Cambridge University Press

978-0-521-18515-8 – Complete IELTS Bands 4-5

Guy Brook-Hart and Vanessa Jakeman With David Jay
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Unit 1 Great places to be

• T ell students to work in small groups (of three or

Unit objectives four) and take turns to say what they like and dislike
• Reading: introduction to scanning; and give a reason for each. The other students in the
introduction to table-completion and note- group should say if they feel the same.
completion tasks; looking for synonyms and
• W hen they have finished, ask students to change
paraphrases; introduction to key ideas
groups. Write these two prompts on the board:
• Listening: introduction to form-completion
– Students in my group generally like/dislike ... because ...
tasks; spelling and numbers; identifying the
type of information required – One student in my group likes/dislikes ... because ...

• Vocabulary: features of attractive cities • Elicit when they should use like/dislike and when
they should use likes/dislikes (i.e. third-person
(excellent shopping, lively festivals, etc.); good
and bad aspects of cities (fast public transport, singular, present simple).
high crime rate, etc.); things which contribute • Tell students to take turns to report what they
to happiness (earning money, having plenty of discussed to their new group, using the prompts you
free time, etc.); collocations and prepositional have written on the board. They should each speak
phrases; locations (in the mountains, near the for about a minute.
desert, etc.); phrases expressing likes/dislikes; • Finally, round up with the whole class.
percent or percentage
Answers
• Speaking Part 1: introduction to Part 1 1 New York 2 Rio de Janeiro 3 Dubai
questions; giving details; expressing likes and
4 Amsterdam 5 Shanghai 6 Sydney
dislikes
• Pronunciation: sentence stress – stressing 2 Before students do this exercise:
words which answer the question or give main
information • write the following on the board.
I’d like to visit New York because
• Grammar: present simple and continuous –
– it has excellent shopping.
forms and uses
– the shopping is excellent.
• Writing Task 1: understanding and analysing
• elicit a few similar sentences using the ideas in the
pie charts and bar charts; writing simple
Student’s Book. Point out that with lots to do, we
summaries with introductions and overviews
need to say ... because there is lots to do.
• Spelling: spelling changes when making nouns
• t ell students they can add their own ideas to the
plural
ones in the Student’s Book.
W hen students have finished discussing the exercise in
Starting off pairs, round up with the whole class.
1 As a warmer For students to get to know each other, Extension idea Ask students: Which of these cities have
with books closed, draw this table on the board. you already visited? What is it like? What did you like about
it? What did you dislike?
a place a type of food an activity
I like ... Reading 1 Table completion
I dislike ... 1 As a warmer Tell students to look at the Starting off
section again.
• A
sk students to work alone and quickly copy and
complete the table with their own ideas. To get • T ell them: Scientists have studied the cities in Starting
them started, you can give them an example of a off. They have found that one of the cities is the
place you like and a place you dislike. friendliest city in the world. Which one do you think it
is? Why?
• Ask students to work in small groups to discuss this.

6 Unit 1

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Cambridge University Press
978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
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Before students do the exercise, elicit from the whole • W

