FO C U S ON

Academic Skills

PEARSON

Longm an

MORGAN TERRY JUDITH WILSON

SERIES EDITOR: Sue O’Connell
 ^ F O C U S O N

Academic fjlrills

P EARSO N

Longman

MORGAN TERRY JUDITH WILSON

SERIES EDITOR: Sue O’Connell
Map of the book
Reading W riting Listening Speaking Language review
M O DULE A ► T h e f e e l- g o o d f a c t o r page 8 (Focus on IELTS Units 1 and 2)

Changes in eating habits 1 The language o f Sports centre job Describing habits 1 Topic vocabulary
True/False/Not Given change (Section 1) (Part 1) 2 General words
Summary (with bank) (increase, decrease, etc.) N o te completion Understanding the questions 3 Describing graphs
2 Interpreting Extending your answers 4 W o rd formation: language
inform ation from Fluency markers o f change
diagrams
Describing the data
(Task 1: graphs)

M O D U L E B ► C it y page 20 (Focus on IELTS Units 3 and 4)

■a ®
Light years ahead Interpreting and W ind-pow ered school Com paring and 1 Topic vocabulary
Sentence completion com paring d ata (Section 2) contrasting (Parts 1 and 3) 2 Parallel phrases
(with bank) (Task 1: bar charts) Multiple choice Organising responses 3 Describing qualities and
Matching W ritin g and organising Labelling a map Modifying expressions quantities
the description 4 Topic vocabulary: money
and natural resources

PROGRESS C H E C K 1 page 32____________________________________________________________________________________________________ J

M O D U LE C ► R ush page 34 (Focus on IELTS Units 5 and 6)

Clocking cultures Presenting arguments Sharing a fla t (Section 1) Describing people 1 Topic vocabulary
Matching headings (Task 2: argument-led Table completion (Part 2) 2 Sentence rewriting
Multiple choice approach) Analysing a sample answer 3 Speaking - using colloquial
Summary (no bank) Analysing the question Organising your talk language
Anaysing a sample answer 4 W riting: reference links

M O D U L E D ► T h e c u ltu r a l s c e n e page 46 (Focus on IELTS Units 7 and 8)

Fighting the dust Problems and solutions 1 M usic course (Section 3) Answering d ifferent 1 Topic vocabulary
Sentence completion (no (Task 2: problem and Multiple choice with multiple question types (Part I) 2 Parallel expressions:
bank) solution) answers Question forms avoiding repetition
Multiple choice with multiple Presenting and justifying Short answers/lists Extending answers 3 Problems and solutions
answers solutions (Modal verbs/ 2 A rt in Bali (Section 4) 4 Linking expressions
conditionals) Table completion 5 Describing research
N o te completion

PROGRESS C H E C K 2 page 58

M O D U L E E ► N a tu r a l fo rc e s page 60 (Focus on IELTS Units 9 and 10)

Eating up the T ita n ic Describing diagrams Rotorua, N e w Z ea la n d 1 Describing a place Topic vocabulary
True/False/Not Given showing n atu ral processes (Section 2) (Part 2)
Table completion (Task 1: diagram) Labelling a map Dealing w ith rounding o ff
Multiple choice with multiple Understanding the diagram Table completion questions
answers Linking ideas 2 Describing problems
and solutions (Part 3)
Developing the topic

M O D U L E F ► B r a in p o w e r page 72 (Focus on IELTS Units 11 and 12)

The knowledge society Presenting an opinion Survey on com puter 1 Describing a past event 1 Topic vocabulary
Multiple choice (Task 2: thesis-led approach) facilities (Section 3) (Part 2) 2 W o rd formation: adjective
Yes/No/Not Given Developing and supporting Multiple choice Explaining endings
ideas Matching 2 Giving opinions (Part 3) 3 Language o f research:
Analysing a sample answer Justifying opinions research methods
4 Linking ideas: concession
and contrast

PROGRESS C H E C K 3 page 84

2
 Reading W riting Listening Speaking Language review

M O D U L E G ► In s id e in f o r m a t io n page 86 (Focus on IELTS Units 13 and 14)

Bridging the digital Advantages and 1 TV repair (Section L) 1 Expressing preferences 1 Topic vocabulary
divide disadvantages (Task 2) Notes (Part 1) 2 Hyphenated adjectives
Sentence completion (no Analysing and improving a Short-answer questions Giving reasons 3 General words
bank) sample answer Multiple choice 2 Describing a newspaper 4 Speaking: using colloquial
Classification 2 Radio broadcast article (Part 2) language
Multiple choice (Section 2)
Table completion
Summary completion

M O DULE H ► F u tu re p ro sp e cts page 98 (Focus on IELTS Units 15 and 16)

Genetically modified 1 Describing how Captive breeding 1 M aking predictions 1 Topic vocabulary
crops: accepting the something works (Task I : (Section 3) (Part 3) 2 Probability
inevitable? diagram) Multiple choice with multiple Expressing probability 3 Linking information
Locating information Understanding the diagram answers 2 Talking about
Note completion Organising the description N ote completion hypothetical situations
Multiple choice 2 Discussing different Classification (Part 2)
views (Task 2: argument-led
approach)

PROGRESS C H E C K 4 page 110

M ODULE I ► T ra n sp o rt page 112 (Focus on IELTS Units 17 and 18)

CUTE buses: a new Describing information Tourism (Section 4) 1 Talking about problems 1 Topic vocabulary
direction for public from tables (Task I : table) Flow chart completion (Part 2) 2 W ord pairs with related
transport Organising and describing Summary completion 2 Developing a discussion meanings
True/False/Not Given the data topic (Part 3) 3 Adjective/noun
Locating information Giving yourself time to think collocations
Diagram labelling Logical links: contrast 4 Spoken language: giving
yourself thinking time

M ODULE J ► A p p e a ra n c e s page 124 (Focus on IELTS Units 19 and 20)

Getting the picture from 1Describing a process The Fayum portraits Complete interview 1 Topic vocabulary
DNA (Task I : flow chart) (Section 4) (Parts 1, 2 and 3) 2 Writing: describing a
Multiple choice Organising and describing Sentence completion Assessment criteria picture (correction and
Flow chart completion the information Multiple choice Making notes ordering)
Short-answer questions 2 Presenting an opinion 3 Language o f research:
(Task 2) Exam task methods and findings

PR O G R ESS C H E C K 5 page 136

3
 Introduction
W h a t is Focus on Academic Skills activities and language points to help teachers and
for IELTS? students use the two books together.
Focus on Academic Skills for IELTS offers systematic 2 As a short intensive course to help students to
preparation for students wishing to take the IELTS prepare for the exam
exam. It provides training for students taking the Focus on Academic Skills for IELTS can also be used on
Listening, Speaking, Academic Writing and Academic its own as a short intensive course for students who
Reading modules. only have a limited amount of time to prepare for the
exam. It may also be used by students who have
already used Focus on IELTS but who wish to do more
Focus on Academic Skills for IELTS offe rs:
preparation for the exam. The book offers a full
• detailed information about the four modules of introduction to all the tasks the students will meet in
the exam, including all task types. the IELTS exam, together with the key language and
• guided practice for all four skills in every module. skills needed. Used in this way, the book could be
• language input for the different parts of the completed in about 30-40 hours.
Speaking and Writing modules.
• hints and tips to help with special areas of 3 For students to use to prepare for the exam on
difficulty. their own
• intensive work on academic English, including Students can use Focus on Academic Skills for IELTS
collocations, useful phrases and the language of on their own at home or in a self-access centre. The
research as well as key language for specific book provides clear guidance and useful tips on all
academic topics. tasks, and full answer keys and tapescripts are
• a Language review section at the end of each provided. Training is given on self-assessment of
module which pulls together key vocabulary and writing and speaking, and students are encouraged to
concepts. record themselves for speaking activities wherever
• five Progress tests which recycle key language and possible.
skills in new contexts.
• examples of answers to writing tasks at higher and R e co m m en de d p ro c e d u re
lower band levels with guidance on assessing your
• Work through the units in the order they are in
writing.
the book. Although all the tasks are at the level
• ideas for speaking and writing on lELTS-related
candidates will meet in the exam, the exam
topics where students can apply and extend ideas
preparation is graded, as more support is provided
from the reading and listening texts.
at the beginning.
• preparation tips for all four skills in a special
• Work though the different sections of each module
section at the end.
in order. Earlier sections will provide language and
ideas for the later parts of the module.
H o w can Focus on Academic Skills • Don’t use a dictionary while doing reading tasks.
for IELTS be used? However, once a task has been completed, go back
over the text to highlight and record useful phrases
1 To accompany the coursebook Focus on IELTS
- including new collocations of words that are
Focus on Academic Skills for IELTS reflects the
already known. (The same procedure should be
structure and organisation of Focus on IELTS, and can
followed with Listening. After the task has been
be used to accompany the coursebook either in class
completed, listen again - with or without the
or for homework activities. Each of the modules A-J
tapescript - and note useful words and phrases.)
in Focus on Academic Skills for IELTS relates to a pair
• Students should evaluate their own work critically
of units in Focus on IELTS, covering the same general
and use the answer keys appropriately.
topic area and reinforcing and extending the skills
and language work and the examination training
provided there. Cross references are supplied for key

4
 'he IELTS exam
W hat is IELTS and where can I take it? THE IELTS NINE-BAND SCALE

IELTS stands for International English Language Band 9 - Expert User

Testing System. The IELTS examination is taken by Has fully operational command of the language:
students who want to live, study or work in an appropriate, accurate and fluent with complete
English-speaking country, and especially by those understanding.
who are going to follow academic courses at a Band 8 - Very Good User
university or similar institution, or more general
Has fully operational command of the language with
training courses. It can be taken at Test Centres
only occasional unsystematic inaccuracies and
world-wide on fixed days throughout the year.
inappropriacies. Misunderstandings may occur in
unfamiliar situations. Handles complex detailed
Exam overview argumentation well.
The examination tests all four language skills: Band 7 - Good User
Listening, Reading, Writing and Speaking. There are Has operational command of the language, though
separate Reading and Writing Modules for those with occasional inaccuracies, inappropriacies and
requiring qualifications in academic skills or more misunderstandings in some situations. Generally
general skills. This book focuses on Academic handles complex language well and understands
Reading and Academic Writing skills. detailed reasoning.
Band 6 - Competent User
Has generally effective command of the language
despite some inaccuracies, inappropriacies and
misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
Band 5 - Modest User
Has partial command of the language, coping with
overall meaning in most situations, though is likely
to make many mistakes. Should be able to handle
basic communication in own field.
Band 4 - Limited User
Basic competence is limited to familiar situations.
Has frequent problems in understanding and
expression. Is not able to use complex language.
Band 3 - Extremely Limited User
Conveys and understands only general meaning in
very familiar situations. Frequent breakdowns in
communication occur.
Band 2 - Intermittent User
No real communication is possible except for the
Results most basic information using isolated words or
You will get your IELTS results within two weeks of short formulae in familiar situations and to meet
taking the exam. You will not be given a pass or a fail immediate needs. Has great difficulty in
grade, but instead you will receive a Test Report understanding spoken and written English.
Form giving you a band score for each of the four Band 1 - Non User
skills, and a final overall band which is an average of Essentially has no ability to use the language beyond
these. These band scores are expressed on a range of possibly a few isolated words.
0 to 9 and cover the whole range of language ability. Band 0 - Did not attempt the test
For more information, look on the IELTS website No assessable information provided.
www.ielts.org.
5
 THE IELTS EXAM

Listening Content and task types

Time and organisation The reading passages will be on academic topics of
The Listening Module has four sections of increasing general interest. You don’t need to have specialised
difficulty, with a total of 40 questions, and takes knowledge of the topic, as any specialised vocabulary
about 30 minutes. Each section has 10 questions and needed for the task will be explained in the text or in
is heard once only. You have time to look through a glossary. However, you need to have a good
the questions before you listen, and also time to understanding of more general academic terms in
check your answers after each section. You write order to cope with the tasks successfully in the time
your answers on the question paper as you listen, given, and it will help you if you have some awareness
and you then have ten minutes at the end to transfer of the types of general issues covered in the modules
your answers to a separate answer sheet. of this book.

Content and task types The following task types may be included:
Sections 1 and 2 develop the listening skills needed • multiple choice
for survival in an English-speaking country, in • matching lists or phrases
situations such as shopping, accommodation, etc. • matching headings to sections/paragraphs
Sections 3 and 4 have a more academic context - for • classification
example, they may be a recording of part of a • identification of information - True/False/
tutorial, seminar or lecture. You will hear a variety Not Given
of accents including British, North American and • identification of writer’s views - Yes/No/Not Given
Australian English. • locating information in sections/paragraphs
• short-answer questions and lists
The following task types may be included: • note I table I flow chart completion
• multiple choice • sentence completion
• matching • summary completion
• classification • labelling a diagram, map or plan
• short-answer questions and lists
• note I table I flow chart completion Marking and assessment
• sentence completion All the answers have one mark. Any answer which is
• summary completion above the word limit specified for that task will not
• labelling a diagram, map or plan receive a mark, so it is important to read the
instructions carefully. Spelling and grammar must be
Marking and assessment correct. The final score is converted to a whole or half
All the answers have one mark. Any answer which is band on the IELTS band scale.
above the word limit specified for that task will not
receive a mark, so it is important to read the
instructions carefully. Spelling and grammar must Academic W ritin g
be correct. The final score is converted to a whole Time and organisation
or half band on the IELTS band scale. The Writing Module consists of two different writing
tasks and the whole paper takes one hour. You do not
have any choice of tasks. Task 1 must be a minimum
Academic Reading of 150 words and it is recommended that you spend
Time and organisation no longer than 20 minutes on this. Task 2 must be at
The Academic Reading Module has three reading least 250 words and carries two thirds of the marks,
passages, and a total of 40 questions to be answered so it is recommended that you spend 40 minutes on
in one hour. The first two reading passages have this. Underlength answers lose marks.
13 questions each, and the last one has 14 questions.
The total length of the three passages is between Content and task types
2,000 and 2,750 words. All your answers must be The Task 1 prompt is always a type of diagram. You
written on a separate Answer Sheet during the have to write about the information shown,
exam. No extra time is allowed for this at the end describing the main features, trends or differences.
of the exam. You have to refer closely to the diagram and, where
relevant, illustrate your main points with figures. You
are not required to give any explanation for the data,
but have to describe only the information given in
the task.
6
 THE IELTS EXAM

Task types may involve describing information from Your scores on these criteria are combined to give you
• a graph, chart or table a Task Band for each task. These are then combined
• a flow chart or process diagram to give you a Final Band for Writing. There are no
• a plan or map half bands for this module.
• a diagram showing how something works
• a diagram showing or comparing objects Speaking
• a set of small diagrams Time and organisation
In Task 2 you are required to discuss an issue, In the Speaking Module, each candidate has a face-
question or opinion of general interest, and to give to-face interview with an examiner. The interview
your own point of view. The topics do not require consists of three parts and takes between 11 and 14
you to have specialist knowledge, but you have to be minutes. The examiner records the interview.
able to present ideas on general issues. The prompt Content and task type
is usually a background statement introducing the Part 1 lasts for 4 to 5 minutes and begins with
topic, followed by an instruction to the candidate. introductions. The examiner then asks you a series of
This instruction tells you how you should approach questions on two or three different topics connected
the topic and it is very important that you spend to your life, your interests or what you do.
time analysing exactly what you are expected to
write about. Part 2 lasts 3 to 4 minutes and is based on the
candidate giving a short talk. You are given a card
Instruction types include: with a familiar topic and several prompts. You then
• giving and justifying opinions have one minute to make notes on what you want to
• comparing opposing opinions say before speaking for two minutes on the topic
• evaluating advantages and disadvantages given. You do not have a choice of topic but the
• comparing arguments for and against topics are based on your own experience, such as a
• analysing problems and suggesting solutions person or place you know, or an event or activity you
• answering direct questions on an issue have experienced.
For Task 2 you are expected to write in a formal style, The examiner may ask you a brief question at the end
appropriate for an academic exam. of your talk.
Marking and assessment Part 3 lasts for 4 to 5 minutes. Here the examiner
Task 2 carries more marks than Task 1, so you should asks you more abstract questions related to your topic
take care to spend a full 40 minutes on Task 2. and develops a more general discussion.
Task 1 is assessed in terms of: Marking and assessment
Task fulfilment: how well you have reported and Candidates are assessed on all parts of the interview.
illustrated the main points of the information. Remember that if you give very short answers, the
Coherence and cohesion: how well you have examiner has very little language to assess.
organised the information across your answer and The criteria are:
how you have linked the ideas within and between Fluency and coherence: how well you are able to
sentences. maintain the flow of conversation, and how clearly
Vocabulary and sentence structure: how you can express and link ideas.
appropriately and accurately you have used a range Lexical resource: how appropriately and accurately
of language. you use a range of vocabulary.
Task 2 is assessed in terms of: Grammatical range and accuracy: how appropriately
Arguments, ideas and evidence: how well you have and accurately you use a range of structures.
been able to present relevant ideas and opinions and Pronunciation: how clearly you speak and how well
develop these into a well-supported argument or you use the different features of English
point of view. pronunciation.
Communicative quality: how well you have The scores on these criteria are combined to give the
organised and linked your points and ideas. Final Band for Speaking. There are no half bands for
Vocabulary and sentence structure: how this module.
appropriately and accurately you have used a range
of language.
7
M O D U LE A Focus on IELTS Units I and 2

THE FEEL-GOOD FACTOR

Focus on reading General strategies; True/False/Not Given; summary
FORMING A GENERAL 1 Before you look at the questions for each part of the IELTS Reading Module,
PICTURE you should spend a couple of minutes getting a general idea of what the text
► Focus on IELTS page 13 is about. This will help you to tackle the tasks.
a Read the titles and the first two or three sentences of Texts 1 and 2 to
identify the topics. Spend no more than 20 seconds on this.
1 Which text is about eating habits? Text......
2 Which is about a physical problem? Text......
b Before you read the rest of each text, think about these questions to
prepare yourself.
1 How are people’s eating habits changing in your country?
2 What are the results of these changes on a) people’s health b) social
relationships?
c Look through both texts quickly and compare the information given with
your ideas in b.

DEALING W ITH UNKNOWN 2 IELTS Reading texts may contain specialist words and expressions, but you
VOCABULARY will not need to understand all of these to answer the questions. Specialist
words which are important for the meaning are often explained for you in
the text.
a Look at the three underlined words and phrases in Texts 1 and 2. Decide
which two of them are important in each text. Find and underline a
phrase in the same sentence or the following sentence which helps you
understand their meanings.
b One of the three underlined words in each text is less important. You
don’t need to know this word to understand the general message. In each
text, what general things can you guess about the meaning of this word
from the context?

Childhood obesity goes global

A Childhood obesity is rapidly becoming a global B Why do children become obese? One important
epidemic. The US continues to lead the way, with factor is insulin, a hormone which enables the
as many as 37% of its children and adolescents body to store extra calories as fat. Physical
carrying around too much fat. But other countries exercise helps control insulin levels, while
are rapidly catching up. According to statistics ingesting fat combined with starches and sugar
presented at the European Congress on Obesity in can cause surges in insulin levels. A child who sits
Finland, more than 20% of European youngsters in front of the TV for hours on end, eating potato
between the ages of 5 and 17 are either overweight chips and doughnuts, is an ideal fat-storage
or obese. Asia lags behind the US and Europe in machine.
its obesity statistics, but Thailand, Malaysia,
Japan and the Philippines have all reported
c What is urgently needed is for schools, health
professionals, parents and children to work
troubling increases in recent years. Up to 10% of
together. Encouragingly, changing a fam ily’s
China’s 290 million children are already believed
lifestyle in healthy ways does not appear to be all
to be overweight or obese, and that percentage is
that difficult: it involves regular exercise, slightly
expected to have doubled a decade from now. So
smaller portions and slightly different foods. And
across Asia too, childhood obesity is on the rise,
this, say health officials, is a message that badly
and a less marked trend has been documented
needs to get out.
even in urbanised areas of sub-Saharan Africa.
 M O D U LE A T H E F E E L -G O O D F A C T O R

fruit and vegetables, meanwhile, has gone up by only

Dinner time then and now six per cent - despite a huge government education
campaign to get people eating more healthily.
A Patterns of food consumption in Britain are
changing rapidly. A major survey by research group C However, the Mintel survey found that 40 per cent
Mintel shows that, for the first time, convenience of the population still consider themselves as
meals account for the largest slice of all consumer ‘traditionalist’ diners. In contrast, 27 per cent are
spending on food - 30.1 per cent of the market. Over ‘convenience seekers’, who are happy heating up meals
the past decade, pizza sales have risen by 98 per cent. in the microwave. A growing proportion of consumers
Sales of pasta products have enjoyed a similar increase. - 3 1 per cent - are classed as ‘casual diners’, people
who skip breakfast and eat out most nights, not for
B But the trend has resulted in profound changes to
pleasure but because they can’t be bothered to cook.
eating habits. The proportion of adults who say they
regularly eat a traditional Sunday dinner, with roast D It is predicted that more people will become
meat and vegetables, has fallen by ten per cent over casual diners as changes in society see the size of
the same period. Now less than half say they usually households declining. This development, added to the
have a roast each week. Meat and fish account for a increasing number of childless households, means that
fifth of the UK’s total food market, but the sector has the pressure to cook a balanced meal has declined,
shown no growth over the past decade. Spending on Mintel suggests.

TRUE/FALSE/NOT GIVEN 3 In this task, you have to decide whether the information given in a
► Focus on IELTS page 13 statement is true or false according to the text or not given in the text. The
statements focus on facts. They are in the same order as the information in
the text.

LOCATING THE ANSWERS a Look at True/False/Not Given statements 1 -6 below and underline the
key words.

HELP b Quickly find which paragraph in Text 1 contains the information

To help you this time, relevant to each statement. Write the paragraph letter (A, B or C) next to
the key words in the each statement. Don’t try to answer the questions yet.
text are all the same
as in the statements c Read the relevant part of the text carefully and decide whether each
and you only have statement (1 -6 ) agrees with the information given.
two choices for each
question.

Questions 1-6
Do the following statements agree with the information given in Text 1?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 Just over one third of the total population of the US is overweight. (T or NG?)
2 Asia and Europe have an equal proportion of obese children. (T or F?)

3 It is forecast that the proportion of overweight or obese children in China will reach 20% in ten
years’ time. (T or NG?)

4 There is a downward trend in childhood obesity in some African towns and cities. (T or F?)

5 Insulin levels rise sharply when foods with high levels of starch, sugar and fat are eaten. (T or F?)

6 Parents play the most important role in improving eating habits. (F or NG?)

9
MODULE A T H E F E E L -G O O D F A C T O R

SUMMARY 4 In one type of summary task, you have to complete a gapped summary of
► Focus on IELTS page 12 part or all of the text using words from a box. The information in the
summary may be in a different order from the text. There may be several
words that fit the gaps grammatically, so to identify the correct one you have
to read the text carefully.
a Read through the summary in the exam task below for general
understanding.
b Read the sentence with the first gap carefully. Think about the possible
form and meaning of the missing word.
1 What part of speech is needed for question 7? a) an infinitive
b) a past participle c) an adjective
2 What type of information is most likely? a) an amount b) a change
c Look at the words and expressions in the box. Which three have the
correct form to fit question 7?

T IP Underline key
d Find the correct information in Text 2 for question 7.
words in the summary. 1 What does the text tell us about fruit and vegetables?
Look in the text for the
2 Which phrase in the text has a similar meaning to consumption?
same words or for
paraphrases to help you Use this information to help you choose the correct answer for
locate the information question 7.
you need.
e Now look at questions 8-14. Which of these need a) a past participle,
b) an infinitive, c) an adjective, d) another type of word? Think about
what type of information is most likely, then do the task.

Questions 7-14
Complete the summary o f Text 2 below using words from the box.
In Britain, convenience meals are now the most popular type of food.
smaller risen
Fruit and vegetable consumption has 7 .................................. , and
more remained constant
consumption of meat and fish has 8 ..................................., but the older decrease
traditional Sunday dinner is eaten by 9 .................................. people. fewer fluctuate
Despite this, almost 1 0 ................................... the population are a third healthier
half larger
‘traditionalists’ in their food habits. Just over 1 1 ..................................
fallen a quarter
are ‘convenience seekers’, while almost 1 2 ....................................are increase
‘casual diners’. The number of causal diners is likely to
13 as households become 14

IDEAS FOR SPEAKING 5 Thinking about topics such as the ones in these reading texts will help you
AND WRITING prepare for other modules in the IELTS exam.
Answer these questions orally or in writing.
1 How important a problem is childhood obesity in your country?
Example: Childhood obesity is a serious problem in my country. Children don't
take enough exercise, and eat too much junk food.
2 How far is the situation described in Text 2 true in your country?
3 Which of the three categories of eater described in Text 2 do you think
you are?
10
 M O D U LE A T H E F E E L -G O O D F A C T O R

Focus on w riting 1 The language of change

Task I For Task 1, you may be asked to describe a graph which shows changes over
► Focus on IELTS pages 17 -1 8 a period of time. To do this you need to use language expressing change and
appropriate tenses. >

USING LANGUAGE OF CHANGE 1 Underline the verb or verb phrase in each o f the following sentences. Then
match each sentence to a graph. You can use a graph more than once. Use a
$m
dictionary to help you if necessary.

1 Sales started at $3 million in 1990. ..fl..

2 From 1997 to 2000, sales fluctuated. ......
3 Sales reached a peak of 3 million in 2001.
4 Sales increased for two years then levelled off.
5 Sales declined between 1999 and 2003. ......
6 Sales dipped briefly in 2002, then recovered. ......
7 In 199CV sales stood at $25 million. ......
8 Sales overtook costs in 2003. ......

$m

2 Add the verb phrases from Exercise 1 to the correct category in the table
below. Can you add some more verbs with the help of your dictionary?

Movement Movement More than one No movement

upwards downwards movement

increase decline reach a peak s ta r t

3 Complete these sentences with a preposition from the box. Use a dictionary
to help you if necessary.

at (x2) between by o f to

1 Profits rose from 2 billion d o lla rs.......................... 5 billion last quarter.

2 Since 1985, the price o f houses has in creased .......................... 200%.
3 Road accidents reached a p e a k .......................... 50,000 in November.
4 Car sales remained c o n sta n t........................... around 75 per m onth for the
rest o f the period.
5 D uring the summer, tem peratures flu ctu ate........................... 20 and 30
degrees.
6 By close of business, the value o f the com pany’s shares stood
..................... $25.

11
MODULE A T H E F E E L -G O O D F A C T O R

4 Two common patterns used when describing changes in academic

English are:
noun + verb + adverb
There + be + adjective + noun + in + noun
Rewrite these sentences, using one of these patterns.
Example: The consumption of fruit has risen steadily.
There JirtS.becH«. steady rise in the. coKSumptitm. of fruit...
1 Meat consumption has fallen sharply.
There.............................................................................................
2 There was a brief dip in share prices at the start of the year.
Share prices........... ........................................... '........................
3 Her fitness level improved dramatically.
There w as...... . ..... .........
4 There will be a rapid recovery in share prices next year.
Share prices ... . ....... .......... ......................
5 The use of GM foods has grown steadily in some countries.
There........ ............................ .........................................

Focus on w riting 2 Interpreting information from diagrams

Task I: Graphs 1 To answer a Task 1 question, you need to understand and interpret the data
UNDERSTANDING THE DATA correctly as well as using appropriate language to describe it.
Read the instructions for the Writing task below. Then look at the graph to
find the answers to these questions.
1 What period of time does the horizontal axis show?
2 What information does the vertical axis show?
3 What do the three lines represent? (look at the key in the box)
4 What tense do you need to use in order to describe this information?
5 What main changes does the graph illustrate? ‘

WRITING TASK 1
You should spend about 20 minutes on this task.
The graph shows the rates of Participation by club members
participation in three different
activities in a UK sports
club between 1983 and 2003.
Write a report fo r a university
lecturer describing the 20
information. 10

Write at least 150 words. 0 ----------------------*— __ i________________ i________________i

1983 1988 1993 1998 2003
year

— ♦ - - swimming
— ■— team sports
— a — gym activities

12
 M O D U LE A T H E F E E L -G O O D F A C T O R

DESCRIBING THE DATA 2 C om plete th e sam ple answ er below w ith th e correct expression according to
th e in fo rm a tio n in th e graph.

This graph shows changes in the popularity of three different activities in a UK

sports club over a period of 20 years.
in 1983 around 50% o f club members participated in swimming, so this was
clearly the most popular activity. However, this figure 1 dipped/decreased
steadily to 15% in 1998 and 2 rem ain ed constant/levelled o ff a t this rate
until 2003.
In contrast, 32% of members did team sports in 1983, and this rate
3 stood at/reached a peak o f 40% in 1998 before 4 dropping/grow ing to its
former level. Participation rates for team sports 5 increased/overtook those for
swimming and became the highest for all activities from 1993 to 2003.
Finally, participation in gym activities 6 finished a t/sto o d at only 5% in 1983,
but this figure 7 fell/grew rapidly from 1988 to 1998, eventually 8 levelling off
at/reaching a peak o f around 25%, making gym the second most popular
activity.
Overall, participation in swimming 9 flu ctu ated /dro p p ed considerably during
the period. Team sports, however, remained popular, while participation in gym
activities 10 declined/rose significantly over the period.

ORGANISING THE 3 Analyse th e way th e sam ple answ er is org an ised by answ ering these
DESCRIPTION questions.

1 H ow m any p aragraphs are used?

2 W hat in fo rm atio n does each parag rap h give?
P aragraph 1: In tro d u c tio n
P aragraph 2 : ..........................................
P aragraph 3 : ..........................................
P aragraph 4 : ..........................................
P aragraph 5: S um m ary o f ..........................................
3 U nderline the w ords th at are used to link the paragraphs.

EDITING FOR LANGUAGE 4 In th e exam , m ake sure you leave tim e to ed it y o u r w ritte n answer. You will
lose m arks if you m ake to o m any m istakes in g ra m m a r an d v o cabulary use.

a Read this ex tract fro m a stu d e n t’s response. F ind ten m istakes in the
ex tract a n d m atch th e m to th e list o f co m m o n m istakes.

Theg raph show changes in participation o f different

C om m on m istakes
activities a t a sports dab. 1 W rong tense
Firstly, participation in sw im m iny was decreased
2 Active/passive verb confused
for 1983 to 2003. tn 1983 50% o f d a b members do
3 A greem ent: single subject
swimming b u t only 15% participate in this in 2003.
T IP When you write w ith plural verb
Secondly, the percentage who do team sports have
your own answers, try to 4 P reposition erro r
been remained constant during th a t period.
make a note of the most 5 A rticle («, the) m issing
Participation reached peak in 1998. Finally, g g m |
common types of
mistake you make so that activitiesyrew up from 1983 to 2003. I
you can focus your
editing on these in the
future. b Now correct th e m istakes.

13
MODULE A T H E F E E L -G O O D F A C T O R

Focus on listening Note completion

Section I Before each section of the Listening Module, you hear a short introduction.
► Focus on IELTS page 19 This tells you who is speaking and what the situation is. It also tells you how
many questions you have to answer before the next break in the recording.
Listen carefully, as this information is not given on the exam paper. You are
then given some time to look at the questions. There is a short break in the
middle of the recording in Sections 1, 2 and 3, and you are given time to
look at the remaining questions for that section.
In Section 1 of the Listening Module, you listen to a conversation about an
everyday topic.

IDENTIFYING THE CONTEXT Q Listen to the introduction to the task opposite and answer these
questions.
1 Who are the two speakers?
2 Are they face to face or on the phone?
3 What are they talking about?
4 How many questions will you have to answer before the break in the
recording?

NOTE COMPLETION Note completion is a common task in Section 1. Read the instructions and
► Focus on IELTS page 20 notes carefully in the time you are given and try to predict the information
you need.

a Look at the instructions for the task. What is the maximum number of
words you should write for each answer?

PREDICTING POSSIBLE b Look at the notes for questions 1—10. Which questions will probably
ANSWERS need a) a number? b) a time? c) days of the week?

LISTENING FOR PARALLEL To help you identify the information required for each gap as you listen,
EXPRESSIONS you need to match the headings in the notes with expressions you hear.
T IP In IELTS Listening, Match each of the following expressions from the recording to one heading
the numbered items are on the form in the exam task.
always in the same o rder
as you hear them in the Example: Can I just check on where you are? Address of Shorts. Centre .
recording.
1 Can I choose which days? ......................................
2 You’d mainly be responsible for ... ......................................
3 You can get through to me directly on ... ......................................
4 have your .... with you when you come ......................................
5 At present we’re looking for ... ......................................

14
 M O D U LE A T H E F E E L - G O O D F A C T O R

EXAM PRACTICE 4 Q Now listen to the conversation and complete the notes as you listen.

Questions 1-10
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUM BER for each answer.

White Water Sports Centre

Example Answer
Manager’s name SteV.C.Jlldtqpst’H...........

Job available: 1 ....................................... (part-time)

Job responsibilities: - supervising swimmers
- care of 2 ...................... ................for beginners’ classes
- carrying out 3 ............ ........................ regularly

Days: Two per week ( 4 ........... ...... a n d ................... )

Working hours: 5 ................... t o ..............

Maximum pay: 6 ....................................... per hour

Interview: Friday at 2 p.m.

Address of Sports Centre: 7 23-27 ........................ ..........., East Gate

Steve’s direct line: 8 .......................................

Remember to bring: 9 .......................................

1 0 .......................................

CHECKING YOUR WORK 5 Make sure that:

• the information you have given makes sense in the gap.
T IP When you transfer
your answers to the
• you have spelled the words correctly.
answer sheet in the • you haven’t written more than three words. (Often, you only need one
exam, copy only the word.)
words you have actually • you haven’t written words that are already included in the notes (possibly
written yourself. Do not
in another form, e.g. regularly in question 3).
copy words or symbols
printed on the question
paper.

15
M ODULE A T H E F E E L -G O O D F A C T O R

Focus on speaking Describing habits

Part I Interview Part 1 of the Speaking Module lasts for four to five minutes and the
► Focus on IELTS pages 8-9 examiner will ask you questions about yourself, your life and your habits.
Make sure you understand the questions and give relevant answers. Try to
extend your answers rather than giving short responses.

UNDERSTANDING THE 1 a Q Listen and complete the four questions you hear. They are all
QUESTIONS about habits.
T IP If you don’t hear 1 What do y o u ................................... ?
the question, ask the
examiner to repeat it.
2 What do y o u ................................... ?
3 What do y o u ................................... ?
4 What kind o f ...................................?

GIVING RELEVANT ANSWERS b Q Now listen to speakers A-D answering the questions above. Match
each speaker to the correct question.
Speaker A ..... Speaker B ..... Speaker C ..... Speaker D .....

EXTENDING YOUR 2 Q The speakers extended their answers by contrasting their present
ANSWERS habits with past habits. Listen again to the first two speakers and complete
the extracts below.
Speaker A
1 .................................. I don’t actually do much cooking.
2 I .................................. eat in the student canteen.
3 I ....................................cook for myself......................................
4 But when I was living at home, I ....................................my mother with
the cooking.
5 I .................................. make the salad and cook the pasta and so on.
Speaker B
1 Nothing special....................................
2 I mean, when I was younger I ....................................quite a lot of running
and things.
3 ................................. I did a bit of sport.

USEFUL LANGUAGE: 3 The use of expressions called fluency markers helped the speakers sound
FLUENCY MARKERS fluent and natural.
a Read the following quotes and match the fluency markers in bold to their
uses (a-f).
1 ‘To be honest I don’t like cooking much at all. I’m afraid I’m not very
good at it. Though I do quite like making snacks and sandwiches and
so on.’
2 ‘Well, actually, I don’t get much time for exercise these days. I mean, I
work long hours most days and I just don’t get the chance, really.’
3 ‘Well, I suppose I like documentaries best, but they have to be on
interesting topics, of course.’

16
 M O D U LE A T H E F E E L - G O O D F A C T O R

a) used to tell someone politely something that may annoy or disappoint

them
b) used when explaining or giving an example of something
c) used to say what really happens or is really true
d) used to tell someone what you really think
e) used after a list to show there are other similar things that could be
mentioned
f) used to say you think something is true, although you are uncertain
about it

b Complete the response below with appropriate fluency markers from a.

Use each expression once only.

What do you do to

Not much, 1 ......................................I don’t really like doing any

kind of exercise, 2 ......................................Of course, I had to do
some when I was at school, and I used to be quite good at
football, 3 ......................................But these days, I’d rather
spend my time studying or reading 4 ....................................

c Q Listen and check your answers.

EXAM PRACTICE 4 a Using the language in the box below, and fluency markers, write
responses to the questions in Exercise la.

cook
Nowadays always watch
These days I sometimes wear
hardly ever
When I was ... used to go ...

b Now practise giving extended answers to the following questions. Record

yourself speaking if possible.
1 Which sports do you enjoy watching on TV?
2 Do you prefer to watch or play sports?
3 What kind of physical activities did you do when you were at school?

