at 8 a.m.

on (+ date/day of the week) on 1st October; on Mondays
in (+ month/season/year/decade/century) in June; in the summer; in 2014; in the 1990s; in
the 2 1 s t century
for (a period of time) for ten years; for the next several months
by (before or at a specific point in time) by 10th April; by the end of 2016
until (up to a certain point) until December 31; until 2020; until the beginning of 2014
from . . . to/between . . . and (starting points and ending points) from 2001 to 2015;
between 1st January and 3 1 s t June
before/after (+ point in time) before 5:00 p.m.; after the 19th century
around (+ period of time or point in time) around 1997; for around six months
during (for the duration of a period of time) during the 1980s; during the winter; during
April
Q FOCUS 6 Look at the graph about the number of u niversity applications. Write sentences with
the words in brackets. Write about main trends or important points.
Describing general
trends and main (rise I from . . . to)
features The number of cipplication� received byA1hetion Univer�ityro�e from 1C!<50 1o 2005.
2 (climb to I by)
3 (fall to I in)
4 (a decline in I during)
5 (fluctuate I between . . . and)
6 (level off I around)
7 (reach a peak I around)
8 (drop I after)
9 (stay the same I from . . . to)
Number of applications received by four universities
7,000
6,000
(/)
....,
5,000
c
Q)
"C
:I
...., 4,000
(/)
0
-
Q) 3,000
...
.c
E
:I
2 2,000
1,000
0
1 980 1 985 1 990 1 995 2000 2005 2010
Year
Atherton University - T he University of Lakewood

Alstead University - Lindslade College

1fa1\ll!&M
ADVERBS AND ADJECTIVES
UP OR DOWN QUICKLY 1' -!t

rapidly (adv) The number of smartphones in use has risen rapidly over the last ten years.
rapid (adj) In this decade, there was a rapid increase in smartphone use.
suddenly (adv) Employment figures dropped suddenly during the following ten years.
sudden (adj) The next decade saw a sudden decrease in employment figures.
sharply (adv) The price of textbooks rose sharply.
sharp (adj) There was a sharp rise in the price of textbooks.
dramatically (adv) Exports fell dramatically last year.
dramatic (adj) There was a dramatic fall in exports last year.
significantly (adv) Property taxes rose significantly in 2014.
significant (adj) There was a significant rise in property taxes in 2014.
steeply (adv) The number of people attending the event increased steeply in 2013.
steep (adj) The year 2013 saw a steep increase in the number of people attending the event.
major (adj) A major expansion of the company's marketing department is expected in the
next few years.
UP OR DOWN MORE SLOWLY .71 �
steadily (adv) The number o f tourists visiting the park rose steadily.
steady (adj) The park experienced a steady increase in the number of tourists.
gradually (adv) The population of the province gradually declined.
gradual (adj) There was a gradual decline in the population of the province.
slightly (adv) Bus fares may go up slightly.
slight (adj) A slight increase in bus fares is expected.
minor (adj) There were minor fluctuations in the value of raw materials.

TASK 1 Line Graphs
7 Look at the graph about students studying languages at u niversity. Write two
sentences about each language. Use vocabulary from any of the language boxes on
pages 186-189 to help you. Try to write about main trends or significant features.
French
The number of �tudent� �tudying French increci�ed �omewhcit from 1qqo to 1qqs.
Number of students studying languages at one university in the UK
450
400 French
350 Spanish
(/)
+' German
c 300
QI
"C
:::l Chinese
+'
(/) 250
0
....
Polish
QI
...
.0
200
Arabic
E
:::l
2 1 50
1 00
50
0
1 990 1 995 2000 2005 2010 20 1 5
Year
DESCRIBING PROJECTIONS
Some line graphs make predictions about the future. When you are describing a projection,
you should use language that indicates that these activities take place in the future and that
the data is uncertain.
might + infinitive The costs of doing business in Country B might rise next year.
may+ infinitive Government revenues may go down again during the next quarter.
will + probably + infinitive According to the graph, the number of websites
will probably double over the next few years.
is + probably + going to + infinitive There is probably going to be an increase in the
number of television dramas this autumn.
noun + is predicted A sudden increase in tourism is predicted.
is predicted + to + infinitive The number of tourists is predicted to rise.
noun + is expected A decline in the average age is expected.
noun + is expected + to + infinitive The average age is expected to go down.
It is expected that+ clause It is expected that the average age will decrease.

1§1$ifMMM
Q FOCUS 8 Look at the graph showing worldwide rice consumption. Write sentences about the
four projections. Remember to use language from the box on page 190 to indicate that
Using the right
the data is uncertain.
tense to describe
projections Accordingto Projection 1. rice con�wnption �round the world i� expected togrow to over
520 metric tonne�.
Four estimates of worldwide rice consumption

600
��
en
� :::::: ;;
;;:; ��;��
Cl)
�; ;;
c:
ii--------
500
�
....
0
.
c:
- Pro jection 1
·c: 400
CJ
� - Projection 2
E 300 -+-��---;
Cl)
Projection 3
200
CJ
'C:
0
.... .
-
4
1 00 -+-��---;
- Projection
c:
:I
0 0
E I I I I I
<( 1 990 2000 201 0 2020 2030 2040
Year
9 Work in pairs. Look at the line graph below and answer the questions.
Q FOCUS
Understanding the
task The graph below gives information about marriage and divorce in the United
Kingdom from 1956 to 2006.
"C
en Marriage and divorce
c:
� 500
g - All marriages
-;
.s:.
.::.
1./1
400 +""--��-��---...._-=..._....
_ ...,. _
_____
- First marriages
Cl)
�
300 +---------
,,_ _..;.:=
: ....,.'-""
. -1 Divorces
.�
"C
_
__
_
____
.......
1./1
Remarriages
Cl)
O'l
(I)
'E
(I)
E
0
.. 0 ------
Cl)
1 956 1 966 1 976 1 986 1 996 2006

.c
E
:I
2 Year
1 What basic information does the graph provide?

2 What do the four lines on the graph indicate?
3 What is measu red on the vertical axis? What unit of measurement is used?
4 What is measured on the horizontal axis?
5 What trends do you see in the graph?
6 What are some of the most important features of this graph?
7 Should you try to report on all the changes in direction that you see in the graph?
Why?(Why not?

TASK 1 Line Graphs
Q FOCUS 1 0 Look at the graph about marriage and divorce on page 1 9 1 again. Answer the questions.
Writing an Which of these statements about the graph (A or B) do you think is the best introductory
introductory sentence? Why is it better?
sentence and A This graph provides information about marriage and divorce in the United
describing the main Kingdom from 1 956 to 2006.
trends
B This graph indicates the changing nature of marriage, divorce and remarriage
over a period of five decades.
2 Which of these statements best describes the main trends of the graph? Why is it better?
A In general, we see that the number of marriages declined dramatically over this
period, while the number of divorces and remarriages slightly increased.
B Overall, the marriage rate went from about 405,000 per year to less than 300,000
a year, while the number of divorces went from about 30,000 a year to about
1 50,000.
Q FOCUS 1 1 Look carefully at the graph below and answer the questions. (3-5 m i nutes)
Identifying the 1 What is the overall purpose of the graph?
important points 2 What are one or two important points about the population in:
and key features in a the United States? b Nigeria? c Japan?
a graph 3 What points of comparison can you make about changes in population in these three
countries?
The graph below gives historical information and projections about changes in
population in the United States, Nigeria and Japan.
Population changes in three countries
600
QI
Q. 500
0
QI
c. 400
0
.....
IJI 300
g 200
c:
:E .J a pa n
1 00
0
1 950 1 975 2000 2025 2050
Yea r
12 Now write your answer. (10-15 minutes)

Write an introductory statement (based on the information in the text box above the graph)
and describe the main trends shown in the graph in paragraph 1.
2 Give details about changes in population in the three countries in the next paragraph.
Remember to use the appropriate tenses (past and future for predictions).
3 Compare the population changes in the third paragraph.
1 3 Check your work. Look for mistakes in spelling, punctuation and grammar. Make sure
that you have used the correct tenses, and used a good variety of language for describing
graphs. (3-5 minutes)
1 4 Work in pairs. After you have finished, look at the model answer on the DVD-ROM.
Compare your a nswers with the model answer and think about the marking criteria. (See
page 180 for marking criteria.)

IELTS PRACTIC E TASK
The graph below gives information about how teenagers (aged 12-19) in one state in the
United States communicated with each other.
Summarise the information by selecting and reporting tl1e main features, and make
comparisons where relevant.
Write at least 1 50 words.
How teenagers in one US state communicated

60
..
. ..
... 50 .
. .. .
(/)
....
...
Q)
40 . . . . . . ... ....
Cl
(1J
c: - ...... . .. ..-
-
-
. . . ..
Q)
·······
- -
30
-
....
- -
Q)
.... 20
(1J
0
�
0
10 ·
=-�
0 I I
Nov 2006 Nov 2007 Feb 2008 Sep 2009

Year
. . . . . . . . . . . . · Text mes sag es
---- Calls on c e l l p h o n es
- Talk face-to-face
· Ema i l
Which statement best describes how you feel about Task 1 Line Graphs tasks?
I feel confident about writing responses for Task 1 Line Graphs.

I did OK, but I still need to do more work on writing responses for Task 1 Line Graphs.
I need more practice with writing responses for Task 1 Line Graphs. I need to focus on . . .

SPEAKING
SOURCE: Listening & Speaking 4.5–6.0
Pg.82-83
Unit 10
Speaking skills Describing places and feelings
1 Read the texts below. What kind of place is being described in each text?
There's something about the place that just feels oppressive. When I've
finished what I have to do, I just want to get out as quickly as I can. I think
it might be because of the fluorescent lighting, which gives me a bit of a
headache, and the air-conditioning, which drones on and on. After I've
been there all week, staring at those grey walls, I feel emotionally drained.
But, that's life.
It's difficult to describe what really invigorates me, just a freshness that
feels good. I always go whenever I feel depressed about something and
need a bit of cheering up. I love the sound of the water, which always
relaxes me, and the saltiness in the air. There aren't normally many people
around either. It's off the beaten track, so I always manage to get the
place more or less to myself.
2 Answer the questions below about places and feelings.

a What types of place attract you? Which do you avoid? Why?
b In what ways can places affect our sense of well-being?
c How do the places we grow up in affect our character?
3 Complete the sentences below with adjectives from the list. What places do you think
these are?
dull • busy • deserted • exciting • peaceful • wild • colourful • friendly
a I like it because it's so . It's nice to be where there are lots of

people.
b I suppose it's quite a place There isn't much of interest to do.
c Sometimes it's completely . There's nobody around at all.
With the wind and the weather, and only the birds for company, it's a really
place.
I love watching the competitive spirit of the two teams. There's a really
atmosphere in the stadium.
f The staff are really helpful, and it's easy to meet new people over a drink. It's a very
place.
g What makes it easy to relax and think is how it is.
No noises or surprises.
I like the flowers: all bright yellows, reds and blues. It's a very
experience.
4 Replace each adjective in the sentences in exercise 3 with a near synonym from the
list below.
crowded • vibrant • boring • welcoming • quiet • sensuous • empty • remote
82
The individual and society
5 For each category a-e, think of a place where you go in
your life to do these things.
a a place I go to have fun
b a place I go to relax
c a place I go to work or study
d a place I go to eat
e a place I go to be alone
•
6 With a partner, describe the places you chose using the
adjectives in exercises 3 and 4. Explain your choice
of adjectives.
Starting your description
1 02.35 Listen to three people describing a place which is

important to them. Decide which speaker describes the types of places a-c
Make a note of any reasons they give for their choice. Technique
Speaker 1: Practise using where and
which in your description,
Speaker 2: e.g. 'A place which is
exciting and where I go
Speaker 3: very often to have fun
a an urban place is ...'. Which + adjective
b a domestic space of description, where +
c a rural area activities you do.
2 • 2.35 Listen again and make a note of the expressions that each speaker
uses to introduce the place they have chosen.
Speaker
Speaker 2-
Speaker 3:
3 Read the Speaking Part 2 task card below. Take one minute to think and make
notes about your own talk on this topic, using your own experience. Then
practise speaking for two minutes using your notes.
Describe a place which has influenced your life. Technique

You should say Spend most time talking
about the activities you
where the place is do - this gives you more to
what activities you normally do there say; the description of the
place, using adjectives, will
what feelings you associate with the place be quite short. In Part 2,
you need to speak for 1-2
and explain what influence the place has on your life. minutes.
83
READING
Pg.303, Section Present Tenses
13@fiif.@;1;1£jelil@f=f.1fli
We use the present continuous:
1 Present tenses • to talk about temporary situations.
I'm living with my grandparents at the moment.
Present simple
Used with: at the moment, currently, now, this weekI month
Affirmative Negative
---- •
to talk about changes a n d developments.
1/You/We{fhey live here. 1/You/We{fhey don't live House prices are rising again.
I Used with: at the moment, now

here. • to talk about an action in progress now.
(don't = do not) We're watching TV
He/She/It lives here. He/She/It doesn't live here.

(doesn't = does not)
• to talk about repeated actions which are annoying.
Question Short answer She's always telling me what to do.
-----
Do I/you/we/they live here? Yes, I/you/we/they do Used with: always, constantly, forever
No, I/you/we/they don't.
Does he/she/it live here? Yes, he/she/it does. Stative verbs

No, he/she/it doesn't.
Stative verbs refer to states. These talk about thoughts
We use the present simple: (believe. know, think, understand), feelings ( love. ha te,
• to talk about facts. enjoy'i, senses (smell, taste, see) and possession (have (got),
The Earth moves around the Sun at approximately 107,000 belong, own). Stative verbs are usually used in the present
kilometres per hour. simple. Some stative verbs are used in both the simple and
• to talk about habits and routines. continuous form. The verbs in the present simple refer to
I cycle to college every day. permanent situations, or states, while those in the continuous
• to talk about timetables. form refer to more temporary situations.
The next train leaves at 14:20. have I have two brothers and a sister.
Used with: a t + time, every+ time period (hour, 20 minutes) be
I'm having a great time. Wish you were here.
We have a new boss. She's very nice.
• to talk about states, thoughts or feelings. That's enough, Jamie. You 're being silly.
He doesn't know the answer. feel Mark feels we should get married in May.
• to tell stories or describe the plot of a book or film. Carla can't make it. She isn't feeling well.
The action in this movie takes place on a ship. think I really don't know. What do you think?
You're very quiet. What are you thinking about?
Time adverbials smell Can you smell that? I think it's smoke.
Why are you smelling the milk ? It 's fresh.
We often use time adverbials with the present simple,
especially when talking about habits and routines. Adverbs
of frequency (always, never, normally. occasionally. often,
Exercises
rarely. regularly. seldom, sometimes, usually'i generally come Complete the conversation with the present simple or
before the main verb but after the verb be. Time phrases like present continuous form of the verbs.
every hour/morning/day/week/month/year and once a week/ A: This 1 ............................. (be) a photo of us in Senegal. In this
month/year usually come at the end of the sentence but can one, we 2 ........................... .. (celebrate) Sean's birthday.
sometimes come at the beginning. B: I can see you 3 . .............. (have) a great time. There's a
guy here who 4 .................... .. .. ..... (look) exactly like Jude.
Present continuous A: That's Sean.
B: Is he the one who 5 ... ...... ... .... ..... ...... . . (swim) in the ocean ?
Affirmative Negative A: No, h e 6 . ........ ..... (play) football over there. Oh, I
7 ........ ..................... (see) the one you 8 ........................ .. ... (talk) about.
I'm sleeping. ('m = am) I'm not sleeping.
That's Joe. Oh, yes, you're right, he 9 ............................. (have)
('m not = am not)
some of Jude's features, although his eyes and hair
You/We/They're sleeping. You/We/They aren't sleeping. 10 ............................. (not be) the same.
('re = are) (aren't = are not)
2 Look at these sentences. Correct the mistakes. If the
s
He/She/It's sleeping. ( 's = i ) He/She/It isn't sleeping. sentence is correct, put a tick (,/).
(isn't = is not)
1 I' m having a lovely time.
2 I'm believing you might be right.
Question Short answer
3 A: What are you thinking?
Am I sleeping? Yes, I am. B: Mm? Oh, nothing important.
No, I'm not. 4 I don't understand what they are saying.
Are you/we/they sleeping? Yes, you/we/they are. 5 A: What are you thinking of this?
No, you/we/they aren't. B: I love it!
6 A: Do you have any hobbies?
Is he/she/it sleeping? Yes, he/she/it i s. B: I'm enjoying listening to music.
No, he/she/it isn't.
GRAMMAR RESOURCE BANK 303

LISTENING
Pg.6-9
1! and consequences
LISTENING SKILLS
Identifying yourself
Discussing familiar topics
Saying where you come from
Pronunciation: stressing syllables
Topic talk
1Look at the advertisements and answer the questions below.
a Is rented accommodation expensive where you live? Why/Why not?
b How can students be helped with accommodation when they move away
from home?
c Which accommodation would you apply for, a orb? Why?
2 Make a list of types of accommodation that you know.

3 Write your own advertisement (15-20 words). This can be based on your own
Room available a I accommodation.
in large, central
apartment in return for
4 Complete sentences a—g with the words in the list.
Example
looking after pets and
Here in Australia, I live in a large frit in a twenty-storey tower block.
general duties. Must
be reliable, tidy and a
non-smoker. Would suit
female student.
shared house • studio • farmhouse • house • flat • bungalow • penthouse

terraced house
a I'd love to live in a on the top floor of a tower block.

Studio available.
£700 a month, excluding b In my home country, I live in the capital in a spacious detached
bills. Twenty minutes c I can't afford to live in a large flat so I am renting a small
by train from London. d My parents live in a remote two-storey on a mountainside.
Single occupant only.
e As my grandmother can't climb stairs and hates lifts, she lives in a
in the suburbs.
f My host family live in a red-brick right in the middle of a long row.
g There are six of us living together in a in a student area of town.
6
Change and consequences
5 Add extra information to four of the sentences in exercise 4 using phrases Technique
1-4 below.
Add information to
1 with spectacular views of the city, especially at night. statements using with
2 with lots of open fields around them and plenty of fresh air. or which. The additional
3 which has a kitchen, bedroom and living room all in one. It suits me fine. information doesn't need
4 which can get a bit noisy if all our friends are around. to be long.
6 Decide which adjective in a-g below is the opposite of the other two.
a boring dull fascinating Technique
b cramped spacious sizeable Keep a list of new
c traditional modern old-fashioned adjectives by theme with
bustling quiet peaceful examples if possible.
cosy uncomfortable inviting
f smart elegant shabby
vibrant boring lively
7 Which type of accommodation do you live in? Make a list of adjectives to describe where you live.
8 The questions below come from an IELTS Speaking test. Match the examiner's questions with the
candidate's answers.
1 Where do your host family live?
2 How close to the city is it?
3 Is your accommodation modern or old-fashioned?
4 Can you tell me what the area you live in is like?
5 What is your family home like?
a The neighbourhood where I live is very peaceful.
b My parents' apartment is in a very dynamic part of the city,
c The family I'm staying with live in a very chic part of town.
The house is very high tech,
It is in a very good location,
9 Develop the sentences a-e in exercise 8 by adding one of the following sentences.
1 because it is well connected to the city centre by train and bus.
2 so it is always noisy and full of people.
3 with plasma screens, remote controls for the lighting and wireless computers.
4 The area is residential with tree-lined streets, no shops and not many cars.
5 At all times of the day it is really tranquil. I have to say I love it there.
10 Which items in exercise 9 give these extra types of information?

Reason
Consequence
11 Ask and answer the questions in exercise 8.

1.1 Uni t 1
Listening skills Predicting in tables
1 Choose the best title a-c for each table 1-3.
a Climate change over 50 years
b Transport use by type
c Comparison of housing by area
2 Complete each table with the information below.

1
District Typical style Average price Transport
Aberion bungalows 8180,000 1
Hunborough 2 £225,000 poor
Millview flats 3 excellent
1955 2013
Average temperature 17.4°C 4
Annual rainfall 5 652 ram
Bus Train Bicycle
Price of fare £1.50 7 N/A
Total journeys 6 2504 962
Male passPngers 34% 62% 8
Female passengers 66% 38% 9
£125,000 • £4.50 • 18.2°C • 25% • 3567 • 612 mm 75%

good terraced houses
Technique
Familiarize yourself with
charts and tables. Find
3 Look at the numbering in the tables. Which tables are read from top to them in newspapers and
bottom? Which are read from left to right? magazines and online,
e.g. at www.ons.gov.uk.
Learn to read and
understand them.
8
Change and consequences
4 The table below is taken from a table completion task. Read the table contents
then answer questions a—d.
Price now Main Second Length of Main disadvantage

advantage advantage guarantee
Analogue Example: Cheap Excellent 4 Service will finish soon
radio 3
f.2939
with
expensive
systems
Digital 1S 2 Lots of Little or no 2 years 5 is short
radio interference
a What is the topic of the table?

b How many products are discussed?
c How many aspects of each product are considered?
d Which answers may be numbers?
5 The instructions for the table completion task in exercise 4 are:

'Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.'
Which of the following answers must be wrong, and why?
a very high quality
b 210
c £35 or .05
d 3 or 4 years Technique
Pay special attention to
6 •1.1 Listen to the recording, follow the instructions as given in exercise 5 and the rubric, the headings
complete the gaps in the table in exercise 4. and the numbering in
table completion tasks.
7 The table below is also taken from a table completion task. Read through the Use this information
table carefully and answer these questions. to predict the type of
information which is
a In which order will you hear the information? missing.
b Which answers can you predict?
old ValueCard new SuperValue Card

Points Standard number Double points
Free credit period One month 6 months
Interest rate 18.5% 7 96
Cardholder shopping evenings 8 per month Two per month

Benefits Free delivery within Free delivery within 50 miles
9 miles
Fee Nil __ 10 &
8 • 1 . 2 Listen to the recording and complete the gaps in the table. Write
NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
9
LISTENING
Pg.26-29, Section Vocabulary 1
VOCABU LARY 1
Times, dates and nu mbers

1 Read the information about times, dates and numbers in sentence completion tasks.
In the Listening paper of the I E LTS test you frequently have to listen and complete sentences including times,
dates or numbers. These can appear in different forms in the listening so it's important to recognise phrases that
have a similar meaning.
2 Match a word or expression from column A ( 1-9) with one from column B (a-i) that
has a similar meaning.
A B
1 instant a adding up to
2 meanwhile b 1 980-1990
3 over a twenty-year period c at first
4 the early 1900s d at least
5 the late 1 900s e immediate
6 a minimum of f 1900-1930
7 originally g more than twenty
8 a total of h at the same time
9 over twenty for twenty years
Which of the words are more formal/academic ( column A or column B)?
3 Complete the sentences below with a word or phrase from Exercise 2.

1The new design was a(n) ...................................... success.
2 To
pass the exam, you need . . . . 60%.
....................... ....... ....
3 . .. ..... . .
.... ....there were a lot of problems, but now it is fine.
..... .... ...........
4 Harry made the dinner Susan finished her essay.

. ............................. ......... .
Phrasal and prepositional verbs

4 Read the information about phrasal and prepositional verbs.
Phrasal and prepositional verbs are usually informal. They are more often used in speech
and informal contexts.
He gets on with his brother. ( He has a good relationship with his brother.)
=
5 Match the phrasal or prepositional verbs in bold with the verbs in the box.
appeared unexpectedly conducted continued created develop understand
1 George Brough set up a workshop in Nottingham.

2 He went on to win 51 races.
3 A scientific monitoring trial will be carried out.
4 A beaver popped up really close.
5 He had to build up a database.
6 I t was not easy to figure out how to do this.
26 LISTENING
ij@J:(ijfJ;fii
Compound nouns
6 Read the information about compound nouns.
Most compound nouns consist of adjective + noun or noun + noun.

• Adjective + noun: greenhouse
• Noun + noun: orange juice
Compound nouns can have hyphens, spaces or no space. Recognising compound nouns
and phrases helps you to understand the whole text more fully.
7 Match a word from column A with a word from column B to make compound nouns.
A B
1 sea a materials
2 guided b source
3 train c level
4 raw d engine
5 precious e engine
6 steam f journey
7 fuel g metal
8 diesel h tour
8 Now complete the following sentences with your own ideas.

1 Due to global warming, the sea level . . .
2 A train journey in my country can take between . . .
3 Manufacturing in my country needs raw materials such as . . .
Wordbuilding
9 Read the information about wordbuilding.
Being aware of the different forms of words can help you to guess the meaning of words if you recognise the
root. Awareness of typical suffixes is particularly useful in the I E LTS listening and reading papers.
final (adj/noun) + -ly = finally (adverb)
1 0 Looi< at the word or phrase in bold in the sentences. What part of speech is it (noun,
verb or adjective)?
1 The final lecture is at 3.00 p.m.
2 We have amended the schedule.
3 The structure of the building is very strong.
4 They will present their findings at the conference.
5 In the end, most issues are resolved in the workplace.
6 This is a major industry for work placements.
1 1 Looi< at the suffixes. Match each root word from Exercise 1 0 with the correct suffix.
Then decide what part of speech the new word is (noun, verb or adjective). Mal<e
changes to spelling where necessary.
-ings -ment -ation -al -ise -ment -ial
1 final .... fin�li$� ........ .v.�rb. .. . .

2 amend
3 structure
4 present
5 place
6 industry
LISTENING 27
VOCABULARY 1
1 2 Complete the following sentences with a word from the table in Exercise 1 1 .
1 He's going to talk about .... . .. . .. .. engineering.
2 She wants to get a work..... ......... with an accountancy firm.
3 He's giving a ... ......... .............. ...... on linguistic diversity.
4 We need to . ...... ....... the accommodation arrangements as soon as possible.
5 Paul is studying the . . ............. process of glass recycling.
6 There are some ..................... ......... to the programme, so we'll need to print it again.
Research data
1 3 Read the information about using research data in note completion tasl<s.
In the Listening paper of the I E LTS test, you frequently have to listen and complete gaps about research data.
These can appear in different forms in the listening so it's important to recognise phrases that have a similar
meaning, and forms that have more than one grammatical use.
1 4 Complete the sentences with a word or phrase from the box.
corresponded frees the hands live prime season shifts stretch tagged
1 The study area was a seven-kilometre ....... of the Sverdrup Pass.

2 .The research team trapped ......... ....................... .. Arctic hares.
3 Once inside the trap, each hare was weighed, measured and
4 A tripod for note-taking.
....................... ...............
5 Researchers work i n ...................................... .
6 They concentrated on shifts which ......... . .... ....... .. .. ... to feeding cycles.
7 More effort was spent on the midnight shift during the breeding
8 Late evening and early morning are ..... . . ........ .. . ... .. .. times for breeding activity.
Looi< at the words in the box and identify the typical grammatical form. Which are
used differently in the sentences in IELTS Practice Tasl< 1 on page 23?
Common I ELTS topi c: The natural world

Phrasal and prepositional verbs
1 5 Complete the sentences with the option (A, B, C or D) which best fits each gap.
'You will need to ....... ..... . . .. . an application form before you can take part in the
· - · .
southern petrel research programme.'

A fill u p
B write i n
C fill i n
D write u p
2 'The chicks were reared in captivity at the local zoo before being .. .. .. . ... ..... to park
rangers for eventual release into the wild.'
A handed over
B handed u p
C handed i n
D handed through
3 'The lake was monitored over a period of six months in order to ............ ........ a picture of
how the newly introduced fish were interacting with the existing species.'
A weigh u p
B make u p
C get u p
D build u p
28 LISTENING
4 'They gave careful consideration to a number of possible sites for the research project
and in the end a location in the Southern Alps of New Zealand.'
......................................
A put up
B came about
C went for
D gave out
5 'After many years of research the team finally ... . ............... why the birds were so
vulnerable to disease.'
A worked through
B figured out
C brought about
D came over
6 'The team should be congratulated for .... . .................. their research despite the terrible
weather conditions.'
A carrying on with
B putting off
C getting over
D getting away with
7 'Your research project on climate change is so detailed and well written that you should
consider .......................... .......... to do a masters degree.'
A going u p
B going by
C going in
D going on
8 'The eco-tourism business was . .. . .. . . . . .. in 2009 and has built up an international

reputation for good practice since then.'
A set by
B set in
C set out
D set u p
Wordbuilding
16 Put the word i n brackets in the correct form to complete the sentences.
In order to complete the research, the team will recreate the fish's natural habitat inside
the laboratory. However, the exact s.rJ.e.C.iUC.i:l.t.i.ons.. (specify) have not been decided yet.
2 The increase in bird numbers around the petro-chernical plant is a good ..................................... .
(illustrate) of the beneficial environmental effect of the conservation programme.

3 There are a number of ... ... .. .......... ... .. (various) between the species that have been of
particular interest to researchers.
4 Peer review discovered so many .. .................................. (adequate) in the research design that
the programme was cancelled.
5 It was .... ....... ....................... (correct) reported that the species was extinct when in fact a small
population was still living in a remote corner of the rainforest.
6 There was no ..... .. . .. .. (indicate) that storms in the region could be so severe, so
the weather that night was unexpected.
7 Researchers were astonished to find that birds such as crows and rooks behaved so
...................................... (intelligence); several of the birds were observed using tools to access
food.
8 Many local people ...................................... (voluntary) to take part in the research despite the cold
and uncomfortable conditions in the forest.
9 The work of Professor Sterling transformed our understanding of the subject and was
.. ..... ..... . ...... ...... (benefit) to every subsequent researcher in the Antarctic.
10 (theory). a n earthquake is highly unlikely i n that part of the continent, but
.......
the researchers decided not to take any chances.
LISTENING 29
WRITING
Pg.208-210, Section A-C
Ri ng-tailed lemurs, Berenty Reserve, Madagascar
A About the task

This version of Task 1 tests your ability to look at and identify the most important and relevant information in pie
charts, or to compare the information in one type of chart with that in another type of chart or graph, and then
report the information in your own words.
On the question paper, you see a pie chart, or multiple charts. The instructions for writing your response appear
in a box above the chart(s). There is also a brief description of the information in the chart(s) in the box. Your job is
to look at the chart(s) and select, summarise and describe the most important information.
A pie chart is a circular graph that is divided into segments. It looks like a pizza cut into uneven slices. It shows
the relationship between the parts and the whole. The circle itself represents 100 per cent of something and
each slice represents a certain percentage of that thing. There is usually a key (legend) that explains what each
segment represents.
Pie charts
Here are the basic rules for writing about pie charts:
• Look at the chart carefully and decide what the most important information and striking features are.
• Write at least 1 50 words.
• Include only the key points. Minor details or irrelevant data can be left out.
• Don't do any calculations or give your opinion about the information.
Multiple charts and graphs
I n Task 1 there will often be two or three pie charts to compare. Often, these charts represent different time
periods. You may also see other types of graphs or charts. They may be the same type - two line graphs, for
example - or there may be two different types - a pie chart and a table, or a line graph and a bar chart.
The basic rules for writing about multiple charts are the same as for writing about single charts. However, you
need to look at and report on both charts/graphs, and understand the relationship between them.

-
, TASK 1 Pie Charts and M_ul.!!P!e �hart.!
2 Work in pairs. Look at the two charts below and answer the questions.
1 What kind of chart is the first chart? And the second?
2 What is t h e topic of the two charts?
3 What geographical areas do they cover?
4 What time frame does each chart cover? Are they the same or different?
5 Which of the two charts shows a trend?
6 In the pie chart, which country generates the most electricity?
7 What verb forms should you use to describe the fourth bar i n the second chart?
The percentage of electricity generated by wind Wind power generation around the world
power by various countries and areas in 2011
1 200 �-------�
1 000 -t------.
(/)
=
ro
800 -+---1--
7 .6% Rest of
600 -+------I
s:
ro
� 400 -+-----1
Europe 1 9.8% I n d i a Cl
1 2.2% Spain / 200 -+-------·

1 8. 1 % Rest of 0
9 .3% Germany__/ /----- world 2000 2005 20 1 1 2020
Year
B Sample question
the task did you find d ifficult?
IELTS PRACTICETASK
The visuals give information about the number of hours students spent preparing for an admission test fo1
an Asian university and their subsequent performance in that test.
Summarise the information by selecting and reporting the main features and mal<e comparisons where
relevant.
Hours studied Average number of correct responses students

scored (out of 100 questions) in relation to the
number of hours they studied.
fewer than 1 26 hours 90

25 h o u rs or· more 80 fewer t h a n 25 hours
70 26 to 50 hours
26 to 50 - -- 1 0 1 to 1 25 60
h o u rs hours 50 5 1 to 1 00 hours
40
51 to 1 0 0 30 1 0 1 to 125 hours
hours 47% 20
10 126 hours o r more
0

.. ... 1 Pie C arts and
TASK h Multiple Charts
- -
-
. � ·. .. -- - - -� - -
C Tips and tactics

4 Worl< in pairs. Read the tips and tactics and discuss these questions.
in Section B?
The first step is to look carefully at the information in the graphs/charts. Don't rush
through this step. Make sure you understand the charts before you start to write.
2 Underline important words in the question and circle important information in t h e graphs/
charts.
3 Identify what key information is being presented in the graphs/charts and the features or
figures you'll need to write about.
4 If there is more than one pie chart. look for similarities and differences between them.
I f there are two or more different graphs/charts. try to work out the relationship between
them.
6 Choose the most significant and interesting information to comment on. for example, the
largest segment, the smallest, and the main differences between the pie charts.
7 If the charts/graphs include information about time period, look for trends - n u mbers that
go up, down, fluctuate, or stay the same over time.
8 Begin with an introductory sentence that describes the graphs/charts in general terms,
but don't repeat exactly the words from the question.
9 Then describe one or two general trends or features shown in the graphs/charts. Don't go
into detail; just report the most important features you see when you look at the graphs/
charts. If there are two different types of chart, identify the type of chart/graph and use a
connecting word between the two sentences. For example, The pie chart shows . . . ; On
the other hand, the bar graph illustrates . . .
10 I n t h e main paragraphs, select and write about the features that are most important and
interesting, and include relevant data to support the points you make.
11 When selecting key information from pie charts, look for the largest and smallest
segments. Look for any trends and exceptions to those trends across the pie charts.
12 Be careful with numbers when you are writing about pie charts. The numbers usually
represent percentages but may also represent actual numbers.
13 Look carefully a t the timeframe that the graphs/charts covers and think about which
tenses you need to use (past, present, present perfect or future).
14 If there are different types of charts charts/graphs which cover the same categories, you
can focus firstly on t h e more important categories in each chart/graph and secondly on
other categories in each of the charts/graphs.
15 I f the charts/graphs do not deal with the same categories, i t i s better to focus one
paragraph on t h e information in one chart/graph and the second paragraph on information
in the other chart/graph.
16 You may write a conclusion briefly explaining any relationship between the graphs/charts
and summarising the main information in one sentence.
17 Don't try t o write about a l l t h e data i n t h e graphs/charts and don't include details that are
irrelevant to the main points.
18 Remember, don't try to analyse o r explain t h e information i n the graphs/charts, or do any
19 Keep track of the time. Don't spend more than 20 minutes on Task 1.
20 Make sure your handwriting is clear and legible.
21 Keep in mind the criteria that the examiners will use to mark your response. (For marking
criteria, see About t h e Academic Writing Test. page 1 80.)

READING
Pg.154-157+304, Section A-C + Past tenses
Canopy walkway, Monteverde Cloud Forest Rreserve, Costa Rica
A About the task

1 Read the information about the task type. Then look at some notes about the task
made by two of your classmates. For each point, decide who is right (Classmate A
or Classmate B).
The Multiple Choice task tests your ability to read a passage carefully and understand detailed information and
arguments. It's often used to test your understanding of a passage in which the writer is presenting an argument
or where different ideas about a subject are compared and analysed. On the question paper, you see a set of
question stems with four possible answers. Your job is to read the passage and decide which of the four options
correctly answers the question.
There are two types of question:
• A question which has four different answers (A, B, C or D).
• An incomplete sentence that has four possible endings (A, B, C or D).
• The questions follow the order of the information in the passage.
• The wording of the options is not exactly the same as the wording in the passage.
• When you read the question stems, you see some words and names that are also used in the passage.
These help you to find the relevant information and ideas.
• You read the whole passage quickly to find the information and ideas you need to answer each question.
• You then read this section carefully and compare the information and ideas with the four options.
• You have to decide which option correctly answers the question or completes the sentence.
• You write the correct letter on the answer sheet.
Notes
I Classmate A Vou are readir1g mostly for facts and figures.
Classmate B You are reading to understand the writer's views and cla ims.
2 Classmate A There are two different types of question stem.
Classmate B �he question .:;ifm1c always end ill 1 que•.:;r.ion mark.
3 Classmate A The questions always follow the order of the passage.

Ciriss111rite B TI1e question<.> c,ometimes come ill random orde r .
4 Classmate A The question stems probably i n cl ud e words from the passage.
ClassrnJte b The CjUe ·tion cV 1115 rwvt.r i n c l u dr 1·101 I< fron the pass1ge.
5 Classmate A Vou copy out the correct answer onto the answer sheet.
Cl.. <:<;11 1te l" YoJ only I'. .ht irrnn et.tc:r Vil .l 11 :. 1 c;h e
154 ACADEMIC READING

TASK TYPE 1 2 Multlpie Choice
B Sample questions
difficult?
IELTS PRACTICETASK
The Svalbard Seed Bank
Modern agriculture is primarily focused on maximising profit. This means that a small number of specially selected
plant varieties are grown throughout the world, and these have replaced the wide diversity of local varieties that once
existed. This approach guarantees consistently high yields under normal conditions, but it also harbours a
hidden danger. Essentially, every single commercially grown plant is a clone of one of only a few specially selected
pieces of genetic material. known as cultivars. This leads to a lack of genetic diversity, leaving crops more exposed
to any disease which attacks that single cultivar. With corn, wheat and rice being grown worldwide in this way, there
is a concern that a fungal infection could wipe out an entire world crop in a matter of months, causing massive food
-J shortages.
I
There are many types. or cultivars. of any given agricultural product, each one a special variety, developed to have
particular characteristics and given a special name. Various cultivars come in and out of favour over the years. For
example, almost all bananas in the world today are now of the Cavendish variety. But in the mid-20th century, the Gros
Michel was the dominant banana cultivar consumed in North America and Europe. Around 1 950, however, this variety
became virtually extinct due to the rapid spread of a fungal infection that attacked the roots of the banana plant, with the
result that the Gros Michel was replaced with the more resilient but notably less tasty Cavendish cultivar.
In order to preserve gene diversity of major food crops, international institutions have established a series of national
gene banks, which store samples of various strains of each plant species. On a remote island north of the Arctic
Circle, however. there is a sort of master gene bank for all the world's plants. The Svalbard seed bank serves as a
reserve of last resort and the popular press has emphasized the use of the seed bank as an insurance policy in case
of a major global catastrophe. To date, it has more frequently been accessed when national gene banks lose samples
due to accident. equipment failures. natural disasters and, all too often. mismanagement.
The bank is located in an old copper mine on the remote northern island of Spitsbergen in Norway. The facility
has a capacity to conserve 4.5 million seed samples. Under the current temperature conditions in the vault (similar
to those in a kitchen freezer) the seed samples for many fruits and vegetables can remain viable for hundreds of
years. Some seeds, including those of important grains, can survive far longer. anywhere from 2,000 to 20,000 years.
The bank functions like a safety deposit box in a commercial bank. While the bank owns the building, the individual
depositor owns the contents of his or her box, and the access to individual specimens is regulated by their respective
depositors. No depositor has access to any other depositor's seeds. The seed samples stored in the bank are copies
of samples stored in the depositing gene banks. Researchers, plant breeders. and other groups wishing to access
seed samples cannot do so through the seed bank; they must request samples from the depositing gene banks.
The main storage vault is dug into a sandstone mountain, on a seismically inactive island. The bank employs a number
of robust security and preservation systems: seeds are packaged in special packets and heat-sealed to exclude
moisture; a local coal mine and power plant supply the electricity for refrigeration control and crucially the remote
northern location also serves as a natural fridge. In the case of complete power failure, at least several weeks will
elapse before the temperature inside the vault rises to the temperature of the surrounding sandstone bedrock. By
locating the site 130 metres above sea level, the designers have even ensured that the site will remain dry if the polar
icecaps melt.
Questions 7-6
Choose the correct Jetter. A, 8, C or D.
1 The hidden danger referred to in line 4 is

A changing growing conditions.
B local variations reducing crop yields.
C crops being more at risk from disease.
D poor selection of original genetic material.
2 What does the Cavendish banana cultivar serve as an example of?
A a cultivar that is preferred by consumers
B a cultivar that is resistant to fungal infection
C a cultivar that was previously facing extinction
D a cultivar that offers good flavour but low yield
ACADEMIC READING 155

TASK TYPE 12 Multlple Choice
3 In the third paragraph, what is implied about the use of the Svalbard seed bank to date?
A It's mostly been used in response to situations which could have been avoided.
B It's generally been used in situations resulting from natural disasters.
C It hasn't been used as much as has been suggested in the media.
D It's been used more by some countries than by others.
4 According to the fourth paragraph, people requiring access to the seeds at Svalbard should
A apply directly to the seed bank itself.
B contact those who originally deposited the seeds.
C visit the building where the seeds are held in person.
D ask for samples to be transferred to them by secure means.
5 Which aspect of the Svalbard seed bank's security does the writer regard as most important?
A the absence of volcanic activity in the region
B the local availability of fossil fuel resources
C the prevailing temperature at the site
D the height of the site above sea level
6 The writer's main point in writing this passage is to
A trace several recent developments in agricultural science.
B discuss the dangers facing various national gene banks.
C show why reliance on one cultivar can be dangerous.
D explain the role of the master seed bank in Norway.
C T i ps a nd tactics
in Section B?
Before you read the passage, read the question stems and underline the most important
words and ideas. Don't look at the options (A, B. C and D) yet.
2 Remember that the questions follow the order of the information in the passage.
3 When you read the passage, you may see some words or ideas from the question stems.
These help you to find the relevant sections.
4 Read the passage quickly and mark the relevant sections for each question. Write the
question numbers in the margin so that you can find the sections again easily.
5 Go through the questions one by one. Read the section of the passage you have marked
carefully to make sure you are in the correct place.
6 When you feel you have understood the passage completely, then read the four options
(A. B. C and D). Choose the option that answers the question or completes the sentence
to match the meaning of the text.
7 Remember, the correct answer reports the meaning of the passage, but doesn't use the
same words and expressions.
8 Don't use your own knowledge of the subject to help you choose an option. Remember,
you are being tested on your understanding of the reading passage.
9 When you have chosen your answer, read the other options again, and re-read the
passage to be sure that they are wrong.
10 Remember to write only one letter on t h e answer sheet.
11 Always answer all the questions, even if you're not entirely sure.

i@$Mjfi@ffM5ilffiii·A
Q FOCUS 4 Look at the question stems (1-5) and underline the main words and ideas. Use these
to help you find the relevant information and ideas in the passage.
Locating the focus
of each question 1 What does the writer think about the analysis of the data from the landing?
2 The writer mentions a ball to give us an idea of . . .
3 What does Stefan Schroder suggest about the stone which the probe hit?
4 The writer quotes the words of Erich Karkoschka in order to . . .
5 The dust-like material mentioned in the final paragraph provides evidence that . . .
5 Read the passage. Mark the sections which contain the information relevant to each
question. Read each section carefully. What do you think the answer is going to be?
•�======�
The landing of the Huygens
probe on Titan, Saturn's
moon, in January 2005 was
the most spectacular single
event to date in exploration
of the outer solar system.
Huygens was made by the
European Space Agency and
brought to Titan by NASA's
Cassini spacecraft, which is
still orbiting Saturn. It took
seven years for mission
scientists to work out exactly
what happened during what
was then the most distant
touchdown of a man-made
spacecraft. Their analysis,
however, was worth waiting
for. It reveals that the twenty-kilogram probe a substance with the consistency of soft, damp
'bounced, slid and wobbled its way to rest in ten sand,' says Stefan Schroder of the Max Planck
seconds' after parachuting down through the Institute for Solar System Research i n Germany.
moon's thick and hazy atmosphere, and provides Had the probe l1it a wet, mud-like substance, its
us with fascinating insights into an alien world. instruments would have recorded a 'splat', with
Scientists reconstructed the chain of events no further indication of bouncing or sliding. The
by analysing data from all the instruments active ground must, therefore, have been soft enough to
during the landing. Their data was compared with allow the probe to make a sizeable depression, but
computer simulations and tests that had been hard enough to support Huygens rocking back and
carried out using a model of Huygens. The probe forth. 'It's like snow that has been frozen on top,'
hit the ground with an impact speed similar to a says Erich Karkoschka of the University of Arizona.
ball dropped from about a metre on Earth. On first 'If you walk carefully, you can walk on it as on a
contact Huygens dug a shallow hole about twelve solid surface, but if you step on the snow a little
centimetres deep, then bounced out and slid for too hard, you break in very deeply.'
thirty-five centimetres across the surface. At its The landing data also shows evidence of a
final resting place it wobbled back and forth five dry, dust-like material thrown up by the impact.
times, till all motion ceased. Although liquid hydrocarbons (methane and
'A spike in the acceleration data suggests ethane) sometimes fall from Titan's clouds -
that during the first wobble, the probe probably forming streams, rivers and lakes and giving the
encountered a stone protruding by around two landscape a surprisingly Earth-like appearance -
centimetres from the surface of Titan, and may it had eviclently not rained on the landing site for
l1ave even pushed it into the ground, suggesting some time.

GRAMMAR RESOURCE BANK
We use the past conti nuous:

2 Past tenses • in contrast with the past simple, to talk about an activity in
progress when something happened.
Past simple They were driving to London when they heard the news.
• to describe situations in the past.
l/You/He/She/lt/We!They l/You/He/She/lt/We!They In California, they were researching and developing a new
lived here. didn't live here. (didn't = did
operating system.
not)
Question Short answer Exercises

Did I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they 1 Complete the text with the correct form of the verbs.
live here? did.
No, I/you/he/she/it/we/they (not) be bring come continue go interrupt
didn't. establish invade laOO lay leave start
We use the past simple:

When the Romans 1 landed in Britain in 43 AD, they
• to talk about completed actions and events in the past.
2 . ...... ....... . ...... .. ..... with them schools and education. When
While at university, she played bass guitar in a band.
they 3 ... . ... nearly 400 years later, education
We went sightseeing in Rome.
4. . ........... with them. With invasions from the
There is often a clear reference to a time in the past. When
Saxons and other groups, there 5 ....... .. .. .. . ... .. ...... .. .. any formal
there is no stated time, it is usually implied or understood.
education until almost 200 years later. Then the state
Used with: yesterday, last week/month/year, two days ago, etc. 6 .. .. ..... ... ................. a system of education known as grammar
schools. This system 7 . .... ........... ..... .. .. .. .. to develop over the
• to list a series of events in the past in a sequence.
next 250 years but it was 8 ...... .. .. ..... once more, this
He had a coffee, brushed his teeth, combed his hair and left.
time by the Vikings. In 1066 the Normans 9 ..
Sequence words can be used to show the order in which
Britain and shortly afterwards schools 10 ............................ .
something happened.
springing up all over the country. Then 11 .......
First. he had a coffee. Then he brushed his teeth. After that,
the first universities, at Oxford and Cambridge. These
he combed his hair and finally, he left the house.
universities 12 .... ..... the foundations for the system
Used with: first, then, next, after that, finally which exists today.
2 Write complete sentences. Use the past simple and

Irregular verbs the past continuous in each sentence.
1 you/have lunch/when I/call?
Although most verbs are regular and end in -d or -ed in the
Were you having lunch when I called?
past, some verbs have an irregular affirmative form.
2 what/they/do/when you/arrive?
be -7 was/were do -7 did go -7 went write -7 wrote
For more irregular verbs see page 329.
3 we/cancel/the game/because it/rain
used to and would 4 when we/get off the plane/they/wait for us

We often use used to + infinitive to talk about past habitual
actions or states, or for an action that no longer occurs. 5 she/not listen/when I/tell her/how to do it
We used to go to our grandparents' house every Christmas.
6 you sleep/when they/take/your bike?
Did you use to have curly hair?
When we talk about repeated actions in the past (but not past 7 when I/say ' No'/l/not talk/to you
states). we use would + infinitive.
3 Future forms ( 1 )
We would walk for hours along the beach.
Past continuous
Affirmative Negative We use various forms in English to express different functions

---
when referring to the future.
I/He/She/It was sleeping. I/He/She/It wasn't sleeping.
(wasn't = was not) Present continuous
You/We!They were sleeping. You/We{They weren't I 'm meeting Jo at 6:00.
sleeping. (weren't = were
You/We/They aren't meeting Jo at 6:00.
not)
Is he/she/it meeting Jo at 6.00?
Question Short answer For present continuous form, see page 303.
Was I/he/she/it sleeping? Yes, I/he/she/it was. We use the present continuous to talk about future plans and
No, I/he/she/it wasn't. arrangements.
Were you/we/they sleeping? Yes, you/we/they were. Often used with: a tim e (at 2p.m., on 19th April) o r a place (in the
No, you/we/they weren't. city centre, at the cinema)
304 GRAMMAR RESOURCE BA N K

LISTENING
Pg.52-55, Section A-D
�-----
-
_-,.) I'
. '\\
J ••
__, -J -�.
.:_. ."'
' ' - ....'..
·: I / '.
, . _,
'
Bright yellow car parked in front of matching house, Hawaii
A About the task

1 Read the information about the task type. Then look at some information you found
on two websites, on page 53. For each point, which is right - Website A or Website B?
The Matching tasks test your ability to listen to a recording and understand the main ideas as well as detailed
information and arguments. Matching tasks are used to test your understanding of both monologues and
dialogues. There are two different types of Matching task. They look slightly different, but they both test the
same listening skills i n the same way.
Type 1 : On the question paper, you see a focus question and a box containing a set of options (for example, A-G)
which answer it. The options can be features of a place or opinions about something, and they are grouped under
a heading. There are then five numbered questions, also grouped under a heading. The questions could be a list
of places, experiments or any other feature that is found in the recording. Your job is to listen to the recording
and match the information or ideas in the questions to the correct options. (See page 53.)
Here are the basic rules for the Matching Type 1 task:
• The list of numbered questions follows the order of information in the recording.
• The answer to each question is the letter that appears next to the relevant option in the box.
• There are more options than questions.
• Each letter may be used once only.
Type 2: On the question paper, you see a focus question and a box containing a set of options (A-C) which
answer it. There are fewer options than in Type 1 , however, and it may be possible to use them more than once.
As in Type 1 , your job is to listen to the recording and match the features in the questions to the correct options.
(See page 55, Exercise 5.)
Here are the basic rules for the Matching Type 2 task:
• The list of numbered questions follows the order of information in the recording.
• The answer to each question is the letter that appears next to the relevant option in the box.
• There are fewer options than questions.
• Each letter may be used more than once.
52 LISTENING
Website A
There is always one speaker.

2 The numbered questions usually follow the order of the recording.
3 There are more letters than numbered questions in Type 1 .
4 You can use the letters only once in Type 1 .
5 You have to write the correct words on the answer sheet.
Website B
-
There may be one or two speakers.

2 The numbered questions always follow the order of the recording.
3 There are more letters than numbered questions in Type 2.
4 You can use each letter only once in Type 2.
5 You have to write the correct letter on the answer sheet.
B Sample questions
2 28 Listen and answer the questions. Use the rules about the task from Section A
IELTS PRACTICE TASK

Questions 1-5
What job does each of the fo ll owi n g people do in the hotel?
Choose FIVE answers from the box and write the correct letter, A-H, next to questions 1-5.
JOB TITLES
A Head Receptionist
B Bookings Manager
c Events Co-ordinator
D Catering Manager
E Head Chef
F Personnel Manager
G Head of Accounts
H Head Waiter
EMPLOVEEES
1 Damian Rose
2 Clara Ford
3 Petra Snell
4 Oliver Ansell
5 Luca Petronelli
LISTENING 53
C Tips and tactics
b Did you use any of these tips and tactics when you answered the sample
Before you listen, you have time to read the question, the set of options in the box and
the numbered questions. Underline the most important words and ideas.
2 Remember that the numbered questions follow the order of the information in the
passage.
3 When you listen to the recording, you hear words and ideas from the n umbered
questions. These help you to know that the relevant information is coming.
4 Remember, the correct answer reports the meaning of the recording, but doesn't use
exactly the same words and expressions - think about the overall question and listen for
the meaning.
5 Don't use your own knowledge of the subject to help you choose a n option. Remember,
you are being tested on your understanding of the recording.
6 Remember to write one letter for each numbered question on the answer sheet.
7 Remember you can use the letters more than once in Type 2 tasks.
Q FOCUS D Ski lls-bui lding exercises

Identifying the
4 Look at these words and expressions which can be used to talk about a course of
target information
study. Put them into the best group (A, B or C) according to what they are likely to
(Type 2)
refer to.
coverage of topics workshops library lectures syllabus seminars overview

examination preparation suitable for beginners purpose-built
well-equipped classrooms location personal feedback online support
individual assignments presentations
A the venue B the course content C teaching methods
54 LISTENING
"lfa§HIM§bi.1.1
5 29 Look at the names of the institutions (1-6). Listen and decide what the speaker
recommends about the course at each of the institutions. You may use each of the
letters (A-C) more than once.
A the venue
B the course content
C teaching methods
1 Pilkington College
2 City Study Centre
3 Gladstone U n iversity
4 Roseborough College
5 International Learning Centre
6 Bevington University
IELTS PRACTICETASK
30
Questions 7-5
What view of interpreting does each academic or group of academics ( 1 -5) hold?
Choose FIVE answers from the box and write the correct letter; A-H, next to questions 1-5.
A An interpreter must know the original language perfectly.

B Client satisfaction is the best way to measure quality.
C Interpreters and their clients often have different aims.
D Clients associate quality with aspects of delivery.
E Successful communication is the main aim of interpreting.
F I n terpreters often misinterpret clients' needs.
G Clients sometimes criticise interpreters unfairly.
H An interpreter must speak the target language fluently.
Russian School
2 Paris School
3 Kalina
4 Buhler
5 Donovan
Which statement best describes how you feel about Matching tasks?
I feel confident about doing Matching tasks.

I did OK, but I still need to do more work on Matching tasks.
I need more practice with Matching tasks. I need to focus on . . .
LISTENING 55
WRITING
Pg.211-216, Section D
•t.Hl''!¥fW.!.IMl§Si¥1
D Skil ls-building exercises
PERCENTAGES
These words can be useful when talking about percentages and about segments of a pie
chart.
per cent/percent {used after a number) About seventy per cent of the population of
Singapore is of Chinese ancestry.
percentage {used without numbers) An important percentage of Canada 's electricity is
generated by hydroelectric power.
proportion A larger proportion of the national budget is spent on the military than on
anything else.
portion The family spends a significant portion of their income on rent.
share Two or three companies control a large share of the paper-product market.
segment Only a small segment of the population agrees with this idea.
fraction A tiny fraction of the total number of applicants to this university are accepted.
FRACTIONS
When writing about pie charts, you may also refer to fractions as well as percentages.
(9 three quarters I 7 5 per cent I three out of four
CD a half I one half I 50 per cent I one o u t of two I one in two
e) a third I one third I one out of three I one in three
e) a quarter I 25 per cent I one out of four I one in four
� a tenth I one tenth I 10 per cent I one out of ten I one in ten
You can combine these words with words such as about, around, approximately, just
over, just under, etc.
OTHER USEFUL EXPRESSIONS
account for Rice accounts for about a third of their diet.

make up Poisonous snakes make up only about ten per cent of all snakes.
represent Accidents that occur when drivers are texting represent about a quarter of the
total number of car accidents.
constitute Rental properties constitute about a third of all the company's assets.

----
TASK 1 Pie Ch!_r_!! and M

_ul!iple Charts '
Q 5 Look at the expressions in the language boxes on page 2 1 1 . Then look at the chart
showing total exports from one European country. Write five sentences about the
country's exports.
Using percentages
and fractions to talk
about pie charts 1 Motor vcliicle� m2de up2 l2rgepropo1iion of 211 expori�.
Total exports from one

European country in 2012
all services
9%
26% • motor vehicles
m a c h i n e ry
35% 1111 chemical prod u c t s
3% i ron and steel
21% other goods
6%
N U MBERS AND AMOUNTS
a large proportion Property taxes make up a large proportion of the city's income.
a major portion A major portion of this country's economy is fuelled by oil exports.
a significant majority A significant majority of the roads in this district are unpaved.
a large percentage A large percentage of the cars in this country are made in Japan.
a tiny fraction The journal can only publish a tiny fraction of the articles it receives.
a mere + number or per cent A mere five per cent of the people in this country had cell
phones in 1995.
a small minority Just a small minority of people agree with this idea.
a small percentage Only a small percentage o f earthquakes cause major damage.
6 Look at these two pie charts. Write six descriptive sentences about the information in
Q FOCUS
the pie charts. Use the expressions in the language boxes on pages 212 and 213.
Using other
expressions to
The pie charts show the crops grown in one US county in 1990 and 2010.
describe numbers
and amounts in pie
charts 1990
5% • Wheat
• corn
• Barley
22% Soybeans
63%
2010
1 1% • Whea t
• corn
22% • Barley
Soybeans
Organic fruit
25% and ve g etab le s

1413+ij@ijijfi!.!.ISMdffibD5!$
LINKING WORDS
COMPARISON (SIMILARITIES)
likewise The inflation rate in Japan was fairly low in 2010; likewise, the rate in Switzerland
did not go up much.
similarly The money that the government spends on the arts represents only a tiny
portion of the total budget. Similarly, only a small amount is spent on social services.
CONTRAST (DIFFERENCE)
however The number of male faculty members stayed the same. However, six new female
faculty members were hired.
on the other hand The number of radio stations playing classical music declined; on the
other hand, two new news stations opened.
in contrast In 2010, the average age in Japan was 44.6 years; in contrast, in Yemen, the
average age was only 16.4 years.
whilst I while Whilst the price of gold shot up in September, the price of silver remained
about the same.
although Although health care remained a significant portion of families' budget in 2005,
it wasn't as high as in 2004.
whereas The number of marriages declined during that period, whereas the number of
divorces increased.
but California had a dry winter, but there was a lot of snow in the Rocky Mountain states.
LIKE, UNLIKE, A LIKE

like the cost o f shipping, the cost of packaging has gone up.
Meat, like fish, contains a lot of protein.
Unlike some members of the European Union, the UK does not use the euro as its currency.
The US, unlike Japan, does not have a system of high-speed trains.
... and ... are alike (in that) The health care industry and information technology are alike
in that they are both adding new jobs.

TASK 1 Pie Charts and Multiple Charts
INTRODUCTIONS AND CONCLUSIONS
First, ...
First, let's consider the data in the bar chart.
Let's first ...
Let's first look at the line graph.
Turning to ...
Turning to the pie chart, . . .
Next, ...
Next, let's examine the data in the second chart.
Having considered ... , let's . . .
Having considered the bar chart, let's look a t . . .
Meanwhile, ...
Meanwhile, the information in the second graph shows that . . .
It's clear . . . that ...
It's clear from the data in the chart that . . .
It's obvious that ...
It's obvious that a n overwhelming number . . .
It's easy to see ...
It's easy to see which country produces the most . . .
I n conclusion, ...
In conclusion, the relationship between the two graphs is . . .
I n brief, ...
In brief. the two graphs tell us that . . .
On the whole, . . .
On the whole, these graphs show that . . .
To conclude, ...
To conclude, while the first graph tells u s that . . .
From the information ...
From the information in the two charts, i t 's clear that . . .
A s a final point, ...
As a final point, we can say that b y comparing the data in these two charts, . . .

•w11••;s;1;J1.1.•.:.m!!ffi&Y¥•
Q FOCUS 7 Read the task and look at the two charts about crude oil imports and consumption.
Then complete the sample answer with these words.
Summarising and
comparing 40% accounted conclusion however less majority percentage quarter
significant turning to under was while
Both these charts deal with the amount of crude oil that is exported to the US from other
countries and the amount that is produced domestically. The pie chart explains where the
oil consumed in the US in one year (2012) came from, 1 . . . . . . . . . . . . the bar chart shows the
declining percentage of imported oil used in the US over an eight-year period.
The US imports around 60% of its crude oil, but percentages have been declining since
2005. The pie chart clearly shows that a 2 .. . . ... . ... . proportion of oil was produced from wells
in the US. Canada's share 3 . . . . . . . . . . . . just under a 4 . . . .. . . . . .. . of oil imports. Oil from the Middle
East 5 . . ...... . . . . for the next largest share. Latin America and African countries contributed
6 . . . .. . . . . . .. than 1 0 % . The amount imported from countries not listed on the chart was a very
small 7 . . . . .. . . . . . . (3%).
8 . . .. . . . . . ... the bar chart, we see a steady decrease in the percentage of imported oil. In 2005
and 2006, imported oil made up a significant 9 . . . . . . . . . . . . of the oil consumed in the US. By
2010, that amount had dropped to 10 . . . . . . . . . . . . 50% . The decline continued. In 2012, imported
oil constituted only 11 . . . . .. . . . . . . of the total.
In 12 . . . . . . . . . . . . , the US still imports oil from around the world. 13 . . . . . . .. . .. . , the percentage of
internationally produced oil consumed in the US has shrunk dramatically.
The charts below give information al1out the origin of crude oil imports to the
US in 2012 and about the percentage of imports as a share of US crude oil
consumption.
Summarise the information by selecting and reporting the main features, and
make comparisons wl1ere relevant.
Origin of crude oil imports to the US in 2012
3%
us
39% • Canada
1 7% • M iddle East
Africa
• Latin America
Other
Percentage of imports as a share of US crude oil consumption
(/)
10 -.-��--.
t:
0 60 -+-r---
Q.
E 50
40 -+-il•t---
30 -l-.l"l•l--
20
10
O I I
2005 2006
I I
I 2007 1 2008 I 2009 201 0 20 1 1 201 2
Yea r

•w1s•;1;1;;m.•@!§Ni¥M
8 Work in pairs. Read the instructions and look at the charts about office rents and office
vacancy rates. Then answer the questions (1-9). (3-5 minutes)
1 Look at the bar chart. What information does it provide?
2 Look at the table. What information does it provide?
3 Look at the bar chart. What trend do you see?
4 Are there any exceptions to the general trend?
5 What are some striking features in the bar chart?
6 Look at the table. What trend do you see?
7 Are there any exceptions to this trend?
8 What are some striking features in the table?
9 What relationship do you see between the data in the bar chart and the data in the table?
The chart shows annual office rents in five international cities in 2008 and 2013
($US I square metre). The table shows office vacancy rates in those cities.
Summarise the information b y selecting and reporting the main features, and
make comparisons where relevant.
City A
City B - 2008
City C - 201 3
City D
City E
$0 $500 $1 ,000 $1,500 $2,000 $2,500 A n n u a l re nt p e r s q u a re metre
2008 201 3
City A 6% 4%
City B 7% 2%
City C 9% 6%
City D 1 0% 23%
City E 1 6% 9%
9 Now write your answer. Use the following stages to help you. ( 10-1 5 m inutes)
1 Write an introductory statement (based on the information in the text box) and describe
the general trends in the bar chart and the table in the introductory paragraph.
2 In the first main paragraph, describe the trends that you see in the costs of office rentals
in those five cities and point out any interesting and important features in the bar chart.
3 In the second main paragraph, describe the trends you see in the vacancy rate and
provide important and interesting details about the details in the table.
4 In a brief conclusion, explain the relationship between rents and vacancy rates.
1 0 Check your work. Look for mistakes in spelling, punctuation, and grammar. Make sure
you have used the correct tenses, and used a good variety of language for comparing
charts and graphs. (3-5 minutes)
Compare your answers with the model answer and think about the marking criteria.
(See page 180 for marking criteria.)

SPEAKING
Pg.50-52, Section Speaking
Unit 6
1.
•
Speaking skills Talking about free time activities
1 Read these two diaries written by the same person and answer questions a-d.
.1 IV 1I 10 1U Cl
2 23 24 25 26 27 28
541W-day 16 Mardi
) 30 31 1 2 3 4 Ken was cteayect so aid shopping at the supermarket. Met km
fa- lunch - be paid! Wig rush to get to the club in time. 1>avd
Saturday 16 March had brought Bill and CharIcrIte. we all played. I need a lot more
am. 11.00 meet Ken in town - coffee
pracite! Only Janet arrived fa the movie, so we went to see
p.m. 230 goff with David at club
.5kyFall instead. Great -Rim, better than Les Mist:rabies, I ima_gine.
eve 7.30 cinema: Les Miserables
Meet the girls at 7.00 in the usual place.
a What are the differences between the two diaries?

b Do you think her day was better than she had planned or not?
c Is it better to make detailed plans for the future or to leave some things to chance?
d What can be the disadvantages of planning ahead?
2 Put the leisure activities in the list into three groups 1-3. Some activities may appear in more
than one group.
1 Sports golf • ice hockey mi chess • stamp-collecting • meeting friends • tennis • gardening
2 Hobbies going to concerts • going to parties • chatting on the phone football • shopping
3 Social activities
3 In Speaking Part 1, you may be asked about your leisure activities. Answer
these questions about the activities in exercise 2. Technique
a Which of these, if any, do you like doing? Be ready to speak about
b Are there other activities, hobbies or sports which take up a lot of your time? your hobbies and social
c To what extent do you plan how and when you do them? life in the Speaking
module. Make a list of
key points on these
Expressing preferences topics. Don't learn a
'speech' by heart.
1 02.2 Listen to three people talking about what they like doing in their free
time. Complete the table below with the activities they like doing.
Which is their favourite?
Activities Favourite
Speaker 1'
Speaker 2.
Speaker 3:
2 2 . 2 Complete the lists of expressions below for expressing and explaining preferences.
If necessary, listen again to the people talking and fill in the gaps.
Phrase bank
Expressing preferences
listening to music.
My thing of all is going to the theatre
being outdoors ...
Best of , I like gardening.
sports
50
Culture
Explaining preferences Technique

What me is that ... Use different phrases to
That's thing about ... introduce preferences as
thing! gardening is that ... these will provide variety
is that I can ... and show you can use a
And other
range of language. Use
I can do it fun or
because to explain why you
it relaxing. prefer something.
3 With a partner, ask and answer the Speaking Part 1 questions

below, using the expressions in the list above to help you.
a How do you spend your weekends?
b What else do you like doing in your free time?
Dealing with unfamiliar topics

1Which of the activities below do you know something about?
Which do you know little about?
playing a musical instrument • painting • cookery
2 Match each question 1-4 with an answer a-d.