arn students that they won’t find the exact phrases
class why friendly inhabitants is good. Ask students in the passage, but phrases which mean the same.
to suggest what inhabitants means (answer: the Students from traditional educational backgrounds may
people who live in a particular place, the citizens). find speed-reading techniques hard to master. Do not
Encourage students to guess the meanings of other expect immediate results; students require repeated
words they don’t know when they do the exercise. practice in order to learn to scan.
Suggested answers Answers
2 fast public transport G 3 crowded streets B friendly inhabitants, a high crime rate,
4 a high crime rate B 5 people in a hurry B a relaxed lifestyle, people in a hurry
6 a relaxed lifestyle G
5 Table completion is an IELTS Reading task. It tests
Extension idea Ask students: Which are aspects of your students’ ability to scan for information using
home town or city? words already in the table to help locate answers.
2 When students have finished, round up with the
whole class and write their ideas on the board. Tell students:
• it is important to look at the task to see what parts
3 This is a scanning exercise. Scanning is moving your of the passage they need to read again in order to
eyes quickly over the passage to locate a particular answer the questions – they don’t always need to
word or phrase that you may then need to read read the whole passage again.
around more carefully.
• t hey should use names of the cities which they
• T ell students that it is easier to scan for names of scanned for in Exercise 3 to help them find the
people or places, because they start with a capital answers in the passage.
letter and usually stand out on the page. • t hey should make the connection with the words in
• Tell students that one of the things they will have italics in the table and words in the passage which
to do in the IELTS test is read very quickly to express the same meaning.
find where answers are located. There are many • in the live exam, words will not be in italics. It has
exercises in the course to develop their speed- been done here to help them.
reading skills.
Don’t set a time limit. If students wish, they can work
• At the same time, they will need to be able to pick in pairs to do this task.
out the key ideas in questions – these ideas tell
them what information they need to find. Answers
Before students read, and perhaps with the passage inhabitants – populations
covered, elicit the key idea in each question (answers: lifestyle – way of life
1 four cities 2 friendliest). Tell students they should don’t have so much – have less
not try to read the whole passage carefully or try to reputation for – known for
understand everything. They should: have little – be short of
don’t pay attention to – ignore
• p ass their eyes over the passage till they recognise
the names of the cities;
6 Ask students:
• underline them;
– Should you write your own answers, or should you
• read what is said about each city more carefully to copy a word from the passage for each answer? (copy)
answer question 2.
– How many words can you write for each answer? (one)
Give students two minutes to answer the questions,
and be strict about the time limit. – What happens if you write two words? (the answer is
wrong)
Answers
1 Rio de Janeiro, Lilongwe, Amsterdam, New York Answers
2 Rio de Janeiro 1 relaxed 2 money 3 crime 4 time 5 strangers

Alternative treatment When you round up, write the

4 This is another scanning exercise but this time it is a
answers on the board, but write mony and estrangers
little harder as students are scanning for phrases.
(i.e. money and strangers spelled wrongly). Tell
• T ell students to look at the good and bad aspects in students there are some mistakes and ask them to
Exercise 1 again before they start reading. identify them. Point out that answers are only correct if
• Give them two minutes to scan the passage. Again, they are copied exactly from the passage.
be strict about the time limit.
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978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
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Draw students’ attention to the Exam advice. Go Extension idea

through it and point out when they did each of the • Elicit one advantage and one disadvantage of
things advised. staying in a hotel when on holiday (e.g. advantage
7 Alternative treatment To give students a chance to – no cooking or cleaning; disadvantage –
expensive). Write these on the board.
express their own views on ideas in the passage, you
can ask: • Ask students to work in small groups and write as
– What methods did the psychologists use to find out many ideas as possible in their notebooks.
how friendly people were? (answer: Dropping a pen, • When they have finished, ask them to change groups
pretending to be blind. Since these two points were and each take a minute or two to present their ideas
not focused on when students were answering the to their new group.