17
L A N G U A G E R E V IE W A

1 Topic vocabulary overview Listening Section 2: Healthy eating

The three main topics covered in Module A (Focus Young people sometimes find it hard to
on IELTS Units 1 and 2) were exercise, nutrition and maintain 5 ........................................... once
health. You may need to recognise and use words they’ve left home. In order to stay healthy, you
and phrases connected with these topics in IELTS need to eat the right food to have a
Reading, Writing, Listening and Speaking Modules. 6 ............................................ In particular:
a Complete each phrase below by choosing the best • eat fresh food rather than convenience foods
word from the boxes. Use each word once only. • limit intake of 7 ..........................................
(All the phrases are found in Focus on IELTS • increase 8 .........................................................
Units 1 and 2 and/or Module A.) (at least five portions daily)
• eat 9 ............................................such as
Exercise
cheese and milk in moderation.
centre exercise expenditure
programme sports Reading: The role of insulin

1 sports.................... Each time we eat starch or sweet food, insulin

2 energy .................... is released into the blood. This removes the
3 physical.................... sugar and stores it so that it can be used
4 training.................... when energy is required. However, high
5 competitive.................... 10 .......................................... can lead to
11 .......................................... and other
Nutrition medical problems. Nowadays, with decreasing
consumption fat and sugar habits levels of exercise and an increase in
diet products 12 .......................................... , we could
be seeing the beginning of a
6 intake o f ............................... 13 .......................................... of insulin-related
7 a balanced............................... problems.
8 dairy...............................
9 fruit and vegetable...............................
10 sensible eating............................... 2 General words
Health and health problems Some words do not relate to specific topics, but can
be used in a wide variety of general and academic
benefits disease epidemic levels obesity contexts. Often these words are used in texts to
introduce or refer back to more specific words and
11 a global...............................
examples. They are therefore useful for linking ideas.
12 long-term...............................
You will find these words useful for both Tasks 1 and
13 insulin...............................
2 of the Writing Module.
14 childhood...............................
15 heart............................... Complete the sentences using a general word from
the box. Then underline the specific examples given
b Now complete these extracts with appropriate in the sentence for each general word.
phrases from Exercise la.
activities benefits developments events
Speaking Part 1: Keeping healthy products responsibilities
factors functions
Examiner: What do you do to keep healthy? sectors trends
Candidate: Well, I think it’s important to have
regular exercise; I try to do some sort of 1 You can buy and sell tickets for sporting
intense 1 ....................................... every ......................such as football matches and
day, so I go to the 2 ........................................ , horse races on the Internet.
where I have quite a demanding 2 The m ain.................................of a receptionist
3 ............................................And I quite like are answering the phone and dealing with
4 ............................................ so I play customer queries.
football every weekend. 3 Doing housework, gardening and similar
everyday...................... is a good way of keeping
fit.

18
 LANGUAGE REVIEW A

4 Exercise and diet are the two m a in ....................... ] However, this gradually increased throughout
which contribute to obesity. the period.
5 The move towards ready-made meals and the |~j~| The graph shows changes in the am ount of
increasing popularity of snack foods are growing fresh fruit, sugar and ice-cream eaten per
....................... which are affecting the health of person per week in Britain between 1975 and
the population. 2000.
6 Bodily...................... such as breathing and |~iT| In addition, the consum ption of ice-cream,
digestion, use up quite a lot o f energy. while at a relatively low level, rose significantly
7 A sensible program me of exercise can bring during this period.
m an y ........................, including physical fitness ] In contrast, there was a consistent drop in
and social contacts. sugar consum ption.
8 In the last hundred years, technical and From the graph we can see that overall, the
econom ic...................... such as changes in consum ption o f fruit rose, while the
transport and the nature of work, have consum ption of sugar fell.
profoundly affected people’s energy ] People consum ed m ore fresh fruit than either
requirements. sugar or ice-cream throughout the period.
9 C onsum er...................... such as televisions and ] The am ount consum ed decreased steadily
cars, have contributed to the rise of obesity in from almost 400 grams per person to only
the West. 100 grams by 2000.
10 Eating out is now the UK’s favourite leisure time 2 The am ount o f ice-cream consum ed weekly
pursuit, and this has led to growth in all started at about 50 grams.
...............of the food industry, especially fast
b Write out the sentences as a complete report,
food and specialist foods.
dividing them up into paragraphs.

c Rewrite the following sentences from Exercise 3a

3 Describing graphs
as shown, using a noun form rather than a verb.
In Module A pages 11-13, you looked at how to
organise and write a description of a line graph. 1 Although it dipped in 1985, it then rose
steadily and reached 750 grams in 2000.
a Look at the sentences below and number them in Although there was a ........................................ ,
the best order to describe this graph. The first this was followed b y .......................................... to
and last ones have been done for you. 750 grams in 2000.
Changes in food consumption in Great Britain 2 However, this gradually increased ...
However, there was t h e n .......................................
3 Overall, the consum ption of fruit rose, while
the consum ption of sugar fell.
Overall, there w a s .................................................. ,
while the consum ption of sugar fell.
4 The am ount consumed decreased steadily from
almost 400 grams per person to only 100 grams
by 2000.
There was a .............................................................
per person to only 100 grams by 2000.

— ■— fresh fruit ---A ---- sugar — o— ice cream 4 Word formation: language o f change
Tick the verbs in the list below which are unchanged
] Although it dipped in 1985, it then rose in the noun form. Where the noun is different, write
steadily and reached 750 grams in 2000. it next to the verb.
] By 2000 it was at the same level as the 1 to decline 6 to decrease
consum ption of sugar. 2 to dip 7 to fluctuate
] In 1975, the consum ption of fresh fruit stood 3 to increase 8 to recover
at 500 grams, then increased to 600 grams in 4 to grow 9 to drop
1980. 5 to fall 10 to rise

19
M ODULE B Focus on IELTS Units 3 and 4

CITY
Focus on reading Sentence completion; matching
FORMING A GENERAL 1 a Read the title and subheading of the text opposite. Without reading the
PICTURE rest of the text, answer the following questions.
1 What general problem is the text about?
2 Where does the problem exist?
3 What could be a possible solution?
4 What is one drawback to this solution?

b Now read the first and last paragraphs of the text to check your answers.

c You can often get a general picture of a text quickly by looking for
proper nouns.
Look through the whole text quickly and underline or highlight all the
proper nouns which refer to people or institutions. What does that part
of the text tell you about the role of each of these? Spend no more than
two minutes on this.
Example: (para B) Fred Kojubi —Ugandan electrician —belongs to Uganda
Change Agents Association

SENTENCE COMPLETION 2 In one type of sentence completion task, you have to complete sentences
► Focus on IELTS page 29 using words from a box.

LOCATING THE ANSWERS a Look through the sentence beginnings 1-6 below. Some key words have
been underlined. The same words are in the text. Look for these words to
help you locate the paragraphs which contain the information you need.

HELP b Read the paragraphs you have marked carefully, and complete the
The answers all occur task below.
in just three

Questions 1-6
Complete each sentence with the correct ending A -J from the box.
1 Graham Knight believes that for some purposes, it may be better
to use solar power rather than energy from A ambitious enterprises
B amorphous silicon
2 Sunshine Solutions’ solar panels are cheap because they use C batteries
D cheap technology
3 At present, the majority of Ugandans use batteries and kerosene
E clockwork mechanisms
as sources of power, rather than
F crystalline silicon
4 In the long term, solar panels are a cheaper source of power G mains electricity
for radios than H energy from renewable
sources
5 It has been shown that in some places, small-scale projects I in the past
for energy production are more successful than J local solutions
6 Fossil fuels cause more damage to the environment than

20
Light years
ahead
Charlotte Denny in Kampala

Cheap solar panels could be

the answer to Uganda’s
power shortage, but they are
proving to be a hard sell

A Uganda may be one of the world’s poorest countries, people to invest in their solar panels. Although the solar
but it has been blessed with a climate that is almost panels work out cheaper than batteries in the long term,
perfect. With sunshine going spare, one Ugandan the initial cost is more than many people can afford.
electrician believes he has the solution to the country’s E Uganda plans to bring power to poor villages over the
power shortage - low-tech solar panels that can run next five years, with the building of a big dam on the Nile.
anything from a radio to a mobile phone. But even if the ambitious plans for rural electrification
B The electrician, Fred Kajubi, belongs to an succeed, there will still be sections of the population that
organisation known as the Uganda Change Agents cannot afford to hook up to the national grid. ‘The
Association, which helps local people learn skills that can experience of the last couple of decades in developing
make a difference to their lives and their communities. countries is that ambitious schemes are not effective in
Members of the organisation, who are known as Change getting power to the poorest people,’ says Andrew
Agents, run credit unions, set up self-help groups in Simms, an expert from the New Economics Foundation in
villages, become active in local politics and, in Mr Kajubi’s London. ‘Small-scale enterprises have a better track
case, promote the use of solar power. He has set up his record at getting energy to the people who need it.’
own small company, Sunshine Solutions, which offers Better still, solar and other renewable energy sources
customers a solar panel to meet their every need. allow countries to avoid the effects of pollution caused by
heavy reliance on fossil fuels, Mr Simms says.
C The materials for the solar panels come from a
company in Britain called BioDesign, set up five years F Even the World Bank, often criticised for being
ago by a retired inventor, Graham Knight. After seeing a obsessed with large-scale power projects, recognises
TV programme on the invention of a radio powered by that there is place for solar power. According to a World
clockwork, Mr Knight decided that in some parts of the Bank representative, solar power can be an effective
world, solar power would be a more effective energy complement to grid-based electricity, which is often too
resource for radios and similar everyday equipment. He costly for sparsely settled and remote areas.
set up a firm to make the components for low-cost solar G But even cheap technology is hard to sell in a country
panels for use in Africa and South America. These are where half the population lives below the poverty line and
sent out in kit form, together with instructions on how to there are few effective marketing and distribution
assemble them. Graham Knight’s panels, which use channels. Mr Simms believes that the only solution to
amorphous silicon, are ten times cheaper than the spreading solar energy more widely is government
crystalline silicon panels more commonly used for large- subsidies, because the initial costs of the solar power
scale solar power production. Sunshine Solutions can panels are beyond most household budgets.
therefore sell solar panels that are much less expensive
H In the meantime, Mr Kajubi is pinning his hopes on the
than the ones available in the shops.
spread of micro-credit schemes that will loan money to
□ Only a small minority of Ugandans currently have families to help them raise the cash for his products. His
access to mains electricity, which leaves most families company has yet to make a profit, although he says sales
reliant on batteries to power their radios and on kerosene are picking up. He is planning another trip into the
lamps to light their houses. But for just 15,000 shillings countryside to demonstrate his solar panels as well as a
($8.50), the same price as two months’ supply of new solar cooker. Asked if he ever gets downhearted, he
batteries, one of the solar panels sold by Sunshine points to the motto on his workshop wall: Never give up,
Solutions can run a radio for several years. In spite of it says.
this, it’s proving a struggle for the company to persuade

21
MODULE B C IT Y

PARALLEL EXPRESSIONS 3 To do Exercise 2, you had to find related phrases in the questions and the
text. Which phrases from the questions relate to the following from the text?
1 more effective ...............................
2 less expensive ...............................
3 only a small minority (look for the opposite meaning) ...............................
4 over several years ...............................
5 large-scale schemes (look for the opposite meaning) .................................
6 schemes ...............................
7 have a better track record ...............................
8 pollution ...............................

MATCHING 4 This task involves matching two sets of information. One set will be names
► Focus on IELTS page 28 of people or things from the text. The second set will be statements,
opinions, theories, etc. The order of the numbered items (1, 2, 3, etc.) will
not be the same as in the text.
T IP The name may not
a Look through the text quickly. In which paragraphs will you find
be given in exactly the
same form in all places information about the people A-D in the box below?
(e.g. Fred Kajubi / Mr
Kajubi).
b Now complete the task below. To help you, the key words in the
statements have been underlined.

Questions 7-13
Look at the following descriptions (Questions 7-13) and the list of people below.
Match each person with the description which relates to them.

7 He has set up a business selling solar panels.

8 He believes that small-scale projects are the most effective way of providing people
with power.
9 He believes he can solve a problem affecting his country.
10 He says that solar power is more suitable than electricity for far-off places where
very few people live.
11 He uses a very inexpensive method to produce the components for solar panels.
12 He thinks that the government should help people by paying part of the cost of solar
power products.
13 He supports the idea of lending money to people to help them buy solar panels.

List of People
A Fred Kajubi
B Graham Knight
C Andrew Simms
D a World Bank representative

► Ideas fo r speaking and w ritin g page 141

22
 M O D U LE B C IT Y

Focus on listening Multiple choice (single answer); labelling a map

Section 2 In Section 2 of the Listening Module, you listen to someone giving
information about an everyday topic. It could be a speech, a radio broadcast
or a recorded message.

MULTIPLE-CHOICE 1 Multiple-choice questions like the ones below are quite common throughout
QUESTIONS all sections of the Listening Module. The questions will be in the same order
as the information you hear.
PREDICTING POSSIBLE Before you listen, look at questions 1-5 and underline key words in each
ANSWERS sentence beginning. This will give you an idea of what to listen for.

LISTENING FOR PARALLEL 2 To help you identify the information you need as you listen, look at the
EXPRESSIONS sentence beginnings and listen for related words (these may be parallel
expressions or the same words).
Match phrases in questions 1-5 to the following extracts from the recording.
1 was originally established
2 the number of students in the school is just 90, compared to almost
200 in 1983
3 powered by
4 school lunches
5 special

EXAM PRACTICE 3 Q Now listen to the first part of the recording and do the task.

Questions 1-5 4 The head teacher believes that primary

Choose the correct letter, A. B or C. pupils should study problems which
A are regional rather than global.
1 Cranley Hill Primary School first opened in
• B can be solved locally.
A 1830. B 1899. C 1983.
C may have no clear answer.
2 There are fewer pupils in the school now
5 The children’s meals at school are unusual
than in the past because
because
A there are not enough teachers.
• A they include food grown by the
B students have transport problems. children.
- C the local population has declined. B they are provided by local people.

3 The head teacher is proud that the school is C the children are involved in cooking the
food.
provided with energy from
• A wind power from their own turbine.
B coal from the local mines.
C electricity supplied by nearby villages.

TIP If you are not sure,

mark the answer you
think is most likely.
Remember you will not
hear the recording a
second time.

23
MODULE B C IT Y

LABELLING A MAP 4 In Section 2, you may have to label a map. You may be given the words you
need in a box. The numbers on the map will be in the same order as the
information you hear. Some information will already be shown there. You
need to look at the numbered items and think about where they are.
ORIENTING YOURSELF Look at the plan below. You are here * facing the front of the school.
T IP As you listen, pay 1 In which direction are you facing, north or south? .....................
attention to expressions
of direction. If you
2 What is on the left of the school building? N um ber..........
sometimes confuse left 3 What is at the far end of the car park? Num ber..........
and right, write these
words on your answer 4 What is immediately behind the school? T h e....................
sheet before you listen. 5 What is in the bottom corner of the secret garden? T h e....................
<— left right —> 6 What is in the middle of the secret garden? Num ber...........
7 What is at the top end of the garden? T h e ....................

EXAM PRACTICE 5 Q Listen to the continuation of the recording and label the map. Write the
correct letter from the box in each space. Do not copy the whole word.

Questions 6-10
Label the map.
Choose five answers from
the box and write the letters
A - H next to Questions 6-10.

A bird cages
B football field
C play equipment
D pond
E recycling centre
F sports field
G storyteller’s chair
H tree house

► Ideas for speaking and writing page 141

24
 M O D U LE B C IT Y

Focus on w ritin g Interpreting and comparing data

Bar charts 1 In Task 1 you have to think about both the meaning of the data in the task
► Focus on IELTS pages 17 and the language you need to describe it.
and 33
Read the Writing task below and look at the bar chart. Answer these
UNDERSTANDING THE DATA
questions.
1 What information does the horizontal axis show? How many sectors are
there? What does each bar represent?
2 What information does the vertical axis show?
3 Does the diagram show changes or differences? (Look back at Module A
page 11 to compare.)
4 Can you use language like increase and decrease when reporting the data?
5 What are the main similarities and differences between the countries?
6 What grammatical structures do you need to use in your description?

Distribution of employment by sector

WRITING TASK 1
You should spend about 20 minutes on this task.
The bar chart gives information about the
percentage o f workers in different sectors
o f employment in three countries at different
stages o f economic development.
Write a report for a university lecturer
describing the information shown.
Write at least 150 words. 2 ] Japan | ] Brazil | | India

COMPARING DATA 2 Use the information in the Writing task to fill the gaps with words from the
box. Use each expression once only.

as as many fewer largest highest a larger percentage

lowest proportion majority more developed most more

1 In Japan th e .................................proportion of the workforce is in the

service sector.
2 India has m any.................................people employed in the agricultural
sector than either Japan or Brazil, but it h a s.................................workers
in the industrial sector.
3 Brazil h as............................... workers in the agricultural sector
.................................it has in the industrial sector.
4 In India,.................................people work in the agricultural sector.
5 T h e.................................of workers in Brazil are in the service sector.
6 T h e.................................of Japanese workers are employed in the
agricultural sector.
7 Of the three countries, Japan has th e ................................ percentage of
employees in the industrial sector.
8 Countries which have............................... economies seem to have
.................................of the workforce in the service sector.

25
MODULE B C IT Y

USING PARALLEL 3 In Writing Task 1, you need to take special care to avoid repetition of words
EXPRESSIONS and phrases.
Match the expressions below with parallel expressions from the box.

the majority of the same number of the largest percentage of the fewest
the lowest percentage of the workforce the working population

1 the highest, proportion o f . tl/e. .largest .percentage o f....

2 people employed ................................... I...................................
3 an equal number of ...................................
4 the smallest proportion of .................................. / ....................................

REWORDING If you simply copy your introduction directly from the Writing task on the
THE INTRODUCTION question paper, this will not be considered as part of your writing. Instead
you need to reword - or paraphrase - the information. This is an important
academic skill.
Underline the most appropriate words to rewrite the introduction from
the task.

flit’ chart 1 gives information about I compares I presents the

2 percentage of workers I majority of workers I proportion of
the workforce employed in 3 different sectors of employment I
agriculture, industry and service sectors / different industrial
sectors in 4 three countries I Japan, Brazil and India I three
economically different countries.

WRITING THE DESCRIPTION Now complete the main body of the description by fdling in the gaps with
appropriate expressions. Use two words for each answer.

First of all, we can see that both Japan and Brazil have the
1 ............................... of the workforce in the service sector (61%
and 50% respectively). But while Japan has 2 ...............................
people employed in the agricultural sector with only 7% of the working
population, an 3 ................................ of Brazilians work in the
agriculture and industry sectors (25% in each).

In contrast, we can see that 4 ............................... of the Indian

workforce, amounting to 61%, is employed in the agricultural sector,
the 5 ............................... of employees work in industry and the
remaining 27% are in the service sector.

26
 M O D U LE B CITY

ENDING THE DESCRIPTION 6 In Writing Task 1, it is a good idea to end your answer by summarising the
main information shown by the diagram. You are not required to explain
this information.
Which of the two conclusions below is a better ending for the
description in Exercise 5?
B
(Wall, the data indicates that In conclusion, we can see that Japan and Brazil have more workers in the
countries with wore developed industrial and service sectors. This is because they have more industrialised
economies have a higher proportion of economies and so the workers have more disposable incomes and require
workers in the industrial and service more services, which makes the service sector grow. In contrast, agriculture
sectors than in the agricultural sector. in these countries is more mechanised so that fewer workers are needed.

LOGICAL LINKS 7 Underline the logical links that are used to help organise the description in
Exercises 5 and 6.
Example: First of all

CHECKING YOUR WORK 8 There are five things you should check your answer for, before you edit the
language. Complete these questions.
1 Have you reworded th e .................... and not just copied it?
2 Have you focused on the m ain.................... and used figures as examples?
3 Have you used appropriate verb..................to describe the data?
4 Have you ended with a .....................statement, not an explanation?
5 Have you written at least....................words?

USING FIGURES 9 a Read the description in Exercise 5 again. Why are some of the figures in
brackets and others not?
b Now read the sentences below and correct them.
1 Brazil has the same proportion of workers in the agricultural and
industrial sectors, 25% in each.
2 In Brazil and Japan the majority of workers 50% and 61% respectively
work in the service sector.
3 Japan has the most workers in the industrial sector and the fewest in
the agricultural sector, 32% and 7%.
4 India has the fewest workers in the service sector at 27%.
5 The lowest proportion of Indian workers 11% are in the industrial
sector.

EDITING FOR LANGUAGE 10 a Read these extracts from students’ responses. Find five common mistakes
and match them to the list below.
India has highest proportion
67% o f Japanese workers employed in Ike service
o f workers in the agricultural
sector B ra zil kas fe w e r employees in tkis sector, a n d
sector and Brazil has more
tke proportion in India is lowest o f a ll tkree countries.
workers in this sector as Japan.

Common mistakes
1 Misuse of comparative/superlative forms
2 Active/passive verb confused
3 Incorrect punctuation

b Now correct the mistakes.

27
MODULE B C IT Y

Focus on speaking Comparing and contrasting

COMPARING ADVANTAGES In Parts 1 and 3 of the Speaking Module, you may be asked questions that
AND DISADVANTAGES require you to compare things, or to discuss the relative advantages or
► Focus on IELTS pages 19 0 - 1 disadvantages of different things.
Part I a Look at the question below.
1 Q Would you prefer to live in a city or a village? Why?

b Write down three advantages of each type of place. You can use phrases
with adjectives (e.g. quieter) or nouns (e.g. fewer cars) or adverbs (e.g.
live more comfortably).

City Village
more interesting quieter

c Now write down three disadvantages of each type of place.

City Village
less peaceful fewer shops

SAMPLE ANSWER a Q Listen to a student answering question 1 above and tick the
comparative expressions he uses from the list below.
1 (it’s) much more exciting
2 (they’re) exactly the same
3 (there are) more shops
4 (the streets are) busier
5 (there’s) too much traffic
6 (there’s) more to do (in the evenings)
7 (you can have) much more fun
8 (there are) far fewer skyscrapers
9 (living in a village) ... much healthier
10 (there’s) less pollution
11 (life is) much quieter
12 (it’s) a lot less crowded

ORGANISING YOUR RESPONSES b Look at the words the speaker used to organise his response.
What order did he say them in?

□ because
I on the other hand
□ well, I’d prefer to

28
 M O D U LE B C IT Y

3 a Make notes on questions 2-4, similar to the ones you made in Exercise 1.
2 Do you think it’s better to live in a modern
flat or an old house? Why?

Would you rather live in a modern town

or an historic city? Why?

4 Would you prefer to live in the city centre

or in the suburbs? Why?

b Answer questions 1-4 using expressions from Exercises 1 and 2, and your
notes. Record yourself if you can.

P art 3 4 In Part 3, you may be asked to compare a current situation with a past
COMPARING THE PRESENT situation. You need to be careful with tenses in order to describe past and
WITH THE PAST present habits and situations.
SAMPLE ANSWER Q Read the question, then listen to a student’s response and fill the gaps
with words that you hear.
Do you think modern homes are different from

C homes your grandparents had?

Yes, they’re 1 ................................. People in the past used to live in

2 ............................... houses because 3 .................................people lived
together then. They weren’t 4 .................................buildings are now, of
course, and they were 5 ............................... comfortable to live in. Nowadays
people tend to live in flats which are 6 ............................... . but they’re
7 ............................... with central heating and running water and so on ...

USEFUL LANGUAGE: 5 The speaker in Exercise 4 doesn’t just say ‘homes are different now’. He says
MODIFYING EXPRESSIONS they are ‘completely different’. When speaking, it is very natural to stress the
difference by using modifying expressions.
a Look at the phrases below and cross out the incorrect modifying
expression in each one.
1 a lot / more or less the same 5 very / much different
2 a great deal / completely newer 6 very /fa r higher
3 much / totally darker 7 totally / a lot new
4 far/ really polluted
SAMPLE ANSWER b Q Now listen to a speaker talking about question 1 below and check
your answers to Exercise 5a.
1 Are city buildings very different from those in your grandparents’ day?
2 Do you think modern homes are different from homes your
grandparents had?
3 Do you think cities are the same today as they were 50 years ago?
4 Do you think people know more or less about the world than they did
in the past?

EXAM PRACTICE 6 Now use expressions from Exercise 5a in response to questions 1-4 above.
Record yourself if you can.

29
L A N G U A G E R E V IE W B

1 Topic vocabulary overview b Now complete these extracts using words and
Module B {Focus on IELTS Units 3 and 4) covered a expressions from the completed mindmaps.
range of topics connected with the way people live Listening Section 3: Growing rice in Vietnam
together and their share of the world’s resources.
Student: Next, we looked at rural areas of
a Complete the mindmaps below using words from Vietnam. Here, most people make their
the box. living through 1 ............................. as there
agriculture birth congestion crops densely is little industry. One of the main
developed developing expectancy facilities 2 ...................... grown is rice. This needs
financial irrigation land literacy poverty 3 ............................... and plenty of water.
prosperity rural standard urban wages Usually, the rice plants are provided with
water through 4 .......................

Writing Task 2: The advantages of city life

For the first time in human history, over 50% of
the world’s population lives in cities. In many
ways, it makes sense to live in a
5 .......................................... area, rather than in
remote areas in the countryside where the
population is more scattered. Those living in
6 ............................... such as towns or cities
have easy access to services such as electricity
and water. They are able to earn
7 .................................and so they have a higher
standard of 8 .....................than those in rural
areas, together with improved rates of
9 .....................and a higher life
10 .......................

c Look back through the units and add more words

to the diagrams.

2 Parallel phrases
In many IELTS Reading and Listening tasks, you
have to be able to recognise words and phrases with
similar or parallel meanings. The ability to use a
wide range of vocabulary is also assessed in the
Speaking and Writing Modules.
For each sentence, find two more words or phrases
from the box with a similar meaning to the word in
italics.
abandon associations built desert enterprises
a high proportion of low-tech the majority of
obstacles organisations schemes
stumbling blocks unambitious constructed

1 Governments could provide subsidies to

encourage local projects I ...................... I
.....................using alternative energy sources.
2 In some countries, large dams have been made I
.....................I ....................... to provide power, but
these sometimes have harmful effects on the
environment.
30
 LANGUAGE REVIEW B

3 Unfortunately there are many problems I 10 Many environm entalists believe that
..................................I ....................................in the developing small com m unity projects is a
way of developing an efficient recycling system. fa r worse / rather better idea than investing in
4 Often, small-scale / .................................. I large-scale international schemes.
..................................projects are more efficient
b Look at the words in bold in the sentences above.
than large-scale plans.
W hich five words always refer to quantities or
5 Local and national groups I ....................................I
numbers?
..................................need to be form ed to address
the problems of poverty and unemployment.
6 Many people are having to leave I ........................ I 4 Topic vocabulary: m oney and natural resources
...................... their homes in the rural areas in M odule B (Focus on IELTS Units 3 and 4) included
order to seek work in the cities. vocabulary related to financial m atters and to
7 In many parts of the world, most I ........................ I natural resources. These are im p o rtan t topics for the
........................people live in urban areas. IELTS exam.
a Put the expressions in the box under the
3 Describing qualities and quantities appropriate heading below.
For Writing Task 1, you often have to describe budget clockwork coal costs distribution
qualities and quantities. (See M odule B pages 25-26.) trade fossil fuels investment gas loan
a Read through the following sentences and choose marketing oil renewable sales solar power
the expression in italics which best completes subsidies electricity wind power profit cash
each of them. Both expressions are gram m atically
correct; you m ust think about the m eaning and M oney and business En<:rgy and resources
decide which one gives correct inform ation.
budget
1 A much lower / far higher quantity o f waste is
produced by households in the USA than in
China. b Use words from Exercise 4a to complete these
2 Lack o f electricity is a much more /fa r less sentences.
serious problem in Uganda than in North 1 In other cases, institutions such as banks may
America. be prepared to g iv e.......................which can be
3 Surprisingly, world population figures in repaid once the business is making a
1700 a d were more or less the same as / a great
deal higher than in 1200 a d . 2 G a s ,.......................... and other
4 Burying rubbish underground is probably a ............................... are examples of
much less / slightly more effective solution non-renewable resources; at present, they
than burning it, as burning produces harmful contribute about 80% o f the world’s energy.
chemicals. 3 The m ain problem for individuals beginning
5 A significantly greater / slightly lower their own small businesses is raising the
proportion of households in Berlin have .......................to cover the in itia l...................... .
running water, compared with Ho Chi Minh o f setting up the business.
City. 4 There are two types o f energy resources,
6 It appears that population growth may be a non-renewable a n d .....................................
rather less /fa r more urgent issue now than 20 5 In some cases, the governm ent may provide
years ago, as the increase shows signs of to help with some o f the costs.
slowing down. 6 Renewable energy resources include
7 In the future, hydrogen could be a much less / .................................. a n d ......................................as
far more im portant energy resource than oil. well as water power.
8 One fifth of the world’s population consumes
c Now re-order the sentences into two separate
a far larger / much smaller am ount of the
paragraphs and write them out in your notebook.
world’s resources than the remaining four-
One paragraph should be about setting up a
fifths put together.
business and the other about energy resources.
9 A significantly higher / considerably lower
percentage of people travel to work by public
transport in Moscow than in Los Angeles.
31
PROGRESS C H E C K I Modules A and B

1 Vocabulary
Urban agriculture provides an estimated 15
Read the pairs of sentences below and put a tick ( / )
per cent of the world's food, says the report.
if they mean the same thing and a cross (X) if they Calcutta raises a quarter of its fish supply in
are different. Underline any phrases which make the tanks within the city. In Moscow, two-thirds of
meanings different. families now grow food.
1 a) We are fully staffed at present. 'Planners used to believe that cities were for
b) We don’t have any vacancies just now. industry and countryside was for farming. But
2 a) The prices fluctuated slightly in June. this is very outdated,' said the report's author,
b) There was a slight dip in prices in June. Jac Smit. Urban farming is making a nonsense
of the boundaries between town and country,
3 a) Births recovered to 6 million in 1986.
he said. In Bangkok, for instance, 60 per cent
b) Births reached a peak at 6 million in 1986.
of the land is devoted to farming.
4 a) There was a slight decrease in sales figures. 'Urban farms are recycling vital resources
b) Sales figures fell marginally. and producing high crop yields,' said Anders
5 a) There was a steady upward trend in spending Wijkman, who headed the UNDP delegation in
during the period. Istanbul. 'They are a life-saver for millions of
b) Overall, spending rose steadily during the urban dwellers worldwide.'
period.
6 a) In New York City, 40 per cent of children live
below the poverty line. a Do the following statements agree with the
b) Over half the children in New York City are information given in the reading passage? Write
very poor. True, False or Not Given.
7 a) The initial cost of setting up a solar power
system is quite low. 1 The results of research about urban farming
b) It does not cost much to run a solar power have been made public by the United Nations.
system. 2 The majority of people who grow food in cities
8 a) A low intensity exercise programme would sell it in order to make money.
probably be best for you. 3 Over one quarter of the world’s food comes
b) You should probably follow a programme of from farms in urban areas.
4 Urban farming used to be confined to areas
vigorous exercise.
9 a) We used to live in a small apartment at the near city boundaries.
edge of the town when I was a child 5 Bangkok has a higher percentage of land used
b) When I was young, we lived in a little flat on for farming than any other city.
the outskirts of the town. 6 According to Anders Wijkman, urban farms
10 a) The job will involve supervising the tend to have disappointing harvests.
children’s meals. b Use the context to help you choose the best
b) The person doing this job will be responsible meaning for these words in the text.
for cooking the children’s meals. 1 verges (paragraph 1)
a) the edge of a road b) the surface of a road
2 Reading: True/False/Not Given 2 tanks (paragraph 2)
a) military vehicles b) large water containers
Farming comes to town 3 devoted to (paragraph 3)
to feed the world a) liking very much b) used for
What is one of the biggest industries in most 4 dwellers (paragraph 4)
of the world's cities? Surprisingly, it is farming. a) residents b) researchers
On roadside verges and balconies, alongside
railway lines and by airports, city-dwellers are
growing crops. A study of urban farming in 100
cities in 30 countries, released in Istanbul by
the United Nations, concludes that one in
three of the world's urban residents grows
food, either for their own consumption or to
sell for profit.

32
 PROGRESS C HECK I

3 Writing: Task 1 but compared with higher (x2) In contrast

Complete the answer to the Writing task below by main indicates lower Overall smallest
choosing the correct word from the box. than while

The pie charts below show average household

expenditure in Hong Kong and Britain in the The pie charts show the proportion of
year 2000. money spent on various household expenses
in Hong Kong and Britain in 2000.
Write a report for a university lecturer
describing the information below. We can see that in Hong Kong the greatest
proportion of expenditure (32%) was on
Household expenditure in Britain 2000 housing, 1 .....................in Britain housing
accounted for just 17% of the total.
2 ....................., in Britain the greatest single
expense was other goods and services at 36%,
3 .....................28% in Hong Kong. Food came
in second place in Britain, at 22%, while in
Hong Kong the actual proportion was
4 .....................(27%). In Britain another
major expense was transport, at 17%, but this
was much 5 .....................in Hong Kong (9%).
Household expenditure in Hong Kong 2000 In both countries the 6 .....................
percentage of expenditure was on clothing.
7 ...................... the data 8 ...................... that in
both cases food, housing and other goods and
services were the 9 .................... expenses,
10 .................... that in Britain, transport and
other goods and services took up a
11 .....................proportion of total
expenditure 1 2 .....................in Hong Kong.

4 Speaking: Part 3 a) We don’t often do that, at least not during the

Read the question and a candidate’s response. week, because we all get home at different
Complete the candidate’s response using phrases and times.
sentences from the list a-d on the right.
b) but we have much more variety ... a lot of our
Examiner: Do you think the way people eat now is food is imported from other countries.
different from the way they ate in your
c) but nowadays we’re all at work then, so we have
grandparents’ day?
it in the evening.
Candidate: Yes, I think it’s changed a great deal.
d) but we don’t usually do that - actually to be
For example, my grandparents always used to have
honest, lots of the time I don’t have anything to
their main meal in the middle of the day, 1 ............
eat at all, just a coffee.
And they ate a big breakfast, a cooked breakfast,
2 ........... And my grandparents just ate the same
sort of food every day 3 ............But I suppose
the main difference is that in my grandparents’
day, they say everyone used to sit down and eat
together round the table, every meal. 4 ............It’s
a pity really.

33
M ODULE C Focus on IELTS Units 5 and 6

RUSH
Focus on reading Matching headings; multiple choice (single answer);
summary
FORMING A GENERAL 1 a Read the title, subheading and first paragraph of the text on page 35.
PICTURE Think of some more countries which might have different attitudes to
time. What effects might these differences have on daily life?
b Read the first sentence of paragraphs B-F. Is the information in the text
organised according to
a) researchers and their findings? b) countries?

c Scan the text for a list of countries where one piece of research was done.
Read that part and compare your ideas in Exercise la.

IDENTIFYING MAIN IDEAS 2 In academic texts, each paragraph usually has one main idea supported by
details, examples or evidence. Identifying the main idea of each paragraph
will help you understand the text better. In IELTS, this skill is tested in the
heading-matching task.

a Read paragraphs A and B. Decide which sentence below, 1 or 2, reflects

the main idea and which is a detail, example or piece of evidence.
Paragraph A
1 You should not be late for meetings in New York.
2 Attitudes to time vary between cultures and give us information about
those cultures.
Paragraph B
1 Variations in attitudes to time can lead to misunderstandings.
2 Ambassadors need to know the social rules of the countries they live
in.

b Now read the remaining paragraphs and think about the main idea of
each. Underline the parts that tell you.

MATCHING HEADINGS 3 In this task, you have to choose the best heading to summarise the main
► Focus on IELTS page 42 idea of a paragraph or section of the text. There may be an example or
examples already done for you. To check that you have selected the heading
that matches the main idea, look for words with parallel meanings in the
text and the heading.

a Read paragraph A and look at the example (heading x) in questions 1-6

of the exam task opposite. Use the underlined key words in the heading
to help you answer these questions.
1 Which linking word in paragraph A suggests a difference?
2 Which words or phrases in the last sentence of the paragraph have
parallel meanings to these?
a) (is) an indication of b) individual

b Now do the exam task.

34
 M O D U LE C R U S H

Questions 1-6
The reading passage has seven paragraphs A-G.
Choose the correct heading for each paragraph from the list o f headings below.

List of Headings Example Paragraph A Answer x

i Time and technological development 1 Paragraph B .....
ii A problem for those researching attitudes to time 2 Paragraph C .....
iii Learning the laws of time for intercultural 3 Paragraph D .....
understanding 4 Paragraph E .....
iv Time and individual psychology 5 Paragraph F .....
v Comparing the value of time for different groups 6 Paragraph G .....
of workers
vi Research and conclusions on the speed different
nationalities live at
vii The history of time measurement
viii Attitudes to time and authority - a cross-cultural
relationship
ix Variation in theoretical views of time T IP The headings are
x Attitude to time as an indication of cultural and numbered with Roman
letters (i, ii, etc.).
individual differences
Be careful to copy these
accurately when you
transfer them to your
answer sheet in the exam.

CLO C K IN G C U LTU R ES
What is time? The answer varies from society to society

A If you show up a bit late for a meeting in Brazil, no necessarily an insult,’ Hall wrote. ‘You must know the
one will be too worried. But if you keep someone in New social rules of the country to know at what point
York City waiting for ten or fifteen minutes, you may have apologies are really due.’
some explaining to do. Time is seen as relatively flexible
c Social psychologist Robert V Levine says ‘One of the
in some cultures but is viewed more rigidly in others.
beauties of studying time is that it’s a wonderful window
Indeed, the way members of a culture perceive and use
on culture. You get answers on what cultures value and
time tells us about their society’s priorities, and even their
believe in.’ Levine and his colleagues have conducted
own personal view of the world.
so-called pace-of-life studies in 31 countries. In A
B Back in the 1950s, anthropologist Edward T Hall Geography of Time, published in 1997, Levine describes
described how the social rules of time are like a 'silent how he ranked the countries by measuring three things:
language’ for a given culture. These rules might not walking speed on urban sidewalks, how quickly postal
always be made explicit, he stated, but 'they exist in the clerks could fulfill a request for a common stamp, and
air’. He described how variations in the perception of the accuracy of public clocks. From the data he
time can lead to misunderstandings between people collected, he concluded that the five fastest-paced
from separate cultures. ‘An ambassador who has been countries are Switzerland, Ireland, Germany, Japan and
kept waiting by a foreign visitor needs to understand that Italy; the five slowest are Syria, El Salvador, Brazil,
if his visitor “just mutters an apology”, this is not Indonesia and Mexico.
D Kevin Birth, an anthropologist, has examined time were aware of such notions. Birth concluded that wage
perceptions in Trinidad. In that country, Birth observes, ‘if work altered the tailors’ views of time. ‘The ideas of
you are meeting friends at 6.00 at night, people show up associating time with money are not found globally,’ he
at 6.45 or 7.00 and say, “any time is Trinidad time”.’ says, ‘but are attached to your job and the people you
When it comes to business, however, that loose work with.’
approach works only for the people with power. A boss
G In addition to cultural variations in how people deal
can show up late and just say ‘any time is Trinidad time’,
with time at a practical level, there may be differences in
but those under him are expected to be on time. Birth
how they visualise it from a more theoretical perspective.
adds that the connection between power and waiting
The Western idea of time has been compared to that of
time is true for many other cultures as well.
an arrow in flight towards the future; a one-way view of
E The complex nature of time makes it hard for the future which often includes the expectation that life
anthropologists and social psychologists to investigate. should get better as time passes. Some cultures see
‘You can’t simply go into a society, walk up to someone time as closely connected with space: the Australian
and say, “Tell me about your concept of time”,’ Birth Aborigines’ concept of the ‘Dreamtime’ combines a myth
says. ‘People don’t really have an answer to that. You of how the world began with stories of sacred sites and
have to come up with other ways to find out.’ orientation points that enable the nomadic Aborigines to
find their way across the huge Australian landscape. For
F Birth attempted to get at how Trinidadians regard time
other cultures, time may be seen as a pattern
by exploring how closely their society links time and
incorporating the past, present and future, or a wheel in
money. He surveyed rural residents and found that
which past, present and future revolve endlessly. But
farmers - whose days are dictated by natural events,
theory and practice do not necessarily go together.
such as sunrise - did not recognise the phrases time is
‘There’s often considerable variation between how a
money, budget your time or time management even
culture views the mythology of time and how they think
though they had satellite TV and were familiar with
about time in their daily lives,’ Birth asserts.
Western popular culture. But tailors in the same areas

MULTIPLE CHOICE 4 To do this type of task, you can:

(SINGLE ANSWER) • read the question stem only, then read the information in the text. Then
► Focus on IELTS page 45 look back at the options and choose the best one, OR
• read the question stem and options, then look at the text.
T IP Wherever possible,
use proper nouns to help a Quickly look for the following names in the text and underline them.
you locate the information 1 Edward Hall 3 Kevin Birth
needed for a task.
2 Robert Levine 4 Trinidad

b The following pairs of expressions occur in the text and the multiple­
T IP To help you choose
the correct answer, look choice options. Decide if the meaning of each pair is parallel or different.
for parallel expressions in 1 different views of time/variations in the perception of time
the text and options.
2 answer a question/fulfil a request
3 his employees/the people under him
4 on time/punctual
5 observing people’s behaviour/surveying people
6 their attitudes to time/how they think about time

c Now do the multiple-choice task below.