1 Are you able to play any musical instruments?
2 Do you have any artistic abilities?
3 What sort of food do you enjoy cooking and eating?
4 Which games do you enjoy playing?
a I'm afraid I have absolutely no skill in this area at all. But I might learn in the future. It is
simply too expensive to live on fast food.
b I don't normally play games. When I was a child, I spent all my free time playing in the
countryside, rather than playing proper games. And now I have little time for games - I
relax by reading.
c Unfortunately not. I have very little practical ability, and things like that are difficult for
me. I tried when I was at school, but without success.
d I wish I could. My parents made me take lessons when I was very young, but I just made a
terrible noise and they let me give it up. I don't think I have any ability in that direction.
3 Answer these questions about the iesponses in exercise 2.

a What do all four responses have in common?
b Which expressions does each speaker use to say 'no'?
c Match the answers (a, b, c, d) with the content in the table below. Some answers have
more than one kind of content.
Content of answer Answer

Past experience and the result
No past experience and the reason
A reference to future intentions and hopes
A reference to personal level of skill
11
Unit 6
4 With a partner, practise asking and answering these questions,
which may be difficult for some candidates. Use the expressions
you identified in exercise 3.
a Are you interested in drawing?
b Do you like singing?
c Can you dance?
d Are you good at making things?
5 With a partner, ask and answer this typical Speaking Part 1 question
sequence. Technique
a Do you have any hobbies? Say why it is difficult to answer - if
b How and why did you first get involved in this activity? it is difficult to answer. Say what
c Would you recommend it to another person? Why/Why not? experience you have of this kind of
thing. Explain your personal situation.
Talk about how you might like to do
Pronunciation: shifting syllable stress this kind of thing in future.
1 *2.3 Listen and underline the stressed syllables in these words.

philosophy geographer biological
2 02.4 Complete the table and underline the stressed syllables. Then listen and check.
11.1111111.1tieraon Adjective
geographer
biology
philosophical
3 02.5 Add these words to the table in the correct places and mark the stress. The stress
does not follow the exact pattern of the other words. Listen and check.
politics • politician • political • history • historian • historical
4 Fill in the gaps in this Speaking module Part 1 dialogue using the words in the box.
Then practise the dialogue.
biology • psychology • biological • psychologists • psychology
Examiner: What are you studying now?

Candidate: I am studying 1 at the moment but I am changing to 2
sciences next year.
Examiner: Why is that?
Candidate: Too many people are studying 3 now so there are not enough jobs
for 4 5 is still expanding and so I hope there will be a
job for me when I have finished.
Technique
Make sure you can pronounce the key words in the
subject(s) that you are studying and that you might want
to talk about in the Speaking module.
52
WRITING
Pg.217, Section Practice
•w11•;•a@t¥!.l.HMMS9#M
You should spend about 20 m i n utes on this task.
The visuals give information about tl1e number of spacecran launched by various national
governments between 1957 and 2007 and the purpose of each mission.
Write a report for a university lecturer summarising the most important information in the visuals.
Write at least 150 words.
The number of spacecraft launched by national governments, 1957-2007
48 I n d ia ------�
539 C o m m e rcia l ---�/
�1 1 1 C h i n a
1 1 4 J a p a n ----- i-=::::::��:::=-
285 E u ro p ea n U n i o n
�---- 28 Ca n a d a
1---.._ 2 1 4 O t h e r
3484
-- Soviet U n i o n/Russia
The purposes for which spacecraft were launched, 1957-2007

50 �----�
� 45 -+-----l
§ 40 --+-----1
'iii
.� 35 -t------1
E
(ij -- -------l
30 -+----
g 25
0 20
g> 1 5
QI
�
10
QI
I:?
� 5
0 -1----�--,.---
Communications Surveillance M a n n e d space Research Weather Planetary
satellites program observation exploration
Which statement best describes how you feel aboutTask 1 Pie Charts and Multiple
Charts?
I feel confident about writing responses for Tas k 1 Pie Charts and M ultiple Charts.
I did OK, but I still need to do more work on writing responses for Task 1 Pie Charts and
Multiple Charts.
I need more practice with writing responses for Task 1 Pie Charts and Multiple Charts.
I need to focus on . . .

READING
Pg.157-161, Section D
i@$Mjfi@ffM5ilffiii·A
Q FOCUS 4 Look at the question stems (1-5) and underline the main words and ideas. Use these
to help you find the relevant information and ideas in the passage.
Locating the focus
of each question 1 What does the writer think about the analysis of the data from the landing?
2 The writer mentions a ball to give us an idea of . . .
4 The writer quotes the words of Erich Karkoschka in order to . . .
5 The dust-like material mentioned in the final paragraph provides evidence that . . .
5 Read the passage. Mark the sections which contain the information relevant to each
question. Read each section carefully. What do you think the answer is going to be?
•�======�
The landing of the Huygens
probe on Titan, Saturn's
moon, in January 2005 was
the most spectacular single
event to date in exploration
of the outer solar system.
Huygens was made by the
European Space Agency and
brought to Titan by NASA's
Cassini spacecraft, which is
still orbiting Saturn. It took
seven years for mission
scientists to work out exactly
what happened during what
was then the most distant
touchdown of a man-made
spacecraft. Their analysis,
however, was worth waiting
for. It reveals that the twenty-kilogram probe a substance with the consistency of soft, damp
'bounced, slid and wobbled its way to rest in ten sand,' says Stefan Schroder of the Max Planck
seconds' after parachuting down through the Institute for Solar System Research i n Germany.
moon's thick and hazy atmosphere, and provides Had the probe l1it a wet, mud-like substance, its
us with fascinating insights into an alien world. instruments would have recorded a 'splat', with
Scientists reconstructed the chain of events no further indication of bouncing or sliding. The
by analysing data from all the instruments active ground must, therefore, have been soft enough to
during the landing. Their data was compared with allow the probe to make a sizeable depression, but
computer simulations and tests that had been hard enough to support Huygens rocking back and
carried out using a model of Huygens. The probe forth. 'It's like snow that has been frozen on top,'
hit the ground with an impact speed similar to a says Erich Karkoschka of the University of Arizona.
ball dropped from about a metre on Earth. On first 'If you walk carefully, you can walk on it as on a
contact Huygens dug a shallow hole about twelve solid surface, but if you step on the snow a little
centimetres deep, then bounced out and slid for too hard, you break in very deeply.'
thirty-five centimetres across the surface. At its The landing data also shows evidence of a
final resting place it wobbled back and forth five dry, dust-like material thrown up by the impact.
times, till all motion ceased. Although liquid hydrocarbons (methane and
'A spike in the acceleration data suggests ethane) sometimes fall from Titan's clouds -
that during the first wobble, the probe probably forming streams, rivers and lakes and giving the
encountered a stone protruding by around two landscape a surprisingly Earth-like appearance -
centimetres from the surface of Titan, and may it had eviclently not rained on the landing site for
l1ave even pushed it into the ground, suggesting some time.

TASK TYPE 12 Multiple Choice
6 Look at the questions and the options (A or B) for each question. Read the passage on
page 1 57 carefully. Which option (A or B) is correct? Why is the other option wrong?
What does the writer think about the analysis of the data from the landing?
A It has produced very interesting findings.
B It took an unacceptably long time to perform.
2 The writer mentions a ball to give us an idea of
A how far the probe had travelled.
B how quickly the probe was travelling.
A It may have given a false impression about the surface ofTitan.
B It has provided clear evidence about the surface ofTitan.
4 The writer quotes the words of Erich Karkoschka in order to
A give us a clearer idea of the consistency of the ground.
B offer a different interpretation from that given by Schroder.
5 The dust-like material mentioned in the final paragraph provides evidence of
A the dryness of the precise area where Titan landed.
B weather patterns affecting the area where Titan landed.
Q FOCUS 7 Look at the statements (1-6). For each statement, decide what the writer is doing
(A, B or C).
Identifying the
writer's views and A giving factual information
claims B giving his/her personal view
C giving the ideas of others
A total solar eclipse is a compelling and life-changing sight that begins with the strangest
light you have ever seen.
2 I t takes just over two hours for the moon to cover the sun until only a ring of light
remains.
3 Tour operators report a surge in interest in eclipse viewing sparked by 'the eclipse of the
century' in July 2009.
4 Scientists agree that no two eclipses are identical.
5 Professor Jay M Pasachoff of Williams College, Masachusetts has seen fifty-five eclipses
in the course of his work.
6 'The appeal of eclipse tourisrT1 looks set to increase; says Simon Grove.
8 Look at the questions (1-5) and underline the main words and ideas. For each one
decide what you will look for in the passage (A, B or C).
A factual information
B the writer's point of view
C other people's ideas
1 What is the writer doing in the first paragraph?

2 What do we learn about the eclipse seen in China in 2009?
3 What does Simon Grove suggest about eclipse tourists?
4 What is Jay Pasachoff keen to stress?
5 What is suggested about partial eclipses?
9 Look at the passage on page 1 59 and mark the relevant sections of the passage for the
question stems (1-5) in Exercise 8.
10 Read each section of the passage on page 159 carefully and find your own answer to
the questions in Exercise 8.

141$hijifi.WfrM5i.t.HM
For a growing band of eclipse tourists, eclipse-watchers fly long distances,

the corona is an experience that the growth of the hobby also taps into
cannot be repeated often enough. Tour enthusiasm for more natural and less
operators report a surge in interest in commercialised forms of tourism.'
eclipse viewing, sparked by the 'eclipse Scientists agree that no two eclipses
of the century' in July 2009, which was are identical. Professor Jay M Pasachoff,
visible across large parts of China and of Williams College, Massachusetts
lasted six minutes thirty-nine seconds has spent decades trying to work out
- the longest eclipse until 2132. why the corona is at a temperature of
A total solar eclipse is a compelling and Alongside the growth in formal tours, more than one million degrees while
!
( life-changing sight that begins with the thousands of people find their way to the visible surface of the sun, the
strangest light you have ever seen; a eclipses under their own steam. They photosphere, is at a mere six thousand.
unique grey dusk in the middle of the aim to get as close as possible to the In the course of this research he has
J
day. Tt1e shadows get sharper and the point of greatest totality, and to the seen fifty-five eclipses, but refuses to
onlookers grow quieter as the crescent centre of the eclipse track for a longer name a favourite. As he says: 'They are
sun gets smaller. It takes just over two total eclipse, and seek a spot where the all good and each is intriguing in its own
hours for the moon to cover the sun odds of clear weather are at their best. way. The corona varies in shape over
until only a ring of light remains, often 'The appeal of eclipse tourism in the twenty-two year sunspot cycle.'
supplemented by a bright flash through general has increased in recent years Nor do the so-called umbraphiles, as
some valley on the moon's rim. This is ancl looks set to increase further,' says serious eclipse watchers are known,
the so-called 'diamond ring', a moment tour operator Simon Grove. 'Part of the limit their scope to total eclipses. More
which romantics have usecl for joy of this hobby is that the moon's frequent are partial eclipses, which
marriage proposals. Then, for several shadow can fall anywhere on the Earth's occur when the moon is too far away in
minutes, the most beautiful sight in surface. This means eclipse-chasing its orbit to cover the sun completely, so
the known universe is yours. The sun's needs careful planning, but also that a ring of the solar surface is left visible
atmosphere, the corona, springs into eclipse-lovers end up in places they and the corona does not appear. These
view as soon as its far brighter surface woulcl never visit otherwise, including eclipses are spectacular, and people
is blocked off. Twisted into bizarre Easter Island and the Antarctic in travel long distances to see them, but
shapes by the sun's magnetic field, the the past few years. Happily for their they cannot compare to the sheer
corona is a white light seen in a dark finances, the solar system is laid out so beauty and drama of a total eclipse in
daytime sky against a backdrop of stars that they can only have the experience a clear sky.
and planets. at most once in a typical year. Although
1 1 Choose the correct option (A, B , C or D). Decide why your answer is correct and the
other options are wrong.
What is the writer doing in the first paragraph?
A accounting for different people's reactions to a total eclipse
B describing his own emotions on first seeing a total eclipse
C explaining exactly what can be seen during a total eclipse
D encouraging readers to go and see a total ec li pse
2 What do we learn about the eclipse seen in China in 2009?

A I t lasted for longer than others in living memory.
B It made more people want to experience seeing one.
C It left enthusiasts feeling dissatisfied with organised tours.
D It benefited from particularly favourable climatic conditions.
3 What does Simon Grove suggest about eclipse tourists?
A They are happy for some aspects of their trips to be left to chance.
B TI1 e number of possible destinations sometimes surprises them.
C They share certain attitudes with other groups of travellers.
D The cost of long-haul air travel often limits their activities.
4 What is Jay Pasachoff keen to stress?
A Some eclipses are more interesting than others.
B Not all eclipses provide him with useful data.
C Studying eclipses can be very frustrating.
D Every eclipse is worthy of his attention.
5 What is suggested about partial eclipses?

A They are just as exciting to watch as full eclipses.
B They lack some of the key elements of full eclipses.
C They attract people who cannot gain access to full eclipses.
D They are not popular with the most serious eclipse enthusiasts.

ifa1$§ijjfl.,M!!ffiij9ffij!ip
IELTS PRACTICETASK
The Internet Archive
Brewster Kahle is the founder of the Internet Archive, a not-for-profit digital library dedicated to preserving the
Internet's past for the use of future historians. 'I n the past, if you wanted to study the evolution of language for
a PhD or the roles of women in different eras, you had to do all the groundwork with references and citations
all done by hand,' he says. 'Now it can be done by machine at an astonishing rate.' Kahle explains that one of
the biggest drivers behind the idea was his fear that culture and history would be lost to future generations if
they were not preserved online. 'The web is locked in the perpetual present. It's what people want you to see
right now and that's not good enough - that's not how you run a society or open culture,' he says. 'The best
of the web is already not online.' Clearly, this is a golden age for librarians. historians and scholars and it is the
work of men such as Kahle that ensures the extensive data posted on the web is not lost.
The archive is located in a quiet corner of San Francisco. Flashing servers are stacked high, not unlike old
books, each blue blink a signal that someone somewhere is trying to reach a webpage frozen in time in
its archive. It's one of just a handful of institutions, including parts of the British Library and the Library of
Congress in the USA. trying to ensure that what is online now is saved for the future. It does this by capturing
more than a billion web pages a week, though it doesn't try to archive every page of every website - on the
fast-n-1oving web the average page is changed every hundred days - or any social media. This snapshot of the
web has been taken every two months since 1996 and the gateway to the archive, the 'Wayback Machine', is
deservedly one of the most popular sites online.
Niels Brugger, director of the Centre for Internet Studies at Aarhus University in Denmark, recalls his frustration
at the way the object of his study used to disappear before his eyes. Now, using the Danish national web
archive, which takes a snapshot of all '.dk' websites four times a year, he can track how the Internet as a whole
is developing in his country, from the different types of websites to the balance between text and images.
He is surprised at how few historians make use of the Internet as a source but expects that to change rapidly
in five or ten years as a new generation of scholars better understands its potential and acquires the tools for
rigorous data analysis, which are required to study such an ocean of information. 'It really is an astonishing new
source for future historians,' he says. 'It gives us a great opportunity to study the daily life of people. It is as if
we had a tape recorder on the marketplace in the fifteenth century.' It's a most intriguing parallel.
At the University of Leicester in England, Ruth Page, a lecturer in linguistics, has already made sources such
as Wikipedia central to her work. She studies how entries in the online encyclopedia are edited as a particular
event unfolds. Page believes that h istorians will have to transform the way they work. 'I'm an empiricist so I
like data. It is like being let loose in a very large sweet shop,' she says. 'But the days of the lone scholar are
gone; in my personal opinion we really need to embrace creative ways to work collaboratively.'
The Long Now Foundation, an organisation founded in 1996 to promote long-term thinking, wants to create a
space to persuade people to stop and think about how the decisions they make now will affect the next 10,000
years. Laura Welcher, the foundation's director of operations, says for years they have feared a 'digital dark
age' where resources kept only online disappear. Initially, the project looked at ways to help people constantly
migrate their files to ensure, for example, old Microsoft Word documents were still readable in the newer
versions. Then, they got much more ambitious, building a new version of the Rosetta Stone, a silicon disc
inscribed with thousands of pages documenting human languages. 'We were very purposeful about creating a
future artefact, even if the intentional migration of information into the future is much harder digitally,' she says.
Yet she, too, is refreshingly positive about the chances of being able to both create and preserve your own
space online. ' I think keeping a story of an individual or of a cultural group is more egalitarian because access
to archiving your stuff is easier.' she says. 'It is a very new thing to have your voice out there like never before.'

•&iSIHf'Mllffl#ij#!Joi
Questions 1-6
Choose the correct letter, A, 8, C or D.
1 Brewster Kahle originally founded the Internet Archive

A as a by-product of an onlino business venture.
B in connection with his doctoral research project.
C as part of a study of social interaction on the web.
D as a way of safeguarding data for future researchers.
2 From the second paragraph, we understand that the In ternet Archive
A is just one of a large number of similar initiatives.
B is edited to remove outdated content on a regular basis.
C is an attempt to keep a comprehensive record of all webpages.
D is designed to provide a representative sample of available data.
3 Niels Brugger predicts that historians will soon begin
A paying more attention to the visual data available online.
B making a study of how the Internet has developed in Denmark.
C developing the skills needed to take full advantage of the Internet.
D using the resources on the Internet to understand past centuries better.
4 According to Ruth Page, future historians will need to
A spend more time contributing to popular websites.
B make more of an effort to co-operate with each other.
C be willing to change their view of past events more often.
D be prepared to analyse the language used to record past events.
5 The overall aim of the Long Now Foundation is to encourage
A the keeping of key data in a non-digital format.
B a move away from short-term decision making.
C people to manage their data files more effectively.
D the long-term retention of data in a variety of languages.
6 In the text as a whole, the writer reveals that she feels
A optimistic about the future potential of online data.
B concerned about whether lost data can be recovered online.
C frustrated at the difficulty of monitoring online data effectively.
D convinced that enough is being done to preserve online data indefinitely.
I feel confident about doing Multiple Choice tasks.

I did OK, but I still need to do more work on Multiple Choice tasks.
I need more practice with Multiple Choice tasks. I need to focus on . . .

LISTENING
Pg.20-21, Section 2
listening Section 2 6 Look at Questions 1-5 below and underline the
key ideas in the questions.
Exam information
€) ~ Listen to the first part of the talk and choose
• You hear one speaker talking about a social topic. the correct answers for Questions 1-5.
0 Work in pairs. You are going to hear a supervisor

Questions 1-5
talking to a group of new nurses at a large
hospital. Ask and answer questions based on Choose the correct letter, A, B or C.
the pictures below. Who do you think has the 1 According to Debbie, why do some people fail
healthier lifestyle - you or your partner? to eat a balanced diet?
• When did you last ... ? A They don't know how to cook.
• What's your favourite ... ? B They don't have enough time to cook.
• How often do you ... ? C They don't feel hungry enough to cook.
2 Debbie recomm ends that staff should keep

fit by
A using a gym.
B taking up a new sport.
C changing some daily activities.
3 Which benefit of exercise does Debbie think is

most important?
A It helps you sleep.
B It keeps your heart healthy.
C It improves mental skills.
4 What advice does Debbie give the nurses

about health and safety?
A to avoid drinking coffee
B to use the canteen at night
C to take regular breaks
5 When she talks about hygiene, Debbie asks

the nurses to
A wash their hands regularly.
B keep away from germs.
C help with the cleaning.
Exam advice Multiple choice

• Listen for the correct idea or information - don't
just match words.
• Make sure you answer all the questions.
@ Unit2
0 Work in pairs. Look at the places A-H on the map Vocabulary
below. Pick a place and tell your partner how to Word formation
get there from the main building. Use the words
and expressions in the box to help you. 0 Complete each of the sentences below with a word
in the box.
next to traffic lights west/east (of)
turn (east/west/right/left) behind turning fte8:l#t healthy unhealthy healthier
right/left (of) go straight on opposite healthiest healthily
roundabout go past/beyond beyond corner
1 The key to good . he:~tf:th-. is eating a balanced diet.
2 Cooking at home can help people eat more
You go out of the front of the main
building, turn left and it's directly
opposite you.
3 Hospitals can become ................. if they are not very
clean.
4 People need exercise as well as a .... diet.
0 ~ Now listen and choose the correct answer for
5 Being generally active is much .... .............. than
Questions 6-10.
doing lots of exercise just occasionally.
6 Employees should be the .................. people in the
Questions 6-10 hospital.
Label the map below.
Write the correct letter, A-H, next to questions
0 page 100 Word formation
6- 10. @ Which of the words in the box in Exercise 1 ...

1 is a noun? !Ae.tl.lt!A
E .. 2 is an adverb?
3 are adjectives?
H TYE ROAD
~ Work in pairs. Which of the suffixes or prefixes
F
underlined in the words below .. .
1 forms a noun? -1-1e.s.s
G 2 forms an adverb?
3 form an adjective?
A MAIN BUILDING 4 give a word an opposite or negative meaning?
c
fitness stressful reasonable i.Qact1ve [ regular
BACK EXIT
risk)' general!)' careless unusual
B 0 @ IELTS candidates often use the wrong form of

words or misspell words because of changes in
form. Correct the mistake in each sentence.
6 recreation centre 1 In general, people should eat more healthy and do
7 health centre some exercise. !Ae.tl.ft!Aif(J
8 swimming pool and sauna 2 Pesticides may be harmy to our health.
9 health-food store 3 Some farmers feel that using natural fertiliser is
too unconvenient.
10 Jenny's Restaurant
4 The media often give usefull advice about fo od.
5 There has been a slightly drop in the popularity
of fast food in my country.
Exam advice Labelling a map or plan 6 I don't think that wealth people should get the
• Look at the location of each option on the map. best food .
• The ans~rs will come in the same order as the 7 Most people can easy do some exercise.
questions. 8 The number of people who live to 100 has
increased dramaticaly.
• Listen for each place name and fo llow the
speaker's directions.
It's good for you! @
LISTENING
Pg.42-45, 56-57 / Vocab II + Video 6
VOCAB U LARY 2
Dependent prepositions
1 Read the information about dependent prepositions.
Prepositions have various functions in English, such as indicating time, direction or place. Additionally, certain
verbs, nouns and adjectives are followed by particular prepositions, for example, depend on.
In the Listening paper of the I E LTS exam, being aware of which prepositions to use is important. Correct use
of prepositions is also valuable in both the Speaking and Writing papers of the I E LTS exam.
2 Complete the table. Match the verbs (1-8) with the correct prepositions. Some verbs
match with more than one preposition.
1 divide
2 focus
3 deal
4 conduct research
5 look
6 make
7 rest
8 sit
I
into on out of/from
.•
3 Complete the sentences below with a verb and preposition from the table. Use the
correct form of the verbs.
1
The course is .......... ........................... seven modules.
2
This year we are ...................................... core subjects.
3 Each student conducts his own ............ .. . ................... his chosen topic.
4 The department secretary ............. ....................... any scheduling problems.
Recognising and organising synonyms and

antonyms
4 Look at the following words used to describe bikes in the listening on page 33. Find
three pairs of antonyms and one pair of synonyms.
hard high light narrow new old ordinary normal smooth soft
wide
5 Match the remaining words from Exercise 4 with their antonyms (a-c).
a low
b heavy
c rough
42 LISTENING
1'1.tftl"'hii
Formal and i nformal synonyms
6 Read the information about synonyms.
Listening and Reading tasks rely on you recognising synonyms and paraphrases. Build your awareness of
synonyms by collecting words into pairs and groups with similar meanings.
7 Match the words from column A with the words from column B to make pairs of
synonyms. Which column has more formal words (column A or column B)?
A B
1 locate a many
2 mislay b lose
3 foolish c easy
4 significant d silly
5 simple e safe
6 select f choose
7 secure g think about
8 a large number (of) h find
9 consider important
8 Use a word from column A to complete the following sentences. Use the correct
form of the word as necessary.
1 The speaker suggested that phone owners should .. .. ...... ......................... secure apps.
2 A number of people do not use a password for their phone.
........ ..............................
3 Even when a phone has been temporarily . .. . . . . .. . , you should still report it as lost.
G uessing the meaning from context

9 Look at the following extracts from the IELTS Practice Task on page 37. What is the
meaning of the words and phrases in bold? Match them with the words in the box.
brief look annoying finds it is obvious private take the trouble
1 We generally keep a lot of sensitive information on our phones.

2 70% of people never bother to lock their phone.
3 Have a browse through your apps later.
4 It goes without saying that you need to have your data backed up.
5 Passcodes, however, can be a pain.
6 How is the kind person who comes across the phone by chance able to return it?
10 Complete the following sentences with your own ideas.

1 I t goes without saying that . . .
2 . . .can be a pain.
3 I don't usually bother . . .
LISTENING 43
VOCABULARY 2
Wordbuilding
1 1 Look a t the word o r phrase in bold in each sentence. What part of speech i s it?
a noun
b verb
c adjective
1 You should submit your proposal in writing.
2 Your ideas should relate to your field of study.
3 You should do plenty of background reading.
4 You should cite references at the end of the paper.
5 You should keep your reading relevant to the main topic.
6 You should use quotation marks to avoid plagiarising another person's work.
1 2 Complete the table.
Verb Noun Adjective

submit 1
2 relevant
relate 3
plagiarise 4
5 quotation
research research
6 citation
13 Complete the sentences with a word from the table in Exercise 12.
1 I t's important . ... .......... . our references accurately.
2 The ... between your research question and the outcome should be very clear.
. . . . . . ............. ..........
3 .. .... . .... . is taken very seriously. You can fail a paper or lose a percentage of marks.
. .. . .... ....
4 You have to .. . . .. ....... ..... ......... your paper on time, meeting any deadline set.
5 Staying on topic is important, so keep your reading ..... ....... . .......
.
6 Always acknowledge your source if you .... ...... ..... . .... ...... someone in your paper.
1 4 Look at the advice in Exercises 1 1 and 13. Which ideas do you agree with? Write three
pieces of advice for developing academic skills, using words from the table.
44 LISTENING
iMiM'ifJ;i•
Common IELTS topic: Academic life
Formal and informal synonyms
1 5 Look at the word or p hrase in bold in each sentence. Replace it with the word or
expressions with a similar meaning (A, B, C or D) .
.
If you lose your key to the laboratory, you should inform security immediately.
A unlock B mislead C destroy D mislay
2 The examples on display in the exhibition show the students' wide range of backgrounds.
A illustrate B argue C tell D explain
3 If you are unable to hand in your assignment on time it is essential that you apply for an
extension.
A propose B turn out C submit D apply
4 The idea behind this particular course is for the students to get real world experience by
visiting different factories and working in the production process themselves.
A opinion B philosophy C publication D practice
5 It is clear from the graph that most students at the university have a part-time job.
A the plural of B the minority of C the significance of D the majority of
6 Students whose assignments are copied from another source will be severely
penalised.
A plagiarised B repeated C cited D quoted
7 The researchers then did a second study with a much larger group of subjects.
A composed B conducted C collaborated D corrupted
8 Remember, in order to continue as a member of the sports club, your membership fee
must be paid each year.
A monthly B quarterly C promptly D annually
9 In my view, each student should set themselves clear goals at the beginning of each
academic year.
A undertakings B objectives C supplements D regulations
10 O n the other hand, t h e figure for public transport use between 2.00 a.m. and 4.00 a.m.
was relatively small.
A predictable B light C minor D moderate
Prepositions
1 6 Complete the sentences by writing in the correct preposition. In some cases there may
be no preposition.
1 The course consists .... ........ .. .. two lectures each week and a weekly tutorial.
2 We have been forced to restrict .... .. ........ . the number of students who can apply for each
course.
3 I am not convinced that this quotation is relevant ................... the point you are trying to make.
4 It is essential that we persuade the government to invest ........... ...... the university's research
and development programme.
5 In particular, your assignments should focus ..... ............ research before 2010.
6 The university has decided not to regulate ...... ........... the number of additional classes
students take this semester.
7 Scientists have now confirmed ................... the findings of previous researchers at the
U niversity of Edinburgh.
8 Research subjects were divided ................... four groups based on their age and each group
was then observed for a period of seven weeks.
9 It is essential that candidates respond ................... the question that is actually asked, so you
should read it carefully.
10 This department doesn't deal ................... research of that type.
11 Researchers looked ................... six different cities and found that most respondents held
similar views.
12 The report concluded that the research had had no significant impact ..... ............ the local
environment.
LISTENING 45
.
"
Rooftops, houses and palm trees, Cairo, Egypt

56 LISTENING
VIDEO 6 Solar-powered Water Heater
Before you watch

1 Look at the photo of Cairo. In what ways is it similar or different to your own
hometown or city?
2 You will watch a video about a community project in Cairo. Look at the list of words.
Find five pairs of words with a similar meaning. You will hear all but one on the video.
homeowners animals goldmine livestock garbage reused trash

urban dwellers repurposed treasure
While you watch

3 Watch the video and make notes to answer the questions. Then compare your answers.
1 What do these Cairo residents traditionally use their rooftops for?
2 What does Thomas Taha Culhane hope to demonstrate with the system you see on the
video?
3 What improvements do the water heaters provide?
4 Watch the video again. Which things mentioned in the video match the descriptions?
Choose FOUR answers from the box and write the correct letter, A-E, next to the
descriptions 1-4.
A rooftop garbage 1 considered valuable .............................
B satellite dishes 2 funded by grants ......................
c a natural resource 3 plentiful .............................
D the hot water system 4 made by hand ......................
E solar heaters
5 According to the video, anyone can build a water system like this. Can you remember
what you need and how it works? Watch the video to check your a nswer.
After you watch

6 Culhane says 'One man's garbage is another's goldmine� What does this statement
mean to you?
7 Look at these slogans which encourage people to recycle. Do you think they are
effective as slogans? Why?
N EVER REFUSE TO REUSE.
Recycl e today for a better tom orrow .
Recycle your trash or trash your Earth.
When there is doubt, don't throw it out.
Why recycle glass? The answer is clear.
8 Work in pairs. Develop a short survey to find out about your community's experience
of recycling. Then work with a new partner. Ask the questions on your survey and note
down their answers.
It 9 Work in your original pair. Report the findings of your survey to each other. Each
I person should speak for about a minute.
LISTENING 57
WRITING
Pg.218-220 / Section A-C
A About the task
This version of Task 1 tests your ability to look at and identify the most important information in a diagram, and
then report the information in your own words.
On the question paper, you see a series of pictures that are connected by arrows. There are often labels that
explain the pictures. There is a title and instructions for writing your response. There is also a brief description
of the information in the diagram. The pictures and text illustrate some kind of process. It might be an industrial
process (e.g. how plastic is made), a biological process (e.g. the lifecycle of a snail), a physical process (e.g. the
water cycle or the rock cycle) or an intellectual process (e.g. how decisions are made at one company). Your job
is to write a well-organised overview of the process from the pictures and text provided.
There are several types of diagram. You may see a diagram with a clear beginning and a clear end, a diagram
involving alternative stages. a diagram which shows two processes (one that follows a nother) or a cyclical
diagram.
Here are the basic rules for writing about a diagram:
• Look at the diagram carefully and decide what the most important steps are.
Mention all the steps in the process in your response, although you can omit minor details.

TASK 1 Diagrams
2 Work in pairs. Look at the diagram below and answer the questions.
1 What process is illustrated in the diagram?
2 What type of diagram is this?
3 How could you summarise the entire process in one sentence?
4 How many steps are shown?
5 Should you write one sentence for each of the steps?
6 What step should you mention first?
Recycling glass
�----�
I
I
j Machines shape
and re-form the
melted glass into
bottles
B Sample questi on
IELTS PRACTICE TASK

The diagram shows the way in which wind-powered energy is created and transported to the consumer.
Write a report for a university lecturer describing the process.
Generating electricity with wind power
wind
su itable location high tension lines
0 consumers
rotor and blades turn
spinning generator creates

electrical output * •
11IU I
6 transformer converts �aw
storage batteries ------ (700 volts - > 38,000 volts]
electrical o u t p u t to useable form I
( if no wind I

TASK 1 Diagrams
C Tips and tactics

in Section 87
The first step is to look carefully at the diagram. Look at each picture or stage. Don't rush
through this step. Make sure you understand the diagram before you start to write.
2 Underline important words in the question and identify what process is being presented
in the diagram.
4 Begin with an introductory sentence that describes the diagram or process in general,
but don't repeat the exact wording of the question.
5 Then write a sentence about the entire process, for example, write about the number of
steps and the beginning and ending of the process. Don't go into detail; just write about
the whole process. For example: The diagram shows the seven major stages involved
in . . .
6 Next, divide t h e steps shown in the diagram into two paragraphs. If the diagram shows
a single process, choose a logical point - one of the major stages in the process - and
divide your answer into two parts there.
7 You should try to mention all the steps in a process, but you can omit minor details.
8 Follow the order of the steps in the process. Usually, it's clear where a process begins.
I n the case of cyclical processes, choose the most logical starting point in the process.
9 Use sequencing words and phrases to separate the steps of the process, e.g. First of
all, . . . ; Next, . . . ; Finally . . .. etc.
10 You should generally use present passive verbs (is/are done) or passive modal verbs
(should be done, can be done) to describe the steps in the process.
11 For important steps, you may want to provide examples o r offer more explanation.
(Next, . . . should be done. In other words, . . . )
1 2 You can reuse technical terms from the labels on the diagram but write them i n your own
sentences.
13 No concluding paragraph i s necessary for this type o f response.
14 Remember, don't try t o explain why t h e information in t h e diagram appears t h e way i t
does o r give your opinion about t h e process.
1 5 Keep track of the time. Don't spend more than 20 minutes on Task 1.
1 7 Keep i n mind t h e criteria that the examiners use t o mark your response. (For marking

READING
Pg.319-321 / Section Passive Voice 1+2
13MW.f.i;i;Ifi·!ii@J:&V'*
We use must + infinitive (without to) to deduce something 4 a might b might not
i n the present or future when we are sure that something is c might have d might not have
true. 5 a could b couldn't
Look at her music collection. She must love jazz. c could have d couldn't have
I'm sure the weight of the pedals must be an issue if you 6 a may b may not c may have d may not have
need to cycle fast.
2 Rewrite the sentences so they have the same meaning
We use can't/couldn't + infinitive (without to) to deduce
.
as the first sentence. Use the words in brackets.
something in the present or future when we are sure that 1 I don't think it's possible that they spoke to the film
something is not true. director. (can't)
I've rung the bell three times. They can't be in. They ....................................................... . ........ ........ . ........ . .
You couldn 't be tired already - you've only just got up! 2 My guess is that you were exhausted when you got
We use must have + past participle (without to) to deduce back. (must)
something in the past when we are sure that something is You . ............................................
true. 3 It's possible Sue didn't get my email. (might)
They walked 30 miles in one day. They must /Jave been Sue . ............................. ... .......... ..........
exhausted. 4 I think those aren't the final results because the initial
We use can't/couldn't have + past participle (without to) figures were incorrect. (can't)
to deduce something in the past when we are sure that Those .. ............... ............. .......................
something is not true. 5 Look at the map. I ' m sure we are here. (must)
He didn't send us a card. He can't liave received ours. Look at the map. We ............................
They couldn't /Jave thought much of her if they didn't call. 6 The birds have similar markings, so maybe they are
from the control group (could)
Assumption (should/shouldn't) The birds have similar markings, so they ...... ..........................
7 It's possible that the bag will be too expensive for me
Present and future to afford. (might)
I
should, shouldn't we think something is
8 It's possible that there are people who depend on their
probably true
phones too much. (may)
1 7 Passives ( 1 )
Past There .
should have, shouldn't have we think something is

probably true
We use should/shouldn't to make assumptions about what is The passive voice is often used i n academic and formal
probably true in the present or future. writing. The object of an active verb is the subject of a passive
We should arrive there at about five o'clock. verb.
It sl10uldn 't take too long. Active
We use should/shouldn't have + past participle (without to) to subject active verb object
IThe central bankl increased the lending rate to 12%.
make assumptions about what is probably true in the past.
They should have arrived by now.
It shouldn 't /Jave taken such a long time. Passive
subject passive verb agent
Exercises
The lending rate was increased to 12% ilY l�
t1
-
ie-ce
--11t-
ra
_l_
b_
a-
nk
�.I
1 Read the report and then choose the correct option
0 The subject of an active sentence becomes the agent of a
(a-d) to complete the text.
passive sentence. We use by to introduce the agent.
The court heard that Max Warneford had not been honest
• by + agent can often be omitted.
.
about his business practices. The prosecuting lawyer said
0 The passive form is not used with i ntransitive verbs
that, although there is no way of knowing, this 1 .......... ........
(arrive, disappear, go, sit, die, wait) because they have no
.
going on for years. He added that, as Warneford had
direct object.
kept separate accounts, he 2 ..... ........ ..... known that he was
They disappeared. (not T h eyw eredi s
a ppe&Fed.)
breaking the law. He concluded by saying that Warneford
3 ... .. .... .. .. . helped his accountant, as he claimed, because
his accountant had no knowledge of these accounts.
Forms of the passive
We form the passive with be + past participle (+ by + agent).
. ..
Indeed, his accountant is one of his accusers. Sources
say that without the testimony of so many of Warneford's
present and past simple The system is/was used by
victims, the case 4 ................... come to court. The trial
large corporations.
5 .. ... . .... .... . continue for several weeks and there is a
chance, if found guilty, that Warneford 6 ... ...... .... .... .. face a present and past continuous The system is/ was being
long prison sentence. used by large corporations.
a could be b could not be present and past perfect The system has/ l1ad been
simple used by large corporations.
c could have been d could not have been
2 a must b must not
c must have cl must not have
3 a can b can't c can have d can't have
GRAMMAR RESOURCE BANI< 319

The land is wanted for development.

modal verbs The system will/sl1011ld//
The books will be saved for the grandchildren of the writer.
must be used by large
c orpora tions
.
The system woulcl/ couldn 't/ Exercises

can't have been used by
1 Complete the description of a food manufacturing
large corporations.
process with the passive form of the verbs in the box.
going to The system is/ was
going to be used by large add coat compress cool cut load mix
corporations. pack pour roast wrap
used to The system used to be used
The oats, nuts and rice 1 . ..................... .. .... at a temperature
by large corporations
of 1 60°c and then they 2 . .. .. .. . together with
.
syrup in a large drum. Then the mixture 3 ......................... .
Uses of the passive out onto a conveyor. Chocolate chips 4 ...................

We use the passive (often omitting by + agent): and then the mixture 5 ... .. .. .. ........... by large rollers
..
• in formal writing. to a standard thickness. The compressed mixture

Your attention in this matter would be much appreciated (by 6 .. .... ... ........ .. ..... into strips and then again into bars.
... . . . . .... .
ttS). Next. the bars 7 ...... . ....... in chocolate and then

• when we describe a process. they 8 ... . .. .... . .... .. ........ .with cold air. The individual bars
. . .. . .
The chassis is coated with a primer (by-tHTtBettitJe). 9 ....... ........... . ..... .... .. in plastic and then they 10 .
.. . . .. ..
• when we want to present an opinion anonymously. into cardboard boxes. The packed boxes 11
It is said that Grimaldi's painting style was influencec/ by onto delivery vehicles.
Marotti.
2 Complete the sentences using the passive form.
We usually omit by + agent when the agent:
Include the agent only when necessary.
• is unknown.
1 They taught us the Chinese alphabet.
The vase was made around 400 years ago ( hysomeone). We..................................... ..... .. ... ... .
•
.. . .
has already been mentioned or is obvious.

2 The bank lent the company £100,000.
MBS Bank stated that, over the next two years, 300
£100,000 ...... .....................................
members of their workforce would be laid off (by-MB5-Btmk).
3 Unforeseen weather conditions had delayed the flight.
• is not important.
The flight ... . .. .. ... ..... .... ... .
Our flight has been delayed (fly-sf)ffleOfle-et'-SOffle#tittfj) .
4 The marketing manager presented u s with an
interesting proposal.
We usually include by + agent when the agent:
•
We. ... ........... .. . ... .
contains important information, despite not being the
. . . ......... .
5 We assure our clients a first-class service.

primary focus of the sentence.
Our .............. . .. .... . . ..............................
Over twenty people were injured by a hurricane in Cuba.
.
6 Anyone attending the university can use the library.

The bank was robbed by a man in his thirties.
The library... ... .... ........ . .. .. ..
• is the name of a writer, artist, inventor or person of note.
'Crime and Punishment' was written by Fyodor Dostoevsky. 7 The investigation revealed a series of errors.
A series of errors ........................................
8 We will assign specific jobs in the next few weeks.
Verbs with two objects Specific jobs .......... .. .. . . . . . . . . . . . ............ ..................... .
When a verb is followed by two objects in an active sentence,

there are two possible ways of making a passive sentence.
18 Passives (2)
subject active verb indirect object direct object
IWe I sent our customers a refund. We form the passive infinitive with infinitive + to be + past
subject passive verb object participle.
We aim to be seen as a progressive company.
Our customers were sent a refund. GPS technology could allow snowfall to be measured across
subject passive verb preposition object a wider range of landscapes.
A refund was sent to our customers.
Used with:
The following verbs are commonly used with two objects. verbs of thinking and feeling: appear, choose, decide, expect,
forget, hate, hope, illtend, learn, like, need, plan, prefer, prepare,
[
Used with the preposition to: ask, give, lend, owe, pay, promise, pretend, seem, wish
sell, send, show, teach, tell, write
verbs of saying: agree, demand, offer, promise, refuse
[
Used with the preposition for: build, buy, draw,
other verbs: afford, aim, arrange, attempt, <ieserve, disregard, fail,
fix, paint
help, manage, measure, tend, try, see, want
Used with the prepositions to or for: bring, leave We form the passive -ing form with being + past participle.
I remember being told not to try getting into Cambridge.
for He enjoyed being tested by the university students.
When a passive sentence doesn't have an agent. we can add

extra i nformation with for + noun phrase after the verb, which
describes its purpose.
320 GRAMMAR RESOURCE BANK

+ii;tM'M';';lfi.Ul@i:f.M'
2 Complete the second sentence so that it expresses
Used after: verbs of liking and disliking: can't stand, detest, don't
mind, dislike, enjoy, hate, fancy, like, love
the meaning of the first in the passive form. Re-use
the verbs in bold. Change the form as necessary. Don't
verbs of s aying and thinking: admit, consider, deny, imagine,
include the agent.
1 We expect this year's conference to be cancelled.
mention, remember, suggest, tell
other verbs: avoid, begin, finish, keep, miss, practice, risk, start,
11 ............................................................................................................................... .
stop, test
. ... . .. . . . .
2 People knew that the president enjoyed boxi ng .
The president ............................................... . . . .. . ..... .. ........ . ..
................... . . . . . . ........
Reporting structures 3 People believe that Brunel built this bridge.

This bridge .. . .. ...... ... ......... .. .. . .. . ..... .. .. . . .... ... .... ...
.. .. ... .... . . . .... .
We use passive reporting structures with certain reporting

4 Some people argued that a strike would harm the
ve r bs
company.
.
11 .....................................................................................................................................
• it + be + past participle of reporting verb + that
It is hoped that more evidence may come to light.
5 We think 3,000 people took part in the study.
It is believed that people sleep less well when there is a full
3,000 people ................................................................................................ .
moon.
6 We estimate 1 5,000 people are attending the
Used with: agree, announce, argue, believe, claim, decide, festiva l .
disclose, expect, feel, hope, know, predict, recognise, report, say, 1 5,000 ..................................................... ......................................................... .
suggest, think, understand 7 We know the battle took place in 1793.

The batt le .. . .. .. .
....................... . .. . ......... ... . . .
.............. .. .............. .. ..
• s u bject + be + past participle of reporting verb + to +

infinitive
Apicius is believed to be the world's oldest cookbook. 1 9 Relative clauses ( 1 )
Fihy dolphins are known to frequent the saltwater coastal
lakes of the rural Gippsland region.
We use relative clauses to give extra information about the
The Chess Turk was revealed to be an elaborate and clever noun, or noun phrase, in the main part of the sentence.
hoax.
Relative clauses can be defining or non-defining.
Used with: ask, consider, believe, estimate, expect,

Relative pronouns
feel, intend, know, mean, report, reveal, say, see, suppose, think,
understand Relative pronouns (who, which, that, where, when, why,
whose) link the relative clause to the main clause.
• subject + be + past participle of reporting verb + to have
A relative pronoun can be the subject or the object of a
+ past participle
relative clause.
�
St Mercurius was believed to have killed the emperor
Julian. Subject
This episode is tl1ougl1t to /Jave taken place in 1976. l l
There's the man who took my phone.
The man took my phone.
�
Used with: consider, believe, estimate, know, mean, report, say,
suppose, think, understand Object
l
There's the woman who I met yesterday. I
The speaker in passive reporting structures is usually I met the woman yesterday.
u nknown or unimportant.
When the relative pronoun is the subject of the clause, it
have/ get something done always follows the noun it refers to.
• We use who for people: Martin Cooper is the man who
We use have/get + obj ect + past participle when someone
invented the mobile phone.
does something for us (and we often pay them money for it).
• Muybridge was an Englishman who went to the USA at
I am having my car serviced tomorrow.
the age of twenty in search of fame and fortune.
They got their house remortgaged by the bank.
• We use which for things: It's a vehicle which not many o f
us could afford.
have to do! need to do • We use that for people or things: He's the boy that I told
We use have to/need to + be + past participle to talk about you about. It's something that joins one pipe to another.
necessity. That is more commonly used in spoken and more informal
Roses, for example, have to be shipped by air rather than written English. That is not used in non-defining relative
sea. clauses.
The tyre needs to be changed. • We use where tor places: I don't live there now but it's
the place where I was born.
Exercises • We use when for a time: She lived in the Middle Ages, a
time when invasion and resettlement was commonplace.
1 Choose the correct option.
• We use why for a reason: There are a number of reasons
1 I d on t have a car. I hope to be I being driven to the
'
why they chose to leave their native country.

party.
• We use whose for possession: This is Cathy, whose
2 They can't stand to be I being watched when they play.
sister went to my school.
3 Mark had a new broadband network installed I being
Included in the team is a geomorphologist, whose task
installed last week.
4 We are having the TV deliver I delivered next Saturday.
is to examine how the coastal landscape has changed over
time.
5 My car has to service I be serviced soon.
6 The recycled glass needs to be transported I
transporting to the factory.
LISTENING
Pg.28-29, Section Listening
Getting the message across
Starting off
0 Work in pairs. Look at these photos. Who is ...
1 attending a lecture?
2 making a presentation?
3 writing a term paper?
4 taking part in a tutorial?
f) Now discuss these questions.

1 What links these situations?
2 Have you had experience of any of these situations?
3 Which situation do you think is the most/least enjoyable? Why?
Listening Section 3
Exam information
• You hear a conversation between two or more speakers on a
study-based topic.
• Some questions may be on the speaker's opinions.
0 Work in pairs. You are going to hear a student talking to her course tutor
about an assignment. Before you listen, match the words (1-9) with their
definitions (a-i) .
1 assignment a particular parts or qualities of someone
2 self-assessment that are not good
3 weaknesses b a judgement which you make about the quality
4 peer evaluation of something you have done
5 extract c a particular part of a book, poem, etc. that is
chosen so that it can be used in a discussion,
6 authentic
article, etc.
7 feature
d a piece of work or job that you are given to do
8 structure
e a typical quality or important part of something
9 finding
a piece of information that has been
discovered as a result of an official study
g carefully considering or studying something
done by a colleague/classmate/friend and
judging how good or bad it is
h the way that parts of something are arranged
or put together
real or true
@ Unit3
f) Work in pairs. Read Questions 1-4 and underline
the key ideas in the question s (not the options) . Questions 5-8
Which comments do the speakers make about
Questions 1-4 each lecture?
Choose TWO letters, A-E. Choose FOUR answers from the box and write
the correct letter, A - F, next to Questions S- 8.
Questions 1-2
Lectures
Which TWO activities will students do as part
of Amanda's assignment? 5 History of English
A analyse their own speech

6 Gestures and sign s
B record other students ' speech
C read something frdm a book
7 Intonation patterns
D repeat part of a lecture
E remem ber part of a lecture
8 Language and rhyt h m
Questions 3-4
Which TWO features m ust A manda check when Comments
she chooses the extract? A The content is repetitive.
A the time it takes to read B It took a long ti me to write.
B t he overall organisation C It was shorter th an the others.
C the nu mber of words D It was well structured.
D t he number of sentences E The content is relevant.
E the inclusion of key ideas F Th e topic was p opu lar.
8 ~ Now listen to the first part of the recording

and answer Question s 1-4. 0 Read Questions 9-10 and underline the key ideas
in the question.
Exam advice Pick from a list
• Underline the key ideas in the question(s) .
Questions 9-10
• Read through the options and remember that Answer the questions below.
only two of them are correct. Write NO MORE THAN TWO WORDS for each
• As you listen. tick the options you hear. The answer.
correct a nswers may not come in the same order Which TWO pieces of equipment will the
in the record ing as they do in the question. students use in the study?
0 Work in pairs. Read all the information for 9

Question s 5-8. 10 ........... .. . ..... .... ....... .
1 What are Questions 5-8?
2 Underli ne the key ideas in A-F. How many extra Exam advice Short-answer questions
options are there?
3 What should you write as your a nswer for each • Underline the key ideas in the question.
question? • Make sure you don't use more words than you
are allowed.
Exam advice Matching
• Check that you have spelled your a nswers
• Underline key ideas in the question and options. correctly.
• You will.,.h ear the answers to the questions in 0 (1i\ Now listen to the second part of the recording
the same order as the questions appear on the and answer Questions 5- 10.
pa per.
Getting the message across @

WRITING
Pg.221-225 / Section D
lfa1j+.rn;.iiji ti
..
D Skills-bui lding exercises

SEQUENCING WORDS AND PHRASES
These words or phrases can be used to describe the steps or stages of a process.
First, . . . First, a suitable location must be found.
First of all, . . . First of all, the water must be purified.
The first step/stage . .. The first step in starting a business is to write a business plan.
The process of . . . begins with . . . The process of mining begins with locating a rich source
of the mineral.
Next, . . . Next, the raw materials are cleaned.

The next step . . . The next step is to test the machine.
Then . .. Then the tank is filled with water /The water is first filtered and then poured into
the tank.
Following this .. . Following this, the valve must be opened.
The following step ... The following step is to collect as much information as possible.
After . . . After the two types of materials have been separated, they are stored in large
containers.
After this, . . . After this, you need to pre-heat the oven.
Once ... Once funds have been deposited, customers can write checks or withdraw cash.
Finally, . . . Finally, the adult female lays eggs and the process begins again.
The final step/stage . . . The final step is to make sure that all the parts are correctly
connected.
The last step/stage . . . The last step in applying to the university is to submit your
application before the deadline.
Q FOCUS 5 Look at the diagram about drying out a mobile phone. Then rewrite the steps in the
process using expressions in the language box to help you.
Using appropriate
sequencing words Step The phone must be removed from the water as soon as possible.
1:
and phrases Step The phone should be placed on paper towels.
2:
Step The case should be removed and the back of the phone taken off.
3:
Step The phone should be dried with a soft cloth.
4:
Step The battery and the SIM card should be removed. They should be dried off. (Write
5:
this as one sentence.)
Step 6: A vacuum cleaner can be used to remove remaining water from the inner sections of
the phone.
Step 7: The phone can be placed in a bag of uncooked rice overnight to soak u p any
remaining water.
Drying out a
mobile phone
Act q u ickly! Leave in bag at

least 24 hours

TASK 1 Diagrams
VERB FORMS FOR PROCESS DIAGRAMS
In most process diagrams. the emphasis is on the action, not on the person. Therefore, you
will generally use verbs in the passive in your response.
Present passive The pigments are then mixed with oil. (Used to describe industrial,
agricultural, or business processes.)
Present perfect passive After a bill has been signed by the president,
it becomes law.
Once the students' papers have been graded, the results are recorded. (In clauses
beginning with the signal words Once or After . . . ) . . .
is + to + infinitive The first step is to take the patient's temperature. The final step is to
send the email.
Present simple active An adult butterfly emerges wet and shaky from its cocoon. (For
biological or other natural processes.)
Passive modal verbs Next, the can of paint should be thoroughly shaken.
The two holes must be lined up carefully. (In a response to a 'how to' process: how to paint
a room, how to change the oil in your car, etc.)
Imperative (Command) form First, break the eggs in a bowl and then add milk. Next, heat
the oil or butter in a pan. (Can also be used in responses to 'how to' processes.)
Q FOCUS 6 Look at the diagram which shows the steps involved in producing coffee. Then
complete the sentences describing the process. Use the correct verb forms.
Using the correct
verb forms to 1 The first step . . . ............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . ................. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . ...... . . . . . . . . . .
describe the steps 2 Then, the seedlings . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .
in a process 3 Next. what are called the cherries . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 The following step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . ....................... . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .
5 Once the green coffee . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . ....... . . . . . . . . . . . . . . . . . . . in bags, it can . . . . . . . . . . .
GLOSSARY ....... . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in container ships.

•Cherries are the red 6 Green coffee is next ..... . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .................... . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
fruit of the coffee 7 After the coffee beans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . ,

plant . 8 Coffee must . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . by professional tasters.
'After coffee has been 9 After that, the ground coffee . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . ...... . . . .. . . . . . . . . . . . . . . . . . . . . in cans or bags
milled and before it and then it ..... . . . . . . . . . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in stores.
has been roasted. it is 10 The final steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .. . . . . . . . and to enjoy it.
known as green coffee
The pictures show the steps involved in producing coffee.
Planting coffee Replanting seedlings Harvesting the Drying the cherries Milling: This removes Packing and
seeds outdoors cherries • the outer coaling of transporting the
the cherry. green coffee •
Tasting: Professional EnjoyI

transforms green
Roasting: This Grinding the beans Packing and selling Brewing
coffee Into aromatic

tasters check coffee
for quality and taste
brown beans

1t.Bi'·*·"''d*
7 Look at the diagram about the metamorphosis of a frog. (Metamorphosis is the
process by which an animal changes its form as it matures.)
a Write sentences for each of the steps in the process.
b Use a n appropriate form of the verb given and use words that signal sequence.
1 produce
' . .
2
3
emerge
start l·/;l..
,•:· .'
�/'.•�
' ,' '
Egg mass
4 transform into
5 develop into
Flr�t. an adult female

The metamorphosis of a frog. Tadpole
frogproduce.� an
e{f;gma�.
<'lit:azradpole 1·�th legs
SIGNAL WORDS FOR ALTERNATIVE STEPS
Sometimes a diagram will show two or more ways to complete a process. You should use
signal words to indicate that a process can follow two possible directions.
either I or At this point, either . . . or . . . can take place.
Alternatively The next step is for 02 to happen. Alternatively, 03 might occur.
If If 8 1 happens, then C1 occurs. However, if 82 takes place, C2 happens.
Q FOCUS 8 Look at the diagram about the life cycle of a star. Answer these questions.
Identifying 1 What process is shown?
alternative steps in 2 What alternatives are shown in the diagram?
a process and using 3 How many stages are there in the life of an average star?
the appropriate 4 How many stages are there in the life of a massive star?
signal words
9 Complete the paragraph to describe the process in the diagram. Use signal words for
the alternative steps.
A stellar nebula may either 1 . . . or 2 . . . . If 3 . . . , it next changes into a red giant. 4 . . . it i s
transformed into a planetary nebula. 5 . . . a white dwarf.
If 6 ... , it later becomes a red supergiant and then may eventually experience a supernova.
7 . . . , a neutron star may be formed. 8 . . . . the supernova may create a black hole.

TASK 1 Diagrams
Q FOCUS 1 0 Look at the pictures which show the steps involved in operating a hot air balloon.
Then answer the questions (3-5 minutes).
Selecting and
reporting the main 1 What process is pictured in the diagram?
features and writing 2 How many stages are shown?
your response. 3 How could you divide your response into paragraphs?
4 What verb forms should you mainly use in your answer?
The diagram below shows how to operate a hot air balloon.

Summarise tl1e information by selecting and reporting the main features, and
make comparisons where relevant.
0
·· �
1 1 Now write your a nswer. (10-15 minutes)
Write an introductory statement (based on the information in the text box) and describe
the overall process in the introductory paragraph.
2 In the first main paragraph, explain the first stages of operating a hot air balloon.
3 In the second main paragraph, explain the next stages in operating a hot air balloon.
1 2 Check your work. Look for mistal<es in spelling, punctuation and grammar. Make sure
you have used sequence vocabulary and the correct verb forms. (3-5 minutes)

1415+.!frif!.&'
IELTS PRACTICETASK
The diagram below explains how to change a tyre.

Summarise the information by selecting and reporting the main features, and malce comparisons
where relevant.
Don't remove wheel nuts al

this time; just loosen them.
Don't tighten all the way.
T ig hten each one halfway,

side of the road.
Don't leave anything on the
then continue until all are
tight.
Which statement best describes how you feel aboutTask 1 Diagrams?

I feel confident about doing Tas k 1 Diagrams.
I did OK, but I still need to do more work on Task 1 Diagrams.
I need n-1ore practice with Task 1 Diagrams. I need to focus on . . .

SPEAKING
Pg.18-20/ Section Speaking
Unit 2
III Speaking skills Describing a past event
1 Read these two advertisements and answer questions a—d.
a Where would you see advertisements like these?
b Do you think the owner will find her purse? What about the owner of the wallet?
c What do you think about the reward? Is it large enough, or too large?
d What would you do if you lost a wallet or a purse?
FOUND LOST
Lady's purse. I have lost my wallet with £30 in
Cards, keys cash and credit
and other card inside.
things inside. Also photo of cat.
First person to Reward: £10.
describe the
contents accurately will have it.
Ask inside shop. Phone: 0795 623487
2 Read the list of personal objects below. Put the objects in order according to how
inconvenient it would be to lose each one (1 = most inconvenient; 10 = least inconvenient).
house keys • folding umbrella • theatre tickets • £100 in cash • diary • student card • £5 in cash
hotel room key • mobile phone • credit card
3 01.10 Listen to a man telling a story about an object he lost. What did he lose?
How important was it?
Informal speech: using signpost phrases

1 • 1.10 Listen again and match each phrase a—d from the story with the
correct function 1-4. Technique
a I should say Use these phrases when
b How shall I put it? necessary. They are
c Now, where was I? discourse markers. They
d Let me see, are correct English in
informal and seml-formal
1 returning to the subject speech, e.g. in the IELTS
2 gaining thinking time Speaking module. Then,
3 emphasizing a point make sure you continue
4 searching for a word to speak fluently.
18
The importance of the past
Planning your talk in Part 2
1 The task card below is taken from Speaking Part 2. Read the card and answer questions a-c below.
Describe an important possession that you lost.
You should say
what the possession you lost was
where you lost the possession
what efforts you made to find it
and explain why the possession was important to you.
a What is the main topic?

b How many separate instructions are there?
c How many instructions relate to the future? How many relate to the past?
2 The notes below were made by a student who was preparing to give a talk on the Technique
topic in the card above. Which instructions on the card does each note relate to?
Plan your talk by writing
-• shop 5 cards down a list of key words
(around ten) and talk
2 • pola 6 • newspapzr around them. You have
3 bag - shadier strap 7 ? shop only one minute to think
LI handbag and make notes.
3 Imagine you are the student who wrote the notes in exercise 2. Practise giving Technique
a short talk using the notes. Use some of the phrases below to help you.
Finish your talk by looking
Well, I should say first that Finally, I to the future and talking
To find it, I first Looking back, I realize that about how you may want
After that, I In future I will/won't to do things differently.
This gives you more to
4 Take one minute to think and make notes about your own talk on this topic, talk about. Sometimes
using your own experience. Then practise speaking for two minutes using you can talk about the
your notes. precautions you may take.
Describing precautions
1 Read the example sentence below. Underline the phrase which indicates that it is a precaution.
Example
In future, I will put labels on my suitcases in case they get lost on the plane.
2 Match each precaution a-f below with a situation 1-6 that it might prevent.
Rewrite the sentences using the structure in exercise 1.
a Keep some keys in a flowerpot 1 You lose your house keys.
in the front garden. 2 You lose your passport.
b Keep a paper map in the car. 3 Your GPS gives you wrong
c Note the phone number of your information.
embassy. 4 You lose your credit card.
d Put a second umbrella in the car. 5 Your ears start to pop in
e Bring a packet of sweets. the plane.
I Write down the phone number 6 You leave yours at home.
of your bank.
19
Unit 2
3 The task card below is taken from Speaking Part 2. Take a minute to think and make notes.
Then practise speaking for two minutes.
Describe a time when you were late for an event.

You should say
what kind of event you were late for Technique
what caused you to arrive late Speak for 1h-2 minutes
what happened to you when you arrived in Part 2 of the Speaking
module.
and explain what you have learned from the experience.
Pronunciation: linking in connected speech
1 a 191.11 Listen to these pairs of words. In some pairs you can hear the sound In. In some, you
cannot. If you can hear the sound, link the words like this Tour-apples'.
car engine • car mechanic • rare opportunity • rare stamp • amateur actor • amateur dramatics
summer activity • summer clothes • for ever • for now or fire escape • fire alarm
b Say the phrases yourself, putting in the links where needed.
2 a 01.12 Listen to these phrases. In each phrase there is a linic In another part of the phrase, a
sound is dropped. Mark in the link and cross out the dropped sound.
bigger and better • more and more • quicker and quicker • wider and longer
Say the phrases, putting in the links and dropping the sounds.
3 a 0 1.13 Listen to these phrases. The phrases all have links. Write /w/ (as in wet) or /j/ (as in yet)
to show the link.
Examples zoo entry -• zoo (w) entry
coffee evening -• coffee (1) even •9
nearly always • key ingredient • new idea • every opportunity • too easy • very often
b Say the phrases yourself, putting in the links.
4 a 01.14 Listen to these phrases. Mark the links in the phrases by inserting /d3/ (as in judge) or!
tf/ (as in church).
Examples can't you can't AP you
could you -. could /d3/ you
not yet • told you so • not usually • not yours • mind you • heard you the first time
b Say the phrases yourself, putting in the links.
5 01.15 Listen to a candidate answering a Part 2 task about an embarrassing occasion. Mark
where the links in these sentences should go.
This happened about a year ago (r). I had chosen a pullover in a shop (r). I joined the queue at the
cash desk (w). 'Could you put the card in the machine, please?' the shop assistant said (d3).
I looked for my card but I couldn't find it. 'I know I had it
yesterday,' I thought (If ). My face became redder and redder Technique
(r). I said, 'I'm sorry about this. I'll leave the pullover here
Make links between the words as you speak. This
(J).' I rushed out of the store, very embarrassed (j).
helps your English sound natural. It also gets you
a better grade for fluency in connected speech.
6 Say the sentences in exercise 5, putting in the links.
20
READING
Pg.106-111 / Section A-D
Dates, apricots and nuts for sale in a market, Marrakesh, Morocco
A About the task
1 Read the information about the task type. Then look at the notes about the task you
read on a b i o g There are three mistakes. Can you correct them?
.
The Matching Information task tests your ability to read a passage carefully and understand the main ideas as
well as detailed information and arguments. On the question paper, you see a set of numbered statements.
You r job is to read the passage and find the information and ideas that match the statements.
Here are the basic rules for the Matching I nformation task:
• The passage is divided into paragraphs and each paragraph has a letter written above it.
• The lettered paragraphs are in the correct order.
• The numbered list of statements is in random order.
• The statements do not use exactly the same words and phrases as the passage, but they do refer to the
same information and ideas.
• The statements often tell you the type of information you are looking for, for example. a comparison or a
description.
• The answer to each question is the letter that appears above the relevant paragraph.
• Some letters may not be used if those paragraphs include no answers.
• Sometimes a letter may be used more than once because some paragraphs may include more than one
answer. (The instructions tell you if this is possible.)
• You decide which of the paragraphs contains the information in each statement.
You are only reading to check facts and figures.

2 The pa ragra phs in the passage are numbered.
3 The numbered statements are in random order.
4 The statements include the same words that you find in the passage.
5 You don't have to use all the letters.

G You can sometimes u se the letters more than on ce .
I On the answer sheet, you write one letter for eac h que stion .