questions, they may need to check again.) • Finally, ask one of your more confident students
– What would people in your city do in these to present the advantages and disadvantages of
situations? staying in a hotel, and another student to present
– What would you do? the advantages and disadvantages of staying
in an apartment. When they have finished, ask
Listening Form completion other students to add any other advantages or
disadvantages which were not mentioned, or say
1 Alternative treatment Before they listen, ask which they prefer – a hotel or an apartment – and
students to look at the words and numbers and say if why.
there are any names of letters or numbers that they
4 Draw students’ attention to the Exam overview on
don’t know how to say in English.
page 7. Point out that in the IELTS exam, they hear
Answers each part once only, so it’s important to know what
28 33 48 53 68 73 88 to expect before listening and to use the preparation
time for each section well.
Extension idea 1 Many students have difficulty hearing
the difference between fifty and fifteen, especially as the Form-completion tasks are typical Listening Part
final n of fifteen is lightly pronounced and hard to hear. 1 tasks. They test students’ ability to listen for
You can tell students that the difference is in the stress specific details: it’s important to know what details
and the short and long i (fifty – fifteen). Read out others they should listen for beforehand, hence this
they may confuse, such as forty and fourteen, ninety and exercise where they analyse as far as they can what
nineteen, and ask students to write down the ones you type of information is required for each gap. Point
say. They can then practise doing this in pairs, here or out that some words in a form may be spelled out
after exercise 2. and students have to write them down.
Extension idea 2 Point out different ways of saying:
• double letters (L–L or double L); Answers
1 a 3, 4, 6 b 1, 2 c 5
• 0 (zero, which is what they will hear in the exam, O or
nought); 2 7 something in the apartment
• ordinal numbers: first, second, fifth, etc. 8 something you can see from the apartment
9 something about the air conditioning
2 Extension idea Ask students to work in pairs and
take turns to spell their names, addresses, telephone 10 something for a car
numbers and email addresses while their partner writes
them down. They then show each other their answers to 5 Use the following procedure.
check if they are correct. • Tell students to look at the instructions. Ask:
3 As a warmer With books closed, ask students to work – Must you write two words, or should you sometimes
in small groups and list as many different types of write one word? (sometimes one)
holiday accommodation as they can. Give them three – Must you write either words or a number, or can you
minutes to do this. write words and a number? (words and a number)
• R
ound up with the whole class and write their • What happens if you write three words? (the answer
ideas on the board. will be wrong)
• Tell students to write their answers while they listen
and play the recording once as in the exam.
• After listening, give them a little time to complete
their answers and then compare them with a partner.
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978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
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✂
• Play the recording a second time for students to check
and complete their answers. 1 Work in pairs. Your teacher will tell you if you are
• Tell students to look at the recording script to make pair A or pair B. Read the information below and
sure their answers are correct. follow the instructions for your pair.
• Round up answers with the whole class, asking Pair A
students to spell them out and for you to write on the
board. If any are misspelled, ask students to check in You work for an agency which rents out
the recording script and correct them. holiday apartments. Someone from pair B
is going to phone you to ask about holiday
Answers
1 Leo Blucher 2 Blumengasse 3 4312 11057 apartments. Decide what questions you need
4 1st 5 nine/9 days 6 two hundred / 200 to ask in order to get the details on the form
7 kitchen 8 (the) beach 9 quiet below.
10 parking space / parking / space
Pair B
Extension idea 1 Go through the Exam advice with your You are thinking of renting a holiday apartment
students to reinforce the procedure for doing form- in London. Decide what you would say to
completion tasks which they have just followed. someone who is completing the form. For
Extension idea 2 To activate the language and example, your maximum price, what special
skills they have been practising, ask students to
change partners and work with someone they haven’t
requirements you need, etc.
worked with in this lesson. They should do the simple
photocopiable role-play on this page. Before they start: Chelsea Apartments, London
• tell each pair if they are pair A or pair B (they will later Name:
have to work with people from the other pair); Address:

To be styled at next stage

• hand out their role-play cards and give them five
minutes to prepare.
Telephone number:
When they are ready, give them about five minutes to do
the role-play itself. Email address:
6 This is similar to a Speaking Part 2 task, which is Number of people:
covered in more detail in Unit 3. The activity here is Starting date:
intended, like others in this unit, to get students used Length of stay:
to speaking at length.
Price: maximum
• Give students a minute or two to prepare.
Meanwhile, go round the class helping individual Other requirements:
students with what they want to say.
• When they work in pairs, tell them that the person
who is not speaking should just listen and ask
questions when their partner has fi nished.
• Round up with the whole class by asking: Which 2 Work with someone from the other pair. Ask and
places sounded really nice? Why? answer questions to complete the form.

Reading 2 Note completion

1 As a warmer and with books closed If appropriate for
your class, write these questions on the board:
– Why are people in some countries happier than in
others?
– What can governments do to try to make people
happier?
• Elicit some ideas for each question from the whole
class (e.g. people are happier in countries with
good health services; governments can make
people happier by providing good schools).

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978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
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• T ell students to work in small groups and think of – Do you need to spend time understanding parts
as many ideas for each question as they can. of the passage which don’t give answers to the
• When they have finished, ask them to change questions? (no)
groups and report their ideas to their new group. Students can do this exercise in pairs to give them
With books open, ask which ideas are reflected in the more confidence.
photos. Answers
Extension idea Ask students: What photos would you 1 The Happy Planet Index (this is dealt with in
choose to show people’s happiness in your country? They the last two sentences of paragraph 1 and in
can discuss this question in pairs or small groups. paragraph 3)
2 This is a scanning task which requires students to 2 started – created
find names in the passage and then read around the lists – ranking/ranks
names to find information associated with them. effect – impact
the quantity – how much
• G ive students one minute to do this.
uses – consumes
• When they have finished, point out to students that population – citizens
the information they need may come before or after
the name of the person. 4 Ask students to focus on the instructions. Ask:
Answers – How many words or numbers can you use? (one)
1 a Costa Rican economics professor
2 a researcher – Can you use a word and a number? (no – if you
could, the instructions would say ‘and/or a
Extension idea To give more practice scanning: number’)
• give students one minute to underline the following W hen they have finished, tell students to check their
numbers (you should write them on the board): answers in pairs. They should make sure they have
1, 3, 143 and 2008. copied them exactly from the passage.
• when they have finished, ask them to work in pairs Round up by writing students’ answers on the board.
and say what each number refers to (1 – Costa Ask them to spell their answers to you when you
Rica’s position on the index; 3 – the number of write them.
measurements; 143 – the number of countries on the Alternative treatment In order to reinforce the idea
index; 2008 – when the index was created). that they don’t need to read and understand the
3 Note-completion tasks test students’ abilities to whole passage to deal with the task, ask students
scan the passage for specific information. They to cover paragraph 2 while they are completing the
reflect the type of reading activity that might be notes.
required on an undergraduate course of study. The Answers
words in the notes will be synonymous with words 1 2008 2 143 3 environment 4 resources
in the passage, so students will have to process 5 health 6 citizens
the meaning of both to find the correct words to
complete the notes. In other words, the task is more Extension idea To reinforce the idea of scanning rather
challenging than the ones students did in Exercise 2. than reading the whole passage carefully from the
outset, ask students the following questions.
Students should use the title of the notes to find the
– Did you need to read the whole passage carefully to find
right parts of the passage (this is scanning).
the answers, or did you read some parts quite quickly
Words have been italicised in the notes to help and other parts more carefully?
students find corresponding meanings in the passage
– Were there any words in the passage which you didn’t
– though you can point out that this help is not given
understand? Did you need to understand all these
in the exam.
words in order to complete the notes?
You should ask the following questions.
5 Alternative treatment Ask students to work in groups
– Is it necessary to read the whole passage carefully in
and rank each idea in order of importance. Tell them
order to complete the notes? (no)
they can add other things to the list. When they have
– Why not? (the notes are about the ‘Happy Planet finished, ask them to change groups and report their
Index’ – you needn’t read parts which don’t deal decisions to their new group.
with that)

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Guy Brook-Hart and Vanessa Jakeman With David Jay
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Vocabulary Collocations and prepositional Alternative treatment Before students listen, tell
them that the questions are typical Speaking Part 1
phrases questions. Ask them:
1 As a warmer With books closed, ask students to work – Do you think you should answer each question with
alone and think of three or four things they can say to just a few words or should you try to give longer
describe the area where they live, e.g. I live in a busy answers? Why? (In general they should try to give
street near the city centre. When they are ready, ask longer answers – these show the student’s ability
them to work in small groups and describe the area to speak fluently, use a range of grammar and
where they live to each other. vocabulary and construct sentences. Answering
ith books open, draw their attention to the
W with one or two words shows little language ability
introduction on adjective–noun collocations. Write and tends to shut conversations down.)
relaxing long journey and holiday on the board. Ask Refer students to the Exam overview on page 7.
students which adjective is usually found with each Elicit answers to these questions:
noun (long journey, relaxing holiday). Ask if it’s – How long does the Speaking test last? (about 14
possible to say long holiday and relaxing journey (yes). minutes)
Tell them that collocations are words that are often
found together and which make your English sound – How many parts does the test have? (three)
more natural, but that they are not fixed expressions. – How many examiners and candidates are there in
Alternative treatment If your students all speak the Speaking exam? (there is one examiner and one
the same language, ask them to suggest adjective– candidate only)
noun (or noun–adjective) collocations in their own After students have listened to the candidates, ask if
language. they think the candidates did well (they gave longish
answers, used a range of vocabulary, spoke fluently,
Answers and answered the questions exactly).
2 main 3 pretty 4 tall 5 large 6 industrial
7 quiet 8 suburban 9 tiny occupation where where words used
from located to describe
place
2 Answers
1 by / near 2 in / near 3 in 4 by / in / near Hanan student, Muttrah, by the sea, large,
studying Oman near the beautiful,
5 in / near 6 on 7 by / near 8 in
medicine mountains old, hot, very
3 Ask students to change groups from their group in pleasant,
Exercise 1. Give them a minute or two to think and important
plan before they speak. Kwan student, village near small, friendly
Extension idea Round up by asking students: studying in Korea Chonju, in people, good
economics mountains place to live
– Who lives in the nicest place?
– Which of the places would you like to visit? Note: This is a good moment to do the work in the
Pronunciation section on sentence stress on page 13 which
Speaking Part 1 is based on Hanan and Kwan’s answers.
1 As a warmer With books closed, ask students to 2 Give students time to prepare their answers. Help
work in pairs, perhaps with someone they haven’t them with any vocabulary they need.
worked with previously in class. Say to them: When
you meet someone for the first time, what questions do Extension idea Students often learn a lot from listening
you normally ask? To get them going, you can elicit to how their partners do a speaking activity and having
one or two, such as: Where do you come from? What a chance to do things better a second time. When they
do you do? Ask them to think of four or five questions have finished doing the speaking activity, ask them to
and write them down. Round up with the whole change partners and repeat the task.
class and write the questions on the board. Then ask 3 Alternative treatment with books closed Write I like
students to ask each other the questions. and I don’t like on the board. Ask students to suggest
phrases which mean the same.