Questions 7-11
Choose the correct letter, A, B, C or D

7 Edward Hall used the example of the ambassador to show that HELP
A people in power are easily insulted. A word in an option may
also be in the text, but the
B rules of time are different now from in the past. phrase may have a different
C problems can be caused by different views of time. meaning.

D misunderstandings over time cannot be avoided.

36
 MODULE C R U S H

8 In his research, Robert Levine measured the speed at which postal HELP
workers One of the options is partly
A delivered letters. true, but does not
summarise the aim of the
B performed a task. research.
C learned a new skill.
D answered a question.

9 Kevin Birth found out that in Trinidad HELP

A expectations of punctuality vary according to relationships. The te xt describes three
groups of people. Find the
B time is regarded differently from anywhere else. option which reflects this.
C employees as well as bosses may be late for work.
D people who are punctual eventually become more powerful.

10 Birth studied Trinidadian attitudes to time by HELP

A asking questions connected with language. Find the phrase he surveyed
rural residents in the text.
B asking people how they felt about time. Read carefully to find out
C observing how people behaved in different settings. how he did this.

D collecting phrases to do with time.

11 Birth finds there is often a difference between HELP

A what cultures believe about time and what individuals believe. Look for another quotation
from Birth later in the text.
B people’s practical and theoretical attitudes to time.
C what people believe about time and what they say.
D people’s past and present attitudes to time.

SUMMARY 5 In Module A, you completed a summary using a bank of answers. You may
► Focus on IELTS page 46 also have to complete a summary using words from the text. Often, the
► Module A page 10 summary relates to just one part of the text, so you have to scan the text to
find this first. Your answers must fit grammatically.
Read the summary below. Then scan to find the part of the text which has
TIP You should not
make any change to the the relevant information, using the capitalised name Australian Aborigines
form of the word you to help you. Now read that section of the text carefully to find the answers.
choose from the text.

Questions 12-14
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

Different cultures have different theories of time. In the West, time is sometimes said to be
like an 1 2 ....................................... ‘Dreamtime’ for Australian Aborigines involves a special
relationship between time and space. In other cultures, time may be compared to a
1 3 ................................... or a 1 4 .......................................

► Ideas fo r speaking and writing page 141

37
MODULE C R U S H

Focus on listening Table completion

Section I 1 In the Listening Module, you may have to write down words which are
UNDERSTANDING SPELLINGS spelled out for you. You may also have to understand and record
AND CORRECTIONS information when the speaker changes or corrects the information that is
given.

Q Listen to ten short extracts and complete the notes. Write no more than
three words and/or a number for each answer.
1 Address: J.?i......................................
2 Street:............................................ PXIEC
3 E-mail:.....................................................
4 Address:.....................................................
5 Name:............................................
6 Company address:.....................................................
7 Name:.....................................................
8 Cost: .$...................................................
9 Tel:.....................................................
10 Arrival date: ....................................................

TABLE COMPLETION 2 You have already done a Section 1 note completion task. Table completion is
► Focus on IELTS page 35 similar to note completion but the information is more clearly organised
► Module A page 14 for you. The headings of the table will tell you what to listen for. There may
also be a title explaining what the table shows.

UNDERSTANDING THE TASK a Read the instructions for the exam task opposite. What is the maximum
number of words you can write for each answer in questions 1-8?

b Look at the table to find the answers to these questions.

1 What is the main topic of the table?
2 How many people does the table give information about?
3 Will the description in the recording give information row by row
(horizontally) or column by column (vertically)? (look at the order of
the question numbers)

LISTENING FOR c As you write in the answers, you need to be careful to put the
LANGUAGE SIGNALS information in the correct column. Listen for signals that tell you what
information you are about to hear.
Match the following phrases from the recording to the correct column of
the table (Name, Job, Description, Special requirements).
Example: he was called ... NAJMC............................................
1 he sounded... .....................................................
2 he says he needs ... .....................................................
3 he struck me as ... .....................................................
4 I got the impression he was ... .....................................................
5 he wants to ... .....................................................
6 he’s a /a n ... .....................................................

38
 M O D U LE C R U S H

EXAM PRACTICE 3 Q Now listen to the recording and complete the exam task.

Questions 1-8
Complete the table below.
Write NO MORE THAN THREE WORDS for each answer.
People interested in sharing the flat
Name Job Description Special requirements
Example 1 ............................... • 2 ............................... 3 ...............................
Phil Parrott................. teacher • too health-conscious? (because of equipment)
David lawyer • older to pay less for gas and
4 ............................... • quiet electricity
• 5 ...............................
Leo Norris 6 ............................... • funny somewhere to keep his
• lazy? 8 ...............................
• not 7 ...............................
o r ...............................
• outdoor type

Questions 9-10
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Leo’s phone number (mobile) 9 ....................................
Leo would like to move in on 1 0 ....................................

USEFUL VOCABULARY 4 What qualities would be most important for you in a flatmate? Choose three
from the box or use your own ideas.

athletic creative adventurous sociable tidy intelligent patient

► Ideas for speaking and writing page 141

Focus on speaking Describing people

Part 2 Long turn In Part 2 of the Speaking Module, you have to talk about a topic for one to
► Focus on IELTS pages 50 and 5 1 two minutes, using prompts on a task card given to you by the examiner.
This is called the ‘long turn’. You may be asked to describe one of the
following: a person, a place, an event, an activity or an object.

DESCRIBING PEOPLE 1 a Complete each sentence below with an adjective from the box that is
opposite in meaning to the adjective underlined.

supportive calm funny hardworking noisy selfish shy warm

1 She’s not very sociable, in fact she’s a b it.......................

2 He gives the impression of being very serious, but actually he’s got a
great sense of humour and can be really.......................

39
MODULE C R U S H

3 Her mother gets rather stressed and finds it difficult to stay

4 She’s not at a ll.......................She’s very caring and considerate, always

thinking about others.
5 His parents used to think he was a little lazy, but at school he was
really.......................
6 She was rather competitive in class, but always...................... if you
asked her for help.
7 Teachers thought he was to o .....................and excitable, but one-to-
one he was very quiet.
8 People often think she is a bit unfriendly at first, but when you get to
know her, she is really.......................

b Put the adjectives into the correct category.

Adjectives with positive meanings Adjectives with negative meanings

caring stressed

c Complete this information with examples from the sentences above.

1 Negative adjectives are often softened by adding a bit,...........or

2 Positive adjectives are often emphasised by adding very o r ...........

d Write sentences to describe these people, using the language in

Exercise 1.
1 a member of your family
2 a neighbour
3 a friend
4 a celebrity you don’t like

ANALYSING THE TASK 2 The candidate task card always asks you to describe something and to
explain something. The prompts give you sufficient material to talk about
T IP Every task has the
same number o f prompts,
for two minutes.
but these are not
Read the candidate task card below and answer these questions.
numbered on the task
card. 1 What do you have to describe and explain?
2 How many prompts are given in addition to the ‘describe’ and ‘explain’
instructions?
3 What tense will you use for each of the prompts?
4 Who would you choose to talk about?

Describe someone you know who is popular in your neighbourhood.

You should say:
(1) who this person is
(2) when you first met this person
(3) what sort of person he/she is
and explain (4) why you think this person is popular.

40
 M O D U LE C R U S H

ANALYSING A SAMPLE 3 a Q Listen to a candidate talking about this topic and complete the
ANSWER notes below.

Prompt 1 Prompt 2 Prompt 3 Prompt 4

Local doctor Met h im ... Calm; quiet, Good doctor
gentle way o f
speaking

b Q Listen again and answer these questions.

1 Did the speaker use all the prompts?
2 Did you learn much about the person she described and their
relationship?
3 Did the speaker describe the person’s physical appearance in detail?
4 Did she speak for at least two minutes?
5 Was it clear when the speaker moved from describing to explaining?
6 Did the speaker use the same tense for each prompt?

ORGANISING YOUR TALK 4 Look at the ‘signals’ which the speaker used to start and end her talk:
‘The person I’m going to tell you about is ...’
‘The reason why I think he is popular is because ...’
Now make opening and closing sentences for talks on the following topics,
using the language in the box below.
1 Your favourite story. 4 A relative.
2 Your favourite weekend activity. 5 Your best birthday.
3 A happy occasion. 6 Your best holiday.

The person
The thing
The occasion
The activity I’m going to tell you about is ...
The experience
The place
The holiday
I enjoy (doing) this
I admire him/her is because ...
I remember it
The reason why
it was my best ... was because ...
it was my favourite ...

EXAM PRACTICE 5 In the exam, you will have one minute to prepare for the talk and you can
make notes in that time. You could use a simple list or a mindmap to
organise your thoughts.

► Focus on IELTS page 5 1 a Spend one minute making notes on the task in Exercise 2 above.

b Now use your notes to talk about the topic for two minutes. Time
yourself and record yourself if you can.

41
 MODULE C R U S H

Focus on w ritin g Presenting arguments

Task 2 Discussion topic With some question types in Task 2, you need to discuss more than one
► Focus on IELTS pages 52—4 type of evidence, argument or point of view before reaching your
conclusion. This is called the argument-led approach.

ANALYSING THE QUESTION 1 Look at the Task 2 prompt below and answer these questions.
1 Is the main topic a) modern lifestyles, b) positive changes in lifestyles or
T IP Read carefully to c) positive and negative changes in lifestyles?
identify the main topic, 2 What information do you have to give in your conclusion?
which aspect o r aspects
o f the topic you need to
cover, and the actual Modern lifestyles are completely different from the way people lived in
question you are being the past. Some people think the changes have been very positive, while
asked. others believe they have been negative.
Discuss both these points o f view and give your own opinion.

ANALYSING A SAMPLE 2 a Read the sample answer on page 43 and answer these questions.
ANSWER
1 What is the purpose o f the first paragraph?
T IP Remember to 2 What is the purpose o f the first sentence in paragraphs 2 and 3?
organise your ideas 3 Which opinion does the writer agree with? Where does he state his
clearly and support your opinion?
arguments w ith examples
o r evidence.

► Focus on IELTS pages 21, 22, b Find examples of logical links in the sample answer and put them in the
193-4 appropriate category.

A ddition:........................................................................................................................
C o n trast:........................................................................................................................
Introducing exam ples:...............................................................................................
Concession:....................................................................................................................
Summing u p :................................................................................................................
Cause and effect:.........................................................................................................

c What evidence is used to support the main arguments in paragraphs 2

and 3 of the sample answer? Complete this paragraph plan.

Paragraph 2
Argument: changes have been positive
Evidence: improvements in healthcare,.

Paragraph 3
Argument: changes have been negative
Evidence: impact, on environment.........

42
 It is undeniable that the average person's lifestyle has changed enormously during the last few
decades owing to the huge impact of modern technology and economic development.

SAMPLE ANSWER Some people believe that modern life is much better than in the past. As evidence o f this, they
point to improvements in healthcare and education and the general increase in the standard of
living. F u rth erm o re , they argue that machines have changed working conditions and reduced
the need for hard physical labour, and they talk about the large leisure industries that have
transformed people's free time.
O n th e o th e r h an d , it can also be argued that some changes hare had a negative impact on
our lives. For exam ple, there has been a negative impact on both the natural and human
environments. In ad d itio n , stress from all the pressure in today's schools and workplaces may
have reduced the quality of life in social terms. Having access to more things and more
entertainment cannot compensate for the loss of social relationships. O n e reason for this loss is
that families spend less time together and, as a result, crime rates and divorce rates have
increased and people have lost any sense of community.
In conclusion, I think there is evidence to suggest that some of the changes we have experienced
in the modern world haoe affected our lives in a negative way, especially in terms of the family
and the environment. B ut overall, it is clear that most of these changes have been good for the
majority of people. N evertheless, I feel we need to ensure that these positive changes can be
sustained and shared more in the future.

FACT OR OPINION? U n d erlin e th e expressions in th e answ er th a t in tro d u c e op in io n s. A dd th em

to y o u r V ocabulary n o teb o o k . P u t th e m in tw o groups:
1 Expressions th at in tro d u ce subjective, p ersonal opinions.
Example: I think ...
2 Expressions th a t in tro d u ce objective op in io n s, based on fact.
Example: It is undeniable t h a t ...

EDITING FOR LANGUAGE 4 a A dd th e correct p re p o sitio n s to th ese expressions. T h en check in the

sam ple answ er above.
1 in t e r m s .............som ething
2 th e im pact o f s o m e th in g .............som ething
3 to com pensate (s o m e b o d y ).............som ething
4 to have a c c e ss.............som ething
5 the need .............
6 .............a (positive/negative) way

b C o rrect th e m istakes w ith p re p o sitio n s in these stu d e n t responses.

A
The impact o f compciters io
working conditions has been pood.
About the environment, however,
the changes have been negative.

SPEED WRITING PRACTICE 5 Plan an d w rite y o u r ow n answ er to th e W ritin g task o n page 42. You should
finish y o u r answ er in 35 m in u te s a n d th e n take five m in u te s to edit it.
T IP W rite at least
R em em ber to check for th e m o st co m m o n ty p es o f g ram m atical and
250 words for Task 2.
Under-length answers will v o cabulary m istakes you m ake.
lose marks. Don't write too
much, as you won’t have
time to check your work.

43
L A N G U A G E R E V IE W C

1 Topic vocabulary overview c Now complete these extracts using words and
Module C (Focus on IELTS Units 5 and 6) dealt with expressions from Exercises la and lb.
topics relating to work, attitudes and beliefs, and Listening Section 4: Cultural differences in
social changes. 1 .....................of time
a Put the expressions in the box under the
So it would be true to say that different cultures
appropriate heading below.
have widely different 2 .....................towards
values patterns conditions priorities punctuality. In Western countries, for instance,
attitudes to delegate overworked sick pay people have definite 3 .....................that people
notions expectations workload efficiency will keep appointments and turn up on time.
perceptions awareness salaries pressure The kind of relationships we have with people,
multi-tasking views and also society’s 4 ......................as a whole, are
reflected in our 5 .....................of acceptable
Work Belief and opinions time-keeping. But other cultures have vastly
patterns values different 6 ....................., seeing other things as
being more important.
priorities

b Complete the mindmaps below using words from Reading: Counting the cost of stress
the box. Workers today commonly consider themselves
conditions sense stress technology to be 7 .................... and underpaid. Certainly
facilities standard breakdown economic
the use of 8 .................................in the
pressure healthcare schedules pace
workplace has speeded up transactions and
increased the 9 .................... on employees:
they need to turn work around faster and meet
10 .......................................... on a daily basis.
People increasingly find that they have to put in
longer hours and do several things at once in
order to cope with the increased
11 ................................. Reduced staffing levels
mean that people are no longer able to
12 .....................tasks to colleagues, but the
effect of this is that workers become
increasingly isolated and there is an overall drop
in working 13.......................

Speaking Part 3: Social change

Oh, the way we live today is totally different
from the way my grandparents lived. But I
think we’ve lost a lot really. I mean,
family 8 ..................... 14 ............................... is a common problem,
what with divorce and things ... and I think
that young people miss out on family life today.
And people don’t know their neighbours
anymore ... I think we’ve definitely lost the
15 .......................................... that our
grandparents had.

d Look back through the units and add more words

to the mindmaps.

44
 LANGUAGE REVIEW C

2 Sentence rewriting Examiner: How often do you go out in the evenings?

In academic writing it is common to use noun Candidate: Not as much as I’d like, I’m afraid. I don’t
phrases when referring to, or discussing, research. go out much during the week, because I have to
1 ........................... work on time every day.
Rewrite the following sentences as shown without
I hate to 2 .................................’cos it makes me
changing the meaning.
feel rushed all day. And I don’t find it easy to
1 a) Family problems could be linked to the spread 3 .................................excuses.
of technology. Examiner: How do you like to spend your free time?
b) There could b e ......................between family Candidate: Well, after work I like to
problems and the spread of technology. 4 ..................................... by listening to music for a
2 a) Professor Dillon argues that cultural awareness bit. And recently I decided to 5 ...............................
is the key issue. the guitar, so I like to play around with that.
b) Professor............................... is that cultural Examiner: How do you manage to make time for
awareness is the key issue. work/study and leisure?
3 a) Stress and heart disease are thought to be Candidate: Oh, it’s 6 ................................. I like my
connected. work - it’s not too stressful or anything. I can easily
b) There is thought to b e ....................................... 7 ............................... what I have to do every day.
But of course, I need to plan ahead when I want
4 a) Most people would like to combine a satisfying some time off.
job with a good family life. Examiner: What advice would you give to help
b) T he................................ a satisfying job with a someone to manage their work and free time?
good family life appeals to most people. Candidate: I’d just tell them to switch off as soon as
5 a) Einstein discovered a new law of physics that they leave work. It 8 ............................. that
changed the development of science. people just don’t do that. I find that if I write a list
b) Einstein’s ........................................................... of problems I have to 9 ............................... .. then I
............... changed the development of science. can stop worrying about them. So, yeah, write
6 a) The employees suspect that the management things down and then switch off.
may not be telling the truth.
b) There is ..........................................among the
employees that the management may not be 4 Writing: Reference links
► Focus on IELTS pages 19 3 —4
telling the truth.
7 a) Professor Cartwright found that stress is Look at the following extract from a Writing Task 2
widespread in the workplace. on time management and choose the most
b) Professor..........................................indicated appropriate link word.
that stress is widespread in the workplace.
Schools need to prepare 1 th e ir/th e students for
adult life and a rapidly chanyiny world. One subject
3 Speaking: Using colloquial language 2 it/w hich could usefully be tauyht in schools today
Using colloquial language appropriately in the
is time manayement. 3 It/T his is one aspect of
Speaking Module will help you to sound fluent and
adult life 4 th a t/in w hich students are not well
natural.
prepared for, and yet 5 it is/they are often the
Use the expressions in the box connected to time, greatest pressure that 6 they/these will have to deal
work and leisure to complete the responses to the with. Lessons could focus on simple strateyies
examiner’s questions. 7 for exam ple/like making lists and prioritisiny
show up late take up (an activity) thinys, and usiny diaries to keep track of deadlines
wind down get to sort out come up with and exam dates. 8 T hese/W hich u’ould encourage
not a big deal strikes me deal with the students, 9 they/w ho will be the workers
and managers o f the future, to take control of
10 th e ir/o u r own lives. In 11 th e/th is way, the next
generation may not suffer the same levels of stress as
adults experience today.

45
M O D U LE D Focus on IELTS Units 7 and 8

THE CULTURAL SCENE

Focus on listening 1 Multiple choice (multiple answers); list and
short answers
Section 3 In Section 3 of the Listening Module, you hear two, three or four people
► Focus on IELTS Exam talking about an academic topic. They may be students or teachers. They
briefing page 35 could be talking about a particular course assignment or project, or a more
general academic topic, such as study skills.

PREDICTING THE TOPIC 1 You are going to hear two students talking about a music course. First, look
through questions 1-10 in the exam task opposite. Which of the following
topics does each set of questions relate to?
Example: Course content Questions 4—6.
1 Computer equipment .......................
2 Knowledge or skills needed for the course .......................
3 Assessment .......................
4 Dates of course .......................

MULTIPLE CHOICE 2 In Module B, you answered multiple-choice questions with a single answer.
(MULTIPLE ANSWERS) In an alternative task type, you have to choose more than one answer.
► Focus on IELTS page 65
a Look at the instructions for questions 1-3 and 4-6 in the exam task.
► Module B page 23
How many answers do you have to choose for each set of questions?
LISTENING FOR SIGNALS b As you listen, pay attention to words that signal key information. Which
of the phrases below might signal information relevant to
T IP The options (A -G )
may not be in the same a) things that are necessary for the course? b) course activities?
order in the recording as
1 you’ve got to be able to ...
in the question.
2 we often look at ...
3 you really need to ...
4 but that’s not all, we can ...
5 What are the requirements?
6 ... are essential

SHORT-ANSWER QUESTIONS 3 Short-answer questions usually focus on factual information. You may have
► Focus on IELTS pages 36 to answer single questions, or complete a list. You should not write complete
and 65 sentences for your answers.
PREDICTING POSSIBLE Look at questions 7-10 of the Listening task.
ANSWERS 1 Which questions involve completing a list?
T IP Keep your answers
2 What type of factual information does each question require? (e.g. a
as short as possible, and number)
never go over the word
limit.

46
 M O D U LE D T H E C U L T U R A L S C E N E

EXAM PRACTICE 4 Q Now listen to the recording and answer questions 1-10.

Questions 1-3 Questions 7—8

Choose THREE letters A-H. List TWO more things a student’s computer
needs for Music 103.
According to Josie, which THREE things are Write NO MORE THAN TWO WORDS
necessary for Music 103? AND/OR A NUMBER for each answer.
A ability to read music
• 7 .........................megabytes o f RAM
B ability to sing
C computer skills • CD-ROM
D ability to play a musical instrument • 8 .......................
E good maths
Questions 9-10
F independent learning skills Answer the questions below.
G membership of the music department Write NO MORE THAN TWO WORDS
AND/OR A NUMBER for each answer.
Questions 4-6
Choose THREE letters A-H. 9 When does the next course begin?

Which THREE of the following activities does

Music 103 involve? 10 How many assignments must be done to
A designing a software programme pass the course?
B writing and playing back your own music
C writing music for films
D attending lectures at the university
E listening to examples from the internet
F going on study tours abroad
G comparing modern and classical music T IP Remember that correct
spelling is necessary for
IELTS Listening.

USEFUL VOCABULARY 5 Section 3 is often about different types of academic course.

a Complete the sentences below, then check your answers with the
recording or tapescript.
1 Josie is m...........in maths and this year she is doing four maths
m..............
2 However, she is also doing an o...........course in music.
3 This is a d...........1............ course, so students do not have to attend
1.............
4 Good maths is essential, and so are computer s.............
5 The course includes quite a lot of t...........as well as practical work.
6 The course is worth three c.............
7 Students have to write a...........and take one e..............

— b Choose a course you are interested in (e.g. business studies, computer

studies, tourism, English language). Find out some of the types of
activities on this course and list them in your Vocabulary notebook.
► Ideas fo r speaking and writing page 141

47
M O D U LE D T H E C U L T U R A L S C E N E

Focus on speaking Answering different question types

Part I Interview 1 In Part 1, you will be asked sets of questions on different topics. The
► Focus on IELTS pages 56-7 questions may use a range of grammatical structures and ask for different
types of information. Listen carefully to identify the type of information
and the verb forms you can use in your response.
QUESTION FORMS Match the question words below with the information they are asking for.
Example: 1 e)
1 How often ...? a) a preference
2 What kind o f ...? b) an opinion about the value of something
3 When ...? c) a procedure or method
4 Where ...? d) a person or institution
5 Why ...? e) the frequency of (doing) something
6 Who ...? f) a place
7 Would you rather ...? g) a date or time
8 How do you ...? h) a specific type (of something)
9 How im portant...? i) a reason

GIVING RELEVANT ANSWERS 2 You don’t need to respond in complete sentences or use the same words as
the question, but using similar structures will help you to give relevant
answers. Don’t repeat the whole question.
a Match the following questions and answers.

1 ‘How often do you listen to music?’ a) ‘Oh, I’d much rather hear live music. I find it has much
2 ‘When did you last go to a concert?’ more atmosphere.’
3 ‘Would you prefer to listen to b) ‘Well, it all depends. I nearly always play music when I’m at
music at home or at a concert?’ home - but I’m afraid I don’t often just sit and listen to it ...’
c) ‘I’m not sure. Oh yes, I went to hear a group of Bulgarian
singers at the City Hall last month and they were fantastic.’

b Q Now you will hear six speakers answering these questions about art.
Match the questions to the speakers.
1 ‘What kind of artwork do you like?’ Speaker A
2 ‘When did you last visit an art exhibition?’ Speaker B
3 ‘Where do they usually hold exhibitions in your Speaker C
country?’ Speaker D
4 ‘Who should pay for public works of art?’ Speaker E
5 ‘Would you rather have a painting or a Speaker F
photograph of a person?’
6 ‘Would you prefer to have a painting or a
photograph of a place?’

EXTENDING YOUR 3 One way the speakers in Exercise 2 extended their responses was by giving
ANSWERS reasons. Underline the words that introduce reasons in these two answers.
► Module A page 16 How are they different grammatically?
1 ‘I suppose I like ceramics best - mainly because of their feel and texture.’
2 ‘I’d prefer to have a photograph of someone I know because paintings of
people can be really different ...’

EXAM PRACTICE 4 Practise giving your own extended answers to the questions in Exercise 2,
and record yourself if you can.

48
 M O D U LE D T H E C U L T U R A L S C E N E

Focus on reading Sentence completion (words from text); multiple

choice (multiple answers)
FORMING A GENERAL 1 a Read the title, the subtitle and the first paragraph of the text below. Then
PICTURE decide which answer (A or B) best describes the probable topic of the
whole article.
A Dust in the home
B Dust in public buildings

b Read the first sentence or two of each paragraph. Decide which sets of
paragraphs deal with each of these topics.
1 Why dust is a problem Paragraphs A to ...
2 Where dust comes from Paragraphs to
3 Solutions to the problem Paragraphs to

Fighting
c Several studies have been launched in the past
few years, attempting to put the study of dust on a
scientific footing. Researchers have been
investigating where it comes from, and the best way

the dust
of keeping it under control. ‘The conventional view
is that dust comes from outside the building,’ says
Peter Brimblecombe, an atmospheric chemist and
dust expert at the University of East Anglia in
We used to think that dust blew in through the Norwich, UK. He is involved in a study at London’s
window. Now we know better, says Alison Motluk Tate Gallery which is beginning to overturn that
A It’s hard to defend yourself against dust. Attack it, idea. In the study, microscope slides were placed on
and it scatters and escapes you, but the moment top of the frames of several paintings and left there
your guard is down it silently returns - on for seven days. Some were in older galleries, where
lampshades and bookshelves, in corners and under ventilation was mainly through open doors and
beds. And that’s just in your home. Imagine having windows; others were in newer areas where the air
to look after a larger place, somewhere packed with within the room was continually recirculated by air
delicate objects, with tens of thousands of people conditioners. The amount of dust that had collected
passing through each year. So serious is the fight was measured and analysed, and it was found that
against dust that those responsible for running the air-conditioned areas still had considerable
museums, art galleries and historic buildings have amounts of dust.
realised it can only be won by making it the subject D Ryhl-Svendsen and a colleague used a similar
of systematic research. technique to study the dust on the Viking ships in
b Cleaning exhibits in museums and historic Roskilde. They positioned sticky patches at various
buildings takes a lot of time and money. But a more locations in and around the open ships. When they
serious problem is that the process of removing dust analysed the dust they had collected, they
can sometimes cause damage. Morten Ryhl- discovered a toxic plasticiser believed to come from
Svendsen of the National Museum of Denmark’s floor tiles elsewhere in the museum, together with
analytical lab in Copenhagen is studying dust textile fibres, skin flakes and hair.
deposition on 1000-year-old Viking ships on display E Both studies indicated the same culprits: people
at a museum in Roskilde. ‘Every time the ships are like you and me visiting the exhibitions. Where
cleaned, some bits break off,’ he says. ‘Though some there were large numbers, dust levels were high.
fragments can be retrieved from the vacuum cleaner And the objects that visitors got nearest to were the
bag and replaced, cleaning is clearly accelerating the ones that were most densely shrouded in fluff. Skin
exhibits’ decay. And no matter how small the flakes and strands of hair contribute to the problem,
breakage, each represents the disappearance of some but the biggest menace turns out to be clothes. We
information about the objects,’ Ryhl-Svendsen says. are surrounded by an invisible cloud of fibres

49
 shoulders and the waist. Dust kicked up by feet is
heavier and usually falls back to the ground. So
clear plastic barriers up to shoulder level could cut
out a good deal of the dustiness, say the researchers.
H They also discovered that the more vigorously
people move, the more fibres their clothes shed,
which suggests there might be some benefit in
changing the way visitors are directed past exhibits.
People tend to be most active at the beginning of
their visit - adjusting rucksacks, taking off jackets
and coats - so the most precious exhibits should be
displayed last. This would have the added
advantage, from a conservation point of view, that
visitors will be getting tired by then and may spend
less time admiring the exhibits. And no twists and
coming from the things we wear - woollen
turns, advises Brimblecombe: ‘Design routes so
sweaters, coats, scarves and so on. In the case of the people don’t turn corners sharply or walk back and
Viking ships, a noticeable proportion of the fibres forth.’
were thin strands of blue denim from visitors’ jeans.
I Brimblecombe has also found that for each
F So what is the answer? The electronics and additional metre people are kept back from
pharmaceutical industries have already developed furniture or pictures, the quantity of dust they
sophisticated devices such as air showers to clean deposit is halved. At least two metres should
anyone who sets foot inside their premises. They’re separate a piece of antique furniture, for example,
effective, but not exactly what a tourist might expect from a visitor’s woollen jacket. It seems that the best
on a visit to a historical building.
way to protect museums and their contents for
G It turns out that much of the dust causing the future generations to enjoy is to keep the current
problem is shed from our clothes between the generation as far away as possible.

— ............—.... —-—--------- - -------- - -------—-------------------------

SENTENCE COMPLETION 2 You have already done a sentence completion task with a bank of answers.
(WORDS FROM THE TEXT) You may also have to complete sentences using a word or words from
► Focus on IELTS page 29 the text.
► Module B page 20
LOCATING THE ANSWERS
a Read through sentences 1-9 in the exam task on page 51, and underline
key words. (The key words in sentences 1-3 have been underlined for
you.) Use them to locate which part of the text each sentence relates to.
Key words may be the same in the text and sentences (e.g. proper nouns)
or they may be parallel expressions.
Example:
Question 1: The authorities ... in buildings containing historical items
Paragraph A: those responsible for running ... museums, art galleries and
historic buildings

b When you complete the gaps in the sentences, make sure that:
• the word or words you write are exactly the same as in the text
• you keep within the word limit specified (usually between one and
three words)
• your completed sentence makes sense and is grammatically correct.
Look at the completed question below, which relates to paragraph A of
the text. What is wrong with this answer?

1 The authorities are aware th a t.... r.^MlXhers.... is needed to solve

the problem of dust in buildings containing historical items. X

50
 M O D U LE D T H E C U L T U R A L S C E N E

T IP The sentences are

in the same order as the c Now complete the exam task.
information in the text.

Questions 1-9
Complete the sentences below with words taken from the Reading Passage.
Use NO MORE THAN TWO WORDS for each answer.
1 The authorities are aware th a t....................................is needed to solve the problem of dust
in buildings containing historical items.
2 Keeping historical items clean is difficult because of the time, expense and potential
.....................................that is involved.
3 Small pieces broken from ancient....................................exhibited in Roskilde have later been
rescued from vacuum cleaner bags.
4 Ryhl-Svendsen says that even small breakages are serious as they m ean....................................
is lost.
5 Brimblecombe’s research at London’s Tate Gallery does not support the idea that dust enters
the building from ......................................
6 Brimblecombe and Ryhl-Svendsen used microscope slides a n d ....................................to collect
dust samples for analysis.
7 Their research findings suggest that levels of dust depend both on visitor....................................
and on their closeness to the exhibits.
8 The researchers found that the most serious threat came from th e ....................................of visitors.
9 It was found that a significant component of the dust on the Viking ships consisted of
.............................from visitors’ jeans.

MULTIPLE CHOICE 3 You have already done a multiple-choice task with single answers. Another
(MULTIPLE ANSWERS) type of multiple-choice question has several correct answers.
► Focus on IELTS page 43
a Read the question in the exam task below. Scan the text to find which
paragraphs it refers to. {the key word is ‘solutions’ )
T IP In multiple-choice
questions, the options b Read through the relevant section of the text carefully and find the items
(A, B, C, etc.) may be in
that match the options in the list. Look for synonyms and parallel
a different order from
the related information expressions to help you.
in the text.

Questions 10-13
Choose FOUR letters A-H.
Which FOUR of the solutions below are recommended by the researchers
to prevent exhibits from being damaged?
A wide space between people and exhibits F transparent walls between visitors and
B restrictions on visitor numbers exhibits
C location of most valuable exhibits at end of route G no sudden changes of direction for visitors
D no rucksacks in exhibition rooms H coats and jackets to be left at entrance
E visitors use air showers before entry

► Ideas for speaking and writing page 141

51
MODULE D T H E C U L T U R A L S C E N E

Focus on listening 2 Table completion; note completion

Section 4 In Section 4 of the Listening Module, you listen to an academic talk or
► Focus on IELTS page 35 lecture. There is only one speaker. You are given time at the beginning to
look through the questions, but there is no pause in the middle of the
recording. Because of this, it is particularly important to follow the stages of
the lecture. The exam task can help you to do this.

1 a Look at the exam task below and answer these questions.

1 What is the general topic of the lecture?
2 What is the focus of the first part of the lecture? What is the focus of
the second part?
b Which of these two phrases from the recording probably introduces the
second part of the lecture?
a) Many of the features that give this art its special place in the world ...
T IP In the table, read b) It’s thought that the first inhabitants of Bali ...
across the rows as you
listen (not down the
Q Now complete the exam task. Remember to check the number of words
columns).
you can write.

Questions 1-5
Complete the table below.
Write NO MORE THAN THREE WORDS for each answer.

Date Event Importance for art

3000 bc rice farmers from 1 ..................... built temples with wood and stone carvings
settled in Bali
14th century introduction of Hinduism artists employed by 2 .................................and
focused on epic narratives
1906 Dutch East Indies Company art became expression of opposition to
established 3 ...............................
1920s beginning of 4 ............................... encouraged use of new materials, techniques
and subjects
1945 independence new art with scenes of 5 ...............................
(e.g. harvests) reflecting national identity

Questions 6-10
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
Characteristics of Balinese art today:
• present everywhere in Balinese life • constantly practised because closely related to
• production or discussion of art does not .................................
require any 6 ..................... • production of art is a 9 .................................
• has been able to develop because of the process
7 ................................. of the island • art is not expected to be 1 0 .................................

► Ideas for speaking and writing page 141

52
 M O D U LE D T H E C U L T U R A L S C E N E

Focus on writing Problems and solutions

Task 2 For Task 2, you may be asked to discuss a problem and suggest solutions
► Focus on IELTS page 37 to it.

ANALYSING THE QUESTION 1 Read the Writing task below and answer these questions.
1 What is the main topic of this task?
a) violence in films
b) reasons for violence in films
c) social problems caused by violence in films
d) effects of films on young people.
2 What two aspects of the topic do you have to write about?

WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge
of the following topic.
Many people believe that the high levels o f violence in film s today are causing
serious social problems.
What are these problems and how could they be reduced?
You should use your own ideas, knowledge and experience and support your arguments
with examples and relevant evidence.
Write at least 250 words.

GENERATING IDEAS 2 Make notes for the task using the headings below and your own ideas.

Problems Suggested action

ORGANISING AND 3 a To answer this task, you will need to write at least four paragraphs.
SUPPORTING YOUR IDEAS Decide what kind of information you will write in each paragraph 1-4.
Paragraph 1: .........................................
Paragraph 2: .........................................
Paragraph 3: SU^fSted^riertSures/actiOH.
Paragraph 4: .........................................

b Now read the sample answer on page 54. Divide it into four separate
paragraphs, using your paragraph plan to help you.
53
MODULE D T H E C U L T U R A L S C E N E

c Answer these questions about the sample answer.

Problems
1 How many problems are mentioned?
2 What expressions are used to introduce them? Underline them.
3 What effects are mentioned?
4 What expressions are used to introduce them? Underline them.
Suggested action
5 How many suggestions for action are given?
6 What expressions are used to introduce and link the ideas? Underline
them.
Conclusion
7 What expression is used to introduce the conclusion? Underline it.

SAMPLE ANSWER

Tlu’ increasing am ount o f violence th a t is shown regularly in film s has been

a cause o f concern fo r some time. Such film s make violence appear

entertaining, exciting and even something to be copied. However, it seems to

be increasingly clear th a t this development is causing problems in our

society. F irst o f all, those who enjoy such film s eventually stop associating

the violence w ith any real consequences. They therefore lose their sense o f

reality and no longer take violence seriously o r have any sym pathy w ith the

victims. This is bad fo r both individuals and fo r our whole society. Another

w orrying trend is th a t in these film s the heroes are shown as people to be

admired, even though they are very violent characters. This leads

impressionable people to believe th a t they can gain respect and adm iration

by copying this aggressive behaviour, and so the levels o f violence increase,

especially in m ajor cities throughout the world. IVhat is needed to combat

these problems is definite action. The government should regulate the film

industry on the one hand, and provide better education on the other.