TASK TYPE 5 Matching Information
B Sample questions
Section A to help you. Then check your answers. Which questions did you find difficult?
I E LTS P RACTICE TASK
Do Animals Laugh?
A
According to a recent study, laughter and joy may not be unique to humans. Ancestral forms of play and laughter existed
in other animals long before they did in humans. Jaak Panksepp, a professor of psychobiology at Washington State
University and the author of the study, says, 'Human laughter has robust roots in our animal past.'
B
While humans are the only creatures that tell jokes, it's long been suspected that some animals like to laugh. In his
1872 treatise, The Expression of the Emotions in Man andAnimals, Charles Darwin pointed out that 'very many kinds
of monkeys, when pleased, utter a reiterated sound, clearly analogous to our laughter'. In an experiment Panksepp had
i
performed earlier, he found that when chimpanzees play and d1ase each other, they make noises strikingly like human
laughter, and that dogs have a similar response.
c
Panksepp notes that children who are too young to laugh at verbal jokes tend to shriek and laugh during rowdy play.
Panksepp found in his recent study that when young rats are playing, they also make sounds - they chirp, although people
can't hear them. These chirps are ultrasonic sounds, far too high-pitched for the human ear. Researchers must use special
electronic receivers that convert the d1irps to sounds that humans can hear. Rats also chirp when they are playfully tickled
by researchers. During the course of the experiment, it was discovered that rats are especially ticklish in the area around
the back of the neck, which is also the area young rats tend to nip each other during chases and play.
D
According to Panksepp, the chirps resemble our giggles, and are a primitive form of laughter. Rats who have been tickled
before seem to bond socially with their human ticklers. The animals seek out specific human hands that had tickled them
previously and seek to be tickled more.
E
In studying laughter, scientists have focused mostly on related issues - humour, personality, health benefits, social
theory - rather than laughter itself. New research, however, shows that circuits for laughter exist in very ancient regions
of the human brain. The capacity to laugh appears early in childhood, as anyone who has tickled a baby knows. As
humans have incorporated language into play, we may have developed new connections to parts of our brains that
evolved before the cerebral cortex, the outer layer associated with thought and memory. In separate experiments,
scientists have scanned subjects' brains with magnetic resonance imaging as they took part in activities that made them
laugh. The two types of humour - verbal and non-verbal - lit up different parts of the brain. Non-verbal, physical humour
apparently appeals to some of the brain's more 'primitive' parts.
F
Indeed, some scientists say that other mammals. just like humans, are capable of many feelings. 'The recognition by
neuroscientists that the brain med1anisms underlying pain, pleasure and fear are the same in humans and other mammals
underscores our similarity to other species and is extremely important: said Tecumseh Fitdi, a psychology lecturer at
the University of St Andrews in Scotland. Science has traditionally held that humour is exclusively a human trait, and
many scientists believe that more research is required before the rats' d1irping sounds can be considered real laughter.
Panksepp believes that, through a study of laughter in rats. the human sense of humour can be more fully understood.
Questions 1-7
The Reading Passage has six paragraphs, A-F.

Which paragraph contains the following information?
Write the correct letter, A-F, next to each statement.
NB You may use any letter more than once.
1 examples of situations in which different animal species produce a kind of laughter
2 mention of the point in human development when the ability to laugh develops
3 a description of the method used to capture certain noises
4 a reference to earlier research conducted by the author of the new study
5 the idea that humans were not the first species to develop laughter
6 the realisation that one species has a particularly sensitive region of its body
7 the idea that people and animals may share a range of emotional responses

C Tips and tactics

in Section B?
c Which tips will you use i n the future?
Before you read the passage, read the title and the list of statements and think about
what you're going to read.
2 Read the passage quickly to get an idea of the type of information and ideas in each
paragraph. Mark any sections that contain the type of information and ideas indicated in
the list of statements.
3 Write the number of the statement next to these sections. You probably need to mark
more than one section for each statement at this stage.
4 Then read the numbered statements in order, and read the sections you have marked
with that number carefully to decide which section contains exactly the information or
idea in the statement.
5 Remember that the statements don't use exactly the same words and phrases as you
see in the passage.
6 Quickly read the paragraph or section again to make sure you haven't missed anything.
7 When you are sure you have found the correct section, write only the correct letter on
the answer sheet.
8 Remember that some sections may contain two answers and some none at all.
9 Always answer all the questions, even if you're not sure of the answer.
Q FOCUS 4 Look at the list of language functions (1-10) and match each one to the phrase that
best introduces that function (A-J).
Identifying
language features 1 an explanation A Research has shown that . . .
3 a finding
in a passage and 2 an example B Unlike others of its type, . . .
matching them to C To my mind, . . .
words indicating 4 a prediction D As Dr Smith suggested, . . .
function 5 a description E There are four stages, the first of which . . .
6 a personal opinion F The reason for this is that . . .
7 a claim G I would like to put forward the idea that . . .
8 a comparison H A similar pattern can b e found i n . . .
9 a contrast I For instance, when the . . .
10 a reference J There are likely to be considerable . . .
5 Look at the passage about elephants' teeth on page 109. Look at the underlined
sections of the passage. For each section, choose the best match (A, B or C).
A detailed information supporting a claim
B a physical description of an animal
c a reference to a piece of research
2 A a comparison with other species
B an explanation of how something works
c reasons to doubt a theory
3 A a comparison with another species
B reasons why something happens
c a reference to a similar process
4 A a worrying prediction
B mention of a drawback
c a finding that contradicts a theory

1413t'ijiJM§*M!.11"m11.1.y
PHAN In terms of its long-term wellbeing and survival, an elephant's teet11 are a vital part of
its anatomy. 1 An African elephant consumes around 100 kilograms of vegetation a day.
To process that quantity of food, the animal needs to chew constantly. Each tooth is
worn down until it is no longer usable, at which point it falls out.
2
Whereas most animals have two sets of teeth in their lifetime. an elephant gets
througl1 six. Each set - one tooth on the top and on the bottom - lasts about three
years in a young animal, but up to ten later in life. 3 Unlike human teeth. which sprout
from the gum line. elephants' teeth start at the back of the mouth and move forward
like a conveyor belt.
It's an effective system until there aren't any teeth left. 4 Elephants that live to an old
age - about 70 years in captivity - often succumb to starvation. because they are
unable to chew.
Q FOCUS
6 Look at the passage below about quinoa. Underline the sections in the passage that
contain the following ideas (1-6).
Identifying
information in a 1 a prediction regarding the future
passage 2 an unfortunate consequence of a development
3 a statement of an aim
4 an example illustrating a point
5 a possible positive result of a development
6 evidence of expanding production
The growing appetite is affecting The long-term objective is

South America, however, where diversity, says Kevin Murphy,
farmers are struggling to meet a plant breeder at Washington
demand, and some urban State University. 'There are
populations are unable to afford hundreds of varieties of
Quinoa is a food that has been a the resultant price increases. quinoa, and our goal is to
staple of south American cuisine To cash in on the crop's develop the ideal one for
for millennia. The grain which popularity, countries on other each climate.' For now, most
people eat is in fact the seed of continents have begun moving retail stores in the us remain
a plant species that originated from customer to cultivator. stocked with south American
around Lake Titicaca in Peru Tl1ere are now quinoa farms in quinoa. With continued crop
and Bolivia. Since the turn of 56 countries, including France, experimentation, though,
the century, other cultures have Thailand, Australia and the us. Murphy adds, it won't be long
developed a taste for it too, with Quinoa is also being grown in before locally grown - and less
imports to the us rising from Africa, because the UN hopes its expensive - quinoa becomes
3 million kilograms per year to 30 high protein content will help to an everyday option.
million. alleviate hunger.
7 Work in pairs and answer the questions.

1 Did you and your partner underline the sarne sections of the passage?
2 Are your answers all the same? Compare your ideas with another pair.

1M1i'Hif,fi§ij§ffil.!!..iji!!.!.F
IELTS PRACTICETASK
Leonardo's lost mural
A
According to historical records, in 1502 Florentine statesman Piero Soderini commissioned the artist Leonardo
da Vinci to paint a fresco on the inside wall of the Hall of the Five Hundred - a room named after the 500
members of the Republic of Florence's Grand Council - which now serves as the city hall. The painting, six
metres long and three metres tall, was to depict the scene of the knights of the Italian League defeating an
army from Milan near the Tuscan town of Anghiari. Da Vinci, it is said, used the opportunity to try out a new oil
painting technique, but it was not very successful, possibly because of the high humidity in the hall. He never
completed the mural.
B
I n the 1 550s, biographer and artist Giorgio Vasari was commissioned to remodel the Hall of the Five Hundred
and paint several enormous murals, each four or five metres high. One mural - picturing the same battle - was
to be painted over Leonardo's unfinished work, but at least one source describes Vasari as a Leonardo fan who
couldn't bring himself to destroy the work.
c
Maurizio Seracini, an art diagnostician at the U niversity of California, San Diego, has spent around 40 years on
a quest to find out what happened to da Vinci's painting. He has said, Tm convinced it's there.' A break came in
the 1 970s, when he climbed a scaffold in front of Vasari's painting and spied two words inscribed on a banner
one of the knights is carrying: 'cerca trova; it said, which roughly translates as 'seek and find'. Seracini took it
as a clue that rather than doing what had been asked, Vasari had built a false wall in front of da Vinci's work and
painted his mural on that surface instead.
D
A team led by Seracini eventually got permission to scan the entire building with high-frequency surface
penetrating radar. The scanning revealed some sort of hollow space directly behind the section of mural where
the inscription had been found. To peek behind Vasari's fresco, the team planned to drill 14 strategically located
centimetre-wide holes in the work. But an outcry ensued after journalists publicised the project. Some 300
Italian scholars petitioned the mayor of Florence to halt the work. 'But the team was making little boreholes
some nine to twelve metres above the ground; said art historian Martin Kempof of Oxford U niversity, who
wasn't involved in the work. 'That kind of damage can be repaired invisibly.'
E
Despite the public protests, i n late 2011 Seracini and his team were given permission to continue their work
- but not in the 14 spots they'd originally hoped to investigate. To avoid damaging original portions of Vasari's
painting, museum curators permitted them to drill only into existing cracks and recently restored spots. This
time the researchers struck gold: a hollow space behind 17 centimetres of fresco and brick. They inserted an
endoscopic camera into the space and took video footage of rough masonry work as well as spots that appear
to have been stroked by a brush. A substance removed from the void was analysed with x-rays, and the results
suggested it contained traces of black pigment.
F
Based on the x-ray data, Seracini thinks the black pigment, whid1 is made up of an unusual combination of
manganese and iron, is similar to those found in brown glazes of what is probably da Vinci's most famous
painting, La Gioconda (Mona Lisa). That Seracini found components unique to Renaissance painting leads him
to call the results 'encouraging evidence', yet he complained that further samples couldn't be collected because
he was only permitted to work on the project within a very narrow time period. 'Unless I get hold of a piece of it,
and prove that it is real paint, I cannot say anything definite, and that's very frustrating; he said.
fresco (n) a painting done directly in the wet plaster of a wall; a type of mural

TASKTVPE 5 Matching Information
Questions 1-8
The Reading Passage has six paragraphs, A-F.

Which paragraph contains the following information?
Write the correct letter, A-F, next to each statement.

1 a compromise that allowed work to continue
2 a connection that lends weight to a theory
3 a report that suggests great professional respect
4 a restriction that prevented a conclusion from being reached
5 evidence of instructions not being followed
6 a long-term commitment to an i nvestigation
7 an experiment that failed to produce satisfactory results
8 an independent opinion on a contentious issue
Which statement best describes how you feel about Matching Information tasks?
I feel confident about doing Matching I nformation tasks.

I did OK, but I still need to do more work on Matching Information tasks.
I need more practice with Matching I nformation tasks. I need to focus on . . .

LISTENING
Pg.56-57 / Section Listening
Unit 7
Listening skills Making questions from statements
1 The questions below are taken from a multiple-choice task. Read questions 1-5
carefully and answer the questions below. Technique
a What is the general topic? Pay attention to the
b What group of people is the speaker talking to? stems (i.e. the first
part) of multiple-choice
2 Some of the question stems are phrased as statements. Rephrase each questions. After that,
statement as a question. look carefully and quickly
Example at the alternatives
and think about the
Teachers visiting a festival should arrive at ...
relationship between the
When should teachers visiting the festival ante?
stem and the alternatives
(e.g. cause and effect).
Questions 1-5
Choose the correct letter A, B or C.

1 What will the head of science probably do?
A arrange the visit to the festival

confirm the school placements
C provide information about the festival

2 The student teachers should arrange visits that last
A one or two days.
two or three days.

C all three days.
3 The most important purpose of festival visits is to
A get better exam grades.
create enthusiasm for science.

C enable students to have fun.
4 The central features of our scientific age are
A inventions and improvements.
interesting and unusual events.
C interest and enthusiasm for science.

5 What kind of specialists are teaching maths?
A physicists
biologists
C chemists
3 • 2.8 Listen to the recording and answer questions 1-5 in exercise 2.
55
Arts and sciences
Paraphrasing for matching
1 Read the extract below from a review of the book Science in our Work!.
Match each chapter subject a-e with the chapter numbers 1-5.
Chapter 1 concerns the purpose of science in the early days, namely to

foretell the future by studying the stars. Science has had a long journey
Technique
through the past centuries and this story is told in Chapter 2. The
Predict the words or
catastrophes that science has caused in the world are dealt with in Chapter phrases you might hear in
Some biographies of the celebrated names of science are given in Chapter matching tasks by thinking
Finally, the innovations that science has brought to our lives are covered in of synonyms or paraphrases
Chapter 5. for options given.
Science in our World
Contents
Chapter 1: a history of science
Chapter 2: b famous scientists
Chapter 3: c astrology and science
Chapter 4: new things from science
Chapter 5: scientific disasters
2 Underline synonyms or paraphrases in the extract which

match the words in italics in a-e above.
3 The questions below are taken from a matching task Read the questions and options
carefully. Then answer questions a-d below.
A a show
an event of local interest
C a technical demonstration
I) an open discussion
an interactive event
6 Waterworld
7 Transport 2050
8 Science in a suitcase
9 Ropes and hangings
10 Paper and time
a What kinds of options are given in A-E?

b What do the capital letters in 6-10 tell you?
c Which list do you expect to be paraphrased in the recording?
d Which words or expressions might be used by the speakers to paraphrase this list?
Make a list for each item.
4 02.9 Listen to the recording and answer the questions in exercise 3. Write the correct
letters A-E next to the questions 6-10.
57
READING
Pg.50-52 / Section Reading
f) Complete these sentences from the Listening
section by writing the correct form of a
word from Exercise 1 in each gap. You will
have to use one word twice.
I phoned you earlier about an eco-holiday, you know,
one of those holidays where you don't damage
1 .tM-...e:·:J:Wir.9.:11~&:11t at all and you get close to
2 ..
You get to stay in a quite luxurious house or cabin Vivienne Walt reports on how the Sahara Desert could offer a
built high up in a tree and surrounded by lovely truly green solution to Europe's energy problems
3 .. ....... ............... ..... .
A For years, the Sahara has been regarded by many
You go and stay with a local family in their house in Europea ns as a terra incognita* of little economic
a small mountain village away from other value or importance. But this idea may soon change
4 .................... ......... and the usual 5 .............................. spots. completely. Politicians and scientists on both sides of
the Med iterranean are beginning to focus on the Sahara's
You might like it because international
potent ial to provide power for Europe in the future. They
6 .. ... hasn't spoilt it yet.
believe the desert's true value comes from the fact that it is
€) @ Four of these sentences contain a mistake dry and empty. Some areas of the Sahara reach 45 degrees
made by IELTS candidates in the exam. Find centigrade on many afternoons. It is, in other words, a
and correct the mistakes. gigantic natural storehouse of solar energy.
B A few years ago, scientists began to calculate just how
1 As far as I am concerned, the increase in the
much energy the Sahara holds. They were astonished at
amount of ffittrtst is inevitable. to1Aris....
the answer. In theory, a 90,600 squa re kilometre chunk of
2 In conclusion, the nature we live in is very
the Sahara- smallerthan Portugal and a little over 1%of its
important to us and therefore we should all try
total area- could yield the same amount of electricity as
to protect it.
all the world's power plants combined. A smaller square of
3 There is also a very positive side to tourists
because it brings money and business to places. 15,500 square kilometres - about the size of Connecticut-
4 They live in a lovely old house surrounded by could provide electrrcity for Europe's 500 million people.
beautiful countryside. 'I admit I was sceptical until I did the calculations myself,'
5 People from the city leave their rubbish in the says Michael Pawlyn, director of Exploration Architecture,
nature and spoil it as a result. one of three British envi ronmental companies comprising
the Sahara Forest Project, which is testing solar plants
in Oman and the United Arab Emirates. Pawlyn ca lls the
Reading Section 2 Sahara's potential 'staggering'.
0 Work in pairs. You are going to read an article C At the moment, no one is proposing the creation of a solar
about a form of renewable energy. Before you power station the size of a small country. But a relatively
read, look at the title and the subheading and well-developed t echnology exists, which proponents say
answer these questions. could t urn the Sahara's heat and sunlight into a major
1 What do you think the article will be about? source of electricity- Concentrat ing Solar Power [ CSP).
2 What problems do you think there m ight be Unlike solar panels, which convert sunlight directly into
with producing electricity in this way? electricity, CSP utilises mirrors which focus light on water
pipes or boilers to produce very hot steam to operate the
f) Now read the article quite quickly to find three turbines of generators. Small CSP plants have prod uced
problems with producing electricity in the power in California's Mojave Desert since the 1980s. The
Sahara. Sahara Forest Project proposes building CSP pla nts in areas
below sea level [the Sahara has several such depressions)
so that sea water can flow into them. This water would then
be purified and used for powering turbines and washing
dust off the mirrors. Waste water would then supply
irrigation to areas around the stations, creating lush
oases - hence the 'forest' in the group's name.
@ UnitS
North African plants begin operating, by linking a few cable
lines under the Med. 'I ca ll it the Lego method,' he says.
'Build it piece by piece.' If it can be shown that power from
the Sahara can be produced profitably, he says, companies
and governments will soon jump in. If they do, perhaps
airplane passengers flying across the Sahara will one day
count the mirrors and patches of green instead of staring
at sand.
adapted from T1me Magazme

*terra incognito - Latin, meaning 'an unknown la nd'
€) Read the instructions for Questions 1-5 below and

0 But producing significant quantities of electricity
answer these questions. Then underline the key
means building huge arrays of mirrors and pipes across
ideas in Questions 1-5.
hundreds of miles of remote desert, which is expensive. 1 Will you need to use all the letters, A-G, in your
Gerry Wolff, an engineer who heads DESERTEC, an answers?
international consortium of solar-power scientists, says 2 Can you use the same letter for more than one
they have estimated it will cost about $59 billion to begin answer?
transmitting power from the Sahara by 2020.
E Building plants is just part of the challenge. One of the Questions 1-5
drawbacks to CSP technology is that it works at maximum The reading passage has seven paragraphs, A-G.
efficiency only in sunny, hot climates- and deserts tend to
Which paragraph contains the following
be distant from population centres. To supply Europe with
20% of its electricity needs, more than 19,300 kilometres
information?
of cables would need to be laid under the Mediterranean, Write the correct letter, A-G.
says Gunnar Asplund, head of HVOC research at ABB Power NB You may use any letter more than once.
Technologies in Ludvika, Sweden. Indeed, to use renewable
1 a mention of systems which could not be used
sources of power, including solar, wind and tidal, Europe
2 estimates of the quantity of power the
will need to build completely new electrical grids. That's
Sahara could produce
because existing infrastructures, built largely for the coal-
3 a suggestion for how to convince
fired plants that supply 80% of Europe's power, would not
organisations about the Sahara's potential
be suitable for carrying the amount of electricity generated
4 a short description of the Sahara at present
by the Sahara. Germany's government-run Aerospace
s a comparison of the costs of two different
Centre, which researches energy, estimates that replacing
energy sources
those lines could raise the cost of building solar plants
in the Sahara and sending significant amounts of power
to Europe to about $465 billion over the next 40 years.
0 Now read the article and answer Questions 1-5.
Generous government subsidies will be needed. 'O f course
it costs a lot of money,' says Asplund. 'It's a lot cheaper to Exam advice Matching information
burn coal than to make solar power in the Sahara.' Read the instructions carefully.
F Meanwhile, some companies are getting started. Sevi lle You will not need all the paragraphs for your
engineering company Abengoa is building one solar- answers.
thermal plant in Algeria and another in Morocco, while
You may be able to find two of the answers
a third is being built in Egypt by a Spanish-Japanese
in the same paragraph.
joint venture. The next step will be to get cables in place.
Although the European Parliament has passed a law that Read the questions carefully.
aids investors who help the continent reach its goal of Underline the key ideas in each of them.
getting 20% of it~ power from renewable energy by 2020, it Quickly find the right part of the passage
could take years to create the necessary infrastructure. and read carefully to make sure it covers the
G Nicholas Dunlop, secretary-general of the London-based information.
NGO e-Parliament, thinks companies should begin
transmitting small amounts of solar power as soon as the
The world in our hands @
0 Look at Questions 6-9 and the list 0 Look at Questions 10-13 below.
of organisations below.
1 What type of information do you need to
1 Read the passage very quickly and underline complete each gap? '
where each organisation on the list is 2 Which paragraph in the article deals with
mentioned. Concentrating Solar Power? Read it and
2 Read the statements and underline the key complete the gaps.
ideas.
3 Carefully read the parts of the article where
Questions 10-13
each organisation is mentioned and decide
whether a statement matches this. Complete the summary below.
Choose NO MORE THAN TWO WORDS from the
Questions 6-9 passage for each answer.
Look at the following statements (Questions 6- 9)
and the list of organisations below.
Concentrating Solar Power (CSP)
Match each statement with the correct Unlike solar panels, CSP concentrates the sun's rays
organisation, A- G. on boilers by using 10 ..................... . The resulting heat
produces high-temperature 11 ..................... , which in
6 They have set a time for achieving an
turn moves the turbines which generate electricity.
objective.
7 They believe that successful small-scale CSP plants will be situated in 12 .................... to allow
projects will demonstrate that larger projects sea water to run in. This, when purified, can be used
are possible. to wash the equipment. The resulting dirty water will
8 They have a number of renewable energy be used for 13 ....... .......... around the power plant,
projects under construction. and in this way oases will be formed.
9 They are already experimenting with solar-
energy installations in other parts of the
world.
List of Organisations
A Exploration Architecture
B DESERTEC
C ABB Power Technologies
D Aerospace Centre
E Abengoa
F The European Parliament
G e-Parliament
Exam advice Matching features Exam advice Summary completion

• Sometimes there are more options than • Read the summary carefully first.
questions; they are listed in the order they • Use the title to find the correct section of the
appear in the passage. Quickly locate them and passage, then read it carefully.
underline them.
• Check your summary when you have finished.
• Underline the key ideas in each question.
• Read carefully what the passage says about f) Work in small groups.
each option and match each question to one • What renewable energy is used in your country?
option. • Why is renewable energy better than other
sources of energy?
• What disadvantages does renewable energy
have?
@ Unit5
LISTENING
Unit 10
II Listening skills Paraphrasing questions
1 For each statement below, decide whether it reflects your
attitude to life.
a I always wear exactly what I like. I don't care if other
people think it's not fashionable.
b Being on time is really important. It's important to respect
others' feelings by not being late.
c Is it always wrong to break the law? It depends. For small
things it's OK, provided you don't get caught.
d I normally do what the boss tells me at work. Even if I
disagree, I keep my head down. It's easier that way.
2 Answer the questions below.

a Would you describe yourself as a conformist or a rebel?
b Which group makes the biggest contribution to society:
conformists or rebels?
Technique
3 The questions below are taken from a short-answer question Paraphrase questions in your head
task. Sentences a and b come from Section 4 in the Listening like this. It will help you to find possible
module. Read the questions and decide which question answers.
sentences a and b relate to.
1 Where was Solomon Asch born?

2 Which area of interest made Asch take up psychology?
3 What was the name of Asch's famous experiment?
4 Who were the majority of participants in each experiment?
a Asch was attracted to take up psychology because he was interested

in
b It was his interest in that made Asch decide to take
up psychology.
4 For the other questions in exercise 3, write two gapped sentences that paraphrase the question.
5 02.33 Listen to the first part of the recording. Answer the questions 1-4 in exercise 3. Write NO
MORE THAN THREE WORDS for each answer.
Answering visual multiple-choice questions
1Look at question 5 (exercise 3) on the next page. Which pie chart in 5 is described by the
sentence below?
The pie chart shows that 15 per cent of people gave the right answer, whereas 85 per cent gave
the wrong answer.
2 Write brief sentences describing pie charts A and C in question 5.
80
The individual and society
3 Write brief sentences describing the diagrams in question 6 below. Choose words from
•
the list below to help you.
equal • vertical • shortest • on the right • in the middle • longest • on the left • horizontal
Question 5
Which pie chart shows the proportion of people who gave the incorrect
judgement?
0 0 0
Question 6
incorrect judgement •correct judgement
Which diagram shows the content of the first card used in the experiment?
A
Technique
Predict the form of possible
answers by paraphrasing
what you see in the
question.
4 02.34 Listen to the recording and answer questions 5 and 6 above and
multiple-choice Questions 7-10 below.
Questions 7 and 8 Questions 9 and 10

Choose TWO letters A—E. Choose TWO letters A—E.
Which two features changed the results of the What reasons did subjects give for conforming
experiment? to the judgement of others?
A a bigger group A keep the experimenter happy
the number of lines give a good impression
C more time C leave early
gender 1) please the other participants
privacy appear clever
Technique
Put the answers in any
order, e.g. B, C or C, B.
81
WRITING
Pg.226-228 / Section A-C
A About the task
This version of Task 1 tests your ability to look at visual information presented in maps and plans, and describe
the information in your own words.
On the question paper, you see one or two maps or plans with a title. You may see maps of a city or town, a
university, a park, or an island. You may also see plans - for a shopping centre, an office building or a factory floor.
The instructions for writing your response appear in a box above the maps. There is also a brief description of
the map in the box. There is usually a key (legend) that explains what certain features and symbols on the maps
mean. The maps may also include the scale (distance marker) of the map (e.g. in kilometres). and a compass
arrow to show direction (North/South/East/West).
Typically, there are two maps or plans showing the same site at two different points in time. The maps and plans
indicate the time periods that they represent with labels. Your j ob is to describe the changes that took place at
that location during that time period. There are a number of changes from the earlier map to the later one. For
example, on a map these might involve the building of new roads, the replacement of one building with another,
or the movement of one feature to another part of the map.
Here are the basic rules for writing about maps and plans:
• Look at the maps o r plans carefully and note the most important features and changes.
• Select the most important differences in the two maps to write about first.
Include information from keys, the scale (distance marker) or compass arrows.
Use an academic register or style.
• Don't give your opinion about the maps or any changes to the maps.

•w1a•?·frtt'·1.•;H.;1
2 Work in pairs. Look at the maps below and answer the questions.
1 What information do the maps provide?
2 How many changes do you see? What are they?
3 What information does t h e key on t h e first map provide?
4 What information does t h e key on t h e second map provide ?
5 What time labels do you see on these maps? Why are they important?
6 Do the maps include a scale? What does it tell you?
7 Should you use verbs in t h e passive form to describe the maps? Why?
The two maps below show a park in Canada before and after a renovation project.
1995 2015
fl information �·
l�
J
in formation
..,e{
r\Y • parking area ri>Je{ parking area
waterfall waterfall !Jcampsi te
rJ campsite
� . . . . . shuttle bus route
c.1' . . . . . walking/ biking trails

V shuttle bus stop
lake 0 1 lake
0
kilometres
kilometres
B Sample question
IELTS PRACTICE TASK

The two plans below show the City library in 2004 and 2014.
Summarise the infomwtion by selecting and reporting the main features, and make comparisons where
relevant.
City Library 2004 City Library 2014
, ,.;,. '"' J
N
t
Ii
General Collection G '"o " l C oll0< tioo
I -- ------�. \. ,. I �].�,� >,.

e
Fiction Children·s Magazines Fiction Non-fiction Children's t 1 agazines Computer Games
_J
Non-fiction
�'.f .
r ·:-:.-
;,
\
g L
.;\·
�'. .§ s.-g
�� E2
J �g
.�
i
E>
£g- .3
fr�
r'
��:to0 %ance
\{'·
��
Main Entranc Main Entrance
r
Area 6,,
E
E
FS
x
·:j I
�G I l
c�-... ·
L Cale
Academic ' Co:npuler and
lo e
r Journals Media Room
all;;- I Art Gallery and Gill Store

�-- --
R --
T
1 ASK
M •1 aps·and lans 1
C Tips and tactics

in Section B?
The first step is to look carefully at the maps/plans. Don't rush through this step. Make
sure you understand the maps/plans before you start to write.
2 Underline important words in the question and look for differences between the first
map/plan and the second and !l'iark these differences on the map/plan. Look a t the key
and the scale, if there is one. Decide which changes are the most important.
4 Look carefully at the time period for each map/plan and work out what tenses you need
to use (past, present, present perfect or future).
5 Begin with an introductory sentence that describes the maps/plans in general terms, but
don't repeat the exact wording of the question.
6 Then describe one or two of the main changes. Don't go into detail; just report the
most important changes you see when you look at the chart, e.g. In 2010, the town of
Southport was considerably larger and more urbanized than it was in 1980.
7 In the first main paragraph, write about the most important changes first. Choose the
most significant changes in the second map and compare it with the first map.
8 In the second main paragraph, describe the remaining changes and again compare the
first map with what you see in the second.
9 You should generally use the passive form to describe changes that occur to rooms.
buildings, roads, parts of a town. etc.
10 Use information from the key in your response and use the scale, if there is one, to
estimate distances. e.g. The new library is located about a kilometre north of the old one.
11 Remember, don't try t o explain the changes, or give your opinion; just describe and report
them.
12 Keep track of t h e time. Don't spend more than 20 minutes on Task 1.
14 Keep i n mind the criteria that the examiners use t o mark your response. (For marking
criteria, see About the Academic Writing Test, page 180.)
D Ski l ls-bui lding exercises

U SING THE CORRECT TENSE
Present simple In the first map, there is no development on the northern part of the beach.
However, in the second map, there is a large hotel on this section of the beach.
Past simple and past perfect In 1950, there was a coffee shop on the corner of 4th Street
and Oak Avenue. However, in 1975, a hotel stood on that corner.
By 2010, a bridge across the river had been built.
Past simple/present simple, present perfect, used to Jn 2000, King Street was a two-way
street, but it is a one-way street today.
The trees have been cut down and the forest has been replaced with a paved parking area.
The shop that used to be on the south side of the street was relocated to the north side.
There was formerly a large playground in the park.
Present/future times A t the moment, there is one sports centre, but three years from now
there will be four sports centres in the area.

READING
Pg.306-308
- �-;:-,...�
.
GRAMMAR RESOURCE BANK •
We use the ruture perfect continuou s:

Are you/we/they about to go? Yes, you/we/they are.
o to talk about an action in progress leading up to a point in
No, you/we/they aren't.
the future.
In a week's time, we'll have been working here for two years.
Is h e/she/it about to go? Yes, he/she/it is.
No, he/she/it isn't. Exercise
1 Complete the sentences with the verbs in brackets in
We use be about to: the correct form.
• when we want to talk about something which is going to 1 By 2020, the student population .............................. ...... (rise)
happen very soon. by ten per cent.
I'm about to leave now. I'll see you in an hour. 2 The number of road traffic accidents ....... ............................ .
(decrease) significantly by 2025.

Future continuous 3 The bar chart shows that this time next year,
l
the growth rate ... . .................. (level) out but it
will/won't + be + -ing
..... (not yet reach) the desired target.
4 The graph shows that the use of motor vehicles
--------
...................................... (not decrease) until there
I/You/He/She/It/We/They'll be I/You/He/She/It/We/They ...................................... (be) a satisfactory alternative available.
working in Dubai. won't be working in Dubai.
5 The decline ................ . . . (be) steady as long as the
interest rate ........................... .. . .. (remain) stable.
--- 6 As soon as deforestation .. ..... .... (reach) a
Will I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they critical peak, nothing ......... .. . (be) able to stop
b e working in Dubai? will. the extinction of the orangutans.
No, I/you/he/she/it/we/they
won't.
We use the future conti nuous: 5 Th e perfect aspect

o to talk about an activity which will be in progress at a
We use the perfect aspect to describe an action or state that
specific point in the future.
takes place in time leading up to a point in the past, present
This time next week we'll be flying to Shanghai.
or future. The perfect aspect looks back from one point i n
time t o an earlier time.
Future perfect simple There are two different forms, the simple and the continuous.
will have + past participle Each form has a different emphasis.
We use the simple form when we want to emphasise that
Affirmative Negative the action is completed.
Have you been to Africa?
I/You/He/She/It/We/They'll I/You/He/She/It/We/They
When we arrived, they had already left.
Call me at 2:00, I'll have finished it by then.
have finished by next week. won't have finished by next
week.
Question Short answer Present perfect simple

Will I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they have/has + past participle
have finished by next week? will.
No, I/you/he/she/it/we/they Affirmative Negative
won't.
I/You/We/They've seen him I/You/We/They haven't seen
We use the future perfect simple: before. ('ve = have) him before. (haven't = have
o to talk about something that is going to be completed by a not)
certain point in the future. He/She/It's seen him before. He/She/It hasn't seen him
By this time next week. I'll have finished painting the house. ('s = has) before. (hasn't = has n ot)
Future perfect continuous Question Short answer

---
will have been + -ing Have I/you/we/they seen him Yes, I/you/we/they have.
before? No, I/you/we/they haven't.
By next Monday, I/you/he/ By next Monday, I/you/he/ Has he/she/it seen him Yes, he/she/it has.
she/it/we/they'll have been she/it/we/they won't have before? No, he/she/it hasn't.
living here for ten years. been living here for ten
years. The present perfect looks back from now to actions or
situations in the past that are in some way connected to the
Question Short answer present. We use the present pe1feet simple:
• to talk about a life experience.
By next Monday w i l l I/you/ Yes, I/you/he/she/it/we/they
Have you ever climbed a mountain?
he/she/it/we/they have been will.
o to talk about recent events.
living here for ten years? No, I/you/he/she/it/we/they
Have you heard the news about Susanna?
won't.

• to talk about an action or situation leading up to the 3 They have been based in Tokyo since
present time (often with for or since). 4 She has studied English for a year
They've lived here for 30 years. 5 We missed our flight
6 By the time we reach the summit,
Used with: ever, never, just, already, recently, lately, for, since, so
far, up to now, yet a they started work there, in 2010.
b I'll have landed at JFK Airport.
c we will have climbed twelve miles.
Past perfect simple d because the drive to the airport had been terrible.
had + past participle e because it hadn't been properly managed
f as she wants to get a job in Australia.
2 Complete t h e text using t h e present, past and future
l/You/He/She/lt/We{They'd l/You/He/She/lt/We{They perfect simple.
s e e n him before. I'd = had) hadn't seen him before. In 2013, the UK business community detected the start
(hadn't = had not) of an economic recovery. They 1 ...................................... (wait) long
enough. In 2008, the overall number of UK businesses
Question Short answer 2 ...................................... (decline) to a 50-year low. By 201 1 ,
Had I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they morale 3 ........................... ........... (reach) a n all-time low. However.
seen him before? had. by the following year, there 4 ..... ... .............................. (be) a change
No, I/you/he/she/it/we/they in fortunes. The decline 5 ..... .... .............. ............. .. (stop). In fact,
hadn't. from early 2013 until now. the number of businesses
The past perfect looks back from a point in the past to an
6 ...... .. .. ......... ... .. ...... (rise) by 18,000. And it continues to rise.
earlier event. We use the past perfect simple: Although we 7 ..................................... (see) a shift in market share.
• to talk about something that happened before the main manufacturing companies 8 .................................... . (give) way to
event. emerging scientific businesses. One enterprise minister
When we met, I knew I had seen him before. predicts that 'by the end of the decade, scientific and
• to talk about a situation leading up to a time in the past technical companies 9 . .......... .. . ........ ............ . (become) the largest
(often with for or since). sector in the UK business market:
I knew London well. I'd lived there for five years. We use the continuous form when we want to emphasise
Used wit h: before, after, as soon as, when the ongoing nature of an action, when i t is not important if
the action is completed.
Have you been crying?
Future perfect simple When we arrived, they had been discussing the important
will have + past participle decisions all morning.
By this time tomorrow, we will have been travelling for
Affirmative Negative seven hours.
Note: I n sentences containing stative verbs (like, love,
l/You/He/She/lt/We{They'll l/You/He/She/lt/We{They want. hear) the simple form is usually used rather than the
continuous form.
week.
I've loved maths since I was nine years old.

Present perfect continuous
Will I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they
have finished by next week? will. have/has been + -ing
won't. Affirmative Neg at i ve
The future perfect looks back from a point in the future to an l/You/We{They've been l/You/We{They haven't been
earlier event. We use the future perfect simple: waiting for two hours. waiting for two hours.
• to talk about something that is going to be completed by a He/She/It hasn't been waiting
He/She/It's been waiting for
I Used with:
certain point in the future. two hours. for two hours.
By this time tomorrow, I'll have finished my exams.
b y + a ti m e (by 2016), by the end of Question Short answer

Have I/you/we/they been Yes, I/you/we/they have.
Note the position of an adverb that modifies a verb in the
waiting for two hours? No, I/you/we/they haven't.
perfect simple form: has/have/had + adverb + past participle.
We have just moved house. Has he/she/it been waiting Yes, he/she/it has.
The concrete in the path has already hardened. for two hours? No, he/she/it hasn't.
The proposal on dealing with climate change had largely
We use the present perfect continuous:
gone unchallenged.
• to talk about recent events when the focus is on a
continuous activity rather than a completed action.
Exercises My eyes are red because I've been swimming.
1 Match the two halves of the sentences, (1-6) with • to talk about a repeated action. o r state (focusing o n
(a-f). continuous activity rather than completed action). leading up
1 By the time you pick u p this message to the present time (often with for or since).
2 The project failed

We've been goi11g to the same restaurant every month for Exercises
twenty years.
3 Complete the dialogue with the verbs in the present
Used wit h: just, recently, lately, for, since, so far perfect simple and continuous. Use the continuous
whenever possible.
Past perfect continuous
ask do see wait
had been + -ing
Thelma: I don't think anyone 1 has seen us. We
Affirmative Negative 2 . .. .. ... . .. ..... ... here for over half an hour and nobody
.... . . . . . . ... .
l/You/He/She/lt/We(They'd l/You/He/She/lt/We!They 3. . ... ....................... us what we want. Ah, here's Tony. Oh,
been acting for ten years hadn't been a cting for ten you look terrible. What 4 . . you . ............... ? ..................... . . ..
before becoming famous. years before becoming

famous. catch (not) come (not) feel look take
Question Short answer Tony: Mrs Allen, I'm sorry no one 5 ............ .
Had I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they your order. I 6 . . ............ ... . after all the tables tonight.
...... . .... . . . ..
be en acting for ten years had. Alfredo, our waiter, 7 .. .... .... .... . . i n today. He .. .. . .. .......... .
before becoming famous? No, I/you/he/she/it/we/they 8.. . . . .well. I think he 9

. ...... ............... ..... .. ... . . . a cold. .......... ... . . .... ..
hadn't.
come (not) forget not give happen sit
We use the past perfect continuous:
o to talk about an action in progress, or state (focusing on
Thelma: Oh, you 10 . . . .. . us, then? It's not
...................... .... . .
continuous activity rather than completed action). leading up

good enough, Tony. We 11 ... . . .... .. . .. . here politely . ....... . .... .. .. .
to a given time in the past.

for the last 30 minutes and you 1 2 . . ......... even
She'd been working on her thesis for five months before she
.
. ............................. us a menu yet.

graduated.
Tony: Mrs Allen, you are one of my best customers. You
Used with : before, after, as soon as, when, for, since, by tile time 13 .. .. .... to our restaurant for over ten years and
................... ..... ....
I hope you agree that this i s the first time anything like
this 14 .............. ......................
Future perfect conti nuous .
4 Complete the text with the present, past and future

will have been + -ing
perfect. Use the continuous form where possible.
Affi rm ative Negative The study was set up to look at the behaviour of young
adults in the UK. At the end of this year, we
By next Monday, I/you/he/ By next Monday, I/you/he/ 1 . . . .. ... ... .. (record) data over a period of 30 years.
she/it/we/they wo n t have
... . . .... ... ........
she/it/we/they'll h av e been '

In that time we 2 . . .... . . . (provide) statistics on a
............. . . . . ... .. . . ....
number of occasions for the government. Most recently,
years.
we 3 .. . ...... ... ....... (collect) data on the percentage of
. ..
young adults living with their parents. We 4 .... ...............................

��·-��
Question Short answer .
��.....
(discover) that the number of young adults living at home
By next Monday, w i l l I/you/ Yes, I/you/he/she/it/we/they 5 .. . .... .
. ... (gradually/rise) over the last twenty years,
..... ...................

although the sharpest increase was between 2002 and
201 2 . From 1996 to 2002 the number 6 .. .. .... . .
won't.
(slowly/decrease) from 2.7 million to 2.2 million. However,
We use the future perfect continuous: since then it 7 (rise) to 3.7 million, a record
......... .............................
• to talk about an action in progress (focusing on continuous high. This figure accounts for 30% of the age group. The
activity rather than completed action) leading up to a given economic downturn 8 . .. .... .. . . .. ... . . (largely/contribute) . .. . .. . . ... .. .. . . . . .
time in the future. to the record figures that we are seeing today. If the trend
I Used with
At the end of this year, we'll /Jave been studying here for continues, the figure 9 . (reach) 4 million by . . .. . . . .. ..... . ........
three years.
6 Conditionals ( 1 )
the end of the decade.
: b y + a ti me, by the end of
Note the position of an adverb that modifies a verb in the

perfect continuous form: has/have/had been + adverb + -ing:
The population has been rapidly declining in more rural areas. Conditional sentences talk about factual or hypothetical
The quality of service had been generally improving. situations and their potential consequences. There are two
clauses: the if-clause, which states the situation, and the
main clause, which presents the consequence.
We can use if in two positions, but a comma separates the
clauses when the if-clause comes first:
If you freeze water, it turns to ice.
Water turns to ice if you freeze it.

LISTENING
TASK TYPE 5 M u ltiple Choice (with more than one a n swer)
Pair of bottlenose dolphins, Honduras
A About the tasl<

1 Read the information about the task type. Then look at and correct the notes in the
email from your classmate. You r classmate has made three mistakes.
The Multiple Choice (with more than one answer) task tests your ability to understand detailed factual
information, as well as the speakers' attitude and opinion. It's used to test your understanding of both
monologues and dialogues. On the question paper, you see a question with five possible answers. Your job is to
listen to the recording and decide which two of the five options correctly answer the question.
• You may hear one person or two people speaking.
• The question tells you what to listen for.
• When you read the question and the options (A-E), you see some words and names that you also hear on the
recording. These help you to know when relevant information and ideas are coming.
• The questions follow the order of information in the recording, but the options (A-El come in random order.
• You hear information relevant to all five options on the recording, but only two options match the meaning of
the recording exactly.
• When there are two speakers, the question often focuses on what they both say about the topic, and
whether they agree or not.
• You write the two correct letters on the answer sheet.
• There are two question numbers on the answer sheet. You can put your answers in either order.
Hi there
Are my notes about the Multiple Choice task correct?
1 You always hear two speakers.
2 Three of the answers are correct and two are wrong.
3 The options (A-E) follow the order of the recording.
4 You write the correct letters o n the an swe r sheet.
5 You can write your answers in any order.
Thanks!
46 LISTENING
TASK TY� 5 Mu_ltiple Choice (with more than one answer)
B Sample questions
2 24 Listen and answer the questions. Use the rules about the task from Section A
IELTS PRACTICE TASK

Questions 1-6
Choose TWO letters, A-E.
Which TWO facilities in the student residence have been upgraded recently?
A the study bedrooms
B the main entrance
c the shared kitchens
D the bathrooms
E the laundry room
1
2
Which TWO services are provided free of charge to residents?
A replacement key
B parking place
C weekly room cleaning
D electricity
E extra bedding
3
4
Which TWO problems should be reported to the management?
A lost or stolen items
B faulty equipment
C poor internet connection
D problems with other residents
E complaints about staff
5
6
C Tips and tactics

Before you listen, you have time to read the numbered questions and options and
underline the most important words and ideas.
2 The numbered questions follow the order of the information in the recording.
3 Remember that the five options (A-E) are in random order, and may use the same
words as the recording.
4 When you listen to the recording, you hear words and ideas from the questions. These
help you to know that the relevant information is coming.
5 Remember, you are often listening for the speakers' ideas and opinions - not just
individual words and facts.
6 If there are two speakers, the questions often test your understanding of things they
agree and disagree about. Listen to what both speakers say about the ideas.
7 Don't use your own knowledge of the subject to help you choose an option.
Remember, you are being tested on your understanding of the recording.
8 Remember to write TWO letters on the answer sheet.
1 0 Remember, you hear the recording ONCE only.
LISTENING 47
TASKTYPE 5 Multiple Choice (with more than one answer)
Q FOCUS 4 Look at the exam task and answer the questions.
Identifying the a Who is speaking?
target information b What is the topic?
c What do you have to do?
d Underline the main information in the question and options.
You hear a teacher telling her class about a guest speaker who's coming to their college.
Which TWO pieces of information does she give about the event?
A the venue
B where to get tickets
C how to obtain a written copy of the talk
D the speaker's background
E the subject matter of the talk
5 Look at these words you will hear on the recording. Match the words (1-5) with the
options in Exercise 4 (A-E).
1 transcript 2 to sign up 3 held (in) 4 the topic 5 biography
6 25 Listen and do the exam task in Exercise 4. When you hear the words above, listen
to what follows and decide if the information in the options (A-El is given or not.
Q FOCUS 7 Look at these expressions. For each one, decide if they are agreeing or disagreeing
with something. Write A (agreeing) or D (disagreeing).
Identifying
agreement and 1 I couldn't agree more.
disagreement 2 I would dispute that actually.
3 I'd go along with that idea.
4 That's hardly true in this case.
5 I wouldn't be so sure actually.
6 You've got a point there.
7 I can't fault that idea.
8 There's no doubt in my mind that . . .
9 There's no denying that . . .

10 I t h i n k that's rather debatable.
48 LISTENING
+fa1$fiij1J@dffi5i#iffin.l..!.lli!.f,!.t1. .;;1.;wm1
8 26 Listen to two students discussing the issue of CCTV cameras in public places.
Which TWO points do they agree about?
A CCTV cameras protect the public.
B CCTV cameras invade people's privacy.
C CCTV carneras discourage criminals.
D CCTV cameras stop people behaving badly.
E CCTV cameras shouldn't be hidden.
9 26 Listen again. Which of the expressions in Exercise 7 did you hear?
IELTS PRACTICETASK
27
Questions 1 and 2
Which TWO advantages of the website are mentioned?

A It has links to other popular websites.
B It can be used by non-academics.
c It saves researchers time.
D I t helps researchers to organise their data.
E It is specifically designed to help students.
1
2
Questions 3 and 4
Which TWO disadvantages of the website do the two speakers agree about?
A The database is now getting too large.
B I t doesn't offer complete reliability.
C The 'suggest' feature is not very effective.
D Data can only be uploaded in one format.
E I t doesn't provide information free of charge.
3
4
I feel confident about doing this type of Multiple Choice tasks.

I did OK, but I still need to do more work on this type of Multiple Choice tasks.
I need more practice with this type of Multiple Choice tasks. I need to focus on . . .
LISTENING 49
WRITING
Pg.228-232
�-- --
R --
T
1 ASK
M •1 aps·and lans 1
C Tips and tactics

in Section B?
The first step is to look carefully at the maps/plans. Don't rush through this step. Make
sure you understand the maps/plans before you start to write.
2 Underline important words in the question and look for differences between the first
map/plan and the second and !l'iark these differences on the map/plan. Look a t the key
and the scale, if there is one. Decide which changes are the most important.
4 Look carefully at the time period for each map/plan and work out what tenses you need
5 Begin with an introductory sentence that describes the maps/plans in general terms, but
6 Then describe one or two of the main changes. Don't go into detail; just report the
most important changes you see when you look at the chart, e.g. In 2010, the town of
Southport was considerably larger and more urbanized than it was in 1980.
7 In the first main paragraph, write about the most important changes first. Choose the
most significant changes in the second map and compare it with the first map.
8 In the second main paragraph, describe the remaining changes and again compare the
first map with what you see in the second.
9 You should generally use the passive form to describe changes that occur to rooms.
buildings, roads, parts of a town. etc.
10 Use information from the key in your response and use the scale, if there is one, to
estimate distances. e.g. The new library is located about a kilometre north of the old one.
11 Remember, don't try t o explain the changes, or give your opinion; just describe and report
them.
12 Keep track of t h e time. Don't spend more than 20 minutes on Task 1.
14 Keep i n mind the criteria that the examiners use t o mark your response. (For marking
criteria, see About the Academic Writing Test, page 180.)
D Ski l ls-bui lding exercises

U SING THE CORRECT TENSE
Present simple In the first map, there is no development on the northern part of the beach.
However, in the second map, there is a large hotel on this section of the beach.
Past simple and past perfect In 1950, there was a coffee shop on the corner of 4th Street
and Oak Avenue. However, in 1975, a hotel stood on that corner.
By 2010, a bridge across the river had been built.
Past simple/present simple, present perfect, used to Jn 2000, King Street was a two-way
street, but it is a one-way street today.
The trees have been cut down and the forest has been replaced with a paved parking area.
The shop that used to be on the south side of the street was relocated to the north side.
There was formerly a large playground in the park.
Present/future times A t the moment, there is one sports centre, but three years from now
there will be four sports centres in the area.

1411•@+J1.1.1a;1.t;
COMPASS POINTS
One common way to locate features on maps is to use compass points.
North
A new public swimming pool was built to the north
of the tennis courts.
North-west North-east A bandstand has been constructed in the centre of
the park.
There was formerly an industrial zone in the sout/J
West East east of the city.
The word just can be used to indicate that two
things are close to each other:
South-west South-east The public gardens are just west of Albert Street.
South
DESCRIBING MAPS AND PLANS
POSITION
be The town hall is in the centre of town. There is now a high-speed train linking the two towns.
lie The town of Greendale lies 20 kilometres east of Fallsbrook.
is located The new student residence is located on the east of the campus.
can be found I can be seen A bookstore can be found on the second floor of the complex.
stand (used mainly for bui ld i n g s) The opera house once stood on the corner of Charles
Avenue and Rose Street.
CHANGE
build A shopping mall has been built just outside of town.
construct An elementary school was constructed where the factory used to be.
expand The science lab was greatly expanded.
add on to A new wing has been added on to the art museum.
demolish Several houses were demolished when the road was constructed.
become The open space west of the business park became a residential neighbourhood.
remove The first two rows of seats in the theatre were removed when the stage was
expanded.
convert (to) The factory was converted to a museum.
transform (into) The old barn will be transformed into an antique shop.
move to The gift shop was moved to another part of the art museum.
relocate By 2008, the fire station had been relocated.
ROADS, BRIDGES, ETC

pass through A highway now passes through the centre of town.
run A railway used to run between the two towns.
link The two skyscrapers are linked by a walkway on the 30th floor.
connect A bridge connects Travis Island with the mainland.
extend The light rail system will be extended all the way to the airport next year.
at the junction with There is a hospital on Cooper Street at the junction with Blake Avenue.
cross Cars used to cross the river at Pembroke Street, but now they cross the river at Castle
Street.

•u1:sum+;1.1.rnu•
Q FOCUS 5 The maps below show a section of a university campus in 1990 and now. Look
carefully at the maps and then follow these instructions.
Summarising the
main differences First. wr i te a sentence that describes what the maps show in your own words.
and describing 2 Next write one sentence that summarises the changes shown on the two maps.
.
specific changes
6 Make notes on the specific changes that have taken place on the campus since 1990.
Use your notes to write sentences about these changes with the words provided.
Make sure you use the correct tenses.
1 link 3 expand 5 demo l ish 7 relocate
2 convert 4 construct 6 build
f ro Stadium 500m NORTHt

1990
Classroom
j Library I
Building A
Classroom
I
Building s
Athletic
Ad ministration Fields
Building
Men's
Dormitory
Women's Student
Dormito ry Union
Hill Road
Dorm•tory�AuomodatJOn
t
Now
NORTH
Athletic
Fields
PREPOSITIONS O F PLACE
behind Behind the supermarket, there is a cinema.

opposite I across ... from A discount store was opposite the medical centre on High
Street. A discount store was across the street from the medical centre.
between Today, there is a clothing store between the two coffee shops.
next to A laundry used to be next to the pharmacy.
in front of There is a news stand in front of the office building.
at one end ... and at the other At one end of the street there was once a bank, and at
the other was the City Hall.
inside Inside the courtyard you can see a garden.
outside There used to be some vending machines outside the hotel.
in the middle of A small island lies in the middle of the lake.

•u11•:.;,;w1.1.o;a.;1
7 Look at the map of the university campus again. Write six sentences to talk about
location.
A recreation buildingha� been built ne-xt to the- athle-tic fie-Id�.

recreation building . . . next to
2 bike path . . . between

3 library . . . central
4 new Arts and Music classroom . . . north-eastern
5 women's dormitory . . . east of
6 science building . . . between
8 Look carefully at the maps of the shopping centre below. Complete the following
stages.
1 First, write a sentence that gives the information i n the i n structions in your own words.
2 Next, write one sentence that summarises the changes shown on the two maps.
3 Then make notes on the specific changes that have taken place between 1 985 and 2005.
Use your notes to write sentences about these changes with the words below. Make
sure you use the correct verb forms.
at one end . . . and at the other opposite between next to in front of

inside in the middle of
Tile maps show a shopping centre in 1985 and in 2005.
1985 E ntrance
Cinema 6
Women·s
Bookstore Bank
Clothing
�
ATM
Food Stalls
Sporting
Goods Cinema 5
FOOD COURT
DE PARTMENT Cinema 4
STORE NORTH
Entrance • Fountain
COURTYARD
.,
Cinema 3
Cinema 2
Videos
Food Stalls
Gift Cinema 1
Shop
Entrance
2005 Entrance
Women's
Bank
Clothing
ATM
Food Stalls
Sporting
Goods
FOOD COURT
DEPARTMENT
STORE NORTH
Entrance
COURTYARD
Electronics
Jewellery Shop C a fe
Entrance

9 Look carefully at the maps and answer the questions. (3-5 minutes)
1 What is the overall idea of the maps?
2 What is the overall purpose of the development project?
3 What are lWO of the most important changes that took place during the development
project?
4 What are some other changes that took place during the development project?
The maps show the waterfront section of a city before and after a development
project.
Before After
Ferry
terminal
Container ship piers Pleasure boat marina
Harbour Harbour
River River
NO!'lh North Office
"'"+"· "-·+ ' "

tower
Apartment
building
South South
10 Now write your answer to the task. ( 1 0-1 5 minutes)
make comparisons w/1ere relevant.
Write an introductory statement (based on the information in the text box) and outline the
main changes that took place.
2 Describe two of the most important changes that took place during the development
project. Give details about the location of some of the features on the maps. Compare
the way the waterfront looked before the project and after the project.
3 Describe two more changes that took place during the development project. Give details
about the location of some of the features on the maps.
1 1 Check your work. Looi< for mistakes i n spelling, punctuation and grammar. Make sure
you have used the correct tenses, and used a good variety of language for describing
maps. (3-5 minutes)
1 2 Work in pairs. After you have finished, lool< at the model answer on the DVD-ROM.
Compare your answers with the model answer and think about the marl<ing criteria.

SPEAKING
Pg.22-23+53 / Section Speaking
Speaking Part 2
Exam information
• You must speak alone for between one and two
minutes on a topic the examiner gives you.
• You have one minute to write some notes before
you speak.
• The examiner tells you when to stop speaking.
0 Work in pairs. Read this Speaking task and

discuss what you could say.
Describe somewhere you like to shop for food.

You should say:
where this place is
what this place is like
what you buy there
and explain why you like buying food at this
place.
6 ~ Listen to Eva doing the task in Exercise 1.

Which of the places in the photos does she talk
about?
€) Eva uses the points in the task to guide her talk.
Complete this chart showing her key points.
place where I shop St-vtde'1'tt.s - sltl.op

-f'-reB-vte'11H[j
L...oect£ 1 .................
Or7tC\'11iC - ver)t 2 ..................
1--- -
where th1s place is NeC\r 11\./Y 3 .......... .. ... ..
PedestnC\'111 b-vtszy
Opposite 4 .............. ...
-
what th1s place is like Crowded, b-vtszy1 pop-vt£C\r
L-ots o-f 5 ........... .......
--
what I buy there Fr-vtit, ve
0, 11t-eC\t1 cltl.eese
6 ..................
1
0 ~ Listen again to Eva's talk. Complete this chart
showing the phrases she uses to start her talk,
FC\Vo-vtrite - o£d 7 ................. introduce her points and end her talk.
why I like buying food Food ood
at this place
0
8 .................. p£Me
starting a talk
C.o£o-vtr.f'--vt£
introducmg points :r. reC\Hzy £i1<e 2 .................
0 Pron unciat ion: Intonation 7
So £et 11t.e 3 ........... ....... wltl.ere it is.
A'1'td 4 .. ... .. ... 1
1. 'VtS-vtC\££zy 5
As :r.'ve 6 ...
ending a talk
@ Unit2
0 Look at this Part 2 task and make some notes in Pronunciation
the table below about what you want to say for Intonation 1
each point.
When we speak, the tone of our voice rises and
Describe a meal that you enjoyed eating in a falls. A rise helps your listener understand that you
restaurant. haven't finished what you are saying or that the
information is new or exciting; a fall indicates the
You should say:
end of a sentence or utterance.
where the restaurant was
what you ate
who ate the meal with you 0 ~ Work in pairs. Look at this extract from Eva's
and explain why you enjoyed eating the meal talk and listen to how her voice changes on the
so much. words with arrows. Take turns to repeat what she
says.
meal I enjoyed ~ ~
Er, she weighs everything vel}' quickly ... and you can't bargain
where the
restau rant was ~
with her ... but the price is always reasonable.
what I ate
@ Work in pairs. Look at some of Eva's sentences.
who ate with me Discuss where her voice might rise or fall.
why I enjoyed the 1 ... we're students, so we can't afford to eat in
meal restaurants very often.
2 I rea lly like going to the local market ...
3 ... everything you get there's fantastic - it's

so fresh.
4 ... it's a pedestrian street ... you know, there a re

no cars.
5 There's a large number of stalls that sell food -

and some shops, too.
6 I've got a favourite stall, it's run by a little old

~ Work in pairs. Listen to each other doing the task lady ...
in Exercise 5.
Exam advice Speaking Part 2 7 As I've mentioned, I like it because the food
tastes good, but also it's a very sociable place.
• Note down some key ideas for each bullet to
prompt you.
8 All in all, I like it because it's a great place to go
• Use your notes and the points on the card to
... it's a colourful experience.
guide your talk.
• Use phrases to introduce your points and to €) (o9\ Listen to the sentences and check your
help yOLtkeep going. answers.
• Use intonation to highlight key information and 0 Take turns to read the extracts to each other,
help your examiner follow your talk. using the same intonation.

Speaking Parts 2 and 3 €) Work in pairs. Take turns to give your talk. You
should try to speak for two minutes.
0 Look at this task for Speaking Part 2 and make
notes about the place you would like to describe. 0 Work in pairs. Discuss how you could answer
this Speaking Part 3 question.
Describe a beautiful place you have visited in
your country. What things attract tourists to a place?
You should say:
when you visited it 0lm Read and listen to Jamila's response.
who you went with
what you did there I How many ideas does she express in her
and explain why you think the place is so answer?
beautiful. 2 Which ideas do you agree with?
Well, I think in general people like to go to

f) ~ Listen to Jamila doing the task in Exercise 1.
places which are well-known tourist destinations
While you listen, complete the notes she made
because you know, gene rally people like to feel
beforehand by writing one of the adjectives from
safe when they're on holiday, especially when they
the box in each of the gaps.
travel to a foreign country. I think usually people
fantastic fresh lovely spectacular steep choose places where there are plenty of hotels, so
unspoilt warm wonderful they can get good accommodation and plenty of
things to do, so they don't get bored. Also people
tend to choose places where they think the
weather will be good, especially if they want to do
Te..V1V1j5oV1 DoWV1 things outdoors.
• l<=lr'Y' 1 .....ste.e:p . '-'•11
• 2 .................. v;ews
(£) Jamila gives a general answer to the question.
• 3 .. StoV1e
I Which tense does she use?
c..olumV1
2 Find four words or phrases in her answer
• Cl few JeClr'S ~o which she uses to say that she is making a
fClmoiJ generalisation.
• WCllked
• 4 0 Work in pairs. Look at the Part 3 questions below
and think of ideas you could use to give general
• 5 answers to each question.
ate p•C..V1•C..
• v.soted ~e Needles - 6 .................... r'oc..ks Beautiful places
• 7 .......... Clr'eCl
• What things attract tourists to visit a p lace?
• Jood eXer'c..;se • How do places change when too many
0
8 .. . ... .. ... CloY tourists visit them?
• What can individual people do to protect
beautiful places?
Exam advice Speaking Part 2
The environment
• You may be asked to talk about something you
enjoy or like. Sound enthusiastic and think of • Apart from tourism , what other
positive adjectives to describe the topic. environmental problems are common in the
world today?
• Where possible, use your own words instead of
• Whose responsibility is it to deal with these
the wa.;ds given in the task, as this shows your
problems?
ability to create lk nguage.
• What can ordinary people do to protect the
0 page 54 Pronunciation: Sentence stress 2 environment?
The world in our hands @

WRITING
Pg.233 / Section Practice
•u11•u1+;1.1.1;;;.;1
I ELTS PRACTICETASK
You should spend about 20 m inutes on this task.
The two maps show Tilden Airport and the surrounding area in 1985 and 2015.
Write a report for a university lecturer summarising tl1e information shown in the maps.
Tilden Airport 1985
International Johnson's
Terminal Farm
Domestic City of Tilden

Terminal 8 kilometres
�
Airport Factories
Car Support
Park Services
Factories
Tilden International Airport 2015
Business
Park Housing
Estate
International
Terminal
Domestic City of Tilden

QI Terminal 8 kilornetres
c �
0
>-
�c •
•••••••••••••••••••••••••••••••••
::J
•
•
light rail
�
�----
-�
Bus
•
Car and •
Airport Hotel and
Park Light Rail Support Conference
Station Services Centre
Which statement best describes how you feel about Task 1 Maps and Plans?
I feel confident about writing responses for Ta sk 1 Maps and Plans.
I did OK, but I still need to do more work on writing responses for Task 1 Maps and Plans.
I need more practice with writing responses for Task 1 Maps and Plans. I need to focus on . . .

READING
TAS K TYPE 4 Match ing Headings
Footbridge reflected o n a canal surface, Yunnan Province, China
A About the task

1 Read the information about the task type. Then look at a quiz about the task from a
website. Choose the correct options to complete the sentences.
The Matching Headings task tests your ability to read and understand the main ideas in a passage. On the
question paper, you see a set of headings that report information and ideas from the passage. Your job is to read
the passage and decide which of the headings best describes the information and ideas in each paragraph or
section of the passage.
Here are the basic rules for the Matching Headings task:
• The list of headings in the box are in random order.
• There are more options in the box than you need to answer all the questions.
• You can use each heading once only.
• The words in the headings summarise the main ideas in the passage, but do not use exactly the same
words or phrases.
• You read each paragraph or section of the passage carefully and find the main idea.
• You then decide which of the headings in the box reports that idea exactly and write the correct Roman
numeral (e.g. i, ii, iii, iv, etc.) on your answer sheet.
MATC H I NG H EAD I NGS

1 You can I cannot use the headings more than once.
2 You should read the passage quickly I carefully.
3 There are more I fewer headings than paragraphs.
4 You are likely I unlikely to see the words in the headings repeated in the passage.
5 You write a letter I numeral o n the answer sheet.

•t.Hi§ijjif.Bb.11.[.lili"'·'
B Sample questions
I E LTS PRACTICE TAS K
Questions 1-5
The Reading Passage has five paragraphs, A-E.

Choose the correct heading for paragraphs A-E from the list of headings below.
Write the correct number, i-viii, next to questions 1-5.
A wrong assumption regarding the qualities of medical gloves 1 Paragraph A

ii Comparison of the qualities of rival brands of medical gloves 2 Paragraph B
iii Main reasons why medical gloves are necessary 3 Paragraph C
iv Health problems arising from the wearing of medical gloves 4 Paragraph D
v Events leading to the development of medical gloves 5 Paragraph E
vi Varieties of medical gloves for specific purposes
vi i Evidence for t h e effectiveness o f medical gloves
viii Resistance to a policy promoting the use of medical gloves
Medical Gloves
A
Medical gloves are disposable gloves that are worn to help reduce cross-contamination between doctors, nurses and
other health professionals and patients during surgery, physical examinations and other medical procedures. When health
professionals use gloves. they protect their patients from infection more effectively than if they simply wash their hands
or, in the case of surgical teams. scrub up before operations. Likewise. health professionals are protected from being
infected by their patients.
B
Not all medical gloves are the same, however. Surgical gloves have more precise sizing than exam gloves. for example,
as well as greater sensitivity. They are also less prone to ripping or tearing. Exam gloves are available as either sterile or
non-sterile, while surgical gloves are always sterile. Both exam and surgical gloves can be made of natural materials, such
as latex, or synthetic materials, such as vinyl, neoprene or nitrile rubber. Surgical gloves can be unpowdered or powdered
with cornstarch, which makes them easier to put on the hands. Cornstarch has mostly replaced powders such as talc,
which are more likely to cause irritation. but since even cornstarch can impede healing if it gets into tissues during surgery,
u npowdered gloves are now becoming more commonly used during surgery. A manufacturing process called d1lorination
has made unpowdered surgical gloves somewhat easier to slip on.
c
A significant innovation involving medical gloves occurred at Johns Hopkins Hospital in Baltimore, USA in the 1880s.
Following the advice of the British physician Joseph Lister, Chief Surgeon W. S. Halsted directed surgeons and surgical
nurses to disinfect their hands with carbolic acid to reduce the rate of infection during operations. One of his nurses,
Caroline Hampton, was sensitive to the chemical and found it was damaging the skin on her hands, and considered
abandoning her career at the hospital. Dr Halsted contacted the Goodyear Tire and Rubber Company, asking if they could
make a rubber glove that could be dipped in carbolic acid. That short letter has become known as 'the most important
paragraph in the history of surgical literature'. The gloves that Goodyear produced proved to be very satisfactory, and soon
all of Dr Halsted's nurses and assistants were required to routinely use sterilized rubber gloves.
D
Strangely enough, Dr Halsted and his fellow surgeons didn't, at first, wear gloves themselves. The wonderfully named
Dr Joseph Bloodgood, Halsted's pupil, began using gloves during surgery in 1896. 'Why shouldn't the surgeon use them
as well as the nurse?' he asked. In 1899, Bloodgood published a report on over 450 surgeries with a near 100 per cent
drop in the infection rate brought about by using gloves. Halsted wrote at the time, 'Why was I so blind not to have
perceived the necessity for wearing them all the time?'
E
The first disposable medical gloves came onto the market in the 1960s. These gloves have a range of clinical uses, as
well as non-medical uses. Workers in the hospitality industry wear them, as do some janitorial and sanitation workers.
Criminals have also been known to wear these gloves while comrT1itting their crimes, believing that they will conceal their
identities. Ironically, because of the thinness of these gloves, fingerprints may actually pass through the material as glove
prints, thus transferring the wearer's prints onto whatever surface is touched or handled.

TASK TYPE 4 Matching Headings
C Tips a nd tactics
in Section B?
1 Before you read the passage, read the list of headings and underline the key words.
2 Read the passage quickly to get an idea of the type of information and ideas it contains.
3 Now read each paragraph or section of the passage carefully. Think about the main idea
or the main point that the writer is making in each paragraph.
4 After reading each paragraph or section, look at the list of headings and choose the one
that best reports the main idea.
5 When you read the passage, you may see some words or phrases that appear in the
headings. Be careful. The correct heading for each paragraph uses d ifferent words to
express the main ideas.
6 Don't use your own knowledge of the subject to help you choose the heading. The
headings need to report the ideas in the passage.
8 Remember to write only the correct Roman numeral on the answer sheet.
9 Always answer all the questions, even if you're not sure of th e answer.
Q FOCUS 4 Read the passage on page 103. Look at these headings. Which of the headings {i or ii)
best reflects the content of each paragraph (1-6)?
Identifying an
appropriate heading i What is special about the Rafflesia?
for paragraphs in a ii Why scientists find the Rafflesia interesting
passage 2 i Unusual features of the Rafflesia
ii Unusual features of the Tetrastigma vine
3 i How to identify the plant
ii How the plant spreads
4 i The conservation status of the plant
ii How the plant should be protected
5 i Threats to the plant from tourism
ii How the plant is regarded
6 i Similarities and differences with the Titan arum
ii Why the Rafflesia's position is being challenged by the Titan arum
5 Work in pairs. Answer the questions.

1 Did you and your partner choose the same headings?
2 Discuss why each of the headings you have chosen is correct and the other one
is wrong.
3 Compare your ideas with those of another pair.

•rn11•w1•.:,eum:111.1.1
1
The Rafflesia is not only the world's largest flower - it is also one of the most bizarre. There are several
species of Rafflesia that grow in the rainforests of southeast Asia. The largest is the Rafflesia arnoldii,
which produces a flower a metre in width and can weigh up to 1 1 kilograms. This species has been found
only on the islands of Sumatra, Borneo and Java in Southeast Asia, in particular in the Malaysian states
of Sabah and Sarawak.
2
The Rafflesia lives as a parasite on the Tetrastigma vine, which grows only in primary (undisturbed)
rainforests. Rafflesia lacks any observable leaves, branches, or even roots, yet is still considered a vascular
plant. The plant grows as thread-like strands
of tissue completely embedded within the
vine that hosts it. Unlike most plants, the
Rafflesia has no leaves and no chlorophyll,
so it cannot photosynthesize and make its
own food. Because it lacks roots, it cannot
obtain water and minerals from the ground.
All of its water and nutrients come from the
Tetrastigma vine.
3
Rafflesia can only be seen when it is ready
to reproduce. Then, a tiny bud forms outside
the root or stem of its host and develops over
a period of a year. The cabbage-like head
that develops eventually unfolds, revealing
a massive, fleshy, reddish-brown flower. A
foul smell of spoiled meat attracts flies and
beetles to pollinate the plant. To pollinate
successfully, the flies or beetles must visit
both the male and female plants, in that
order. The fruit produced contain many
thousands of hard seeds that are eaten and
spread by ground squirrels and tree shrews.
4
It is not known how many individual plants exist; they are rare and hard to spot except when they are
in bloom, and the blossom only exists for a few days. However, all species of Rafflesia are classified
as threatened or endangered. The remaining primary forests where the Rafflesia live are disappearing.
To make matters worse, the flower of the Rafflesia is collected and used as an ingredient in traditional
medicines for women to promote their recovery from childbirth.
5
This strange and smelly parasitic plant has attracted eco-tourists eager to see the world's largest flower.
Landowners have been urged to preserve the flowers and charge tourists a fee to see them. The flower
of Rafflesia arnoldii has become an iconic symbol of the southeast Asian rainforest, and is often used on
the covers of tourist brochures to symbolize the rich biodiversity of the region's forests. The flower has
also been depicted on lnclonesian postage stamps on several occasions.
6
There are some plants with flowering organs bigger than tl1e flower of the Rafflesia. The enormous
Titan arum, also found in Indonesia, can reach a height of three metres and can weigh an incredible
75 kilograms. Like the Rafflesia, the Titan arum emits an unpleasant, rotting smell to attract pollinators.
Technically, however, the Titan arum is not a single flower. It is a cluster of many tiny flowers, called an
inflorescence. so the Rafflesia holds t11e record for the largest individual flower.

TASKTYPE 4 Matching Headings
Q FOCUS
- -
6 Looi< at the passage and the list of headings. Choose the best heading (i, ii, iii or iv) for
the two paragraphs (A and B).
Choosing between
possible headings A B
for paragraphs in a Where the name 'Little Ice Age' came from How a theory was disproved
passage i i Scientists' ideas about why the Little Ice 11 How evidence supporting a theory was
Age started are confirmed gathered
iii New evidence may explain why the Little iii The key role of technology in developing
Ice Age didn't last a theory
iv Researchers put forward a new explanation iv How evidence from the past could help
for the Little Ice Age us predict the future
For more than a millennium, up to the late Middle Ages, 'This is the first time anyone has clearly identified the
temperate regions of the northern hemisphere enjoyed specific onset of the cold times marking the start of the
generally balmy weather. Then it got cooler and a period Little Ice Age,' says Gifford Miller, lead author of the study
that climatologists today call the Little Ice Age set in. There published in Geophysical Research Letters. The researchers
has been little scientific consensus about the onset of the reached their conclusions by analysing ancient samples
Little Ice Age - either its timing or cause. some experts of dead plants collected from beneath the margins of
believe an important factor was a slight reduction in the what are today receding ice caps on Canada's Baffin
amount of solar energy reaching Earth. Island. They found a cluster of 'kill dates' between 1275
But an international study, led by scientists from the and 1300, showing that the plants were quickly engulfed
University of Colorado, Boulder, suggests that the cooling by expanding ice. Confirmation came from ice cores of
started quite rapidly, with a series of four huge volcanic Iceland's Langjokull ice cap, which suddenly thickened over
eruptions between 1275 and 1300. These eruptions blasted the same period. Then computer modelling showed how
vast amounts of sulphates and dust particles into the upper this cold shock could persist for centuries, even without
atmosphere, reflecting solar energy back into space for further volcanic cooling. 'If the climate system is hit again
a few years. This led to an expansion of Arctic ice and a and again by cold conditions over a relatively short period -
related change in Atlantic Ocean currents, which prolonged in this case from volcanic eruptions - there appears to be a
the cooling for several centuries. cumulative cooling effect,' Miller says.

1 Discuss why each of the other headings is wrong.
2 Underline the information in the paragraph that helped you decide which was the correct
heading.
IELTS PRACTICETASK
Questions 1-5
The Reading Passage on page 105 has five paragraphs, A-E.

Choose the correct heading for paragraphs A-E from the list of headings below.
Write the correct number, i-viii.
A long-standing mystery is now partially explained 1 Paragraph A

ii A comparison that confirms a theory 2 Paragraph B
iii Evidence suggesting a high level of skill 3 Paragraph C
iv A possible explanation why similar finds haven't been made 4 Paragraph D
elsewhere 5 Paragraph E
v A reason to doubt the claims made for a new discovery
vi A lack of evidence to show the precise way in which the find
was used
vii Disagreement about the age of some implements
viii The age of a find is established

'4Mi§[email protected],@ijM!ii!.!.M
The World's Oldest Fish Hook
A
Digging in the Jerimalai cave on the Southeast Asian island of East Timor, Professor Sue O'Connor of the
Australian National University in Canberra and a team of scientists uncovered over 38,000 fish bones from 2,843
fish - dating back 42,000 years. More significant, though, was the unearthing of fish hooks made from seashells
which date back up to 23,000 years, according to radiocarbon dating of the charcoal in the soil surrounding the
specimens. The oldest previously known fish hooks are associated with the beginnings of agriculture, which in
Southeast Asia was around 5,500 years ago, says O'Connor.
B
The find means early modern humans were sophisticated hunters, using tools to catch their dinner rather than
using their hands or spears. The bones were of both inland and deep sea species. 'That these types of fish were
being routinely caught 40,000 years ago is extraordinary; says O'Connor. 'It requires complex technology and
shows that early modern humans in Southeast Asia had amazingly advanced maritime skills: It seems certain
that the ancient inhabitants of Jerimalai used sophisticated fishing technology and watercraft to fish in offshore
waters. 'They were expert at catching species of fish that are d1allenging even today, such as tuna: Capturing
such fast-moving fish requires a lot of planning and complex maritime technology, suggesting that early humans
developed these abilities earlier than previously thought.
c
Such fish were clearly a primary food source for these people, since there were 'only rats, bats, snakes, lizards
and small birds available on land; according to O'Connor. However, researchers can only speculate about exactly
how these ancestral fishermen managed to catch the deep-sea fish. 'It's not clear what method the islanders of
Jerimalai used to capture the fish; O'Connor says.
D
Far older fish bones have been found at sites in southern Africa - those at the Blombos Cave in South Africa,
for example, date from 140,000-150,000 years ago - but those bones belonged to freshwater inland species;
catching such fish would require less complex technology. The oldest known fishing equipment from that vicinity
dates from around 12,000 years ago, but it includes only bone gorges (straight hooks less sophisticated than
curved hooks), and was probably used exclusively in rivers, lakes and streams. O'Connor thinks that African
coastal sites might have provided more evidence of early maritime technology in Africa, but that these areas
may have disappeared owing to a rise in sea levels over time. The Jerimalai site - which was preserved because
it perches high up on the edge of an uplifted coastline - provides a 'window into what early modern humans
were capable of,' she says.
E
The discovery of these ancient fish hooks has shed new light on one of the great puzzles of human migration:
the question of how and when Australia was first colonised. Recent researd1 indicates that the ancestors of the
aboriginal people migrated from Africa through Asia about 75,000 years ago, and that they arrived in Australia
over 50,000 years ago. 'We have known for a long time that Australians' ancient ancestors must have been able
to travel hundreds of kilometres by sea because they reached Australia at least 50,000 years ago; according
to O'Connor. 'When we look at the watercraft that indigenous Australians were using at the time of European
contact, however, they are all very simple, like rafts and cones. So how people got here at such an early date
has always been puzzling. Fishing skills would have helped early modern humans to cross the ocean to Australia
by allowing them to efficiently exploit coastlines and survive on the open sea; says O'Connor. 'These new finds
from the Jerimalai cave go a long way towards solving that puzzle:
Which statement best describes how you feel about Matching Headings tasks?
I feel confident about doing Matching Headings tasks.

I did OK, but I still need to do more work on Matching Headings tasks.
I need more practice with Matching Headings tasks. I need to focus on . . .

LISTENING
Urnt 2
In Listening skills Understanding signpost phrases
The sentences below come from a lecture on history. Decide the function of the phrases
in italics in sentences a-i and add them to the list. Note that some sentences may be used
more than once.
Starting- e
Listing:
Adding:
Digressing.
Returning to the subject:
Concluding:
a In addition, we can ask if the study of history has any practical use.
Anyway, there is a wide range of topics for you to choose from.
Finally, I wish you good luck.
By the way, there is a series of lectures on this topic starting on Tuesday.
I'd like to begin this term's lectures with a few general questions.
Secondly, what is history?
To sum up, as I said, you are fortunate.
Firstly, why study history?
Again, we can look at the different kinds of history there are to study.
2 The sentences below are part of another lecture on a similar topic. Put them in
Technique
the correct order.
a By the way, there's a lecture on citizenship in the Social Sciences building Pay attention to linking
phrases used in talks
on Wednesday.
and lectures to follow
b I'd like to begin by giving three reasons for studying history. the flow and structure of
c Finally, we can do better in our jobs if we know a little history. the recording in Listening
Secondly, it helps us to be better citizens: we can participate better in our Section 4.
society if we understand its history.
Firstly, it helps us to understand the world we live in, especially its politics
and economics.
f To sum up, history can be a huge help in many aspects of our lives.
Anyway, our participation in society is more meaningful if we understand a bit more.
Answering sentence completion questions

1 Statements a-f give some facts about sentence completion tasks. Decide whether the
statements are true or false.
a You must always put words in the gaps.
b The instructions tell you how many words you need.
c Sometimes you can put a number in the gap.
The missing information is usually at the start of the sentence.
Gaps are located at the middle or end of the sentence.
f It is possible to guess what type of information is missing.
16
The importance of the past
2 The instructions and sentences below are taken from a sentence completion task.
Read them carefully and check your answers to exercise 1.
Complete the sentences below. Write ONE WORD OR A NUMBER for each answer
The handout covers 1 general topics.
•
As well as students of history, there are students of 2 at the lecture.
The lecturer's own motivation for studying history is that she finds it 3
3 01.8 Listen to the first part of the recording and answer the questions in exercise 2.
Answering matching questions
1The inventions in the list come from different periods in history.
Decide which period A—C they belong to.
A the eighteenth century 1 the telephone
B the nineteenth century 2 the automobile
C the twentieth century 3 the steam engine
4 the aeroplane
5 the typewriter
6 the wristwatch
2 The questions below are taken from a matching task Can you predict any of the answers?
How does the lecturer describe each kind of history?

T a traditional type of history
M a modern type of history
F a type of history which looks to the future
Write the correct letter T, M or F next to questions 4-10.
4 political history 8 economic history
5 post-modern history 9 military history
6 feminist history 10 ethnic history
7 social history
3 In the recording you may not hear the exact words traditional, modern, which looks to the future.
Put the following synonyms in the best place in the table. One has been done for you.
progressive • present-day • old-fashioned • orthodox • visionary • contemporary Technique

classical • up-to-date • forward-looking • new • current • conventional
Read the question
carefully in matching
Words in the question Possible words in the recording tasks. if the categories
are related, decide
traditional what kinds of words
modern and phrases you would
expect to hear Listen for
looks to the future vcsionny similar information in the
recording.
4 401.9 Listen to the second part of the recording and answer the questions in exercise 2.
17
READING
Reading Section 2
Exam information
• Reading Passage 2 is divided into paragraphs or by Rob Lyons and Jan Bo an
sections: A, B. C, etc.
Today, many governments are promoting
• The para graph headings task comes before the
organic or natural farming methods that
passage.
avoid the use of pesticides and other
0 Work in pairs. You are going to read a magazine artifical products. The aim is to show
article about organic food. First, read the title and that they care about the environment
the subheading, then discuss what you expect to and about people's health. But is this
read about in the rest of the article. the right approach?
6 Quickly read the article. Are the wr iters for or A Europe is now the biggest market
against organic food? for organic food in the world,
€) Read headings i-ix below and underline the key expanding by 25 percent a year over the
ideas. An example (viii) has been done for you. past 10 years. So what is the attraction
of organic food for some people? The really
Questions 1- 7 important thing is that organic sounds more
'natural'. Eating organic is a way of defining oneself as
The reading passage h as seven paragraphs, A- G.
natural, good, caring, different from the junk-food-scoffing
Choose the correct heading for paragraphs B- G
masses. As one journalist puts it: 'It feels closer to the
from the list of headings below.
source, the beginning, the start of things.' The real desire is
List of Headings to be somehow close to the soil, to Mother Nature.
Research into whe ther organ ic food is B Unlike conventional farming, the organic approach means
better for us farming with natural, rather than man-made, fertilisers
ii Adding up the cost of orga nic food and pesticides. Techniques such as crop rotation improve
iii The factors that can affect food quality soil quality and help organic farmers compensate for the
iv The rich and poor see things differently absence of man-made chemicals. As a method of food
v A description of orga nic farming production, organic is, however, inefficient in its use of
vi Testing the taste of organic food labour and land; there are severe limits to how much food
vii Fear of science h as created the organic can be produced. Also, the environmental benefits of not
t rend using artificial fertiliser are tiny compared with the amount
viii The main reason for the popularity of of carbon dioxide emitted by transporting food (a great
organic food deal of Britain's organic produce is shipped in from other
ix The need to remove hidden dangers countries and transported from shop to home by car).
from food C Organic farming is often claimed to be safer than
conventional farming - for the environment and for
1 Paragraph A . ...viii .. consumers. Yet studies into organic farming worldwide
2 Pa ragraph B .. 5 Pa ragraph E ....... continue to reject this claim. An extensive review by the
3 Paragraph C ................ 6 Paragraph F ......... ....... UK Food Standards Agency found that there was no
4 Para graph D ................ 7 Paragraph G ···· ····· ·
statistically significant difference between organic and
conventional crops. Even where results indicated there
was evidence of a difference, the reviewers found no sign
0 Now read the article and choose the correct
that these differences would have any noticeable effect on
heading for each paragraph.
health.
Exam advice Matching headings D The simplistic claim that organic food is more nutritious
• Read the headings, underlining the key ideas. than conventional food was always likely to be misleading.
Food is a natural product, and the health value of
• Read each paragraph carefully, one by one, to
different foods will vary for a number of reasons, including
choose the best heading.
freshness, the way the food is cooked, the type of soil it
@ Unit2
0 Look at Questions 8- 13 below and underline the
key ideas in the questions and the options (A-E) .
0 Now scan the passage to find where the key ideas
are mentioned. Read those parts carefully and
choose the correct options.
is grown in, the amount of sunlight and rain crops have
received, and so on. Likewise, the flavour of a carrot has
less to do with whether it was fertilised with manure or Questions 8-13
something out of a plastic sack than with the variety of Choose TWO letters, A- E
carrot and how long ago it was dug up. The differences
Questions 8-9
created by these things are likely to be greater than any
differences brought about by using an organic or non- Which TWO of the following points does the writer
organic system of production. Indeed, even some 'organic' mention in connection with organic farming?
farms are quite different from one another. A the occasional u se of pesticides
E The notion that organic food is safer than 'normal' food B using the same field for different crops
is also contradicted by the fact that many of our most C testing soil quality
common foods are full of natural toxins. Parsnips cause 0 reducing the numb er of farm workers
blisters on the skin of agricultural workers. Toasting bread E the production of greenhouse gases
creates carcinogens. As one research expert says: 'People
think that the more natural something is, the better it is for Questions 10-11
them. That is simply not the case. In fact, it is the opposite According to the writer, which TWO factors affect
that is true: the closer a plant is to its natural state, the the nutritional content of food?
more likely it is that it will poison you. Naturally, many
A who prepares the fo od
plants do not want to be eaten, so we have spent 10,000
B th e weather conditions during growth
years developing agriculture and breeding out harmful traits
C where the food has been stored
from crops.'
o when the plants were removed from the earth
F Yet educated Europeans are more scared of eating traces E the type of farm the food was grow n on
of a few, strictly regulated, man-made chemicals than
they are of eating the ones that nature created directly. Questions 12- 13
Surrounded by plentiful food, it's not nature they worry
W hich TWO negative aspects of organic farming
about, but technology. Our obsessions with the ethics
does the writer mention?
and safety of what we eat - concerns about antibiotics
in animals, additives in food, GM crops and so on- are A Consumers complain about the extra cost.
symptomatic of a highly technological society that has B Organ ic food may m ake people ill.
little faith in its ability to use this technology wisely. In this C Farm workers have to be specially trained.
context, the less something is touched by the human hand, 0 It requires too mu ch technological expertise.
the healthier people assume it must be. E It is n ot possible in some countries.
G Ultimately, the organic farming movement is an expensive
luxury for shoppers in well-manicured Europe. For
developing parts of the world, it is irrelevant. To European Exam advice Pick from a list
environmentalists, the fact that organic methods require • Use the key ideas in the questions to help you
more labour and land than conventional ones to get the find the right place in t he passage.
same yields is a good thing; to a farmer in rural Africa, it • Underline the answers in the passage and match
is a disaster. Here, land tends to be so starved and crop them to the options.
yields so low that there simply is not enough organic • The answers may come from on e section of the
matter to put back into the soil. Perhaps the focus should passage or from several paragraphs.
be on helping these countries to gain access to the most
advanced farming techniques, rather than going back to f) Work in pair s.
basics. "
• How popular is organic food in your cou ntry?
• Do you t hink people should be encouraged to eat
adapted from articles in Spiked
organic food? Why? I Why not?

LISTENING
Pg.58-61 / Section Vocabulary 3
VOCABU LARY 3
I nformal and academic language

1 Look at the expressions. Match an expression from column A with an expression
from column B.
A B
1 get on with a belongings
2 quite a few b pay a small fee
3 allow in c several
4 stuff d a fee
5 pay extra e report
6 a (small) charge f continue with
7 tell g give access to
8 fall out with h have an argument (with)
Which column in (A or B) has formal/academic terms and which has informal terms?
2 Complete the sentences below with an expression from column A in Exercise 1 .

Make sure i t fits grammatically a s well a s for meaning.
1 The bills for electricity are included in the rent but there is for cleaning.
......................................
2 This year I . my roommate and so I had to move out of our shared house.
............................ .........
3 Each student has to submit ............. ........................ essays each term.

4 Please leave your .................... ................ in the hall until your room is ready.
Views and opinions

3 Read t h e information about views and opinions.
I n certain listening tasks, you hear speakers discussing various issues and expressing
their views and opinions. The speakers may agree or disagree on certain points before
coming to a conclusion. Try to identify the language used to express views and opinions.
4 Look at the expressions in bold in the sentences below. Match them with the
expressions in the box.
I don't recognise it I don't like it I don't agree it's important locate

it puts people off I feel sure
1 You shouldn't miss this event.

2 His name isn't familiar to me.
3 I'm hoping to get hold of the information.
4 I would dispute that actually.
5 It's a deterrent to crime.
6 There's no doubt in my mind.
7 I'm not keen on the idea.
5 Complete these sentences with your own ideas.

1 I 'm not keen on ...
2 I'd like to get hold of ...
3 Visitors to my country shouldn't miss ...
4 There's no doubt in my mind that . . .
58 LISTENING
Synonyms: academic language
6 Match a word from column A with its synonym in column B.
A B
1 to catalogue a to spot
2 to annotate b to organise (alphabetically or otherwise)
3 to flag c to add comments to a document
4 to cite d to rnark for (someone's) attention
5 to network e a disadvantage
6 a downside f to quote or reference another work
7 to download g to make contact socially or professionally
8 to notice h to get from the Internet
7 Use the expressions in Exercise 6 to describe academic processes in your country.
Expressing responsibi lity: verb + preposition

8 Choose the correct preposition to make expressions.
1 be in charge for I of I with
2 be responsible for I o f I with .....
3 deal for I of I with .................. .
4 work for I of I with .. ....... . ..... . ...... . .
5 liaise for I o f I with .................. ................. .
6 have/take responsibility for I of I with . . ..
Which of the expressions take an object (someone or something)?
9 Look at the sentences from the listening in the Practice Test on page 53. Highlight the
verb + preposition phrases.
Now one person you've already had dealings with is Damian Rose. He's in charge of
recruitment and staff issues.
2 It's also important to know who's who and who's responsible for what areas.
3 Clara doesn't deal with the details of guest bookings in terms of room allocation and
special requests, but she does deal with quotes for events and for invoicing.
4 Luca's in charge of front of house. so if you are working there . . . you'll certainly be
working with him.
5 If you're i n the kitchen or the dining room. you'll need to liaise closely with Petra Snell.
6 She'll be taking direct responsibility for those of you on work placements in those areas.
What is the difference between work with and work for?
1 0 Complete the sentences ( 1-5) with the duties in the box. Add your own ideas.
co-ordinates kitchen activities invoicing gu ests salary queries the cooking

welcoming guests
1 A chef usually has responsibility for .

2 A personnel manager usually deals with ...
3 A head of accounts takes responsibility for

4 A head chef . . . .
.. . . . . .. . .
5 A receptionist is in charge of .... . .. . . . . .
LISTENING 59
VOCABULARY 3
Recognising and identifying paraph rases

11 Read the information about recognising and identifying paraphrases.
In the I E LTS exam you frequently have to listen and evaluate speakers' contributions. These can be expressed
differently in the listening text and the questions, so it's important to recognise paraphrases - expressions that
have a similar meaning.
1 2 Look at the words and phrases in bold. Complete each sentence with a word or phrase
from the box that acts as a paraphrase.
accuracy comprehensibility concerns fluent hesitations proficient

simultaneous
1 interpreting is done at the same time.

....
2 . .... . . is important i n translation, as the interpreter tries to capture the exact

...... .... . ..
meaning of the speaker.

3 Usually you should be more ................. ......... in the original language, which is the one you
are better at.
4 A good interpreter should be easily understood. So . . . .
. . ........... .. . is essential.
n •••••• •
5 Interpreters who speak quickly are considered . ............................ ..... in the language.
6 Interpreters who pause a lot are thought of as weaker because are not
......................................
associated with good quality translation.

7 What the client and the interpreter are interested in is not always the same. Their
................... are different.
Common IELTS topic: Busi ness

Paraphrase
1 3 Look at the pairs of sentences below. For each one, complete the second sentence
with the best option, A, B, C or D, so that it has the same meaning as the information
in the first sentence.
a The people who live in the area around the business will be its main customers.
b The local . . . . . . . . . . . . . . . . . . . . . will be the business's main customers.
A tenants
B residents
C landlords
D properties
2 a The board has decided to make improvements to the factory in order to boost
productivity.
b The factory will be . . . . . . . . . . . . . . . . . . . . . . . to boost productivity, according to the board.
A uplifted
B relocated
C downsized
D upgraded
3 a We are still trying to make up our minds where to hold the conference.
b The . . . . . . . . . . . . . . . . . for the conference hasn't been decided yet.
A place
B venue
C site
D neighbourhood
4 a You should include some facts about yourself and your life experience in your
portfolio.
b Your portfolio should include . . . . . . . . . . . . . . . . . . . . information.
A biographical
B historical
C experimental
D critical
60 LISTENING
5 a The amount our customers have to pay to get into the event has not changed for
I
I
three years.
b There has been no change in the entry . . . . . . . . . . . . . . . . . for th ree years.
I
A money
B ticket
C fee
I
D cost
l
6 a One of the things that our company thinks is really important is protecting the
environment.
b Protecting the environment is one of our company's . . . . . . . . . . . . . . . . . . . . .
I
A products
B principles
I
C processes
D promises
7 a You need to look carefully at all of the data before you make your decision.
b Only make your decision after you have . . . . . . . . . . . . . . . . . . . the data.
I
I
A quoted
B compiled
C analysed
(
D recorded
8 a I t is against the law to manipulate the share price using confidential information.
I
b Manipulating the share price with confidential information is . . .............. .
A disloyal
B unconfident
C immoral
D illegal
Informal and academic language

14 Look at the sentences below. Replace the informal words in bold with a more
academic word from the box.
accommodation assist colleague distribute install investment liaise

recruit refurbish salary
They are going to have to do up the hotel if they want to remain in business. The interior
design is very old-fashioned.
2 Now that Mr Conway has resigned, we're going to have to find a new driver as soon as
possible.
3 You will have to talk with the operations manager each morning to ensure that you know
which orders need to be filled that day.
4 When I first started work my pay was barely enough to cover my rent and food. but
fortunately I'm making more money.
5 We are going to have to put in fire detection equipment before the plant can reopen.
6 Don't forget to hand out the rota to every member of the new shift when they start
work.
7 Part of your role is to help the marketing team to increase our market share in East Asia.
8 It is a large amount of money but I am confident that the company will see that it's been
worthwhile in the long term.
9 One serious issue for employees moving into the area is finding a place to live in the
already overcrowded housing market.
10 She has been a workmate of mine for twenty years now and over that time she has
become a good friend.
LISTENING 61
WRITING
C Tips and tactics
in Section B?
The first step is to look carefully at the information in the bar chart. Don't rush through
this step. Make sure you understand the chart before you start to write.
2 Underline important words in the question and circle important points in the bar chart.
3 Identify what key information is being presented in the bar chart and which important
dates, figures or striking features you'll need to write about.
5 Look carefully at the timeframe that the bar chart covers and work out what tenses you
6 Begin with an introductory sentence that describes the bar chart in general terms, but
7 Then describe one or two general trends or features shown in the bar chart. Don't go into
detail; just report the most important trends and features you see when you look at the
chart.
8 I n the first main paragraph, select and write about the features that are most important
and interesting, and include relevant data to support the points you make.
9 When selecting key information, look for the highest and the lowest bar. Look for any
trends and exceptions to those trends.
10 Don't try t o write about all the data in the bar chart and don't include details that are
11 Remember, don't try t o analyse o r explain t h e information in the chart, o r d o any
12 B e careful when talking about quantities. I f you're unsure about exact figures, it's better
to give an approximate figure, e.g. Factory A produced around 5,000 units.
13 Keep track o f the time. Don't spend more than 20 minutes o n Task 1 .
14 Make sure your handwriting is clear an d legible.
15 Keep in mind the criteria that the examiners use to mark your response. (For marking

APPROXIMATION
around The population grew by around a million people in that decade.

about According to the dwrt, about 45%of all people surveyed believe in UFOs.
roughly Roughly 300,000 units were manufactured in factory A in 2005.
approximately Approximately 4,000 more people attended this year's parade.
almost The vacancy rate for hotel rooms is almost zero in August.
nearly Nearly 90% of people in the country agreed with this decision.
just over Just over 2.5 billion people worldwide own digital cameras.
just under This state has just under 300 days of sunshine a year
NUMBERS AND AMOUNTS
the number of
The number of serious storms to affect New England rose to 2 1 this year
the amount of
The amount of natural gas produced this year increased sharply.
more than
There was more rainfall in April than in May.
fewer than
The chart indicates that fewer people visited this website in 2012 than in 2011.
less than
The factory produced less pollution during 2010 than in the previous year.
(about) the same as
The amount of time it takes to complete task A is (about) the same as the amount of time it
takes to complete task B.
To make these expressions stronger, you can use many, much, far: many more than, much
more than, far less than
To make these expressions weaker, you can use slightly or a little: slightly more than,
a little less than
twice as many as
There were nearly twice as many accidents a t the factory this year as last year
twice as much as
According to the chart, there was about twice as much coal mined in this county in the 1940s
as in the 1990s.
(nearly/almost) doubled
The amount of milk produced a t this dairy farm nearly doubled over the five year period.
The number of runners in the race almost doubled between 2000 and 2015.
half as many as
There were only about half as many applications forjobs received in January as there had been
in July.
half as much as
A dollar in 1980 was worth around half as much as it had been in 1967.
amount + times + as many a s There were, on average, about three times as many pages
in newspapers in country A as in country B.
amount + times + as much as
There was around four times as much traffic in city X as in city Y.

TASK 1 Bar Charts
FOCUS 5 Look at the chart about world production of bicycles and cars. Write sentences about
the information in the chart using these phrases:
Comparing n umbers
and amounts using the number of
approximation The number ofC8r�produced ro�e to its highestpoint in 2000 to about 50 million.
2 slightly more I than
3 roughly three times as many I as
4 far fewer I than
5 about twice as many I as
6 only half as many I as
The chart compares worldwide production of bicycles and cars over a fifty-year period.
World production
250 ........................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
200 ...............................................................................................................................
-;;;-
.
-�
c:
'E 150
c:
(/)
............................................................................. . Bicyc l es
u
:;; 1 00 . ...............
-
(/)
.............................................................................
<I>
� 50 . .............. . .
0
iii
Cars
1 950 1 960 1 970 1 980 1 990 2000

Year
6 Look at the chart about snowfall in Canadian ski resorts. Then write complete
sentences with information from the chart. Use the expressions in the language boxes
on page 1 97.
Viking Mountain I November I December
VikingMountain had slightlyless snow in November than in December:
2 Viking Mountain I Snowbury I November
3 Snowbury /Viking Mountain I December
4 Powder Peak I December I November
The chart shows the amount of snowfall at three Canadian sl<i resorts over a two
month period.
November December
t:
(/)
0
� Viking Mountain
:.;<
(/)
0
(/)
-
<I> Snowbury
E
"'
z
Powder Peak
0 10 20 30 40
Amount of snowfall (in centimetres)

7 Look at the chart below. Use information from the chart to write sentences with
these words and phrases.
TI1e �e.ijingOlympics: in 2000 were the mos:t expens:ive.

the most expensive
2 the second most expensive

3 the least expensive
4 slightly higher than
5 much less costly than
6 far more expensive
The chart shows the initial estimate of costs and the actual costs for the Swmner
Olympics from 1976 to 2012.
250
c;;-
c
200
0
e
El)
1 50
(/)
;:)
.!:: 1 00
t)
0
u
50
Initial estimate
Actual spending

The chart below provides information about student accommodation at one US
university i11 2013.
Student accommodation 2013
4500
4000
3500
� 3000
Gl
-0
:::>
� 2500
� 2000
0
Q;
GLOSSARY
dormitory (n) student

accommodation Undergraduate students
provided by a
university Graduate students
Q FOCUS 8 Look carefully at the chart and the instructions and answer the questions. (3-5 minutes)
Identifying the 1 What is the overall idea of the chart?
important points 2 What are two important points about undergraduate student accommodation?
ancl key features of 3 What are two important points about graduate student accommodation?
a bar chart 4 What points of comparison can you make between undergraduate and graduate student
accommodation?
9 Now write your answer. (10-15 minutes)

Write an introductory statement (based on the information in the text box above the
chart) and describe the overall idea or main trend shown in the chart in paragraph 1.
2 Write two or three important points about undergraduate student accommodation.
3 Write two or three important points about graduate student accommodation.
4 Compare the information about graduate and undergraduate student accommodation.
Give examples to support your answer.
1 0 Check your work. Look for mistakes in spelling, punctuation and grammar. Make sure
you have used comparative and superlative forms correctly, and used a good variety of
language to describe charts. (3-5 minutes)
1 1 Work in pairs. After you have finished, look at the model answer in the answer key on
the DVD-ROM. Compare your answers with the model answer and think about the
marking criteria. (See page 180 for marking criteria.)

READING
Pg.304-306/ Section Future Form 1+2
We use the past conti nuous:

2 Past tenses • in contrast with the past simple, to talk about an activity in
progress when something happened.
Past simple They were driving to London when they heard the news.
• to describe situations in the past.
l/You/He/She/lt/We!They l/You/He/She/lt/We!They In California, they were researching and developing a new
lived here. didn't live here. (didn't = did
operating system.
not)
Question Short answer Exercises

Did I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they 1 Complete the text with the correct form of the verbs.
live here? did.
No, I/you/he/she/it/we/they (not) be bring come continue go interrupt
didn't. establish invade laOO lay leave start
We use the past simple:

When the Romans 1 landed in Britain in 43 AD, they
• to talk about completed actions and events in the past.
2 . ...... ....... . ...... .. ..... with them schools and education. When
While at university, she played bass guitar in a band.
they 3 ... . ... nearly 400 years later, education
We went sightseeing in Rome.
4. . ........... with them. With invasions from the
There is often a clear reference to a time in the past. When
Saxons and other groups, there 5 ....... .. .. .. . ... .. ...... .. .. any formal
there is no stated time, it is usually implied or understood.
education until almost 200 years later. Then the state
Used with: yesterday, last week/month/year, two days ago, etc. 6 .. .. ..... ... ................. a system of education known as grammar
schools. This system 7 . .... ........... ..... .. .. .. .. to develop over the
• to list a series of events in the past in a sequence.
next 250 years but it was 8 ...... .. .. ..... once more, this
He had a coffee, brushed his teeth, combed his hair and left.
time by the Vikings. In 1066 the Normans 9 ..
Sequence words can be used to show the order in which
Britain and shortly afterwards schools 10 ............................ .
something happened.
springing up all over the country. Then 11 .......
First. he had a coffee. Then he brushed his teeth. After that,
the first universities, at Oxford and Cambridge. These
he combed his hair and finally, he left the house.
universities 12 .... ..... the foundations for the system
Used with: first, then, next, after that, finally which exists today.
2 Write complete sentences. Use the past simple and

Irregular verbs the past continuous in each sentence.
1 you/have lunch/when I/call?
Although most verbs are regular and end in -d or -ed in the
Were you having lunch when I called?
past, some verbs have an irregular affirmative form.
2 what/they/do/when you/arrive?
be -7 was/were do -7 did go -7 went write -7 wrote
For more irregular verbs see page 329.
3 we/cancel/the game/because it/rain
used to and would 4 when we/get off the plane/they/wait for us

We often use used to + infinitive to talk about past habitual
actions or states, or for an action that no longer occurs. 5 she/not listen/when I/tell her/how to do it
We used to go to our grandparents' house every Christmas.
6 you sleep/when they/take/your bike?
Did you use to have curly hair?
When we talk about repeated actions in the past (but not past 7 when I/say ' No'/l/not talk/to you
states). we use would + infinitive.
3 Future forms ( 1 )
We would walk for hours along the beach.
Past continuous
Affirmative Negative We use various forms in English to express different functions

---
when referring to the future.
I/He/She/It was sleeping. I/He/She/It wasn't sleeping.
(wasn't = was not) Present continuous
You/We!They were sleeping. You/We{They weren't I 'm meeting Jo at 6:00.
sleeping. (weren't = were
You/We/They aren't meeting Jo at 6:00.
not)
Is he/she/it meeting Jo at 6.00?
Question Short answer For present continuous form, see page 303.
Was I/he/she/it sleeping? Yes, I/he/she/it was. We use the present continuous to talk about future plans and
No, I/he/she/it wasn't. arrangements.
Were you/we/they sleeping? Yes, you/we/they were. Often used with: a tim e (at 2p.m., on 19th April) o r a place (in the
No, you/we/they weren't. city centre, at the cinema)
304 GRAMMAR RESOURCE BA N K

i§;tjMf.tj;l;lf{elll@!:W!i
going to Exercise
Affirmative Negative Read the situations and choose the best answer
(a or b).
I'm going to move to I'm not going to move to 1 The doorbell rings.
Germany. Germany. a Don't worry, I'm going to answer it.
You/We/They're going to You/We{They aren't going to b Don't worry, I'll answer it.
move to Germany. move to Germany. 2 You intend to answer an email.
a Don't worry, I'm going to answer the email today.
He/She/It's going to move to He/She/It isn't going to move
b Don't worry, I'll answer the email today.
Germany. t o G e rm a ny.
3 A friend invites you out but you already have an
Question Short answer arrangement with another friend.
- ·---- a Sorry, I'm meeting Ruby tonight.
Am I going to move to Yes, I am. b Sorry, I'll meet Ruby tonight.
Germany? No, I'm not 4 You have bought a ticket to go to Rome.
Are you/we/they going to move Yes, you/we/they are. a I think I'll go to Rome.
to G ermany? No, you/we/they aren't. b I'm flying to Rome next week.
5 You see a film poster and immediately decide to
Is he/she/it going to move to Yes, he/she/it is.
go.
G ermany? No, he/she/it isn't.
a I'll see the film today.
We use be + going to: b I ' m going to see the film today.
• t o talk about things we have thought about and intend to 6 You notice there is no bread so decide to buy some.
do in the future. a I'm going to get some bread.
He's going to live in Venezuela. b I'll get some bread.
• to make predictions based on present evidence. 7 You are standing on a wobbly chair and don't feel safe.
Based on curren t sales, we're going to make a loss t/Jis year. a I ' m going to fall off the chair.
We can also use going to to talk about future plans and b I ' l l fall off the chair.
arrangements, but more often use the present continuous as 8 You haven't completely made up your mind where to
it is understood that the present continuous is used to denote go for your next holiday.
arrangement. In a situation where A invites B out for coffee, a I ' m going to Rome.
compare the two responses: b I think I ' l l go to Rome.
1 Sorry. I can't. I'm going to meet a friend. 9 You have planned to visit a friend this evening.
2 Sorry. I can't. I'm meeting a friend. a I ' m going to visit Jack tonight.
Both responses are acceptable, but response 2 is better b I'll visit Jack tonight.
because it tells us that the meeting with the friend has
already been arranged (and therefore can't be broken).
4 Future forms (2)
will
Present simple
...---- We use the present simple:
• to talk about timetabled or scheduled events in the future.
l/You/He/She/lt/We{They'll 1/You/He/She/It/We{They
arrive on time. ('II = will) won't arrive on time. (won't = The course starts next Friday.
Often used with: a ti m e (at 3 p.m., 011 Mo11day), a ti m e period (in/

will not)
for te11 mi11utes, two days)

[Used with: whe11, �

• for a future event after certain time clauses.
Will I/you/we/they/he/she/it Yes, I/you/we/they/he/she/
arrive on time? it wil l . I will feel more relaxed once I start the talk.
We use will: as /011g/soo11 as, after, before, 011ce, u11til

• to make predictions based on experience or subj ective
view. be about to
You must meet Ewan, you'll love /Jim.
Often used with: think, expect, imagine, (be) sure Affirmative Negative
•
I'm about to go. I'm not about to go.
to talk about a decision made at the moment of speaking.
I'll help you. I won't forget this. I'll get him for this! You/We/They're about to go. You/We{They aren't about
These are often requests, offers, promises or threats. to go.
• to state facts about the future.
He/She/It's about to go. He/She/It isn't about to go.
T/Je government will make more cuts in t/Je months ahead.
Often modified with: probably or possibly Question Short answer
Am I about to go? Yes, I am.

No, I'm not.

- �-;:-,...�
.
GRAMMAR RESOURCE BANK •
We use the ruture perfect continuou s:

Are you/we/they about to go? Yes, you/we/they are.
o to talk about an action in progress leading up to a point in
No, you/we/they aren't.
the future.
In a week's time, we'll have been working here for two years.
Is h e/she/it about to go? Yes, he/she/it is.
No, he/she/it isn't. Exercise
1 Complete the sentences with the verbs in brackets in
We use be about to: the correct form.
• when we want to talk about something which is going to 1 By 2020, the student population .............................. ...... (rise)
happen very soon. by ten per cent.
I'm about to leave now. I'll see you in an hour. 2 The number of road traffic accidents ....... ............................ .
(decrease) significantly by 2025.

Future continuous 3 The bar chart shows that this time next year,
l
the growth rate ... . .................. (level) out but it
will/won't + be + -ing
..... (not yet reach) the desired target.
4 The graph shows that the use of motor vehicles
--------
...................................... (not decrease) until there
I/You/He/She/It/We/They'll be I/You/He/She/It/We/They ...................................... (be) a satisfactory alternative available.
working in Dubai. won't be working in Dubai.
5 The decline ................ . . . (be) steady as long as the
interest rate ........................... .. . .. (remain) stable.
--- 6 As soon as deforestation .. ..... .... (reach) a
Will I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they critical peak, nothing ......... .. . (be) able to stop
b e working in Dubai? will. the extinction of the orangutans.
won't.
We use the future conti nuous: 5 Th e perfect aspect

o to talk about an activity which will be in progress at a
We use the perfect aspect to describe an action or state that
specific point in the future.
takes place in time leading up to a point in the past, present
This time next week we'll be flying to Shanghai.
or future. The perfect aspect looks back from one point i n
time t o an earlier time.
Future perfect simple There are two different forms, the simple and the continuous.
will have + past participle Each form has a different emphasis.
We use the simple form when we want to emphasise that
Affirmative Negative the action is completed.
Have you been to Africa?
I/You/He/She/It/We/They'll I/You/He/She/It/We/They
When we arrived, they had already left.
Call me at 2:00, I'll have finished it by then.
week.
Question Short answer Present perfect simple

Will I/you/he/she/it/we/they Yes, I/you/he/she/it/we/they have/has + past participle
have finished by next week? will.
No, I/you/he/she/it/we/they Affirmative Negative
won't.
I/You/We/They've seen him I/You/We/They haven't seen
We use the future perfect simple: before. ('ve = have) him before. (haven't = have
o to talk about something that is going to be completed by a not)
certain point in the future. He/She/It's seen him before. He/She/It hasn't seen him
By this time next week. I'll have finished painting the house. ('s = has) before. (hasn't = has n ot)
Future perfect continuous Question Short answer

---
will have been + -ing Have I/you/we/they seen him Yes, I/you/we/they have.
before? No, I/you/we/they haven't.
By next Monday, I/you/he/ By next Monday, I/you/he/ Has he/she/it seen him Yes, he/she/it has.
she/it/we/they'll have been she/it/we/they won't have before? No, he/she/it hasn't.
years. The present perfect looks back from now to actions or
situations in the past that are in some way connected to the
Question Short answer present. We use the present pe1feet simple:
• to talk about a life experience.
By next Monday w i l l I/you/ Yes, I/you/he/she/it/we/they
Have you ever climbed a mountain?
o to talk about recent events.
Have you heard the news about Susanna?
won't.

LISTENING
Pg.12-15/ Section A-D
TAS K TYPE 1 Sentence Completion
You r job i s to listen and complete t�.e gaps.

,i:MlliL.._, � -
Gentoo penguins heading to sea, Falkland Islands
A About the task

1 Read the information about the task type. Then look at and correct the notes a student
made about the task. The student has made four mistakes.
The Sentence Completion task tests your ability to locate and record specific information from a recording. It's
often used to test your understanding of a lecture or talk about a specific subject. You usually hear facts about a
subject. and you may be asked to write words or numbers. Some of the information you hear is already written
on the question paper, your job is to listen and complete the gaps. On the question paper, you see a set of
sentences that report the information you hear on the recording. In each sentence, some key words are missing.
You listen and write the missing words i n the gap.
Here are the basic rules for the Sentence Completion task:
• The written instructions tell you how many words to write in each gap.
• The sentences come in the same order as the information in the recording.
• You don't hear the same sentences that you read on the question paper, but you do hear the same information.
• When you listen, you hear the words that you need to write.
• You write the words i n the same form as you hear them on the recording (e.g. singular/plural) - you don't
need to change them in any way.
• You hear the recording ONCE only.
It's especially important to read through the sentences before you listen, and think about the type of information
you're listening for. You hear different words that could fit logically into each gap. You have to listen carefully to
choose the correct information, so that the sentence reports the meaning of the recording exactly.
Sometimes you see the set of sentences presented as a summary (a piece of continuous text) but the rules of
the task are the same. (See I E LTS Practice Tas k Questions 5-10 on page 15.)
Notes:
I Vou always: hear one !:pe<iker:
2 Vou are li!:tening for fact!: and figure!:.
3 Vou alway'> have to write three word!:.
4 The que'>tion'> am in the '>ame order a'> the infor mation on the recording.
5 Vou hear the !:entences: re<ld out on the recording.
6 Vou have to s:pell the words: correctly.
7 Vou can li!:te11 again if you don't Lt11der!:ta11d the firs:t time.
12 LISTENING
+41311;11¥M·¥i+i·.1.1m1.1.y
B Sample questions
2 05 Listen a n d complete t h e sentences. Use the rules about the task from Section A

Questions 1-5
Complete the sentences below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
THE SPORT OF SQUASH

1 The name of the country where squash was first played is ......................................................... .
2 The name 'squash' was first used to describe the ......................................................... which is used in the game.
3 The material used to make the first squash racquets was ......................................................... .
4 The colour used to indicate an advanced level ball is ...................................... .
5 In an advanced squash match, the ball generally travels at ...................... . .................... kilometres per hour.
C Tips and tactics

in Section B?
Before you listen, you have time to read the heading and the sentences and think about
what you're going to hear.
2 Think about the type of i nformation that's missing in each sentence. For example, are you
listening for a name. a number, a specific term or something else?
3 Look for clues in the sentence that tell you what to listen for, e.g. 'a total of' and 'what's
called a'.
4 Sometimes the sentence tells you what to listen for, e.g. 'A beaver is ... in colour'. But
you may hear a number of colours in the recording. Listen carefully to know which one is
correct.
5 Most of the missing information is facts about the topic, so the words you need to write
are mostly either numbers or nouns. If they are nouns, think about whether your answer
needs to be singular or plural. The sentence may help you to decide.
6 The word or words you need to write are on the recording. Don't try to put the
information you hear into your own words.
7 The instructions tell you how many words to write - if you write more, your answer will
be marked wrong. Most answers are single nouns, e.g. 'water'. or compound nouns that
-
include two words, e.g. 'water quality'.
8 There's no need to write words that are already in the sentence.
9 Write numbers as figures, e.g. '104' !1Q1 as words, e.g. 'one hundred and four'.
10 The sentences follow the order of information in the recording.
11 When you listen to the recording, you hear some words or ideas from the sentence.
These tell you that the words you need to write are coming.
12 You won't hear exactly the same sentences that you read on the question paper. This task
isn't a dictation. Think about the meaning and listen for the information.
13 Don't just write down the first word you hear that fits the gap - keep listening and keep
14 You should think about your spelling. If you spell a word incorrectly, your answer will be
marked wrong. But the words you need to write are words which you know, and which
are easy to spell.
15 If you aren't sure, always write something. No marks are taken ott for wrong answers.
LISTENING 13
TASKTYPE 1 Sentence Completion
Q FOCUS D Skil ls-building exercises

Identifying the
4 Read the sentences ( 1 -4). What type of information is missing in each of the gaps?
target information
1 You could see a total of motorcycles at the museum when it first opened.
......................................
2 There was a ...................................... at the museum i n the year 2003.

3 The speaker mentions the up-to-date ...................................... facilities in the conference centre.
4 The museun1's oldest two-wheeled bike was built in the year ..................... .
5 06 Listen to a short talk about about a motorcycle museum and make a note of
this information:
You hear information about the number of motorcycles in the museum at different
times. Write down the numbers you hear.
2 You hear three dates when things happened at the museum. Write down the things
that happened.
3 You hear about different facilities for visitors at the museum. Which three facilities do
you hear about?
4 You hear about old motorcycles in the museum and when they were built. Write down
three years you hear.
6 06 Look at the sentences (1-4). Listen again and complete the sentences. Use
your answers from Exercise 5 to help you. Write NO MORE THAN TWO WORDS AND/
OR A NUMBER for each answer.
1 You could see a total of ...................................... motorcycles at the museum when it first opened.
2 There was a ...................................... at the museum in the year 2003.
3 The speaker mentions the up-to-date ...................................... facilities in the conference centre.
4 The museum's oldest two-wheeled bike was built in the year ..
7 06 Listen again and look at the audioscript on the DVD-ROM. Think about why
the answers to the questions in Exercise 6 are correct, and why other words and
numbers you hear are not the correct answers.
8 Work in pairs. Look at the sentences and photo below. What type of information is
missing in each of the gaps?
The Brough Superior

1 The Brough Superior on show in the museum dates from the year
2 In his first race, Brough established a new ...................................... at the Brooklands track.
3 Brough won a total of .... ...... . ....... ............ races on the Brough Superior.
4 Approximately ....... . ....... of the Brough Superiors ever built still survive.
5 Each Brough Superior was designed to match the ........ , height and riding style
of its owner.
6 In its pre-delivery test drive, the SS100 model reached at least .... .. . ... .. kilometres
per hour.
14 LISTENING
'41$AHJMN4fii..!.j@!.1.1
9 07 Listen to a tour guide talking about the motorcycle museum and complete the
sentences in Exercise 8. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for
each answer.
10 07 Listen again and look at the audioscript on the DVD-ROM. Discuss these
questions.
How did the sentences on the question paper help you to find the correct information?
2 Why do some words you hear fit the gaps and others do not?
1 1 Work in pairs. Look at this student's answers. Why were they marked wrong?
1 nineteen thirty eight

2 52
3 a new record
4 around a third
5 wait
6 130

08 Questions 1-10
Questions 1-4
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
SCOTIISH BEAVER TRIAL

1 There have been no beavers in the U K since the ...... .............................. century.
2 Because they make . ................................... better, beavers are regarded as a 'keynote' species.
3 A total of ......................... ........... families of beavers are now living in Knapdale Forest.
4 What's called a ....... ............................. will tell scientists how the beavers affect the local environment.
Questions 5-10
Complete the summary below.
Write NO MORE THAN TWO WORDS for each answer.
Eileen is spending a short period at the Scottish Beaver Trial on what is called an 5 She is ................ . ..................... .
actually a post-graduate student and her particular area of research is 6 . . . which is why she
............. .... ...................
finds the beaver project so interesting. On the project, Eileen has the job of studying the 7 ..................................... .
behaviours of the beavers. Eileen was fortunate enough to see some beavers when she went out on a
8. . on her first evening in Knapdale. Eileen's particular task is to 9 ..
....... ............................. ... ... ....... . the dams and . ........... ...... . ...
other things that the beavers make, and she has set up what's called a 10 . ...... . .. .. ... so that she can...... ... . .. ........ ...
observe them more closely.
Which statement best describes how you feel about Sentence Completion tasks?
I feel confident about doing Sentence Completion tasks.

I did OK, but I still need to do more work on Sentence Completion tasks.
I need more practice with Sentence Completion tasks. I need to focus on . . .
LISTENING 15
WRITING
A climber o n limestone pinnacles, Madagascar
A About the task

This version of Task 1 tests your ability to look at and identify the most important information in a table, and then
report the information in your own words.
On the question paper, you see a table with a title. The instructions for writing your response appear in a box
above the table. There is also a brief description of the information in the table in the box. You r job is to look at
the table and select, summarise and describe the most important information.
The columns and rows in the table may represent different time periods, different types of people, different
countries and so on. Each box in the table contains numbers. There may be certain trends (a general direction in
which something is developing or changing). sharp increases or decreases, or exceptions. Your task is to identify
the most important and interesting points, and write a well-organised overview, comparing and contrasting
where appropriate.
Here are the basic rules for writing about a table:
• Look at the table carefully and decide what the most important information and striking features are.
• Write at least 1 50 words.
• Include only the key points. Minor details or irrelevant data can be left out.
• Don't do any calculations or give your opinion about the information.
2 Work in pairs. Look at the table on page 203 and answer the questions.
1What information does the table provide?
2Look at the text shaded in darker blue across the top of the table. What information does
this give you?
3 Look at the text shaded i n darker blue in the left-hand colunrn. What information does this
give you?
4 What trends can you see in the table?
5 What exceptions to the trends can you see in the table?
6 How much time would you have to write about a table like this in an I ELTS exam?
7 How long (how many words) should your answer be ?

Monthly mobile phone usage by age in one Australian city
2007 2012
IiI
Age group Minutes used Texts
sent/received
Minutes
used
Texts
sent/received
I
I younger than 1 8 760 1004 322 1 898
i 1 8-24 728 705 401 1 392
�
25-34 640 530 633 854
1
I 35--44 5 16 252 502 590
45-54 577 134 568 304
1
---1! 55-64 478 103 442 202
l older than 64 405 32 578 18
B Sample question
3 Read the instructions and answer t h e question. Use the rules about the task from
IELTS PRACTICETASK
The table below gives information about passenger arrivals and departures at the six main airports
serving London for the year 2012.
Summarise the information by selecting and reporting the main features and make comparisons where
relevant.

Passengers in and out of London's a i rports, 2012
Airport Number of Change % of total Distance

passengers from 2011 passengers from central London
(in millions)
Heathrow 70.0 + 0.9% 52% 22km
Gatwick 34.2 + 1.7% 25% 48km
Stansted 17.4 - 3.2% 13% 64km
Luton 9.6 + 1 .1 % 7% 57km
London City 3.0 + 0.8% 2% 1 1 krn
Southend 1.2 + 135% 1% 64km
Total 1 35.0 + 1.0%

C Tips and tactics
in Section B?
The first step is to look carefully at the information in the table. Don't rush through this
step. Make sure you understand the table before you start to write.
2 Underline important words in the question and circle important information in the table.
3 Identify what key information is being presented in the table and which important figures
or striking features you'll need to write about.
5 Look carefully at the tin1eframe that the table covers and work out what tenses you need
6 Begin with a n i ntroductory sentence that describes the table i n general terms, but don't
7 Then describe one or two general trends or features shown in the table. Don't go into
detail; just report the most important features you see when you look at the table.
8 I n the main paragraph, select and write about the features that are most important and
interesting, and include relevant data to support the points you make.
9 When selecting key information, look for the highest and the lowest figures in each set of
figures, a n d the range between them.
10 Look for similarities and differences i n the information i n the table and try to divide the
information in the table into groups. Write about each main point.
11 Don't try t o write about all the data i n the table and don't include details that are irrelevant
to the main trends.
12 Remember, don't try to analyse or explain the information i n the table, or do any
13 Keep track of the time. Don't spend more than 20 minutes o n Task 1 .
14 Make sure your handwriting is clear a nd legible.
15 Keep i n mind t h e criteria that the examiners use t o mark your response. (For marking
Q FOCUS 5 Look at the table on page 205 about sources for films. Then look at the sentences
(1-5). Choose the best option to complete the sentences.
Using the correct
wording to describe Based on original screenplay I Films based on an original screenplay had the highest
the categories or per cent I percentage of market share.
figures in a table 2 Films based on books or plays I Books and plays represented about a third of all the films
made during this period.
3 There were slightly more based on fact I movies based on fact made than on TVI movies
based on TV shows, and based on fact I films based on fact had a higher total gross.
4 Legend and fairy tale I Films that were based on legends and fairy tales represented just
under two per cent of all movies made in this period.
5 Theme park rides I Movies based on theme park rides had the lowest percentage of
market share I market share per cent but had by far the highest average gross.
The table shows the source material on which Hollywood movies were based
from 1995 to 2013.

Movies Total gross ($ billions) Average gross ($ millions) Market share (%)
1 Original screenplay 4,972 77.5 1 5.6 47.2
2 Based on books/plays 1 ,087 49.2 1 1 6.2 29.9
3 Remake 264 10.9 36.4 5.8
4 Based on TV 1 80 8.8 48.7 5.3
5 Based on fact 1 88 11.2 41.3 6.8
6 Based on legend and fairy tale 43 1.7 40. 1 1.1
7 Based on theme park ride 7 1.4 1 96.0 0.8
6 Write four more sentences based on the information in the table. Make sure you
correctly identify the category you are writing about.
USINGTHE CORRECTTENSE
Present simple: I f no definite time periods are given, you should use the present simple.
People over the age of 65 send and receive the lowest number of text messages.
Past simple: When a table gives definite past time periods, you should use the past tense.
In the 1950s, about half the population of the United States lived in urban areas.
Present perfect: If you are looking back from now to actions or situations a t a n earlier
time in the past that are in some way connected to the present, you should use the
present perfect tense. The number of internet users has increased significantly since 1998.
Past perfect: You can use the past perfect tense when you are talking about two periods
of time in the past. Only about 15% of the population lived in cities in 1850, but by 2000,
that number had reached nearly 70% .
Possibility in the future: I f the table involves projections about the future, use verb forms
that express possibility in the future. The urban population may reach 70% by 2025.
Q FOCUS 1 Read the box above about using the correct tense. Then look at the two tables below
about car colours and answer the questions.
Identifying the
timeframe to help 1 Write five sentences about the information in the first table.
you choose the 2 Write five sentences about the information in the second table. Use the correct verb
correct tense tense in each sentence.
Overall preference White Black Silver Blue Grey Red Green Other
for car colours in
four countries/
North America 20 17 17 13 12 11 3 7
regions (% of total Brazil 11 25 31 3 16 8 2 4
new cars sold) Europe 10 26 20 13 18 7 2 4
South Korea 18 26 44 2 8 1 0 1
Preference for car 1994 2004 2014 2024 (estimated)

colours globally
(% of total new cars White 21 20 27 25
sold) Black 11 13 16 15
Silver 15 25 20 25
Blue 9 9 8 9
Grey 10 6 13 8
Red 12 7 4 15
Green 8 6 4 1
Other 14 14 8 3

Q FOCUS 8 Rewrite the following sentences. Replace the underlined words using words or
expressions with a similar meaning.
Using synonyms to
demonstrate a wide 1 The amount of goods moved by rail has increased over the years.
range of vocabulary 2 According to the table, more bicycles are made in China than in the European Union.
3 About $ 1 0 million of luxury goods are imported every year.
4 The data shows that more types of materials are being recycled.
5 The income from oil exports went down in 2012 and then again in 2014.
6 The data from the year 1 995 is quite interesting.
7 Farmers in this province grow fruit and vegetables.
8 Some of these changes were important, but others were less so.
9 These n u mbers changed radically in the early 1900s.
10 Brazil's performances in World C u p matches have generally been verygood.
Q FOCUS 9 Look at the table below about milk production in Australia and answer the questions.
(3-5 minutes)
Identifying the
important points 1 What is the main point of the table?
and key features in 2 What overall trend do you see?
a table 3 Are there any exceptions to this general trend?
4 What are one or two important points about Australian milk production in 2001/2002?
5 What about in 2010/201 1 ?
6 What points of comparison can you make between these two years?
The table below provides information about mill< production in Australia in

millions o f litres.
ma/ce comparisons where relevant.
Australian milk production
2001/2002 2010/2011
July 590 590
August 630 710
September 830 1050
October 920 1350
November 840 1 1 20
December 790 1060
January 730 970
February 550 740
March 570 730
April 580 690
May 590 640
June 610 590

1 0 Now write your a nswer. (10-15 minutes)
Write an introductory statement (based on the information in the text box above the
table) and describe the overall idea or main trend shown in the table in paragraph 1 .
2 Give details about 2001/2002 and 2010/2011 in paragraph 2 .
3 Compare statistics about milk production during these two periods.
1 1 Check your work. Look for mistakes in spelling, punctuation, and grammar. Make sure
that you have used the correct tenses, and used a good variety of language for tables.
(3-5 minutes)
IELTS PRACTICETASK
The table below gives information about the languages that high school students spealc at
home in one school district in the USA.
Summarise the information by selecting and reporting the main features, and malce
comparisons where relevant.
Languages which high school students speak at home
Number of students 2008 Number of students 2014

Spanish 1 5, 1 1 0 28, 8 1 6
Korean 3,029 2,735
Vietnamese 2,557 1 ,467
Chinese 1 ,875 4,670
Arabic 430 1 ,302
Russian 414 1 ,656
Hindi 375 430
Tagalog 138 512
Polish 110 82
Nepalese 95 439
Which statement best describes how you feel about Task 1 Tables?
I feel confident about writing responses for Task 1 Tables.
I did OK, but I still need to do more work on writing responses for Task 1 Tables.
I need more practice with writing responses for Task 1 Tables. I need to focus on . . .

SPEAKING
Pg.42-43 / Section Speaking
Unit 5
Speaking skills Describing jobs
1 Read the small job advertisements below and answer questions a—e.
Men and women wanted for Fill envelopes at home
modelling £4.50 per 100.
No experience necessary. Contracts Phone 0766 657291
with TV and magazines. EU
Phone 0789 345213
Door-to-door kitchen
salespeople wanted
Waiters/waitresses wanted
Pay according to results.
Night work. Good pay plus tips.
Phone 0798 864233
Phone 0796 975779
--r••••••••••wis,
a Are these careers orjobs?

b What, in your view, is the difference between ajob and a career?
c Which of these jobs is suitable for a student?
Which of these jobs would you be willing to do as a student?
What are the jobs that students do in your country?
2 Number the jobs in the list below according to how well-paid they are
(1 = highest paid; 4 = lowest paid) and according to how socially useful they are
(1 = most useful; 4 = least useful).
bus driver • dentist • shop assistant • pop star
3 Answer these questions about your answers in exercise 2.

a Is the situation fair? Should the situation be different?
b Should governments try to change the situation?
4 Which features from the list would you associate with each job a—h?
a architect
b nurse
c company director
politician
doctor
f schoolteacher
chef
footballer
risk u excitement • social prestige • long holidays

long training • high job satisfaction
variety of job activities • high pay • good pension
social usefulness • expensive training
42
Youth
Stating advantages and disadvantages
1 .1.31 Listen to three people talking about jobs and answer the questions.
a Which of them talk about working while studying?
b Which of them talk about their own full-time job?
c Which of them do not believe that working while studying is a good thing?
•
2 •1.31 Answer questions a—i below with phrases from the list. Then listen Technique
again to the people speaking to check your answers.
Structure your answers in
First speaker Part 3. Memorize phrases
a What phrase does he use to refer to advantages and disadvantages? like these and use them as
b Which two phrases does he use to indicate a contrast? triggers to help you to give
c How does he introduce his conclusion? fuller and longer answers.
Second speaker
d How does she introduce the disadvantages of her job?
How does she introduce the advantages of her job?
What word does she use to present her conclusion?
Third speaker
What phrase does she use instead of the advantage?
What phrase does she use instead of the disadvantage?
i How does she introduce her conclusion?
the minus • the disadvantage with ... is that • weighing everything up
the plus • on the other • pros and cons • overall • on balance
the great advantage is that on the one hand
3 The ideas in the list below relate to the Speaking

Part 3 question: Is it better to go travelling on
your own or with other people? Which ideas
relate to travelling alone? Which relate to
travelling with others?
a easier to make new friends
b free to go where you please
c complete control of your money
you must make group decisions
more safety in numbers
cheaper to share things
you may get lonely
you can stay extra time in places as you want
i more fun
4 With a partner, give your own answer to the question in exercise 3. Use the expressions in
the phrase bank below to help you.
Phrase bank Disadvantages

Advantages One problem is that
One definite plus is that Another big disadvantage is
The great advantage is A big minus is
Balancing/Weighing everything up,
On balance,
Taking everything into account,
43
READING
Family celebrating Chinese Lunar NewYear, Vancouver, Canada
A About the task

1 Read the information about the task type. Then look at the list of questions about
the task which your friend has emailed to you. Can you answer them?
The Matching Features task tests your ability to read a passage carefully and understand the main ideas as
well as detailed information and arguments. There are two different types of Matching Features task. They look
slightly different, but they both test the same reading skills in the same way.
Type 1 : O n the question paper, you see a set of numbered statements. There is also a box containing a set of
options - these could be a list of people's names, organisations or any other feature that is found in the passage.
You r job is to read the passage and match the information and ideas in the statements to the options.
Here are the basic rules for the Matching Features task (Type 1 ):
• The list of numbered statements is in random order.
• The statements do not use the same words and phrases as the passage, but they do refer to the same
information and ideas.
• The answer to each question is the letter that appears next to the feature in the box.
• You should use all the letters.
• The letters may be used more than once.
• You then decide which of the lettered features in the box each statement refers to.
Type 2: On the question paper, you see a set of numbered features - these could be a list of people's names,
organisations or any other feature that is found in the passage. There is also a box containing a number of
options. This is also a list of features, for example a list of theories mentioned in the passage. Your job is to read
the passage and match the features. for example. the person's name to the theory they are connected with.
Here are the basic rules for the Matching Features task (Type 2):
• The features in the numbered questions are in the same order as they first appear in the text.
• The answer to each question is the letter that appears next to the option in the box.
• You decide which of the lettered options in the box matches each feature in the numbered list.
1 Are you only reading to che ck facts a nd fig ure s?