Producers m ust be prevented from showing meaningless violence as 'fun' in

their film s. Instead, film s could emphasise the tragic consequences o f violent

acts and this would educate people, especially young people, to realise that

violence is real. To conclude, I think th a t viewing violence as entertainment

mag indeed cause serious social problems and th a t the only way to improve

this situation is by regulating the industry and educating the public about

the real human suffering th a t such violence brings.

PRESENTING SOLUTIONS: 4 When making suggestions for solving a problem, we often use modal and
MODAL VERBS semi-modal verbs such as should, must, have to, need to, could and may be
able to.

a Underline three modal verbs used in the sample answer to suggest action
to be taken. Which verb expresses a) a strong obligation, b) a possibility,
c) a strong suggestion?

54
 M O D U LE D T H E C U L T U R A L S C E N E

b Complete the language box with modals from the list in Exercise 4a in
order of strength.

must to reduce this

problem.
Governments take action
to improve this
The UN find ways
situation.
Parents take measures
mail be able to to stop this trend.

c Complete these sentences with a suggestion from the list (a-e) below. Fill
the gaps with an appropriate modal verb.
1 Smoking is increasing among schoolchildren. To reverse this trend ...
2 City streets are full of litter. To reduce this problem ...
3 Many people in the world do not have enough to eat. To improve this
situation ...
4 Farmers use too many chemicals on food crops. To reduce this
problem ...
5 City crime is growing. To stop this trend ...
a) the authorities...........increase the police force in urban areas.
b) alternative pest controls...........be introduced.
c) local communities...........take responsibility for cleaning their areas.
d) schools...........teach children about the health consequences.
e) rich countries...........increase their international aid budgets.

JUSTIFYING SOLUTIONS: 5 In academic writing we often need to justify the measures we suggest or the
CONDITIONALS action we recommend. This can be done by using conditionals.
► Focus on IELTS pages 19 6 -7 Example:
Smoking is increasing among schoolchildren. To reverse this trend, schools must teach
children about the health consequences, if schools do not take action soon, the health of
the next generation mill be damaged.

a Which of the justifications below predict

a) the positive results from the suggested action?
b) the negative results if action is not taken?
1 If schools do not take action soon, ...
2 Unless action is taken, ...
3 If this is done, ...
4 Otherwise the problem will ...
5 This would reduce ...
6 Such measures will ...

b Now write your own suggestions and justifications for each of the
problems 1-5 in Exercise 4c.

SPEED WRITING PRACTICE 6 Using your ideas and paragraph plan from Exercises 2 and 3, write your own
full answer to the Task 2 question. Don’t look at the sample answer while
you are writing. You should not take longer than 35 minutes. Spend the last
five minutes editing your answer.

55
L A N G U A G E R E V IE W D

1 Topic vocabulary overview b Now complete these extracts using words and
The topics covered in Module D (Focus on IELTS expressions from the completed mindmaps. You
Units 7 and 8) were related to different aspects of will need to put them in the correct form.
culture. Speaking Part 1: Talking about fdms
a Complete the mindmaps below. (All the words Examiner: Let’s talk about films. What kind of
come from Module D and/or Focus on IELTS films do you enjoy watching?
Units 7 and 8.) Candidate: Well, not old films - and not films
1 a __ ga_____ry in foreign languages, because I don’t like
having to read 1 ................... What I really
2 c _ t ____gue like are exciting films with lots of
2 .......................................... .. like the Lord of
the Rings films. And I like those films because
they were shot 3 ............................... - in
New Zealand, I think, and it’s really beautiful
with the mountains and everything.

Listening Section 2: Introduction to an art gallery

The gallery will be showing an exhibition of
eighteenth-century art, including landscape and
6 sculpt__ es still life 4 ....................... carved stone
7 c _ rvi _ gs 5 ......................showing mythological figures,
and 6 ...................... , such as cups and plates,
showing the important influence of Chinese art
1 p r _____ mme on the West during this period. An illustrated
7 ...................... giving full details of the exhibits
is available at the desk, price $10.

Writing Task 2: The funding of cultural activities

Many cultural activities involve a great deal of
expense. In the case of concerts, as well as the
expense of the concert hall, the 8 ....................
and members of the orchestra must be paid. A
performance of a play at the 9 ....................
involves paying the actors, and also the cost of
the 10...................... and costumes. If these and
other cultural activities are to be maintained at
a high standard, support in the form of
government subsidies is needed.

8 s __ n d t r ___k c Look back through the units and add more words
to the mindmaps.
9 s _ bti _ les
10 on l_ c a t__ n 2 Parallel expressions; avoiding repetition
11 sp __ ia _ ef____ ts ► Focus on IELTS page 193

As well as using pronouns to link sentences and

avoid repetition, writers also link sentences by using
words with similar meanings.
Complete these extracts using words from the box.
Underline the expression in the first sentence which
has a parallel meaning to the word you add.

56
 LANGUAGE REVIEW D

competence emotions exhibits exhibition / certainly think 1 .....................some of our most

fragments qualities technique threat beautiful and historic bui/dinys are in danyer o f
beiny destroyed. Lack of money for repairs and
1 On display in the Upper Gallery of the museum preservation 2 .....................and 3 ......................
are objects which were used on expeditions to the the increasiny number of old buitdinys beiny pulled
North and South Poles. These..................... down to make room for carparks and office blocks.
include notebooks, clothing and equipment. Rapid action 4 ........................................... in
2 The first people to develop a method for making order to avoid the loss of our cultural heritaye.
paper were the Chinese. They used a ..................... 5 ........................................... raisiny the public's
which involved washing plant fibres in water and awareness o f the importance o f these bui/dinys
then drying them. to our culture, tn addition, / think that
3 A display of children’s art opens at the Star Gallery 6 ...........................................passiny laws
this Saturday. This.................... will consist of forbiddiny the destruction of such bui/dinys.
paintings and sculptures by children from local
schools.
4 When this ceramic bowl was found in the 4 Linking expressions
pyramid, it had been broken into small pieces. Choose the correct linking expressions in this extract
These......................were carefully collected from a Part 3 Speaking task.
together and reassembled.
5 The effects of pollution are a growing menace to Well, in my country the government spends a lot of
the Parthenon and other historic buildings in the money supporting things like opera and classical
centre of Athens. T his......................has now been music, 1 and yet / what’s more only a minority of
recognised and action is being taken to control people actually enjoy that sort of thing. 2 In fact /
pollution levels. However, there’s hardly any money spent supporting
6 The ability to speak several foreign languages is the arts in schools, even though lots of children
necessary for the post of cultural tour guide, and a would like to have the chance to learn to paint or to
high level o f ............................... is required in at play an instrument. So I think more should be spent
least one of these. on this - 3 after all / what’s more these children are
7 Psychologists agree that music is very closely the artists of the future, aren’t they?
linked to our feelings. This connection between
music and th e .................... has been the subject 5 Describing research
of several experiments. Complete each sentence by choosing the best ending
8 Researchers have found that individuals who are from the list a-g below.
skilled at music tend to have a number of positive 1 If no steps are taken to preserve them, future ...
features. These include......................such as 2 The authorities at the Carlton Art Gallery say that
creativity, energy and the ability to work well in systematic ...
a team. 3 The authorities have decided to launch ...
4 In order to put their work on a more scientific ...
3 Problems and solutions 5 In the past, staff received little formal ...
6 A team of staff have carried out an intriguing ...
a Decide if the following expressions would be used 7 The results of the study ...
to describe problems (P) or solutions (S).
a) training in conservation issues, but this is now
1 what people should do about this is ... provided for everyone.
2 one thing that would improve the b) a study into the best way of preventing the
situation is ... deterioration of the exhibits.
3 it is a cause for concern that ... c) generations may not be able to enjoy some of our
4 the government should take measures to most important works of art.
solve these problems, for example b y ............... d) indicate that sunlight is a major factor in the
5 another worrying trend is ... ....
deterioration of exhibits.
6 this trend could be reversed i f ... ....
e) footing, they have set up a major research project.
7 ... is needed to combat these problems............
f) research is needed to identify the best way of
8 ... causes many problems. preserving paintings and sculptures.
b Use some of the phrases to complete this extract g) study into the effects of sunlight on a number of
from a writing text. different items on display.
57
PROGRESS C H E C K 2 M o d u le s C and D

1 Vocabulary
Further along the coast, in Alexandria,
Rewrite each sentence without changing the
archaeologists have already mapped a
meaning, using the word in brackets. Write one word 2.5 hectare area under the water scattered with
in each space. 2,500 pieces: columns, statues and obelisks
1 There is a close connection between music and inscribed with names of Pharaohs. This ancient
mathematics, (linked) world, a stone’s throw from the city’s seaside
Music and mathematics..................... promenade, has, thus far, been reserved for a
few lucky divers. But now these discoveries
2 One of the most interesting exhibits is this stone have sparked calls to build the world’s first
underwater museum, allowing visitors to cast
carving, (objects)
their eyes on a history swallowed by the sea
This stone carving is one of the most interesting
centuries ago. Projects totaling US$8 billion
have been proposed, including undersea
plexiglass tunnels, diving platforms,
3 Punctuality is regarded in different ways by glass-bottomed boats and tourist submarines.
different people, (attitudes) Such ambitious plans have the endorsement of
People................................................................. the Egyptian government, underwater
towards punctuality. archaeologists and UNESCO, which wants
4 There has been a complete breakdown in Alexandria’s offshore area designated a
communication, (completely) World Heritage Site.
Communication...........................................

5 Their findings suggest that the damage is done by 1 What event led to the destruction of the city of
ordinary people, (research) Herakleion?
The results........................................... A The city was flooded by the River Nile.
....................indicate that the damage is done by B The River Nile changed its position.
ordinary people. C The city was attacked by enemies.
6 It’s not easy to think of new ideas, (come) D The sea level rose for unknown reasons.
It’s hard................................................................. 2 The creation of an underwater museum in
......................new ideas. Alexandria
7 His illness may be partly stress-related, (caused) A has been overseen by underwater
His illness may be partly.................... archaeologists.
B is opposed by UNESCO.
8 A study was done on the effects of music on C has attracted large numbers of tourists.
unborn children, (carried) D is supported by the government of Egypt.
They.................................................................
b Find words or expressions in the text which mean
..................... on the effects of music on unborn
children. 1 quite close to ...............................
2 up to the present time ...............................
3 have led to requests ...............................
2 Reading: Multiple choice 4 look at ...............................
a Read the text and choose the correct letter, A, B, 5 covered up ...............................
C or D to answer questions 1 and 2.

A museum under the sea 3 Writing: Task 2

In early 2000, a Franco-Egyptian team a Read the task, which requires an argument-led
discovered an entire sunken city - complete approach, and the first and last paragraphs of a
with houses, temples, toppled statues and port sample answer below.
facilities - in the Mediterranean Sea off the What is the writer’s general opinion about the
coast of Egypt. The city is believed to be
topic?
Herakleion, a port that guarded a branch of the
a) The writer supports the preservation of
River Nile before the river shifted and, for
reasons unknown, the land slipped beneath the
historic buildings in their original form.
sea. The discoveries delighted archaeologists b) The writer is against the preservation of
and historians alike. historic buildings in their original form.

58
 PRO G RESS C H E C K 2

f) Many people believe that these buildings

Some people argue that historic buildings should not only be preserved, but should be
should be preserved in their original returned to a form as close as possible to the
forms. Others argue that this is both
way they first appeared.
inadvisable and impossible.
Discuss both these views and give your
own opinion.
4 Speaking: Part 2
Look at the prompt card and a candidate’s response
below. The answer is too short to fill two minutes. To
expand it, match reasons from the list a-h below to
(Paragraph 1) Nearly every country lias old
the numbered gaps.
buildings which are significant because of their
historical connections or their artistic value.
Describe something you do in your free time.
Often, buildings may combine both of these
qualities. In cases like this, it may seem I'ital that You should say
these buildings should not be pulled down or what kind of activity you do
changed in any way. when you do it
where you do it
(Paragraph 2 ) ............................ and explain why you like doing it.
(Paragraph 3 ) ............................

(Paragraph 4) In conclusion, therefore, I feel that Well, something I like to do, especially if I’m feeling a
although we should not lose sight of the original bit stressed, is to go out for a walk, quite a long walk
purposes and nature of our historic buildings, there but not rushing, just walking at a norm al speed, er,
is no need for them to be frozen in time. A great 1 ........................ I quite often go out for a walk in the
building can support changes as long as these are evening if I’ve had a hard day at work 2 ......................
or sometimes I go out for a long walk at the weekend,
carried out with respect for its original nature.
er, 3 .........................If it’s just a short walk, I go to the
park, or I walk down the side streets near my hom e -
b The sentences below make up paragraphs 2 and 3 I don’t like walking on the m ain road 4 ........................
of the writing task above. Decide which three But if I’m going for a longer walk at the weekend, I
sentences should go in each paragraph. Then usually go out into the country - I get the bus or the
write the letters a -f in the correct order in the train or something. I m ight even go out to the
spaces next to the paragraph numbers above. m ountains, er, 5 .........................Anyway, I find it
really relaxing; it always makes me feel better
a) Some people even say that any furnishings or
afterwards. I’m not sure why, er, 6 .......................
decorations which would not have been in the
7 ......................... 8 .........................
original building should be removed and
replaced with the originals, or else with exact a) I think one thing’s the change of pace, it sort of
replicas. slows me down.
b) It would be very difficult to decide what the b) ... it’s m uch better than just sitting in front of
‘original’ form of such buildings was, and if we television in the evening or something like that,
returned to this, I think we would lose m uch of c) And finally, if I go right out into the country, the
historical and aesthetic value. whole environm ent is so different.
c) They say that any later additions to the d) ... because I find if I walk fast it doesn’t relax me.
building should be pulled down or removed. e) because o f the noise - you end up even more
d) In my country, buildings such as churches, stressed.
palaces and great houses have been developed f) And it’s good just getting out of the house and
and added to over the centuries by the people being out of doors. It helps me to kind of get
who used them, reflecting the changes that things into perspective, you know?
have taken place in our society during that g) if it’s been a really bad week.
time. h) because I really love being high up, and the air is
e) However, it can be argued that this view does so pure.
not reflect the organic nature o f most
significant buildings.

59
M O D U LE E Focus on IELTS Units 9 and 10

NATURAL FORCES
Focus on listening Labelling a map; table completion
Section 2 In Section 2 of the Listening Module, you may hear someone giving

1 You are going to hear a tour guide speaking to a group of tourists in New
Zealand. How much do you know about New Zealand? Try this quiz, then
check your answers in the Key.
1 The population of New Zealand is 5 The main exports are
A 10.7 million. A electrical products.
B 3.2 million. B meat and milk products.
2 Its original inhabitants are known as 6 Tourists go there to
A Aborigines. A see castles and temples.
B Maoris. B admire natural scenery.
3 The capital city is 7 The nearest continent to New
A Wellington. Zealand is
B Auckland. A Australia.
4 The country consists of B Asia.
A two main islands.
B four main islands.

LABELLING A MAP 2 In Module B, page 24, you labelled a plan of a small area around a school.
► Focus on IELTS Exam You may also have to label a map of a larger area.
briefing page 66,
Read the instructions for Questions 1-4 on page 61. To prepare for listening,
Key Language Bank
look at the map and mark these statements true (T) or false (F).
page 189
1 Lake Rotoiti is at the top left of the map.
2 Lake Tarawera is directly north of Lake Rotomahana.
3 The Lakes Motel is on the road numbered SH 5.
4 The SH 30 and SH 5 meet just outside Rotorua Town.
5 E is about 12 kilometres from Rotorua Town.
6 One mountain is shown on the map.
7 F is between Mount Tarawera and Lake Rotomahana.
8 You have to label nine places on the map.

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 M O D U LE E N A T U R A L F O R C E S

EXAM PRACTICE 3 Q Now listen to the recording and complete the exam task.
• Notice that for Questions 1-4, you only have to identify four of the places
marked A-I on the map. You write the appropriate letter next to each
named place on the list.
TABLE COMPLETION • Remember that there will be a short break in the middle of the recording.
► Module C, page 38 This will give you time to read the instructions for Questions 5-10, and
identify the topic and the type of information you need to listen for.

about the pronunciation of

unusual words in the task so
you will recognise them when
you hear them.

Questions 1-4
Label the map.
Write the correct letter A - I next to
Questions 1-4.
1 Hell’s Gate Thermal Reserve .
2 Arts and Craft Institute
3 Volcanic valley
4 Tamaki Village

Questions 5-10
Complete the table below.
Use NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.

Name of attraction Special features Cost

Hell’s Gate Thermal Reserve • very 5 .......... volcanic area adults $12
• boiling whirlpool children $6
• hot waterfall (temperature 6 ...........°C)
Arts and Crafts Institute • see traditional Maori 7 .......... free
• learn about use of geothermal waters for
cooking and medicine
Volcanic valley • formed by volcanic eruption in 8 .......... adults 9 ..........
• boat trip on lake children $5

Tamaki Village • tour by Maori guide no extra charge

• ‘Hangi’ - traditional feast cooked over hot
1 0 ............in ground

► Ideas for speaking and writing page 141

61
M ODULE E N A T U R A L F O R C E S

Focus on speaking 1 Describing a place

In Part 2 of the Speaking Module, you may be asked to talk about a place
you know. This could be somewhere you remember from the past or
somewhere that is special to you for other reasons.

Part 2 Long turn 1 Read the candidate task card below and answer these questions.
ANALYSING THE TASK
1 Is the topic about an urban or rural place?
2 What tense/tenses will you use to talk about 1-4?
3 At what point do you have to give reasons?
4 What place would you choose to describe?

Describe a place you know that has a beautiful natural environment.

You should say:
(1) where it is located
(2) what it looks like
(3) when you first went there
and explain (4) why you find this place especially beautiful.

ORGANISING YOUR TALK 2 In Part 2 of the Speaking Module, it is important to organise what you are
going to say, as this is assessed.

a Q Listen to a student talking about the topic in Exercise 1 and note

down the key information given for prompts 1-4 on the task card.

(1) (2) (3) (4)

Crete beautiful
mountains

b Q Number in order the expressions used by the speaker to signal the

different parts of the talk. Then listen again and check.
1 Well, the place I’d like to talk about is ...
And the reason why ...
The first time I went there was when ...
What attracted me to this place was ...

EXAM PRACTICE 3 Spend one minute making notes for your own talk on the task in Exercise 1,
► Focus on IELTS page 5 1 using a list or mindmap. Use your notes to talk for two minutes on the topic.
Time yourself and record yourself if you can.

DEALING W ITH 4 At the end of Part 2, the examiner may ask you one or two ‘rounding-off’
ROUNDING-OFF questions about your topic. Although long answers are not required for
QUESTIONS these, you can give fluent, idiomatic short answers.

a Look at the short answers below. Which would you choose for each
question?
1 Do you often go to this place? No, I’ve only been once before.
No, but I wish I could.
Yes, as often as I can.
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 M O D U LE E N A T U R A L F O R C E S

2 Would you recommend this place to other people? No, that would spoil it.
Yes, definitely!
I suppose so.
3 Do you think you’ll go to this place again? Probably not, it’s too hard to get to.
I’ll certainly try.
I hope so.

b Q Listen to the exchanges on the recording. Underline the words in the

answers which are stressed. Then practise saying these short responses as
fluently as you can.

Focus on speaking 2 Describing problems and solutions

Part 3 In the Speaking Module, the Part 2 topic is developed in Part 3 to a more
► Focus on IELTS Key Language abstract level. For example, in Part 3 you may be asked to consider
Bank pages 19 6 -7 problems associated with the Part 2 topic, and to suggest possible solutions
to these problems.

TOPIC DEVELOPMENT 1 For the Part 2 task in the previous section, you described a place you know
with a beautiful natural environment. This could be developed to discuss
problems and solutions related to the environment.
a Look at the questions below and think about how you would answer them.
1 What do you think is the main environmental problem in your country?
2 What could be done to deal with this problem?
3 Do you think this problem will get better or worse in the future?

b Q Now listen to a student answering questions 1-3 above about his

country, and complete the following notes.

2 Read the notes below about another environmental problem. Use them to
help you answer the questions in Exercise la.

EXAM PRACTICE 3 Answer questions 1-3 in Exercise la with your own ideas and record
yourself if you can.

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MODULE E N A T U R A L F O R C E S

Focus on reading True/False/Not Given; table completion; multiple

choice (multiple answers)
FORMING A 1 a Read the heading and subheading of the text on page 65 and look at the
GENERAL PICTURE photo. Before you continue, find out how much you already know about
the Titanic. Decide if the following sentences are true or false. Then
check your answers in the Key.
1 The Titanic was the biggest passenger ship that has ever existed.
2 It was considered to be unsinkable.
3 It sank in a storm on its first voyage.
4 All 2,224 of the passengers and crew were lost.
5 There were only enough lifeboats for half the passengers.
6 The real wreck was filmed by James Cameron for his film Titanic.

b Quickly read paragraph A and the first sentence only of the other
paragraphs, and answer the following questions.
1 What do rusticles look like?
2 What do they contain?
3 How are they harming the Titanic?
4 Are rusticles ever useful for anything?

DEALING WITH 2 Texts in the Reading Module may contain academic or specialist words and
SPECIALIST VOCABULARY expressions. Some specialist words - for example rusticles —may be
explained in the text. Other terms can be guessed from the context.

a Scan the text to find these words and try to work out what they probably
mean. Underline other words in the context which help you to guess.
1 hull (paragraph A) 6 consorms (paragraph C)
2 rust (paragraph A) 7 permeate (paragraph C)
3 salvage company (paragraph B) 8 susceptible (paragraph E)
4 brittle (paragraph B) 9 rivets (paragraph E)
5 microbes (paragraph C) 10 consume (paragraph F)

b Check your ideas by matching the words to the definitions on page 143.

SCANNING TO FIND 3 IELTS Reading texts often have two or three different task types. It may help
SPECIFIC SECTIONS you to answer the questions more quickly if you start by looking through all
OF THE TEXT the tasks and finding the part of the text each task refers to.

Read the instructions for each task on pages 66 and 67 and look through the
questions quickly. Check back with the text as necessary.
1 In which one paragraph of the text will you find the answers
to questions 6-10? (use the title of the table to help you) ............
2 In which paragraphs will you probably find the answers to
questions 1-5? ............
3 In which paragraphs should you look for the answers to
questions 11-14? ............

4 Now complete the three exam tasks.

64
 E a tin g up t h e l l m L
Colonies o f iro n -lo v in g
b a c te ria a re e a tin g up
th e m o st fam o u s
sh ip w reck in th e
w o rld . B u t th e n ew s
is n 't a ll b a d

The wreck of the Titanic

A In 1985, seventy-three years after it had sunk on specific task. They are mostly clustered around
its maiden voyage from Southampton to New water channels that run through the structure.
York, the Titanic was discovered lying 3,800 metres There are also fungal growths towards the outside
below the surface of the sea. The first images the of the structure where the channels meet the
world saw of the wreck showed the metal hull or surface. Along with the microbes, rusticles contain
body of the ship, draped in what look like strange up to 35 per cent iron compounds in the form of
underwater icicles. These structures are called ribbons that permeate the entire structure, in
'rusticles' from rust (the reddish brown substance much the same way that nerves or blood vessels
that forms on iron when it is in contact with do in an animal. Chemically, these compounds are
water) and icicle. dominated by various ferric oxides, hydroxides and
carbonates.
B A decade later, microbial ecologist Roy
Cullimore was called on to investigate biological D Cullimore's work has revealed that the microbial
activity on the Titanic after the salvage company communities work together to 'feed' on the ship,
recovering objects from the wreck noticed it actively removing iron from it. And the effects can
seemed to be deteriorating. By carefully guiding be dramatic. In 1996, he estimated that they were
the robotic claws of the French submarine Nautile, removing 100 kilograms of iron a day. As the
Cullimore was able to collect some rusticles to rusticles grow, the decay rate accelerates, and
bring back to his laboratory for analysis. Gathering Cullimore predicts that the wreck will be
them was a tricky business - rusticles are brittle unrecognisable within 100 years or so.
and have a tendency to snap in the fast water flow
E However, the rusticles colonise some parts of the
created by the propellers of the submarine. A
ship but leave others alone. To find out why,
second expedition brought up more rusticles when
Cullimore has placed various steel samples on the
a large section of hull was lifted from the sea bed.
Titanic's deck. His findings suggest that the most
The largest of these, measuring 45 centimetres
susceptible areas are where the steel was ripped or
long, now hangs on Cullimore's office wall.
twisted when the ship sank, because the fractures
C Each rusticle is made up of communities of allow microbes to get in more easily. The rusticles
bacteria, fungi and other microbes that have also seem to consume the parts of the ship made
joined forces to build a sort of rusting tower block of wrought iron, such as the rivets, more easily
to sustain them and protect them from the outside than steel. This is bad news not just for the Titanic,
world. The outer walls have a layered appearance, but for other ships and undersea structures such as
much like the annular growth rings in trees. Inside, oil rigs, because it is the rivets which hold the
each rusticle seems to contain at least five distinct whole thing together. 'When you destroy a rivet,
communities of bacteria, or 'consorms', that live in you're weakening the whole section,' says
harmony, with each type of consorm performing a Cullimore.

65
M ODULE E N A T U R A L F O R C E S

F Iron-loving bacteria such as those found in G And the reach of rusticles doesn't end there.
rusticles can also be useful, however. Sean Tyrrel Cullimore's research has convinced him that iron-
from Cranfield University has worked on projects loving bacteria could be harnessed for all sorts of
to design iron filters for wells in developing industrial uses. He sees rusticles as a sort of
countries, to prevent problems caused by iron-rich biological concrete, which has given him the idea
water. There's been a great interest in using that microbes could be added to normal concrete
groundwater to provide drinking water because it to improve its performance. Such bioconcrete
is generally regarded as unpolluted and can be might even be grown using microbes, instead of
safely consumed without the need for treatment. being mixed and allowed to harden as it is at
But iron-bearing groundwaters are often present, before being used for buildings.
noticeably orange in colour, causing discoloration
H Scientists still have much to learn about the
of laundry, and have an unpleasant taste which is
specific types of microbes present in rusticles and
apparent when the water is drunk or used for
how they interact with each other. But what is
food preparation. 'If there's a lot of iron in the
certain is that the various consorms must use a
water, people reject it,' Tyrrel says. He and his
common language to successfully build and sustain
colleagues have found that under the right
their mutual community. Cullimore ultimately
conditions, certain bacteria will take up the iron
hopes to begin to understand this language. 'If we
from the water and consume it, leaving it clear.
could learn how they communicate, then we could
The rusticles research should provide more clues
say "Hey, you shouldn't be growing here, wouldn't
about how to harness these bacteria for good.
you rather be growing over there?"'

TRUE/FALSE/NOT GIVEN • Underline key words in the statements.

► Module A page 9 • Find matching information in the text.
• Look for parallel expressions.

Questions 1-5
Do the following statements agree with the information given in the reading passage?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 Underwater photographs of the Titanic show that the wreck is covered in rusticles.
2 Rusticles were first discovered on the wreck of the Titanic.
3 Roy Cullimore investigated whether rusticles were involved in the sinking of the Titanic.
4 Rusticles are difficult to collect because they break easily.
5 The rusticle in Cullimore’s office is the largest one in existence.

TABLE COMPLETION Table completion is a common task in both the Reading and
► Focus on IELTS page 75 Listening Modules.
► Modules C and D, pages 38 • Read the headings at the top and on the left-hand side of the table to
and 52 (Listening) identify the type of information that is required.
T IP N ote form is
• Use the exact words from the passage for your answer.
normally used in tables.

66
 M O D U LE E N A T U R A L F O R C E S

Questions 6-10
Complete the table below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

Structure of a rusticle

Component Description Location

walls appear 6 ..................... outer surface of rusticle
consorms • bacterial 7 ..................... mainly near water channels
• work together
• each does a different 8 .....................
water channels throughout the rusticle
fungal growths at junction of water channels and
9 ...................... of rusticle
1 0 ................... ribbons throughout the rusticle

MULTIPLE CHOICE • Read the question.

(MULTIPLE ANSW ERS) • Find the correct section of the text.
► Module D page 5 1 • Check for parallel expressions in the options and text.

Questions 11-12
Choose TWO letters A-G.
The microbes found in rusticles A are unable to consume steel sections of boats.
B may live for over 100 years.
C could affect a range of underwater metal structures.
D avoid structures made of wrought iron.
E are destroyed if the rusticle grows too big.
F cause fractures and rips in steel plates.
G use iron from the ship as a source of food.

Questions 13-14
Choose TWO letters A-G.
Bacteria similar to those found in A make better concrete for use in building.
rusticles could p remove harmful microbes from polluted water.
C help locate sources of groundwater.
D remove iron from water used for drinking and washing.
E remove traces of iron from concrete.
F convert harmful microbes to useful ones.
G improve communication systems.

► Ideas fo r speaking and w ritin g page 141

67
MODULE E N A T U R A L F O R C E S

Focus on w riting Describing diagrams showing natural processes

Task I Diagrams In the Writing Module, you may be asked to describe a diagram that shows
► Focus on IELTS page 83 a natural cycle or a natural process.

UNDERSTANDING THE DATA 1 a Read the instructions for the Writing task below and answer these
questions.
1 What is ‘El Nino’and what does it do?
2 What do the diagrams compare?

b Look at the first diagram, which shows a cross section of the Pacific
Ocean, and read the labels to help you understand the process illustrated.
Under normal conditions,
1 from which direction do the strong trade winds blow?
T IP The diagrams in
2 what do they do to the warm water at the surface of the sea?
W riting Task I do not 3 how does this affect the weather in Australia?
require world 4 what happens to the cool water below the surface?
knowledge. Any 5 what are the two results of this in the Eastern Pacific?
information you will need
in your description is
c Now look at the second diagram to identify what the differences are
given in the task.
under El Nino conditions.

WRITING TASK 1
You should spend about
20 minutes on this task.
El Nino is the name o f
a warm ocean current
that affects weather
patterns on both sides
o f the Pacific Ocean.
The diagrams compare
normal conditions in
the Pacific with
El Nino conditions.
Write a report fo r a
university lecturer
describing the
information shown.
Write at least 150 words.

68
 M O D U LE E N A T U R A L F O R C E S

LINKING IDEAS USING -ING 2 a Compare these sentences.

PARTICIPLE CLAUSES 1 Strong trade winds blow warm surface water westwards. This process
► Focus on IELTS page 103
causes storm clouds to form and brings rain to Australia.
2 The trade winds blow warm surface water westward, causing storm
clouds to form and bringing rain to Australia.
The second sentence uses an -ing clause to present the information in a
more economical way.

b Now join these pairs of sentences in the same way.

1 The warm water builds up in the west. This process allows cool water
to rise to the surface in the east.
2 The cool water brings rich nutrients to the surface. This process
enables the numbers of fish to increase near Peru.
3 In El Nino conditions, warm surface water flows eastwards. This
process brings rain to Peru.
4 Storm clouds are formed in the eastern Pacific. This process reduces
rainfall in Australia.
5 The warm water forms a layer on top of the cool water. This process
prevents the cool water from rising to the surface.

ORGANISING THE 3 a Complete this paragraph

Paragraph 1: Introduce /
DESCRIPTION plan for the writing task.
Paragraph 2: Describe
Paragraph 3: Describe...
Paragraph 4:

b Complete the sample answer below using logical links from the box.
Use each word or phrase once only.

also the second so while at the same time the first

consequently in these conditions while

SAMPLE ANSWER
Tlie diagrams illustrate how differences in the wind conditions ooer the Pacific
Ocean can affect the weather in Peru and Australia.
1 .............................diagram shows that in normal conditions the trade
winds blowing from the east are stronger than the weak winds from the west.
2 ............................., they blocv the warm surface water westwards,
bringing rain to Australia, 3 .............................allowing cool water to rise
from the deep ocean in the east. This water brings rich nutrients, enabling the
numbers of fish to increase in the waters off Peru. It 4 ............................
brings good weather to Peru and the east Pacific.
5 .............................diagram indicates that when the wind from the
western Pacific is stronger than the trade winds, the ocean currents are
changed. 6 ................................. warm surface waters flow eastwards,
bringing rain to Peru, 7 ..............................the rainfall in Australia is
greatly reduced. The cold water from the deep does not rise to the surface in
the east, 8 ..............................there are fewer nutrients available and the
fish decline.

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MODULE E N A T U R A L F O R C E S

WRITING THE CONCLUSION 4 Remember that your conclusion should summarise the information, not
explain it.
Choose which of these three final sentences best summarises the
information in the diagrams.

Overall, the diagrams suggest that

a) ... both Australia and Peru benefit from El Nino conditions.
b) ... it is changes in the relative wind strength that brings about El Nino
conditions.
c) ... El Nino conditions are caused by different weather in Australia
and Peru.

GRAMMAR 5 Read the sample answer again and answer these questions.
1 What tenses are used in the description?
2 Underline all examples of passive verb forms.
3 Underline all examples of -ing participle clauses.

EDITING FOR LANGUAGE 6 a Find ten common mistakes in this extract from a student answer and
match them to the list.

Common mistakes
The diagram give information about the El Nitio current in the
1 Wrong spelling
Pacific Ocean.
2 Active/passive verbs confused
At the beginning, in normal conditions we can see that the wind is 3 Agreement (subject-verb or
blown the warm water to the west causes cool water to rise up to modifier-noun)
the suface in the east. Tin's bring rich nutrients, abling the number 4 Wrong word form
5 Wrong word or expression
offish to increase. In this conditions Peru get sunshine and
Australia gets rain.

In addition, in El Nino conditions the weather is different...

b Now correct the mistakes.

SPEED WRITING PRACTICE 7 Without looking again at the sample answer, do the writing task. You have
already spent time analysing the task so you should spend no more than 15
minutes on writing and editing. Remember:
• Don’t copy your introduction from the Writing task.
• Focus on the main differences.
• End with a summary of the data.
• Write at least 150 words.

70
L A N G U A G E R E V IE W E

Topic vocabulary overview

Module E (Focus on IELTS Units 9 and 10)
introduced a range of language connected with water
resources and environmental problems.
a Complete the diagrams below using the jumbled
words.
1 litquay....fttV.il'Sy.

c Now complete these extracts using words and

expressions from the completed diagrams in the
correct form.
Listening Section 4: Maximising water resources
6 tetrament.................... in dry climates
Where resources are limited, one way to
overcome the perennial problem of
1 ............................................ is to build a water
2 ....................................... This means that local
communities can re-use their 3 ....................
and so conserve their scarce resources. Of
course, today water 4 ...................... techniques
are cheaper and more environmentally-friendly
than in the past.

Reading: Regional differences in water use

In countries with wetter climates most water
tends to be used for 5 ...................................and
industrial processes. In drier countries,
b Complete the diagrams below using words from however, water is a 6 ...................... and has to be
the box. used by the agricultural sector. The highest level
effect resource pollution supply risks of 7 .....................tends to be in areas where
consumption domestic plant system intensive irrigation systems are used.
emissions illegal
Speaking Part 3: Environmental problems
drainage 1 .................... I think in the future the level of 8 ....................
in big cities will get worse ... and that will
present all sorts of 9 ........................... .. such as
breathing problems and so on. I think it’s
inevitable because we’ll have more and more
cars. So the 1 0 ............................ will just go on
increasing, and they’re the major problem,
aren’t they?

d Look back through the units and add more words

to the diagrams.
daily 6 ....................
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M O D U LE F Focus on IELTS Units I I and 12

BRAINPOWER
Focus on reading Multiple choice (single answer); Yes/No/Not Given
SKIMMING AND SCANNING Skimming involves selective reading of the most important parts of a text,
in order to find out how the text is organised and get a general idea of what
it is about. The main information is likely to be contained in the title and
any subheading; the introduction and conclusion; the first and last sentences
of the other paragraphs. Scanning involves looking very quickly through a
text or part of a text, without trying to understand it in detail, in order to
find a particular piece of information. You have been using these skills
throughout this course.

1 Skim the text below and decide which answer (A-C) best describes the
overall topic. Spend no more than 45 seconds on this.
A Education in the past and present
B Changes in work patterns and what they mean
C Education and work in developed and developing countries

2 Now find the answers to these questions.

1 Which two time periods does paragraph A contrast?
2 Underline a new expression that the writer explains in paragraph A. How
does the writer show this is a new expression?
3 In paragraph B, find another new expression that is explained by the
writer.
4 Which one key word in the first sentences of both paragraphs C and D
introduces the topic of both those paragraphs?
5 Underline a key phrase in the first sentence of paragraph E.
6 Match paragraphs F-H to these topics.
1 solutions 2 advantages 3 problems

The knowledge society

A A CENTURY ago, the overwhelming majority of chemical engineers. But the most striking growth in the
people in developed countries worked with their hands: coming years will be in 'knowledge technologists':
on farms, in domestic service, in small craft shops and in computer technicians, software designers, analysts in
factories. There was not even a word for people who clinical labs, manufacturing technologists, and so on.
made their living other than by manual work. These These people are as much manual workers as they are
days, the fastest-growing group in the developed world knowledge workers; in fact, they usually spend far more
are 'knowledge workers' - people whose jobs require time working with their hands than with their brains.
formal and advanced schooling. But their manual work is based on a substantial amount
b At present, this term is widely used to describe of theoretical knowledge which can be acquired only
people with considerable theoretical knowledge and through formal education. They are not, as a rule, much
learning: doctors, lawyers, teachers, accountants, better paid than traditional skilled workers, but they see

72
themselves as professionals. Just as professionals, applying the same
unskilled manual workers in knowledge, doing the same work,
manufacturing were the dominant governed by the same standards and
social and political force in the judged by the same results.
twentieth century, knowledge f The knowledge society is the first
technologists are likely to become the human society where upward
dominant social - and perhaps also mobility is potentially unlimited.
political - force over the next decades. Knowledge differs from all other
c Such workers have two main means of production in that it cannot
needs: formal education that enables be inherited or bequeathed from one
them to enter knowledge work in the generation to another. It has to be
first place, and continuing education acquired anew by every individual,
throughout their working lives to keep and everyone starts out with the
their knowledge up to date. For the same total ignorance. And nowadays
old high-knowledge professionals such as doctors, it is assumed that everybody will be a 'suctess' - an idea
clerics and lawyers, formal education has been available that would have seemed ludicrous to earlier
for many centuries. But for knowledge technologists, generations. Naturally, only a tiny number of people can
only a few countries so far provide systematic and reach outstanding levels of achievement, but a very
organised preparation. Over the next few decades, large number of people assume they will reach
educational institutions to prepare knowledge adequate levels.
technologists will grow rapidly in all developed and G The upward mobility of the knowledge society,
emerging countries, just as new institutions to meet however, comes at a high price: the psychological
new requirements have always appeared in the past. pressures and emotional traumas of the rat race.
D What is different this time is the need for the Schoolchildren in some countries may suffer sleep
continuing education of already well-trained and highly deprivation because they spend their evenings at a
knowledgeable adults. Schooling traditionally stopped crammer to help them pass their exams. Otherwise they
when work began. In the knowledge society it never will not get into the prestige university of their choice,
stops. Continuing education of already highly educated and thus into a good job. In many different parts of the
adults will therefore become a big growth area in the world, schools are becoming viciously competitive. That
next society. But most of it will be delivered in non- this has happened over such a short time - no more
traditional ways, ranging from weekend seminars to than 30 or 40 years - indicates how much the fear of
online training programmes, and in any number of failure has already permeated the knowledge society.
places, from a traditional university to the student's H Given this competitive struggle, a growing number
home. The information revolution, which is expected to of highly successful knowledge workers of both sexes -
have an enormous impact on education and on business managers, university teachers, museum
traditional schools and universities, will probably have directors, doctors - 'plateau' in their 40s. They know
an even greater effect on the continuing education of they have achieved all they will achieve. If their work is
knowledge workers, allowing knowledge to spread all they have, they are in trouble. Knowledge workers
near-instantly, and making it accessible to everyone. therefore need to develop, preferably while they are still
E All this has implications for the role of women in the young, a non-competitive life and community of their
labour force. Although women have always worked, own, and some serious outside interest - be it working
since time immemorial the jobs they have done have as a volunteer in the community, playing in a local
been different from men's. Knowledge work, on the orchestra or taking an active part in a small town's local
other hand, is 'unisex', not because of feminist pressure, government. This outside interest will give them the
but because it can be done equally well by both sexes. opportunity for personal contribution and achievement.
Knowledge workers, whatever their sex, are

MULTIPLE CHOICE 3 Now do the exam task on page 74.

(SINGLE ANSW ER) • Read the stem of the multiple-choice question.
► Module C page 36 • Scan to locate the information in the text.
• Look for parallel expressions in the text and options.
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MODULE F B R A IN P O W E R

Questions 1-5
Choose the correct letter, A, B, C or D.

1 According to the writer, a hundred years ago in the developed world, manual workers
A were mainly located in rural areas.
B were not provided with sufficient education.
C were the largest single group of workers.
D were the fastest growing group in society.

2 The writer suggests that the most significant difference between knowledge technologists
and manual workers is
A their educational background.
B the pay they can expect.
C their skill with their hands.
D their attitudes to society.

3 He predicts that in the coming years, knowledge technologists

A will have access to the same educational facilities as professional people.
B will have more employment opportunities in educational institutions.
C will require increasing mobility in order to find suitable education.
D will be provided with appropriate education for their needs.

4 According to the writer, the most important change in education this century will be
A the way in which people learn.
B the sorts of things people learn about.
C the use people make of their education.
D the type of people who provide education.

5 The writer says that changes in women’s roles

A mean women are now judged by higher standards.
B have led to greater equality with men in the workplace.
C are allowing women to use their traditional skills in new ways.
D may allow women to out-perform men for the first time.

YES/NO/NOT GIVEN 4 In Modules A and E, you looked at a task where you had to decide if
► Focus on IELTS Exam statements were True, False or Not Given. This focused on factual
briefing page 13 information. In another, similar task you have to answer questions about
► Module A page 9 the writer’s opinions. In this case, you are told to answer Yes/No instead of
True/False. The third option is still Not Given.

LOCATING THE ANSWERS a Read question 6 in the exam task on page 75. Use the underlined key
words to help you to locate the part of the text where you will find the
T IP Remember that
different sets of
answer for this question. The rest of the questions will follow on in order
questions may be based from that part of the text.
on different parts of the
text.

74
 M O D U LE F B R A IN P O W E R

NO OR NOT GIVEN? b It can be difficult to distinguish between No (or False) and Not Given.
You can often make a No/False true according to the passage by adding a
negative. You can’t do this for Not Given.
Read the information in the text that relates to question 6. What does
this information tell you?
a) Parents can pass knowledge down to their children.
b) Parents cannot pass knowledge down to their children.
c) Neither a) nor b). (= Not Given)

c Now complete the exam task.

Questions 6-13
Do the following statements agree with the views of the writer in the reading passage?
Write:
YES if the statement agrees with the views o f the writer
NO if the statement contradicts the views o f the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

6 In the knowledge society, knowledge can be passed down from parents to children.
7 Everyone is expected to be successful in the knowledge society.
8 The knowledge society means that some people may become successful by accident.
9 The knowledge society has both good and bad points.
10 Schoolchildren should not study so hard that they risk becoming ill.
11 It is right for schools to encourage a high degree of competition between their students.
12 When choosing outside interests, knowledge workers should avoid the need to try to
do better than other people.
13 Outside interests are more fulfilling if they involve helping other people.

USEFUL 5 Complete the notes below with information from the reading text. Then use
VOCABULARY them to help you summarise, orally or in writing, the main points given in
the text about the knowledge society.

Past: mostpeople 1 ....... workers

Present: being replacedby 2 eg. doctors,
lawyers, etc.
Future: 3 .......................................... , eg. computer technicians, software
designers, etc. (needformal education + 4 .......................education)
Knowledge society:
• benefits: change in 5 .........+ upward mobility
• drawbacks: 6 ......... + emotional trauma

► Ideas for speaking and writing page 142

75
M ODULE F B R A IN P O W E R

Focus on listening Multiple-choice questions (single answer); matching

Section 3 In Section 3, you may hear a conversation between students and/or tutors
► Focus on IELTS Exam about a research project, a report, a case study or some other type of
briefing page 35 assignment.

PREDICTING INFORMATION 1 Look at questions 1-5 below.

1 Who will you hear in the conversation? What are their roles (e.g.
student/teacher)?
2 What have Sami and Irene done for their research project?

UNDERSTANDING 2 In the Listening Module, you may need to answer questions based on
QUESTIONS BASED graphs or pie charts.
ON DIAGRAMS Look at question 5. This shows three pie charts. Answer these questions.
1 What does the dark shaded area of each pie chart represent?
2 Pie chart A suggests that about 25% of students recommended a booking
system. What percentage is suggested by pie chart B? How about C?

MULTIPLE CHOICE 3 Q Listen to the first part of the recording and answer questions 1-5.
(SINGLE ANSWER) • Underline key words in the questions.
► Module B page 23
• Listen for related words.
• Choose the closest option.

Questions 1-5
Choose the correct answer, A, B or C.

1 Sami and Irene decided to do a survey about 4 The tutor suggests that one problem with
access to computer facilities because the survey was limitations in
A no one had investigated this before. A the range of students questioned.
B their tutor suggested this topic. B the number of students involved.
C this was a problem for many students. C the places where the questions were
asked.
2 Sami and Irene had problems with the reading
for their project because 5 What proportion of students surveyed
A the language was too technical. thought that a booking system would be the
best solution?
B not much had been written about the topic.
C they could not locate the books in the
library.
3 How did Sami and Irene get the main data in
their survey?
A from face-to-face interviews
B from observation of students
C from online questionnaires

% of students
recommending booking
system

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 M O D U LE F B R A IN P O W E R

MATCHING 4 In the Listening Module, you may have to match two sets of information
such as people and places, or suggestions and advantages/disadvantages.
a Read the instructions for the task below and look at the list of
information in the box. What type of information do you have to listen
for?
b Read the list of suggestions 6-10. They are in the same order as the
information you will hear. What is the first topic you have to listen for?
c Q Now listen to the recording and complete the task. As you are listening
T IP Remember to listen
for parallel expressions, for each item, look quickly though the list of options in the box. When
as you will probably not you hear the answer, write the letter only (not the complete phrase) next
hear the exact words. to that item. Then listen for the next item.

Questions 6-10
What disadvantage was mentioned in relation to each suggestion?
Choose your answers from the box and write the letters A -H next to questions 6-10.
6 different rooms tor educational
and recreational use ..... Disadvantages
A against university regulations
7 restrictions on use by classes ..... B inconvenient for users
C involves long waits
8 new computers ..... D lack of alternative resources
9 24-hour access to computers ..... E need for security arrangements
F not a long-term solution
10 booking system ...... G more work for staff at centres
H too expensive

IDENTIFYING PARALLEL 5 a Q Listen to the second half of the recording again and complete the
EXPRESSIONS following sentences. Write one word in each gap.
1 It would be a .................. if you had to get up and go to another room.
2 There’s .................. else they c an ...................
3 It wouldn’t really.................. the problem ...................
4 There would have to b e .................. around all the time to make sure
the equipment didn’t g et....................
5 It means th e .................. at the open access centres have t o .................
it.

b Match each of the completed sentences 1-5 to one disadvantage from the
box in the exam task above.

► Ideas for speaking and writing page 142

77
MODULE F B R A IN P O W E R

Focus on speaking 1 Describing a past event

Part 2 Long turn 1 Read the candidate task card below and number the prompts you need to
ANALYSING THE TASK talk about.

Describe a special school or college event that you remember well.

You should say:
what the event was
what happened during it
who was there
and explain why you remember this event so well.

CHOOSING WHAT 2 In the exam, you can’t choose your speaking task, but you do choose which
TO TALK ABOUT event/memory/person, etc. to talk about. You need to choose quickly as you
only have one minute to prepare.
T IP If you can’t think of Look at the types of event you could talk about in the box below. Which
an appropriate topic ones are a) social events? b) academic events? c) sporting events?
quickly, make one up.
a debate a championship final a party a special dinner a guest lecture
a graduation a prize-giving ceremony a tournament a sports match

ANALYSING SAMPLE 3 Q Listen to three extracts. What event is each speaker describing?
ANSWERS Choose from the box in Exercise 2. Note down the vocabulary that helped
you identify each event.
Speaker A is describing a ...................................................................................

Speaker B is describing a ....................................................................................

Speaker C is describing a ...................................................................................

EXPLAINING 4 The last part of the Part 2 task always asks you to explain something. In this
task, you need to give reasons why you remembered this event.
a Read the extract below. Is this the final part of extract A, B or C in
Exercise 3?
1 ‘Why I remember it all so well was because of the strong feelings I had,
... you know, one part of my life was ending and a new part about to
begin. I felt sad ... and happy at the same time. I don’t think I’ll ever
forget it.’
b Now complete the explanations below for the other two topics. This time,
try to use your own ideas.
2 ‘The reason I remember it was because we a ll... Yeah, everybody helped
to make it a really good event.’
3 ‘I remember it so well because it was so ... It was our biggest win ever!’

EXAM PRACTICE 5 Now spend one minute making notes on the task in Exercise 1. Talk about
your event for two minutes. Record yourself if you can.

78
 M O D U LE F B R A IN P O W E R

Focus on speaking 2 Giving opinions

Part 3 1 The Part 2 task on page 78 used the setting of a school or college for an
TOPIC DEVELOPMENT academic, social or sporting event. Look at the list of possible Part 3 topics
arising from this task and write two questions each for topics 2-4.
Topic 1 The importance of social events for schools/colleges
LVhrtt benefits can social events bring to a college?
Are there any dangers in encouraging social events?

Topic 2 The value of sport in education

Topic 3 The aims of primary education (now and in the future)
Topic 4 Academic success today

INTRODUCING OPINIONS 2 We often use adverbial expressions like the ones below to indicate what we
► Focus on IELTS Key Language think about a topic. We usually say these when we start to speak.
Bank pages 197-8
a Underline the best word to complete each sentence.
1 Inevitably/Personally, I don’t think organised social events are very
important.
2 Clearly/Frankly, there should be some role for sport in schools.
3 Surprisingly/Obviously, the first aim of primary education is to teach
students basic literacy skills.
4 Generally/Inevitably, it’s hard to get a job these days with no
qualifications, though it’s always possible.
5 Surprisingly/Inevitably, ability is usually judged by exam results.
6 Frankly/Clearly, I don’t believe exams are necessarily the best way to
assess a person.
7 Typically/Surprisingly, weak students sometimes get pretty good exam
results.
8 Predictably/Surprisingly, most people find exams are stressful.

b Which adverbs above are used to indicate that:

a) you are only giving your own opinion about something...........
b) you are saying something direct and honest ...........
c) this situation is usually true or this is what usually happens ........... ,

d) a fact can be easily noticed or understood ........................

e) this situation was expected or certain to happen ........................
f) this situation was unexpected ...........

JUSTIFYING OPINIONS 3 a Extend each of the statements 1-8 in Exercise 2a by giving reasons.
Example:
1 Personally, I don’t think organised social events are very important
because students often prefer to have a separate social life, outside college.

b Q Listen and compare your ideas with the native speakers on the
recording.

EXAM PRACTICE 4 Look back at Exercise 1. Answer the questions you wrote on these topics,
using language and ideas from Exercises 2 and 3. Record yourself if you can.

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MODULE F B R A IN P O W E R

Focus on w ritin g Presenting an opinion (1)

Task 2 In Task 2, you may be asked to agree or disagree with a statement or
THESIS-LED APPROACH opinion, rather than being required to discuss opposing views. In this case
► Focus on IELTS page 100 you may choose simply to give your own opinions on the topic and justify
these. This is called the thesis-led approach.

ANALYSING THE QUESTION 1 Look at the Writing task below and answer these questions.
1 What is the main topic?
2 What aspect(s) of the topic do you have to write about?
3 What question do you have to answer in your conclusion?

WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge
of the following topic.
University education should be restricted to the very best academic students, rather
than being available to a large proportion o f young people.
To what extent do you agree or disagree?
You should use your own ideas, knowledge and experience and support your arguments
with examples and relevant evidence.
Write at least 250 words.

GENERATING IDEAS Look at the Writing task again. Access to u n iversity s h o u ld /

sh o u ld etot be restricted because:
1 What is your opinion on this topic?
Do you agree or disagree? cu)............................
2 Note down some reasons you b ) ...................
could use to justify your opinion. o ) ......................................................

ORGANISING AND 3 a Put the following paragraph plan in the correct order: (1) opening,
SUPPORTING YOUR IDEAS (2) middle and (3) closing paragraphs.
► Focus on IELTS page 100 Justify your opinion.
Introduce the topic.
Summarise your thesis/point of view.
State your thesis/point of view.
b How many of the reasons you noted in Exercise 2 could you include in
the middle section?

ANALYSING A SAMPLE 4 a Read the sample answer on page 81 and answer these questions.
ANSWER 1 Does the writer agree or disagree with the statement?
2 How many reasons are given? Number them.
3 What words are used to introduce these reasons?
b The sample answer would score a low band. Identify and tick five
problems from the list A-H.

80
 M O D U LE F B R A IN P O W E R

A Inaccurate use o f language

University education should be restricted to the m ost academic
B U nderlength answ er
students, rather than being available to a large proportion o f young C Language copied from the task
people. I disagree with this opinion for several reasons. Firstly, D P oor p u n ctu atio n
individuals today need much higher- level skills and technical E The conclusion does n o t answer
knowledge. Furthermore, societies cannot continue to develop unless the question
F Ideas are n o t developed
more citizens are educated. Finally, it is only fair th a t anyone mho
G No paragraphing
could benefit from a university education should have access to one. H N o signposting link w ords
In conclusion, it is im portant to encourage students to get a higher
level education today. (84 w ords)

WRITING THE 5 Choose the best alternatives to expand and reword the introduction in
INTRODUCTION Exercise 4.

TIP Remember not to In the past, 1 tertiary/university education was 2 lim ited/restricted to a small
copy language from the
task in your introduction. proportion of people who were 3 the m o st academ ic/the very best academ ic
students. Today, however, 4 a large p ro p o rtio n o f /m an y m ore young people
have the possibility of going to university, and I think that this is a much better
situation for several reasons.

DEVELOPING AND 6 a Look back at the sample answer in Exercise 4. Can you think o f ways to
SUPPORTING YOUR IDEAS develop the reasons given for the writer’s opinion?

b Match the ideas and examples below w ith reasons 1-3 in the sample
answer.
B
For example, many professions
in order to progress a n d require advanced computer skills
Therefore, there should a n d an ability to adapt to a rapidly
compete in the modern world,
be egurd opportunitiesfo, changing workplace. Schools do not
each country needs people
everyorve to realise their have the resources to equip
who can develop modern
f u l l potential. Qoing to students with these skills, so
technologies fu rth er a n d apply
them in new fields. universities have to fu lfil this role.

DRAWING CONCLUSIONS 7 Remember to refer back to the original task w hen writing your conclusion.
If the task asks you an explicit question, answer it directly.
Complete the conclusion below, using your own opinions and summarising
your reasons.

In conclusion, I partly agree/totally agree/disagree with the statement

because I believe...

SPEED WRITING PRACTICE 8 Write your own response to the task, using your ideas from Exercises 2
and 3. Spend no more than 35 m inutes on this and write at least 250 words.
Use the last five m inutes to edit your work.

► Answer Key page 160

81
L A N G U A G E R E V IE W F

1 Topic vocabulary overview And in my university the 9 ...............................

Module F (Focus on IELTS Units 11 and 12) was haven’t all come straight from school - lots of
about education and learning both in and out of the them have had some sort of job after leaving
workplace. school, like me, before coming to university.
Complete these extracts with words or phrases from And in the 1 0 ....................of Engineering,
the boxes. Use each word or phrase once only. There where I study, quite a lot of the university
are some extra words in each box that you don’t staff - the 11................... and even the top
need to use. 12....................- have had experience in
industry, they haven’t just worked in universities
Listening Section 3: Foundation English Course
all their lives.
class curriculum Department lectures
self-access centre seminars thesis tutorials Reading: The effect of environment on learning
undergraduate
brain cells learning capacity mental
Student: Can you tell me a bit about what the nerve fibres stimulation
Foundation course involves?
Learning appears to be very much influenced by
Tutor: Well, the course is run by the 1 ....................
of English as a Foreign Language in the environment. For example, when rats are kept in
university. It’s to help you develop the conditions where they have high levels of
language skills you’ll need to cope with your 1 3 ................... .. their 1 4 ...............................
appears to increase. Tests carried out to assess their
undergraduate course later on - for example,
1 5 ................... activity (e.g. through setting them
listening and note-taking practice to prepare you
for the 2 ....................., and speaking activities to a series of increasingly difficult puzzles to solve)
help you take an active part in 3 .....................— show that this is also greater. In addition, scientists
claim that the 1 6 ............................... of the cells in
taking part in a group discussion - as well as in
these rats’ brains are longer.
one-to-one 4 .....................
Student: And how is the course organised?
Tutor: Well, in the morning you have an English 2 Word formation: adjective endings
5 ...................... Then in the afternoon you work
on your own in the 6 ................................ We a Complete the adjectives in the list below by
have all sorts of materials there so you can adding the correct suffix.
choose what’s best for you. 1 act____
2 benefic____
Speaking Part 3: Changes in education 3 dom in____
4 ludicr___
campus Faculty full-time lecturers part-time 5 substant____
professors semester subjects undergraduates 6 adequ____
7 domest__
Examiner: In what ways is education changing in 8 effici____
your country? 9 overwhelm____
Candidate: Well, one big change is that the 10 systemat__
curriculum is changing for secondary schools - it
includes a much wider range of 7 ................
now - things like information technology, for
example. And then the universities are becoming
more flexible. For example, they take both
8 ................... a n d .....................students, so it
means you can study and work at the same time.

82
 LANGUAGE REVIEW F

b Now complete these sentences using a suitable Example: We chose the area of student motivation as
adjective from Exercise 2a. They are on the topic the starting.................... for our research, (otpni)
of the knowledge society. 1 We had to do a lot of background.....................
1 To past generations, it would have seemed a before we began, (nagerid)
............... idea that everyone could achieve 2 We decided we wanted to observe the
success in life. ............... of students in language classes,
2 In days gone by, th e .................... majority of (ebavhoriu)
people were manual workers. 3 We carried out a .....................to discover student
3 In the past, an uneducated woman who attitudes to language learning, (usyrev)
needed to earn money usually went into 4 We designed a ............................... and asked all
service. the students to complete it. (aeireusqntnoi)
4 T he.................... effects of the spread of 5 We also selected a random .....................of
education have been particularly felt by students to interview, (aselmp)
women. 6 We then conducted face-to-face......................with
5 In modern society, women make a these students, (tneiewrivs)
............... contribution to the labour 7 We compared th e .................................of the
force, holding key positions in many students in the final exam with th eir....................
companies. of motivation, (reponfacrme, elvle)
6 To ensure that there will be a sufficient 8 We found that th e ......................of the successful
number of knowledge technologists in the students were highly motivated, (amojtryi)
future, some kind o f ....................
preparation is needed now.
4 Linking ideas: concession and contrast
7 A n ......................level of education is needed
► Focus on IELTS page 100
by those intending to become software
designers or computer technicians, but a a Number the sentences below to make a connected
university education is not essential. paragraph.
8 In the future, knowledge technologists are ] On the other hand, they might find that it was
likely to become a ......................force in difficult to readapt to life as a student when
society. the time came for them to return to their
9 Work-related stress can be avoided or reduced studies.
by playing a n .................... part in voluntary
] Even though they would have relatively few
work, sports or local government.
qualifications, they would gain valuable work
10 In spite of technological progress, in many
experience.
areas even the m ost..............machine
cannot replace a worker. ] However, for some of them it might be better
to take a break from education for a year or
c Underline the phrases containing adjective/noun two, and get a job instead.
collocations that you have completed in the
They might even decide not to do a university
sentences above. The first one has been done for
course at all, despite the problem that lack of
you.
qualifications might cause them later on.
] Most people go to study at university
3 Language of research immediately after leaving school.
In the Reading and Listening Modules of the exam,
you often have accounts of the stages of research b Underline the linking expressions in the
projects and the way researchers gather information. sentences.
Complete the following sentences by adding one
word made from the jumbled letters. Then underline
the phrase in each sentence which describes general
research methods.

83
PROGRESS C H E C K 3 M od ules E and F

1 Vocabulary 2 Reading: Table completion

Read the pairs of sentences below and put a tick (Z)
if they mean the same thing and a cross (X) if they Bamboo, the phenomenon of the
are different. Underline any phrases which make the vegetable kingdom
meanings different. With more than 1,500 species colonising a
1 a) Several students got poor results in the most multitude of habitats from sea level to 12,000 feet,
recent examinations. bamboo is one of the most successful plants on
b) Some students did badly in the latest exams. earth. It can also add significant solutions to
2 a) Access to library computer facilities is open to environmental problems to its list of successes.
postgraduate students. It is one of the most adaptable plants, with many
b) The use of the computers in the library is valuable uses. For instance, it can grow in such
restricted to postgraduate students. degraded soils that it can be used to 'repair' soil
3 a) He was given an honorary degree in damaged by overgrazing and poor agricultural
celebration of his personal achievements. techniques. In addition, its complex root network is
b) The university awarded him an honorary ideal for preventing soil erosion and flooding.
degree in recognition of his personal Unlike most tree species, harvesting does not kill
contributions. the bamboo, so topsoil erosion and other adverse
4 a) There was a marked improvement in pupil effects of tree-felling are kept to a minimum.
performance. Perhaps even more importantly, given that carbon
b) Pupil performance improved considerably. dioxide emissions are thought to be responsible for
5 a) There is a growing body of evidence that links global warming, bamboo produces more than 35%
academic progress to physical exercise. more oxygen than trees. Research has
b) All the evidence so far suggests that academic demonstrated that bamboo can absorb as much as
progress and physical exercise are connected. 12 tonnes of carbon dioxide per hectare per year,
6 a) Changing wind patterns play a part in altering giving the plant a potentially crucial role in
our weather systems. stabilising our planet's atmosphere.
b) Changes in our weather systems can be People have also used bamboo for an astonishing
attributed in part to changes in wind patterns. variety of functions over the last 4,000 years. Today,
7 a) Global climate is vulnerable to any small the durability and resistance to shrink or swell that
increase in temperature. characterises bamboo means that it can be used as
b) The slightest rise in temperature can affect the an eco-friendly alternative to slow-growing
world’s climatic system. hardwoods for a range of products for the
8 a) The Department Head had an important construction industry, such as wooden flooring.
influence on his graduate students.
b) The Head of Department exerted unnecessary
pressure on the postgraduates working with a Read the text and complete the table below. Use
him. NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.

HELP Special features of bamboo Can be used to

Work across the
table from left • large number of species • help solve 2 ...............................
to right. • large range of 1 ...............................
• can grow on overgrazed land . 3 ...............................
. 4 ............................... • stop erosion & water run-off
• can survive 5 ............................... • reduce effects of tree-felling
• 6 .................................than other plants • regulates the Earth’s 7 ...............................
• absorbs large amounts of CO?
. 8 ............................... • make products for building industry
• does not shrink or swell

84
 PROGRESS CHECK 3

b Find words and expressions in the text which 4 Writing: Task 1

mean: Complete the answer to the Writing task below by
1 can change to fit different conditions choosing the correct linking words from the box and
adding the relevant figures from the table.
2 harmful consequences
The table below gives information about the
3 possibly very important daily cost of water per person in five different
countries. (Figures are based on the minimum
4 a huge range daily requirement per person of 11.5 litres.)
Write a report for a university lecturer
5 not harmful to the environment describing the information below.
Cost of minimum daily water requirement
by country
3 Speaking: Part 2 Country Daily cost per Cost as percentage
a Read the task instruction and number the person (US$) of average daily wage
sentences from the candidate’s response in the Tanzania 6.4 cents 5.7%
correct order according to the sequence markers. Uganda 4.1 cents 3.2%
Underline the sequence marker in each sentence.
Pakistan 1.76 cents 1.1%
Examiner: I’d like you to describe how you learnt
UK 1.3 cents 0.013%
English.
US 0.85 cents 0.006%
Candidate:
] Now it’s one of my main ambitions - to speak
English really well.
while for instance both respectively however
2) At that stage being back at school in my home overall whereas also first o f all despite
town seemed a bit boring, so I kind of lost
interest.
The table compares the amount people have to pay
] So during that time I learnt a lot - and had a for their minimum daily water in five countries. It
really good accent of course. 1 ......................shows the percentage of the average
] Well, first I started classes in kindergarten. daily wage this represents in each place.
2 But later I started to get into pop music and 2 ....................... we can see that Tanzania and
English bands ... Uganda have the highest daily water costs
2 But eventually we came back home and I 3 ...................... the UK and US have the lowest.
started to forget everything. This means, 4 ...................... that Tanzanians pay
5 ....................... 6 .....................Americans pay a
] and from then on I started to work hard again.
mere 7 ...................... for the same amount of water.
] And after that, when I was still a little kid, my
These differences are even greater when we
family moved to the US for a while.
consider the percentage of the average daily wage
b Write what you would say to describe the this cost represents. In 8 ...................... Tanzania
different stages you went through to learn and Uganda, the cost is significant, representing
English. 9 ...................... and 1 0 .....................
11 ........................ In the UK and US,
12 ...................... the cost is only a tiny fraction
of the daily wage at 1 3 .....................and
1 4 ........................And, 1 5 ...................... the daily
cost of water in Pakistan being similar to that in
the UK, it represents as much as 16.....................
of the daily wage.
1 7 ...................... the table shows that there are
huge differences between the cost of water in the
developing countries and the industrialised west.

85
M O D U LE G Focus on IELTS Units 13 and 14

INSIDE IN FO R M A TIO N
Focus on speaking 1 Expressing preferences
Part I Interview 1 a Read these questions. What is the general topic?
UNDERSTANDING THE 1 Do you prefer talking to people on the phone or face-to-face?
QUESTIONS 2 Do you prefer making calls on a land line or a mobile phone?
3 How popular is text-messaging compared to talking on the phone?
4 Do people in your country prefer to write letters or e-mails?
5 How popular is faxing compared to e-mail?
6 Would you rather get a letter or an e-mail?

b Which of the questions above are asking about

a) your own personal preferences?
b) preferences among the general public?

c Q Listen to part of an IELTS interview. How many questions does the

examiner ask? Tick them in the list above.

USEFUL LANGUAGE: 2 a Q Listen to the recording again and complete these extracts using
EXPRESSING PREFERENCES, up to three words.
GIVING REASONS 1 ... a mobile can be used anywhere ... B ut.................................... I’d
rather use a land line.
2 Young people are definitely texting m ore,..................................
making calls.
3 I think maybe older people.................................. to make calls.
4 I think nowadays....................................is for e-mails.
5 ... perhaps some people.................................. to write letters in some
situations.
6 ....................................get a letter if it’s about something important.

b What reasons does the candidate give for each of the preferences
expressed in 1-6?

EXAM PRACTICE 3 Practise giving your own answers to questions 1-6 in Exercise 1. Use the
expressions from Exercise 2 and give reasons for your answers. Record
yourself if you can.

Focus on listening 1 Note completion; short answers; multiple choice

Section I 1 In Sections 1 and 2 of the Listening Module, you often have to write
WRITING ADDRESSES addresses.
a Use the jumbled letters to make six words that can be used in a similar
way to Road or Street in addresses.
1 IDEVR ....................... 4 LILH .......................
2 EVEUAN ....................... 5 NAEL .......................
3 YAW ....................... 6 QSARUE .......................
b Q Now listen and check your answers.

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 M O D U LE G IN S ID E IN F O R M A T IO N

EXAM PRACTICE 2 Q Read questions 1-7, then listen to the whole recording and do the exam
task. There will be a short break in the middle to give you time to look at
questions 8-10.
NOTE COMPLETION • Look through the questions and predict what sort of information is
► Module A page 14 needed.
SHORT-ANSWER QUESTIONS • Use the exact words from the recording in your answer.
► Module D page 46 • Remember that only one or two words are usually needed for each answer.

Questions 1-3
Complete the notes below.
Write NO M ORE THAN THREE WORDS AND/OR A NUM BER for each answer.

Sinclair Electrical Services

Example Answer
Customer called about ...................repairs
Customer’s name: Mrs 1 ...................................
Address: 2 ...................................
Sommerton
Phone: 3 ...................................

Questions 4-7
Answer the questions below.
Write NO M ORE THAN THREE WORDS AND/OR A NUM BER for each answer.

4 What is the problem with the TV? 6 What is the TV make and model number?

5 What may have caused the problem? 7 How old is the TV?

MULTIPLE CHOICE (SINGLE ANSWER)

► Module B page 23, Module F page 76

Questions 8-10 9 When will the electrician call at the house?

Choose the correct letter, A, B or C. A Friday afternoon
8 Where is the customer’s house? B Saturday morning
C Monday morning

10 How did the customer first hear about the

repair service?
A from a neighbour
B from the phone book
C from the Internet

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M O D U LE G IN S ID E IN F O R M A T IO N

CHECKING YOUR ANSWERS 3 In the Listening Module, you have time to check your answers at the end of
each section, and also when you transfer your answers at the end of the test.
a Look at these incorrect answers
4 no vo/nm
for questions 4-7. Why is each
5 power is cat
one wrong?
6 is a Schneider model S W 5 0 0 2
b Now check that you have not 7 seven years ayo
made any similar mistakes in
your own answers.

Focus on reading Sentence completion; classification; multiple choice

(single answer)
SKIMMING 1 a Read the title and subheading of the text opposite and answer these
► Module F page 72 questions.
1 Does the writer, Mike Chege, think that access to information
technology is important for the world’s poor?
2 What two examples of digital technology are given in the subheading?

b Skim the text, looking at the first sentence in each paragraph, and answer
these questions. Spend no more than one minute on this.
1 Find and underline the two key questions that the writer asks.
2 What four main topics are discussed in relation to the first question?
3 What two examples are given in relation to the second question?

SENTENCE COMPLETION 2 Now do the exam task below.

(WORDS FROM THE TEXT) • Underline key words in the sentences.
► Module D page 50 • Use them to find which part of the text the first sentence relates to.
TIP Each sentence in • Think about what type of information you need and look for it in the
the task may summarise text.
information from several • Write the exact word(s) from the text in the gap.
sentences in the text. • Continue in the same way for the remaining sentences.

Questions 1-5
Complete the sentences below with words taken from the Reading Passage.
Use NO MORE THAN THREE WORDS for each answer.
1 The example of the Tanzanian company’s telecommunications bill demonstrates how information
and communication technology can c u t..............................................
2 In Africa, use of the Internet enables............................................. of diseases such as meningitis
to be controlled.
3 An international organisation has subsidised a ............................................. scheme in Africa
which depends on ICTs.
4 E-govemment provides people with a source o f ............................................. so they can make
their own choices in life.
5 In order to allow global use of ICTs, people need to have the skill a n d ............................................
to use this technology.

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BRIDGING THE
DIGITAL DIVID E
When addressing the issue o f global access to
information technology, some people claim
that the world's poor are more concerned
about having enough to eat than about using
e-mail or surfing the World Wide Web.
M ike Chege disagrees.

A In what concrete ways can University is a distance learning project illiterate users. Most of the operators
information and communication which is partly financed by the World and volunteers providing the primary
technologies (ICTs) benefit the two- Bank, and which serves the countries of information are women, and their role
sub-Saharan Africa. The Virtual in the project raises their Status in the
thirds of humanity who are more
concerned about their next meal than University uses satellites to broadcast community. $ince most of the villages
about e-mail or eBay? televised courses to students who experience erratic power supply, the
communicate with teachers by e-mail project can run on solar power as well
B First, there are the economic and telephone. as mains electricity.
advantages of these technologies.
E Finally, we come to what has been H Another Indian creation, the
Besides providing business with the
opportunity to access real-time market dubbed 'e-government'. E-government $imputer (short for Simple, Inexpensive,
information and complete business initiatives focus on making government Multilingual computer) was conceived
transactions electronically, ICTs can transparent and accountable by by a team of computer scientists at the
reduce costs and provide a channel to providing citizens with direct access to Indian Institute of Science in Bangalore.
information. Critics might argue that It is a small, hand-held, battery-powered
market goods and services. One small
company from Tanzania replaced $20 when you're being stalked by war, computer about 12 cm by 7 cm that
faxes with 10 cent e-mails and saw its hunger and disease, this may not be a has a touch-sensitive screen. You use a
priority. But e-government is about stylus to tap on icons and to input
telecommunications bill go from over
$500 per month to $45 per month. In more than just the ability to pay your information. Because each display page
the business-to-consumer segment you taxes online or apply for a driving shows only a few possible commands,
will find examples like EthioGift.com licence over the Internet. It is about even illiterate users should be able to
which sells gifts, including sheep and giving citizens access to information learn by trial and error the purpose of
goats, over the Internet. And in India, which allows them to make informed the icons and buttons on each page.
which is fast becoming a global centre decisions on subjects that affect their The Simputer also has software that can
for telemarketing, customer support lives. turn text into speech. This works for
and other call centre services, ICTs are various Indian languages and allows the
F But how can those people who need
transforming the economy. With the $imputer to read the text aloud on its
ICT capabilities most, be best helped to tiny built-in speakers. It also has a slot
legalisation of Internet telephony, India bridge the Digital Divide? Throwing
has captured an even bigger chunk of for 'smart' cards, a feature that its
computers and modems at people (as makers see as crucial. Because the
the global outsourcing market, with someone colourfully put it) will not in
calls from the US accounting for 80 per device lacks a hard drive, smart cards
itself help much. Other important issues act as the device's portable storage
cent of call centre business. Schools are that need to be addressed include units. In this way, many people can use
even training young men and women to improving computer and keyboarding
speak in an American accent in order to one $imputer without having to share
skills and increasing people's confidence their private information with one
handle the calls. in their ability to use the new another. The $imputer costs $200 - a
C Health services also benefit from technology. sizable chunk of the yearly per capita
ICTs. Using the Internet, doctors in poor G A good example of how this can be income for many of its users. But one
countries can keep up to speed with the done is the Information Village Project, Simputer can enable an entire village to
latest developments in their field as well a computer intranet linking ten villages access the Internet, perform
as seek help from their peers. This near Pondicherry, India. The project, transactions, keep track of agricultural
technology can also facilitate the control started with a $120,000 grant from the prices and educate its children.
of diseases. Throughout Africa, for International Development Research I So bridging the Digital Divide is not
instance, individual cases of meningitis Centre, Canada, provides locally
are tracked over the Internet so that something that happens after
relevant information on product prices, addressing the 'core' development
epidemics can be stopped early. In healthcare, weather and fishing challenges; it is a key component of
addition, ICTs can assist in allowing conditions. A team of volunteers from
healthcare professionals to extend their addressing those challenges in the 21st
each village gathers up the information century. Failure to address the Digital
reach through telemedicine into the and feeds it into the computer in the Divide will only exacerbate the existing
remotest and most underserved areas. local language (Tamil). It is then social and economic inequalities
D ICTs can make it easier to reach a available to all users of the intranet. between countries and communities.
broad segment of the population in There is also a multimedia component
education too. The African Virtual to make the information accessible to

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 MODULE G I N S I D E I N F O R M A T I O N

CLASSIFICATION 3 In this type of task, you have to match numbered features to a set of general
categories. It is therefore similar to a matching task (see Module B page 22).
The task may involve relating information from different sections, so the
questions may not be in the same order as the information in the text.

a Look at the exam task below (questions 6-11). Underline the two key
names in the list A-D. Then scan the text and find the two paragraphs
which refer to these.

b Read question 6 and look through both paragraphs to see if this feature
relates to either (or both) of the key names, then choose the correct
answer A, B, C or D.

c Continue in the same way with questions 7-11.

Questions 6-11
Classify the following features according to whether they apply to

A the Information Village Project only

B the Simputer only
C both the Information Village Project and the Simputer
D neither the Information Village Project nor the Simputer

6 use of the technology is not limited to individuals

7 information can be kept secure and private by individual users
8 must have a mains electricity supply
9 initially supported by an overseas agency
10 can only be used by people who can read and write
11 knowledge of English not required

MULTIPLE CHOICE 4 In the exam, in some cases each set of questions may relate to a separate
(SINGLE ANSWER) part of the text.
► Module C page 36 At other times you may need to look back through the whole text for each
new set of questions. This is one reason why it is useful to get a general
picture of the text before you read.

a Look at question 12 in the exam task on page 91 and underline two key
phrases in the stem. Then scan the text quickly to find the related
information. The information for question 13 will follow after this in the
text.

b Now look at question 14. This is a different type of multiple-choice

question, as it is testing the main idea of the text. Which two paragraphs
of the text often summarise the main idea?

c Now complete the exam task.