2 Are the numbered statements in random order in Type 1 ?
3 Do the statements in Type 1 include the same words that you find in the passage?
4 Do you have to use all the letters?
5 Can you use the letters more than once?
6 On the answer sheet. do you write one letter for each question?

'h1S§Hi�MijMm111;gy
B Sample questions
2 Read t h e passage a n d answer t h e questions. Use t h e rules about t h e tasl< from
I E LTS PRACTIC E TASK
Underground railways are an essential part of life in some of the world's largest cities. There are. for example, 275
stations on the London underground and 450 on New York's subway system. Although the Paris metro can only boast
275, it is said that wherever you live in the city, you're never more than 500 metres from a station. In all three cities, the
railways move enormous numbers of people around every day, while making little impact on the visual appearance of the
cityscape.
Many of the world's most famous underground railways date back to the period around the beginning of the twentieth
century. The first metro trains in Paris ran in 1900, while New York's subway dates from 1904. They came into existence
as the development of railway building technology coincided with an enormous influx of people into the world's largest
cities, part of a general urbanisation associated with both population growth and industrial development. Underground
railways facilitated the expansion of cities without placing more strain on their already overcrowded surface transportation
systems - a forward-thinking conclusion reached by city leaders in London, whose system was inaugurated some 40
years before developments in Paris and New York. Today, there are more than 160 subway systems around the world that
have followed that model.
Tunnelling under a city, however, is easier said than done. In the early days, there was a reliance on manual labour, and it
was tough work. Around 8,000 people were involved in the construction of the first lines in New York, while the original
tunnelling in London was marked by a high level of both injuries and fatalities. A variety of techniques has since been
developed for use in the excavation of tunnels, and each system has its own particular needs and challenges. For example,
in Paris, soft mud rather than hard rock is the main headache for tunnelling engineers, whose solution has been to freeze it
using calcium chloride so that it can be removed more easily.
In New York City, the subway system is currently in the middle of a massive renovation project that involves boring a
number of new tunnels, using what's known as a tunnel-boring machine (TBM). This enormous piece of equipment cuts
through the earth beneath the city slowly but safely, and is especially important in New York where the hard bedrock is not
far below the surface. This method of construction is very different to those in use when the first underground railways
were built.
New tunnels are currently being dug beneath London to reduce overcrowding on a system that already carries in excess
of seven million passengers a day. The tunnelling has unearthed archaeological remains of great interest, a factor that
held up the construction project. Sometimes, however, ard1aeology can work in the builders' favour, as in Paris where the
metro was able to take advantage of deep quarries which were first excavated by the Ancient Romans.
Whether it's solid rock in New York or ancient remains in Europe, tunnelling is never without its challenges. But the
benefits of underground railways certainly outweigh the cost and d1allenge of building them.
Questions 1-6
Look at the following statements (Questions 1-6) and the list of railway systems below.
Match each statement with the correct railway system, A, B or C.
Write the correct letter, A, B or C, next to each question.
1 Construction of tunnels in the city was delayed by unexpected discoveries.

2 The city authorities were pioneers in the development of these railway systems.
3 The city is taking advantage of available technology to update its system.
4 An impressive claim is made regarding the ease of access to the city's system.
5 This system has to deal with the problem of tunnelling in difficult soil conditions.
6 Safety of the workforce was a n issue during the initial construction of this system.
List of Railway Systems

A Paris Metro
B New York City Subway
C London Underground

TASKTYPE 6 Matching Features
C Tips and tactics

in Section B?
Before you read the passage, read the list of statements and features and think about
2 Read the passage quickly to get an idea of the information and ideas in each paragraph.
Underline the names of the features where they occur.
3 Mark any sections that contain the ideas in the statements (Type 1 ) . Write the number of
the question next to these sections.
4 You probably need to mark more than one section for each statement or option. This is
OK. You can read them again carefully later and choose which one is correct.
5 Now go through the numbered questions one by one and read the sections you have
marked with the question number. Look for the underlined features in this section.
6 Read the sections carefully to see if the ideas match precisely.
7 Remember that the statements in Type 1 use different words and phrases from the
passage. You are looking for the information and ideas.
8 When you are sure you have found the correct section, write the correct letter on the
answer sheet.
10 Remember t o write only th e correct letter on the answer sheet.
11 Always answer all the questions, even if you're not sure.
12 Remember i n Type 2 , you have two sets of features. You need to underline both sets of
features in the passage, and then match them, e.g. the numbered achievements to the
lettered names.
D Skills-bu i lding exercises

Q FOCUS 4 Read the passage on page 1 1 5 and look at the underlined names. For each name,
decide which are
Locating the
main features in a a academics.
passage (Type 1 ) b professional writers.
c other people.
5 Read the passage again and answer the questions.

According to the writer, which person
1 has a mistaken view of the effects of communications technology?
A John Humphrys
B John McWhorter
C Clare Wood
2 has done research which accounts for the success of social media?
A John McWhorter
B Clare Wood
C Laura Mickes
3 would have approved of recent developments in writing?
A Tom White
B George Orwell
C Jane Austen
6 Read the passage again and underline all the references to email, texts, biogs and
social media. Then answer the questions.
According to the writer, which form of communication
1 began the changes in writing habits h e describes?
2 became commonplace remarkably quickly?
3 has been shown to help young children learn key skills?
4 is characterised by the omission of unnecessary language features?
5 is written i n a style that rnakes it easier to remember the content?
6 allows original ideas to reach a wider audience?

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How Co m m u n icatio n s Tec h n o logy H a s

I m proved Writi ng Ski l ls
Day by day, written communications are becoming

I
.f
more like speech, and writing that reads like
conversation is a very modern phenomenon.
What's more, social media, biogs and emails have
hugely improved the way we write, and made i t
more relevant. I remember the term a t school
when we were taught to write essays. Most of my
classmates just endured it. They'd never written
down their extended thoughts before, and were
confident they'd never need do it again.
Email kicked off an unprecedented expansion in
writing.We're now in the most literate age in h istory.
I remember in 2003 asking Tom White, a fellow
journalist, 'What's a biog?' By 2006, the analysis
firm NM Incite had identified 36 million biogs
worldwide; five years later, there were 173 million.
Use of online social media rises every month. In
fact, writing is overtaking speech as the most
common form of interaction. Ofcom, the UK's
communications regulator, says Britons now text
absent friends and family more often than they
speak to them on the phone or in person.
Pessimists like to call this the death of civilisation:
a vision of mute youths exchanging semi-literate were much better at remembering casual writing like
messages. John Humphrys, the BBC broadcaster, once Facebook posts than lines from books o r journalism.
dismissed texters as 'vandals' intent on destroying the One possible reason: 'The relatively unfiltered and
language. He's wrong. As the linguist John Mcwhorter spontaneous production of one person's mind is just
points out, pedants have been lamenting the decline of the sort of thing that is readily stored in another's
language since at least 63 AD. Clare wood, development mind.' That's probably why Twitter and Facebook are
psychologist at Coventry University, says very little so successful.
research exists to back up claims such as Humphrys'. The unfiltered productions of people's minds are often
Her own study of primary school students suggested banal, but they don't have to be. Nobel prize-winning
that texting improved their reading ability. Texters, after scientists tweet too. You can express quite thought
all, are constantly practising reading and spelling. sure, provoking new concepts in everyday language, and
children tencl not to punctuate text messages. But most conversational prose actually improves your chances of
of them grasp that this genre has different rules from, being heard and understood. True, other styles are valid
say, school exams. That's a distinction we adults are too. The novelist Jane Austen wrote beautiful formal
slowly learning: I've only just begun dropping commas prose. But for an average writer with no particular gift.
from texts. the conversational model works better. The other tip
But texts, biogs, emails and Facebook posts are for getting a point across is to tell a human story, as I
infecting other kinds of writing, and mostly for the always want to tell conference speakers who speak in
good. They are making journalism, books and business diagrams.
communications more conversational. Social media Of course, bad writing still exists. But mostly, social
offer a pretty good model for how to write. First. the media have done wonders for writing. Back in 1944, the
writers mostly keep it sl1ort. People on Twitter often essayist George Orwell lamented the divide between
omit redundant words whicl1 waste space, and use wordy, stilted, written English and much livelier
vocabulary wl1ich is more succinct. Likewise, bloggers speech. 'Spoken English is full of slang,' l1e wrote. 'It is
say 'but' instead of 'however', ancl the writing is usually abbreviated wherever possible.' His ideal was writing
unpolished, barely edited - but that's its great strength. t11at sounded like speecl1. It seems that. thanks to
A recent study by Laura Mickes and others published modern communications tecl1nology, we're getting
in the journal Memory & cognition, found that people there at last.

TASKTYPE 6 Matching Features
Q FOCUS 7 Look at the list of people A-E. Read the passage and underline the names.
Locating the
List of People List of Achievements
main features in a A Aristotle 1 saw the brain as a type of cooling system
passage (Type 2) B Cajal 2 drew the first visual representation of the brain
C Golgi 3 realised all parts of the brain were interconnected
D Lichtman 4 identified the role of individual brain cells
E Willis 5 developed computer models of brain cells
8 Look at the list of achievements 1-5. Read the passage careful l y and match each
person with his achievement.

a Did you and your partner underline the same section of the passage?
b Are your answers all the same?
c Look at the sections where there are two names. How did you know which is correct?
The Sc ience of the Bra i n

Scientists are learning so much about the brain now that travel through i t and out into the body's nervous system.
it's easy to forget that for much of history we had no idea Still, even in the 19th century scientists knew little about
at all how it worked or even what it was. Jn the ancient the paths those spikes followed. The Italian physician
world, physicians believed that the brain was made of Camillo Golgi argued that the brain was a web - with all
mucus. The Greek philosopher Aristotle looked on it as a of its parts linked together. Building on Golgi's research,
refrigerator, taking the heat out of a fiery heart. From his the Spanish scientist Santiago Ramon y Cajal tested
time through to the 17th century, anatomists declared new ways of staining individual neurons to trace their
with great authority that our perceptions, emotions, tangled connections. cajal recognized what Golgi did
reasoning and actions were all the result of what not: that each neuron was a distinct cell, separate from
they called animal spirits - in other words mysterious, every other one, and that signals, triggered by a mix of
unknowable vapours that swirled through cavities in our chemicals, are transmitted to neighbouring neurons.
head and travelled through our bodies. Jeff Lichtman, a neuroscientist, is the current Ramon y
The scientific revolution in the 17th century began Cajal Professor of Arts and sciences at Harvard, carrying
to change that. The British physician Thomas Willis Cajal's project into the 21st century. Instead of making
recognized that the tissue of the brain was where our pen-and-ink drawings of neurons by hand, he and his
mental world existed. To understand how it worked, he colleagues are creating extremely detailed three
studied the brains of sheep, dogs and other animals, dimensional images of neurons on screen, revealing
producing an accurate map of the organ, something their every detail. By looking at tile fine structure of
which hadn't previously been attempted. individual nerve cells, they may finally get answers to
It would take another century for researchers to grasp some of the most basic questions about tile nature of
that the brain is an electric organ and that voltage spikes the brain.
IELTS PRACTICETASK
Read the passage and answer the questions.
Reading the game

Thirty-five years ago, a hundred tennis-playing children were tested for general athleticism. One girl was rated by
the psyd1ologist leading the analysis as 'the perfect tennis talent'. She outperformed her contemporaries at every
tennis drill, as well as general motor skills. Her lung capacity suggested that she could have become a European
champion at 1 ,500 metres. The girl's name? Steffi Graf. who went on to win 22 Grand Slams.
I was reminded of Graf's innate sporting talent during a recent conversation with the geneticist and former
Economist journalist Matt Ridley. We were discussing the common argument that greatness, even genius, is

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the result of 10,000 hours of dedicated practice. This has been the sales pitd1 of several widely read books, the
subtitles of which include The genius in all of us' and 'Greatness isn't born, it's grown'.
If nurture is so dominant and nature such an irrelevance, then a n unavoidable question follows: how many people,
of all those born in 1756, had the potential, if they were given the right opportunities, to be as good as Mozart? Or
in this case, how many women, of all those born in 1 969, had the potential to become as good at tennis as Graf?
According to the logic that a genius lurks in all of us, the answer must lie somewhere between 'most' and 'many'.
Ridley's answers were a bit different: four Mozarts and about 30 Grafs. There was mischief, of course, in attaching
numbers to sud1 hypothetical questions. But his answer rang true.
The surprise here is that the idea of talent finds itself on the ropes, beaten and bruised by those who believe
in nurture alone. Acknowledging a role for genes, any role, can feel almost immoral. When I was quizzed by a
newspaper about the genetic arguments in my book Luck, the interviewer sounded surprised - even though he
agreed - that I dared to take on the gene-denial industry. His reticence was understandable. The anti-genes lobby
often suggests that it is a short hop from recognising the existence of genetic talent to believing in eugenics.
Personally, I'm pretty confident we can distinguish between the two.
The role of innate talent in elite sport, just as it has been written out of the causal narrative, is actually in the
ascendant out on the pitch. Consider the example of modern tennis. In the late 1 970s and 1 980s, tennis was
still catching up with the implications of professionalism. John McEnroe enjoyed going for a burger mud1 more
than going to the gym. It fell to the underrated Ivan Lendl, a less talented all-round player than his elite rivals, to
dedicate his whole life to the pursuit of self-improvement. To protect his joints, Lendl pioneered aerobic training
on bikes rather than road running. He even installed an exact replica of the court at Flushing Meadows, home of
the US Open. in his own back garden in Connecticut. Less gifted than McEnroe, Lendl relied on being fitter and
more prepared. He used nurture, if you like, to make up for a shortfall in nature. And it worked. Lendl overhauled
his rivals and spent 270 weeks as the world number one.
One up for nurture. But what if all the top players hire nutritionists, masseurs and specialist coad1es?That is
what happened within 20 years. The upshot was that for 302 weeks between 2004 and 2009, the world number
one was Roger Federer, widely rated the most talented player ever to pick up a racket. This view hardly needs
anecdotal support, but if you're sceptical, perhaps you can take his greatest rival's word for it: 'His DNA; Rafael
Nadal says, 'seems perfectly adapted to tennis:
During the amateur era and the early decades of professionalism. tennis players came in all shapes, sizes
and training regimes. So it was possible to gain a significant edge through sheer hard work. But when a sport
becomes fully professional and global, and nurture equilibrates, nature once again has the upper hand.
The Grand Slam tournaments are the four most important international tennis events, including Wimbledon and the US Open.
Questions 1-6
Look at the following statements (Questions 1-6) and the list of tennis players below.
Match each statement with the correct player, A, 8, C, D or E.
Write the correct letter, A, B, C, D or E, next to each question.

1 This player's level of achievement was successfully predicted.
2 This player's innate ability was not matched by a commitment to training. List ofTennis Players
3 This player was responsible for innovations in training procedures. A Roger Federer
4 This player's level of success would seem to support the idea that talent B Steffi Graf
can be developed through training. C Ivan Lend!
5 This player has acknowledged the superior talent of a rival. D John McEnroe
6 This player's achievements support Epstein's view regarding the innate E Rafael Nadal
nature of talent.
Which statement best describes how you feel about Matching Features tasks?
I feel confident about doing Matching Features tasks.

I did OK, but I still need to do more work on Matching Features tasks.
I need more practice with Matching Features tasks. I need to focus on . . .

LISTENING
Unit 9
Listening skills Predicting in tables (2)
1 The list below contains some problems which students often encounter at university.
Number them from 1-6 according to how serious you think they are (1 = the most serious;
6 = the least serious).
feeling homesick
examination pressure
colds and flu
poor accommodation
language difficulties
student debt
2 Answer questions a—c below.

a Which other problems can new students encounter?
b Look at the table in exercise 3 below. Which of the student services listed could help
with the problems mentioned in exercise 1?
c If you experienced problems at university, who would you go to for help?
3 The table below comes from a table completion task. Answer questions a—c.
a What do the numbers tell you about the order in which you will hear the information?
b Which of the missing spaces are likely to be numbers? What kind of numbers?
C What can you predict for the other gaps?
Staying healthy at Glentield
Student services Location Cost Availability

Health centre North Campus Example: £6.50 All students within
charge for the 1 zone
prescriptions
Counselling service North Campus Up to 2 All students
consultations free
Nightline 3 Campus Free By phone: call
4
Sports centre South Campus 5 S. each year All students
4 p2 .23 Listen to the recording and complete the table. Write ONE WORD AND/OR A
NUMBER for each answer.
72
Health
Spelling words
1Some letters in the English alphabet sound alike. For example p rhymes with g, and a
rhymes with j. Complete the lists below with the remaining letters of the alphabet which
rhyme with the first one.
abcdefghijklmnopqrstuvwxyz
List 1: a..........
List 2: b,
List 3: f,
List 4: i,
List 5: q
List 6: r, o, (Neither of these rhymes with any other letters.) Technique
2 • 2.24 Listen to the lists you made in exercise 1 and check they are correct.
Prepare for form-filling
questions in Sections 1 and
2 by familiarizing yourself
with the sounds in the
3 • 2.25 Listen to a person leaving a message on an answering machine. English alphabet.
Complete the form below.
Telephone message
Message for
Message:
Caller's number
Message front
Time: Date:
4 Make notes for a telephone message of your own, following the form above. With a
partner, leave a message. Spell out words where necessary.
5 02.26 Listen to the second part of the recording, which follows on from the table
completion task in exercise 3 on page 72. Complete the form below. Write NO MORE
THAN THREE WORDS AND/OR A NUMBER for each answer.
Material request form

Documents requested: 6
Student name: 7
Address: 22 8
Glenfield
Postcode: 9 9BQ
Nationality: Dutch
Age: 24
Course: 10 and
73
LISTENING
Pg.98-99+16-17/ Section Vocab 4 + Video 1
VIDEO 1 Mega Green M useu m
Skylights on the roof of the California Academy of Sciences Natural History Museum
16 LISTENING
VIDEO 1 Mega Gre_e_11 �
. --
� - -
-
Before you watch

1 You will watch a video about the California Academy of Sciences Natural History
Museum, which has been described as 'a green building that breathes� Brainstorm
l
a nswers to the following questions:
What kind of exhibits might you see in this kind of museum?
t
2 What things give a building the label 'green'?
While you watch

2 Watch the video. Check your ideas from Exercise 1.
3 Read the sentences about the museum's green credentials. Then watch the video
(from 01.50-03. 1 6) and complete the sentences. Write NO MORE THAN TWO WORDS
AND/OR A NUMBER for each answer.
The museum's roof is covered with flowers and plant life and allows . ................................... from
inside the building to escape.
2 The building is constructed entirely from materials.
......................................
3 The domes which contain the planetarium and the rainforest are ...................................... high.
4 The museum's roof also contains .......................... .......... solar panels.
4 Watch the whole video and complete the summary of the architect Renzo Piano's
design process. Write NO MORE THAN TWO WORDS tor each answer.
The first stage of an architect's job is to visit the site and understand the topography of the
1 ... . ...................... . For Renzo Piano, the next stage is to make a simple 2 sketch H ••••••• • • •••••••••• ••••
of the building. The simplicity of this sketched design does not reveal how
3 .. . . the building actually is. In fact, in this case, it's one of the largest
................. ... ....... .......
4 . .. ... . . . buildings in the world. The 5 .... ... .... ............... of the museum is one of the most
. ........ .. .... ........ .... .. ... ... .. ....
innovative design features and once Renzo Piano has approved this, work can start on the
next phase.
After you watch

5 Work in small groups. Think about a building which has inspired you. Which of these
terms you heard in the video apply to this building?
elegance innovative like a flying carpet living architecture

low environmental impact simplicity state-of-the-art stunning visual impact
sustainable unique visionary
6 Tel l your group about your chosen building. Say where it is, what your experience of it
was and how it made or makes you feel.
7 Work in pairs. Look at the list of modern building developments. Can you add any
more to the list? Choose one development and discuss the questions (1-4) with your
partner. Together decide if the overall impact of the development is a positive one or a
negative one.
1 What is the impact on the local environment?
2 What is the impact on the local community?
3 How sustainable is the development?
4 What benefits does the development bring?
• o d e r n b u i l d i n g d e ve l o p m e n t s
L a Defense 13usiness District. Pai is
Olympic Park, Rio de Janeiro
Shipping Container Student Housing, Amsterdam
LISTENING 17
VOCAB U LARY 4
Collocation
1 Read the information about collocations.
When two or more words go together frequently, it's called a collocation. There are several different types
of collocation made from combinations of verbs, nouns, adjectives, etc. Some of the most common types
are:
• adverb + adjective: completely wrong
• adjective + noun: a golden opportunity
• noun + noun: a bunch of bananas
• verb + noun: play the guitar
Collocation: verb/noun/adjective + preposition

2 Many verbs, nouns and adjectives are frequently followed by certain prepositions.
Look at the sentences about the text on page 79. Complete the sentences with the
correct preposition.
after for into (x 2) to with
1 The recipes were collected . .. .. .... . a book 1 ,500 years ago.

. .. ... ...
3 The foods are familiar. They would not seem strange

2 The book is named .. .. . .. Marcus Gavius Apicius.
. ..... .. . ...
. us today. . .... ...... ...
4 They call ... . ... .. ingredients that we don't have today.

. . . . ... .. .
5 The book gives us insight Italian cuisine. . . . ....... . .
6 The recipes are identified that region. . . . ... ....
Go back to the text on page 79 and check your answers, or use a dictionary.
Collocation: verb + noun

3 There are also verb + noun collocations (play the guitar). Match the verbs (1-8) with
the nouns in the box to make collocations. Then go back to the text on page 80 to
check.
machinery a match moves a program from the Internet an essay

a game of chess a chess-playing machine (chess-playing) computers
1 develop
2 download
3 create
4 play
5 operate
6 write
7 plot
8 win
4 Write your own sentences with these collocations.

download from the Internet
3
2 wi n/play a game
write an essay
5 Looi< at the verbs. Which weather word do they collocate with? Go back to the text
on page 77 and check. Then write your own sentences with the collocations.
1 fall
2 melt
3 freeze
98 ACADEMIC READING
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i I'
Collocation: adjective ? noun
6 Many adjectives and nouns form collocations too (a golden opportunity, a lucl<y break,
a bitter argument). Complete the sentences with an adjective from the box. The noun
in bold that follows forms the collocation.
basic controlling developing direct distinct private
1 Burma is a ............... . ............. country.

2 There are public companies and . .. ........... .... . .... .... companies.
3 The government has .
. .. . ..
. ....... ... ...... involvement in port activities.

. ............. .. . .
4 The majority stock holder has a . .. . . . . .. ......... . . . interest in the company.

5 This type of bag is very easy to distinguish from others available.
......................................
6 The difference is the size.

...................... ................
7 Go back to the text on page 85 and find the collocations in the text. Then choose three
or four of these collocations and write your own examples.
Common I ELTS topic: History

Suffixes
8 Complete the sentences below. Form the words by choosing the correct suffix from the
box for the words in brackets.
-al -ally -ion -ity -ment
1 The steam engine was perhaps the most significant . .i1W�D1iQf.l .. of its time (invent). ... . .. .
2 The most important consideration for the country at that period of its history was
3
economic ... ...... rather than political reform. (develop)
The technologies available at the time were not ...................................... friendly, which led to
serious air and water pollution. (environment)
4 The country's ...... ... allies offered immediate support after the disaster. (tradition)
5 In some western countries, the idea of expressing your own ..... ................. gained
popularity among young people during the 1960s. (individual)
6 When the explorer set sail, he had a clear ..... ........... ... from the government regarding
what route to take. (instruct)
7 The government adopted a ...................... .......... economic policy, with a different focus for each
part of the country. (region)
8 Some colleagues questioned the .......... of our approach, but I believe that our
success has proved it was the right course to take. (valid)
9 Most people agree that the ............ . .......... of so many respected experts was one of the
conference's major achievements. (involve)
10 The owner . . .. ..... . ... .. . asked for a meeting with the finance director. (specific)
Wordbuilding
9 Complete the sentences using the word in brackets in the correct form. Add a prefix
and/or a suffix, and make changes to spelling where necessary.
It seems J.\DP�.U�Y.�Ql.Y. (believe) to us today that ancient structures like the Pyramids were
built using the resou rces that were available at the time.
2 The country's vast supply of natural resources including coal and oil were .
3 The majority of shareholders were opposed to the scheme and their

(essence) to its recovery after the economic downturn.
(approve) ultimately persuaded the managing director to review it.

4 The ........................... .......... (create) of the new port was the rnost important reason for the region's
economic development.
5 The growing sense of .......... .. ......... (secure) led to tighter airport security controls.
6 By the end of the century many of the country's older industries had become
...................................... (economy) because consumers were no longer buying these products.
7 People never know when the next bus will come because the timetable is highly
.. . . . .... .. .. ... ..... .. (regular).
8 Scientists were able to develop new .. ............................. ... (vary) of pest-resistant plants and this
had a huge impact on farming.
ACADEMIC READING 99
WRITING
Pg.234-235/ Section A-C
TASK 2 An Agree/Disagree Essay
Vulturine gui neafowl running, Samburu National Reserve, Kenya
A About the task

1 Read the following information about the ta sk .
The Agree/Disagree task tests your ability to write an essay in response to a question that asks to what extent
you agree or disagree with an opinion.
On the question paper you see a task which presents a proposition (a statement that expresses an opinion about
a topic) and a question about the proposition: To what extent do you agree or disagree? There are also basic
instructions on how to write your response. The propositions are quite general and do not require you to have
any special knowledge about the topic.
Here are the basic rules for writing Agree/Disagree Essays:
• Read and analyse the proposition and the question carefully - don't rush through this stage.
• Decide whether you agree or disagree with the proposition.
• Write a brief, well-organised introduction, at least two main paragraphs, and a short conclusion.
• Be sure to state your opinion clearly in the introduction and conclusion.
• Provide support for or against the proposition by giving details and examples.
• Write in paragraphs: do not use notes or bullet points.
There is no correct answer. You can agree, disagree or partially agree.
2 Work in pairs. Look at the writing tasl< below and answer the questions.
It is much easier to learn in a small class than in a larger one.

To what extent do you agree or disagree?
What part of this task is the proposition?

2 If you agree with the proposition, think of some reasons why you agree.
3 If you disagree with the proposition, think of some reasons why you disagree.
4 Is it necessary to fully agree or disagree with the proposition?
5 How long should your essay be?
6 How much time do you have to write your essay?

'41f';®f.'Mfi.Uh'Miiii\!i
B Sample qu estion
3 Read the task a n d answer t h e question. U s e t h e rules about t h e task from Section A
to help you. Then compare your answer with the sample answer on page 339. Which
aspects of the task did you find difficult?
IELTS PRACTICE TASK

Write about the following topic.
Children all over the world should learn to spealc a single, universal language fluently in addition to their
native language.
Give reasons for your answer and include any relevant examples from your own knowledge and experience.
C Tips and tactics

in Section B?
Spend a few minutes reading and thinking about the task. Make sure you understand the
proposition and the question. Underline key words.
2 You don't have a lot of time, but you should make a brief plan. Write several reasons
why you might agree with the proposition and several reasons why you might disagree.
Is it easier to think of reasons to agree or to disagree? This can help you decide which
position to take.
3 Your essay should include an introduction, two main paragraphs and a conclusion.
4 You r introduction can be brief. You should restate the proposition in your own words, and
provide a little background on the topic. For example, you can explain why this topic is
an important one, or why it has become more important in recent times. Then state your
own opinion: do you agree, disagree or partially agree?
5 Begin each main paragraph with a topic sentence (a sentence that states the main idea
of the paragraph). This sentence can be quite simple, for example, There are several
important reasons to agree with this idea. All of the sentences in the paragraph should
support the topic sentence.
6 I n each of the main paragraphs, you should use linking words and phrases to move
smoothly from one reason to another.
7 The second main paragraph should follow on from the first using a linking word o r
phrase, for example, Furthermore, there are additional reasons to favour this idea.
8 You should support the reasons that you give in your main paragraphs with specific
details and examples.
9 The final paragraph can be brief. You should summarise the main points and restate your
own position. You shouldn't introduce new information or reasons in the conclusion.
10 The final paragraph should also begin with a word or phrase to signal that it is a
conclusion.
1 1 Your paragraphs should be clearly separated. For example, you can leave a blank space
between them or indent the first line of each new paragraph.
·1 3 Make sure your handwriting is clear and legible enough for the examiners to read.
1 2 Keep track of the time. You have about 40 minutes to do Task 2 .
1 4 As you write your essay, keep in mind the criteria that the examiners use to mark your
essay. (For marking criteria, see About the Academic Writing Test. page 180.)

READING
Reading Section 3
Exam information
Readi ng Passage 3 usually contains arguments
and opinions as well as information.
• There are 14 questions.
0 Work in small groups. You are going to read an

article about different theories on how babies
learn to talk. Before you read, look at the speech
bubbles below.
1 How would you express each of these
utterances?
2 Why do you th ink babies talk like this?
3 How do you think babies learn language? However, this 'copycat' theory can't explain why toddlers
aren't as conversational as adults. After all, you never
Ol Daddygoout ~ Q hear literate adults express themselves in one-word

sentences like 'bottle' or 'doggie'. In fact, it's easy for
~
scientists to show that a copycat theory of language
acquisition can't explain children's first words. What is
hard for them to do is to explain these first words, and
how they fit into the language acquisition pattern.
E) Work in pairs. Read the title and subheading of Over th e past half-century, scientists have settled on
the passage quickly. What do you expect to read two reasonable possibilities. The first of these is called
about in the article? the 'mental-developmental hypothesis'. It states that
one-year-olds speak in baby talk because their immature
€) Now read the whole passage. When do children brains can't handle adult speech. Children don't learn
start talking in longer sentences? to walk until their bodies are ready. Likewise, they don't
speak multi-word sentences or use word endings and
function words ('Mummy opened the boxes') before their
brains are ready.
Why don't babies talk like adults?
Kids go from 'goo-goo' to talkative one step at a time The second is called the 'stages-of-language hypothesis',
which states that the stages of progress in child speech
by Joshua Hartshorne are necessary stages in language development.
A basketball player can't perfect his or her jump shot
A recent e-trade advertisement shows a baby speaking before learning to (1) jump and (2) shoot. Similarly,
directly to the camera: 'Look at thi s,' he says, ' I'm a children learn to multiply after they have learned to add.
free man. I go anywhere I want now.' He describes his This is the order in which children are taught - not the
stock-buying activities, and then his phone rings. This reverse. There's evidence, for instance, that children
advertisement proves what comedians have known for don't usually begin speaking in two-word sentences
years: few things are as fu nny as a baby w ho talks like an until they've learned a certain number of sing le words.
adult. But it also raises an important question: Why don't In other words, until they've crossed that linguistic
young children express themselves clearly like adults? threshold, the word-combination process doesn't get
Many people assume children learn to t alk by copying going.
what they hear. In other words, they listen to the words The difference between these theories is this: under
adults use and the situations in which they use them and the mental-development hypothesis, language learning
imitate accordingly. Behaviourism, the scientific approach should depend on the child's age and level of mental
that dominated American cognitive science for the first development when he or she starts learning a language.
half of the 20th century, made exactly this argument. Under the stages-of-language hypothesis, however,
@ Unit3
it shouldn't depend on such patterns, but only on the
, ompletion of previous stages.
0 Work in pairs. Look at the underlining in
Question 1 below, then read the first paragraph
In 2007, researchers at Harvard University, who were of the passage. What is the answer?
studying the two theories, found a clever way to test
them. More than 20,000 internationally adopted children
Questions 1-4
enter the US each year. Many of them no longer hear
their birth language after they arrive, and they must learn Do the fo llowing statements agree with the
English more or less the same way infants do - that is, claims of the writer in the reading passage?
by listening and by trial and error. International adoptees Write
don' t take classes or use a dictionary when they are
YES if the statement agrees with the
learning their new tongue and most of them don't have a
claims of the writer
well-developed first language. All of these factors make
them an ideal population in.which to test these competing NO if the statement contradicts the
hypotheses about how language is learned. claims of the writer
Neuroscientists Jesse Snedeker, Joy Geren and NOT GIVEN if it is impossible to say what
Carissa Shafto studied the language development of the writer thinks about this
27 c hildren adopted from China between the ages of
two and five years. These children began learning English This is a paraphrase of few things are as
at an older age than US natives and had more mature funny in the first paragraph of the pa ssage.
brains with which to tackle the task. Even so, just as
with American-born infants, t heir first English sentences
I
I People are extremely amused when they
consisted of single words and were largely bereft of
see a baby talk like an adu lt. - - - - - ,
fu nction words, word endings and verbs. The adoptees
then went through the same stages as typical American-
2 Behaviourists of the early 20th century
born children, albeit at a faster clip. The adoptees and
argued that chi ldren learn to speak by
copying adults.
native children started combining words in sentences
3 Children have more conversations with
when their vocabulary reached the same sizes, f urther
adults than with other children .
suggesting that what matters is not how
4 Scientists have found it easy to work out
old you are or how mature your brain is, but th e number
why babies use one-word sentences.
of words you know.
This find ing - that having more mature brains did not help
These words are similar to words in the
the adoptees avoid the toddler-talk stage - suggests th at
passage, so they help find the right place.
babies speak in babytalk not bec ause they have baby
brains, but because they have only just started learning
and need time to gain enough vocabulary to be able to
expand their conversations. B efore long , the one-word 0 Now underline the words in Questions 2- 4 that
stage will give way to the two-word stage and so on. help you find the right place in the passage. Then
Learning how to chat like an adult is a gradual process. answer Question s 2- 4.
But this potential answer also ra ises an even older and Exam advice Yes I No 1 Not Given
more difficult question. Adult immigrants wh o learn a
second language rare ly ac hieve the same proficiency in • You should use t he same approach for True I
a foreign language as th e average child raised as a native False I Not Given and Yes I No I Not Given
speaker. Researc hers have long suspected there is a questions (see page 11) .
'critical period ' for language development, after which • Write you r answer clearly. If the examiner
it cannot proceed w ith full success to fluency. Yet w e is not sure w hat you have written, it w ill
~till do not understand this criti cal period or know why be marked wron g.
1t ends.
"
adapted from Scientific American: Mind Matters
Getting the message across @

0 Work in pairs. Read the title of the summary
Questions 10-14
below and use this to find the right part of the
passage. Look at Question 5. Why is 'C' correct? Choose the correct letter, A, B, C or D.,
10 What is the writer's main purpose in the
Questions 5-9 seventh paragraph?
Complete the summary using the list of words A to give reasons why adopted children were
and phrases, A-H, below. used in the study
B to reject the view that adopted children
Two theories about babytalk need two languages
According to the writer, there are two main C to argue that culture affects the way
theories related to babytalk. One states that children learn a language
a young child's brain needs 5 ....C.... to master D to justify a particular approach to
language, in the same way that it does to language learning
master other abilities such as 6 ....... ... . 11 Snedeker, Geren and Shafto based their study
The second theory states that a child's 7 .......... is on children who
the key factor. According to this theory, some A were finding it difficult to learn English.
key steps have to occur in a logical sequence B had come from a number of language
before 8 ..... occurs. Children's 9 ...... backgrounds.
develops in the same way. C were learning English at a later age than
US children.
A vocabulary level E mathematical knowledge D had taken English lessons in China.
B physical movement F sentence formation
12 What aspect of the adopted children's
c time G learning
D attention H teaching language development differed from that of
US-born children?
A their first words
Exam advice Summary completion with B the way they learnt English
C the rate at which they acquired language
a box
D the point at which they started producing
• Read through the summary and decide what sentences
type of word or phrase you need for each gap.
13 What did the Harvard finding show?
• Underline words and phrases around the gaps A Not all toddlers use babytalk.
to help you find the right place in the passage. B Language learning takes place in ordered
• Underline the words in the passage that provide steps.
the missing information. C Some children need more conversation
• Choose the option that means the same. than others.
D Not all brains work in the same way.
f) Answer Questions 6-9 on your own. Then check 14 When the writer says 'critical period', he
your answers with your partner. means a period when .
€) Look at Questions 10-14 in the next column. A studies produce useful results.
B adults need to be taught like children.
I Underline the key ideas in Questions 10- 14, then C immigrants want to learn another
quickly find the right place in the passage. language.
2 Read that part of the passage carefully, then D language learning takes place effectively.
choose the correct options.
Exam advice Multiple choice €) Work in small groups.

• Use key ideas in the question to find the right • Do you agree that there is a critical period for
place in the passage. learning language? When do you think this
might end?
• Read that part of the passage and underline the
• What do you think is the best way for an adult
words which answer the question.
to learn another language?
@ Unit3
WRITING
Pg.236-239/ Section D
''iiiM'·'l*IMM'foiiiJll
EXPRESSING AGREEMENT AND DISAGREEMENT
AGREEMENT
There are a number of strong arguments to support the idea that people share too much
o f their private lives on social networks.
I agree that it's better to raise children in a small town.
I agree with the idea that childhood is the happiest time of life.
It's true that there is too much violence in movies.
I share the view that children learn more outside o f school than in school.
I support the idea that violent sports such as boxing should be banned.
DISAGREEMENT
There are some important reasons to disagree with the idea that teenagers shouldn't be
allowed to drive a car.
I disagree with the idea that teachers should be paid according to their students' academic
results.
I don't agree that traffic in the city centre should be restricted during certain times of the
day.
I disagree with the proposal that all high-school students should study music.
It's not true that pure scientific research has no practical benefits.
I don't share the view that it's more important to learn how to use a computer keyboard
than to learn how to write.
I don't accept the idea that electronic books will completely replace conventional books.
PARTIAL AGREEMENT
While there are reasons to support the idea that students need time off, I still believe that
the amount of class time should be increased.
.. .
It may be true that poverty can never be completely eradicated. However, I think that
governments should work harder to reduce the amount of poverty.
I partially agree wit/1 the idea that text books are too expensive, but
I don't completely agree that it's better to travel in groups than alone.
I think it's only partly true that violence in video games leads to violence in real life.
I partly agree with the proposal that nurses should be paid as well as doctors . . .
Certainly, many people feel that games are only fun if you win, but it's not that simple.
Q FOCUS 5 Read this proposition and write two sentences agreeing with it and two sentences
disagreeing with it. Use expressions from the language box above. Remember to
Writing reasons
rewrite the proposition in your own words.
why you agree or
disagree with a Face-to-face meetings with people are much more effective than meetings held
proposition on the telephone or via the Internet.
There are 5:ome impo1iant rea5:0l\5: to agree with the idea that face-to-face meeting5: work better than
telephone or Internet meeting5:.
I di5:agree with the concept thatper5:on-to-per5:on meeting5: are more u�eful than electronic meeting�.

•t.M:t•·tt!11w.t;J1.ili1¥i¥M
6 Read this proposition. Write two sentences strongly agreeing with it and two
sentences strongly disagreeing with it.
People learn more from failure than they do from success.

7 Read this proposition. Write three sentences partially agreeing with it.
The money used to fund space research would be better used to solve the many
problems we face on Earth.
Q FOCUS 8 Work in pairs. Look at the proposition and read the sample introduction. Then answer
the questions.
Writing an
introduction 1 Which sentence in the introduction provides background information ( 1 , 2 or 3)?
2 Which sentence is a restatement of the proposition?
3 Which sentence is the writer's opinion?
The best way to reduce emissions from vehicles is to impose a higher tax on
vehicles which use a lot of fuel and a lower tax on those that don't.
Sample introduction
( 1 ) One solution to the problem of air pollution caused by cars and trucks is to increase the
tax on those vehicles that use a lot of petrol and to decrease the tax on more economical
cars. (2) Of course, it is important to find a way to solve this problem, because emissions
from petrol-powered engines are a major source of air pollution and global warming.
(3) However, I do not think this solution is fair for many people, and therefore I strongly
disagree with it.
9 Read these three propositions. Then write a n introduction for each proposition. You
should agree with one, disagree with one and partially agree with another.
The most important reason for a young person to attend a university is to

increase the amount of money that he or she will earn in the future.
The use of cell phones while driving should be strictly forbidden.
It is better to run your own business than to work for someone else.

1fa1fi·@uil+U.Mi!ilijiiif!il
Q FOCUS 1 0 Work in pairs. Read the question and the essay below. Then try to find as many errors
in capitalisation and punctuation as possible.
Editing your answer
(punctuation and
Instead of being held in a different city each time, the Olympic Games should be
capitalisation)
held at a permanent site.
Currently the olympics are held in different locations. This system has been in place since the modern games began.
l-1owever i agree with the idea that its preferable to always hold the games in the same city.
There are certainly some advantages to having the games in different sites around the World. First of all the
Olympics are a chance for the host country to be in the spotlight and to show off it's culture and technology. For
example people everywhere were impressed by the opening and closing ceremonies of the 200<5 Olympics in
beijing china. Moreover hosting the games has financial benefits. 1-1otel owners taxi drivers waiters and all sorts of
people benefit because so many visitors come to see the games.
nevertheless; I think. it would be a good idea to have the games in a permanent location. It's very expensive to build
stadiums and other facilities for athletes and fans. For example, the Iondon games of 2012 cost over <t40 billion to
stage. Furthermore. most of the sports facilities built in cities that have hosted the games in the past are not very
useful after the games are ove1: A recent article in time magazine said 'that many of these facilities are empty or
have been torn down.'
For these reasons I think. it is a good idea to move the Olympics to a permanent location. If the Olympics were
always held in one place the same facilities could be used over and over: I suggest that the games that are played
in �wnmer be held in athens greece; because the ancient games were first played there, and the first modern
games were also held there. �ince �witzerland is a neutral country I recommend that the games that are played in
Winter be held there. I-laving permanent homes for the Olympics is the most economical efficient way to stage this
important event
1 1 How many punctuation mistakes did you find? And capitalisation errors?

TASK 2 An Agree/Disagree Essay
Q FOCUS 1 2 Look at the topic and answer the questions. (4-5 minutes)
Planning, writing
and checking your Success in life is more a matter of luck tl1811 of ability.
essay To what extent do you agree or disagree?
If you agree with the proposition, what is your position? What will you try to show in your
response? If you disagree with the proposition, what is your position?
2 Think of two or three reasons to agree with the proposition.
3 Think of two or three reasons to disagree with the proposition.
4 Do you have any personal background - knowledge or experience - that makes you
support or oppose this proposition?
1 3 Write your introduction.

1 Restate the proposition i n your own words.
2 Write one or two sentences of background information about t h e proposition.
3 Write one or two sentences indicating that you agree/disagree/partially agree with the
proposition.
1 4 Write the main paragraphs.

Write a paragraph with one or two reasons why you agree (or disagree) with the proposition.
2 Write another paragraph with one or two reasons why you disagree (or agree) with the
proposition.
1 5 Write your conclusion. Write a brief paragraph summarising your main points and
restating your opinion.
1 6 Check your work. (4-5 minutes)
Look for mistakes in spelling, capitalisation, punctuation, a n d grammar.

2 Make sure that you have clearly divided your response into paragraphs, and that your
handwriting is clear enough for an examiner to read.
IELTS PRACTICETASI<
Language teachers should concentrate on giving positive feedback to students when they do
good work, ratl1er than on criticising bad work.
Which statement best describes how you feel about Task 2 Agree/Disagree Essays?
I feel confident about writing Task 2 Agree/Disagree Essays.
I did OK, but I still need to do more work on Task 2 Agree/Disagree Essays.
I need more practice with writing Task 2 Agree/Disagree Essays. I need to focus on . . .

SPEAKING
Pg.26-28 / Section Speaking
Unit 3
•
Speaking skills Answering part 3 discussion questions
1 There are many influences on the way people shop. Number each factor below 1-8 according
to how much you think it influences what you buy (1 = most important; 8 = least important).
advertising • convenience • fashion • luxury
necessity • quality • shop service • value for money
2 For each of the factors you rated 1, 2 and 3 above, think of a purchase you
made where that factor influenced you. Tell another student about this
experience.
3 Statements a-h below relate to the topic of shopping. Decide which of the
statements you agree and disagree with.
a Shopping habits have been changed by globalization.
b Shopping can be a form of relaxation.
c The Internet will eventually mean the end of shopping as we know it.
People worldwide are becoming more materialistic.
e Shopping today is a less personal process than shopping in the past.
1' The purpose of advertising is to inform people about what is available.
Discarded packaging is causing serious environmental problems.
Shopping in local markets is preferable to shopping in big stores.
Technique
Answer Part 3 questions
4 Speaking Part 3 discussion questions are often formed in predictable ways. by expressing opinions,
Match the beginning of questions 1-8 to their endings a-h. justifying opinions,
Example describing, comparing
and analysing. Part 3 is
If In what ways have shopping habits been changed by globalization? about abstract issues.
1 In what ways have a of advertising?

2 To what extent is shopping b becoming more materialistic?
a form of
3 To what degree will the c a less personal activity than
Internet shopping in the past?
4 To what extent are people d relaxation?
worldwide
5 In what ways is shopping e mean the end of shopping as we
today know it?
6 What is the purpose f shopping habits been changed by
globalization?
7 In what ways does g in local markets or shopping in
big stores?
8 Which do you prefer, h discarded packaging cause
shopping environmental problems?
Machines, cycles and processes
5 • 1.20 Listen to three people answering questions on the topics in exercise 4. Identify which
topic they are discussing and write the question they are answering in the spaces below.
Speaker 1:
Speaker 2:
Speaker 3:
6 Give your own answer to one of the questions in exercise 4.
Introducing opinions
1 •1.20 Listen again. For each speaker, make a note of the phrases they use to introduce
their opinions.
Speaker 1:
Speaker 2:
Speaker 3:
2 With a partner, ask and answer the questions you wrote in exercise 4 in the previous section.
Use the phrases below to introduce your own opinions.
Phrase bank Technique

In my view/opinion, Use phrases like these in Part 3. They show that you
Well, from my point of view, are able to communicate your own ideas effectively.
To my mind, Try not to repeat a phrase: use a range of phrases
It seems to me that
Personally, I think
My impression is that
I suppose
3 Read the three short texts about fashion. To what extent do you agree with the ideas expressed?
The fashion cycle

As everyone knows, what's in fashion today was probably in fashion twenty years ago.
However, cheap imported clothes have meant that the fashion cycle is getting shorter and
shorter. In the past, people looked after their clothes and repaired them when necessary.
Today, people change the clothes and outfits they wear more regularly, and the media and
advertisers encourage them to do this.
You are what you wear

A generation ago, what teenagers wore to school was not a matter of choice.
They had to wear a uniform. To some extent, the same was true of adults who
wore serious business suits in the office. Nowadays, things are rather different:
schoolchildren can customize their uniforrri; adults have dress-down days. More
often we choose exactly what we wear, and with this has come more anxiety about
looking good and creating the right impression.
27
Unit 3
Keeping up with the Joneses Technique

Talk about people or
When people talk about fashion, they often have clothes in mind, society in general in
but, in a way, fashion affects all aspects of our lives. People spend Part 3. Use your own
money on redecorating their houses, on eating organic food or on the experience as an
latest four-wheel-drive car because they perceive these things to be example, but return to
fashionable, not because they need them. That's not a criticism, it's talk again about the
just human nature. general topic. In Part
1 you can personalize;
in Part 3 you should
generalize.
4 Match each text with one of the Speaking Part 3 questions a—c below.
a In what ways does fashion affect different aspects of our lives?
b What makes people follow fashion?
c To what extent does how we dress indicate who we are?
5 With another student, ask and answer the questions in exercise 4. Give your
own views.
Pronunciation: using opinion phrases

1 Read these opinions about advertising. Underline the main stress in the
Technique
phrases in italics.
a In my view, there is too much advertising on television. Pause briefly after saying
one of these phrases,
b To my mind, advertising is fun. to give emphasis and
c It seems to me that advertising does more harm than good. to collect your thoughts
d My impression is that most advertising is misleading. before carrying on with
your opinion.
2 • 1.21 Listen to the recording and review your answer. Which word carries
the main stress in each phrase?
3 Give your opinion on these statements, using the phrases above.

a Internet shopping is a great thing.
b Fashions change too quickly.
c Excessive packaging of products like groceries should be prohibited.
d Shopping is hard work.
28
WRITING
Pg.43-45 / Section Writing
(!) Work in pairs. Take turns to ask and answer Writing Task 2
these questions.
0 Work in pairs. Read this Writing task and underline
the things you must deal with in your answer. Then
Using the Internet answer the question below.
1 How can the Internet help students with their
studies? Write about the following topic.
2 What dangers do you think there are
connected with the Internet? The media should limit how much bad news they
3 What are the advantages of using social report because it discourages people from doing
networking sites instead of meeting friends activities which usually involve very little risk.
face to face? To what extent do you agree or disagree?
4 Do you think people should pay for music Give reasons for your answer and include any
and films they download from the Internet, or relevant examples from your own knowledge or
should they be free? Why? I Why not? experience.
Which of these things should you write about in your

onunciation answer?
Chunking
a Whether the media report too much bad news
b What you enjoy watching on TV and reading in
We tend to say words in groups, almost like one
newspapers
word. We call this chunking. Between groups of
c If people are really affected by the news
words, we pause or hesitate.
d Which activities you think people should avoid
e If the media should limit the amount of news they
0 ~ Listen to Elena's answer to the first question report
from Speaking Part 3 above and mark the pauses f How much you agree or disagree with the topic
or hesitations I as she speaks. 6 Three people wrote answers to the question. Read
the first paragraph of each of their answers (1-3)
Well, I think it helps people in quite a lot of
and match each with a description (a-c) on page 44.
ways, for instance to get information, or to book
air tickets. It helps people to study and to do 1 Rodio, televi5ion ond the Internet repetlt 5torie5
research for their homework and their studies or obovt i5oloted incident5, svch tl5 tl mvrder or o
even to get advice about how to study. robbery, 24- hovrs tl doy. As tl resvlt, mony people
worry obovt normol things 51Jch os ollowing their
children to ploy in the pork I ~eel t hiS iS o pity ond
6 ~ Work in pairs. Read Elena's answer to the
thtlt the medio 5hovld redvce the omovnt o~ bad news
second question and decide where she will pause.
they tell.
Then listen and check your answers.
2 In fAe- pasf. pe-ople- use-d fo near fne news by falkin3 fo
Well, I'm not sure. Some people do perhaps, for fravellers wAo arrive-d af fneir fown or villa3e . Today. we
example young people who should be studying near news from all over fAe world eve-r y day fnroU(}n fne
instead, but a lot of people use the Internet for maSS media, and If IS offen combtned wtfh snockin3 or
their jobs or for other things. Maybe too much fri3hfe-nin3 ima3es whicA affed fAe- way we f nink and
time chatting to friends, not enough time doing behave.
other things. Too much time sitting down. But
many people leave the Internet connected all day 3 TI-le. m':_jor';t)' of V1e.wS r'e.por'fs te.V\d to be.
because they use it instead of a te lephone for Se.V1SQt;oV1QIJ sl'loc.bV13 QV1d UV1ple.QSQV1t. Howe.Ve.r'>
messages or instead of going to the library, so I I be.loe.Ve. we. l'IQVe. Q ~"''3l'lt to kV1oW WhQ+ ;s
think it depends. For some things, it saves time. hQppe.V\;V\3 ;V\ +he. Wor'ld QV\d I do Vlot be.l;e.ve.
thQ+ +he. me.d;Q should r'e.s+,..-,d WhQ+ +he.)' +ell us.
@ Now take turns to read Elena's answer aloud.
New media @
a A general description of how the world has
ch a nged and how the situation affects us now to Most news reports tend to be sensational, shocking and
show why the subject is important unpleasant. Itow ever . I believe we have a rigft to know what is
b A short opening sentence introducing the happening in the world and I do not believe that the media should
subject of the essay, followed by the writer's restrict whatthey tell us.
opinion given clearly and directly
People who argue that the media should not report so much
c An explanation of the topic giving examples,
bad news have one main reason for t his opinion. They suggest
followed by the writer's opinion
that bad news discourages ~ from doing t hings which are
€) Work in pairs. Tick (.t) the things which all normally safe. for instance. crime rates may be a mqjor factor in
three paragraphs in Exercise 2 have in common. discouraging people from visiting a city. Another example is when
a They are quite short - just two or three a plane crashes and many people stop flying for a while. even
sentences each. [Z] though it is one of the safest ways to travel. As a result of these
b The writer's opinion is clearly stated. D reactions. businesses suffer because people become frightened
c The paragraphs are a clear introduction to the of doing things they previously thought were harmless.
subject. D On the other hand . there are strong reasons for arguing that
d The writers have used their own words, not just
the media should not limit their reporting. firstly. people have to
repeated words from the question. D be informed so t hat they can then take responsible decisions.
0 Read the notes Hassan made before he started Also. people have to be able to decide for themselves what risks
writing his answer to the Writing task in Exercise 1. are involved in doing a particular activity. for example. when there
Then read his answer on the right and match each has been an accident on the motorway. I do not stop driving.
Para. ll a
paragraph (1-4) with the relevant note (a-d).
C onc lusion: my o;>lnlon: media. S
duty to re;>o d + lac/: o.f' ln.f'o
reduc es heedo m
although I usually drive more carefully for a few days. especially
if the cause ofthe accident was the weather.
In short. I think the media have a duty to report all important
events. If we do not receive information of this type. we cannot
Para. 2
b Introduc e s u -tjec t : newS m ainly make responsible decisions about what we do. and this reduces
bad + my o;>lnlo n : our r1jht our freedom to act in a way which is best for us.
Para. 3 to ln.f'o
('270 words)
c Main Idea: w hy re;>ortln3 s h o uld
Para. 4 not b e limited. .f"eaS ons: ln.f'o
ma./:eS ;>eo;>le reS;>onS ible,
0 Match items 1-6 with items a- f.
decide themselves about rls/:s . 1 Although there are more and more channels, .f
5 u;>;>ortln3 ;>oint: e::J- motorway 2 I believe we should be informed about how
accident politicians behave.
d 3 I find the radio distracts me when I'm working.
Main Idea: w hy ;>eo;>le thin/: 4 I like to buy a newspaper on Sunday,
bad newS Sh o uld be limited: 5 Online newspapers are widely read.
s to;>S ;>eo;>le do ln3 thln:JS 6 Television news programmes should show pictures
St.<;>;>ortln3 ,Points: e-3 . crime of disasters that have happened,
and not vlsltln3 dan3ero u s
dis tric ts I ;>lane c rashes , a even though many people find these extremely
;>eo;>le sto;> llyln3 . .f"es ults: upsetting.
buS ineSSeS Su.f'.fer b even though I can read it online for free.
c However, I don't believe they will ever completely
0 Look at how the highlighted words and phrases replace printed ones.
are used in the answer in Exercise 4. Which d However, I find it enterta ining when I'm driving or
words and phrases: doing the housework.
1 start a new sentence~ e On the other hand, I don't think we should be told
2 join two sentences~ details of their private lives.
f people spend less and less time watching television.
0 page 103 However, although, even though and on the
other hand 0 Key grammar: Articles
e Unit4
0 Read this Writing task and underline the things Key grammar
you must deal with in your answer. Articles
0 Read these rules for when to use articles (a, an,
Write about the following topic. the or no article) and complete each gap using
The media pay too much attention to the lives one of the underlined phrases from the sample
and relationships of celebrities such as actors, answer to the Writing task in Exercise 5. You will
singers or footballers. They should spend more have to use two words twice
time reporting the lives of ordinary people Use the
instead. • when people know what you are talking about
To what extent do you agree or disagree? because you've mentioned it before or it's clear
from the context: I've been to the post office,
Give reasons for your answer and include any 1 t~A-e. t:\C.C.Jde.11t
relevant examples from your own knowledge or • when only one of a thing exists: the sun,
experience.
2
• with a noun which refers to a group of people or
things: the police, 3
• with superlatives: the highest figure, 4
Use a or an
• with a singular countable noun the first time
you mention it: an example, 5
Don't use a or an
• with uncountable nouns or plural nouns: society,
6
Don't use the
• when you are talking in general
• with an uncountable noun or with plural nouns:
(i) Work in small groups. Discuss to what extent Fruit is good for you, 7
you agree or disagree with the statement in
the Writing task in Exercise 7. While you are f...., page 104 Use of arttcles
discussing, note down any ideas you might use
when you write your answer. f) @ Each of these sentences contains a mistake
with articles made by IELTS candidates. Correct
0 Write a plan for your answer, then write your the mistakes.
complete answer. You should write at least 250 tke.
words. 1 As/\worl·d· is changing, society is becoming more
competitive.
• For your first paragraph, use one of the
2 I think computers play an important role in the
paragraphs you looked at in Exercise 2 as a
society.
model.
3 If students are allowed to use the computers
• Your middle paragraphs should each have a
in class, they can easily access the latest
main idea and supporting points or examples.
information.
• Your final paragraph should contain your
4 Internet and other m edia benefit us in many
opinion and the reasons for it.
ways.
Exam advice Writing Task 2 5 It is necessary to keep in mind that the older the
people get, the more experienced they are.
• Your answer should include a short introductory
6 People can access the information from a
paragraph saying why the topic is important or
computer whenever and wherever they want.
what you are going to discuss.
7 Some people argue that the books are the best
• Each of the middle paragraphs should express type of media for communicating information.
one main idea with supporting points and/or 8 Their parents always plan and give them a best
examples. school to s tudy at.
• Summarise your opinion in the final paragraph.
New media @
READING
TAS K TYPE 1 3 Identifying the Writer's
Views and Claims ( Yes/No/Not G iven )
----
A About the task

1 Read the information about the task type. Then look at some questions about the
task a student in your class has emailed to you. Can you answer them?
The Identifying the Writer's Views and Claims (Yes/No/Not Given) task tests your ability to identify the views
and claims of the writer in a passage. I t's often used to test your understanding of a passage in which the
writer is presenting an argument or where different ideas about a subject are compared and analysed. On the
question paper. you see a set of statements that report information and ideas from the passage. You r job is to
read the passage and decide if the statements are reporting the information and ideas correctly or not. For each
statement, there are three possible answers:
YES if the statement agrees with the views/claims of the writer
NO if the statement contradicts the views/claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Here are the basic rules for the Identifying the Writer's Views and Claims (Yes/No/Not Given) task:
• The statements follow the order of information in the passage.
• The wording of the statements is not exactly the same as the wording in the passage, but they contain the
same information and ideas.
The statements include some words and names that are also used in the passage. These help to locate the
relevant information and ideas.
You read this section of the passage carefully and compare the writer's views and claims with the statement.
• You then decide if the statement reports those ideas exactly or not, and write YES or NO on the answer sheet.
• For some statements. there isn't enough information in the passage to know whether the writer's views or
claims are being reported exactly or not. In this case, you write NOT GIVEN on the answer sheet.
Hi there,
I 've got some questions for you about the Yes/No/Not Given task.
1 Is this the task where the answers are all facts and figures?
2 Do the statements come in the same order as the information in the passage?
3 Do the statements include words from the passage?
4 What do you have to write on the answer sheet?
5 If the information is NOT GIVEN , do you leave the box blank?
Thanks!

14111dijifiij§11Ml$@M14%#1.!.lijfaffiHt®f&V19@1
B Sample questions

Addicted to Tech?
Smartphones, social networking and the Internet are destroying our identities and ruining our lives. At least, that is
what two new books. iDisorder by Larry Rosen and Digital Vertigo by Andrew Keen, would have you believe. I'm not
so sure.
Rosen, a psychologist a t California State University, argues that over-reliance on technology can cause psychological
problems, the 'iDisorders' of the book's title, but I struggled to find any causal link in chapter after chapter of
correlations. He describes how overuse of hand-held devices and general exposure to technology can cause various
psychological disorders. But of course, the disorders existed before these technologies, and Rosen fails to convince
that their incidence is on the rise.
Digital Vertigo is equally u nconvincing. Keen, whose previous book The Cult of the Amateur spoke out against user
generated content, states that privacy 'is being dumped into the dustbin of history', warning that we cannot trust
the large corporations that run the Internet with our precious personal data. It's a viewpoint I'm entirely sympathetic
with, but Keen's argument, woven between name-dropping anecdotes from Silicon Valley conferences and well
known quotes from the film The Social Network, left me unconvinced. As Keen points out. we must all take personal
responsibility for the information we put online. However, social media needn't inevitably lead to the problems he
suggests. I have found Twitter, Facebook and other online services essential for initiating and maintaining major social
connections. In fact, without social networking, I would be short one wife, one job and at least half a dozen close
friends.
These technologies are tools, and like all tools they must be used correctly. Cars are far more dangerous to society
than Facebook. According to the World Health Organization, 1.2 million people die in road traffic accidents each year.
As a society we accept this because of the benefits that cars offer, and we work to mitigate the downsides. It should
be the same with smartphones and social networking. If you can't go five minutes without a status update then, yes,
you should probably step away from the touchscreen, but let's not ignore the great opportunities these technologies
offer for fear of some unproven and unrealised disaster. People used to worry about the effects of the telephone on
society, but 150 years on. we seem to be managing just fine.
Questions 1-6
Do the following statements agree with the information in the Reading Passage?
Next to each statement, write
YES if the statement agrees with the views/claims of the writer
NO if the statement contradicts the views/claims of the writer
1 Rosen has demonstrated a connection between overuse of technology and certain psychological conditions.
2 Rosen provides evidence that the conditions he describes are becoming more common.
3 Keen's previous book has been very influential.
4 Keen is right to warn about the threat to privacy posed by the I n ternet.
5 An international body is concerned that social networking might be addictive.
6 There may be people who are over-dependent on electronic devices.
ACADEMIC READING 1 63
ASKTVPE -13
T ' -
Identifying the Writer's Views and Claims (Yes/No/Not Given)
- -
-- -- - - - -- - - - -
� � -- - � -
C Tips and tactics

i n Section B?
Before you read the passage, read the statements in the questions and think about what
you're going to read.
2 Don't use your own opinions or knowledge of the subject to decide the answers. Use
O N LY the views of the writer of the passage.
3 For each statement. think about the names, key words and main ideas you're looking for
in the passage to help you locate the relevant section.
4 First read the passage quickly and mark the relevant sections for each question. Write the
5 Remember that the questions follow the order of information in the passage. When you
read the passage, you may see some words or ideas from the statements. These help
you to find the relevant sections.
6 Questions where the answer is NOT GIVEN also refer to a specific section of text - so
you always need to find the relevant section.
8 If you think the statement agrees with the writer's views, re-read both the statement and
the section of passage carefully and think about the meaning of both. Does the wording
of the statement express exactly the same ideas or not?
9 If you think the statement contradicts the writer's view, re-read both the statement and
the section of passage carefully and think about the meaning of both. Underline the
words that make the statement different from the passage.
10 For YES and NO answers, quickly check the rest of the paragraph in the passage to make
sure you haven't missed anything.
11 I f you think the answer i s NOT GIVEN, underline the words and ideas i n t h e statement
that aren't in the passage. Read the rest of the paragraph in the passage quickly to make
12 Remember to write the words YES. NO o r NOT GIVEN i n the boxes o n the answer sheet.
13 Never leave a box empty. I f you're not sure, always give an answer.
D S kills-building exercises
Q FOCUS 4 Read the pairs of statements (1-5). Underline the important words and ideas in each
statement.
Identifying whether
statements A I first heard about the particular properties of mycelium at college.
report the writer's B I discovered the particular properties of mycelium by chance.
claims or views as 2 A The idea of making packaging materials from mycelium was the result of a joint effort.
expressed in the B I needed help to develop my idea of making insulation material from mycelium.
passage or not 3 A Our packaging is generally no more expensive to produce than its synthetic rivals.
B Our packaging is generally much cheaper to produce than its synthetic rivals.
4 A We aim to make our products even more environmentally friendly.
B Our products are already extremely environmentally friendly.
5 A It's encouraging that we can't meet the growing demand for our products.
B It's worrying that we can't meet the growing demand for our products.
5 Read the passage on page 165 quickly. Mark the sections that contain the information
relevant to each pair of statements in Exercise 4.

+41jHijifln§!!ll¥''5'MMii!.!.iijM5MH!UMl4N
6 Go through the questions in Exercise 4 on page 1 64 one by one. Read the passage
carefully and decide which statement (A or B) agrees with the writer's claims or views,
and which one contradicts it. Write YES if the statement agrees with the writer's claim
or view, and NO if it contradicts it.

1 Did you and your partner mark the same section of the passage?
2 Are your answers all the same?
3 Discuss why the YES statements agree with the writer's claims and views and the NO
statements do not. Compare your ideas with another pair.
r
l
I grew up on a farm in Vermont and I just happened to notice
one day that mycelium - that's essentially the 'roots' - of
mushrooms- had an unusual quality: it made chips of wood stick
l together. Years later, at Rensselaer Polytechnic Institute, I was
working to develop a better insulation material. I remembered
the bonding ability of mushrooms and began to think about
industrial applications. After making a few samples, I teamed up
with Gavin Mcintyre and our professor, Burt Swersey, to figure
out how this could work as a product. Packaging materials made
from mushroom waste were the outcome.
The strength of our products comes from the mycelium, which
consists of millions of tiny fibres. The fibres bond with chitin - a
natural plastic produced by mushrooms. Together, these act like
a glue, fusing agricultural waste such as seed husks into solid
forms. Our materials basically self-assemble; the organism is
doing most of the work. As well as packaging, we're also
In general, we are cost competitive with synthetic packaging developing materials for the
materials such as expanded polystyrene and polyethylene. But construction industry. We have found
that's not our only advantage. Plastics start with expensive, finite that if we take our material and
raw materials derived from oil or natural gas, whereas we're compress it, we can create products
using waste from farms. For over a century, humans have been that are similar to engineered woods
using petrochemicals to make plastics. Eventually we will run out, like fibreboard and particle board.
and if we aren't careful toxic waste will choke our oceans and current engineered wood products
landfills. Biomaterials like ours are sustainable, non-polluting and use toxic resins to hold the wood
need little outside energy to make. They also dissolve back into particles together. In our process,
the earth at the end of their useful lives. we're using mycelium as the resin.
We're also developing materials
to replace the plastic foams used
in insulation and acoustic tiles. we
even grew a miniature house from
mushrooms to test our insulation
product!
our key challenge at the moment is an
enviable one: scaling up to meet the
growing demand. We're coping with
it. Restore11.1 Mushroom® Packaging
is now being made widely available,
from our Upstate Green Island plant
and a manufacturing facility in Cedar
Rapids, Iowa tl1rough our partnership
with Sealed Air Corporation.