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 M O D U LE G IN S ID E IN F O R M A T IO N

Questions 12-14
Choose the best answer, A, B, C or D.

12 What reason is given for the increasing importance of call centres to the Indian economy?
A the availability of workers with the right accent
B a change in the legal system
C local familiarity with outsourcing techniques
D the country’s geographical position

13 The writer says that in both health and education

A more training is needed in the use of ICTs.
B international organisations need to provide more support with ICTs.
C ordinary people are gaining more skill in the use of ICTs.
D ICTs can help to provide services to more people than before.

14 Overall the writer’s main argument in this passage is that

A ICT access is a basic need for a fairer world.
B the digital divide is the cause of our present inequalities.
C the developed world should do more to provide ICT training.
D the digital divide may never be successfully bridged.

► Ideas fo r speaking and w ritin g page 142

Focus on w ritin g Advantages and disadvantages

Task 2 1 Read this Writing task and decide what you have to write about.
ANALYSING THE QUESTION
► Focus on IELTS pages 54,
100 and I 19
You should spend about 40 minutes on this task.
► Module C page 42 Present a written argument or case to an educated reader with no
specialist knowledge of the following topic.
E-mail has had a huge impact on professional and social
communication, but this impact has been negative as well as
positive.
Do the disadvantages of using e-mail outweigh the advantages?
You should use your own ideas, knowledge and experience and
support your arguments with examples and relevant evidence.
Write at least 250 words.

GENERATING IDEAS 2 a Match the ideas 1-6 to the appropriate headings on the left.
1 fast and easy way of communicating socially
AdwccKtayes o f using c-wcalL
2 volume of e-mails increases workload
fast m u C easy way o f
cowuswdcscting socially
3 allows viruses into IT system
4 allows people to send attachments with different sorts of information
5 fast responses expected - this increases pressure
6 makes communication between companies cheaper and easier
workload __ _____
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M ODULE G IN S ID E IN F O R M A T IO N

b Which of the ideas in Exercise 2a are related specifically to the workplace?

c Can you add any more ideas of your own?

ORGANISING YOUR IDEAS 3 Which of the paragraph plans below follows

► Module C page 42 a) an argument-led approach (in which you discuss more than one point
► Module F page 80 of view before reaching your conclusion)?
b) a thesis-led approach (in which you give your own opinions and
justify them)?

Introduce topic.
Discuss disadvantages o f using e-mail.
Discuss advantages.
Conclusion: opinion — more advantages.

ANALYSING A 4 a Read the sample answer below. Does it follow a thesis- or argument-led
SAMPLE ANSWER approach?

E-mail has had a huge impact on professional and social communication but
this impact has been negative as well as positive.

One disadvantage o f using e-mail in the workplace is that it causes extra

work. It also increases pressure on workers. Another disadvantage is that
people spend too long online. Using e-mail can also alloto viruses to get into
your computer system.

communicate. It is easy to stay in contact w ith fam ily and friends.

b This answer would score a low band. Identify the problems with:
1 the overall length 4 the use of link words
2 the introduction 5 the conclusion
3 the development of the argument 6 the range of language used

PARAPHRASING THE 5 Complete this paraphrase

It is certainly true that the u s e .....................................
INTRODUCTION of the introduction in
greatly changed the w a y...................................... at
the Writing task.
work as well as socially. B ut it is also true that not all
the effects o f this innovation.......................................

DEVELOPING AND Think of some ways to develop the ideas in Paragraphs 2 and 3, for
SUPPORTING YOUR IDEAS example, by giving an explanation or an example, or describing a result.
Make notes.
Example:

Paragraph 2
Disadvantages offusing e -m a il in the workplace:
— causes extra work - people g e t more e-m ails than th eg can reptg to everg
dag, fee! stressed.
— increases pressure - ..............................................................................................

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 M O D U LE G IN S ID E IN F O R M A T IO N

USING A RANGE 7 You can avoid repetition by using parallel expressions in your writing.
OF LANGUAGE Which words in the box below are alternative ways of referring to:
a) advantages? ...............................................................................................
b) disadvantages? ...............................................................................................

a drawback an obvious benefit a negative effect a good point

the downside a frequent/common criticism an objection
an argument in favour o f a positive aspect

LINKING IDEAS 8 a Put the linking expressions from the box in the correct category below.

This is because In other words, so

A common example o f this is when Another objection to ... is that

Addition:................................................
Introducing examples:...........................
Cause and effect:...................................
Clarification:.......................................

b Which of the following sentences would be suitable to introduce

paragraph 3 of the sample answer in Exercise 4?
1 Moreover, the main benefit of using e-mail is that it is a fast and easy
way to communicate.
2 On the other hand, an argument in favour of e-mail is that it is a fast
and easy way to communicate.
3 In spite of these negative effects, e-mail has brought important
benefits.

DRAWING CONCLUSIONS 9 Which of the two conclusions below is more appropriate for the sample
answer in Exercise 3 and why?

To route oep, w hile there cere route obvious cLra-wbackr to urutq

e-mail, th irfa st aad, userfriendly techtwloqy hasyready /
uttproved- our ability to csmoKusdcate bothprofesrionally a n d
racially. Therefore, I think- e-m ail has broayht us many rnsre
benefits th a n diradnantayes.
- ---------------- ---- J
In conclusion, there are obvious advantages \
2 a n d disadvantages to using e-mail, a n d we
need to try to overcome the problems. 1

SPEED WRITING 10 Write your own full answer to the task in Exercise 1. Spend no more than 35
PRACTICE minutes on this. Use the last five minutes to edit your work.

► Answer Key page 163

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 MODULE G IN S ID E IN F O R M A T IO N

Focus on listening 2 Table completion; summary completion

Section 2 I Q Read the title and headings of the table in the exam task below.
TABLE COMPLETION Think about what type of information is needed for each item. Then listen
► Module C page 38 and answer questions 1-5.

Questions 1-5
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Thursday October 15th Radio 6

Time Programme
7.00 ‘Animal Talk’
1 ................... Charity broadcast: Rare Species Protection Group
8.00 2 ‘................................. ’
8.30 ‘What’s your view?’ The effects of the 3 .................................
9.00 4 ................................
9.20 Book of the week: Just-so Stories
‘How the 5 ..................................was written.’

------------------------------------------------------------------------------------------.-----— ----------

SUMMARY COMPLETION 2 For this task, you complete a summary with words from the recording.
a Read through the summary below to find out what the topic is.
b The following extract from the recording relates to question 6 of the
exam task. Read question 6. You need to find something that is ‘strong’.
Does the answer come before or after this word in the recording?

They’re both mammals, they both live in groups and the social bonds
T IP You may need to they form are extremely strong. For example, when a new elephant is
keep key words in your born ...
memory for a short time
as you listen.
c Q Now listen and complete the exam task.

Questions 6-10
Complete the summary below.
Write NO MORE THAN THREE WORDS AN DIOR A NUMB ER for each answer.
‘Animal Talk’
This programme is about communication systems of killer whales and elephants. Both of these
are mammals which have strong 6 ................................., live for a long time and have large
7 ..................................
Killer whales communicate mainly through 8 .................................. in the water but little is known
about the purpose of this communication. Elephants send messages through the air in a process
which is called 9 ‘.................................’ because the messages cannot be heard by humans, and they
can also receive messages through their 1 0 ...................................

► Ideas for speaking and writing page 142

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 M O D U LE G IN S ID E IN F O R M A T IO N

Focus on speaking 2 Describing a newspaper article

Part 2 In Part 2, you may be asked to talk about information you have read, heard
or seen in the media.

1 Read the candidate task card below and number the prompts you need to
talk about.

Describe a newspaper or magazine article that you found interesting.

You should say:
what it was about
where you read it
how it made you feel
and explain why you found this article interesting.

SAMPLE ANSWER 2 a Q Listen to a student talking on this topic. What does the speaker say
about points 1-4?
1 Well, I read a very interesting article last week. Basically it was
ab o u t...
2 I read this article in a ...
3 Anyway, the article actually made me feel ...
4 And the reason I found this article interesting was because ...

b Listen again and number these phrases in the order you hear them.
] the article explained | | it suggested that | | it was based on
! ~| it also gave some advice about | | it really described

EXAM PRACTICE 3 a Read the short newspaper article below and underline the key points.
Then spend one minute making notes on points 1-4 of the task above.

Several countries, including the UK, have

recently implemented measures to ban the
use of hand-held cell phones by drivers.
Researchers claim that the risk of accident
during or just after a cell-phone conversation
is four times higher than would be expected
in normal driving conditions. Studies have
shown that calls are much more distracting
for the driver than listening to the radio or
talking to passengers. The problem is that
drivers are not aware of this and as a result
are not aware of the real dangers that this
activity poses.

b Now talk for two minutes about the article above. Time yourself and
record yourself if you can.

c Now think of another article you have read and try the task again.

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L A N G U A G E R E V IE W G

1 Topic vocabulary overview b Now complete these extracts using words and
Module G (Focus on IELTS Units 13 and 14) covered expressions from the completed diagrams.
a range of topics connected with communications, Writing Task 2: Changes in communication
the business world and the media.
There is no doubt that there have been huge
a Complete the diagrams below using words from advances in 1 .......................................... in
the box. Use each word once only. recent years. The arrival of the Internet has
services headlines make (n) broadcast given us 2 .................................to information,
transactions system card series access regardless of where we live. But also
technology coverage decisions costs e-mailing has changed our regular
means edition income centre episode 3 ........................................... greatly reducing
developments affairs our use of fax and land line telephones, for
instance.
information 1 t....................
Listening Section 3: Impact of technology
global 2 a
6 m.................... Student: We wanted to see how local
of communication businesses had been affected by the
(^COMMUNICATIONS 4 ........................................... in technology,
a digital and we were amazed to see how much people
operating exploited the Internet. Most of their
5 s........... 5 .......................................... are now carried
out via e-mail, and this has, of course,
computer model and 4 m..................... 6 .......................................... by cutting fax
and phone bills and so on. In turn, this
has meant that yearly 7 ...................................
........................... has increased and families
seem quite a bit better off than they did in
our last study. What was particularly
impressive was the fact that nearly all the
small companies had websites that are
obviously effective for marketing because
now all kinds of 8 ..........................................
are exported from the region.

Speaking Part 1: Watching TV

Examiner: What kind of TV programmes are
most popular where you live?
Candidate: Well, I’d say that people generally
watch TV for entertainment, and that’s
why 9 .. .......................... are so popular.
Apparently, there’s almost no traffic on
the roads when it’s the
10 .......................................... of a good
programme ...
Examiner: Do a lot of people watch more
factual programmes as well?
Candidate: Oh yeah, especially the news - and
11 ............................... programmes, you
know, like documentaries and so on.
But in my house we just catch the
12 .......................................... and then go
back to watching something more cheerful.

96
 LANGUAGE REVIEW G

2 Hyphenated adjectives 3 Scientists first had the concept of connecting

separate computers to form a network many years
a Match 1-10 with the endings a-j ago, but they had no idea of the long-term
1 user- a) held implications, (notion/link/produce)
2 labour- b) in Although............................................................
3 built- c) friendly 4 But governments need to address several major
4 long- d) operated issues relating to electronic media.
5 hand- e) saving (consider/question/concern)
6 high- f) sensitive However, it is essential.....................................
7 battery- g) in 5 For example, people are expressing growing
8 touch- h) term concern over the way that technology can be used
9 phone- i) tech to invade their privacy, (show/anxiety/violate)
10 short- j) lasting People.................................................................
6 In addition, the possible effect of technology on
b Complete these sentences with the correct
businesses such as the entertainment industry
adjective from Exercise 2a.
could be very serious.
1 Schools and hospitals need more modern, (potential/impact/catastrophic)
..........................equipment these days. T h e.....................................................................
2 A lot of studies concentrate on the
..........................implications of a new
4 Speaking: Using colloquial language
technology, rather than seeing what happens
Complete the candidate responses using the
over longer periods.
colloquial expressions from the box.
3 I think computer menus are more
..........................when they use icons. quite far down cheap and cheerful loads of
4 It is now illegal in some countries to use a why bother the odd one out a lot in common
..........................cell phone while driving. high on the list in depth left out keep in touch
5 There is no need to buy extra equipment as
this model h as......................... loud speakers. Examiner: We’ve been talking about ways of
6 Old houses were built o f ............................... .. communicating. So let’s consider text-messaging.
materials, which is why they are still standing. Do you think that’s a good way to communicate
7 Interactive computers often have with friends?
..........................screens so you don’t need Candidate: No, I’m afraid I’m 1 ...............................
to use the keyboard or mouse. ’cos I hate using text-messaging even though all my
8 People have used radio............................... mates use it all the time. I have to admit, it makes
programmes to complain about high taxes. me feel a bit 2 ............................... when they get
9 There is less manual work now that so many 3 .................................messages, but I really think
..........................devices are available. it’s only popular because it’s 4 .................................
10 You can use................................ lap-top You end up sending mindless messages most of the
computers almost anywhere. time.
Examiner: So what do you think is a better way to
communicate with friends?
3 General words
Candidate: Well, I’d much rather talk to someone
Rewrite each sentence, using the words given in
than write to them ... so for me, calling comes
brackets, to produce a parallel sentence with a
pretty 5 ............................. but writing e-mails
similar meaning. Make any necessary changes to the
and texting come 6 .................................
form of the word given and to the rest of the
Examiner: So what do you think are the limitations
sentence (e.g. adding or removing prepositions).
of text-messaging?
1 There are exciting new developments taking place Candidate: It all depends on the person, I suppose,
now in the area of communication technology. and the relationship, of course. If two people have
(innovation/occur/field) got 7 ............................. maybe they don’t really
Currently, exciting............................................. need to talk 8 ............................... about anything,
2 Perhaps one of the most important aspects of so text-messages are just to 9 .................................
modern life is the availability of information. But I think if you haven’t got anything to say,
(significant/feature/contemporary) 10................................ to send a message?
Some people think that one of th e ....................
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M ODULE H Focus on IELTS Units 15 and 16

FUTURE PROSPECTS
Focus on speaking 1 Making predictions
P a rt 3 In Part 3 of the Speaking Module, you may be asked to talk about possible
► Focus on IELTS page 129 future developments or changes.

SAMPLE ANSWER 1 Q Read the following discussion between an examiner and a candidate.
Then listen and fill the gaps with up to three words.
Examiner: Now let’s consider space exploration in the future. Do you think
there will be more space exploration or less in the next few
decades?
Candidate: Well, I suppose it’s still a bit of a race at the moment, so in the
short term I think there w ill........................................... be
more research and investment. And I think this is
1 .......................................... to continue in the long term.
Examiner: Why do you say that?
Candidate: Because I think there’s 2 ............................................that the
Earth won’t be able to support the growing population, so we’ll
3 .......................................... need to look for somewhere else
to go.
Examiner: I see. So what future developments might take place in space
exploration, do you think?
Candidate: Mmmm, it’s hard to say. I think it’s 4 ..........................................
that people will land on Mars in the not too distant future.
And I think we’ll 5 ............................................discover new
planets and maybe even new galaxies. But I think it’s
6 .......................................... that we’ll find any aliens.
Examiner: So how do you think the technology from the space industry
will affect our lives?
Candidate: I think we 7 ........................................... see big developments in
transport, but there’s 8 ......... of us all
having our own spaceship or anything like that.

EXPRESSING PROBABILITY 2 a How does the speaker in Exercise 1 feel about each of the predictions he
► Focus on IELTS page 205 makes? Match the expressions you wrote in Exercise 1 to a heading in
the box.

99% sure 75% sure Not very sure

(positive) likely, ...

(negative) unlikely, ...

b Which of the expressions above were used with:

1 impersonal subjects (there/ity
2 personal subjects (we)?

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CONDITIONALS 3 Conditional clauses are often used to introduce or develop arguments and
► Focus on IELTS page 196 opinions. When we think the situation is possible or likely in the future, we
use If/Provided/Unless + present, + future.

a Complete the following sentences with ideas of your own. Remember to

indicate how sure you feel about your predictions.
1 If there are rapid changes in technology, then older people..................

2 If more and more people work from home, then workplaces...............

3 Provided we have sufficient food and healthcare, people.....................

.............................................................................................. K...............
4 Unless we find alternative energy sources, fossil fuels............................

5 If more and more people do all of their shopping online, shopping

malls..........................................................................................................
6 Unless we make some efforts to save minority languages,.....................

b Q Listen and compare your answers with the recording.

EXAM PRACTICE 4 Now answer the Part 3 questions below, using the language you have
practised in Exercises 1-3. Record yourself if you can.
1 How do you think your lifestyle will change in the near future?
2 What kind of education do you think your grandchildren will have?
3 Do you think the world will be a better place in the future?
4 Do you think we will have more or fewer species of wildlife in the future?
Why?
5 Do you think zoos will still exist in the future?
6 How will people’s attitudes towards animals change in the future?

Focus on listening Multiple choice (multiple answers); note completion;

classification
Section 3 Section 3 is always an academic discussion of some kind. This could be a
► Focus on IELTS page 35 tutorial in which a student is discussing a project, getting feedback on some
► Module D page 46 work or asking for advice.

PREDICTING THE TOPIC 1 Read through questions 1-5 in the exam task on page 100 and answer these
questions.
1 Why is Eliot having this tutorial?
2 What is the specific topic that Eliot has been studying?
3 What do the notes in questions 2-5 tell you about this topic and what do
you know yourself? (e.g. Why is it necessary? Where might it take place?)

EXAM PRACTICE 2 Q Listen to the first part of the recording and answer questions 1-5.
MULTIPLE CHOICE • Check how many answers you have to choose.
(MULTIPLE ANSWERS) • Listen for words that signal key information.
► Module D page 46 • Remember that the order of the options (e.g. A-F) may be different from
what you hear.

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Question 1 Questions 2-5

Choose TWO letters A -F . Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.
What were the TWO main problems
with the first part of Eliot’s essay? Captive breeding
A insufficient research Introduction
B lack of organisation • a 2 .................................of captive breeding
C lack of concrete examples Advantages of captive breeding programmes
D narrow focus • allow preservation of species from extinction
E inclusion of irrelevant material • could give new function for 3 .................................. in
F insufficient supporting evidence future
• allow reintroduction of species into wild
T IP Where there are two answers
for a single question, remember to Disadvantages of captive breeding programmes
write both answers next to that • captive breeding is 4 .................................
question number when you transfer
your answers. • psychological effects of captivity
• danger of 5 .................................for captive animals
• poor success in reintroduction to wild

CLASSIFICATION 3 In classification questions, you have to match points from the listening to a
QUESTIONS short set of general groups or classes, usually three or four. The points will
be numbered in the same order as you hear them.
a Look at the instructions for questions 6-10. Do you have to listen for:
a) Eliot’s feelings about the subject?
b) research findings about the subject?
b The phrases below come from this part of the listening. Which option (A,
B or C) from the classification task might each phrase relate to?
1 I couldn’t actually find any statistics about ...
2 ... the research suggests this is less crucial.
3 All the data shows that’s absolutely essential.
c Q Now listen to the rest of the recording and complete the task.

Questions 6-10 Write the correct letter, A, B or C next to questions 6-10.

What does Eliot say about the following 6 training in survival skills before release .....
factors related to the release of captive 7 provision of food and shelter after release .....
animals into the wild?
A the data shows that this factor 8 employment and education of the local
is very important community .....
B the data shows that this factor 9 medical screening of animals .....
is less important 10 acclimatisation .....
C no data is available for this factor

► Ideas for speaking and writing page 142

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Focus on w ritin g 1 Describing how something works

Task I How something works Task 1 may require you to describe how something works. To tackle this
► Focus on IELTS pages 13 0 -1 type of task, you first need to understand what the structure or device is
used for. In your description, you should:
1 say what it consists of and describe the most important parts
2 describe the process involved.

UNDERSTANDING 1 Read the instructions for the Writing task below, and look at the diagrams.
THE DIAGRAM Answer these questions to help you understand the process illustrated.
1 What is this structure used for?
2 Where is it built?
3 What three main parts does the structure consist of?
4 What happens to the air when a wave enters the chamber? What is the
effect of this?
5 What happens when the wave flows back out of the chamber?

WRITING TASK 1 Generating electricity from waves

You should spend about

20 minutes on this task.
The diagrams show a
structure that is used to
generate electricity from
wave power.
Write a report for a
cliff or
university lecturer sea wall
describing the information.
Write at least 150 words.
ocean floor

cliff or
sea wall

ocean floor

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MODULEH F U T U R E P R O SPEC TS

ORGANISING 2 a How many paragraphs will you need for your answer? Complete the
THE DESCRIPTION paragraph outline below.

Paragraph 1: Introduction - sag w hat the diagrams show

Paragraph 2: Describe the structure

b What expressions will you use to introduce each paragraph?

c Compare your ideas with the underlined expressions in the sample

answer in Exercise 3 below.

ACTIVE AND 3 W hen describing processes and how things work, we often use passive verbs.
PASSIVE VERBS But be careful, it is very unusual for all the verbs to be in the passive voice.
Choose the correct verb form to com plete the sample answer below.

The two diagrams show how electricity can 1 pro d u ce I be p ro d u ced from the
power o f sea waves.

The process involves a structure which 2 builds I is b u ilt onto the side of a cliff
or sea wall. This structure 3 consists I is consisted o f a large chamber. One end
is open to the sea, and the other leads into a closed vertical column. A turbine
4 is p o sitioned I positions inside this column and this 5 uses I is used to
generate the electricity in two phases.

The first diagram indicates that when a wave 6 is entered I enters the mouth of
the chamber, air 7 forces I is forced up the column. This movement o f air
8 is tu rn e d / tu rn s the turbine, thereby producing electricity.

The second diagram shows that when the wave retreats, air 9 sucks I is sucked
out of the column and chamber. This movement similarly turns the turbine in the
same direction, and this 10 is generated I generates electricity.

In conclusion, ...

WRITING THE 4 W hich o f the following conclusions best summarises the inform ation in the
CONCLUSION diagrams?
In conclusion,
a) ... we can see th a t sea waves can generate electricity.
b) ... we can see th a t this process produces electricity from waves as they
b o th advance an d retreat.
c) ... we can see th a t this stru ctu re is useful for generating electricity.

SPEED WRITING 5 Use the underlined paragraph beginnings to

T IP When you have more
PRACTICE write your own answer to this task. D o not look than one diagram, make
at the rest o f the sample answer. Spend no sure your conclusion
more than 15 m inutes on writing. Then edit relates to the information
in both o r all the diagrams.
your work.

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Focus on reading Locating information; note completion; multiple choice

(single answer)
SKIMMING 1 a Read the title of the text on page 104. Do you think it is ‘inevitable’ that
► Module F page 72 everyone will eat genetically modified food in the future? Do you know if
any of the food you eat now has been genetically modified? If not, would
you like to know?
b Skim the text and choose the best summary of its organisation, A or B.
Spend no more than two minutes on this.
A Specific example + important event -> Disadvantages -> Advantages -»
Return to first example
B Specific example + important event -> Advantages -> Disadvantages
Writer’s opinion
c Why do you think the text starts with the specific example of one small
town, rather than a general statement?

LOCATING INFORMATION 2 In this task, you have to locate information in paragraphs or sections of
the text. You need to be able to identify specific types of information
(e.g. examples, explanations, contrasts).
a Read paragraph A of the text, then look through items 1-8 to find ideas
T IP The numbered
items (questions 1-8) are that match the information in the paragraph. To help you, some key
not in the same order as expressions in the paragraph have been underlined.
the information in the
text. b When you have found a possible item, check that it matches the text
exactly (e.g. if the item refers to a contrast between two things, check that
T IP Some paragraphs the two things are actually contrasted in the paragraph).
may have more than one
matching item.
c Read the rest of the text paragraph by paragraph and complete the task,
following the same procedure.

Questions 1-8
The reading passage has eight paragraphs labelled A-H.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 an example of a part of the world which valued Brazil’s GM-free status
2 an important decision that has been made by Brazilian authorities
3 an account of one organisation’s efforts to reassure the people of Brazil about GMOs
4 the effect on public attitudes to science of the continued ban on some GM techniques
5 the reason why other countries felt threatened by Brazil’s ban on GM products
6 an example of a small community which has, up to now, been free of GMOs
7 a warning about the possible effects of GM technology on the food chain
8 a method of raising awareness of both positive and negative aspects of GMOs

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Genetically modified crops: accepting the inevitable?
A. Cabaceiras is a town of around 5,000 people situated E There are other potential consequences that trouble
in Brazil’s northern state of Para. The people are mostly many in this fragile Amazon region, whose biodiversity is
small-scale vegetable farmers, with specialist, traditional the richest on the planet. Some fear there may be a risk
knowledge handed down over hundreds of years. But of chemical pollution from the products that must be
now the natural purity of their produce is under threat used on the crops. One type of GM maize has even been
from one of the 21st century’s most controversial engineered to be insect-resistant - if a caterpillar eats the
technological issues: genetically modified organisms leaf, the caterpillar dies. ‘Maybe GM crops could be
(GMOs). Previously one of the world’s last major harmful to the forest and the animals that we eat,’ Lilian
agricultural exporters to remain GMO free, the Brazilian suggests. ‘What if an insect eats from the crop, then an
government has now decided to allow the biotechnology animal eats the insect, then we eat the animal?’
industry to sell GM seed to the country’s farmers. F The biotech industry says such fears about GM
B Many people in Brazil feel the acceptance of technology are misguided. Monsanto, the international
transgenic crops is a dangerous move. Before this food biotechnology company, has launched a campaign
decision, Brazil was the world’s largest exporter of in Brazil, costing US$ 2 million, to provide information
GM-free soya. In 2001, sales of this product alone to the public about genetically modified crops. The
earned the country US$ 4.1billion - just under one-third company insists the process that kills the insects is
of the country’s total income from agricultural exports. harmless to humans and that ‘Round-up’ - the herbicide
Its main market was Europe, used on GM crops - is ‘no more
where consumers are still suspicious toxic than table-salt’. ‘We are as
as to whether food species that have close to 100 per cent as science can
been genetically engineered in a ever be that GM products are safe
laboratory may affect their health. for human health and the
Several UK supermarket chains, for environment,’ says spokesman
example, insist on GM-free soya Gary Barton. Monsanto hails the
and refuse to buy from the USA, USA and Argentina - the other
where 69 per cent of all soya crops two largest exporters of soya - as
are GM. examples of agricultural exporters
C European law requires all that thrive on GM crops, whose
produce containing more than one merits it says include increased
per cent of GM ingredients to be resistance to disease, improved
labelled as such. At the time when nutritional value and increased
Brazil was totally GM-free, Adriano levels of production. ‘Three and a
Campolini, policy director of the half million farmers around the
development agency ActionAid, world wouldn’t have adopted
pointed out, ‘Brazil faces pressure biotechnology in their fields if
from countries like the USA and they weren’t seeing any benefits,’
from the biotech industry to come says Barton.
into line. They are afraid that Brazil will have a G It is not just the biotechnology companies that have
competitive advantage because of its GM-free status.’ an interest in Brazil lifting its GM ban, though they will
Fearful that health and safety worries were being undoubtedly reap the biggest profits. Francisco Campos,
ignored, ActionAid joined with other non-governmental a professor of plant molecular biology in the
organisations to stall attempts in Brazil’s congress to northeastern city of Fortaleza, has made his own
legalise GMOs, insisting there must be further research. scientific breakthrough but cannot implement it because
They gained support among rural peasants such as those the embargo has only been lifted on GM soya, not other
who live in Cabaceiras through a public education crops. ‘We need plants to feed animals in order to have
campaign, staging mock jury trials at which scientists, milk and meat. In this region, most of the plants we use
large-scale farmers, peasants and civic leaders alike were for animal food, like cassava and prickly pear, are
invited to debate the case for and against. nutritionally deficient. But we can now insert a gene to
D Even now, small family farmers like Lilian Marques, add nutritional quality. In my laboratory, we have
33, who lives in Cabaceiras with her family, fear GM created our first transgenic cassava like this, but we are
technology could harm them and their businesses. Lilian not allowed to put it to use. This GM ban undermines
is well aware of the possible effects on health of eating the confidence people have in science and its ability to
GM food, but she also has other concerns. ‘I am afraid help feed our nation.’
that the rich farmers will plant GM seed now it is H But the villagers in Cabaceiras are not convinced.
legalised,’ she explains. ‘The wind could bring the pollen Tn my view, people still don’t know if GM seed is good
to our plantation, then it will be as if we have planted or bad,’ says Lilian. ‘Therefore, I don’t want to take
GM seed too. We produce only natural vegetables, yet the risk.’
we could not be sure what we were eating.’

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NOTE COMPLETION 3 This task tests your understanding of the main ideas of part or all of the
text, as well as the way the text is organised. Notes use headings,
T IP Remember, when
w riting notes, you can
subheadings, letters and numbers to show how pieces of information relate
leave out words such as to one another. They may also use special layout features, e.g. indentation.
articles and some verbs
if they are not necessary
a Look carefully at the way the notes are laid out in questions 9-13 below.
fo r the meaning. 1 What are the two main subheadings?
2 How many main points are given under the first subheading? How
many are given under the second subheading?
3 What do you notice about the position of the three examples of
benefits given for GM crops on the page?
b Look at the headings again. Use the key phrase GM technology to find the
parts of the text which deal with this topic. What information is given
first in the text, arguments for or arguments against?
c Now complete the exam task.

Questions 9-13
Complete the notes below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Arguments against GM technology Arguments for GM technology
a) health could be affected by eating GM foods a) insecticide and 1 1 .................................
products used on GMOs are safe
b) danger of 9 ..................................from
GM crops being carried to plantations of b) GM crops bring many benefits
non-GM produce. e.g. less danger of 1 2 .................................
c) danger of 1 0 .................................. from more nutritious
products such as insecticides more productive
c) already used by 3.5 m farmers world-wide
d) new type of 1 3 .................................. plant
developed through the insertion of an extra
gene could improve yields of meat and milk
if used as animal food.

MULTIPLE CHOICE 4 Read the last paragraph of the text again. How far do you think Lilian’s
(MAIN IDEA) comment reflects the writer’s message? Now read question 14. Which
► Module G page 90 option, A-D, comes closest to this idea?

Question 14
Choose the correct letter, A, B, C or D.
Which of these statements best summarises the reading passage?
A The concerns of ordinary people about GMOs should not be dismissed.
B The environmental and economic disadvantages of GM use outweigh the advantages.
C Multinational companies should not be allowed to restrict the use of GM technologies.
D Uneducated people should be reassured about the value of GMOs.

► Ideas fo r speaking and w ritin g page 142

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Focus on writing 2 Discussing different views

Task 2 1 Read the Writing task below and answer these questions.
► Focus on IELTS page 54 1 How many opinions should be discussed?
ANALYSING THE 2 Is the thesis-led or the argument-led approach more appropriate for this
QUESTION
question?
► Module C page 42
► Module F page 80 WRITING TASK 2
Some people think that genetically modified (GM) crops are a
positive development. Others, however, argue that they are
potentially dangerous.
Discuss both these views and give your own opinion.
Write at least 250 words.

ANALYSING A 2 Divide the sample answer below into paragraphs.

SAMPLE ANSWER
1 Which paragraph gives the arguments a) against GM crops? b) in
favour of GM crops?
2 What is the writer’s opinion? Where is it given?
3 What recommendation does the writer make?
► Focus on IELTS pages 193-4 Now complete the sample answer with suitable link expressions.
► Module C page 42
CM food products have been at the centre of a global debate for several years.
Some people claim that the genetic engineering of food products brings many
advantages. 1 .......................they argue that food production can be
massively increased by making crops more resistant to pests. 2 .................. ,
they believe that food can actually be improved by adding vitamins or
removing problem genes that lead to allergies, 3 .....................in peanuts.
Fruit and vegetables can 4 .................... last much longer if the gene that
ripens them is modified. 5 .....................they can be stored for much longer
periods and so there mill be less waste. 6 .......................people mho oppose
the midespread use of CM techniques worry that there could be long-term
negative effects. They are concerned that so far the CM industry has not been
able to prove that they are safe. The issue is 7 .....................horn safe such
foods are for humans, 8 ...................... mhat long-term effects they may
have on the environment and mildlife populations. 9 ..................... there is
some evidence to suggest that CM crops may contaminate nearby plants.
10..................... I personally tend to agree mith these concerns. I think
that 11......................there mag be obvious benefits to CM crops,
12.....................they present more potential dangers. Their impact could be
so large and so irreversible that more long-term studies should be carried out
before their use spreads any further.

c Find words and expressions that indicate:

1 positive attitudes to the topic: many advantages, ...
2 negative attitudes to the topic: oppose, worry th at...

SPEED WRITING 3 Now write your own answer to the task in Exercise 1. Don’t look at the
PRACTICE sample answer while you are writing. Spend no more than 40 minutes on
this task.

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Focus on speaking 2 Talking about hypothetical situations

Part 2 Long turn In Part 2 of the Speaking Module, you may be asked to describe a
hypothetical situation: something you would like to do/own/learn if you
could.

EXAMPLE TASK 1 a Look at the possible topics (1-3) and match them to the responses a-c
TOPICS below.
1 Describe someone you would like to meet.
2 Describe your ideal house.
3 Describe something you would like to collect.
a) ... and it would have lots of big windows, because I’ve always loved
light rooms ...
b) ... I’ve always liked different styles of painting, so I would choose
pictures by different artists and I could hang them in different rooms.
c) ... I’ve always admired him ... and I’d love to ask him about how he
kept his humanity during all those years ... And perhaps he could
explain to me how ...

b Which of the underlined structures are used when the speakers are
a) talking hypothetically? b) justifying their choices?

► Focus on IELTS pages 196-7 2 Q Listen to a complete Part 2 long turn and complete the candidate
SAMPLE ANSWER task card.

Describe...............................................................
You should say:

and explain...............................................................

ORGANISING 3 Q Number in order the expressions used by the speaker at different

YOUR TALK stages of the talk in Exercise 2. Then listen again and check.
► Module E page 62 PH Well, the ... I’d really like to be good at is ...
] The places I’d like to do it in are ...
] It’s something I’ve always wanted to do ...
] That would mean I’d have to develop ...
] But also because ...
] And why would I choose this activity?
] And I’d also have to develop ... because that’s something you obviously
need ...

EXAM PRACTICE 4 Now choose a topic from the list (1-3) in Exercise 1. Spend one minute
making notes, then talk for two minutes. Time yourself and record yourself
if you can.

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L A N G U A G E R E V IE W H

1 Topic vocabulary overview c Now complete these extracts using words and
Module H (Focus on IELTS Units 15 and 16) expressions from Exercises la and lb.
included the topics of space, developments that will Speaking Part 2: Something that interested you as
affect our future and research papers. This a child
vocabulary is relevant for all of the IELTS Modules,
Well, when I was a kid I was really fascinated by
a Complete the diagram below, using the jumbled everything I heard about 1 ...................... so
words to produce expressions about space. that’s what I’m going to talk about. My big hero
was Neil Armstrong, who is probably the most
famous 2 .....................ever because of his
3 ....................to the moon. But I don’t think
I’d like to go into space myself. Just the thought
of leaving the 4 .............................. behind
and being up there, 5 ..................... really
terrifies me.

Reading: Developments for the future

In a recent survey, the public were asked which
b Complete each phrase below by choosing the best 6 ................................would have a big impact
word from the boxes. Use each word once only. on their future lives. Surprisingly, it was found
Space that people still worried about
7 ................................and its potential dangers.
astronaut atmosphere alien launch orbit One of the most frequently expressed hopes was
radiation satellite for 8 ................................sources for the future.
1 artificial.................... Inevitably, 9 ................................came high on
2 Earth’s .................... the list, mainly because people thought this
3 rocket .................... would affect several areas of their lives —like
4 ......................civilisation food production with 1 0 ..............................
5 cosmonaut o r .................... and so on. They also expected to see a big role
6 solar.................... for the 11.............................. , especially in
7 i n .................... medicine.
Developments that will affect the future
Listening Section 3: Writing a research paper
crops advances technology bio-tech
Tutor: Well I’ve had a look at how you’ve
engineering alternative
written up your research project, and the first
8 nuclear.................... thing you need to do is to work out what
9 .................... energy your main argument will be and then
10 genetic.................... organise your 12...........................to get
11 .................... industry this across. Of course you’ll need to provide
12 G M .................... 13 ..........................................for each of these,
13 scientific.................... just to show that your ideas are based on
current research.
Research papers Student: Right. I’ve certainly tried to get
definition relevant statistical evidence rate 14 ................................to back up my claims,
points draft but it’s not easy to find, so I’ve included
everything that was available.
14 supporting.................... Tutor: I can tell. You have to be careful to
15 .................... material include only 1 5 ...........................and not
16 .................... data go off at a tangent just because you’ve found
17 accepted.................... something vaguely related.
18 poor success....................
19 first....................
20 key ....................