TASK TYPE 13 Identifying the Writer's Views and Clalms (Yes/No/Not Given)
Q FOCUS 8 Is there enough information in the passage to know if the statements (1-6) agree with
the writer's views or not? Do the following:
Identifying if there
is a view or claim a Read the statements (1-6) and underline the main ideas.
about the statement b Read the passage quickly and find the relevant section for each statement.
in the passage or c For each statement, read the passage carefully and decide if an opinion about this point is
not given or not given.
1 The book The Hidden Persuaders is still worth reading today.

2 Packard's background in psychology made people take his book seriously.
3 The title of Packard's book may have contributed to its success.
4 Packard should be credited with coining the term 'subliminal advertising'.
5 Vicary's research findings should no longer be considered valid.
6 There is evidence to suggest that subliminal advertising is still in use.
T H E B I RT H O F
S U B LI M I NAL
ADVE RTI S I N G
These days most people are very aware of
the attempts of advertisers and marketing
professionals to influence their consumer habits,
but this wasn't always the case. The first serious
critique of questionable marketing techniques
came in 1957 in Vance Packard's celebrated book
The Hidden Persuaders. It remains one of the best
books around for demystifying the deliberately
mysterious arts of advertising. Packard argued
that advertisers used the techniques of applied
sociology and psychology to make consumers
perceive a need to buy certain products, whether
they really needed them or not. Packard's book was
a great success, his impeccable choice of a very
catchy title revealing just how well he understood Eat popcorn', and the experiment went on for six
at least one of the basic rules of marketing. In the weeks. The result? According to Vicary, popcorn
book, Packard described a number of methods sales jumped by a whopping 57 .8%. The public
advertisers used to take advantage of consumers' panicked, thinking t11is technique could be used
unconscious fears and desires. Although the term for all kinds of sinister purposes. However, in 1 962,
was yet to be coined, one sucl1 method is what we psychologist Dr Henry Link challenged Vicary to
now know as subliminal advertising. repeat his experiment under controlled conditions.
A notorious experiment involving this technique This time, there was no increase in popcorn sales.
was conducted by marketing researcher James Vicary later admitted that he'd made up the original
Vicary in 1956. If popular legend is to be believed, sales figures. In fact, it's likely that he never even
during a showing of a movie called Picnic in New conducted the first experiment, so his findings
Jersey, Vicary used a special projector to flash a deserve to be disregarded. Despite his confession,
subliminal message onto the screen. The message however, the media and the public continued to
appeared every five seconds, but only remained focus only on the sensational original story and the
there for a fraction of a second, far too fast for the idea that subliminal advertising works is still widely
human eye to reacl. The message read, 'Hungry? believed.
9 Work in pairs. Do you have the same answers for exercise 8? Discuss any answers that
are different.
10 Look at the statements where a view is given. Does each statement agree with the
writer's view or not? Write YES if the statement agrees with the writer's view, and NO
if it contradicts it.

Q FOCUS 1 1 You are going to identify whether the views in the statements contradict the writer's
views or claims, or if no information is given.
Identifying if
the view in a Read the statements (1 -6) and underline the main words and ideas.
the statement b Read the passage qu ickly and mark the relevant sections for each statement.
contradicts the c None of the statements agrees with the writer's views or claims. But does each
writer's view or statement contradict the writer's view? Is there enough information to know? Next to
claim, or if no each statement, write
information is given NO if the statement contradicts the writer's view or claim
about it NOT GIVEN if it is impossible to say what the writer thinks about this
The majority of steel shipping containers currently i n Amsterdam are unlikely to go to sea
again.
2 Various solutions to Amsterdam's housing shortage have been tried.
3 The suggested way of repurposing used steel shipping containers is not a new idea.
4 The poor condition of some of the containers means they cannot be reconditioned.
5 Once rehabilitated, the containers sell for relatively low prices.
6 Reconditioned shipping containers could meet the growing housing needs of developing
nations.
1 2 Work in pairs. Did you get the same answers for Exercise11? Discuss any which are
different. Then compare your answers with those of another pair.
people instead of products. It's an idea that could

catch on.
This creative, green style of housing costs only a
fraction of what i t costs to build standard houses,
and requires less energy and new materials. Freight
containers are available for just a few thousand
dollars before they are rehabilitated. Despite their
uniform size and shape, they can be used in a nearly
endless number of configurations because they fit
together like real-world building blocks. After years
at sea, the containers are often dented and beat up,
but they can be reconditioned to look remarkably
attractive. The interiors are compact but can be
made into cosy living spaces.
Today, half of the Earth's population lives in cities,
and that figure will reach sixty per cent by 2030.
Nearly all of this urban expansion is likely to occur in
A
bout eighteen million steel shipping containers the sprawling cities of the developing world, which
are currently moving cargo on seas and roadways already suffer from a lack of decent, affordable
around the world. But, especially in countries housing.
where imports outnumber exports, such as the More than eight hundred million people now live
Netherlands, mountainous stacks of them pile up in in urban slums and that number is expanding.
the ports. some two million steel containers sit idle Slum housing often lacks basic necessities for
at any given time, and some of these will eventually human health, including running water and proper
be retired. sanitary facilities. Steel shipping containers can be
In the densely populated city of Amsterdam there economically fitted with necessities like modern
is a pressing need for student and other low-cost bathrooms and other amenities for a fraction of
housing. one innovative suggestion for meeting this traditional construction costs. Although cargo
need is to repurpose used steel shipping containers. containers cannot by themselves solve tile urban
A growing number of steel containers are being housing needs of developing nations, they may
cleaned and refurbished and then used to house provide a useful resource.
ACADEMIC READING 1 67
TASK TYPE 13 Identifying the Writer's Views and Clalms (Yes/No/Not Given)
IELTS PRACTICETASI<
Fieldwork on the final frontier
What is it like to work in the remote forests of Papua New Guinea? Biologist Vojtec/J Novotny
knows better than most.
Let me tell you about our work in Papua New Guinea. We've built a research station on the northern coast.
About five per cent of all species live in Papua New Guinea. With the Amazon and the Congo, it is one of the
three largest areas of rainforest still left.
Papua New Guinea has about 800 different languages, a really amazing diversity, and there are 20 different
ones within a 20 mile radius of our station. Because different tribes speak such different languages, they also
speak one universal language, pidgin English. Once you learn that - and Europeans usually manage this in
less than six rr1onths - you can speak directly to the local people. This is socially very rewarding because there
is a coming together of tribal culture and high-level academic culture.
We have a team of what we call para-ecologists. These are people we train in scientific methods and pay
to work with us. The local people are perfect for this. They not only have an intimate knowledge of the local
geography, they also have an extensive knowledge of taxonomy, especially of the trees. We connect the Latin
names with their local language names and then explain that we need caterpillars from this list of trees. and
ask then1 to collect them for us. On one occasion, we were studying tiny larvae that bore tunnels in leaves.
I put a fairly high reward for every live insect. We were expecting that our collectors might earn £5 a day,
which is reasonable by Papua New Guinea standards and by our budget. But embarrassingly, they found so
many that we had to lower the rate because otherwise we would have gone bankrupt.
This collaboration with local people helps our research because it opens up possibilities that others
don't have. For instance, we have contacts with people who own the forest that they cut down for their
subsistence, using traditional 'slash-and-burn' agricultural methods. We always like to shock our fellow
biologists at conferences by describing how we are cutting down tropical forests so that we can survey
insects from the canopy. But that's exactly what we are doing. When local people were clearing their part of
the forest. we worked with them, slowly taking the forest apart, collecting caterpillars, ants, everything.
We have devised a 30 structure of insects and plants in the forest. Our inventory came up with about 9,500
insect species feeding on 200 species of tree, and they do it in 50,000 different ways. Even for us ecologists,
this is a mind-boggling complexity. However. ecologists also tend to get overexcited by the huge diversity we
see in rainforests and extrapolate it to unrealistic numbers of species for the entire planet. Previous estimates
put the number of insect species worldwide at 30 million. We put it at six million. We found that a tree
species has about the same number of insect species feeding on it whether it grows in Papua New Guinea or
Europe: tropical forests are so rich in insects only because they have so many species of tree.

ld1$bijjflnijj+l$MfiMftii,i.HMM•#i&UMH§i
Questions 1-6
Do the following statements agree with the claims of the writer in the Reading Passage?
Next to questions 1-6, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
1 The range of languages in the region makes communication difficult for Europeans.
2 The training of para-ecologists costs less in Papua New Guinea than in Europe.
3 Reducing the rate of pay offered to specimen collectors can reduce their effectiveness.
4 The fact that some local collaborators are also landowners is an advantage.
5 The researchers try to discourage the use of destructive agricultural practices.
6 There is a tendency for scientists to underestimate the diversity of species in existence in the world.
Which statement best describes how you feel about Identifying the Writer's Views and
Claims (Yes/No/Not Given) tasks?
I feel confident about doing Yes/No/Not Given tasks.

I did OK, but I still need to do more work on Yes/No/Not Given tasks.
I need more practice with Yes/No/Not Given tasks. I need to focus on . . .

LISTENING
Pg.24-25, 64-65/ Section Listening
•
Unit 3
Listening skills Understanding information in flow charts
1 The flow chart below is used by a mail order company. It shows how staff should
I. deal with customer queries. Put a-d in the correct spaces on the flow chart Technique
a Ask purpose of customer's call Practise reading and
b Request to place order understanding flow
charts. They can appear
c Put customer on hold
in the Listening and
d Can query be dealt with over telephone? Reading Modules.
DEALING WITH TELEPHONE QUERIES
Customer calls help number
Is an assistant available? 1
Yes
Problem with product purchased 4
3 Transfe call to
sales department
Yes
Answer queries and Authorize customer to return product and

resolve problem charge back credit card
2 A flow chart in an IELTS Listening task shows that information is related in particular ways. Label
each phrase in the box below with the relationship it indicates. Choose from: cause and effect,
conditional or linear ordering.
As a result • This means that • If , then • Firstly • Otherwise • Next • Unless ... ,then
This leads to • Finally • If not, then • To begin with
3 Imagine that a training manager is describing the procedure above for dealing with customer
queries. Which phrases from exercise 2 would you expect to hear? Write the phrases on the flow
chart near the relevant boxes.
4 The information opposite is taken from a flow chart task. Answer questions a-d.
a What is the starting peint and end point of the process?
b What is the general topic?
c Which nouns appear many times in the chart?
d Which words from exercise 2 above do you expect to hear and where?
Machines, cycles and processes
Customer complains about malfunction
•
Yes
Machine fault
Example No
•
Inside guazuttee period ?
Technique
Read the flow chart quickly
and carefully. It gives you
Fill in form Fill in form information about what you
will hear in the Listening
task.
We replace and return machine We send the product to

within 5 days al to be fixed
Customer buys new No We receive 2 - includes details

product of cost and time
Does the customer 3
Yes
We arrange the repair

Customer has to 4 product
after repair
Customer has working

product and is satisfied
5 *1.18 Listen to the first part of the recording and complete the gaps in the flow
chart. Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
6 .1.19 The form below is taken from a form completion task. It follows on from
the flow chart in exercise 5. Listen to the recording and complete the form. Write
ONE WORD OR A NUMBER for each answer.
Harvey's Homewares
Faulty Product Replacement Instruction
Product Make: Gleeware
Model: Breadmaker 3
Model No: 6
Shop where bought: Bluewater
Date of purchase: 2.12.13
Customer surname: 7 Initials: J.H
House number 8 Road naMe: 9 Gardens
Postcode: AD22 4SC
Day of delivery: 10
25
UHt
1. Listening skills Changing opinions
• 1 Read the four dialogues below.

a Which speakers change their minds?
b What phrases do they use to indicate this?
1 2
A What river's that? C Ben Nevis is the tallest mountain in
B That's the River Exe, no, Scotland. In the UK, in fact.
I mean the River Avon. D Really?
4
3
E If we leave now, we will see the G If we visit the lake this afternoon, we may
sunset. see the ducks flying in.
F I'm not so sure about that. The sky H I think you'll find they come in greater
looks very cloudy. numbers in the evening.
E Actually, you're right. It might be G Yes, that's what I meant, in the evening.
better to wait until another day. We'll see thousands in the evening.
2 Read the dialogue. Then answer questions a—c below.

Technique
Boy What shall we do this morning? We can visit the monkeys first - Listen carefully for
they're always fun. speakers who change
their opinion. In
Girl But the monkeys will be fed in the afternoon. That will be the best extended multiple-choice
time to see them. questions, you may
Boy Well, we can see the elephants, then. hear most or all of the
options on the recording.
Girl The keepers bring them out after midday too. When speakers change
Boy Then we should visit the aquarium - the fish are always awake. their minds, you cannot
answer the question
Girl That's a good idea. We'll see the fish. And what about the lions? with certainty until the
Boy The big cat enclosure is not open today, although we can see the discussion is finished.
tigers this morning if we want.
Girl Yes, let's see those and the fish. And then we can have lunch.
Boy All right. Let's go.
a How many animals do they talk about visiting?

b How many animals do they decide to visit?
c At what stage in the conversation do you know their decision: the beginning, the middle
or the end?
Answering multiple-choice questions

1The questions in exercise 3 on page 65 come from an extended multiple-choice Technique
task. Skim read the questions. Which of the following topics do you think you will
hear about? Which are not so likely? Put a tick (.') , question mark (?) or a cross Skim read the questions
(X) by each one. and the alternatives to
get the idea of what the
animals • assignments • circuses • zoos • television recording will be about.
schools • car accidents • banks • museums This will help you to
understand it better.
64
Nature
2 Now think about the topic of the listening text, by answering these questions.
What is the difference between:
a zoo and a circus? • a cage and a park?
predator and prey? • wild and domestic?
entertainment and education? • conservation and extinction?
Technique
Spend a little time thinking about the topic before you listen to the
recording. Ask yourself: What do I know about this subject already?
3
Questions 1-3
Choose THREE letters A-G.
What topics must the assignment cover?
A zoo finances E education and zoos
public safety F zoos for science
C the history of zoos G value for money
animal welfare Technique
Put the answers in any
Questions 4 and 5 order, e.g. A, C or C,
A, etc.
Choose TWO letters A-E.
Which areas do the students decide to concentrate their efforts on?
A science 13 conservation
history education
C entertainment
4 02.16 Listen to the first part of the recording and answer questions 1-5.
Completing a summary (2)

1The paragraph below is taken from a summary completion task. Read the paragraph and decide
what kind of information is missing in each question. Match each space 6-10 with a phrase from
the list.
an activity • a person • a date • a number • a place • a colour an adjective
The Arabian oryx is main y 6 in colour. It lives in a 7 climate.

In 8 it became extinct. Now, there are about 9 in Oman. A crash
in the population was caused by 10
2 02.17 Listen to the second part of the recording and complete the summary. Write NO
MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
65
LISTENING
Pg.118-121, 50-51/ Section Vocab 5 + Video 5
�.
A kiteboarder jumps high over the Parnlico Sound, North Carolina, USA
50 LISTENING
l VIDEO 5 Klteb
----
dlog.i..
Before you watch

1 Look at the photo. Which of these sports is it?
bodyboarding jet skiing kiteboarding parasailing water-skiing windsurfing
I
I 2 Work i n pairs. Discuss the other sports in Exercise 1 .
'1
1 How do these sports get their names?
2 What equipment do you think you need to do them?
3 What else do you need - water, waves, surf, wind, sunshine, etc?
3 How would you feel if you were the person in the photo?
While you watch

4 Watch the video about Cory Roeseler as he does two sports in the Columbia River
Gorge in the United States. Answer the questions.
1 How does the narrator describe the weather?
2 What sport is Roeseler doing in the first part of the video?
3 Why is the wind so important in this sport?
4 Does Roeseler's new invention work?
5 Watch the video again. For each question, choose TWO letters, A-E.
Why does he like the Columbia River Gorge?
A He enjoys himself there.
B He went there a lot as a teenager.
C It's close to his home in Washington State.
D It's the home of kiteboarding.
E It's where he experiments with new sports equipment.
2 How is Roeseler's wakeboarding boat different from anyone else's?
A His invention is the only one that has worked.
B I t has been extensively tested on the water.
C Its tower gives it more height than other boats.
D Nobody else has used a tower.
E The addition of a sail gives it more stability.
After you watch

6 One of Roeseler's friends says he's nervous because he's 'never seen anything like that
before'. Tell your partner about an experience you had that made you feel nervous.
7 Complete these sentences with your own ideas. Then talk for a minute or two to your
partner about each one.
1 Personally, I think adventure sports . . .
2 My best sports experience was . . .
3 The typical things I enjoy doing with my friends include . . .
4 Things I have in common with my friends are . . .
8 Work in small groups. Discuss the questions.
1 What kind of things might people learn about themselves doing adventure sports?
2 Do people who enjoy adventure sports have a negative or a positive impact on the
environment? How?
LISTENING 51
VOCAB U LARY 5
Prefixes and suffixes

1 Read the information about prefixes and suffixes.
There are different prefixes and suffixes in English that, when added to words, change their meaning or
word class. Prefixes go at the start of a word and change its meaning. Suffixes go at the end of a word and
change its word class. For example:
• the prefix un- gives the word an opposite meaning: fashionable/unfashionable
• the suffix -able changes a noun to an adjective: fashion/fashionable
I n the I E LTS exam, particularly the reading paper, you will certainly come across vocabulary that you do not
know. Using your knowledge of prefixes and suffixes can be a useful tool in helping you to understand the
likely meaning of u nknown words.
Suffixes
2 Look at the words (1 -7). Match the words with the correct suffix from the box.
-able -al -ion -er -ity -ly -ion -ness
strange + -ly strangely
1 dispose 5 strange
2 sensitive 6 thin
3 easy 7 clinic
4 irritate
3 Go back to the text on page 101 and check your answers. Highlight the words in the
text. Then identify the word class in each case.
strange (adjective) - strangely (adverb)
Negative prefixes
4 Read the information about negative prefixes.
One of the most common uses of a prefix is to change a word to its opposite meaning. There are a number
of prefix forms used to make a word negative. These include: in-, un-, im- and non-.
5 Look at the following words and negative prefixes. Some of the words come from
the text on page 101. Match the prefixes with the words.
iiim- (x 2) in- non- (x 2) un-
sterile - non-sterile
1 probable 5 appropriate
2 powdered 6 legal
3 medical 7 modest
4 sterile
6 Use the examples in Exercise 5 to complete the general rules.

The prefix im-- is often used before words starting with the letters . . . and . . .
2 The prefix ii- is often used before words starting with the letter . . .

8#@.i:lilf.Mii
Synonyms and paraphrases
7 Read the information about synonyms.
A synonym is a word or phrase with the same meaning. Sometimes the difference is in
formality. A paraphrase is when a word or phrase is expressed in a different way. There
are many synonyms! In the IELTS test, questions often require you to know a number
of synonyms or to recognise a phrase that expresses a similar meaning, e.g. very good I
excellent.
8 Complete the sentences (1-7). Choose the correct synonym o r word with a similar
meaning from the box which matches the word in bold.
bizarre depicted endangered foul lack � rare
1 The biggest flower is found in Sarawak, in Malaysia. It is the lar�ec;;t species of its kind.
2 The flowers are strange. They are ........... ..
3 The flowers have n o leaves. They . .. ........ ............ leaves.
4 They emit an extremely unpleasant smell. They emit a . . ......................... smell.
5 The flowers are very uncommon. They are ..........................
6 They are threatened. They are ...................................... .
7 They are often shown on tourist brochures. They are often ...... .. ................... .. on tourist
brochures.
Go back to the text on page 103 and check the meaning of the words in context or
use a dictionary.
Antonyms
9 Read the information about antonyms.
An a ntonym is a word or phrase with the opposite meaning. Recognising antonyms is

useful in the I E LTS test, particularly when answering reading and listening questions.
Words may have different antonyms, depending on the context.
very good I very bad
a mature cheese I a mild cheese
a mature person I an immature person
1 0 Look at the words in column A, which come from the text on page 104, and match
them with their opposite meaning in column B.
A B
1 balmy a increase
2 consensus b gradually
3 onset c conclusion
4 reduction d cool
5 rapid e disagreement
6 suddenly f slow

Dependent prepositions
11 Read the information about dependent prepositions.
Certain prepositions must be used according to the verbs or nouns they follow. In the IELTS exam, it's important
to recognise and use the correct prepositions. Try to memorise the correct prepositions in combination with the
words they follow.
• verb + preposition: It depends on the weather.
• noun + preposition: He's a friend of mine.
1 2 Read the summary of the text on page 105 below. Complete the summary text with
the correct preposition. Underline the verb or noun that the preposition depends on.
about at of (x 3) on ffi
This text refers 1 .......19.... .. research in Australia. According to the researchers, early modern
. .
humans were sophisticated hunters. It is not known what method 2 ................... hunting they
used. Researchers can speculate 3 ..... ......... .. methods but they have no evidence. It seems
. ..
the hunters were experts 4 ....... ........... catching fish such as tuna, which are hard to catch even
.
today. The bones found show hunters were capable 5 ................... catching these fish much earlier
than previously thought. This evidence sheds new light 6 ................... the puzzle of how Australia
was first colonised. Other evidence has been destroyed as a consequence 7 ..... ............ rises in
t h e sea level.
1 3 Write your own sentences using the following expressions.

1 shed light on 2 be an expert at 3 refer to
Wordbuilding
1 4 Read the information about wordbuilding.
Recognising the grammatical form of words can help you in many aspects of the IELTS test. Using prefixes
and suffixes as well as organising words into families is helpful. When recording new words in your notebook,
include the word class (noun, verb, etc.) and any special features.
1 5 Looi< at the mind map with words to do with happiness. Complete the sentences with
words from the mind map.
giggle ticklish
happiness
1
joy laugh laughter
joke humour pleased
1 General noun: .. .................................. happiness; adj. happy or .......... ......................... .

= =
2 When people are happy, they ........ ........ .. . .............. . (verb)

3 The noun is . . ..... ....... . ........... .
4 To ..... ... . ...... . .. .. is to laugh in a childish way. (also a noun)
. .. .
5 People laugh when you tell them a ........ ... .. (also a verb - to make ............ .s ) .
6 The abstract noun is .... . ........ .................... . (to have a sense of ................ .................... )
7 If people also laugh when you tickle them, we say they are . ... ....... ...... . (adj)
_ .

VOCABULARY 5
1 6 The mind map in Exercise 1 5 is about 'happiness'. Try and create your own word
diagram for words about 'sadness'.
Common IELTS topic: Industry and technology

Collocation: adjective + preposition
1 7 Choose the correct prepositions to complete the sentences.
at by for from of to with
1 Older cars can be prone rust, especially if they are not kept in a garage.
........................ ..............
2 The factory is capable ...................................... producing over 10,000 components a day.

3 The use of solar power is beneficial ...................... ..... the environment and saves on
electricity bills.
4 Not all software will be compatible ...................................... older hardware.
5 Japan is known ...................................... its innovation in the field of robot design.
6 This earthquake-proof building is typical ............... ..................... the ones being constructed all
over the city.
7 The gadget is sensitive ...................................... a person's eye movements, and can track what
they are reading.
8 Our team is responsible .......................... .......... checking the durability of the products.
Collocation: verb + noun

18 Match the verbs and the nouns that they collocate with.
conclusion hold implement maintain meet perform place solve
1 Rogers and Black still ...................................... the record for the longest time spent in zero gravity.
2 Researchers have yet to reach a ...................................... about the reason for the programme
failure.
3 The manufacturers are working hard to ..................... ............... the demand for the product.
4 The question is how can governments ............. . . .................. their carbon-reducing policies?
5 More funding is required to ...................................... the same experiment in different
environments.
6 Both Simpson and Mallory .............. ...................... the view that science should be compulsory in
high school.
7 The high demand for new buildings will ....... ............................. even more strain on the
construction i ndustry.
8 What is causing the machine to malfunction? We need to ...................................... the puzzle
before it affects profits.

WRITING
A About the task
1 Read the following information about the task.
The Discussion/Opinion Essay task tests your ability to discuss opposing opinions and to give your own opinion.
On the question paper, you see a task which presents two different opinions about the same topic and a
question asking you to discuss both points of view and to explain what you think about this topic. These essay
questions often follow this pattern: Some people think . . . Other people think . . .
Here are the basic rules for writing Discussion/Opinion Essays:
• Read and analyse the opinions and the question carefully.

• Decide whether you agree or disagree with Opinion A or B .
• Write a brief, well-organised introduction, at least two main paragraphs and a short conclusion.
• Include examples to support your reasons.
• Write in paragraphs. Do not use notes or bullet points.
You have to explain and support Opinion A, explain and support Opinion B, and then give your own opinion.
2 Work in pairs. Look at the writing task below and answer the questions.
Some students think it is better to attend university in or near their hometown.

Otl1ers think it is better to attend a university away from home.
Discuss both views and give your opinion.
1 What is the first opinion?

2 What is t h e second opinion?
3 When you write your essay, what three things must you include?
4 With your partner, think of some reasons to support the first opinion.
5 With your partner, think of some reasons to support the second opinion.
6 Do you have any personal experiences or background information related to these opinions?
7 What is your own opinion? Discuss with your partner.
8 In the exam, how much time do you have to write your essay?
9 How long should your essay be?

B Sample question
3 Read the task and a nswer the question. Use the rules about the task from Section A
IELTS PRACTICETASK
Some people think that schools should use teaching methods that encourage students to cooperate.
Other people think tl1at schools should use teaching methods that encourage students to compete.
C Tips and tactics

in Section B?
Spend a few minutes reading and thinking about the task. Make sure you understand the
two opinions and the question. Underline key words.
2 You don't have a lot of time, but you should make a brief plan. Write several reasons why
you might agree with the first opinion and several reasons why you might agree with the
second opinion. Is it easier to think of reasons to agree with the first or second opinion?
This can help you decide which position to take.
4 Your introduction can be brief. You should restate the two opinions in your own words,
and if possible provide a little background on the issues. For example, you can explain
why this issue is an important one, or why it has become more important in recent
times.
5 You don't have to state your opinion in the introduction in this type of essay. You can
discuss one of the opinions in the first main paragraph, then discuss the opposing
opinion in the second main paragraph, and then give your own opinion in the conclusion.
6 Begin each main paragraph with a topic sentence (a sentence that states the main
idea of the paragraph). This sentence can be quite simple. All of the sentences in that
paragraph should support the topic sentence.
7 In both paragraphs, you should use linking words and phrases to move smoothly from
one reason to another and to connect the two paragraphs.
8 You should support the reasons that you give in your main paragraphs with specific
details and examples.
9 The final paragraph can be brief. You should summarise the main points of both opinions
and clearly state your own opinion.
10 The final paragraph should also begin with a word or phrase to signal that it is a
conclusion.
1 1 You r paragraphs should b e clearly separated, for example, you can leave a blank space
between them or indent the first line of each new paragraph . .
1 2 Keep track of t h e time. You have about 4 0 minutes to d o Task 2 .
1 3 Make sure your handwriting i s clear and legible enough for the examiners t o read.
1 4 As you write your essay, keep i n mind the criteria that the examiners use to mark
your essay. (For marking criteria, see About the Academic Writing Test, page 1 80.)

SPEAKING
Pg.42
Speaking Parts 2 and 3 0 Work in pairs. Look at these questions for
Speaking Part 3.
0 Work in pairs. Look at this task for Speaking
Part 2. Which words and phrases in the box 1 What opinion or ideas would you"express to
below would you use when you do the task? answer each question?
2 What reasons and examples can you give?
Describe a website on the Internet that you use
regularly. Internet use
You should say: • How does the Internet help people in their
what sort of website it is everyday lives?
what you use it for • Do you think that some people spend too
what you like and dislike about it much time on the Internet? Why?
and explain why you use it regularly.
• In your opinion, will newspapers and books
disappear as a result of the Internet? Why? 1
site social network1ng to browse to buy online Why not?
to chat to download to keep 1n touch
to keep up to date to research to v1s1t to watch
C) Read the response below given by Elena, an
f) You are going to do the task in Exercise 1. Before IELTS candidate.
you talk, think about what you're going to say 1 Which question from Speaking Part 3 in
and make some notes. Exercise 5 is she answering?
2 Underline the reasons and examples she gives.
€) Work in pairs and take turns to give your talks.
3 Which four words and phrases does she use to
You should each speak for up to two minutes.
show she's not certain about her answer?
Exam information Speaking Part 3
• In Part 3, the exami ner asks you questions on a
range of topics connected with t he topic of Part
2, and you discuss your opinions w ith him/her.
• The questions are more general and less
Well, I'm not sure. Some people do perhaps, for example
personal than in Part 1.
young people w ho should be studying instead, but a
• Th is part takes four to five minutes.
lot of people use the Internet for th eir jobs or for other
0 Look at this Part 3 question and the three things. Maybe too much ti me chatting to friends, not
answers below. Which answer do you think is enough time doing other things. Too much time sitting
best? Why? down. But many people leave the Internet connected
all day because they use it instead of a telephone for
How does the Internet help messages or instead of going to the library, so I think it
people in their everyday lives? depends. For some things, it saves time.
I use the Internet for downloading films. I enjoy 0 Pronunciation: Chunking

watchin g films in my free time. and it's cheaper than
going to the cinema. f) Work in pairs. Take turns to ask and answer the
questions in Exercise 5.
Well. I think it helps people in quite a lot of ways. for Exam advice Speaking Part 3
insta nce to get information, or to book air tickets, it
• Listen ca refully to the questions and make sure
helps people to study and to do research for their
you give direct and relevant answers.
homework and their studies or even to get advice about
• Give qu ite long answers to the questions, giving
how to study.
an example or a reason.
• If you're not certain how to answer, say so and
Yes, I think it helps people a lot.
suggest possible ideas you have.
@ Unit4
WRITING
Pg.83-86 / Section Writing
ronunciation Writing Task 2
Linking and pausing 0 Work in pairs. How much do you remember
about Writing Task 2? Choose the correct options
Speakers tend to link certain words together and
in each of these sentences.
pause between others. This gives their speech
a cha racteristic rhythm and flow, and helps the 1 You should allow 30 I 40 m inutes to write yo ur
listener follow what they say. answer.
2 You get twice as many marks as I the same
~ Listen to this extract from one of David's
marks as Task 1 for th is answer.
answers in Speaking Exercise 4 and answer the 3 If you write fewer than 250 words, you will lose
question below. marks 1 it doesn't matter.
4 You must I needn't give your own opinion.
Museums are sometimes a bit expensive, but if the 5 You should try to I needn't express opin ions the
school pays, it's OK and there's such a lot to see. examiner will agree with.
6 Paragraph ing is I is not important.
Where does he tend to link words? 7 It is better to keep your language simple but
a Between words which end with a vowel and correct I try to use complex language and risk
begin with a consonant making mistakes.
b Between words which end with a consonant and
begin with a vowel 6 Work in pairs. Underline the two opinions you
have to deal with in this task.
6 Work in pairs. Look at part of Lin's answer to
Questions I and 3 in Speaking Exercise 3. Write about the following topic.
I Which words wou ld you link when speaking? Some people argue that fashion items cost too
Underline them. much money. Others say that this is acceptable
2 Where would you pause when speaking? because fashion is an important part of life.
Put I bet ween the words.
Discuss both these views and give your own
First of all, they can experience things directly ...
opinion.
you know, they're not in the classroom any more, Give reasons for your answer and include a ny
they're in a different environment. relevant examples from your own knowledge or
experience.
I don't th ink there's any doubt that museums are
much better at educating chi ldren now ... In the 8 Work in small groups. Discuss how these people
past, I think museums had a different function, might feel about the opinions in Exercise 2.
um they were just places to keep ancient objects
I a celebrity 4 a parent
like coins or pots, but now they're .. . well, there
2 a teenager 5 a fashion designer
are many interactive displays.
3 a young adult 6 an elderly person
@) ~ Listen and check your answers to Exercise 2.

When you have finished, take turns to read Lin's
answers aloud.
Fashion a nd design @
(') Read the sample answer below and find two 0 Find six other phrases in the sample answer
sentences that introduce the opinions expressed in Exercise 4 which introduce opinions, and
in the task. Then underline the sentences that write them in the correct column 4n the table
express the writer's own opinion. in Exercise 5.
f) The sample answer in Exercise 4 is missing a
Throughout history. people have always been interested in concluding paragraph. Which of these items
fashion. When you read rnagazines these days. you see rnany would be appropriate for this part of the essay?
advertisements for the latest fashions. and sorne of these are 1 a statement expressing your personal opinion
very expensive. So, is this a good thing? 2 a repetition of the argument in paragraph 2
Sorne people say that prices should be lower in shops, and l 3 a reference to the views of people not mentioned
can understand their point of view. Before youngsters start previously in the essay
work. they depend on their parents for rnoney. Although rnany 4 a summary of the views discussed in the essay
parents are not wealthy. they are often pressurised into buying 5 a quote
things like designerjeans for their children. After they have 6 a new argument about the subject
7 a logical link to the previous paragraph
started earning rnoney. young adults can st ill find it hard to afford
fashionable clothes because they are saving up for other iterns. G) Which items 1-7 from Exercise 7 can you find in
1-towever, t here are other people who say they are happy to pay this concluding paragraph?
for designer clothes. Teenagers look forward to doing this when A£tko1A(jk dotke.s. kP-ve. be.co..._e. B1Aite. e.Xpe.1-1.s.ive. 1
they have their own incorne. C...elebrities have plenty of rnoney. :L tki1-1-K t ke.re. is e.1-1.01A(jk ckoice. tke.s.e. dP.~S .for
so they rnight say that they do not worry about how rnuch clothes e.ve.YJr01-te.. PP.re.1-1.fs.jus.t kP-ve. to be. s.hict witk
cost. They know they need to look after their irnage while t hey ckiidre.-1-1. P.bo1At wkP.t tke.Jt CP-1-1. P.-Hord, P-1-1-d people.
are farnous. Surely fashion designers would also argue that the kMe. t o b1A(j witki-1-1. tke.ir b 1Ad(je.t.
cost is fine. According to people in the fashion business. you
cannot criticise until you have seen how hard it is to be original 0 Key gra mma r: Time conjunctions: until/before/when/after
and set new trends.
0 Work in small groups. Look at this Writing task.
Personally. l think the question depends on how irnportant Write a list of people or organisations who would
fashion is to you. lfyou are not interested in fashion, you needn't have opinions on each side of the issue, then write
spend a lot of rnoney because these days there are rnany clothes a plan for your answer.
shops around. On the other hand. if you like to look good, you
have to buy fewer clothes and pay rnore rnoney for thern. Write about the following topic.
Some organisations believe that their employees
should dress smartly. Others value quality of work
0 Work in pairs. Write these phrases introducing
above appearance.
opinions in the correct column of the table below.
Discuss both these views and give your own
Other people d1sagree. X may argue that opinion.
According to X, . . . In X's opinion, .
Personally, I agree. Give reasons for your answer and include any
relevant examples from your own knowledge or
A suggesting B giving c introducing D giving experience.
what might a clear an opposing someone
be someone opinion of argument else's view
else's view your own
i-1-1. 'f-.'s.
opi1-1.i01-1.
@ UnitS
6 Join each pair of sentences using the conjunction
in brackets and starting with the words given.
You may need to reorganise the sentence and add,
change or remove some words.
1 New fashions reach the shops. Prices often go
up. (when)
When new fashions re.MIA tiAe. .s1Aops1 prices
o-He.11L o 1Ap.
0
2 Staff must leave the building first. Then they can
smoke. (until)
Staff cannot ...
3 You wear casual clothes to work. Then it is hard
to wear a suit. (after)
After you ...
4 The sales start. Then some people go shopping.
(until)
® Write an answer to the task in Exercise 9. You Some people ...
should write at least 250 words. 5 Employees put on a uniform . They all look the
Exam advice Writing Task 2 same. (when)
Employees all ...
• Check how many opinions you should write 6 Customers spent less money on clothes. Designer
about. brands were introduced. (before)
• Consider who might have the opinions and Before designer brands ...
express them using your own words. 7 I spend all my money. I go home. (when)
• Make your own opinion clear, too. When I ...
• Summarise your points and draw a conclusion. E) IELTS candidates often make mistakes with
tenses following time conjunctions. Circle the
correct verb form in each of these sentences.
Key grammar 1 I go shopping when I was ; @@upset by
Ti me conjunctions : until/before/when/after somebody.
2 The customer was aware of the price before she
0 Complete these sentences by writing a buy I bought the dress.
conjunction (until, before, when or after) in each 3 After graduate I we graduate, we need to
gap. Then check your answers by referring to the compete for a good job.
sample answer on page 84. 4 We must set goals and not stop until achieved I
we achieve them.
1 W.lrc~:11 . you read magazines these days, you see
5 When children will grow up I grow up, they face
many advertisements for the latest fashions.
many problems .
2 youngsters start work, they depend on
6 Some parents don't want their children to work
their parents for money.
before they reach I will reach adulthood.
3 they have started earning money, young
adults can still find it hard to afford fashionable
clothes.
4 Teenagers look forward to doing this
they h ave their own income.
5 You cannot criticise . ... you have seen how
hard it is to be original.
0 page 1Ol"..Time con;unct10ns
Fashion and design @

Vocabulary and grammar review Uni~ 7
Vocabulary Grammar
0 Complete each conversation below with a word 8 Circle the correct option in each of these
from the box. sentences.
bored concerned 1rr1tating 1 Petra said she'd join us for lunch if she
persuas1ve reassuring upsetting (/fiUs~l would finish her work in time.
2 If you asked people, most of them will said I
A: I cried when I watched the programme about would say that lying is wrong.
the baby gorilla that died. 3 The old woman won't get across the road if
B: I know, it was so 1 ~ps.~t:h1-1 .
0 someone didn't I doesn't help her.
A: I've been worrying about Gina's new job. 4 Harim's changed so much that if I met I will
B: Me too - but it's 2 to know that she's meet him now, I wouldn't recognise him.
getting on well with her colleagues. 5 Research shows that children will disobey an
instruction if they think I thought no one is
A: Whenever I get to the bus stop, one's just left! watching them.
B: That must be really 3 6 In England, people say 'Pardon' if they
A: Telling people that they will save money if they cannot 1 could not hear someone clearly.
buy a more expensive phone makes no sense. 7 If you get on with your colleagues, work is I
B: Mmm, but it's a very 4 . argument. was more enjoyable.
8 I'll tell you what I thi nk, but you might I
A: He's yawning again. would not agree with me.
B: I guess he's 5 . 9 You shouldn't give up the course unless you
A: I'd like to give more money to charity. find I you'll find it too hard.
B: Yes, but you can't be 6 about everyone. 0 Find five other referencing mistakes in this
paragraph and correct them using the words
6 Complete the sentences below about US Facebook in the box.
users using the expressions in the box. You will
need to use some expressions more than once. It ItS etftef they thiS thiS
age age group aged ages the age (s) In every society, people need to build
relationships with another otke.r people. These
1 Facebook is used by people of all v. e.s .. .
2 Just over 50 percent of users are under .
0 relationships can take place at work, school or
home. Wherever it occur, it is important that
of 26. people understand each other. An organisation
3 The 18 to 25 is the largest single group will not function well if their members are
of users. unhappy. Good managers understand the point
4 People between of 26 and 34 make and make sure they reward employees
up the second largest group of users. for good work. In fact, when you take
5 More youngsters . 13 to 17 time to understand what people
use Facebook than people over 44. want and why they want them,
6 Twelve percent of Facebook users 35-44
it is usually possible to solve
14%
are under 17 years of . .. ........ . most problems. These results
7 Ninety-seven percent of users are in a happy environment where
under of55. people progress well.
8 The 55 to 65 represents 18- 25
43%
the smallest category of users.
US Facebook users by age
group (insideFacebook.com)
@ Vocabulary and grammar review Unit 7
READING
Pg.316-321/ Section Modals 1-3
13&M'Mi;l;ifi.lil@j:W!M
To make a comparative weaker, we add these modifiers: public spending in the UK and Finland is
a bit, a little, not much, not a lot, slightly + comparative 4 ... . ... .
. . . . . . .... . (far I great) Australia or the US. However,
.... ............ ...
or nearly, not quite, almost + as + adjective/adverb. the statistics reveal that public spending in Singapore i s
The process is taking a bit longer than we would like. 5 ...... ... ..... .. .. .. (significant I generous) than t h e other
. .. .. .... . ...
This model is not quite as efficient as the CVS-460 model. countries in the survey. In fact, we can see that the
government in Singapore also spends 6 ......................................
Quantity (considerable) than the governments of the other
countries. The government of Finland spends
When we want to compare quantity, we can use (not) as
7 ... .. . . . . .. (slight) than the government of Australia
.. .... ..... ..... .... ...... .
much/many + noun (phrase) + as:

but spending in the UK is 8 ....... .. .. ..... ...... (by far I high).
....
There aren't as many {wild tigers} as there used to be.

There is as much water 011 the Eartl1's surface as ever.
Exercises 1 4 Modals ( 1 )
Complete the text. Choose the correct option. We use can, must, should, ought to to talk about permission,
In a recent survey, it was found that there are a lot obligation and necessity. These verbs don't change form (she
1 more I most I less mobile phones today compared with ean ./ -slte-ettts
t ).
four years ago. Now, 80% of teenagers own a mobile
We can also use be allowed to, have to and need to. These
phone. Half (40% of teens} own a smartphone today,
verbs require the verb be or auxiliary verbs and therefore
compared with 23% four years ago.
change form (she isn't allowed to, he doesn 't have to, she
2 Less I Fewer I The least teens own a tablet (25%),
needs to).
which is comparable to the adult population. Four years
ago this figure was just 9 % . Teens generally have
3 more I less I fewer access to the Internet at home
Permission (can, may, be able to)
because the home computer is usually shared by other Present Past
family members. Mobile access is more common among
teens, with 26% accessing the Internet exclusively Permi ss ion can, is/are allowed could, was/were
from their mobile phone or tablet. Although adults tend to, may allowed to
to spend 4 fewer I fewest I more time on the Internet. We use can to request and give permission.
because many use it for their work, only 1 5 % access the • The permission may be internal, i.e. from the speaker.
Internet exclusively from handheld devices. The group
Ca11 I borrow your pen? Yes, you can.
that spends the 5 more I most I less time online using • Or permission may be external, i . e . from an outside
handheld devices is those aged between 17 and 19. The
source which may be an institution or law.
main use for this group is social networking.
Can I use my mobile phone here? No, you can't. (It is the rule
The group that spends the 6 least I more I fewest hours
of the institution.)
on the Internet is those aged between 1 3 and 1 6. This is
We use be allowed to to request and give permission, usually
also the group that has the 7 fewest I less I least access
from an external source.
to the Internet, as their parents tend to have greater
'Am I allowed to leave my bike here?' 'Yes, you are. '
control over their time online.
A more polite way of asking for permission is to use may. You
2 Look at the table and complete the text with can only use may in this context with I or we.
comparative and superlative forms. Use the words in May I/we leave the room, please ?
brackets. You may need to change the words and/or The past form of can is could and be allowed to is was/were
add other words. allowed to. There i s no past form of may for permission.
Public National Government We could stay up late every night when we were young.
s p e nding as h ea l th c are s p end i n g o n I was allowed to wearjeans at school yesterday.
% of GDP expenditure healthcare We only use could to speak generally about permission in the
as % of G D P as % o f total past. When we want to talk about a specific event in the past,
healthcare we use was/were allowed to.
spending
To refuse permission, we use can't or may not.
Australia 27 9 68 Can / leave early? No, you can 't.
May I leave early? No, you may not.
Finland 40 9 75
Singa pore 13 4 36 let, allow
Sweden 33 10 81 When we want to talk about permission to do something, we
can use let + object + infinitive (without to).
UK 46 10 84
Dad lets me use his car from time to time.
us 27 18 53 Do you think Anna will let me wear her shoes?
When we want to make a passive sentence, we need to use
We checked a number of sources and found that allowed to rather than let.
1 (reliable) statistics were provided by
.. .. ... .... .. .. ...... . . .... ......... . .
We aren 't allowed to use mobile phones in lectures. (not X}
the World Bank. According to the World Bank, national
healthcare expenditure is 2 . . . . . . in Australia ............ ... .... ... . .....
(same} it is in Finland, and Sweden spends

3 .. .. . . . ...
........ (much} the UK. As a percentage of GDP.
... . ...
316 GRAMMAR RESOURCE BANI<

•a@W@;l;lfj.l•l;MJ:h�''
Obligation and necessity (must, have 6 She doesn't need to I needn't be nervous, they do all
the safety checks before they let her jump.
to, need to, be allowed to) 7 I didn't need I needn't to drive there. I could have
I Obligati�n/
walked.
I necessity
Present Past
2 Look at the sentences. Correct the mistakes, if
must, have to, had to, needed to
necessary. Tick (.I) the correct sentences.
need to
1 May Sam and Leo attend the meeting too?
We use must or have to to say that something is obligatory or
very important. 2 They have left their car in the staff car park. Are they
You must do your homework. (The obligation is from the allowed to do that?
teacher.)
We have to be there at a.m. (The obligation comes from the 3 I mustn't to be late for work again.
organisers of the event, not the speaker.)
4 Shh ! This is a library. You don't have to talk in here.
We use need to when we want to say that something is
necessary, but not obligatory.
5 He needn't has done his homework. The teacher was
You need to wear a hat today. ( It's necessary as it is very
away.
cold outside.)
The past form of must and have to is had to and the past of 6 Do you think your tutor will let you hand in your
need to is needed to. assignment late?
He had to report his findings to the committee. (Il emust
tefJt)Fteti-his-1-ifltiif!gs--ffl-the-eemfflittee . ) 7 Do we must complete this exercise today?
He needed to renew his passport and visa.
We use mustn't to say it is obligatory or important not to do 8 You don't have to have experience to apply for the job,
something. but it'll help.
You mustn't drive without a licence. (The obligation is not
from the speaker). (:Jfet:Hie>ftf-lt8ve-t&-dfive-witlte>ut-&-lieef!ee.)
The past form of mustn't is wasn't/weren't allowed to.
We had to complete the test. We weren't allowed to leave
1 5 Medals (2)
before we had finished.
We use can (can't) and will (won't) t o make requests and
could (couldn't) and would (wouldn't) for more polite requests.
No obligation/necessity ( don't have to, We use let's, could and shall in suggestions and will and shall
don't need to, needn 't) in offers.
To express an opinion or give advice we use should, could,
Present Past ought to and had ('cl) better.
None of these verbs changes form in the third person and we
use the verbs as auxiliaries in questions.
No obligation/ don't have to, don't didn't have to,
He could go to another shop. .I
necessity need to, needn't didn't need to,
needn't have
(He-eeultis-tfy-tlflt>tftef-She>13. X)
We use don't have to or don't need to to say that something Will you help me? ,/
is not obligatory or necessary. We can also use needn't to (Ber-ye>u-wifHtel{Tffle! X)
mean the same as don't need to.
We don't have to/don't need to/needn't go to work today. Making requests (can, will, could, would}
The past forms are didn't have to, didn't need to and needn't We use can and will to make requests.
have + past participle. The meaning between didn't need to Can you open the window, please?
and needn't have (+ past participle) is different. Will you give me a lift tomorrow?
We didn't have to go/didn't need go to work today. ( I t We use could and would to make the request sound more
wasn't necessary, s o we didn't go.) polite.
We needn't have gone to work today. (We went but it turned Could you open the window, please?
out not to have been necessary.) Would you give me a lift tomorrow?
Exercises Suggestions and offers (let's, shall,

1 Choose the correct option. Sometimes more than one could, will)
option is possible.
1 Do they need I have to knock all the houses down to We use let's + infinitive (without to) and shall + I/we
build the new sports centre? + infinitive (without to) and could + infinitive to make
2 I'll be here all week, so he hasn't to I doesn't need to suggestions.
call me, he can just come in. We usually use let's and could in affirmative sentences and
3 You needn't I need to be here by 1 p.m. tomorrow. shall I/we in questions. In expressions with let's and shall, the
4 He was unsure about the quality of the laptop. He speaker is included in the suggestion. With could, the speaker
didn't need I needn't have worried, it was fine. 1s only included in sentences with we.
5 You don't need I needn't shout. I can hear you perfectly Let's do something this afternoon. (I want us to do
well. something.)

Shall we go to the poof? ( I want us to go to the pool).

We could try that new Thai restaurant on South Street.
1 6 Modals (3)
(I want us to try the new restaurant.) We use the modal verbs can, could, may, might, must and
You could try that new Thai restaurant on South Street.
should to talk about certainty, speculation and deduction.
(I recommend you try the new restaurant - without me.)
These verbs don't change form.
We use will and shall to make offers. We usually use will in He may get a different result next time. (He-mays-get--&
affirmative sentences and shall I/we in questions. tfi#efflttt-tesult11extt
ime.X)
I'll carry your bags. This group of modal verbs can be used to talk about the past,
Shall we go? e.g. can't + have + past participle.
They can't have arrived already. It's too early.
Advice and opinion (should, ought to,
'd better) Speculation (may, might, could)
When we want to recommend, advise or express an opinion. Present and future
we use should and ought to. may, might, could it is possible that something
You sl10uld do more exercise. is true
You ought to join my gym.
may not, might not it is possible that something
When we want to say we think something is not a good idea, is not true
we use shouldn't.
He shouldn't eat so much. Past
When we want to ask for advice, we use should.
Should I buy this shirt? may have, might have, could it is possible that something
have is true
The past form is should(n't) have + past participle.
The government shouldn 't lrnve increased spending. may not have, might not have it is possible that something
When we want to give advice in a specific situation, we use is not t rue
had ('cl) better (not) + verb (without to).
I'd better go. I'm already late. We use may, might and could+ infinitive (without to) to
You 'd better not leave your bag unattended. speculate about the present and future when we think it is
Had we better stop there? possible that something is true.
Cargo containers may provide a useful resource.
Exercises The workers in Papua New Guinea might earn £5 a day.
Don't make a noise. They could be asleep.
1 Complete the text with the words in the box.
We use may not and might not + infinitive (without to) to
should ought better could speculate about the present and future, when we think i t is
possible that something is not true. We don't use could not.
The company's output 1 ... .... double if they They might not come. (=We expected them to come but it's
reduced the workforce by 20 per cent and invested in robot possible they won't).
technology. The finance director 2 to take the
......................................
I may not go into work today. (=I would normally go into
initiative at the next AGM and the operations manager had work but today it's possible I won't.)
3 . . . . . . . .. . . . . listen if she wants to keep her job.
.. . . . . . . . .. .. .... . ... We use may have, might have and could have + past
I believe the company 4 ... ...... ............. start the process of participle to speculate about the past when we think it is
streamlining the production line. This 5 . . . .. ... be
........... ..... .... ... .... . possible that something was true.
the perfect time to do this - it has worked for other similar His flight may have been delayed.
companies. However, I think we 6 . .. . ... . .... . to research
........ . . . . .... .. .. He could have missed the flight.
all the options, and we'd 7 ..... ... . . . . not rush things.
.. ... ....... ... ....... ....
We use may not have and might not have + past participle
Instead, we 8 .. .............. wait until we have the best
.....
to speculate about the past when we think it is possible that
strategy available. something is not true. We don't use could not have.
2 Looi< at the sentences and correct the mistakes. She might not have heard us. (We expected her to hear u s
1 Could you mind not talking so loudly? b u t it's possible she didn't.)
They might not have received our message. (We sent a
2 Let email the company and tell them about their message but it's possible they didn't get it.)
mistake.
Deduction (must, can't, couldn't)
3 Do you will give me a lih?
Present and future
4 He shouldn't has reduced the number of people must we are certain that something
working on his team. is true
can't, couldn't we are certain that something

5 Would you mind if you didn't talk during the is not true
presentation, please?
Past
6 Is that the time? We would better finish the seminar.
must have we are certain that something
is true
7 Shall you pick me up aher work?
can't have, couldn't have it is possible that something
is not true
318 GRAMMAR RESOURCE BANI<
13MW.f.i;i;Ifi·!ii@J:&V'*
We use must + infinitive (without to) to deduce something 4 a might b might not
i n the present or future when we are sure that something is c might have d might not have
true. 5 a could b couldn't
Look at her music collection. She must love jazz. c could have d couldn't have
I'm sure the weight of the pedals must be an issue if you 6 a may b may not c may have d may not have
need to cycle fast.
2 Rewrite the sentences so they have the same meaning
We use can't/couldn't + infinitive (without to) to deduce
.
as the first sentence. Use the words in brackets.
something in the present or future when we are sure that 1 I don't think it's possible that they spoke to the film
something is not true. director. (can't)
I've rung the bell three times. They can't be in. They ....................................................... . ........ ........ . ........ . .
You couldn 't be tired already - you've only just got up! 2 My guess is that you were exhausted when you got
We use must have + past participle (without to) to deduce back. (must)
something in the past when we are sure that something is You . ............................................
true. 3 It's possible Sue didn't get my email. (might)
They walked 30 miles in one day. They must /Jave been Sue . ............................. ... .......... ..........
exhausted. 4 I think those aren't the final results because the initial
We use can't/couldn't have + past participle (without to) figures were incorrect. (can't)
to deduce something in the past when we are sure that Those .. ............... ............. .......................
something is not true. 5 Look at the map. I ' m sure we are here. (must)
He didn't send us a card. He can't liave received ours. Look at the map. We ............................
They couldn't /Jave thought much of her if they didn't call. 6 The birds have similar markings, so maybe they are
from the control group (could)
Assumption (should/shouldn't) The birds have similar markings, so they ...... ..........................
7 It's possible that the bag will be too expensive for me
Present and future to afford. (might)
I
should, shouldn't we think something is
8 It's possible that there are people who depend on their
probably true
phones too much. (may)
1 7 Passives ( 1 )
Past There .
should have, shouldn't have we think something is

probably true
We use should/shouldn't to make assumptions about what is The passive voice is often used i n academic and formal
probably true in the present or future. writing. The object of an active verb is the subject of a passive
We should arrive there at about five o'clock. verb.
It sl10uldn 't take too long. Active
We use should/shouldn't have + past participle (without to) to subject active verb object
IThe central bankl increased the lending rate to 12%.
make assumptions about what is probably true in the past.
They should have arrived by now.
It shouldn 't /Jave taken such a long time. Passive
subject passive verb agent
Exercises
The lending rate was increased to 12% ilY l�
t1
-
ie-ce
--11t-
ra
_l_
b_
a-
nk
�.I
1 Read the report and then choose the correct option
0 The subject of an active sentence becomes the agent of a
(a-d) to complete the text.
passive sentence. We use by to introduce the agent.
The court heard that Max Warneford had not been honest
• by + agent can often be omitted.
.
about his business practices. The prosecuting lawyer said
0 The passive form is not used with i ntransitive verbs
that, although there is no way of knowing, this 1 .......... ........
(arrive, disappear, go, sit, die, wait) because they have no
.
going on for years. He added that, as Warneford had
direct object.
kept separate accounts, he 2 ..... ........ ..... known that he was
They disappeared. (not T h eyw eredi s
a ppe&Fed.)
breaking the law. He concluded by saying that Warneford
3 ... .. .... .. .. . helped his accountant, as he claimed, because
his accountant had no knowledge of these accounts.
Forms of the passive
We form the passive with be + past participle (+ by + agent).
. ..
Indeed, his accountant is one of his accusers. Sources
say that without the testimony of so many of Warneford's
present and past simple The system is/was used by
victims, the case 4 ................... come to court. The trial
large corporations.
5 .. ... . .... .... . continue for several weeks and there is a
chance, if found guilty, that Warneford 6 ... ...... .... .... .. face a present and past continuous The system is/ was being
long prison sentence. used by large corporations.
a could be b could not be present and past perfect The system has/ l1ad been
simple used by large corporations.
c could have been d could not have been
2 a must b must not
c must have cl must not have
3 a can b can't c can have d can't have

The land is wanted for development.

modal verbs The system will/sl1011ld//
The books will be saved for the grandchildren of the writer.
must be used by large
c orpora tions
.
The system woulcl/ couldn 't/ Exercises

can't have been used by
1 Complete the description of a food manufacturing
large corporations.
process with the passive form of the verbs in the box.
going to The system is/ was
going to be used by large add coat compress cool cut load mix
corporations. pack pour roast wrap
used to The system used to be used
The oats, nuts and rice 1 . ..................... .. .... at a temperature
by large corporations
of 1 60°c and then they 2 . .. .. .. . together with
.
syrup in a large drum. Then the mixture 3 ......................... .
Uses of the passive out onto a conveyor. Chocolate chips 4 ...................

We use the passive (often omitting by + agent): and then the mixture 5 ... .. .. .. ........... by large rollers
..
• in formal writing. to a standard thickness. The compressed mixture

Your attention in this matter would be much appreciated (by 6 .. .... ... ........ .. ..... into strips and then again into bars.
... . . . . .... .
ttS). Next. the bars 7 ...... . ....... in chocolate and then

• when we describe a process. they 8 ... . .. .... . .... .. ........ .with cold air. The individual bars
. . .. . .
The chassis is coated with a primer (by-tHTtBettitJe). 9 ....... ........... . ..... .... .. in plastic and then they 10 .
.. . . .. ..
• when we want to present an opinion anonymously. into cardboard boxes. The packed boxes 11
It is said that Grimaldi's painting style was influencec/ by onto delivery vehicles.
Marotti.
2 Complete the sentences using the passive form.
We usually omit by + agent when the agent:
Include the agent only when necessary.
• is unknown.
1 They taught us the Chinese alphabet.
The vase was made around 400 years ago ( hysomeone). We..................................... ..... .. ... ... .
•
.. . .
has already been mentioned or is obvious.

2 The bank lent the company £100,000.
MBS Bank stated that, over the next two years, 300
£100,000 ...... .....................................
members of their workforce would be laid off (by-MB5-Btmk).
3 Unforeseen weather conditions had delayed the flight.
• is not important.
The flight ... . .. .. ... ..... .... ... .
Our flight has been delayed (fly-sf)ffleOfle-et'-SOffle#tittfj) .
4 The marketing manager presented u s with an
interesting proposal.
We usually include by + agent when the agent:
•
We. ... ........... .. . ... .
contains important information, despite not being the
. . . ......... .
5 We assure our clients a first-class service.

primary focus of the sentence.
Our .............. . .. .... . . ..............................
Over twenty people were injured by a hurricane in Cuba.
.
6 Anyone attending the university can use the library.

The bank was robbed by a man in his thirties.
The library... ... .... ........ . .. .. ..
• is the name of a writer, artist, inventor or person of note.
'Crime and Punishment' was written by Fyodor Dostoevsky. 7 The investigation revealed a series of errors.
A series of errors ........................................
8 We will assign specific jobs in the next few weeks.
Verbs with two objects Specific jobs .......... .. .. . . . . . . . . . . . ............ ..................... .
When a verb is followed by two objects in an active sentence,

there are two possible ways of making a passive sentence.
18 Passives (2)
subject active verb indirect object direct object
IWe I sent our customers a refund. We form the passive infinitive with infinitive + to be + past
subject passive verb object participle.
We aim to be seen as a progressive company.
Our customers were sent a refund. GPS technology could allow snowfall to be measured across
subject passive verb preposition object a wider range of landscapes.
A refund was sent to our customers.
Used with:
The following verbs are commonly used with two objects. verbs of thinking and feeling: appear, choose, decide, expect,
forget, hate, hope, illtend, learn, like, need, plan, prefer, prepare,
[
Used with the preposition to: ask, give, lend, owe, pay, promise, pretend, seem, wish
sell, send, show, teach, tell, write
verbs of saying: agree, demand, offer, promise, refuse
[
Used with the preposition for: build, buy, draw,
other verbs: afford, aim, arrange, attempt, <ieserve, disregard, fail,
fix, paint
help, manage, measure, tend, try, see, want
Used with the prepositions to or for: bring, leave We form the passive -ing form with being + past participle.
I remember being told not to try getting into Cambridge.
for He enjoyed being tested by the university students.
When a passive sentence doesn't have an agent. we can add

extra i nformation with for + noun phrase after the verb, which
describes its purpose.

+ii;tM'M';';lfi.Ul@i:f.M'
2 Complete the second sentence so that it expresses
Used after: verbs of liking and disliking: can't stand, detest, don't
mind, dislike, enjoy, hate, fancy, like, love
the meaning of the first in the passive form. Re-use
the verbs in bold. Change the form as necessary. Don't
verbs of s aying and thinking: admit, consider, deny, imagine,
include the agent.
1 We expect this year's conference to be cancelled.
mention, remember, suggest, tell
other verbs: avoid, begin, finish, keep, miss, practice, risk, start,
11 ............................................................................................................................... .
stop, test
. ... . .. . . . .
2 People knew that the president enjoyed boxi ng .
The president ............................................... . . . .. . ..... .. ........ . ..
................... . . . . . . ........
Reporting structures 3 People believe that Brunel built this bridge.

This bridge .. . .. ...... ... ......... .. .. . .. . ..... .. .. . . .... ... .... ...
.. .. ... .... . . . .... .
We use passive reporting structures with certain reporting

4 Some people argued that a strike would harm the
ve r bs
company.
.
11 .....................................................................................................................................
• it + be + past participle of reporting verb + that
It is hoped that more evidence may come to light.
5 We think 3,000 people took part in the study.
It is believed that people sleep less well when there is a full
3,000 people ................................................................................................ .
moon.
6 We estimate 1 5,000 people are attending the
Used with: agree, announce, argue, believe, claim, decide, festiva l .
disclose, expect, feel, hope, know, predict, recognise, report, say, 1 5,000 ..................................................... ......................................................... .
suggest, think, understand 7 We know the battle took place in 1793.

The batt le .. . .. .. .
....................... . .. . ......... ... . . .
.............. .. .............. .. ..
• s u bject + be + past participle of reporting verb + to +

infinitive
Apicius is believed to be the world's oldest cookbook. 1 9 Relative clauses ( 1 )
Fihy dolphins are known to frequent the saltwater coastal
lakes of the rural Gippsland region.
We use relative clauses to give extra information about the
The Chess Turk was revealed to be an elaborate and clever noun, or noun phrase, in the main part of the sentence.
hoax.
Relative clauses can be defining or non-defining.
Used with: ask, consider, believe, estimate, expect,

Relative pronouns
feel, intend, know, mean, report, reveal, say, see, suppose, think,
understand Relative pronouns (who, which, that, where, when, why,
whose) link the relative clause to the main clause.
• subject + be + past participle of reporting verb + to have
A relative pronoun can be the subject or the object of a
+ past participle
relative clause.
�
St Mercurius was believed to have killed the emperor
Julian. Subject
This episode is tl1ougl1t to /Jave taken place in 1976. l l
There's the man who took my phone.
The man took my phone.
�
Used with: consider, believe, estimate, know, mean, report, say,
suppose, think, understand Object
l
There's the woman who I met yesterday. I
The speaker in passive reporting structures is usually I met the woman yesterday.
u nknown or unimportant.
When the relative pronoun is the subject of the clause, it
have/ get something done always follows the noun it refers to.
• We use who for people: Martin Cooper is the man who
We use have/get + obj ect + past participle when someone
invented the mobile phone.
does something for us (and we often pay them money for it).
• Muybridge was an Englishman who went to the USA at
I am having my car serviced tomorrow.
the age of twenty in search of fame and fortune.
They got their house remortgaged by the bank.
• We use which for things: It's a vehicle which not many o f
us could afford.
have to do! need to do • We use that for people or things: He's the boy that I told
We use have to/need to + be + past participle to talk about you about. It's something that joins one pipe to another.
necessity. That is more commonly used in spoken and more informal
Roses, for example, have to be shipped by air rather than written English. That is not used in non-defining relative
sea. clauses.
The tyre needs to be changed. • We use where tor places: I don't live there now but it's
the place where I was born.
Exercises • We use when for a time: She lived in the Middle Ages, a
time when invasion and resettlement was commonplace.
1 Choose the correct option.
• We use why for a reason: There are a number of reasons
1 I d on t have a car. I hope to be I being driven to the
'
why they chose to leave their native country.

party.
• We use whose for possession: This is Cathy, whose
2 They can't stand to be I being watched when they play.
sister went to my school.
3 Mark had a new broadband network installed I being
Included in the team is a geomorphologist, whose task
installed last week.
4 We are having the TV deliver I delivered next Saturday.
is to examine how the coastal landscape has changed over
time.
5 My car has to service I be serviced soon.
6 The recycled glass needs to be transported I
transporting to the factory.
LISTENING
School buses parked in a row, Washington, USA
A About the task

1 Read the information about the task type. Then look at the notes on page 31 made
by two of your classmates. For each point, who is right (Classmate A or Classmate B)?
The Map/Plan/Diagram Labelling task tests your ability to use the information in a recording to label a map, a plan
or a diagram. It is often used to test your understanding of a conversation or talk in which a place, an event or a
piece of equipment is described. On the question paper, you see a map, a plan or a diagram that represents the
information you hear on the recording. Your job is to listen and label the map, plan or diagram by choosing the
correct letter. There are two different types of map/plan/diagram labelling task. They look slightly different, but
they both test the same listening skills in the same way.
Here are the basic rules for the Map/Plan/Diagram Labelling task:
• On the question paper you see a map, plan or diagram with information in the form of labels.
• The labels are sometimes written directly on the map, plan or diagram, or sometimes they are arranged
around it - with arrows pointing to the relevant place.
• Some or all of the labels contain a letter or number instead of written information.
• There are five to eight numbered questions.
• When you listen, you hear information about the map, plan or diagram.
• You may hear one person or two people talking.
• The questions follow the order of information in the recording.
• You listen and decide what information each label should contain.
• There are more letters than questions and you can use each letter only once.
• Write only the correct letter on the answer sheet.
Type 1 On the question paper, you see the numbered questions on the map, plan or diagram and a set of labels
(e.g. A-El in a box. You listen to the recording and decide which label from the box fits in each numbered gap.
(See the diagram in the I E LTS Practice Task on page 33 for an example.)
Type 2 On the question paper, you see the numbered questions separate from the map, plan or diagram. The labels
on the map, plan or diagram have letters to show where information is missing. You listen to the recording and
choose the label (e.g. A-El for each question. (See the map in the I E LTS Practice Task on page 31 for an example.)
30 LISTENING
1ff1@§ijiUMN@·MHfi i§§ild ..
Vott hear only one. pe.r!:on �peaking.