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 LANGUAGE REVIEW H

d Look back through the units and add more words 3 Linking information
to the diagram and lists. In academic English, sentences are rarely short and
simple. Instead, information is linked within
complex sentences.
2 Probability
► Focus on IELTS pages 205-6 Link the information in sentences 1-8 to make single
complex sentences that avoid repetition. Use the
a Read the pairs of sentences below and put a tick
prompts in brackets at the end of the sentences to
( / ) if they mean the same thing and a cross (X) if
help you.
they are different. Underline any words that make
them different. Example: Europe’s largest and most advanced satellite
is called Envisat. Envisat will be launched
1 a) It is quite probable that we will see a female
this month. ( ,...,)
President in the US before too long.
Envisat, Europe's largest and most advanced
b) There is every chance that we will see a
satellite, will be launched this month.
woman in the White House before too long.
2 a) It is highly unlikely that Belgium will win 1 The satellite is designed to monitor environmental
the next football World Championship. change. The satellite is also designed to monitor
b) It’s quite possible that the Belgians will be pollution, (not only/but also)
the next football World Champions. The satellite is designed t o .....................................
3 a) Brazil is bound to have a strong team. 2 Envisat has taken 14 years to develop. Envisat will
b) The Brazilian team is almost certain to be a transmit environmental data. Envisat will also
strong one. transmit specific data on greenhouse gases and
4 a) I doubt whether we will see more women’s ozone levels, (which/ as well as)
sports on TV in the future. Envisat, which.........................................................
b) It’s quite likely that women’s sports will be 3 The satellite cost £1.4 billion. The satellite is
televised more in the future. equipped with ten different instruments. The
5 a) According to scientists, the climate will satellite will have a ten-year lifespan, (which/and)
definitely get warmer in the long term. The satellite, which.................................................
b) The scientific evidence suggests that 4 It will register minute surface movements. The
temperatures are likely to rise in the long purpose is to give advance warning of natural
term. disasters. Examples of natural disasters are mud­
slides, floods and hurricanes, (in order to/such as)
b Complete the predictions below with the It will register minute surface movements
expression which you think is most appropriate
(both are grammatically correct). 5 The satellite is the size of a large lorry. It will be
1 It is highly unlikely / highly probable that the launched on an Ariane rocket, (which)
whole world will achieve peace this century. The satellite, which.................................................
2 Global warming will possibly / is bound to affect 6 Envisat will orbit the earth 14 times a day. The
every country. orbit will be at a height of 800 kilometres, (at a ...)
3 It’s quite possible / unlikely that the number of Envisat w ill..............................................................
university graduates out of work will increase 7 It will be guided by a team of 50. The team will be
in the next decade. based in the European Space Operations Centre in
4 I am sure / doubt that the cost of living will go Germany. (..., ...)
down in the future. It will be guided b y ................................................
5 The demand for housing in big cities could 8 The satellite will move in a 35-day cycle. The
possibly / will definitely shoot up. satellite will take just three days to draw a
6 There is every chance / no doubt that complete map of the world, (moving)
environmental issues will be given a higher The satellite,............................................................
priority in the next decade.

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PROGRESS C H E C K 4 Modules G and H

1 Vocabulary Human noise may disturb

Rewrite each sentence without changing the whales' 'Love Songs'
meaning, using the word in brackets. Write one word A Whales belt out the loudest songs on Earth -
in each space. the slow, low ballads of blue and fin whales can
1 More species are at risk today than ever before, be heard for several thousand miles. Researchers
(endangered) tracked down bellowing fin whales in the Sea of
We now have........................................... Cortez, and concluded that the songs were
.................... than ever before. breeding displays to 'serenade' females because
2 There is an urgent need for us to take action on a all the singers were male.
b The discovery makes a lot of sense because
global level, (crucial)
fin whales, like blue whales, do not have
.................................................................. for us to
breeding grounds. But they don't need them
take action on a global level.
because they can locate each other with these
3 There is a growing concern about pollution, long-distance calls.
(worried) c The finding raises concerns that rising levels
More and m ore........................................... of ocean noise caused by commercial vessels
and military sonar could interfere with these
4 People generally have very different opinions communications. Since the human contribution
about this topic, (controversial) to ocean noise is dominated by sounds in a
This is generally........................................... similar low-frequency range but produced by
shipping vessels, oil and gas exploration and
5 The evaluation made him feel less confident, military activities, researchers fear the
(undermined) cacophony may disrupt or drown out the ocean
The evaluation........................................... banter of marine animals and could possibly
damage their hearing.
6 Lots of people read this magazine, (circulation) D One study published in Nature in 2000
This magazine........................................... showed that low-frequency active sonar altered
the singing behavior of humpback whales.
Humpback songs were associated with
7 Last week the government lifted the ban on GM
reproduction but it is not clear whether the
research, (go-ahead)
alterations would affect reproduction rates or
Last week the government.................... were needed to compensate for the noise.
.......................................... for GM research.
8 The government still forbids full-scale production
of GM crops in this country, (prohibited) b Find words or expressions in the text associated
Full-scale production of GM crops.................... with:
.......................................... in this country.
1 loud songs: .hdt.WL. ....................... ....................
2 a type of song:.............................................
2 Reading: Locating information 3 communication:....................., ......................
a The reading passage has four paragraphs labelled
A-D. Which paragraph contains the following 3 Writing: Task 2
information?
a Read the Writing task and the sample answer.
NB You may use any letter more than once. Match the opening sentences 1-4 to the correct
1 a description of a change in whale paragraphs A—D. (Ignore the numbered gaps
communications within the paragraphs.)
2 an explanation of the purpose of fin whale
communication We are becoming more and more
3 examples of sources of human noise dependent on machines to function in the
4 a reason why songs are necessary for some modern world. Some people think this is a
species of whale very negative development.
5 a warning about the possible dangers of
human noise To what extent do you agree or disagree?
6 a description of whale communication

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 PROGRESS C H EC K 4

A b Complete gaps 1-6 with the correct linking word

from the box. Remember to add punctuation or
capital letters where necessary.
But this does not necessarily mean that the effects
of our dependence are negative. similarly however examples instead of
yet for instance

c Answer these questions.

In our homes, 1 ................................ washing 1 Which part of the question does the writer agree
machines and kettles and all the appliances we with? Underline the phrases used to express this
take for granted actually save us hours of labour. agreement directly.
2 ................................ in the workplace, 2 Which part of the question does the writer
computers and telephones and all the disagree with? Underline the phrases used to
communication equipment we use form the express this disagreement directly.
whole basis of business and commerce.
3 ................................ of the positive effect of
machines in our lives are endless, whether we 4 Speaking: Part 1
consider transport or trade or any other sector of Read the conversation between an examiner and a
society. candidate. Complete the candidate’s responses using
sentences a-f.
Examiner: Now let’s talk about your future. Where
do you think you will be living in five years’ time?
Perhaps the health problems associated with a Candidate: Well, I’m not sure. 1 ............Who knows?
less physical life style, or the passive nature of That’s something I hope to do in the next few
much of our entertainment can be counted as years. But I suppose 2 ............
disadvantages. 4 ..................................these are Examiner: And what sort of job do you think you’ll
features of modern life that individuals can change have in the future?
themselves. Candidate: Oh, ideally an extremely-well paid one,
with very few working hours! 3 ........ I think I’ll
D definitely have some sort of job, for sure. 4 ............
Examiner: What field do you expect to work in?
In conclusion,.....................................................
Candidate: Oh, 5 ............I’ve always been interested
But without machines, our standard of living, and
in it, and I love it. But I haven’t got much
the economic growth and development of our society
experience yet, so I’ll have to start at the bottom.
would all collapse. 5 ............................... who
6 ............We’ll see.
would want to go back to subsistence farming with
hand-made tools? 6 ............................... a) I’ll probably still be at home, living with my
to turn back history, we should appreciate the family.
many benefits that machines bring. b) But that seems highly unlikely, really.
c) Of course, it’s possible that I’ll get promotion after
a while.
1 I certainly agree about our overall dependence.
d) It’s quite possible that I’ll be in the US.
2 In contrast it is hard to find reasons why our e) There’s little chance of it being such a good one,
dependence on technology is negative. though.
3 It would be difficult to imagine how modern life f) I’ll almost certainly be in IT.
could carry on without all the machinery that we
have come to rely on.
4 In fact, machines have brought benefits to every
aspect of our daily lives.

Ill
M O D U LE 1 Focus on IELTS Units 17 and 18

TRANSPORT
Focus on reading True/False/Not Given; locating information;
diagram labelling
SKIMMING AND SCANNING 1 a Read the title and subheading of the text below.
► Module F page 72 1 What are you going to read about in the text?
2 What do you already know about this issue?
b Skim the text to answer these questions.
1 In which part of the world is the experiment taking place?
2 How many cities are involved?
3 What three general factors are being investigated in the experiment?

DEALING WITH 2 Find explanations in paragraphs B and C for the following expressions. You
SPECIALIST VOCABULARY will need to understand these for the tasks.
1 fuel cell (line 33) 2 zero emission (line 54)

CUTE buses: a new direction for public transport

It seems like a normal bus, except that it moves
almost silently, and it does not give off any
exhaust fumes. Instead, a small cloud of white
steam emerges from the roof. But this is no
ordinary vehicle. It is part of an experiment that
could revolutionise public transport in our cities,
providing sustainable, non-polluting transport
from renewable energy resources

A Urban transport is a major problem in the countries order to do this, the nine participating cities have
of the European Union, where over 75% of the each been supplied with three buses which are
population lives in towns and cities. It is becoming powered by hydrogen rather than by diesel fuel. The
increasingly difficult to reconcile individual needs and buses, produced by Mercedes Benz Citaro, contain
expectations of personal mobility with the preservation tanks of compressed hydrogen in the roof, which supply
of the fabric of our cities and with the quality of life of fuel cells. Here, the hydrogen molecules are split line 33
their inhabitants. Transport is already one of the chief and electricity is produced to power the bus, together
contributors to health and environmental problems in with pure water which escapes into the atmosphere as
urban regions, and increasing levels of congestion steam. The buses only need refuelling once a day and
mean that in some cities the average speed of traffic at can travel at speeds of up to lOOkph.
peak times is slower than it was in the days of the C The nine participating cities vary widely in their local
horse and cart. In addition, exhaust fumes are a major conditions and the type of operating systems they use,
contributor to rising levels of CO2 emissions in the allowing data to be collected and comparisons to be
atmosphere, as well as being a source of carbon made between the different systems. One decision the
monoxide and particulate matter. With experts transport authorities in each city have to make is the
forecasting an increase of 30% in the total number of source of the hydrogen they use for fuel. This may be
kilometres travelled by 2030, urban transport systems produced either from renewable resources, or from
have to face the challenge of meeting citizens’ needs fossil fuels. At present only around 40% of the energy
for mobility through the development of innovative and required for the production of hydrogen on the project
sustainable methods of transport. comes from renewable resources such as wind power.
B To address this problem, the European Commission Amsterdam and Hamburg both use energy from this
has allocated €18.5m to a project entitled CUTE (Clean source to produce the hydrogen for their buses.
Urban Transport for Europe), one of the most Stockholm also uses a renewable resource, in this case
ambitious experiments in energy and transport taking hydro power, while Barcelona profits from its high
place today. The aim of the project is to investigate the number of hours of sunshine to make use of solar
role that hydrogen and fuel cells could play in providing power. In cases such as these it may be possible to
a safe, clean and efficient means of public transport. In have a zero emission system, with no harmful line 54
by-products given off at any stage of the project. in summer they have to be able to contend with the hot
However, other cities such as Porto and London use climate in addition to this. Bus transport in Porto also
natural gas or other non-renewable resources to has to cope with extreme geographical conditions since
produce the hydrogen. the city is built on a steep hillside, and the same is true
D In addition to deciding on the means of production, of Luxembourg and Barcelona. In Stuttgart, on the
the cities also have to decide on the location where the other hand, which has a widespread population, the
production of hydrogen is to take place. The on-site buses’ ability to travel long distances is tested.
production of hydrogen removes the need for its F The overall remit of the project therefore involves
transportation by truck in liquid or gas form, which is comparison of performance and costs involved in three
again an advantage in ecological and financial terms; main areas: the production of hydrogen, the
this solution is used by several cities including Madrid. organisation of infrastructure (for example, the location
In London, however, in order to make the hydrogen of hydrogen refilling stations), and the use of the buses
available to other users, the authorities decided against in varying operational conditions. There is still some
on-site production, so the hydrogen production plant is way to go before hydrogen buses will be replacing
some way from the bus depot. ordinary public transport on a large scale - at present
E The varying geographical and climatic conditions of running costs are ten times higher, which does not
each city also allow information to be collected on a make them a commercial proposition - but it is
range of operating conditions for the buses. In some beginning to look as if the days of the diesel driven bus
cities, such as London, buses have to be able to are numbered.
perform in congested traffic, while in Madrid and Porto

TRUE/FALSE/NOT GIVEN 3 Look through questions 1-9 below and complete the tasks.
► Module E page 66

Questions 7-5
Do the following statements agree with the information given in the reading passage?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 Traffic may cause problems both to city buildings and to residents.
2 The most efficient way to solve urban transport problems is to increase the use of public transport.
3 The chemical reaction which produces power for the hydrogen bus takes place in the fuel cell.
4 The authorities in each city are responsible for the initial collection and analysis of the data.
5 The nine cities in the CUTE project have zero emission systems for their hydrogen buses.

LOCATING INFORMATION • Read the text paragraph by paragraph.

► Module H page 103 • Look through the list of items to find matching information.
• Remember that you are looking for a specific type of information (e.g. a
contrast, reason, etc.).

Questions 6-9
The reading passage has six paragraphs labelled A-F.
Which paragraph contains the following information?
NB You may use any letter more than once.

6 a contrast between the two main methods of hydrogen production

7 a reason why hydrogen powered buses may not be widely used for some time
8 a comparison of traffic conditions in the past and present
9 a justification for the transportation of hydrogen by road to refuel London buses

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MODULE I T R A N S P O R T

DIAGRAM LABELLING 4 In this task, you have to label a diagram using words from the text.
► Focus on IELTS page 143
a Look at the notes on the diagram below. Use the place names to help you
locate the information you need in the text. (The names may occur more
than once.)
b Read the sections you have marked carefully and complete the task.

Questions 10-14
Complete the labels on the diagram.
Choose NO MORE THAN THREE WORDS FROM THE PASSAGE for each answer.

HAMBURG--------------------
AMSTERDAM ----------------
Both use 1 0 .....................
as renewable source of energy

STOCKHOLM
LONDON-------- Hydro power
Finite resources used for hydrogen
used for hydrogen production
production,
e.g. 1 1 .................
LUXEMBOURG
Buses operate in
difficult
MADRID------------- 1 4 .....................
Most hydrogen made
1 2 ..................... STUTTGART
to avoid need for Buses operate over
transporting fuel long distances

PORTO
Buses operate in hot
weather, on steep hills
BARCELONA
and in 1 3 ...................
Solar power used for
hydrogen production

GRAMMATICAL LINKS 5 To answer some of the questions in the exam task above, you needed to
► Focus on IELTS pages 22 understand grammatical links such as adverbs and personal pronouns. This
and 193 is an important reading skill for IELTS.
Look back through the text and highlight what the underlined words
refer to.
1 it (paragraph A) 6 these (paragraph C)
2 Here (paragraph B) 7 its (paragraph D)
3 they (paragraph C) 8 this solution (paragraph D)
4 This (paragraph C) 9 this (paragraph E)
5 this source (paragraph C) 10 the same (paragraph E)

► Ideas for speaking and writing page 142

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 M O DULE I T R A N S P O R T

Focus on speaking 1 Talking about problems

Part 2 Long turn In Module E page 63, you did a Part 3 Speaking task involving discussion of
problems and solutions. You could also be asked to talk about a problem in
Part 2.

ANALYSING THE TASK 1 Read the candidate task card below and number the prompts you need to
talk about.

Describe a transport problem in your town/city.

You should say:
what the problem is
what the causes are
how it affects you
and explain how you think it might be solved.

ORGANISING YOUR TALK 2 a Q Listen to a student talking about this topic. Note down the key
information given for prompts 1-4 on the task card.

(1) (2) (3) (4)

b Q Listen again and fill the gaps in the sentences the student used to
introduce each section.
1 Well, in my city, I th in k ...........................................................................
is the poor bus service.
2 I think the reason w hy.............................................................................
is because ...
3 I ................................................ so it means I have to leave early ...
4 In term s..................................................... .. well, I know it’s not easy.

EXAM PRACTICE 3 a Use the candidate notes below to help you talk about another transport
problem. Remember to talk for two minutes.
T IP When discussing
problems of this kind,
the prefixes over- and
7 Problem: using local trains, long ticket queues, dirty trains,
under- are very useful,
e.g. overcrowded. overcrowded
2 Causes: ticket offices understaffed, train service underfunded
3 Affects me: neveryet a seat, uncomfortable, makes me stressed
4 Solutions: Govt, should invest more, newer trains, more staff, better
ticketing systems, etc., more trains in rush hour

b Now spend one minute making your own notes on the task in Exercise 1.
Use them to talk for two minutes on the topic. Record yourself if you can.

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MODULE I T R A N S P O R T

Focus on speaking 2 Developing a discussion topic

Part 3 Discussion 1 a For the Part 2 task in the previous section, you described a transport
TOPIC DEVELOPMENT problem in your town or city. This could be developed in Part 3 to
discuss further transport-related issues.
Look at the typical Part 3 questions below and think about how you
would answer them.
1 Do you think everyone has the right to have their own private
transport?
2 What do you think the effects would be if everybody had their own
car?
3 What measures, if any, should the government take to restrict the use
of private cars?
4 What kind of transport systems do you think might be developed in
the future?
b Can you think of two more general questions to ask about transport or
transport problems?

SAMPLE ANSWER 2 Q Listen to two native speakers answering question 1 in Exercise 1a, and
compare their answers with your own ideas.

GIVING YOURSELF 3 When answering questions on more abstract or general issues, native
TIME TO THINK speakers often use opening expressions that give them time to think, as well
as indicating that they are aware of the complexity of the issue.
Q Look at the expressions in the box and listen to the recording again.
Tick the expressions which the speakers use.

It’s hard to say ... Well, conditions vary ...

It all depends (on the situation) Obviously I ’m no expert, b u t...
Every case is different... I ’m not sure there’s an easy answer (to that).

LOGICAL LINKS: 4 Use the expressions in the box below to complete the following responses to
CONTRAST question 1 in Exercise la.

In the short term ... but in the long term ...

In the case o f... but in the case o f...
On the one hand ... but on the other hand ...

1 It’s a confusing situation:........................................... advertisers persuade

everybody to buy their own car,........................................... we’re told that
private transport is bad.
2 I think everybody does have the right to private vehicles
.......................................... bicycles,.............................................cars there
are a lot more problems.
3 ........................................... I think everybody should be able to have their
own transport,........................................... that situation can’t be
sustained.

EXAM PRACTICE 5 Now answer questions 1-4 in Exercise 1 with your own ideas, using the
language you have practised in Exercises 2 and 3. Record yourself if you can.

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 M O D U LE I T R A N S P O R T

Focus on listening Flow chart completion; summary

Section 4 Remember in Section 4 there is no break in the recording, so look through
PREDICTING THE TOPIC all the questions in the time you are given before the recording starts.

1 Look at questions 1-10 in the exam task below and on page 118. What is the
lecturer likely to be discussing?
a) different types of tourism
b) good and bad effects of tourism
c) the history and development of tourism

FLOW CHART COMPLETION 2 Flow charts are a way of summarising the different stages of a process in the
► Focus on IELTS page 146 form of a diagram. You need to listen carefully for words that signal the
different stages.
IDENTIFYING THE You will hear the following signalling phrases during the first part of the
STAGES OF A TALK lecture. Number them in the order in which you expect to hear them.
] As tourist development begins to increase ...
] Doxey identifies four stages.
] If development continues to increase, ...
| He calls the first stage ...
] ... in the final stage of the model ...

EXAM PRACTICE 3 Q Now listen to the recording and complete both tasks.

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 MODULE I T R A N S P O R T

SUMMARY COMPLETION • Read through the summary and think about what sort of information is
► Module G page 94 required.
• Listen for key words and parallel phrases.
• Check that the words you choose are grammatically correct.

Questions 6-10
Complete the summary below.
Write NO MORE THAN THREE WORDS for each answer.

Criticisms of Doxey’s model

The model has been criticised as giving a 6 ......................view of
the effects of tourism, because it is unidirectional. It is also rather
oversimplified - in fact 7 .......................are more complex and
varied.
Positive effects of tourism
Tourism may give tourists increased understanding of other societies
and cultures, and in the host community it may lead to the
revitalisation of 8 ......................... Tourism may also help groups and
individuals by creating new jobs for 9 .......................and by
encouraging people who work in tourism to leam 1 0 ........................

USEFUL VOCABULARY: 4 This recording and task use quite formal academic language. Find academic
ACADEMIC LANGUAGE expressions in the summary task above which mean:
1 just going one way
2 complicated
3 more
4 those living in tourist centres
5 redevelopment
6 making

► Ideas fo r speaking and w ritin g page 142

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 M O D U LE I T R A N S P O R T

Focus on w riting Describing information from tables

Task I Tables Tables compare data and may also show changes over time as well. They are
► Focus on IELTS pages 67-8 often used when there is quite a lot of information, so it is important to
select the key features to describe.

UNDERSTANDING 1 Read the Writing task below and look at the table. Answer these questions
THE DATA to help you understand the information given.

T IP The way information

1 What two main areas does the table give figures for?
is ordered in the table 2 How is each main area subdivided?
(i.e. left to right and top to 3 What main difference do the figures show within each area?
bottom) will help you to 4 How many years does the table deal with?
understand it.
5 What are the main trends over time?
► Module A page 12 6 What kind of language can you use when describing the data?
► Module B page 25

WRITING TASK 1
You should spend about 20 minutes on this task.
The table below gives figures fo r student applications and
acceptances fo r UK university courses in the field o f tourism,
transport and travel.
Write a report fo r a university lecturer describing the
information below.
Write at least 150 words.

Student statistics for university courses in tourism, transport

and travel, 2000-2002
Applications Acceptances
year men women men women % of total
2000 3,400 900 550 150 15.5 %
2001 3,200 800 600 200 20 %
2002 2,750 750 580 170 21.4 %

ORGANISING 2 You should try to group the information rather than describing every piece
THE DESCRIPTION of data.
Complete this paragraph outline for the Writing task in Exercise 1.

Paraqraplv 1: Intro d u ce information*

Paragraph* 2: Describefigures a n d trends rela ted to
Panasjrapk* 3 :..............................................................
Pana^rapf* 4 :..............................................................

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MODULE I T R A N S P O R T

REWORDING THE 3 U nderline the m ost appropriate word(s) to complete this introduction to a
INTRODUCTION sample answer.

T IP Remember not to
copy your introduction The table concerns university courses 1 in the field of/related to tourism,
from the task: paraphrase transport And travel in the UK. It show’s 2 decreases/changes/increases
instead. in the 3 num bers/proportion/percentage of 4 applicants/male and female
students Applying for And being Accepted on such courses 5 between/from
2(W And 2002.

DESCRIBING THE DATA 4 a Use the inform ation in the table in Exercise 1 to complete these sentences
with a word or num ber.
1 In all three years, m o re ........................ applied for such courses than
........................ , although their num bers.......................considerably, from
3,400 in 2000 t o .......................in 2002.
2 F em ale........................ reached little m ore than a quarter o f the figures
f o r ........................ in 2000 and 2001, and th e y ........................ to 750 in
2002.
3 Total applications.......................during the period.
4 Many m o re .......................a n d ........................ applied for these courses
than were accepted throughout the three years.
5 However, t h e ........................ o f applications which were accepted
........................ from about 15% in 2000 to o v e r........................ in 2002,
even though the total n u m b e r.......................only slightly.
6 Many m o re ........................ were accepted t h a n ........................ in all three
years.
7 While total applications....................... t h e ..........................of those
accepted.......................considerably.

b Now look back at your paragraph outline in Exercise 2, and group the
sentences into paragraphs 2, 3 and 4.

c Decide which o f the sequencers in the box below you could use to start
each paragraph.
Example: The table shows = start of introduction

Overall, Firstly, we can see that with regard to applications,

The table shows In terms o f acceptances,

REFERENCE LINKS 5 To link ideas in a text and avoid unnecessary repetition, w riters use a
► Focus on IELTS pages 193—4 variety of reference links.
Find the words in italics in sentences 1-7 in Exercise 4 and write down what
each refers to.
1 such (co u rses)................. 6 the three years
2 their n u m b e rs.................. 7 w h ic h ..............
3 th e y ....................... 8 all three years .
4 the p e rio d ....................... 9 th o s e ...............
5 these co u rses....................

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 MO D U LE I T R A N S P O R T

SPEED WRITING PRACTICE 6 Now do the Writing task below. Remember to include editing time in the 20
minutes given. Remember:
• Don’t copy your introduction from the Writing task.
• Briefly describe the main features or trends and use figures to support
these. Don’t describe every change.
• End with a summary of the data.
• Write at least 150 words.

WRITING TASK 1
You should spend about 20 minutes on this task.
The table below gives information about the use o f different
inodes o f transport in Shanghai in 1996, and one possible
projection (high motorisation scenario) fo r their use in 2020.
Write a report fo r a university lecturer describing the
information below.
Write at least 150 words.

Percentage of passenger kilometres by different modes of

transport in Shanghai
Mode of Transport 1996 2020 (projection)
walking 7% 3%
bicycle 27% 3%
scooter 12% 7%
bus 39% 22%
train - 13%
car 15% 52%

► Answer Key page 170

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L A N G U A G E R E V IE W I

1 Topic vocabulary overview c Now complete these extracts with appropriate

Module I (Focus on IELTS Units 17 and 18) dealt phrases from Exercise la.
with topics relating to transport and tourism. Listening Section 4: Facing transport problems in
a Complete each phrase below by choosing the best the 21st century
word from the boxes. (All the phrases are found Notes:
in Focus on IELTS Units 17 and 18 and/or
main source of atmospheric pollution in cities:
Module I.)
1 ...................... fumes from motor
Transport 2 .....................
congestion construction efficient exhaust Sao Paolo: long delays on roads because of
helicopter bicycle lanes overstretched traffic 3 .....................and 4 ....................... so
pedestrians speeding steamship traffic rich people travel by 5 .....................
truck vehicles zero Solution to transport problems is not
6 ...................... of new roads
Types of transport Bogota: new and 7 .....................public
1 .................... 1 , , , transport system has revitalised city centre
5- wheeled 5 .....................
3 .................... Speaking Part 2: Something I bought on holiday
4 ....................
Candidate: One thing I’ve bought which I like
Traffic problems very much is the rug which I have on the
6 ..................... fumes floor in my bedroom. I got it when I was in
7 increasing levels o f .................... Turkey last year. I went there in winter so it
8 .................... jams wasn’t the tourist 8 ................. and a lot of
9 dangerous driving, e.g...................... the shops were closed, but one was open, so I
10 .................... public transport systems went in. It was just a little shop but it was full
11 danger t o .................... of carpets and rugs - carpet making is a
Possible solutions 9 .................... craft in Turkey. I hadn’t really
12 b u s.................... meant to buy anything, but I’m glad I did
13 .................... of more roads because it’s a nice 1 0 .....................of my
14 .................... emission fuels holiday. I like it because ...
15 .................... public transport
Writing Task 2: Effects of tourism
Tourism
The way that people spend their leisure time has
community impact long-distance season been transformed by the increasing popularity
souvenir tourists traditional of 11............................... travel. The drop in
the price of air fares has meant that people can
16 th e ......................of tourism
travel to faraway places for their holidays. This
17 the h ost....................
has both good and bad effects. Tourism may
18 an influx o f ....................
provide employment for people in the host
19 ..................... crafts
12...................... but at the same time it can
20 th e ......................trade
have a negative 13...................... on the
21 ......................travel
environment and local way of life.
22 the tourist....................

b Look back through the units and add more words

to the lists. 2 Word pairs with related meanings
In academic English, some pairs of words with the
same form, e.g. both nouns or both adjectives, are
regularly used together.
Find the correct ending for each sentence from the
list (a-j) and then underline or highlight the pair of
related words.

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 LANGUAGE REVIEW I

Example: Our city is an excellent place for research 6 For the sustainable development of transport
into new types of transport because policies, it is necessary to consider
of its varying geographical and . environmental disasters/causes/issues such as
1 In order to solve our city’s traffic problems, we prevention of pollution.
need to develop innovative and ... 7 The initial collection/contact/period of the data
2 We need to convince those in government and ... on the European transport project is carried
3 To make the right decision, very careful out by the local authorities.
comparison of performance and ... b Read each sentence again and underline the
4 Any proposals must take people’s individual needs adjective that precedes the nouns in italics.
and ...
1 What ending do all the adjectives have?
5 It will first be necessary to agree on the formal
2 What is the noun form of each of these
terms and ...
adjectives? (Note: some adjectives may have
6 It may take several months for the planning
more than one related noun form.)
and ...
7 Designers have to consider not just the practical
aspects of the transport system, but the views 4 Spoken language: Giving yourself thinking time
and ... a Complete the gaps in these extracts from a Part 3
8 As well as this, the environmental and ... Speaking task. The first letter of each word has
9 Better systems of transport will benefit both been given.
groups and ...
1 Examiner: So do you think tourism has
a) behaviour of its potential users. benefited the area where you live?
b) climatic conditions. Candidate: It’s h......................to say. In some
c) conditions of the project. ways it has, I suppose.
d) costs is necessary. 2 Examiner: Do you think there’s a danger that
e) design stages of the project to be completed. tourism will destroy the traditional way of
f) expectations into account. life of some cultures?
g) individuals. Candidate: Well, it all d......................o..........
h) industry that changes need to be made. the situation.
i) social costs of the scheme have to be evaluated. 3 Examiner: How do you think tourism is likely
j) sustainable methods of transport. to develop in the coming years?
Candidate: Obviously I’m no e.................... ..
3 Adjective-noun collocations but I think there will be big changes.
4 Examiner: What do you think can be done
a In the sentences below, all three nouns in italics
about the problems caused by the escalation
can collocate with the preceding adjective, but
of tourism?
only one makes sense in the sentence as a whole.
Candidate: I’m not sure there’s an e..........
Underline the correct noun in each case.
a.....................
1 Unfortunately, the local authorities/people/
trains are very unreliable, so most people travel b Now choose one sentence from the list a-d below
by car. to continue each of the candidate’s responses.
2 If congestion problems affect bus services, the a) For example, people may want more leisure
most practical effect/use/solution is usually to facilities - clubs and shops and things like that.
introduce special bus lanes. b) In some cases there’s certainly a risk that this
3 The flowchart is a theoretical claim /model/ will happen, but I don’t think it has to.
problem of traffic patterns which can be c) It would be very hard to reduce the numbers of
applied to a number of real-life situations. tourists, but it’s also hard to see how to solve
4 The hydrogen bus is not yet suitable for use on the problems they cause.
a commercial scale/centre/sector as its running d) It’s meant there are extra jobs for people, in
costs are still high. hotels and restaurants, for example.
5 Electricity to power the bus is produced by
means of a chemical reaction/industry/test in
which hydrogen molecules are split.

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M ODULE J Focus on IELTS Units 19 and 20

APPEARANCES
Focus on listening Sentence completion; multiple choice (single answer)
Section 4 1 a Look at the illustrations below. They show the portraits of a man and a
PREDICTING THE TOPIC woman who lived the Fayum area of Egypt between 80-100 a d , together
with modern reconstructions of their faces.
1 What similarities and differences can you see between the portraits and
the reconstructions?
2 How do you think the reconstructions were made?

b Look through questions 1-10 in the exam task on page 125. How does
the topic link to the pictures above?

SENTENCE COMPLETION 2 In this task, you have to complete a set of sentences based on all or part of
the listening text. The sentences are related to the main ideas in the listening
text.
PREDICTING POSSIBLE a Read through questions 1-6 again and underline key phrases. This will
ANSWERS give you an idea what to listen for.
► Focus on IELTS page 20 b Think about what is needed in the gaps.
TIP Listen carefully to 1 Which gap could be filled with the name of a place?
check w hether a singular 2 Which gap probably needs an adjective?
o r plural w ord is 3 Which gap(s) may need a short phrase? (Remember that this must be
required. three words or fewer.)

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 M O D U LE] A P PE A R A N C E S

EXAM PRACTICE 3 Q Now listen to the recording and complete both tasks.

Questions 1-6
Complete the sentences below.
Write NO MORE THAN THREE WORDS for each answer.
1 After 322 b c , many people came from .................................to settle in the Fayum.
2 The new inhabitants of the Fayum introduced the custom of placing a picture.................................
of the mummy.
3 The pictures were made of coloured.................................spread onto a wooden board.
4 William Petrie believed the pictures were painted.................................of the person.
5 He said the pictures were unusual because of th eir.................................style.
6 The pictures may have originally been displayed.................................of the people they showed.

MULTIPLE CHOICE (SINGLE ANSWER)

► Module F page 76

Questions 7-10
Choose the correct answer, A, B or C.

7 The reconstructions of the faces were 9 The portrait of the woman

mainly based on A has unusual features for a woman.
A the original portraits of the mummies. B suggests a particularly strong
B models of the skulls of the mummies. personality.
C the X-rays of the mummies. C is very similar to the model.

8 In the man’s portrait, the dark shadow 10 The speaker concludes that both portraits
around his chin A are individual adaptations of a
A would make him identifiable as an standard.
individual. B were probably painted by the same
B suggests the artist was not trying to person.
flatter him. C are rather untypical of their genre.
C shows this is a different person from
the reconstruction.

TRANSFERRING 4 When you have finished the IELTS Listening Module, you have ten minutes
YOUR ANSWERS to transfer your answers to the answer sheet. As you transfer your answers,
check that you have not made mistakes with spelling or grammar and that
T IP As you copy your
answers, check that you
you have not written any unnecessary words.
are writing next to the Look at your completed answers above. Answer these questions.
correct number.
1 What is the maximum number of words you are allowed for each of
questions 1-6?
2 For questions 7-10, what should you copy onto your answer sheet?

► Ideas fo r speaking and writing page 143

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M O D U LE] A P P E A R A N C E S

Focus on reading Multiple choice (single answer); flow chart

completion; short answers
SKIMMING AND 1 a Read the title, subheading and the first two paragraphs of the text to find
SCANNING out what it is about. Answer these questions.
1 Which words in the text mean:
a) a substance that carries genetic information specific to each
individual?
b) scientific techniques used for solving crimes?
2 How can DNA be used at present to help the police in criminal
investigations?
3 What information might a DNA sample be able to provide in the
future?

b Skim the rest of the text to find out which paragraphs deal with these
topics.
1 Hair colour Paragraph(s)
2 Facial features Paragraph(s)
3 Eye colour Paragraph(s)

c Underline or highlight the organisations named in this text.

Getting the was introduced, forensic scientists have

wondered how much a DNA sample on
its own could tell them about what a
no such thing as a single gene for
blonde hair that could be turned into a
simple test, for example. It's the same

picture from criminal might look like.

C Scientists have already had some
success with predicting hair colour from
with eye colour.
D But biotechnology firm DNAPrint
Genomics of Florida, USA, is having a
DNA samples. For example, crack at both problems. As a starting
researchers at Britain’s Forensic point, research was carried out using
Science Service (FSS) have developed mice to discover the genes that
a DNA test which will tell with 98% controlled eye colour. Similar sequences
Working out what someone looks accuracy whether or not someone has in human DNA were then investigated,
like from only a DNA sample is no red hair. However, the red-hair test is of and ten possible genes were found.
longer science fiction. You’d be limited use in Britain, where only 6% of Next, the DNAPrint researchers took
the population are red-headed. What DNA samples from 500 volunteers and
surprised what forensics experts can
about blonde, brown and black-haired recorded their eye colours. They then
already do, says Clare Wilson.
criminals? Hair colour is usually applied a technique called SNP
determined by the cumulative effect of mapping to see if they could discover
A At present, if police find DNA which several genes, so unfortunately there’s any correlations between the two. (SNP
could be that of the criminal at the stands for ‘single nucleotide
scene of a crime (for example in blood polymorphism’ - a single ‘letter’ change
or hair), standard forensic techniques in the genetic code. These variations
can help in two ways. If there’s a account for most of the genetic
suspect in custody, the police can see if differences between individuals.) The
their DNA matches the ‘crime stain’, as researchers sequenced the ten possible
it is called. Or in the absence of a genes from each volunteer, then sifted
suspect, they can see if it matches the through the sequences looking for
DNA of any known criminal held in their SNPs. They found 50 in total. Then they
archives. set computers to work out how the
B Both techniques have proved their SNPs correlated with eye colour. Of the
worth in criminal investigations. But ten genes, they found that only four
what if there’s no suspect and no match really matter. By looking at these, they
in the archive? Ever since DNA testing can classify someone as having dark

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 M O D U LE J A P P E A R A N C E S

eyes (black and brown), light coloured shape into distinct features such as horribly complicated, but the project is
eyes (blue and grey), or hazel eyes nose curvature or chin clefts, and making some progress. In one study of
(greenish-brown) - with 97% certainty. correlate them to DNA sequences. But 535 mice, it has identified genes for jaw
they made little progress. Just as with shape, jaw size and jaw symmetry and
E DNAPrint is now applying exactly the
eye colour, there is no one gene for a found two basic patterns resulting from
same technique to hair colour,
big nose, so the enormous complexity of the combination of these genes.
identifying possible genes and looking
the task defeated the researchers.
for SNPs. Representatives say they H The UK-based human rights group
When the lead scientist retired, the
have made some headway and can known as ‘Liberty’ has concerns, saying
project was wound down without
classify people into one of three groups drawing any firm conclusions. that the existing tests are not yet
- blonde, brown or black-haired - with sufficiently conclusive to be used as a
G But the idea of finding genes for
some accuracy, from their DNA alone. basis for arresting suspects. Certainly,
facial features isn’t dead. Many of the
F Back in Britain, the Forensic Science genes never tell the whole story with
genes involved are common to most
Service has also been pursuing the physical characteristics - environment
mammals. So a gene for a large jaw in
genetic basis of facial features. A few plays a key role too. Kevin Sullivan,
mice, for example, might very well be
years ago it helped fund a major project from the Forensic Science Service,
found in humans, too. One promising
carried out by scientists at University project has found that mice show points out that when it comes to
College London (UCL). Over several significant variation in jaw shape and someone’s facial characteristics,
months, an exhibit at a London museum size, and has begun to unravel the ‘playing rugby might have more of an
invited visitors to leave DNA samples genetics behind the variation. Project effect on your ear and nose shape than
and have their faces scanned using 3D leader Chris Klingenberg of the your genes.’ But he is optimistic about
surface mapping. About 600 people University of Konstanz in Germany the future of the research. ‘Law-abiding
volunteered. The UCL researchers tried cautions that, as with humans, the citizens don’t have anything to worry
to break down this data on overall facial genetics controlling jaw shape in mice is about,’ he says. ‘But criminals do.’

MULTIPLE CHOICE 2 Now answer questions 1-3.

(SINGLE ANSWER)
► Module F page 73

Questions 1-3
Choose the correct letter, A, B, C or D.

1 What is meant by a ‘crime stain’?

A traces of blood left at the scene of a crime
B DNA belonging to known criminals
C samples of blood or hair in criminal archives
D DNA samples left at the scene of a crime
2 Forensic scientists are interested in finding out
A if the genes responsible for criminal tendencies can be identified.
B how far personal appearance can be predicted from DNA.
C if hair colour could be linked to criminal behaviour.
D whether or not DNA can be used to identify a suspected criminal.
3 What problem do scientists face in developing DNA tests for hair and eye colour?
A the fact that these characteristics are not generally determined by one gene
B the variation in test procedures required for these characteristics
C the fact that these characteristics are not necessarily related
D the variation in distribution of these characteristics from one country to another

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MODULE J A P P E A R A N C E S

COMPLETING A 3 If a text includes a description of a process, you may have to complete a

FLOW CHART summary in the form of a flow chart. A flow chart is a summary of the main
► Focus on IELTS page 75 stages in a process and has arrows indicating the order of the stages.
a Look at the flow chart in the exam task below and answer these
questions.
1 What tells you the general topic of the flow chart?
2 How many stages are there in the process?
HELP
3 Scan the text to find which section the flow chart relates to.
In this case the flow chart b Now read through the flow chart stage by stage. Use parallel phrases to
relates to just one
locate the relevant information in the reading passage, and complete
paragraph.
the task.

SHORT-ANSWER 4 This task usually focuses on identifying factual information in a text. The
QUESTIONS questions are in the same order as the information in the text.
► Focus on IELTS page 138 a Look at the exam task on page 129 to decide what type of information is
required. Which question(s) are asking for:
a) a number? b) an organisation? c) a country?
LOCATING THE ANSWERS b Now use key words to help you find the sections of the text where the
answers are located, and complete the exam task. Use words from the text
T IP In the Reading
Module, sets o f questions
for your answer, and do not change these in any way.
may focus on one section o f
the text, o r the w hole text.

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 M O D U LE J A P P E A R A N C E S

Questions 8-13 11 In which country is research being done

Answer the questions below using NO MORE on mice to find out about genes for facial
THAN THREE WORDS AND/OR A features?
NUMBER for each answer.
12 Which association is concerned about the
8 Which American company is doing research possible applications of the research
on the genetic basis of hair and eye colour? described in this text?

9 How many groups of eye colour can now be 13 Which environmental factor could be
identified through SNP mapping? important in determining your facial
characteristics, according to Kevin
10 Which British institution unsuccessfully Sullivan?
researched data from humans on the genetic
basis of facial features?

► Ideas fo r speaking and w ritin g page 143

Focus on w riting 1 Describing a process

Task I Flow chart Diagrams describing a process are often in the form of a flow chart, which
► Focus on IELTS pages 83-5 shows what happens at different stages of the process.

UNDERSTANDING 1 Look at the process diagram below and answer these questions.
THE DIAGRAM 1 What process does the diagram illustrate?
2 What special workplace is needed?
3 How many pieces of equipment are used in the process?

INTRODUCING 2 If the process you have to describe involves pieces of equipment, it is

THE DESCRIPTION important to mention these.
The following sentences show three alternative ways of introducing a
description of the diagram above, and describing the equipment needed.
Complete each sentence.
1 The diagram shows that in order to produce black and white
photographs, a dark room a n d ................................................................. are
needed, namely..............................................................................................
2 The flow chart shows that the process of producing black and white
photos is carried out in a dark room and involves the use of

3 The flow chart indicates th a t................................................................. are

used in the process of producing black and white photographs:

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M O D U LE ] A P P E A R A N C E S

USING PASSIVE FORMS 3 If the flow chart uses words rather than pictures to explain what happens in
► M odule H page 102 the process, you will probably have to change the form of these words in
your description. When you write your description, you may need to use
passive verb forms.
Complete the following sentences using an appropriate verb from the box in
the passive form. Look back at the diagram to help you.

develop (x2) produce wash view fix rem ove (x2)

enlarge print record dry capture edit

1 Im ages......................... by the camera a n d ..........................onto a film in a

camera.
2 The film ........................ from the camera.
3 I t ..........................in a development tank in the dark room.
4 Negatives...........................
5 The negatives..........................in an enlarger, where the images can
........................ a n d ............................
6 T h ese..........................onto sheets o f photographic paper.
7 The p rin ts........................ , ....................... , .......................... a n d ..........................
8 The finished black and white photos c a n ..........................from the dark
room.

LOGICAL LINKS: 4 You need to use appropriate sequencing links to show the different stages of
SEQUENCERS a process and the order of those stages.
► Focus on IELTS pages 2 1
Rewrite the sentences in Exercise 3 in the form of a paragraph, choosing
and 84 appropriate sequencers from the box. You will not need to use all of them.

in the first stage once/when after/before ... ing

then/next/after this/subsequently finally/in the last stage

DESCRIBING ALTERNATIVES 5 Where there are alternative stages or pathways in a process, this must be
reflected in the description and the language used.

a Look at the extract below and underline the language used to indicate
options.

A t the editing stage, the image can he changed either bg cropping

or bg focusing on one enlarged section. Alternativelg, the image
mag be printed without editing.

b Write two similar sentences using the information below.

Black and white photographs - develop - at a pharmacy
- by a professional photographer
- at home

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 M O D U LE J A P P E A R A N C E S

SPEED WRITING PRACTICE 6 Now do the writing task below (including editing) in 20 minutes.

WRITING TASK 1 Production of photographs using digital equipment

You should spend about 20 minutes

on this task.
The diagram shows how
photographs can be produced
using digital photographic
equipment.
Write a report for a university
lecturer describing the
information.
Write at least 150 words.

► Answer Key page 172

Focus on w ritin g 2 Presenting an opinion (2)

Task 2 Write your answer to the following exam task. Follow this strategy.
SPEED WRITING PRACTICE • Analyse the question carefully.
► Module C page 42 • Decide what approach to follow in your answer (thesis-led or
► Module F page 80 argument-led).
• Organise your ideas into a paragraph plan or outline.
• Write your answer. Remember to develop your main ideas and give
reasons for your opinions.
• Write no fewer than 250 words.
• End with an appropriate conclusion.
• Edit your work.

WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of
the following topic.
In the modern world, the image (photograph or film) is becoming a more powerful
way of communicating than the written word.
To what extent do you agree or disagree?
You should use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.
Write at least 250 words.

► Answer Key page 140

► Assessing your w ritin g page 139

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M O D U LEJ A P P E A R A N C E S

Focus on speaking Practice interview

GENERAL ASSESSMENT In the Speaking Module, you are assessed on how effectively you can
CRITERIA communicate. This means how clearly and fluently you can express ideas
and information, the range of vocabulary and structures you use and how
clear and appropriate your pronunciation is.

Part 1 Interview (4-5 minutes) 1 For Part 1, remember:

► Module A page 16 • Listen to the questions carefully and give relevant answers.
► Module D page 48 • Don’t repeat the questions.
• Extend your answers by giving reasons, examples, etc.
• Use fluency markers to sound natural.
• Use linking expressions to organise your answers.

EVALUATING SAMPLE a Read questions 1 and 2 below and think about how you would answer
ANSWERS them.

1 How do you feel about shopping for clothes?

2 Would you prefer to have a lot of clothes or only a few, better­
quality ones? Why?

b Q Listen to three different speakers, A, B and C, answering questions 1

and 2. Thinking about the general assessment criteria above and the
strategy points, decide which speaker gives the best performance and why.
c Now answer questions 1 and 2 yourself. Record yourself if you can. Listen
to your recording and identify ways in which you could improve.
EXAM PRACTICE d Q Listen to another set of questions and pause the recording to answer
each one.

Part 2 Long turn (2 minutes) 2 For Part 2, you will be given a task card, a pencil and some paper and you
► Module C page 39 will have one minute to prepare.
• Use this minute to make notes that will help you to keep talking for two
minutes.
• Read the task card carefully and identify the different prompts you should
talk about.
• Use clear signals when you move on from one prompt to the next.
• Talk for two minutes.
EVALUATING NOTES a Read the task card below and the notes for the task written by three
different candidates. Which notes do you think are the most useful? Why?

Describe an advertising photo or TV image you have seen and

you think was effective.
You should say:
where you saw it
what it was advertising
what it showed
and explain why you think this photo/TV image was effective.

/ saw an advert for petrol a n d it used a picture o f a tiper. I don't remember

w bat petrol company it was for. The imape o f a powerful, w ild anim al was
used to pive the impression t h a t y

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 M O D U LE] A P P E A R A N C E S

B
te tigre - u n produit de 'Esso' - a !a tele —
L'image d'un anima!puissant - une
compagnie puissante - une avertissement
quifait i!e I'effet - on pensera que !a societe
a les memes traits...

EVALUATING SAMPLE b Q Listen to three different speakers starting to answer the Part 2
ANSWERS task above. Thinking about the general assessment criteria and the
strategy points above, decide which speaker gives the best performance
and why.
EXAM PRACTICE c Now take one minute to make notes on the task in Exercise 3. Then speak
on this topic for two minutes. Record yourself, then listen to check if
your talk is easy to follow.

ROUNDING OFF QUESTIONS 3 At the end of your long turn, you may be asked one or two rounding off
AND SHORT ANSWERS questions.
► Module E page 62 • Listen for the tense in the question(s).
• Give short answers rather than long ones.
• Use idiomatic language where possible.
• Don’t worry if the examiner doesn’t ask you any rounding off questions.
Q Now listen to three possible rounding off questions. For each one, tick
the best answers from a-c.
1 a) No, I never tried it. b) No. c) Can’t remember.
2 a) Yes. b) I doubt it. c) Dunno.
3 a) Not sure, b) No. c) Occasionally, but not often.

Part 3 Discussion (4-5 minutes) 4 In Part 3, the examiner will develop the topic of Part 2 to a more abstract
► Module E page 63 level. The aim is to help you to explore the topic. To do this the examiner
► Module F page 79 will ask you a series of questions. Listen carefully to the questions. (Ask for
► Module H page 98 clarification if you don’t understand.)
► Module 1 page 116 • Notice what time period you are being asked about.
• Use expressions that give you time to think.
• Give reasons for your opinions.
• Try to explore the topic, rather than simply answering questions.
• Give extended answers.

EVALUATING SAMPLE a Read questions 1-3 below and think about how you would answer them.
ANSWERS
1 Some people think advertising can be dangerous. Would you agree
or disagree with that?
2 Do you think that governments should use laws to protect people
from advertising?
3 How will people be able to resist advertising in the future?

b Now listen to a candidate answering the questions. Decide how well

the speaker responds to the questions.
EXAM PRACTICE c Now answer questions 1-3 yourself. Record yourself if you can. Listen to
your recording and think about how you could improve.
d Q Listen to three further questions. Pause the recording to give yourself
time to answer each one.
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L A N G U A G E R E V IE W ]

1 Topic vocabulary overview b Now complete these extracts using words and
Module J (Focus on IELTS Units 19 and 20) was expressions from the completed diagrams. You
about the way things and people look, how our will need to put them in the correct form.
appearance is controlled by our genes, and how the Speaking Part 3: Changes in photography
things we see can be recorded on film.
Examiner: So how is photography different now
a Complete the diagrams below. (All the words are from in the past?
found in Focus on IELTS Units 19 and 20 and/or
Candidate: Well, it’s hard to be sure, but, well, I
Module J.)
think the 1 ............................is making a
big difference, because you don’t have to send
your film away to be 2 ...................... you can
do it at home on your computer ... so you
can 3 ..................... the pictures yourself —to
improve the colour or the composition for
example, or 4 ......................them if you want
bigger pictures, then either make
5 .................... , or just e-mail them to your
friends. And so you’ve got much more control
over how the picture turns out.

Listening Part 4: New directions in science

6 ............................... relates the study of
biological processes to technology. It has
important applications in many fields. One of
them is forensic science. Scientists are now
trying to match particular 7 ....................... such
as eye and hair colour, to specific
8 ...................................If this could be done, it
would allow forensic scientists to predict
someone’s appearance from one
9 .....................- collected from a trace of blood
left by a criminal, for example.

Reading: Neanderthal man

Neanderthals are thought to have died out
around 28,000 years ago. Unlike modern man,
17 Neanderthals had a low sloping 1 0 ....................
with a prominent ridge above the eyes.
The size of the 11...................... indicates that
their brain was of an equivalent size to that of
16 humans, but analysis of DNA extracted from
fossil remains shows important
1 2 .......................................... between
Neanderthals and modern man, and suggests
that we do not descend directly from them.

c Look back through the units and add more words

to the diagrams.

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 LANGUAGE REVIEW J

2 Describing a picture b Now number the sentences in order to make a

In Task 1 of the Writing module, you may have to description of the diagrams, and decide how they
describe a picture of an object or objects. This may should be divided up into paragraphs.
involve describing and comparing shapes and sizes. c Finally, cover up the sentences and write your
Diagram A: Cross-section of a picture frame
own description of the diagrams. Then compare
with the version in the answer key.
frame.

backing 3 Language of research

glass. (wood or cardboard) Passive verb forms may be used in sentences
describing research methods and research findings.
picture or- a Complete these sentences using the correct past
photograph clip
tense form (active or passive) of the verb in
brackets.
1 The results.................................little insight
Diagrams B and C: Front view of two picture frames into the causes of the problem, (give)
-<----- 20cm----- ► <----- 19cm----- ► 2 Later on, the same techniques
.......................... to a new set of data,
(apply)
3 The research.................................in the
identification of several key factors, (result)
4 The correlation between these two sets of
figures................................. (investigate)
5 Over 1,000 results............................... ..
although not all of them were used in the
a Each of these sentences has one mistake in analysis, (record)
grammar. Find the mistakes and correct them. 6 When the figures were analysed, the results
Use the diagrams to help you. .......................... that the scientists’ previous
] 2| The frame shown in diagram C is also conclusions were mistaken, (suggest)
rectangular, and it is approximate the same 7 The findings.................................conclusive
size, but it is made of wood instead of silver. evidence that the original theory was correct,
P] The frame shown in diagram B is rectangle in (provide)
shape. 8 For several weeks, the researchers
] The frame itself has quite narrow, leaving a .................................through the data looking
large space for the picture inside, and it is for any significant patterns, (sift)
made of silver. 9 The importance of the discoveries
~ | A picture frame is consists of three main parts: .......................... by the amount of media
the frame itself, the glass and the backing. attention that they received, (reflect)
] However, this frame is much more wider than b Read your completed sentences and decide
the first one, so the space left inside for the whether each sentence relates to a) or b) below.
picture is only a fraction of the size of that in
a) how the research was carried out
diagram A.
b) what was found out from the research
The backing, which may be made of wood or
cardboard, held in place by two clips, one at
the top and one at the bottom.
; | It is therefore clear that the first frame would
be use for a large picture, while the second
would be suitable for a small picture.
] Its overall high is 30 cm, and its overall width
is 20 cm.
The glass fits inside the frame and covering the
picture or photograph.

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PR O G R E SS C H E C K 5 M o d u le s 1 and J

1 Vocabulary 2 Reading: Flow chart completion

Read the pairs of sentences below and put a tick ( / ) a Read the text below and find words or phrases
if they mean the same thing and a cross (X) if they which mean:
are different. Underline any phrases which make the 1 the idea on which
meanings different. something is based ...............................
1 a) The research project was wound down in 2 a line which divides
2003. one part from another ...............................
b) The research project was completed in 2003. 3 of the surrounding area ...............................
2 a) The cost of fuel is rapidly diminishing. 4 find (something) difficult ...............................
b) There has been a rapid escalation in the cost
of fuel.
FACE RECOGNITION SYSTEMS
3 a) The book does not discuss the role of
AND THEIR PROBLEMS
environmental factors.
b) The book does not discuss the part played by Face-recognition systems, often based on
environmental factors. closed circuit television systems, have
slightly different methods, but the
4 a) The shopkeepers’ income from the souvenir
principle is broadly similar. The software
trade is dwindling.
takes a digitised image of the face and
b) The shopkeepers’ income from the souvenir
scans the pixels, looking for areas of high
trade is shrinking.
contrast. These usually indicate some
5 a) The results of the experiment were not
kind of boundary: an eye socket, a
conclusive. cheekbone, or the lips, nose or hairline,
b) The experiment was not completed. for example. Once it has identified these
6 a) Researchers have not made much progress in boundaries, the software works out their
finding a cure for the common cold. sizes and positions and converts this
b) Researchers have made little headway in geometry into w hat is called a ‘faceprint’.
finding a cure for the common cold. Photographs of known crim inals are fed
7 a) The rise in tourist revenue is partly accounted into the software and th eir faceprints are
for by the improved tourist facilities in the calculated too. Then the software can
area. monitor live CCTV images for the faces
b) The improved tourist facilities in the area of these people. W hen it discovers a
partly explain the rise in tourist revenue. match, it raises an alarm.
8 a) Recent anecdotal evidence suggests that T hat’s the theory, bu t in the real world
younger people are travelling more than ever it’s not quite so simple. The am bient light
before. level and the quality of image from the
b) Evidence from recent research suggests that cam era can affect the accuracy of the
younger people are travelling more than ever match. The angle a t which the face is
before. presented to the cam era also m atters: if
9 a) As far as your appearance goes, your genes the software can’t find two eyes it will
don’t tell the whole story. struggle to capture a faceprint a t all.
b) Your appearance is not completely controlled The num ber of images in the database
by your genes. also has an effect. Large num bers slow
10 a) The figure shows a cube with sides of 5 cm. down the search for matches, or produce
b) The diagram shows a square whose sides are too m any possible matches.
5 cm in length.

b Complete the flow chart on page 137. Choose NO

MORE THAN THREE WORDS from the passage
for your answer.

136
 PROGRESS C HECK 5

4 Writing: Task 2
Read the task, which requires a thesis-led approach,
and the sample answer below. Six sentences (a-f)
have been removed from the answer. Decide on the
best place for each of the missing sentences.

Some people believe that advances in

technology designed to reduce crime, such as
closed circuit television systems, invade the
personal privacy of innocent people.
To what extent do you agree or disagree?

in recent years great strides have been made in the

application o f technology to the prevention o f crime and
the capture o f criminals. ( 1 ............ ) DNA testing
means that a single flake o f skin left a t the scene o f a
crime can be matched against records held o f suspects.
( 2 ........... )
As always cvith any type o f scientific progress,
concerns have been raised about the use o f this
technology. Some people would like to see much stricter
3 Speaking: Part 3 controls put on the use o f such developments, or even

Complete the gaps in the candidate’s response. to see them banned completely. ( 3 ............ )

The first letter of each word has been given. Firstly, these developments mean that genuine
criminals can be apprehended more quickly and
Examiner: What changes do you think we might see
reliably. ( 4 ............ ) In addition, the increased
in tourism in the coming years?
reliability o f such techniques as DNA testing reduces
Candidate: Well, it’s 1 h.................... to say. I mean, the likelihood o f innocent people being convicted and
I think there are all sorts of different directions that punished for crimes they did not commit. ( 5 ............)
tourism is moving in. For 2 e...................... there’s I appreciate that these techniques do to some extent
the whole 3 i.................... of space tourism, tourists affect the personal privacy o f every member o f society.
going up into space, and 4 o.................... that’s all ( 6 ..........)
very expensive and very high-tech. But on the other
5 h..................... there’s the idea of tourists
6 t..................... greater responsibility for the people a) A further point is that the existence of such
and the 7 e.................... of the places they visit, and I techniques acts as a deterrent to potential
think a lot of people are more 8 a.................... of criminals.
things like eco-tourism and 9 s.................... tourism b) For example, CCTV systems and face-recognition
- you know, tourism which doesn’t 10 u..................... software allow computer-based records to be kept
up resources that can’t be replaced. of the faces of millions of people.
c) However, I feel that the positive uses to which they
can be put, as outlined above, outweigh these
dangers.
d) For example, instead of having to search manually
through thousands of photographs, with all the
possibility of human error that this involves, a
computer-based search can be carried out in
seconds.
e) I understand the reason for their concern, but feel
that they are misguided for several reasons.
f) Soon it may be even possible to tell a criminal’s
appearance from a DNA sample.
137
 Assessing your w riting
Task I Look at the Writing task below and compare the two sample answers.

WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below gives information about changes in the birth and death
rates in New Zealand between 1901 and 2101.
Write a report fo r a university lecturer describing the information shown below.
Write at least 150 words.

CD

CD
-C
CO
(D

CU
CD

in

death rates birth rates

SAMPLE ANSWER A
The graph gives information about changes in the birth and death rates in New
Zealand between 1901 and 2101.
In 1901 the birth rate was 20,000 and the death rate was 9,000. In 1961 the birth
rate reached a peak of 66,000 while the death rate was 23,000. In 2001 there
were 55,000 births and 38,000 deaths, and in 2061 there were 60,000 deaths
and 48,000 births.
At the end of the period there were 58,000 deaths and 45,000 births.
Both the birth and death rates changed between 1901 and 2101. Perhaps this was
because a lot of people did not want to hare children.

(105 words)

ASSESSMENT This is a weak answer which would score a low IELTS band. Problems:
• underlength
• introduction is copied from task
• no comparison between figures
• no focus on general trends
• no reference to the future (see projection on graph)
• conclusion tries to explain information rather than summarise it
• poor linking of ideas (only done by time markers)
• limited range of grammar and vocabulary

138
 ASSESSING YOUR W R IT IN G

SAMPLE ANSWER B
The graph shows changes in the birth and death rates in New Zealand since 1901,
and forecasts trends up until 2101.

Between 1901 and the present dag, the birth rate has been consistentlg higher
than the death rate. It stood at 20,000 a t the s ta rt o f this period and increased
to a peak o f 66,000 in 1961. Since then the rate has fluctuated between 65 and 50
thousand and it is expected to decline slowlg to around 45,000 births bg the end
o f the century.

In contrast, the death rate started below 10,000 and has increased steadily until
the present time. This increase is expected to be more rapid between 2021 and
2051 when the rate w ill probablg level o ff a t around 60,000, before dropping
slightlg in 2101.

Overall, these opposing trends mean th a t the death rate will probablg overtake the
birth rate in around 2041 and the large gap between the two levels will be
reversed in the later part o f this century.

(166 words)

ASSESSMENT This is a strong answer which would score a high IELTS band: Good points:
• fulfils criteria for length
• introduction is paraphrased.
• main sets of data are compared and contrasted
• clear focus on the different trends.
• important features of the graph, (e.g. cross-over point) included
• information summarised in conclusion
• well organised information
• range of linkers and referencing expressions
• good range of vocabulary and structures, used accurately

Task 2 Look at the Writing Task 2 in Module J on page 131. Compare the two
sample answers below.
SAMPLE ANSWER A
1 agree that the image is becoming a more powerful wag o f communicating than
the written word in the modern world. Firstlg, pictures are beautiful and can
make us pay attention. Everybody likes to look at images and theg make our
world colourful. And images can show things clearly. We can see the evidence for
something with our own eyes. So images can tell us the truth. We can remember
images more easily than we can remember words. And this is im portant for
advertisers, for example. Theg like to use strong images to make people remember
their products. In conclusion, there are images everywhere in our lives today and
I agree that in the modern world the image is becoming a more powerful way o f
communicating then the w ritten word.

(130 words)

ASSESSMENT This is a weak answer which would score a low IELTS band. Problems:
• underlength
• introduction and conclusion are both copied
• power of the written word not considered
• ideas insufficiently organised, developed or supported
• no clear structure to the argument
• no paragraphing or signalling of stages
• limited range of linkers
• limited range of vocabulary and grammar
139
ASSESSING YOUR W R IT IN G

SAMPLE ANSWER B
In today's world, images in the form of photographs, films and pictures are used
everywhere as a means of communicating with the public. I certainly agree that
such images have become a very powerful means of communication and they are
used in many different sectors to influence, inform and entertain the public.
The media, for example, use images to give detailed information and immediate
impact to their news coverage. Similarly, advertising industries constantly use
images to influence, persuade and make people identify with what they see. The
powerful attraction of images is also evident in the entertainment industry and
even in the growth in mobile phones that can send photos as part of a regular
personal ‘conversation.
However, while it is evident that the image has certainly become a very powerful
way of communicating, that it not to say that it has become more powerful than
either the written or spoken word. Images can be interpreted in a range of
different ways, and because of this they are rarely used alone. Captions, headlines
and written explanations or spoken commentaries almost always accompany the
use of images, whether they are used in advertising or the media. Used alone,
the message of a picture can be notoriously misleading, and is less effective as
a result.
In conclusion, therefore, I only partly agree with the statement. IVhile it is true
that images can send very powerful messages, they are only really effective as
a means of communication when used together with either the written or
spoken word.

(254 words)

ASSESSMENT This is a good response which would score a high IELTS band. Good points:
• appropriate length
• relates the image to the written (and spoken) word
• clear opinion on the issues
• ideas well-supported and developed into an argument.
• clear summarising conclusion
• good organisation with clear paragraphing and logical links
• good range of vocabulary and grammar, accurately used

Now check your own written answers using the same criteria for assessment.

140
 Ideas for speaking and writing
The ideas and language in the reading and listening Listening Sharing a flat
texts in this book can help you with other parts of S W What problems can there be when young
the IELTS exam. Note down useful expressions from people share accommodation? How can these
the texts and use them to help you answer the problems be overcome?
questions below, relating ideas from the text to what
you already know about the subject. MODULE D
S = Speaking. Use these questions for class disussion Listening Music course
or to practise giving short talks on your own. S W How is modern technology changing the way
Record yourself if possible. music is learned, played and enjoyed?
W = Writing. Use these questions to practise
writing. You could write a single paragraph or a Reading Fighting the dust
full 250-word response. S W What problems may be faced by those in charge
of museums and historic buildings? How could
MODULE B scientists help with these problems?
S W What are the different functions that a museum
Reading Light years ahead can have (e.g. entertainment)? Do you think
S Why is solar power a good source of energy in these functions are changing?
countries like Uganda? S W Museums, art galleries and other cultural
S W What are the drawbacks to using solar power as institutions are expensive to set up and to run.
a source of energy in developing countries? How do you think they should be funded? Are
W What are fossil fuels and what problems are they worth the money?
associated with them?
S What are the main sources of power in your Listening Art in Bali
country? S W What is special about the attitude of the people
of Bali to art and culture? How does this
Listening Wind-powered school compare with your country?
S How is the school described in the listening S W How important do you think it is for great
similar to I different from your primary school? works of art or important buildings to be
S How enjoyable was your time at primary preserved in their original form?
school? How useful was the education you
received there? MODULE E
S W How can children at primary school be made
aware of global problems and issues such as Listening Rotorua (New Zealand)
pollution and energy sources? S What is special about the area of Rotorua in
New Zealand?
MODULE C S W Which areas are the main tourist attractions in
your country and why?
Reading Clocking cultures
S W What variations are there in the way time is Reading Eating up the Titanic
viewed in different cultures? S W What is unusual about the bacteria described in
S W In what ways can different perceptions of time the reading text? In what ways are they
lead to misunderstandings between cultures? harmful? How can they be useful?
S How can researchers find out about people’s S W Some people say that the Titanic should be left
attitudes to time? What difficulties might they undisturbed as a memorial to those who died
face? there. Others support the idea of raising the
S W In what ways do you think attitudes to time are ship to the surface. What is your opinion?
changing in your country?
S Is there a difference in the pace of life in
different parts of your country?
W What are the advantages and disadvantages for
a society of living at a fast pace or a slow pace?
(Think about efficiency, safety, health, etc.)
141
IDEAS FOR SPEAKING AND W RITING

MODULE F MODULE H
Reading The knowledge society Listening Captive breeding
S What is meant by the ‘knowledge society’? How S W What are the advantages and disadvantages of
far does the situation described in the reading keeping animals in zoos?
text apply to your country? S W Many scientists fear that large numbers of plant
S W How far do you think that mental work will and animal species could become extinct in the
replace physical work in the next 20 years? near future. Why is this, and what can be done
W ‘Modern technology means that women can now to protect endangered species?
replace men in nearly all jobs.’ How far do you
Reading Genetically modified crops: accepting the
agree? What does this mean for society?
inevitable?
S W What can be done to reduce stress in education
S W What are the main arguments for and against
and work?
genetic modification of crops? What is your
Listening Survey on computer facilities own opinion on this issue?
S What facilities do students need in order to S Are genetically modified crops grown in your
study effectively? Which of these are most country? What do you think about this
important? Which are most expensive? situation?
S W What other things can scientists do now that
MODULE G would have been considered unbelievable a
hundred years ago? How far have these
Reading Bridging the digital divide developments improved the quality of life for
S W In what ways could providing computer most people?
training and equipment for the world’s poor be S W What developments do you expect to see in the
more important than providing food? next 50 years?
S What types of technology do you use that your
parents or grandparents were unfamiliar with?
MODULE I
S How is life in your country being affected by
modern developments like mobile phones? Reading CUTE buses: a new direction for public
S W Some people say that older people are transport
disadvantaged nowadays because they lack the S W Why is public transport so important? What is
ability to use technology confidently. How far needed for a city’s public transport system to be
do you agree? What could be done about this effective?
problem? S W What other methods can be used to relieve
congestion and pollution in city centres, apart
Listening Radio broadcast
from improving buses and bus services?
S In what ways do animals (e.g. whales,
S W How might increases in traffic levels affect rural
elephants, dogs, monkeys, bees) communicate
regions?
with one another or with people? Do you know
W People now expect easy and cheap transport for
of any research that has been done into animal
themselves and for the goods they consume.
communication?
How can this be achieved? Is it a positive
S W Do you think that intelligent animals such as
development?
whales, elephants and chimpanzees should be
treated differently from less intelligent ones? Listening Effects of tourism
S How far does the model of tourism in the
listening match the situation in your own
country, or in other countries you know?
S Would you like to work in the tourism
industry? Why/Why not?
S W In what ways can tourists have a positive or
negative impact on the places they visit?
S W What responsibilities do tourists have in
choosing a place to visit and in the way they
behave when they arrive?

142
 IDEAS FOR SPEAKING A N D W R IT IN G

M O D U LE J
Listening The first portraits
S W Why do you think the first portraits were
painted?
S W Some people say that photographs have
replaced paintings as a way of portraying
people. How far do you agree?
S W The remains of people who lived thousands of
years ago may now be shown in museums
around the world. How far do you think this is
acceptable?
Reading Getting the picture from DNA
S How could the research described in the
reading passage help in tracking down
criminals? Are there any dangers in the way this
research could be used?
S W In what other ways can science and technology
help to control crime or catch criminals?
S Would you be interested in a career in
forensics? Why/Why not?
S W Which of the following types of research do you
think are most valuable? Which are least
valuable? Why?
• sending people to other planets
• finding ways to allow people to live longer
• finding faster ways of travelling
• slowing down global warming
• discovering how the mind works
• finding a way of communicating with
animals

Module E page 64, Focus on reading Exercise 2 ...................... to go through something

a) ......................an organisation that finds and (e.g. the blood vessels permeate the body)
gets back things which were lost or damaged,
e.g. in a disaster _____________ ......................very small living creatures, such
as bacteria and fungi
to eat or drink something
...................... groups of bacteria that
live together
..................... easily attacked or affected
by something
......................metal pins used to fasten other
pieces of metal together

---------------------------
..................... the reddish-brown substance \
~~~----------i-------------
that forms on iron and steel when they
easily broken get wet _______ _________________

143
 Answer keys
MODULE A 4 increased, levelled off a
5 declined f
Focus on reading page 8 6 dipped, recovered d
7 stood c
1 a 1 Text 2 2 Text 1 8 overtook e
2 a Text 1: Important words: obesity (too much fat) and 2
insulin (a hormone which enables the body to store extra
calories as fat) Movement Movement More than one No movement
upwards downwards movement
Text 2: Important words: convenience seekers (happy
heating up meals in the microwave) and casual diners increase decline reach a peak, start, stand
(people who skip breakfast and eat o u t... because they Others: Others: fall, fluctuate, level Others: remain
can’t be bothered to cook) rise, grow drop, off, dip, recover, constant, finish
decrease overtake
b Text 1: Less important: doughnuts (no definition, but
context suggests this is an unhealthy snack food)
3 1 to 2 by 3 of 4 at 5 between 6 at
Text 2 Less important: roast (no definition, but context
suggests this is a traditional way of cooking meat in 4 1 There has been a sharp fall in meat consumption.
Britain) 2 Share prices dipped briefly at the start of the year.
3 There was a dramatic improvement in her fitness level.
3 a 1 Just over one third of the total population of the US is
4 Share prices will recover rapidly next year.
overweight.
5 There has been a steady growth in the use of GM foods
2 Asia and Europe have an equal proportion of obese
in some countries.
children.
3 It is forecast that the proportion of overweight or
obese children in China will reach 20% in ten years’ Focus on w ritin g 2 page 12
time. 1 1 20 years, from 1983 to 2003
4 There is a downward trend in childhood obesity in 2 The percentage of club members who participated in the
some African towns and cities. different activities
5 Insulin levels rise sharply when foods with high levels 3 Participation in swimming, team sports and gym
of starch, sugar and fat are eaten. activities in the sports club.
6 Parents play the most important role in improving 4 Past tense: the period of time is finished
eating habits. 5 Most people did swimming in 1983, but team sports,
b 1,2, 3, 4: A 5: B 6: C then gym were most popular in 2003. Participation in
c 1 NG (we are only given information about children gym and in team sports overtook participation in
and adolescents) swimming.
2 F (Asia lags behind Europe in its obesity statistics)
3 T (10% are obese now, that percentage is expected to 2 1 decreased 2 remained constant 3 reached a peak of
have doubled in a decade) 4 dropping 5 overtook 6 stood at 7 grew
4 F There is a (less marked) trend (i.e. rise in childhood 8 levelling off at 9 dropped 10 rose
obesity) in urbanised areas of Africa. 3 1 five
5 T (fat ... combined with sugars and starches can cause 2 Paragraph 1 Introduction; Paragraph 2 Description of
surges in insulin levels) participation in swimming, Paragraph 3 Team sports
6 NG (schools, health professionals, parents and and Paragraph 4 gym activities; Paragraph 5 Summary of
children have to work together) the trends
4 b 1 b) a past participle 2 b) a change 3 In contrast, Finally, Overall
c risen, remained constant, fallen 4 a 1 Wrong tense (3)
d 1 Spending on these foods has gone up by only six per 2 Active/passive verb confused (2)
cent 3 Agreement: single subject with plural verb (1)
2 Spending on 4 Preposition error (3)
e 8 past participle 9 adjective 10-12 proportion/ 5 Article (a, the) missing (1)
fraction 13 infinitive 14 adjective b The graph shows changes in participation in different
EXAM TASK activities at a sports club.
7 risen 8 remained constant 9 fewer 10 half Firstly, participation in swimming decreased from 1983 to
11 a quarter 12 a third 13 increase 14 smaller 2003. In 1983 50% of club members did swimming but
only 15% participated in this in 2003. Secondly, the
percentage who did team sports remained constant
Focus on w riting 1 page 11
during that period.
1 1 started a Participation reached a peak in 1998. Finally, gym
2 fluctuated c activities grew from 1983 to 2003.
3 reached a peak b

144
Preparing for the IELTS exam: Tips for students

► General tips • Select the im portant features and choose figures to

support these.
VOCABULARY • To practise, look for diagrams, graphs and charts
• Record expressions that can be used in a variety of in newspapers or on the Internet and analyse
academic contexts. them. Notice how diagrams are used on TV
• Record phrases (rather than individual words) programmes.
• Use a good monolingual dictionary to check
(Task 2)
collocations
• Analyse the question carefully.
• Don’t try to learn highly specialised words.
• Make a paragraph plan before you write.
IDEAS • Check that all parts of the question are addressed.
• List im portant issues in the world today (e.g.
ORGANISATION AND ACCURACY
technology, social changes).
• Use linking words to make your message clear.
• Record useful expressions related to these topics.
• Always leave time to edit your writing.
• Practise talking and writing about them in
• Know your com m on mistakes and check for them.
English.
• Use newspapers, magazines and websites (e.g.
bbc.co.uk) to find out more. Speaking
FLUENCY
► Reading • Practise talking at length.
• Talk aloud to yourself in English when you’re on
TASKS
your own.
• Skim and scan to form a general picture of a text
• Record yourself speaking on different topics as
quickly.
often as you can.
• Make sure you know exactly w hat’s required for
each task. PRONUNCIATION
• Check all instructions carefully. • Listen to spoken English (e.g. on radio/TV/films)
• Use the task for further clues about the content as m uch as possible.
and organisation of the text. • Repeat phrases after the speaker in recordings to
help you speak in word groups and use stress and
HOW TO IMPROVE
intonation appropriately.
• Think about the organisation and m ain idea of the
• Record and listen to yourself speaking as m uch as
text as well as the details.
you can.
• Remember that key vocabulary may be explained
for you in the text.
• Don’t use a dictionary until you’ve done the task ► Listening
and checked your answers.
TASKS
• Use the preparation tim e to think about the task
► W riting content and focus.
• Make sure you know exactly what’s required for
LENGTH
each task, and check instructions.
• Practise tim ed writing to improve your speed.
• Never write answers below the m inim um length. HOW TO IMPROVE
• Remember that Task 2 is longer and has more • Remember you only hear the recording once.
marks, and leave enough time for it. Don’t pause the tape when you’re practising.
• After checking your answers, listen again, and try
FOCUS
to work out the cause of any problem.
(Task 1)
• Finally, listen once m ore with the tapescript and
• Describe the information, not the diagram itself
highlight useful expressions.
(e.g. you don’t need to say exactly w hat’s shown on
the vertical and horizontal axes of a graph).
 FO C U S ON

Academic Skills
forlELTS
LONGMAN Focus on Academic Skills for IELTS is the ideal companion to Focus on IELTS
Coursebook, providing further thematically-linked practice for each unit. It can also be
Exams used on its own for self-study or as a short intensive IELTS course.

Dictionary • Detailed information about the exam

YOUR KEY TO EXAM SUCCESS • Guided practice for all four skills in each of the ten modules

Language input for Speaking and Writing

Hints and tips to help with special areas of difficulty

Language review at the end of each module, focussing on key academic language
NEW

Five self-check Progress tests recycling key language and skills in new contexts.
We recommend the
Longman Exams Guidance on assessing your writing
Dictionary
to accompany the course. Ideas for speaking and writing about the topics in reading and listening texts
Visit our website for more
information or contact your Tips on how to improve your performance in all four skills
local bookshop.
Detailed Answer Key and tapescripts

Self-study edition with audio CDs 0 582 83794 4

Audio Cassettes 0 582 83792 8
Audio CDs 0 582 83793 6
For timed exam practice, we recommend:
IELTS Practice Tests Plus with Key 0 582 47169 9
Self-study edition with audio CDS 0 582 51457 6

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