You sometimes hear two people tal king.
The. que.!:tion� u�ually follow the. order of information in the. re.cording.
The questions al ways follow the order of i nformation in the recordi ng .
The.re. are. more. le.lte.r� than numbered que.�tion�.
There are t h e same n um ber of l etters and n u m bered questions.
Vou can us:e. the. le.lte.r!: only once..
You can use each letter as many t imes as you like.
Vou have. to write. the. correct word� on the. an�we.r !:he.et.
You have to write the correct letter on the a nswer sheet.
B Sample questions
2 15 Listen and label the map. Use the rules about the task from Section A to help
you. Then check your answers. Which questions did you find difficult?

Questions 7-6
Label the map below.
Write the correct letter, A-I, next to questions 7-6.
1 Registry .. .... ...........

.... ..
2 New Library
3 Theatre ................. ......
4 Restaurant
5 Faculty of Meclicine
6 Car Park
LISTENING 31
TASK TYPE 3 Map/Plan/Diagram Labelling
C Ti ps and tactics
questions i n Section B?
Before you listen, you have time to look at the map, plan o r diagram and think about what
you're going to hear.
2 Look at the list of numbered questions or list of labels and think about how the labels
relate to the map, plan or diagram.
3 Remember that the information in the recording comes in the same order as the
numbered questions.
4 At the beginning of the recording, you hear information about where to start looking at
t h e map, plan o r diagram.
5 When you listen to the recording, you hear some words or ideas from the map, plan or
diagram. Look at it as you listen and follow the information.
6 You may also hear some of the words from the labels in the recording. This tells you that
the information you need is coming.
7 Remember, the correct answer reports the meaning of the recording, but doesn't always
use exactly the same words and expressions - listen for the meaning.
8 If you aren't sure, always write something. No marks are taken off for wrong answers.
Q FOCUS D Skills-building exercises

Identifying the 4 16 Listen to a museum guide talking about an exhibition. Number the rooms 1-5 in
target information
the order you hear them mentioned.
a Room ...........
b Room . door ) c Room ...........
Corridor
d Room ........... e Room ...........
5 16 Listen again and decide which label (A or B) gives the main theme of the
exhibits i n each room.
Room 1
A rainforest environments
B marine environments
Room 2
A polar environments
B mountain environments
Room 3
A polar environments
B mountain environments
Room 4
A hostile environments
B tropical environments
Room 5
A desert environments
B river environments
32 LISTENING
•n110;•uen@·*'H..1e511¥1
6 1 7 Listen to two friends who are visiting the second floor of the museum.
Listen and label the plan below.
Write the correct letter, A-G, next to questions 1-5.
1 General Astronomy
2 Big Bang Theory
D 3 Manned Spaceflight
4 Space Exploration
5 Planet Mars
IELTS PRACTICETASK
18
Questions 1-5
Label the diagram of the bike below.
Choose FIVE answers from the box and write the correct letter, A-H, next to each one.
A soft material gives extra comfort

B uses a standard design
C special shape reduces weight
D made from old kitchen equipment
E relatively narrow
F allows rider to change position
G exceptionally light
H recycled from old bikes
Which statement best describes how you feel about Map/Plan/Diagram Labelling tasks?
I feel confident about doing Map/Plan/Diagram Labelling tasks.

I did OK, but I still need to do more work on Map/Plan/Diagram Labelling tasks.
I need more practice with Map/Plan/Diagram Labelling tasks. I need to focus on . . .
LISTENING 33
WRITING
TASK 2 A Discussion/Opinion Essay
D Ski lls-bui lding exercises

Q FOCUS 5 Work in pairs. Look at the topic below. Then look at three introductions for the essay.
Which one is best? Why? What problems do you see in the other two introductions?
Analysing what
Discuss your answers.
makes a good
introduction
Some people like to shop in traditional shops. Other people prefer to do their
slwpping 011/ine.
A B c
Many people would rather
Some people find it shop in the traditional There are a number
way. They enjoy going to of good reasons why
preferable to shop
shopping malls, bookstores some people like to buy
i n traditional stores.
However, other people
and other places to shop. things online. There are
On the other hand, there good reasons why other
thin k it is preferable
are a grow ing number of people would rather buy
to shop online. Why?
people who like online what they need in regular
Because shopping online
saves time and it is much
shopping. They would
stores. Personally, I enjoy
rather use their computers,
more convenient.
going out shopping with
phones, or other devices to
my friends.
make their purchases.
6 Read the topic below. Then write a short introduction for this question. Use linking
words to show that the two opinions are in contrast to each other.
Some people think that multiple choice tests are better than tests which require
you to write an essay. Other people think that tests which require you to
write an essay are better.
LINKING WORDS: CONTRAST AND CONCESSION
However, . . . Although . . .
O n the other hand, . . . Even though . . .
Nevertheless, . . . Whereas . . .
I n contrast, . . . Despite . . .
Whilst/While . . . In spite of . . .
Q FOCUS 7 In a discussion/opinion essay, each of the two main paragraphs can discuss one of
the opposing opinions from the question. Each paragraph should begin with a topic
Writing topic
sentence that summarises the opinion. Look at the topic again and at the notes a
sentences which student made to prepare their essay. How will the student start each main paragraph?
summarise an
op1n1on
Some people prefer to shop in traditional stores. Other people prefer to do their
shopping online.
• Introduction
• Main paragraph I: 'Re.grnm: why people favour online <::hopping
• Main paragraph 2: 'Re8<::on£: why people prefer traditional <::hopping
• Conc!u<::ion

lfJ1iti.WH¥@·&iifl'I
8 The topic sentence of the second main paragraph should contain a linking word to
link this paragraph with the first main paragraph. This type of linking word indicates
concession. (You admit that information in the first paragraph is true, but you indicate
that there is information that is in contrast to it.)
Work in pairs. Read the topic sentences (1-7) and answer the questions.
a Decide which sentences would make a good topic sentence for the first main paragraph.
Mark those sentences A.
b Decide which sentences would make a good topic sentence for the second main
paragraph. Mark those sentences B.
c If a sentence is not a good topic sentence, mark i t X.
d Discuss your answers with a partner.
Although online shopping is popular, there are some advantages to shopping at traditional
stores.
2 Certainly, there are some excellent reasons why people prefer online shopping.
3 A reason people prefer to buy things online is because it is convenient.
4 Increasingly, online shopping is becoming a more popular choice, for the following
reasons.
5 However, not everyone l i kes to shop at traditional stores.
6 It is not hard to understand why more and more shoppers are buying products online.
7 Despite the convenience of online shopping, there are some reasons to prefer more
traditional forms of shopping.
INTRODUCING REASONS
In the two main paragraphs, you can provide two or three reasons that support each point of
view. Use sequencing words and phrases to introduce these sentences so that the paragraph
flows smoothly from one reason to another.
FIRST REASON
First, . . I First of all, . . .
.
One reason is that . . .

The first reason . . .
For one thing, . . .
OTHER REASONS
Secondly, . . . /Thirdly, . . .
A second/third reason is that . . .
Another reason is that . . .
Moreover, . . . I Furthermore, . . . I I n addition, . . .
Equally important is the fact that . . .
What's more, . . .
FINAL REASON
Finally, . . .
One final reason is that . . .
9 Read the question about online shopping again. Then look at the two main paragraphs
Q FOCUS
below. Complete the paragraphs with linking words and expressions words. In some
Discussing views cases, more than one word or expression can be used.
and giving reasons
Increasingly, online shopping is becoming a popular choice, for the following reasons.
1 ........... ........... .. .. prices at online sites are generally somewhat lower than they are at traditional
. . .
stores. 2 . . . ....
. . ..... .... on line shopping can be done quickly and easily. 3
........... .... ... .... your
purchases are delivered directly to your home. 4 ... . ..... it doesn't take long at all to
. .
receive your purchases.
Despite the convenience of online shopping, there are some reasons to prefer more
traditional forms of shopping. 5 . .. .... ....... . many people enjoy shopping as a social
. .. . .
experience. 6 .... ........ you can examine the merchandise you might buy closely, and in
.
the case of clothing, you can try it on. 7 . it is usually easier to return items to a
........... ........ .......
traditional store if you decide they are not right for you.

----------
- -
- - - �
SUPPORTING YOUR REASONS

You can support your reasons by giving details and other specific information. The 'three Es' are
effective ways to support your reasons: examples, explanation and experience.
EXAMPLES
For example I For instance There are several strong reasons why students should be
encouraged to work while they are attending university. One reason is that a part-time job can
help prepare them for a career. For example/For instance, a job in a television studio can
help a student to prepare for a career in broadcasting.
EXPLANATION
In other words There are a number of reasons why the government should provide some
support to artists. First of all, financial support gives artists creative freedom. In other words,
they are not forced to create art that they can easily sell.
EXPERIENCE
In my experience / In my case However, there are also reasons why it is preferable to study
from traditional textbooks rather than electronic textbooks. For one thing, you can take notes
in traditional textbooks easily. In my experience, this is an important way to remember what
you have read.
Once Once, my family had a birthday party for my grandmother a t our house and it took
nearly all the next day to tidy up.
Q FOCUS 1 0 Work in pairs. Read the two main paragraphs below, which are part of a n essay about
the traditional/online shopping question on page 242. Then look at the sentences
(A-D) and answer the questions (1-3).
Supporting your
reasons
1 Are the sentences examples, explanations or experiences?
2 Add an introductory phrase (in other words, for example, in my experience, etc.) before
each sentence.
3 Decide the best place in the paragraphs to put the four sentences. Write t h e letter of the
sentence in that position.
A ... ... they view shopping as a social experience.

. . . .. ... ... ..
.. ... .... .. u • •
B . Amazon.com can often deliver books or other purchases to you in a

.... .
matter of days, especially if you order express shipping.

C . . . . . ..I ordered an exercise machine from an online company. After I had
··· u · ·· . ...
u npacked it, I realized that it was not the one I wanted. Repacking it and shipping it back
was not convenient at a l l .
D one tool I ordered on line cost half as much as it did at a local hardware store.
H ••• ••• •• •
Increasingly, on line shopping is becoming a more popular choice, for the following
reasons. First of all, prices at on line sites are generally somewbat lower than Ibey are at
trnd itional stores. Furthermore, ordering goods online is quick and easy. What's more, your
purchases are delivered directly lo your home. One final reason is that it doesn't take long
at all to receive your purchases.
Desp i te the convenience of online shopping, there are some reasons lo prefer more
trnditional forms of shopping. For one thing, many people enjoy shopping with friends.
I n addition, you can examine tbe merchandise you might buy c l osely, and in the case or
clothing, you can try it on. Final ly, it is usually easier to return items lo a trnditional store i f
you decide they a r c not right for you.

1 1 Read the exam question below about different types of test. Then lool< at the notes a
student made before writing their essay. Using the information in the notes, write two
main paragraphs. Make sure you include the following:
1 topic sentences
2 linking words
3 additional details (explanations, examples or experiences)
Some people think multiple choice tests are better than tests which require you to
write an essay. Other people think that tests wflicl1 require you to write an essay
are better.
E��ciytest�
• allow you to e.xpre.� your own idea� (e.xplciin ..)
• allow �tudent� to write. correct grammcir (give. e.x8mple. ..)
• don't me.rely te.5:t me.mori5:cition {give. e.x8mple. ..)
Multiple. choice te.5:t
• the.re i5: only one. 8fl5:We.r; 5:0 mcirking i5: fair (e.xpl8in ..)
• don't de.pe.nd only on writing �kill�. but on knowledge.
0 e.a5:y to 1rnrk, 5:0 �tudent5: ge.t mcir� fa5:ter (experience. ..)
GIVING OPINIONS
EXPLAINING OPINIONS
clearly Clearly,free higher education could benefit people, especially those who cannot
otherwise afford to attend college.
obviously Open borders would obviously make it easier for tourists and business people to
travel internationally.
certainly Smartphones can certainly serve an educational purpose.
GIVINGYOUR OWN OPINION

In my opinion, . . .
It's my opinion that . . .
I'm of the opinion that . . .
Personally, . . .
I ' m convinced that . . .
As I see it, . . .
From my point of view, . . .
DISAGREEING OR PARTIALLY DISAGREEING

(Personally,) I'm not a t all convinced that . . .
. . . i s not always/entirely true.
I don't think that . . . is justifiable.
I don't share the view that . . .
CONCLUSIONS
In your conclusion, you should summarise the important points made in the main paragraphs.
I n general, you do not want to bring up specific points or new ideas. Conclusions can be
introduced with linking words.
In conclusion In conclusion, there are arguments in favour of free higher education and
arguments against it.
In summary / To summarise / To sum up . . To sum up, it's clear why some people support
.
the idea of a 'world without passports: but it's also clear that there are reasons why some
people oppose this concept.
On the whole On tl1e whole, I don't agree that we should not have passports.

TASK 2 A Discussion/Opinion Essay
0. FOCUS 1 2 Work in pairs. Read the sample conclusion for the on line/traditional shopping
question. Then answer the questions.
Writing a conclusion
In conclui;;ion, there are advantage<;; to both form<;; of <;;hopping. Online shopping is quid and
convenient. especicilty for bucy people. Personalty, however, I usually prefer the traditioncil form
of shopping because I et�oy interacti11g with people when I shop.
1 What is the writer's opinion of the two types of shopping?

2 What is the purpose of the first sentence in the conclusion?
3 What is t h e purpose of the second sentence in the conclusion?
4 What is the purpose of the last sentence in the conclusion?
5 Do you feel that the conclusion 'completes' the essay? Why or why not?
1 3 Look at the box about conclusions. Then write a conclusion for the question about
multiple choice and essay tests that you wrote about in Exercise 11 on page 245.
0. FOCUS 1 4 Work in pairs. Read the task and the essay below. Then try to find as many errors in
spelling as possible. (Note: IELTS accepts both US and British English spellings, but
you need to be consistent.)
Editing your
response (spelling)
Some people believe that the activities of large multinational corporations mostly
benefit the economies of developing countries. Other people take the opposite
view and feel that these large multinationals are generally harmful.
(
There are va1ying opinions cibout the role multincitioncil corprations MNCs play in )
developing coLmtries. While mciny peopd feel that their role is primcirly helpful!, mciny others
think that MNCs damcige the economys of the host countries.
It!; clear that, if goverme11ts allow MNCs to operate in their COLtntries, there are certain
dangers involved. Flr<;;t of all, MNCs can drive local compcinie<;; out of business. Globe!
chciins such a<;; McDonald's, Wahnari, and Coca-Cola have many more rei;;orces that they
ca11 draw on thcin local companies do. For instants, they hcive huge bugets for advertii;;ing
their products. Morover, MNCs ge11ernly se11d most of their profits bcick to the home
country, w11ike local companies that keep the money within the local economy. Flncilly,
some interncisional companies 'cut corner<;;' whe11 it come<;; to e1wirome11tal i<;;<;;uei;;, and they
pollLtte the air a11d wciter of the hoi;;t country
On the other hcind, it!; equally obviti<;; thcit MNCi;; can i;;erve Lt<;;eful purposes. For one thing,
they hire ci lot of local worker<;;. While it's true that not all ofthese workers have high
level position<;;, they <;;till improve the employme11t picture in developing nation<;;. In addition.
multinational<;; trnnsfer tednology to underclevdoped nation<;;. For example, my father wai;;
hired as an acountant by a European oil compciny. I-le used the knowle.ge he learned from
this poi;; ition to <;;tart his own bookeeping company.
In shori, there are both advantages and dii;;advantagei;; involved in permiting MNCs to do
bui;;i;;iness in devdoping countriei;;. They mciy unfairly compete with local firm<;; and force
them into bankruptcy, and they might cause ecological damage. On the whole, however;
I'm inclined to be!eive that they play a mostly positive role. The prese11ts of MNCi;; in a
developing country is a major par·t ofglobalization. All the reserche I am familair with
indicates that countries thcit are open to globalization are more suceeful than countries that
are not.
1 5 How many spelling mistakes did you find? (There are 26.) Write the correct spelling of
the misspelled words.

'41i•.WHM§"HM1.1.1yfil
Q FOCUS 1 6 Look at the topic and answer the questions. (4-5 minutes)
Planning, writing
Many people believe that public facilities (e.g. zoos, museums, parks} should be
and checking your
free. Other people thin/c that you should pay to use these facilities.
essay
1 What are the two opposing opinions? What is the question asking?
2 Write down three or four reasons to agree with Opinion A.
3 Think of three or four reasons to agree with Opinion B.
1 7 Write your introduction.

Restate the proposition in your own words.
2 Write one or two sentences of background information about the two opinions.
18 Write the main paragraphs.

Write a paragraph with two or three points supporting Opinion A. When possible, add
specific details (examples, explanations and experience). Use linking words.
2 Write another paragraph with two or three points supporting Opinion B. Add specific
details and use linking words.
1 9 Write your conclusion. Write a brief paragraph summarising the important points
mentioned in the two main paragraphs and clearly state your own opinion.
20 Check your work. (4-5 minutes)

1 Look for mistakes in spelling, capitalisation, punctuation and grammar.
21 Work in pairs. After you have finished, look at the model answer on the DVD-ROM.
Some jobs are based at a single wor/c place where the hours are the same each day, while
other jobs involve frequent travel and irregular wor/cing hours.
Discuss the advantages of both types of job and give your own opinion about which one is best.
Give reasons for your answer and include any relevant exan1ples from your own knowledge or experience.
Which statement best describes how you feel about Task 2 Discussion/Opinion Essays?
I feel confident about writing Task 2 Discussion/Opinion Essays.
I did OK. but I still need to do more work on writing Task 2 Discussion/Opinion Essays.
I need more practice with writing Tas k 2 Discussion/Opinion Essays.
I need to focus on . . .

SPEAKING
Unit 4
1111 Speaking skills Describing people
• 1 Answer the questions below about the teachers you had at school.
a How well do you remember your teachers?
b Was there a teacher you especially liked? Why?
c How in general can teachers make lessons more interesting and fun?
Is it important to do this? Is it always possible to do this?
2 Look at the list of qualities. Match them with the examples.
Quality Example Importance
1 Audible a They avoid negative
criticism.
2 Demanding b They tell lots of jokes.
3 Conscientious c They speak loudly. Technique
4 Positive d They do not allow talking or Use an adjective to
playing in class. describe someone,
and then follow it with a
5 Polite e They give a lot of praise. description of what he or
she does. For example,
6 Knowledgeable f They play competitive 'Miss Jones was very
sport. strict - she insisted that
every student put their
7 Strict g They mark and return hand up before asking a
students' work quickly. question and ...'.
8 Physically fit h They know even/thing
about their subject.
9 Generous i They always say 'please'
and Thank you'.
10 Humorous j They set high standards.
3 a Decide how important each quality is: put I (Important), U (Useful) or

N (Not Important) in the third column.
b Are there any other qualities you would add to the list? Give the adjective and an example.
4 1
.25 The task card below is taken from Speaking Part 2. Listen to a person talking
about the topic on the task card. Make a brief note on the card of the answers they give to
each prompt
Describe a teacher you can remember from your schooldays.

You should say
what subjects they taught
what this teacher looked like
what kind of person they were
and explain how this person has influenced you.
-,••••••••=•••,-
31
Education
5 Match each phrase in the list to one of the functions a—d.
a Introducing your choice.
b Explaining the reason for your choice.
c Describing physical features.
d Describing character.
Physically, he/she was ...
The ... I've chosen is ...
What ... taught me was that ... Technique
In terms of personality, ... Use these phrases to
I can remember ... really well. structure your talk. Use
them when you are moving
He/she looked ...
from one point to the next.
Character-wise, he/she was ...
I'll never forget him/her because
6 •i.25 Listen again. Which phrases from exercise 5 does the speaker use?
7 Take one minute to think and make notes for your own talk on this topic, using your own
experience. Then practise speaking for two minutes using your notes and the phrases in
exercise 5.
Making notes
1Mother student made the notes below for the Speaking Part 2 task card in exercise 4.
Add the words in the list below to the appropriate part of the diagram.
psychological
A teacher habits
I remember
special quality
short
fat
amusing why good teacher?
relaxed
looked out of the window while speaking
rolled tie up and down
made boring subjects interesting
made difficult subjects easy
cheerful personality
2 Lists A and B below describe the advantages and disadvantages of different Technique
ways of making notes. Answer questions a—c.
Use organic notes (like
a Which list relates to the technique in exercise 1? in this example) or linear
b What kind of note-taking does the other list describe? notes. Use the kind you
c Which method of making notes would work best for you? prefer and that does
List B not take a lot of time in
List A
the exam.
encourages creative thinking encourages logical thinking
many ways through the ideas one way through the ideas
takes little time to write can take a long time to write
uses very few words uses more words
can be messy very tidy
35
•
Unit 4
3 Using the note-taking technique you prefer, make notes on the Speaking Part 2 task card below,
using your own experience. Then practise speaking for two minutes using your notes.
Describe a person you know who has helped you in some way.
You should say
how you know this person
what abilities this person has
when this person first helped you
and explain how this help has influenced your life.
Pronunciation: placing stress in compound nouns

1 Look at these words connected 2 •1.26
Listen to the recording and put the words you hear
with education. Mark the stressed into the right box. The first two have been done for you.
syllable by putting the stress mark
before the stressed syllable. The Column 1: two words, one Column 2: two words, two
first one has been done for you. main stress stresses
a 'article law tutor yotvag tutor
assistant
journal
tutor
registration
library
lecturer
security
seminar
3 Which column is the one with compound nouns? From looking at the
columns, where is the main stress in compound nouns?
Delete as appropriate, to form the correct rules:
a In compound nouns/other combinations the main stress is on the
first word.
b In compound nouns/other combinations there is a stress on each word.
4 •1 . 2 7 Jack and Georgina are university students. They meet on campus.

Listen to the dialogue and fill in the gaps using the compound nouns in the
box. Then practise the dialogue.
lecture theatre • help desk • seminar room • revision class • library card
Jack: Where are you going? To the 1 9
Georgina: No, a 2 It's in 3 number six.
Jack: Oh right. Hope it's useful. I've lost my 4

going to the 5 to see if I can get a new one.
Georgina: Good luck. See you later.
36
READING
TASK TYPE 2 Note, Table, Flow-chart Com p letion
and Diagram Label l i n g
,.
A About the task

1 Read the information about the task type. Then look at the list of questions on
page 85 that a classmate has emailed to you. Can you answer them?
The Note, Table, Flow-chart Completion and Diagram Labelling task tests your ability to locate and record specific
information from a reading passage. It's often used to test your understanding of a factual passage about a
specific subject. You usually read facts about a subject, and you may need to write words or numbers. Some of
the information from the passage is already written on the question paper; your job is to read the passage and
find information to complete the gaps. On the question paper, you see a set of notes that report the information
from the passage. In the notes, some key words are missing. You read and write the missing words in the gap.
The notes may take the form of:
• a set of notes under headings
• a set of notes in a table
• a diagram or flow-chart with labels
Here are the basic rules for these tasks:
• The instructions tell you how many words to write in each gap.
• The words you need to write in your answers are found in the passage.
• The information in the notes is presented in a different way from the passage, but it usually comes in the
same order (diagram tasks may be in a different order).
• The words you write must be spelled correctly.
• You write the words in the same form as you see them in the passage (e.g. singular/plural) - you don't need
to change them in any way.
• Write only the missing words on the answer sheet.
It's especially important to read through the notes before you read the passage, and think about the type of
information you're looking for. In the passage, you may see different words that could fit logically into each gap.
You have to read carefully to choose the correct information. so that the notes report the meaning of the passage
exactly.
84 ACADEMIC READING
'4HStN!IMSMijihfUIF'·"·!®'·1.;i.1.1.rn1!1;u.115111.1.1
j Can you answer these questions about the Note, Table, Flow-chart Completion and Diagram Labelling tasks, please?
1 Are you mostly reading for facts and figures?
2 Do you always have to write two words?
3 Do the notes always have the same format?
4 Is the information in the notes always in the same order as the information in the passage?
5 Is it important to spell words correctly?
6 Do you have to report the ideas in the passage in your own words?
7 Do you write only the missing words on the answer sheet?
Thanks!
I B Sample questions
�
2 Read the passage and complete the notes on page 86. Use the rules about the task
from Section A to help you. Then check your answers. Which questions did you find
d ifficult?
I
I E LTS PRACTICE TASK

Types of Ports
According to the World Bank, there are five distinct types of seaports: service ports, tool ports, landlord ports, corporatized
ports and private ports. The basic difference between the five models is the amount of government control.
Service ports are most often found in developing countries; the port of Dakar in Senegal, for example, is a service port. At one
time, most of the ports in the world were service ports. A service port is controlled by the central government, usually by the
Ministry ofTransportation or Communications. TI1e government owns the land and all the port's assets - all the infrastructure
and tools. A port's assets include roads, docks, terminal buildings, container facilities, vehicles and cargo handling equipment.
such as cranes and forklift trucks. The dock workers who load and unload the ships in service ports are all government
employees. Some supplementary services, such as food for the workers, can be in the hands of private companies. Economic
inefficiencies have led to a decline in the number of service ports in recent years.
In the tool port model, an agency, usually called the Port Authority, owns and manages the land and assets on behalf of the
city. However, the dock workers are employed by private companies. All the ports in Portugal, many in Brazil, and the French
port of Le Havre are tool ports. For many ports, the tool port model represents a transitional stage on the way to becoming a
landlord port. TI1e transition generally requires that fundamental laws governing ports be changed, and that process often takes
sometime.
The landlord port represents the dominant model today, and is the one recommended by the World Bank. Landlord ports
include the world's largest port, Rotterdam, the port of New York in the USA, and, since 1997. the port of Singapore. The city
retains ownership of the land and the infrastructure, but leases these to a private company or companies which actually
operate the port. TI1e workers are employed by these private companies. TI1e most common form of lease is a concession
agreement where a private company is granted a long-term lease in exchange for rent. The firms that operate the port facilities
agree to maintain port equipment and keep it up-to-date.
A corporatized port has been almost entirely privatized. The port authority is essentially a private enterprise whid1 owns and
controls the port. However, public agencies - either local or national - own a majority of the stock in the company managing
the port and can use their controlling interest to steer the development of the port. As in the landlord model, the privatized port
authority must keep up and improve the infrastructure, but must agree only to develop port activities. It could not, for example,
turn a container storage yard into a block of luxury apartments. Corporatized ports can be found in Poland, in Australia, and
elsewhere.
In the privatized port model, governments have no direct involvement in port activities. The land and all the assets are owned
and managed by private companies, whid1 likewise employ the dock workers. TI1e government operates just in a regulatory
capacity, making sure laws are followed. However, public entities can be shareholders. TI1is model is in use in various ports in
the United Kingdom, sud1 as Felixstowe, and in several po11s in New Zealand. The World Bank does not in general approve of
this system. The bank advises against completely giving up public ownership, especially of the land.
ACADEMIC READING 85
Questions 7-9
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Type of port Role of government Role of private companies Comments
Service port - owns and manages all assets may only provide fewer of these today
- employees are public workers 1 ......... ...... .. .. ............
. . . due to 2 . .... .......... .... ...........
.. . .
e.g. catering
Tool port an agency known as a employs the workers acts as a

3 ...... ............ ................ 4 .
··· ················· ...... ......
- owns the land between two other models

- manages the infrastructure
Landlord port - government owns the land - operates the port - dominant model today
and assets - employs the workers - endorsed by the World Bank
- leases them out long-term - keeps 6 . . . .. . .. . ... .
. . ... .... .. ... .
- receives 5 ........ . ...... . .. ... ........ .... . in good order
Corporatized port government agencies own - owns the land and assets owner agrees to restrict use
most of the port authority's - manages the port to 8 ... ························
7 . .. . .... ...... .. ... .. ..
Privatized port government has a - owns the land and assets not recommended by the
9 ... role
......................... . - management of the port World Bank
C Tips a nd tactics
a Which tips and tactics do you think are the most usefu l?
in Section B?
1 Before you read the passage, look at the notes and think about what you're going to read.
2 Think about the type of information that's missing to complete the information. For
example, are you looking for a name, a number, a specific term or something else?
3 Look for clues in the notes that tell you the type of information you're looking for,
e.g. headings or the words already on the page.
4 Sometimes the wording of the notes tells you what to look for, e.g. if 'Year' is a heading,
you may see references to a number of years in the passage.
5 Most of the 1T1issing information is facts about the topic, so the words you need to write
are mostly nouns. Check if the word is singular or plural in the passage.
6 Remember that the notes follow the order of information in the passage. In tables,
read the information from left to right, not up and down. In diagrams read the labels in
clockwise order - the question numbers follow the order of information in the passage.
7 Go through the numbered questions in order. Read the relevant section of the passage
again and find the words to complete the gaps or answer the question.
8 The word(s) you need to write are in the passage. Don't put the information you read into
your own words.
9 Don't just write down the first word you find that fits a gap - keep reading and think
about the meaning.
1 0 Remernber, the instructions tell you how many words to write - i f you write more, your
answer will be marked wrong.
1 1 Write numbers as figures, e.g. ' 1 04 ' not a s words, e.g. 'one hundred and four'.
-
1 2 I f you aren't sure, always write something. No marks are taken off for wrong answers.
86 ACADEMIC READING
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FOCUS D Sl<i lls-building exercises
I
Identifying the
4 Look at the words and phrases in the box. What does this vocabulary describe?
target information
assembly line electronic tongs fans fibre discs heavy stones hammermill
I
industrial decanter ladders large nets millstones nitrogen wooden spoons
(
5 Read the passage and underline the words from Exercise 4 .
I
! i n trad itional a n d commerc i a l ways
�
Olive trees can live to be hundreds of years old and stirring causes the smaller droplets of oil released
produce large amounts of fruit in their lifetime. People by the milling process to form larger drops. The
have been making olive oil in countries around the larger drops can be separated from the paste more
Mediterranean Sea for many centuries, and this easily. Heating the paste during the malaxation
can be done by simply crushing the olives. Modern stage increases the yield of oil. However, the use
commercial extraction is a more complex process, of higl1er heat affects the taste and decreases shelf
although the same basic principle of crushing tl1e fruit life. To compromise, commercial producers usually
to release the oil is in play. l1eat the paste to only about 27
degrees Centigrade. Oxidation
The olive harvest is the first step
also reduces tl1e flavour, so
in making olive oil. Traditional
commercial producers may fill
producers use a number of low
the malaxation chamber with
tecl1 means to gather the olive
an inert gas such as n itrogen so
crop. One common method is
the paste avoids contact with
for workers on ladders to simply
oxygen.
pick the olives by hand and put
them into baskets tied around Next, the oil must be separated
their waists. or workers may beat from the paste. Traditionally,
the branches with broomsticks, the paste is spread onto fibre
collecting the olives on the discs that are stacked on top of
ground. commercial processors each other in a cylindrical press.
use electronic tongs to strip olives Heavy stones are placed on top
off the branches ancl drop them of the discs, squeezing out the
into large nets spread out below liquid. The oil thus produced is
the trees. It is then important to called first press or cold press
get the olives to the mill as quickly oil. Tl1e paste is then mixed with
as possible, before the level of hot water or steam and pressed
acidity becomes too great, as this once more. The second press oil
can spoil the flavour of the oil. doesn't l1ave such an intense
flavour. The modern commercial
After the harvested olives have been brought to the
method of olive oil extraction uses a machine called
mill, traditional producers pick througl1 the olives by
an industrial decanter to separate the oil from the
hand to remove dirt, leaves and twigs. Commercial
paste. Tl1is macl1ine spins a t approximately 3000
producers use cleaning machines to accomplish
revolutions per minute. The paste and oil are easily
the same goal . Fans blow away the majority of
separated because of their different densities. Tl1is is
smaller particles and another machine picks out
essentially the same method that is used to separate
any remaining larger bits. The olives are then turned
milk from cream.
into a paste as they pass through the mill. Large
'millstones' are used for this purpose by traditional After tl1e separation process, the oil is bottled, and
makers, whereas commercial production involves the bottle is capped and labelled. Small, traditional
the use of a mechanised alternative, known as a producers often do this by hand, while commercial
hammermill. once millecl, the olive paste is ready producers use assembly line techniques. The leftover
for a process called malaxation. In tl1is stage of tile paste is sometimes used for animal feed or it can be
process, the milled paste is stirred and mixed for 20 further cl1emically processed to extract more olive
to 40 minutes. This is clone with wooden spoons by oil, whicl1 is usually blended with other oils or used
traditional producers, wl1ile commercial producers for processes such as soap making.
use a mixing machine wit11 a metal spiral blade. The
ACADEMIC READING 87
!
'41S§J!i�•MMi!.!¥'!fiflH!.11!. ffi!!.1.;;.1.1.m1;;..1151!1.1;
6 Which of the words from Exercise 4 on page 87 are used to describe the traditional
method? Which words are used to describe the modern commercial method?
7 Look at the flow-chart below. Choose the correct words to complete the notes. Read
the passage again to make sure you have reported the meaning exactly in the notes.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
HOW OLIVE O I L IS MADE
TRADITIONAL METHOD COMMERCIAL METHOD
Harvesting Harvesting
Manual labourers climb 1 . ...... ..... ........... to 2 ... ... .. .
.. .... are used to remove olives
...... .. ....
reach the olives. Picked by hand. from the t rees.

Collected in 3 . ..... on the ground.
. . . . . . . . . ..
Cleaning Cleaning
Dirt, leaves and twigs removed by hand. Mechanical methods.
4 . . .. . . remove most unwanted
.... . . ..... . .... .... ........ ..
material.
Milling Milling
A machine called a 6 . . .......... is
5
.
........... .................. are used to turn olives into
used.
paste.
Malaxation Malaxation
Paste stirred with 7 to
......... ........................... Paste mixed in a machine.
create larger drops of oil within the paste. Paste heated to about 27° C.
8. . ..... is used to retain flavour.
............. .............
Pressing Pressing
Paste applied to 9 . . .. i n a An 11 . . . . . . ... ..... ..... ....... . . . . . . . is used to remove oil
cylindrical press. 10 .. ................. ........ are from the paste.
used to force the oil out of the paste.
Final stages Final stages

Oil bottled, capped and labelled by hand. 12 . . . methods are used to
. . . .... .. .... ... .......... .... . . .
bottle, cap and label the oil.
8 Work in pairs. Look at this student's answers. Why were they marked wrong?
bm:l::et�
5 Mil�tones
II lndu�try deca11tor
12 by hand
88 ACADEMIC READING
+fa1$§ijfltNSMijMi!.!¥'1Hi,ii.!M!.!.;1.1.1.1u.1f1..i§@il!.!.;
IELTS PRACTIC E TASK 1 (Note Completion)
In 1977 the Voyager 1 and Voyager 2 spacecraft photographed the outer planets of our solar system before
continuing toward interstellar space. Both are currently in the Heliosheath - the extreme outer edge of the solar
system. They are currently about 1.8 billion kilometres from the sun, travelling at about 56,000 kilometres an hour.
In addition to the scientific equipment aboard these spacecraft, both carry 'Golden Records'. These are
phonograph records containing sounds and images that portray life and culture on Earth. They are intended for
intelligent extraterrestrial life forms who may find them and are kind of time capsules i ntended to communicate
the story of humans on earth.
The Golden Records are 12-inch gold-plated copper disks sealed in aluminum jackets. They are accompanied by
a stylus and visual instructions on how to play the record and to convert some of the information on the disk into
images.
The contents of the record were selected for NASA by a committee. This was chaired by the late Carl Sagan of
Cornell University. Dr Sagan and his associates assembled 115 images. greetings, musical selections and sounds,
as well as printed messages from the US President and the UN Secretary General.
The 1 1 5 images are encoded in analog form. The remainder of the record is an audio recording, designed to be
played at 1 6- 2/3 revolutions per minute. (1977 was long before the era of DVDs, CD-ROMs, or MP3 files.)
The collection of images includes photographs and diagrams both in black and white and colour. The first images
are mainly of scientific interest. showing mathematical and physical quantities, the solar system, DNA and
human anatomy. Care was taken to include pictures not only of humanity, but also of animals, insects, plants
and landscapes. Images of humanity depict a broad range of cultures. These images show food, architecture and
humans going about their day-to-day lives. The audio portion begins with spoken greetings in 55 languages - six
ancient languages and 49 modern ones, beginning with Akkadian, a language spoken about 6,000 years ago,
and ending with Wu, a modern Chinese dialect. These greetings tell us something of the attitudes of the regions
where these languages are spoken. The greeting in Farsi reads: 'Hello to the residents of far skies: In Amoy
(a Chinese dialect): ' Friends of space, how are you all? Have you eaten yet? Come visit us if you have time.' In
Bengali: 'Let there be peace everywhere: In English: 'Hello from the children of planet Earth'. In Frend\ simply
this: 'Hello everybody! '
The bulk of the recording space is taken u p by music. TI1e records have the inscription 'To the makers of music
- all worlds, all times' hand-etd1ed on its surface in the space on the record between the label and the playable
surface. Musical selections were painstakingly chosen. Sagan's basic directive was that the music be 'diverse
and good'. The first Earth music aliens will hear is the First Movement of Bach's Brandenburg Concerto No. 2.
In addition to such classical pieces, rock is represented by Chuck Berry's Johnny B. Goode and jazz by a Louis
Armstrong song. Sagan wanted to include the Beatles' song Here Comes the Sun. TI1e Beatles agreed to the
idea, but for some reason their publishing company refused.
The rest of the musical section is predominantly what we would call 'world music' today. It is one of the most
diverse compilations of music ever put together. It includes Navajo Indian chants, panpipe music from Peru, a
men's house song from New Guinea, Australian aboriginal didgeridoo music, and the initiation song of Pygmy girls
from the Congo.
The final portion of the audio recording features a variety of sounds from the planet Earth, both natural and man
made; the sounds of thunder and volcanoes; the sounds of wind and rain; the songs of humpback whales and
the chatter of chimpanzees; of automobiles, tractors, horse-drawn carts, jet planes and rockets. The final sound is
that of a kiss.
Although not aimed at any particular stars, Voyager I will pass relatively close to Gliese 445, and Voyager 2 will drift
past the star Ross 248 - in about 40,000 years. Some scientists estimate that by that time, collisions with micro
particles in deep space will have made the Golden Record unplayable. At any rate, since the probes are extremely
small compared to the vastness of interstellar space, the probability of an extraterrestrial civilization encountering
them is infinitesimal, especially since the probes will stop emitting any kind of electromagnetic radiation by 2025.
Carl Sagan noted that, 'The spacecraft will be encountered and the record played only if there are advanced
space-faring civilizations in interstellar space. But the laund1ing of this "bottle" into the cosmic "ocean" says
something very hopeful about life on this planet: Thus, the record is best seen as a symbolic statement rather
than a serious attempt to communicate with extraterrestrial life.
ACADEMIC READING 89
TASK TYPE 2 Note, Table, Flow-chart Completlon and Diagram Labelling
Questions 1-10
Complete the notes below.
Choose TWO WORDS AND/OR A NUMBER from the passage for each answer.
The Golden Records

Location
• on Voyager spacecraft
in the area known by the name 1 ........................................................ .
t rave lli ng into outer space
•
Appearance
• discs made mostly of 2 .........................................................
• covered by 3 .........................................................
Content
chosen by 4 ...................... .................................
div ided into four sections
•
Section 1: Images
• begins with images of a 5 . ...
...... ... .... ...................................... nature
• others show humans from a variety of 6 ........................................................
.
Section 2: Spoken Greetings

• a total of 7 ..... . ...
. . ...... ...
...... . ....... ...... .. .. .... are represented
.......
Section 3: Music
• begins with an example of the 8 ......................................................... genre of music
• majority of examples can be defined as 9 ......................... ..............................
Section 4: F i na l section
• dedicated to a variety of sounds
• ends with a sound made by a 10 ...............................................
I E LTS PRACTICE TASK 2 (Diagram Labelling)

The giraffe towers above all other mammals in the world.
Roaming the African grasslands on long, thin legs, an adult male can reach a maximum height of six metres.
Bu t only about half of that height comes from its lower body - the rest is accounted for by the neck. The giraffe
uses its height to feed on leaves and buds in treetops that few other animals can reach. The leaves of acacia
trees are a favourite; these trees typically grow to be six or seven metres tall. And the giraffe has yet another
tool to expand its reach - its tongue can stretch as far as forty-six centimetres. A giraffe spends most of its time
eating, consuming hundreds of kilograms of leaves per week and travelling long distances in search of food.
The animal's height also helps it to keep a sharp lookout for predators across the wide expanse of the African
savannas. and it can move its head through 180 degrees in order to see what is behind it.
Bu t it is the giraffe's neck that is its most noticeable feature. The neck has seven bones called the cervical
vertebrae. and these are joined together by what are known as ball-and-socket joints - of the sort that join
human arms and shoulders. These joints allow movements through 360 degrees. Another key anatomical
feature is the giraffe's thoracic vertebrae - the ones that join the neck to the back. These have the same type
of joints as the cervical vertebrae, which gives the giraffe great flexibility, as well as explaining why it has its
characteristic hump. These bones support muscles that hold the neck upright, in the same way that cables hold
up a crane on a construction site.
The giraffe has the highest known blood pressure among animals because it must pump blood, against gravity,
all the way up its long neck to the brain. To pump blood on that long journey to their heads, giraffes have
enormous hearts, weighing up to twelve kilograms. Their enlarged lungs compensate for the length of their
tracheas. The giraffe also has a high concentration of red blood cells and tight skin, especially around the legs,
which prevents blood from pooling in the limbs. It serves the same purpose as the G-suit worn by astronauts
who are subjected to excessive G forces, or tight elastic stockings worn by people with leg circulation problems.
90 ACADEMIC READING
TASK TYPE 2 Note,Table, Flow-chart Completion and Diagram Labelling
While giraffes don't need to drink very often - they mostly get water from the leaves that t11ey eat - they do
need to do so every few days. To do this, giraffes must splay out their legs and lower their heads. The extremely
high blood pressure, coupled with gravity, could cause a potentially lethal rush of blood to giraffes' brains when
they bend their heads. This doesn't happen because of one-way valves that stop excess blood from flowing too
quickly down their necks to their heads.
The giraffe's neck is also integral to the animal's movement and moves back and forth with its stride. That's
because the weight and motion of the neck guides the animal's centre of gravity. The giraffe also tosses its neck
to and fro to help it rise to a standing position on its spindly legs. This is comparable to the way people swing
their arms up over their heads to pull themselves out of bed in the morning.
Questions 1-7
Label the diagram below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
The Anatomy of Giraffes
Ab il ity to move head by as much as

2 helps
......................................
keep the animal safe.
The animal's
1 ..................................... . Bones connected by what are called
can extend to almost 50 cm. 3 ... .. . . .
.. .
...... ... j oints.
... . .... ..........
Joints here give add ed

4 ......... . . . . .. . . .....................
5 . . . . . . . . . . ..... .. . . . keeps
... . . . .. .. . . . . .. . .
blood from collecting in the legs.
6 ..................................... .
control the flow of blood when head

is lowered ..
Which statement best describes how you feel about Note, Table, Flow-chart Completion
and Diagram Labelling tasks?
I feel confident about doing these tasks.

I did OK, but I still need to do more work on these tasks.
I need more practice with these tasks. I need to focus on . . .
ACADEMIC READING 91
LISTENING
Pg.48-49/ Section Listening
Unit 6
Listening skills Understanding layout
1 Two students attended a lecture on the attitudes of young people Read the two sets of
notes that they took. Then answer the questions below.
A Technique
pwrpose crr sty.* Values among yams pa:ple Notice the different types
ra/ves among siweienis Repose of study a. ictentfica-hon of values of fonts used in complete
s.amp/e siae held by boys and _grls the notes tasks. They tell
SO boys b di-Fero-as be-hueen The you how the speaker will
-huo _grcups organize the information
aged IS into main and subsidiary
500 girls
San* iype boys arid girls (500 of eacln) ideas.
15 years
same age
Name of s-ludy relative values among
surrey iy/be
adolescents
res-tions and answers Scavey Yype Questionnaire
Items in sanity
ma"
fashion
stirrocc
a Which arrangement of notes is easier to understand?

b Which of the following are used to assist in the clear layout of the notes?
Identify where they are used.
italic type • bold • indentation • numbering/lettering • capitals • underlining • headings/titles
2 Organize these notes about the country of Fiji in a clear and logical format.
Use some of the features in exercise 1.
capital • English • Fiji • official language • Suva • sugar • hot and wet • population
ethnic composition • Fijian • coconuts • resources • Asian Indian • gold • 800,000
crops • climate • name of country
Understanding noun phrases
1Match the noun phrases in the box with the descriptions below.
a holiday price comparison website • a cost-effective action plan
a celebrity gossip magazine • a child poverty report
a family shopping survey • a television drama newspaper review
a A plan for action which is cost-effective.

b A survey asking about the shopping that families do.
c A magazine containing gossip about celebrities.
A website which compares the prices of holidays.
e A report about poor children.
f A review in a newspaper of a drama which was shown on television.
48
Culture
2 What is the difference between the order of ideas in the descriptions and the order of the
ideas in the noun phrases?
3 Create noun phrases from the words given at the end of the descriptions.
The first one has been done for you.
a A survey of the opinions of ordinary people.
•
public opinion survey Technique
b The activity of collecting data from a survey. Watch out for noun phrases
data/collection/survey in Section 3 and Section 4.
c A timetable which a student has made to help him prepare for an exam, Sometimes the noun phrase
timetable/exam/preparation will be in the question,
A student who is studying engineering at Leeds University. sometimes in the Listening
student/Leeds University/engineering text. Use simple noun
phrases in the Speaking
A book which students can refer to about grammar.
module, too.
reference/grammar/book
f An item of news about global warming.
item/news/global warming
Predicting from notes
1 The notes below are taken from a note completion task based on a lecture. Read the task
and answer these questions.
a What is the title of the lecture?
b How many parts are there to the lecture?
c What is the subject of each part?
How does the lecture end?
What information can you predict for each space?
2 p2.1 Listen to the recording and complete the notes. Write NO MORE THAN TWO
WORDS AND/OR A NUMBER for each answer.
Culture and Society

Study: 2004
on the global teenager hypothesis (i.e. values of teenagers
in the world are similar)
Is there a global culture?
One special aspect of the study: 1 in three cultures
Sample: 2 high school students
14-17 years
Three countries: China, Japan, USA
Questionnaire: number of statements: 3
Three examples of statements:
Statement 1 It is really true that 4 can make you happy.
Statement 2 My life's dream is to own 5
Statement 5 Having the right 6 is the most important thing in life.
Three examples of results
Statement 1 nationality agreeing most strongly: 7
General conclusion
The global teenager hypothesis is 10 by this research.
More research needed!
LISTENING
Pg.140-141, 34-35/ Section Vocab 6 + Video 3
�·
��
.; - . -(�·.; -'",,
. ... • t
.,
..
Heat loss through the walls of a house with poor insulation, New Haven, Connecticut
34 LISTENING
fii.!jefi@.#.NM!!IHI
I Before you watch
{' 1 Where in a house would you expect to find these domestic appliances? Can you add
l any more to the list?
II
coffee machine dishwasher DVD player food mixer fridge freezer hair dryer
kettle toaster TV VCR washing machine water heater
2 Which of the things mentioned in Exercise 1 do you consider to be essential in your life?
While you watch

3 Watch a video about energy efficiency in the home. Are the sentences true (T) or false (F)?
1 In the USA, houses and buildings consume almost half of all the energy that is used.
2 Many homes waste more energy than they consume.
3 We can't save energy and keep the conveniences we are used to.
4 Vampire loads don't actually waste electricity.
5 Temperatures in the area where Amory Lovins lives can reach -47°F.
6 Lovins' house can run on about the same power as one light bulb.
4 Watch the video again and pay attention to these expressions. Try to explain what they
mean.
1 energy-eating monster
2 eco-detective
3 innocent-looking thing
4 vampire loads
5 good old common sense
I
6 the climate problem
5 After watching the video, how energy efficient do you think your home is?
After you watch

6 19 Listen to a tour of an eco-house by its new owner. Label the plan below. Choose
FIVE answers from the box and write the correct letters, A-I, next to the spaces 1-5.
7 Think about the place where you live at the moment. What do you like or dislike about
it? What would you change, if you could? Make notes of your ideas.
8 Work in small groups. Tal k for about a minute each, using your notes from Exercise 7.
Answer any follow-up questions your classmates have.
LISTENING 35
VOCAB U LARY 6
Academi c vocabulary
I n t h e I E LTS exam you have t o listen to speakers i n academic situations and read academic
texts. You also use academic vocabulary in your writing for I E LTS.
Scientists have long confirmed that lifestyle affects life expectancy. ( = Scientists have said
that something is true.)
Linking words and phrases

1 Read the information about linking words and phrases.
Understanding linking words and phrases helps you understand the whole text more fully. Being able to use
linking words to organise your writing is a strength, particularly in writing tasks with strict word limits, such as
Task 1 and Task 2 in the IELTS Writing paper.
2 Match the sentence halves to make complete correct sentences.

1 According to Ahima, a B MI continues to be the standard.
2 Since the early twentieth century b why B MI is widely used.
3 Further studies show c there's no single number that can represent a
healthy weight.
4 This raises the question of d studies have lin ked obesity and health.
5 Other methods e that a low B M I can be dangerous.
6 All this explains why f have their drawbacks as well.
Look back at the text on page 125 and check your answers.
3 Use the underlined phrases in Exercise 2 in your own examples. Write about one of
the following areas or choose your own: health, fitness and longevity, lifestyle.
Content words
4 Read the sentences. Match the words and expressions in bold with a word or
expression from the box that has a similar meaning.
different had an idea holes look like named/called notice proposed
1 Democritus formulated the notion that people could perceive four primary tastes.
2 The cells appeared to resemble tiny keyholes.
3 Scientists put forward the idea that . . .
4 The cavities came in four different shapes.
5 He termed it a map of the tongue.
6 The flavour was quite distinct.
Which of the expressions are more formal/academic and likely to be written?
5 Go back to the text on page 131 and highlight the expressions in the text.
Affixes
6 Read the information about affixes.
PERFLC I An affix is a prefix (added to the start of a root word) or suffix (added to the end of a
� root word) which changes the meaning of the root word. Being able to guess words by
P ROT E I N recognising the meaning added by a prefix or suffix is a useful skill for dealing with new
words. Affixes can add different meanings, so use the context to help you decide what
.... ...... - .......
. the new meaning may be .

VOCABULARY 5
7 Looi< at the sentences. Identify the meaning added by the underlined prefix or suffix.
Choose from the meanings in the box.
again full of not (x 2) too much you can
Word Affix Meaning
profitable -able you can
1 Oceana is a non-profit organisation.

2 There's a lot of unused potential protein swimming in the ocean.
3 Overfishing has devastated the fish population.
4 Countries are urged to allow fish stocks to regenerate.
5 More profitable species such as salmon.
6 Smaller fish also contain fewer harmflli pollutants.
Go back to the text on page 123 and check the words in context. Highlight the words
in the text.
Common IELTS topic: Human behaviour

Affixes: Changing verbs to nouns
8 Complete the paragraph by choosing a verb and a suffix from the box.
Verb: assess avoid develop disturb establish find perform

surround work
Suffix: -ings -ance -ment
Over the last few decades psychologists and neurologists have made remarkable discoveries
about the mysterious 1 . ....... .. .... . . .. of the human brain, and how its 2
. .. . . ..... .. . . .. may ................
be affected by genetic and external factors. One aspect of psychological behaviour that both
groups are still exploring is that of irrational fear - in other words, phobias. While the reason for
the 3 . . . . .............. of these phobias in people is still a matter of debate, it can clearly be seen
. . ... ....
that some are more common than others. Arachnophobia, or a 'fear of spiders', is at the top
of the list, followed by a fear of snakes and heights. Some people have strategies to manage
their phobias; they avoid disruptions to their routines and 4 . ... ... . . . . .. ... . in their daily lives by . .
ensuring that the object of their fear will not be encountered in their immediate 5 . . . ... . ....... .. ........ .
and environment. People with ornithophobia, for example, will often d1oose routes where there
are few birds on the path. These kinds of 6 . ............ strategies, however, are not always .
successful. Professor Mark Hopkins is well known in the field of phobia research. Since the
7 of his clinic in 2001, his team has seen over 8,000 patients. When a new patient
........................ ............
is referred to him, he will carry out a detailed 8 . . . of the person's personality and
. ......... . . . . . . . .... .
background. His 9 . . .. . . . . then enable him to work out the most appropriate treatment.
.. .... . . ......... . . .. . ..
Relationships and connection

9 Complete the sentences by choosing the correct endings.
1 Our strong desire for sugar may derive a of the early stages of diabetes.
2 A lack of sleep will often lead b by fluctuations in hormone levels.
3 Low energy levels are often symptomatic c between obesity and heart disease.
4 The lack of exposure to natural light has d from our ancestors' continual search for
an impact sources of energy.
5 A seasonal increase in pollen is known to e to the incidence of allergies in spring and
contribute summer.
6 Researchers are looking at how mood is from untreated injuries in early life.
affected g on the eyesight of young children.
7 It has been proven that there is a clear h to increased levels of stress and anxiety.
correlation
8 The occurrence of arthritis in our joints
will often stem
WRITING
Car overloaded with milk cans, Java Island, Indonesia
A About the task

1 Read the following information about the task.
The Problem/Solution task tests your ability to write about a problem and suggest ways to solve it.
On the question paper, you see a statement about a contemporary problem and then two questions. One
question asks you to identify the cause of the problem and the other question asks you to propose solutions to
the problem.
Here are the basic rules for writing Problem/Solution Essays:
Read and analyse the problem and the questions carefully.

Write about the causes of the problem and propose possible solutions.
m Write a brief, well-organised introduction, at least two main paragraphs and a short conclusion.
Support your answer by giving reasons from your own knowledge or experience.
Write in paragraphs. Do not use notes or bullet points.
Use an academic register or style.
Be sure to answer BOTH questions. You need to give the causes of the problem and you need to propose
possible solutions.
2 Work in pairs. Look at the writing task below and answer the questions.
Every year millions of people around the world suffer from poor health as a result
of air pollution.
What do you thin/< are the causes of this?
What solutions can you suggest?
1 What problem is the task asking you to discuss?

2 What does the first question ask you to do?
3 What does the second question ask you to do?
4 With your partner, think of some answers to the first and second question.
5 Do you have any personal experiences or knowledge related to this problem?

'h1i'·'l'*i'6'§£ijli
B Sample question
3 Read the task and answer the question. Use the rules about the task from Section A
I E LTS PRACTICE TASK
In many parts of tl1e world, there is not enough food for everyone.
Wha t do you think are the causes of this?
C Tips and tactics

b Did you use any of these tips and tactics when you a nswered the sample question
in Section B?
Spend a few minutes reading and thinking about t h e problem and the questions. Make
sure you understand what the task is asking you to do. Underline key words.
2 You don't have a lot of time, but you should make a brief plan. Think about t h e most
important ideas you need to include, for example, the main causes and main solutions to
the problem.
4 Your introduction can be brief. You should first restate the problem in your own words and
then briefly explain why this problem is a serious one.
5 Begin each main paragraph with a topic sentence (a sentence that states the main idea
of the paragraph). In the first paragraph, the topic sentence should indicate that you are
going to discuss the causes of the problem. In the second paragraph, the topic sentence
should indicate that you are going to discuss the solutions to the problem.
6 In both paragraphs, you should use linking words and phrases to signal that you are
moving from one point to another.
7 In t h e first paragraph, you should use vocabulary of cause and effect to explain why the
problem exists.
8 In the second paragraph, you should support the solutions you give with examples,
explanations or experiences.
9 The final paragraph can be brief. You should restate the main arguments and bring the
essay to a conclusion, for example, you could indicate which solution is best.
1 0 Your paragraphs should be clearly separated, for example, you can leave a blank space
between them or indent the first line of each new paragra p h .
1 1 Keep track of the time. You have about 40 minutes to do Task 2 .
1 2 Make sure your handwriting is clear and legible enough for the examiners to read.
13 As you write your response, keep in mind the criteria that the examiners use to mark
your response. (For marking criteria, see About the Academic Writing Test, page 180.)

READING
TASK TYPE 1 Identifying Inform ation (True/Fa lse/Not Given)
Dunes of the Sahara Desert, Africa

A About the task
1 Read the information about the task type. Then look at some notes a student made
about the task.The student has made two mistakes. Can you correct them?
The Identifying Information (True/False/Not Given) task tests your ability to find information in a reading passage,
then to read it carefully to understand the details.
This task is often used to test your understanding of a factual passage about a specific subject. On the question
paper, you see a set of statements that report the information from the passage. Your job is to read the passage
and decide if the statements are reporting the information correctly or not. For each statement, there are three
possible answers:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information about it
Here are the basic rules for the Identifying Information (True/False/Not Given) task:
• The statements follow the order of information in the passage.
• The statements are not exactly the same as the wording of the passage, but they contain the same
information.
• The statements include some words and names that are also used in the passage. These help to locate the
relevant information.
• You read this information carefully and compare it with the statement.
• You then decide if the statement reports the meaning of the passage exactly or not, and write TRUE or FALSE
on the answer sheet.
• For some statements, there isn't enough information in the passage to know if the statement is correct or not.
In this case, you write NOT GIVEN on the a nswer sheet.
Notes:
I Vou're mostly reading for facts: and figures:.
2 The questions: are In the same order as: the information in the passage.
3 The questions include some words: you find ir1 the passage.
4 The passage contains some i11forrnation which is incorrect.
5 Vou have to tick (.!) the correct box on the answer sheet.
76 ACADEMIC READING
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I B Sample questions
II 2 Read the passage and answer the questions. Use the rules about the task from
j
,I
difficult?

Measuring Snowfall
Despite the many high-tech instruments now available to scientists who study the weather, one measurement
remains relatively difficult to make, and that's calculating how much snow actually falls in any particular place during
a snowstorm. This explains why the National Center for Atmospheric Research (NCAR) in the USA is experimenting
with new ways of achieving a greater level of accuracy in snowfall figures. As their representative Ethan Guttmann
points out, 'You'd think it was just a matter of going out and sticking a ruler in the snow and measuring how much is
on the ground. The problem is, if you move the ruler over just a few centimetres, you may get a different reading.'
In fact, the taking of measurements is complicated by a number of factors. For example, the first snowflakes may
melt as soon as they hit warm surfaces, while others are whisked away by the wind, leaving some ground bare
and other places buried under deep snowdrifts. Guttman's colleagues have been testing a number of new snow
measuring devices, including ultrasonic snow depth sensors. which send out a pulse of noise and measure how long
it takes to bounce back from the surface below the snow, and laser sensors which work on the same basic principle
but use light instead of sound. Another device for measuring snowfall is a type of open container with motor-vehicle
antifreeze inside it. The antifreeze melts the snow as it falls and sensors measure the weight of the resulting liquid.
NCAR scientists have also experimented with using Global Positioning Satellites (GPS) to measure snow depth. It
may be possible for signals sent from these satellites to measure the distance to both the surface of the snow and
to the ground beneath it. Not only would this method be more cost-effective than other methods, but it might also
be particularly useful for measuring the snow in remote locations such as inaccessible upland areas and the highest
mountain peaks and ranges. Accurate measurement of snowfall in these areas is important as entire regions may
depend on spring run-off of melted snow for their water supply.
The scientists also learned that they could improve the results of both rT"ianual and high-tech methods of snow
measurement by using something known as a snow board. Basically, this is just a flat piece of white-painted wood on
which snow can accumulate. Windshields placed around these can also add to the accuracy of measurements.
Questions 7-6
Do the following statements agree with the information given in the Reading Passage?
Next to each question, 1-6, write
NOT GIVEN if there is no information on this
1 NCAR accepts the need for more precise methods of measuring snowfall.
2 Researchers have found ultrasonic sensors more reliable than laser sensors.
3 The device that uses motor-vehicle antifreeze measures the amount of snow both before and after it melts.
4 Using GPS technology would be more expensive than using the alternative devices being tried out.
5 GPS technology could allow snowfall to be measured across a wider range of landscapes.
6 The use of a snow board is particularly effective in areas with high winds.
ACADEMIC READING 77
TASK TYPE 1 Identifying Information (True/False/Not Given)
C Tips and tactics

in Section B?
Before you read the passage, read the statements and think about what you're going to
read. Underline key words and ideas in each statement.
2 Remember that the questions follow the order of information in the passage. When you
read the passage, you may see some words or ideas from the statements. These help
you to find the relevant sections.
3 First read the passage quickly and mark the relevant sections for each question. Write the
4 Questions for which the answer is NOT GIVEN also refer to a specific section of text - so
you always need to find the relevant section.
5 Then go through the questions one by one. Read the section of the passage you have
marked carefully to make sure you're in the correct place.
6 Don't use your own knowledge of the subject to decide the answers. Use O N LY the
information in the passage.
7 I f you think the answer is TRUE, re-read both the statement and the section of passage
carefully and think about the meaning of both. Does the wording of the statement
express exactly the same ideas or not?
8 If you think the answer is FALSE, re-read both the statement and the section of passage
carefully and think about the meaning of both. Underline the words that make the
statement different from the passage.
9 For TRUE and FALSE answers, quickly check the rest of the paragraph in the passage to
make sure you haven't missed anything.
10 I f you think the answer is NOT GIVEN, underline the words and ideas i n t h e statement
that aren't in the passage. Read the rest of the paragraph in the passage quickly to make
11 It's especially important to check carefully whether a n answer is FALSE o r NOT GIVEN.
12 Remember to write the words TRUE, FALSE or NOT GIVEN in the boxes on the answer
sheet.
13 Never leave a box empty. I f you're not sure, always give a n answer.
D Ski lls-bui ld i ng exercises

Q FOCUS 4 Read the pairs of statements (1-6). Underline the important words and ideas in each
statement.
Identifying true and
false statements A The recipes in the book Apicius are much older than the book itself.
based on a short B The recipes in the book Apicius are 1 , 500 years old.
passage 2 A The book Apicius provides plenty of information about the life of Marcus Gavius
Apicius.
B The book Apicius provides very little information about the life of Marcus Gavius
Apicius.
3 A Apion's book about Marcus Gavius Apicius is no longer available to read.
B Apion's book about Marcus Gavius Apicius is still popular today.
4 A It is widely thought that Marcus Gavius Apicius wrote the recipes in Apicius.
B It is widely doubted that Marcus Gavius Apicius wrote the recipes in Apicius.
5 A The book Apicius includes recipes that are still in use today.
B The book Apicius includes recipes for dishes that are familiar today.
6 A The ingredients used in the recipes tell us the type of people the book Apicius was
intended for.
B The book Apicius uses ingredients that were commonly available in Ancient Rome.
5 Read the passage on page 79 quickly. Underline the sentences that contain the
information relevant to each pair of statements in Exercise 4.
6 Go through the questions in Exercise 4 one by one. Read the passage carefu lly and
decide which statement (A or B ) is TRUE and which is FALSE.
78 ACADEMIC READING
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Apicius is the title of a collection of recipes of the recipes in the book that bears his name.
written in Latin that is believed to be the world's Some of the recipes, such as the one for Jsicia
oldest cookbook. The recipes were collected into a omentata (a kind of ancient Roman burger), would
book 1 ,500 years ago, but they were in existence not seem strange to us today. Others call for
several centuries before that. The book is named ingredients that would have been rare and hard to
after Marcus Gavius Apicius, a Roman who lived come by even in Ancient Rome, such as flamingo
around 2.000 years ago. Not much is known tongues, roast ostrich and camel heels. This
about this man other than tl1e fact that he loved indicates that the book was written for wealthy
good food ancl enjoyed a luxurious lifestyle. H e Romans, as only they could have afforded such
himself was t11e subject o f another book entitled exotic ingredients. At any rate. the book gives
on the Luxury of Apicius, written by the Greek us insight into the history of Italian cuisine long
grammarian Apion. This book was once famous before foods such as tomatoes and pasta, now
but, unfortunately, it has since been lost. Few identified wit11 that region, were available.
scholars today think Apicius was the actual author
7 Work in pairs and answer these questions.

1 Did you and your partner underline the same sentences in the passage?
2 Are your a nswers all the same?
3 Discuss why the TRUE statements are true and the FALSE statements are not.
Compare your ideas with another pair.
ACADEMIC READING 79
lh1$£iijjiij§li+M!.!1..filij51MSMJM#d@i
Q FOCUS 8 Look at the statements (1-7). Is there enough information in the passage below to
know if the statements are true or false?
Decidi ng if the
information is Given a Read the statements and underline the main ideas.
or Not Given b Read the passage quickly and find the relevant section for each statement.
c For each statement, read the passage carefully and decide if the information is
given or not given.
1 The first chess-playing machine was built in the 1 8th century.
2 Benjamin Franklin was able to defeat the Chess Turk.
3 Edgar Allan Poe realised that the Chess Turk was a hoax.
4 The Chess Turk was found to be operated by a human being.
5 The first chess game on a computer was played in the 1950s.
6 Deep Blue defeated Garry Kasparov in both of their two matches in 1 997.
7 The first chess-playing programs available on the Internet were designed by grand
masters.
MACHINES
The idea of creating a chess-playing US ambassador. who at that time was
machine dates back to the 1 8th the inventor and scientist Benjamin
T H AT P L AY
century. Around 1 769, an Austrian Franklin. Franklin was fascinated by
inventor constructed one called the the machine and said it was the most
Chess Turk. This machine could play interesting game of chess he had
a strong game of chess against a ever played. The writer Edgar Allan
CHESS
human opponent and it became quite Poe wrote an essay explaining how
famous throughout Europe. In Paris, he thought the Chess Turk worked,
the machine played a game against the though his theories proved to be
incorrect.
It was not until the 1 820s in London

that the Chess Turi< was revealed to be
an elaborate and clever hoax. It was
discovered that a living chess master
was concealed within the machine,
plotting the moves and operating
the machinery. After that. the field
of mechanical chess research was
neglected until the development of the
digital computer in the 1 950s. One of
the first games that could be played on
a computer was chess.
Chess enthusiasts and computer

engineers have gone on to develop
chess-playing computers and
software with increasing degrees of
sophistication. In 1 997, a chess-playing
supercomputer called Deep Blue played
the reigning world chess champion
Garry l�asparov in two six-game
matches. f�asparov won one of these
matches and the computer won the
other. These days . free chess-playing
programs can be downloaded from the
Internet that are challenging even for
grand masters.
9 Work in pairs. Do you have the same answers for Exercise 8? Discuss any answers that
are different.
1 0 Now look at the statements that you marked as 'given'. Are the statements TRUE or
FALSE?
80 ACADEMIC READING
1411ifiH+ij@il@M!.ll..iji!Mll§J@#Mi351
Q FOCUS 1 1 Read the statements (1-7) and underline the main words and ideas.
Identifying if the 1 The Burrunan dolphin was given its narne by Australian Aborigines.
information is False 2 Both of the recently discovered populations of dolphins were found near urban areas.
or Not Given 3 The common bottlenose and the lndo-Pacific bottlenose are difficult to tell apart.
4 Scientists using DNA evidence immediately realised that the Burrunan was a previously
unidentified species.
5 Burranan dolphins share the same colouring as other bottlenose dolphins.
6 The skeletons of two dolphins captured in 1 9 1 5 have been re-examined recently.
7 The Australian government intends to put the Burrunan dolphin on the endangered list.
1 2 Read the passage about new dolphin species quickly and mark the relevant sections
for each statement in Exercise 11.
13 N o n e o f t h e statements is true. B ut are they FALSE or NOT GIVE/\!? Is there enough

information to know? Next to each statement, write
New
NOT GIVEN i f there is no information on this in the passage
lndo-Pacific bottlenose. The results were so surprising that
dol p h i n speci es
the team initially thought there was a mistake and reran the
tests. As Kate Charlton-Robb, a marine biologist at Monash
University, says: 'The main focus of our research was to
figure out which of the two known bottlenose species these
dolphins belonged to. But from the DNA sequences that we
got, it turned out that they were very different from either
of them.'
The team also examined dolphin skulls collected and

maintained by Australian museums over the last century,
and determined that Burrunan dolphins have slight cranial
differences that sets the species apart. And there are other
observable differences too, such as the Burrunan's more
curved dorsal fin, stubbier beak, and unique colouring that
includes dark grey, mid-grey and white.
So how did the dolphins escape researchers' notice for

so long? Physical variations in dolphins in south-eastern
Identified by DNA tests, the new mammals were right Australia have been reported for decades, though the new
under researchers ' noses. study is the first to use multiple lines of evidence to make
A previously unknown species of dolphin has been identified a strong case for a distinct species. In fact, the Burrunan
in Australia. One of only three new dolphin species found dolphin was almost discovered as far back as 1 9 1 5, when a
since the 1 800s, the Burrunan dolphin has been named biologist captured and examined two very different dolphins
after an Australian Aboriginal phrase that means 'large sea from Australian waters. Scientists at the time concluded that
creature of the porpoise kind'. Only two populations have both the animals were common bottlenose dolphins, and
been discovered so far, both of them in the state of Victoria. that their differences were due to one being male and the
Around a hundred have been located in Port Phillip Bay, other female. After reviewing the female dolphin's skeleton
a built-up area very close to Melbourne, Australia's second recently, though, Charlton-Robb's team determined she was
most populous city, while another fifty are known to frequent a Burrunan.
the saltwater coastal lakes of the rural Gippsland region, a Because so few individuals belonging to the new dolphin
couple of hundred miles away. species have been identified, the research team has
It's long been known that distinct dolphin populations roam petitioned the Australian government to list the animals
off south-eastern Australia. But now DNA tests have shown as endangered. 'Given the small size of the population,'
that these dolphins are genetically very different from the Charlton-Robb says 'it's really crucial that we make an effort
other two local species, the common bottlenose and the to protect them.'
1 4 Work in pairs. Do you have the same answers for Exercise 13? Discuss any answers
that are different. Then compare your answers with another pair of students.
ACADEMIC READING 81
TASK TYPE 1 Identifying Information (True/False/Not Given)
What price fresh flowers?
Flowers have long been symbols of love and caring. People send them to express sympathy, to apologise,
or just wish someone well. But today, floriculture - the growing and selling of flowers - is very big
business, worth £2 . 2 billion a year in the UK alone. The majority of the cut-flowers sold there are imported,
these days mostly from countries such as Colombia and Kenya. The Netherlands is the traditional centre of
flower production in Europe, and remains a major supplier of flowers. In recent years, however, as labour
and production costs have soared, attention there has shifted from flower production to flower trading.
Meanwhile, the Kenyan cut-flower industry has grown rapidly, and now provides a vital income for around
two million people. It is the country's largest agricultural foreign exchange earner after tea, producing £ 1 65
million annually.
For the environmentally conscious, it might seem wasteful that a commodity such as flowers should travel
halfway around the world before arriving at a supermarket or florist shop. Just as some environmentalists
say that it's better to buy fruit and vegetables grown locally, some also advocate the buying of locally-grown
flowers. Thanks to globalisation, however, the U K cut-flower industry now supplies just ten per cent of the
country's needs. Twenty years ago it was more like half. What's more, it is suggested that reversing this
trend would actually have serious environmental consequences.
Research published in 2006 by Cranfield University in the UK showed that the production of Kenyan
flowers, including delivery by air freight and truck, resulted in a carbon footprint nearly six times smaller
than that caused by the production of Dutch flowers. Kenya has optimal growing conditions and the warm
African sun provides heat and light, whereas growers in the Netherlands and other developed countries
require significant inputs of gas and electricity to grow flowers year-round in artificial climate-controlled
environments.
But there are other environmental factors to consider. A vast range of pesticides, fertilisers and fumigants
are used in producing cut flowers. Lake Naivasha, the centre of Kenya's flower industry, is the ideal place to
grow roses, thanks to its high altitude and abundant sunlight and water. However, environmental damage
has resulted from the development that has followed in the wake of floriculture. Lake Naivasha itself has
shrunk to half its original size, with water levels dropping by three metres, fish catches falling and the
native hippopotamus feeling the effects of pollution.
Meanwhile, transporting flowers over long distances poses its own set of challenges. Roses, for example,
have to be shipped by air rather than sea because they require constant refrigeration and wilt quickly.
Transporting other types of flowers by sea can also be tricky compared to air freight. Demand is difficult
to predict, which means entire shipping containers can seldom be filled with a single species, but mixing
flowers is often inadvisable because some varieties emit gases that spoil others. One strategy is to opt
for heartier breeds such as carnations and lilies which are easier to ship and require less refrigeration
than roses.
82 ACADEMIC READING
i Ml.!l..ijlf#ji#@IJtM'951
1§1j§ijjiijMjii@
Questions 1-8
Do the following statements agree with the information given in the Reading Passage?
Next to each question, 1-8, write
NOT GIVEN if there is no information on this
1 In recent years, cut flowers have become more expensive to grow in the Netherlands.
2 More people are employed in the cut-flower industry in Kenya than in Europe.
3 Flowers represent Kenya's most valuable agricultural export.
4 The UK has seen a marked decline in the proportion of locally-grown cut flowers on sale.
5 The Cranfield study concentrated on the environmental effects of transporting cut flowers.
6 The Lake Naivasha region produces a range of cut flowers including roses.
7 Supplies of some local food items have been affected by the impact of floriculture around Lake
Naivasha.
8 Transporting cut flowers by sea is generally more successful than using other means of transport.
Which statement best describes how you feel about Identifying Information
(True/False/Not Given) tasks?
I feel confident about doing True/False/Not Given tasks.

I did OK, but I still need to do more work on True/False/Not Given tasks.
I need more practice with True/False/Not Given tasks. I need to focus on . . .
ACADEMIC READING 83
LISTENING
TAS K TYPE 2 Note Com p letion, Form Com p letion,
Ta ble Com p letion, Flow-chart Com p letion and
Short Answer Questions
Gondoliers chat t o each other, Venice, Italy
A About the task

1 Read t h e information about t h e task type. A friend w h o missed t h e lesson h a s emailed
you some questions. Look at your friend's questions on page 19 and answer them.
The Note Completion, Form Completion, Table Completion, Flow-chart Completion and Short Answer Questions
tasks in I E LTS test your ability to locate and record specific information from a recording. You sometimes listen to
a conversation where one person is giving factual information to another, and sometimes you listen to a lecture
or presentation about a specific subject. In both cases, some of the information you hear is already written on
the question paper. You see a set of notes that includes the information you hear on the recording. In each set of
notes, some key words or numbers are missing. Your job is to listen and fill in the gaps.
Here are the basic rules for these tasks:
• The written instructions tell you how many words to write in each gap.
• When you listen, you hear the words that you need to write.
• You won't hear exactly the same words that you read on the question paper, but you will hear the same
information i n the same order.
• You write the words in the same form as you hear them on t h e recording (e.g. singular/plural) - you don't
need to change them in any way.
• You hear the recording ONCE only.
It's very important to read through the notes before you listen, and think about the type of information you're
listening for. You'll hear different words that could fit into each gap. You have to listen carefully to choose t h e
correct information, s o t h a t t h e notes match t h e meaning o f t h e recording exactly.
The set of notes may be presented in different ways. For example, you could see:
• notes with subheadings and bullet points
• a table with information under headings
• a form that somebody has partly filled i n
• a flow-chart with information in stages
• a set of questions with spaces to write the answers
18 LISTENING
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Hi there
Help! I missed the l esso n .
Can you tell me about the Note Completion tasks, please?
1 How many speakers do you hear?
2 Could the answers be numbers?
3 How do you know how many words to write?
4 Do you hear the answers in order?
5 Does it matter if you make a spel ling mistake?
6 How many times can you listen to the recording?
Thanks!
B Sample questions
2 09 Listen a n d complete the notes below. Use the rules from Section A t o help you.
Then check your answers. Which questions did you find difficult?
IELTS PRACTICE TASK
I Questions 1-7

Write NO MORE THAN TWO WORDS for each answer
THE YAVARI: AN INCREDIBLE SHIP

TODAY
Where you can see the ship now: close to a 1 ............. . . . .. .
. ............ ....... ..... .... ....... at Puno Bay in Peru.
What visitors can do:
• take a 2 ......................................... ..
• sleep on the ship
HISTORY
Yea r when the ship was built: 3 .... ................................................. . .
Main material used in building the ship: 4 .................... ..... ....... ..
How it was transported to Peru: by sea in small sections.

How it was transported across Peru:
0 by 5 ....................................... .
• on horseback
WORKING LIFE
Raw materials carried by the ship:
• precious metals
• 6 .........................................................
Type of engine first fitted on the ship: 7 ..
LISTENING 19
TASKTYPE 2 Note Completion, Form Completion,Table Completion, Flow-chart Completion and Short Answer Questions
C Tips and tactics

in Section 87
1 Before you listen, you have time to read the notes and think about what you're going to hear.
2 Think about the type of information that's missing in each gap. For example, are you
listening for a name, a number or another type of word?
3 Look for clues in the notes that tell you what to listen for, e.g. the information already
written under each heading.
4 Someti1T1es the notes tell you what to listen for, for example, 'type of engine'. But you may
hear more than one type of engine mentioned in the recording. Listen carefully to know
which is correct.
5 Most of the missing information is facts about the topic, so the words you need to write
are mostly either concrete nouns or numbers. If the words are nouns, think about whether
your answer needs to be singular or plural. The rest of the notes may help you with this.
6 The word or words you need to write are on the recording. Don't try to put the information
you hear into your own words.
7 The instructions tell you how many words to write - if you write more. your answer will be
marked wrong. Most answers are single nouns, e.g. 'iron', or compound nouns that include
two words, e . g. 'guided tour'.
8 Write numbers as figures, e.g. '104' not as words, e.g. 'one hundred and four'.
-
9 The notes follow the order of information in the recording. The question numbering will help
you to see how the information is organised, especially in tables.
10 When you listen to the recording, you hear some words or ideas from the notes. These tell
you that the words you need to write are coming. There's no need to write the words that
are already i n the notes.
11 U s e the headings i n the task t o help you. Think about the meaning and listen for the main
ideas - headings can help you with this.
12 Don't just write down the first word you hear that fits the gap - keep listening and keep
13 You should think about your spelling. If you spell a word incorrectly, your answer will be
marked wrong. But the words you need to write are words which you probably know. and
which are easy to spell.
14 Some words, like the names of people and places, may be spelled out for you on the
recording.
15 I f you aren't sure, always write something. N o marks are taken off for wrong answers.
20 LISTENING
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D S kills-building exercises
Q FOCUS 4 Look at this task. Which kind of task is it?
Identifying the a a set of notes with subheadings and bullet points
target information b a table with information under headings
(1) c a form that somebody has partly filled in
d a set of questions with spaces to write the answers
APPLICATION TO JOIN THE COLLEGE TENNIS CLUB

TITLE: Mr
FIRST NAME (S) : John Paul
SURl
"\JAME: 1 ....... .............................
HOUSE NA1rn OR NU1.ffiER: 'Room 42 2 . ................ I-fall of 'Re.�ide.nce.
STREET ADDRESS: 3 ................................. ... �tre.e.t
POSTCODE: CD3 7G'G
EMAIL: johnpaul24 @�'PL.e.d.uk
MOBILE N UMB ER: 0Cll14 o7o77
FACULTY: 4 ......... ........
STUDENT ID: JP'R440021
DATE OF BIRTH: 5 ..........................
NATIONAL11Y: 6 .................... .... ...........
TENNIS LEVEL: 7 ...........................
Al'\.lY DISABILITIES: none
OTHER SPORTS CLUBS JOINED: 8 .. ................................. .
5 Look at the numbered questions in the form in Exercise 4.

1 In what order do you expect to hear the information? What helped you to know this?
2 In which question(s) are you listening for:
a numerical information?
b an adjective describing ability?
c the name of an activity?
d a word which is likely to be spelled for you?
6 10 Listen and complete the form in Exercise 4. Write NO MORE THAN THREE
WORDS A ND/OR A NUMBER for each answer.
7 10 Now check your answers with the answers on the DVD-ROM. Are your
answers exactly right? Why?/Why not?
8 10 Listen again. Look at the audioscript on the DVD-ROM and think about the
following.
a How did the words in capitals (TITLE, FI RST NAME(S). etc.) on the set of notes help
you to find the correct information?
b Why do some of the words and information you hear fit in the gaps and others do not?
LISTENING 21
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Q FOCUS
9 Look at this task. Which kind of task is it?
Identifying the a a set of notes with subheadings and bullet points

target information b a table with information under headings
(2) c a form that somebody has partly filled in
CONFERENCE PROGRAMME
Time Venue Speaker Subject
10.30 Main Auditorium Pedro Novak 1 . . . . . . . ............. , .. ....... .... engineering·

Green Room Grace 2 ............ .
....... .......... ...... copyright law
3 ...................................... Maria Bruni international banking·
13.00 Lunch break
14.00 Main Auditorium Alex Lorusso 4 . . .... .. ........ ... ...... biology
Green Room Kathy Lin 5 .......... ..........................
6 ...................................... Declan Boyd astronomy
15.45 Main Auditorium Professor Makin 7 ................... ............... . .
16.00 Main Auditorium The Vice Chancellor 8 ........ ............. . .. ceremony

....... ...
1 0 Look at the numbered questions 1-8 in the notes above.

1 In what order do you expect to hear the information? What helps you to know this?
2 In which question or questions are you listening for:
a a location?
b part of a compound noun?
c a word which is likely to be spelled for you?
11 11 Now listen and complete the notes. Write NO MORE THAN TWO WORDS AND/OR
A NUMBER for each answer.
12 11 Check your answers with the answers on the DVD-ROM. Are your answers
exactly right? Why?/Why not?
1 3 Work in pairs. Look at this student's answers. Why were they marked wrong?
electrical 5 pronuntlaclon
2 ENDVUNA 6 in the red room
3 Vellow Library 7 online coun:es not work placements
4 Life �ciences 0 closi11g
Q FOCUS 14 1 2 Listen to a speaker giving a presentation about the work of the biologist
Dr Gray. Make notes.
Identifying the
target information 1 Write the names of animals you hear.
(3) 2 Write the numbers you hear.
15 1 2 Listen again and answer the questions.

1 Which animal did the research mostly focus on?
2 Which of the numbers you wrote in Exercise 14 are:
a distances? b periods of time? c heights?
16 Look at the Practice Task on page 23. What kind of task is it?
a a set of notes with subheadings and bullet points
b a table with information under headings
c a form that somebody has partly filled in
1 7 Now listen to the complete presentation and do the Practice Task on page 23.
22 LISTENING
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.1 IN!MH1§$.i,,i.!Nll.!.;;!.11Mih!..l·''!!.!'iili·Hl'·hi@l·M'!.l&•
.
IELTS PRACTICE TASK 1

13
Questions 1-8
Answer the questions below
Write NO MORE THAN TWO WORDSAND/OR A NUMBER for each answer.
PRESENTATION: ARCTIC HARE RESEARCH

1 Which other animals did the researchers study? .... . ........ .............. ............. .....
2 What term is used to categorise Dr Gray's study? .........................................................
3 What was the approximate height above sea level of the area studied? ...........
4 Which part of the animal's body makes the clearest marks in the snow? ...... ...........................
5 What is a good place to look for hare droppings? ... ............................. .....................
6 What was put inside traps to attract the hares? .............
7 What is the maximum distance for identifying individual animals with a telescope?
8 Which was the best shift for seeing hares in breeding season? . ....................... . . .. . .. . . ... .
IELTS PRACTICETASK 2
14
Questions 1-5
Complete the flow-chart below.
Write NO MORE THAN TWO WORDS for each answer.
Five stages in the process of designing a building
J.
Schematic Design Stage:
Architect uses various tools to assess the 1 . ....................... . .. .......................... .
J.
Design Development Stage:
Design starts to take shape and 2 .. ....... .............. ............................ are chosen .
J.
Construction Documents Stage:
A complete set of 3 ......................................................... is produced including d iagrammatic and written information.
J..
Bidding and Negotiations Stage:
Owner looks for 4 ................ ....... .................. . ......... from various contractors .
Construction Administration Stage:

Architect is responsible for 5 .......... ............. .............. ......... ... the diagrammatic information and dealing with
unforeseen problems.
Which statement best describes how you feel about Note Completion, Form
Completion, Table Completion, Flow-chart Completion and Short Answer Questions?
I feel confident about doing these tasks.

I did OK. but I still need to do more work on these tasks.
I need more practice with these tasks. I need to focus on . . .
LISTENING 23
WRITING
TASK 2 A Problem/Solution Essay
Q FOCUS . 5 In the introduction to a Problem/Solution essay, you should restate the problem in
your own words and then explain why this problem is a serious one, one that people
should try to solve.
Writing an
introduction
Look at the task below. Then look at three introductions for the essay. Which one is
best? Why? What problems do you see in the other two introductions?
In many parts of the world, illiteracy rates are still high.

What do you think are the causes of this?
A
It's true that in many parts of the world, illiteracy rates are still
high. The.re are a number of causes for this. The.re are also
some solution� I will suggest.
B
Illiteracy is a global problem. The main cause of this problem is
poverty. When poverty decreases, so does illiteracy. l-loweve1;
there are also some ways to improve this �ituation . 'Providing
more educational television programs might be one solution.
c
Illiteracy is a problem in almost every country and every
community. It affects the economy of a nation and causes
difficulties for businesses. Most of all, the inability to read and
write lowers people's quality of life.
6 Read the task below. Then write a short introduction for this question.
One problem faced by almost every large city is traffic congestion.

Q FOCUS 7 Work in pairs. Look at the task below. Then read the four topic sentences to begin a
paragraph about the causes of illiteracy. Two of them would be good topic sentences.
What problems do you see in the other two sentences? Discuss your answers.
Writing the first
main paragraph:
describing the
In many parts of tl1e world, illiterac y rates are still high.
possible causes of a
problem What do you think are the causes of this?
1 The problem of illiteracy has multiple causes.

2 One cause of i l literacy is a lack of trained teachers.
3 There are a number of ways this problem can be approached.
4 Several factors are at the root of the problem of illiteracy.

CAUSES
INTRODUCING CAUSES Furthermore/Moreover/In addition, . . .

One cause of . . . is . . .
. . . i s responsible for . . .
The primary/main cause of . . . is . . .
. . . also plays a role in . . .
Perhaps the most important cause of . . . is . . .
Finally, . . .
A second cause of . . . is . . .
. . . also causes/can also cause . . .
Another cause of . . . i s . . .
UNCERTAINTY ABOUT CAUSES

If you do not know it a factor is a cause of something o r not, you can indicate uncertainty
about causes in a number of ways.
One possible cause is . . .
Perhaps . . . causes . . .
Another cause may/might be . . .
. . . may/might be responsible for . . .
. . . may/might also play a role . . .
. . . can also lead to . . .
8 Look at the language box for talking about the causes of a problem. Complete the
sentences with words or phrases to talk about causes. (In some cases, more than one
answer may be possible.)
1 .. . . ... . illiteracy in many countries is poverty.
.......... . ..
2 .
. . ....... illiteracy is a lack of textbooks and other educational materials.
3 Geographical factors ...................................... .
4 A lack of trained teachers ...................................... illiteracy.
9 Look at the task about traffic congestion. Then look at the notes a student made for
the first main paragraph of the essay (to talk about causes).
1 Write a topic sentence for this paragraph.
2 Write three sentences to describe the causes for the traffic problem.
3 Use words and phrases from the language box on page 252 to introduce each cause.
One problem faced by almost every large city is traffic congestion.

Ccms:es of traffic conge.s:tion:

• more. ve.hicle.s: on the. road
• public trnns:port s:uch as: bus:e.s: crowded and incorwe.nie.nt
• people. have. le.s:s: time. for journeys:

GIVING REASONS AND EXAMPLES

These words and phrases can be used to explain why a problem exists.
CAUSE 7 EFFECT
therefore I consequently Many drivers lack proper training; therefore, they don't know
what to do in an emergency.
so Sometimes drivers use their cell phones, so they are too distracted to avoid dangerous
situations.
as a result Sometimes drivers use their cell phones; as a result, they are too distracted to
avoid dangerous situations.
results in I accounts for Equipment failure also plays a role. For example, a loss of brakes
results in accidents.
causes I leads to I gives rise to I is responsible for Bad weather conditions in winter
leads to an increase in the number of accidents on the roads.
EFFECT f- CAUSE
because I since The most important cause of traffic accidents is excessive speed. Because
they are travelling so fast, drivers don't have time to react.
due to I because of I owing to Tiredness is a common cause of traffic accidents. Last year,
50 per cent of accidents were due to drivers not taking frequent breaks whilst driving.
is/are caused by Poor weather conditions, such as icy roads, may also play a role. In the
winter, many accidents are caused by icy roads.
1 0 Complete the sentences with words or phrases from the language box above. (More
than one answer may be possible.)
In my country, a fairly large proportion of the population is illiterate ...................................... they are
poor.
2 Some teachers are unable to teach students to read and write ...................................... a lack of
proper training.
3 Many families barely earn enough to pay for food; ...................................... . education is a luxury
they cannot afford.
4 Illiteracy in one generation often ..... ... . . .. . .. . . . illiteracy in the next generation.
·-- . . .
5 In some cases, the problem ...................................... by geographical factors . ...................................... some

people live in isolated communities in the mountains or the desert, their children cannot
attend regular schools.
1 1 Looi< at the tasl< below. You are going to write a paragraph discussing the causes of
stress-related illnesses in the modern world.
1 Read the task and underline the key words.
2 Brainstorm a number of causes for this problem and then choose two or three to discuss
in your essay.
3 Write a topic sentence for your paragraph.
4 Write the main paragraph, using linking words.
Nowadays, stress-related illnesses are becoming increasingly common.

Wha t do you think are the causes of this?
Wha t solutions can you suggest?

'h1fj.1¥1MfiM!ffiiihl
Q FOCUS 1 2 Work in pairs. Looi< at six possible topic sentences for a paragraph describing solutions
to the problem of high illiteracy rates. Three of them would be good topic sentences.
What problems do you see in the other three sentences? Discuss your answers.
Writing the second
main paragraph:
describing the 1 There are a number of ways the problem of illiteracy can be approached.
solutions to a 2 Furthermore, there are some effective ways to deal with i l l i teracy.
problem 3 Although illiteracy is a persistent worldwide problem, there are a number of steps that
can be taken to correct it.
4 Just as there is no single factor behind the problem of illiteracy, there is no single
solution.
5 I'd l i ke to suggest that every child receive a cheap laptop or tablet loaded with how-to
read programs.
6 Let's take a look at the reasons why illiteracy is such a big problem.
INTRODUCING AND PROPOSING SOLUTIONS
Verbs Modal verbs Nouns
recommend must recommendation

suggest should suggestion
propose ought to solution
might idea
may proposal
could
I recommend that young drivers be required to take an additional motorway driving test
before they get their driving licence.
My recommendation is that the following steps be taken.
I suggest that the government do this right away.
I propose that the government identify dangerous roads and fix the problems.
Manufacturers should build safer vehicles.
Laws requiring seat belts must be enforced.
.. .
Remember, the question asks you to suggest solutions - not just one solution. Use linking
words such as first, another, finally and so on, to propose alternative solutions .
1 3 Complete these sentences with words or phrases from the language box above. (More
than one answer may be possible.)
1 One .... . ....................... is for the government to spend more money on training teachers.
2 Another is to produce and broadcast more television shows that teach
......................................
children to read and write.

3 Finally, I .......................... .. .. .. that simple reading materials be made available for free.
1 4 Looi< at the task again. Write a paragraph proposing possible solutions to the problem
of stress-related illnesses.
Brainstorm a number of solutions to the problem and then choose two or three to
discuss in your essay.
2 Write a topic sentence for your paragraph.
3 Write the second main paragraph, using linking worcls.


Q FOCUS 1 5 Work in pairs. Read the conclusion for an essay about the illiteracy problem. Then read
the explanations of the role of each sentence in the conclusion. Match the sentences
in the conclusion (1-4) with the explanations (A-E). One of the explanations will not
Writing a conclusion
be used.
In many parts of the world, illiteracy rates are still high.

(I) There is no single cause of the problem of illiteracy, but certainly, the higher the rate of
poverty, the higher the rate of illiteracy. (2) 'Because poverty is such a stubborn problem,
illiteracy is not an ea�y problem to solve. (3) 1-lowever; there are �ome practical �teps that can be
taken, �uch as improved teacher training programs, that can improve the situation. (4) Teaching
people to read and wr·ite not only f!)ves them richer lives. it benefits society as a whole.
A This sentence explains the benefits of solving the problem.

B This sentence gives an example of a solution that might be effective.
C This sentence gives the most important cause of illiteracy.
D This sentence explains what will happen if t h e problem is not solved.
E This sentence explains why solving the problem will be difficult.
1 6 Reread the task below. Write a conclusion for an essay based on this topic.


'h1i'·'''*tiMhfal
Q FOCUS 1 7 Work in pairs. Read the task and the essay below. Then try to find as many
grammatical errors as possible. Use the table below to help you.
Editing your
response (checking
Many species of animals have become extinct in recent times.
your grammar)
What are the causes of this?
Ar;. long .gr;. hum.gnr;. h.gve. been in the. E.grth, they h.gve. exploited n.gture.. They h.gve. cle..gred l.gnd for farmr;. .gnd citie.r;.,
hunted .gnd trapped wild .gnim.glr;., .gnd c.gtch fkh in rive.re:., l.gke.r;., .gnd r;.e..gr;., All of the.r;.e. .gctivitie.r;. h8ve. put 1mny .gnim.gl
r;.pe.cie.r;. in d.gnge.r, .gnd c:.ome. h.gve. completely v.gnir;.hed. Thie:. h.gr;. been 8 problem for ce.nturie.r;., but in the. l.gr;.t 100 ye.g rr;.
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.gnim.glr;. ille.f581 r;.hould be. punir;.hed.
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Error type Error type

Subject(Verb agreement Articles
Incorrect tense Prepositions
Active/Passive problem Word order
Pronoun agreement Word form
Singular/Plural nouns
1 8 How many grammar mistakes did you find? Correct the mistakes.

Q FOCUS 1 9 Look at the task and answer the questions. (4-5 minutes)
Planning, writing
and checking your
Dietary experts agree that many people have unhealthy diets.
essay What do you think are the causes of this?
1 What problem is given in t h e task?

2 Write down three or four causes of this problem.
3 Write down three or four ways to solve this problem.
20 Write your introduction. Restate the problem in your own words. Then write one or
two sentences of background information about the problem. Why is this a serious
problem?
21 Write your main paragraphs.

1 Write a paragraph with two or three causes of the problem.
2 Write another paragraph with two or three possible solutions to the problem.
22 Write your conclusion. Write a brief paragraph summarising the i mportant points
mentioned in the two main paragraphs. Then say what might happen if this problem is
not solved.
23 Check your work. (4-5 minutes)
Look for mistakes in spelling, capitalisation, punctuation and grammar.

24 Work in pairs. After you have finished, look at the model answer on the DVD-ROM.

SPEAKING
Unit 7
Speaking skills Comparing and evaluating
1 Read the short texts below and answer the questions.
The sculptor made a top. The judges never He was quickly cleaning up his
laughing head. He put it saw the head, but the laboratory and put an old dish
on a stand and entered stand and stick of wood of liquid on a window shelf. He
it for the modem art was presented to them locked up and went home. A few
competition. The head and they awarded it a weeks later he remembered the
became separated from prize. The sculptor was dish and looked at it. Then he
the stand. This left surprised but very happy. saw something unusual about
the stand and a little the liquid. And so penicillin was
stick of wood on the born!
a What was the accident that happened in each case? What was the result of each
accident?
b Which are more important — the accidents of science or the accidents of art?
2 Separate the words and phrases into two lists: words
and phrases associated with the arts and those
associated with the sciences.
Arts
Sciences
numeracy • knowledge of humanity • performance
analytical • creative • demonstration • discipline
mysterious • knowledge of the universe • experiment
certainty • literacy • incremental • work of art
imagination • original • definite • uncertainty
3 Answer these questions about the lists you made in

exercise 2.
a Which words were difficult to categorize?
b Can you think of examples to justify applying
some science words to the arts and vice versa?
4 Read the three typical Speaking Part 3 questions

below. Which questions require a comparison in
response? Which require an evaluation?
a Which provides the best entertainment: a novel or a film?
b To what extent have people's lives been improved by science?
c To what degree are our lives improved by the arts?
d Which is more important in modern cultures: scientific or artistic ability?
58
Arts and sciences
5 Phrases 1-6 below can be used to answer the questions in exercise 4. Match the phrases
with the questions. One phrase can go with more than one question.
1 The key difference between the two is ...
2 Oh, very much. For example, ...
3 Very little. The justification for these things is ...
4 They are both crucial for our daily lives, but of the two I would say
•
5 Making a choice between these two is very difficult because ... Technique
6 I think ... is more important because ... Make sure you answer the
question. For example,
6 With a partner, ask and answer the questions in exercise 4. Use the phrases you may need to compare
above in your answers. novels and films in general
- a comparison. Or, you
may need to give your
Expressing others' views opinion on quality - an
evaluation. Don't just talk
1 Some students expressed these opinions about science and the arts. Read their about the last film you saw.
statements and decide whether you agree or disagree. Change the opinions so
that they express your views.
Science has the ability to make all The arts teach us what it means to
our lives much easier be human.
Most of the arts are of no practical Science will certainly lead the world
to disaster.
use and are a waste of time.
2 02.10 Listen to three speakers answer Speaking Part 3 questions. Match each speaker
with the correct question a-c.
Speaker 1-
Speaker 2-
Speaker 3:
a To what extent should the arts be sponsored by government?
b Why do you think some people are distrustful of science? Technique
c How can new technology help in our domestic lives? Use the following structure
(to give yourself time to
3 Which one of these arguments does each speaker in exercise 2 agree with? think): Give commonly held
a Technology just creates more work. opinions first, comment
on them and then give
b The arts contribute to society.
your own opinion. This is
c Technology makes tasks easier.
especially useful in Part 3.
Scientists aren't engaged with the world.
The arts should be more commercial.
Scientists understand the impact of their ideas.
4 2.1 0 Listen to the three speakers again. 5 2.10 Listen a final time. Make a note of the
Check your answers to exercise 3 and complete phrases the speakers use to disagree with other
the table below with the phrases each speaker people's opinions.
uses to introduce other people's opinions. Disagreeing
Other people's opinions Speaker
Speaker 1: Speaker 2-
Speaker 2: Speaker 3:
Speaker 3:
59
Unit 7
• 6 With a partner, ask and answer the Speaking Part 3 question sequences below. Use the
•
phrases in exercises 3 and 4 to introduce other views and your own.
Sequence 1
a What harm can science do to us?
b Which is more important in our society today, the sciences or the arts?
c Should governments subsidize scientific research? Why?
Sequence 2
a How big a part do machines play in our lives today?
b What are some of the problems with being so dependent on machines?
c To what extent would it be better to lead a simpler life, without advanced technology?
Pronunciation: weak forms and /a/
1 •2.11 Each of these words has the sound /o/ in it once. Listen and underline the /o/ sound. You
will hear the /a/ sound lust.
about • Internet • doctor
2 02.12 Look at the words m bold in the following sentences. In one case the word is
pronounced with /a/, in one case it is not Listen and underline the word which has /a/.
a The city of Northbridge has some ultra-modern buildings, some of which are in the
science park.
b There is a university there, also.
c That makes it the most important science park that you will find in this part of the
country.
3 Put a tick (/) or a cross 00, as appropriate m the table.

/a/ used for the vowel sound ilx
Some meaning a part of a greater number
Some meaning an indefinite amount
There meaning a place
There introducing a sentence
That pointing at something
That connecting two parts of a sentence
4 •2.13 Underline the words in bold below which are pronounced with /a/. Listen and check
your answers.
The Mercury Gallery has opened an art exhibition in Bond Street. There are paintings
by foreign and British artists there. You can see some examples of the best that modern
art can offer. Some works are abstract and some are figurative, but all are wonderfully
imaginative. That is why the exhibition is so popular.
5 Practise saying the text, pronouncing the /a/ in the right places.
60
WRITING
Pg.257/ Section Practice
ifa1f!.!#ij@j@M@fal
IELTS PRACTICE TASK

In many large cities, some people waste hours of their time every day because of traffic
congestion on the roads.
Which statement best describes how you feel about Task 2 Problem/Solution Essays?
I feel confident about writing for Tas k 2 Problem/Solution Essays.
I did OK, but I still need to do more work on Task 2 Problem/Solution Essays.
I need more practice with Task 2 Problem/Solution Essays. I need to focus on . . .

READING
Belly General Store, Atlanta, USA
A About the task

1 Read the information about the task type. Then look at a quiz you found on a
website. Choose the correct options to complete the sentences.
The Matching Sentence Endings task tests your ability to identify the views of the writer and claims made in a
passage. It's often used to test your understanding of a passage in which the writer is presenting an argument
or where different ideas about a subject are compared and analysed. O n the question paper, you see a set of
numbered incomplete sentences that report information and ideas from the passage. You only see the beginning
of the sentence. There is also a box which contains different sentence endings. Your job is to read the passage
and decide which of the options in the box completes each of the numbered sentences. The complete sentence
must report the ideas and information from the passage exactly.
Here are the basic rules for the Matching Sentence Endings task:
• The numbered sentence beginnings follow the order of information in the passage.
• The options in the box are in random order. There are more options in the box than you need to answer all the
questions.
11 The wording of the sentence beginnings and options is not exactly the same as the wording in the passage,
but they contain information and ideas from the passage.
• The sentence beginnings include some words and names that are also used in the passage. These help you
to find the relevant section.
• You read this section carefully and think about the writer's views and claims.
• You then decide which of the sentence endings in the box reports the writer's views and claims exactly and
write the correct letter on your answer sheet.
All of the options create grammatically correct sentences, but only one of the endings creates a sentence
that reports the meaning of the passage exactly.
Matching Sente nce Ending�

You're mostly reading forfacts and.figures I ideas and opinions.
2 The numbered semence beginnings are in random order / tile same order as tile passage .
3 There are more I fewer options than quest ions.
4 The sentence beginnings never I sometimes i n clude the same words thar you find in rhe passage.
5 On the answer sheet. you \vrite one letter I nwnber for each question.
6 Some I None of the options will create grammatically incorrect sentences.

- -�--�-�
� JASKTYPE �- Matching,Sentence Ending.�
B Sample questions
2 Read the passage a n d answer t he questions. Use the mles about t he task from
IELTS PRACTICE TASK

Loblolly Pines and Carbon Dioxide
Scientists at North Carolina's Duke University in the US have been studying how plants react to higher levels of carbon
dioxide in the atmosphere. The researchers collected, counted and analysed seeds produced at the Duke Free Air C0 2
Enrichment (FACE) site in Duke Forest. near the university's campus. Loblolly pine trees there have been receiving
elevated amounts of carbon dioxide (CO) around the clock for over a decade, in a US Department of Energy funded
project designed to simulate natural growing conditions. This is important research because many people predict that
there will be significantly higher levels of the gas everywhere by the middle of this century.
The Carolina researchers have shown that loblolly pine trees grown for twelve years in air one-and-a-half times richer
in C02 than today's levels produced twice as many seeds as those grown under normal conditions. Their analysis
found the high C02 loblolly seeds were similar in nutrient content, germination and growth potential to seeds from
trees growing under present-day C02 concentrations. As one researcher said: ' I f anything, they actually seem to be
slightly better seeds rather than rnore seeds of poorer quality'. This is particularly interesting since a previous study
established that grasses and other herbaceous plants tend to produce a greater number of seeds under high C02, but
of inferior quality.
This means that some woody tree species could, in the future. out-compete grasses and other herbaceous plants.
'Even if both groups were producing twice as many seeds, if the trees are producing high-quality seeds and the
herbaceous species aren't, then competitively you can get a shift,' said Danielle Way, a Duke post-doctoral researcher.
The ultimate competitive outcome will depend on how other comparable trees respond to high C02 levels, admits
James Clark, another Duke biology professor who also participated in the study. 'We don't know that yet. because we
only have estimates for loblolly pines,' he adds.
Questions 1-5
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G.
1 It is widely predicted that plant species all over the world could
2 Research in North Carolina has established that loblolly pine trees would
3 Previous research had established that herbaceous plant species would
4 Danielle Way makes the point that trees like the loblolly pine could
5 James Clark concedes that the loblolly pine trees could
A produce greater quantities of good seeds if C02 levels were higher.

B benefit from rising C02 levels a t the expense of other similar species.
c be untypical in the way they respond to higher co2 levels.
D eventually have a competitive advantage over other plant species.
E face uniformly high levels of C0 2 by 2050.
F be adversely affected by rising C02 levels in unforeseen ways.
G produce poorer quality seeds if C02 levels were higher.
1
2
3
4
5

if$1$Mjllfi#d.!!.1.f§IJ.!Ji#ii.l�A
C Tips and tactics
i n Section B?
Before you read the passage, look at the numbered sentence beginnings and think about
what you're going to read. Don't look at the options in the box yet.
2 For each sentence beginning, underline names, key words and main ideas.
3 Remember that the questions follow the order of information in the passage.
4 Read the passage quickly and use the words you've underlined to help you to find the
relevant sections for each question. Write the question numbers in the margin so that you
can find the sections again easily.
6 When you are sure you have understood the section of the passage, look at the options
in the box and choose the one that reports what you have understood.
7 Re-read the complete sentence you are creating with the option. Does the wording of the
new sentence report the writer's views or the claims made in the text accurately?
8 Don't use your own knowledge of the subject to help you choose the option. You need to
report the views and claims you read in the passage.
9 Quickly check the rest of the paragraph in the passage to make sure you haven't missed
anything.
10 Remember to write only the correct letter i n each box on the answer sheet.
11 Never leave a box empty. If you're not sure, always give a n answer.
Q FOCUS D Skills-b u i lding exercises

Identifying whether 4 Read the pairs of sentences (1-5). Underline the important words and ideas in each
sentences report sentence.
the writer's views or
claims made in the A The experiment set up in Dublin in 1944 sought to disprove a popular misconception.
passage B The experiment set up in Dublin in 1944 sought to demonstrate that an accepted
principle was correct.
2 A When Professor Parnell set up his experiment, he was hoping to show that the pitch
would drop within a given period of time.
B When Professor Parnell set up his experiment, he was unaware how long the pitch
would take to drop.
3 A John Mainstone's experience shows that the original experiment was based on a
miscalculation.
B John Mainstone's experience shows that it is impossible to make very precise
predictions about when the drop will occur.
4 A Shane Bergin's innovation was designed to prove a point to rival scientists.
B Shane Bergin's innovation was designed to share an experience more widely.
5 A The writer feels that the public may have a better opinion of science thanks to the
experiment.
B The writer feels that the public may fail to appreciate the wider significance of the
experiment.
5 Read the passage on page 1 5 1 quickly. Mark the section that contains the information
relevant to each pair of sentences in Exercise 4.
6 Go through the sentences in Exercise 4 one by one. Read the passage carefu lly and
decide which sentence (A or B) accurately reports the writer's view or a claim made in
the passage.
1 Work in pairs. Answer the questions. Then compare your ideas with another pair of
students.
1 Did you and your partner underline the same section of the passage?
2 Are your answers all the same?
3 If these sentences were part of a matching sentence endings task, where do you think they
would be divided? Why?
lf&fa§ijjllt@ijM¥flj,j.!p§!i.HA
n 1 944, in a physics lab at Trinity College in
I
Dublin, Ireland, a scientist (whose name, sadly,
has been lost to history) set up an experiment.
He took several lumps of tar pitch, heated
them, and placed them in a funnel. After giving
the pitch time to settle, he left the apparatus
alone. Not for minutes or days or even years, but
for decades. Pitch is a thick black material which
appears to be solid at room temperature. In fact,
if hit with a hammer, it shatters. The point of the
experiment, however, is to prove the long-held
belief that, over a long period of time, pitch actually
has some liquid properties and is capable of
flowing - albeit extremely slowly.
The Trinity experiment is only one of a number of
similar experiments. The earliest and most famous
one was initiated in 1927 by Professor Thomas
Parnell of the University of Queensland in Brisbane,
who wanted to see if his calculations regarding
the viscosity of pitch were correct. Parnell poured
a heated sample of pitch into a sealed funnel and
allowed it to settle for three years, after which the
seal at the neck of the funnel was cut, allowing
the pitch to start flowing. A glass dome covers
the apparatus which has been on display outside
a lecture theatre ever since. over time, a large
droplet of pitch forms and eventually falls out of
the funnel. This event, known as a pitch drop, was
predicted to occur about once a decade.
The Queensland experiment, however, has
demonstrated that calculating the exact moment
when a drop is likely to occur is hardly an easy
matter. In 1979, John Mainstone, the professor by
then in charge of the experiment, skipped one of malfunction and the outcome of one of the world's
his usual Sunday campus visits and missed the longest running experiments was finally observed
drop. In 1 988, Mainstone went for a cup of tea and by human eyes.
when he returned, he found he had missed the All this has given these lumps of pitch something
drop by five minutes. In 2000, Mainstone set up a of a cult following - one that has been amplified
video camera to catch the drop, but the camera by the Internet. Thanks to which, you may be able
malfunctioned, and he saw nothing. to watch the momentous event yourself next
Little wonder, therefore, that the Trinity College time. And when it comes, the drop may not be the
drop was being eagerly awaited. In April of most significant scientific event of its time, but it
2013, Physics professor Shane Bergin set up a may be one of the more exciting ones. Science,
webcam so that the world at large could witness in the public imagination, is often perceived as
a pitch drop. And the event the scientists were data-driven and analytical, by design divorced
looking for came in the form of a momentary, from human emotion. But this split-second falling
yet momentous, happening: the pitch, renclered of a lump of liquid pitch is a nice reminder of the
elastic, succumbed to gravity and leaked through excitement that can be embedded in even the
the funnel, and dropped to the bottom of the jar. dullest of experiments. The pitch drop when it
The event occurred at 5.00 p.m. local time on 1 1 comes may simply prove what we already know.
July 2013. This time, the camera equipment didn't But it is the result the world has been waiting for.

TASKTVPE 11 Matching Sentence Endings
IELTS PRACTICETASK
The meaning of dreams
We are fascinated by our dreams. And it is usually our own dreams we're fascinated by. When another person
launches into a lengthy exposition of the dreams that graced their night, our eyes are liable to glaze over
quickly. But for many of us, our own dreams provide an endless source of intrigue.
Nowadays we are less likely than our ancestors to believe that dreams have a predictive function. But it is
probably part of the 20th-century neurologist Sigmund Freud's lasting legacy that we can't quite shake off the
idea that they somehow hold the key to our hidden hopes and desires. Incredibly enough, the idea that the
symbolic meaning of our dream is there, waiting to be interpreted, remains very appealing.
There are, of course, alternative views, including the one that dreams have no meaning whatsoever and result
instead from the brain's attempts to make sense of neural processes that occur during sleep. But adopting
such a scientific attitude to dreams doesn't imply that they are no longer a source of fascination to us. We
could simply relate to them differently. Instead of seeking to decipher the symbols that our unconscious is
supposedly messaging to us, we could use them as a starting point for reflection.
Whether or not the content of our dreams actually reflects our waking concerns, thinking about them could
be a helpful way of exploring our own thoughts. While we may be disappointed that we can't consult a dream
dictionary to explain what the things we've dreamt about mean, by thinking about them we n-iight gain
insights into our own lives. In other words, the important thing is not what the dream means in an absolute
sense, but what it means to us personally.

TASK TYPE 11 Matching Sentence Endings
\
I Questions 1-4
Complete the summary using the list of words A-G, below.
Write the correct letter, A-G, for each question.
1 The idea that drean-1s can foretell the future

) 2 Freud's idea that it's possible to interpret the meaning of dreams
3 The idea that dreams have no meaning at all
4 The idea that it is worth thinking about our own dreams
A has been the subject of extensive scientific research.

B shouldn't make them any less interesting.
c is no longer taken as seriously as it used to be.
D seems more relevant when we hear about other people's dreams.
E may be a useful one for the individual to pursue.
F has never gained wide acceptance.
G is still surprisingly influential today.
1
2
3
4
Which statement best describes how you feel about Matching Sentence Endings tasks?
I feel confident about doing Matching Sentence Endings tasks.

I did OK. but I still need to do more work on Matching Sentence Endings tasks.
I need more practice with Matching Sentence Endings tasks. I need to focus on . . .

LISTENING
Pg.32-33/ Section Listening
Unit 4
Listening skills Identifying campus contexts
• 1 Listening Section 3 is normally set in a place of academic study.

Complete each list below with nouns that you normally associate with
them. Some examples are given in italics.
a library
b student flat
journals,
study bedroom,
lecture theatre aisles,
e laboratory experiment,
2 Look at the first two multiple-choice questions in exercise 1 below.

What words in the questions might help you to get the correct answers?
Predict what the answers might be.
Using information in multiple-choice questions

Technique
1 The questions below are taken from a multiple-choice task. Read Use the information in
multiple-choice questions 1-4 and answer questions a-d. the questions to give you
an idea of what you will
a How many speakers do you think you will hear?
hear. You will not be able
b Who has to do assignments? to guess the answers,
c Which academic subject do you think they are studying? but you will be able to
What area of that subject are they focusing on? predict the themes and
topics of the passage.
1 Where are the speakers having this discussion?
A a library
a student flat
C a lecture theatre
2 How has Chloe spent the morning?
A drinking coffee
training
C studying
3 According to Bill, what does the experiment show?
A Quantities of water are hard to measure.
Children under live make many mistakes.
C Clear thinking is difficult for small children.
4 Bill's assignment is about the stages in a child's
A emotional development.
mental development.
C social development.
2 • 1.23 Listen to the first part of this Listening Section 3 recording and
answer Questions 1-4 in exercise 1, choosing the correct answer A, B or C.
32
Education
Answering summary completion questions
1The list below gives eight popular degree subjects. Put them in order according to how easy or
difficult you think each subject is (1 = easiest; 10= most difficult).
psychology • medicine • engineering • law • physics

sociology • languages • sports science • business studies • fine art
2 Compare your answers with another student. Then answer the questions below.
a Which of these subjects would you prefer to study? Why?
b How far would you agree that the most popular subjects also tend to be the easiest?
c Which subjects have you enjoyed studying most in the past? Why?
3 The paragraph below is taken from a summary completion task.

a Which speaker does it concentrate on?
b What aspect of her studies does it discuss?
Chloe started the psychology course in the 5 year. Previously she studied law.
She enjoyed studying the 6 branch of that subject. The worst thing was having to
remember lots of 7 and She found 8 especially
technical. She did not enjoy spending her time reading about 9 in the library. The
part of the psychology course she likes best is experimental psychology, because it involves
10 activities.
4 Match each of the predictions below with a gap in the paragraph in exercise 3. Think of any other
predictions you can add.
a It's an area of law, but it's technical, so maybe it's something like
property law. Technique
b It's an area of law, and it's interesting, so maybe it's something like Use the reading time to
family law. think about the overall
c It's something that goes with activities, like useful or difficult. topic of the summary.
The general topic of each
d This is something like last, or an ordinal number like second. answer may be clear from
e Something you have to remember, like names or dates. the context.
f It's something lawyers read about, like judgements.
5 1 .24 Listen to the second recording and complete the summary. Write NO MORE THAN TWO
WORDS for each answer.
33
LISTENING
Pg.40-41/ Section Video 4
Grand Central Station, NewYork, USA
40 LISTENING
VIDEO 4 Picture Perfect
Before you watch

1 You will watch a video about the photographer Steve Mccurry, who has had many of his
photos published in National Geographic magazine. What kind of photos do you associate
with National Geographic? Compare with your partner.
2 Work in pairs. Answer the questions about taking photos.

What do you take pictures of - special occasions or people (e.g. family and friends). things
that speak to you personally or are visually interesting (e.g. landscapes or architecture), or
something else?
2 What do you use to take photos? A digital camera. your phone, a tablet, or something else?
3 How often do you take photos? Do you print your photos out or store them digitally?
While you watch

3 Watch the video about Steve Mccurry and say which statements are true according to
what you hear. Write NOT GIVEN if there is no information about the statement.
1 He studied photography at college.
2 He's retiring after 30 years with National Geographic.
3 He's looking for 36 shots to take on the roll of film.
4 He's decided to shoot all the frames at Grand Central Station.
4 Watch the video again and choose the correct letter, A, B or C.

What was Steve McCurry's ambition?
A to be a professional photographer
B to take pictures for a newspaper
C to travel around the world
2 How does he describe loading the last roll of Kodrachrome into his camera?
A It reminded him of the past.
B It felt unfamiliar to him.
C He felt the same as he always had.
3 What does he say is fun about photography?
A being outside
B looking for the unexpected
C learning about life
4 What does he think might lead to a good photo at Grand Central Station?
A the activity i n the main hall
B the interesting light conditions
C the interactions between the people there
5 What do you think of the shot he takes at Grand Central Station at the end of the video?
After you watch

6 Work in pairs. In the video, the narrator asks, 'What would you take pictures of if you
had the last roll of Kodachrome film ever made?' Discuss your answers to this question.
7 Now think about each of the following. Then compare your ideas with your partner.
Explain the reasons for your choices. Do you have any items in common?
• two things you always take with you when you leave the house
• three things you would save from your house in a flood or fire
0 five items you would put into a time capsule in your town or school
8 Work in small groups. Discuss TWO of these questions.

News stories are usually made up of both images and words. Which do you find is more
informative? Why?
2 How do changes in technology change the way we live ou r day-to-day lives? Give examples.
3 Does the list of things which are important to you change at different times of your life?
In what way!
LISTENING 41
READING
Pg.108-109/ Section Conditional 1
C Tips and tactics

in Section B?
c Which tips will you use i n the future?
Before you read the passage, read the title and the list of statements and think about
2 Read the passage quickly to get an idea of the type of information and ideas in each
paragraph. Mark any sections that contain the type of information and ideas indicated in
the list of statements.
3 Write the number of the statement next to these sections. You probably need to mark
more than one section for each statement at this stage.
4 Then read the numbered statements in order, and read the sections you have marked
with that number carefully to decide which section contains exactly the information or
idea in the statement.
5 Remember that the statements don't use exactly the same words and phrases as you
see in the passage.
7 When you are sure you have found the correct section, write only the correct letter on
the answer sheet.
8 Remember that some sections may contain two answers and some none at all.
9 Always answer all the questions, even if you're not sure of the answer.
Q FOCUS 4 Look at the list of language functions (1-10) and match each one to the phrase that
best introduces that function (A-J).
Identifying
language features 1 an explanation A Research has shown that . . .
3 a finding
in a passage and 2 an example B Unlike others of its type, . . .
matching them to C To my mind, . . .
words indicating 4 a prediction D As Dr Smith suggested, . . .
function 5 a description E There are four stages, the first of which . . .
6 a personal opinion F The reason for this is that . . .
7 a claim G I would like to put forward the idea that . . .
8 a comparison H A similar pattern can b e found i n . . .
9 a contrast I For instance, when the . . .
10 a reference J There are likely to be considerable . . .
5 Look at the passage about elephants' teeth on page 109. Look at the underlined
sections of the passage. For each section, choose the best match (A, B or C).
A detailed information supporting a claim
B a physical description of an animal
c a reference to a piece of research
2 A a comparison with other species
B an explanation of how something works
c reasons to doubt a theory
3 A a comparison with another species
B reasons why something happens
c a reference to a similar process
4 A a worrying prediction
B mention of a drawback
c a finding that contradicts a theory

1413t'ijiJM§*M!.11"m11.1.y
PHAN In terms of its long-term wellbeing and survival, an elephant's teet11 are a vital part of
its anatomy. 1 An African elephant consumes around 100 kilograms of vegetation a day.
To process that quantity of food, the animal needs to chew constantly. Each tooth is
worn down until it is no longer usable, at which point it falls out.
2
Whereas most animals have two sets of teeth in their lifetime. an elephant gets
througl1 six. Each set - one tooth on the top and on the bottom - lasts about three
years in a young animal, but up to ten later in life. 3 Unlike human teeth. which sprout
from the gum line. elephants' teeth start at the back of the mouth and move forward
like a conveyor belt.
It's an effective system until there aren't any teeth left. 4 Elephants that live to an old
age - about 70 years in captivity - often succumb to starvation. because they are
unable to chew.
Q FOCUS
6 Look at the passage below about quinoa. Underline the sections in the passage that
contain the following ideas (1-6).
Identifying
information in a 1 a prediction regarding the future
passage 2 an unfortunate consequence of a development
3 a statement of an aim
4 an example illustrating a point
5 a possible positive result of a development
6 evidence of expanding production
The growing appetite is affecting The long-term objective is

South America, however, where diversity, says Kevin Murphy,
farmers are struggling to meet a plant breeder at Washington
demand, and some urban State University. 'There are
populations are unable to afford hundreds of varieties of
Quinoa is a food that has been a the resultant price increases. quinoa, and our goal is to
staple of south American cuisine To cash in on the crop's develop the ideal one for
for millennia. The grain which popularity, countries on other each climate.' For now, most
people eat is in fact the seed of continents have begun moving retail stores in the us remain
a plant species that originated from customer to cultivator. stocked with south American
around Lake Titicaca in Peru Tl1ere are now quinoa farms in quinoa. With continued crop
and Bolivia. Since the turn of 56 countries, including France, experimentation, though,
the century, other cultures have Thailand, Australia and the us. Murphy adds, it won't be long
developed a taste for it too, with Quinoa is also being grown in before locally grown - and less
imports to the us rising from Africa, because the UN hopes its expensive - quinoa becomes
3 million kilograms per year to 30 high protein content will help to an everyday option.
million. alleviate hunger.

1 Did you and your partner underline the sarne sections of the passage?
2 Are your answers all the same? Compare your ideas with another pair.

LISTENING
Pg.170-171 + 24-25/ Section Vocab 7 + Video 2
Performers i n Celtic dress, Brittany, France
24 LISTENING
11.1+'!+'.!.fi'&Mil:ifi
Before you watch
1 Look at the photo. Do you know which regions of Europe are associated with Celtic
music?
2 Work in pairs. Tell your partner about the kind of music you like to listen to and/or
play. Explain why you like it and how it affects you. Try to use these adjectives in your
discussion.
acoustic instrumental jazzy light melancholic passionate relaxing soulful

upbeat uplifting
While you watch

....................................................................... ..........................
w n t rEs PRomorwns
3 Watch the first part of the video IS PROUD TO PRESENT

(00.00 to 00.32) about the singer I I
I 111�1 I �1111111
larla 6 Lionaird. How would you
describe his music? Do you like it?
4 Watch the video and complete
� IN CONCERT (!'�.J
the missing information from
the concert promotion. Write
NO MORE THAN THREE WORDS
A ND/OR A NUMBER for each
answer.
The unique voice of the man from
5 Work in pairs. Watch the video again 1 . ...... ...............................................
and make notes to answer these on an unmissable tour.
questions. Then discuss your
Praise for Iarla:
answers.
.
'Divine sounds. He's been singing since
How did larla's family background
before he was 2 ................ ... .................................... ,
influence him? and boy, does it show!'
2 What style of singing is Sean-n6s? 'After 3 ........ . ... .................. ...... ........... ....... perfecting
3 In what way was !aria's first teacher, his singing, he's a master performer.'
o
'Mrs Mac', important in his life? 'Through his experience of singing with
the Afro-Celt Sound System, Iarla has
. . . . . .. . . . .. ... . . .. . . ... ... .. .. . ..

4 When larla g rew up there was a
been inspired by African
4 t perform again '
crisis in his life. What form did it take .
· - · - - · · · ···-··········· · · · · · · · · · · · ·······················
and how did his life take a new

. . . ...
direction?
. . . .. . . . . . . . ... ...... . . ... . . . .. ..... . .. . .. ..... ....... ..
After you watch

6 Work in small groups. What do these sentences from the video mean?
1 'There were shoes there waiting for me to put my feet into.'
2 'I felt like a museum piece.'
3 ' H e found hirnself on a dead-end street.'
4 'There's a genuineness and a largeness of heart in African music.'
7 Make notes on ONE of the following topics. Then talk for a minute or two to your
partner about the topic.
Your family heritage: what do you know about previous generations of your family and
how has this influenced your life?
2 Formative experiences: how have your school days influenced you? Was it a positive or
negative experience? In what way?
3 Key people: think about a person - a teacher, friend or family member - who is or has
been important to you. Explain their importance.
8 Work in small groups. Discuss the questions.

To what extent do people in your country follow in the footsteps of their parents or
grandparents?
2 What are the biggest influences these days on young people as they grow up?
LISTENING 25
VOCAB U LARY 7
Identifying the writer's views and claims

1 Read the information about identifying the writer's views a n d claims.
I n the I E LTS exam you need to read carefully to identify the views of the writer. As well as recognising
phrases used to express views, it helps to pay close attention to linking words such as however and the
grammar of the sentence (affirmative or negative).
2 Decide if the expressions in bold suggest the writer is in favour of or against an

argument or point of view. Write the expression in the appropriate column.
Rosen argues that over-reliance on technology can cause problems, but I struggled to
find a causal link.
2 Rosen fails to convince their incidence is on the rise.
3 Digital Vertigo is equally unconvincing.
4 It's a viewpoint I'm entirely sympathetic with.
5 Keen's argument left me unconvinced.
In favour of Against
I �truggled to find c:i cm1�c:il link.
Go back to the text on page 163 and check the expressions in context, or use a
dictionary.
Collocation: adjective + noun

3 Match t h e adjectives (1-7) with the nouns (a-g) t o make collocations. Look a t the
text on page 152 to help you.
1 endless a hopes
2 lasting b concerns
3 hidden c view
4 symbolic d meaning
5 appealing e source of intrigue
6 alternative f legacy
7 waking g idea
Common ly confused words

4 Look at the word pairs and think about how they differ in meaning. For more
context, find one word from each pair in the text on page 1 5 1 .
thick/fat 4 hardly/hard
2 eventually/lastly 5 momentary/momentous
3 decade/decayed 6 reminder/remember
5 Choose the correct option in each sentence.

1 Pitch is a thick I fat material.
2 A large droplet eventually I lastly falls out of the funnel.
3 He left the apparatus alone for decades I decayed.
4 You may be able to watch the momentary I momentous event yourself.
5 It's hardly I hard an easy matter.
6 It's a nice reminder I remember of the excitement caused.

Synonyms
6 Match the words (1-9) with words or phrases with a similar meaning from the box.
big careful change totally development equal interesting keep
I
never-ending remember
1 evolution 4 recall 7 transform
I
2 perpetual 5 rigorous 8 preserve
3 extensive 6 intriguing 9 egalitarian
I Antonyms
I
7 Match the words (1-8) with words or phrases with an opposite meaning from the box.
ancient different include minimise nearby slow tiny weak
J 1
2
modern
maximise
3 massive
4 rapid
5
6
resilient
remote
7
8
similar
exclude
To help you, go back to the text on page 155 and check the words in context. A form of
all words appears in the text.
8 Complete the sentences with words from Exercise 7.

1 Modern agriculture aims to ....... ............... ..... ....... profit, to make the most money possible.
2 The loss of an entire crop would cause ........ ................. food shortages.
3 The Cavendish is a more banana cultivar.
................. .....................
4 The seed bank is located on a . ............... . .......... .. . island, miles from anywhere.
5 Seeds are packaged to ............... ................ .. . moisture so as to keep the seeds dry.
Common IELTS topic: Agricu ltu re

Commonly confused words
9 Choose the most suitable options to complete the sentences.
Humans no longer spent so much time hunting once they had tamed I domesticated
cattle, sheep and chicken.
2 Soil quality cannot be sustained I supported if farmers re-use the same land year after year.
3 Seeds from the trees may be circulated I distributed by the wind, birds and animals.
4 Experts assess I estimate that 90% of cotton produced in the USA comes from
genetically-modified plants.
5 China now consumes I utilizes twice the amount of meat that it did ten years ago.
6 The number of apple varieties has been declining I reducing over the last few centuries.
7 More and more people are excluding I rejecting gluten from their diet.
8 By keeping the seeds safe, scientists hope to ensure I insure against future famines.
9 Certain plant species are unable to exist I survive the warmer temperatures brought on
by global warming.
10 To prevent the growth of bacteria, meat must be saved I stored in the refrigerator.
Collocation: adjective + noun

1 0 Complete the sentences with an adjective from the box.
controlled excess exact fresh hard primary severe top
1 The government needs to take a ............................... ..... approach to reducing food waste.
2 The recent drought has resulted in a ......... . .. ...... shortage of corn and wheat.
3 The . ........... .... .... .......... crop which is grown in the region is rice.
4 Scientists must find ways to prevent ... ................................. moisture from ruining the seeds.
5 Researchers carried out the experiment in a ...................................... environment in a laboratory.
6 Many people prefer working in cities to making a living from . . .. . ... .......... . .. labour.
7 The .............................. ...... layer of soil has been gradually eroded by flooding.
8 The .................................. . source of the disease is unknown, but it has affected many trees.

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Lesson 1 – Period 3

184 /\CADEMIC WRITING

A information about what each line represents.

IELTS PRACTICE TASK

ACADEMIC WRITING 185

C Tips and tactics

D Ski lls-b uilding exercises

186 ACADEMIC WRITING

Speaking Part 1 2 Work in pairs. Which of these statements are

4 Think about how you would answer questions

5 Work in pairs. Take turns to interview each other

Exam advice Speaking Part 1

Starting somewhere new 13

© in this web service Cambridge University Press www.cambridge.org

Visitor views Chugach Mountains, Alaska

A About the task

Short Answer Questions

Classmate B You are read ing to understand the writer op1111ons.

Classmate B The questiotl!.? ftll'lay• follow the orderot t.I pa �o.e.

5 Classmate A All answers mtlSI be spelled correctly

Classmate B nail c-,p ling mi 1� � 'll'c not pc;n lised.

Answer the questions below.

Q FOCUS D Ski lls-bu i lding exercises

5 Now underline the other important words in each question in Exercise 4.

Today we know exactly what features of their

8 Work in pairs. Discuss why you marked some answers incorrect.

Answer the questions below.

I feel confident about doing Short Answer Questions tasks.

Giraffe and wildebeests roam the landscape, Kenya

A About the task

IELTS PRACTICE TASK

C Tips and tactics

8 22 Look at the questions. Listen to two students discussing a research project.

Choose the correct letter, A, B or C.

IELTS PRACTICE TASK

Choose the correct letter, A, B or C.

I feel confident about doing Multiple Choice tasks.

C Tips and tactics

D Ski lls-b uilding exercises

186 ACADEMIC WRITING

Average temperatures - Paris, Dubai and Melbourne

UP AND DOWN � .71 �

ACADEMIC WRITING 187

at (+ time of day) at noon; at 8 a.m.

Number of applications received by four universities

Atherton University - T he University of Lakewood

188 ACADEMIC WRITING

UP OR DOWN QUICKLY 1' -!t

UP OR DOWN MORE SLOWLY .71 �

ACADEMIC WRITING 189

Number of students studying languages at one university in the UK

190 ACADEMIC WRITING

Four estimates of worldwide rice consumption

1 956 1 966 1 976 1 986 1 996 2006

1 What basic information does the graph provide?

ACADEMIC WRITING 191

Population changes in three countries

12 Now write your answer. (10-15 minutes)

192 ACADEMIC WRITING

Write at least 1 50 words.