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978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
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Tell students that questions about what they don’t like xplain that there are recognised features of
E
are quite common in Speaking Part 1 and often give pronunciation, and examiners want to see how well
candidates problems because they don’t expect them. candidates can use and control these. Tell students
that candidates with good pronunciation will get
Answers
higher marks.
a 1, 2, 4, 7 b 3, 5, 6, 8
As a warmer with books closed In order to teach
students what sentence stress is, play the recording of
4 Answers
Hanan: 2, 4, 5, 6 Kwan: 1, 3, 7, 8 Hanan answering the two questions. Ask:
– Does Hanan say all the words equally quickly, or does
5 Alternative treatment Ask students to work in she say some words more slowly and clearly?
pairs and complete the table from memory before – Which words does she say more slowly and clearly?
they listen again. They then listen to check and Listen again and note them down. (see answers for
complete their answers. exercise 2)
Tell students this is called ‘stress’. Play the extract
likes dislikes how changing
again and ask: Does she speak louder on the words she
Hanan sea, the part the hot building more stresses? (no)
of the city weather, hot houses and roads,
Alternative treatment The way sentences are stressed
by the sea, wind from getting busier
in English may be different to the way they are
shopping, the desert
stressed in the students’ languages. If you all speak
buying
the same language, discuss how stress is different
clothes
between English and the students’ language.
Kwan walking busy main more traffic,
in the road, traffic village is becoming 2
mountains, noisier, young
Answers
the people people leaving,
Hanan stresses: student, medicine, doctor, Muttrah,
not so lively
Oman
Note: This is a good moment to do the Key grammar Kwan stresses: student, economics, Chonju
section on the present simple and present continuous. University, small village, Chonju, Korea
6 Again, give students time to think about their
3 Tell students they should say the words which are not
answers and help them with vocabulary where
stressed quite quickly, but spend more time saying
necessary. Encourage them to prepare answers
the stressed words. They shouldn’t say them louder.
of two or three sentences where possible.
Extension idea 1 When they have finished, ask students 4 Tell students it is important to stress the words which
to discuss how they could improve their answers to each carry the main information of the sentence. If they
question. Then ask them to change partners and repeat. stress other words, the listener may not understand,
or may understand something different.
Extension idea 2 Write on the board:
5 Extension idea Ask confident students to do this
– What do you like about …?
activity in front of the whole class. When they’ve
– What don’t you like about …? finished, give them feedback. Then ask the whole class
• Ask students in pairs to think of three topics for these to change partners and do the activity again.
questions (e.g. What do you like about studying
English? What don’t you like?) Key grammar
• Ask students to change partners and then take turns Present simple and present continuous
to ask and answer their questions.
• Finally, round up with the whole class. 1 In the IELTS test, Grammar is awarded a separate
band score in both the Speaking and Writing
Pronunciation Sentence stress 1 modules. Candidates are assessed on their ability
to use correct and appropriate grammar and on the
1 Point out that Pronunciation counts for a quarter of range of sentence types that they produce. Even
the IELTS Speaking score. This means that in addition simple sentences need to be written accurately but
to listening to their grammar, vocabulary and fluency, in order to raise their score above Band 4, they also
examiners also note how easily they can understand need to be able to show that they can use some
the candidate. Those who speak clearly and at the complex sentence types and have an understanding
correct pace will do better. of the relevant tenses and structures.

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Guy Brook-Hart and Vanessa Jakeman With David Jay
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Answers se the example in question 1. Elicit what the error is

U
2 come (present simple) 3 find (present simple) and what the rule from the Language reference is.
4 are leaving (present continuous) Students do the rest of the exercise. They can then
work in pairs and compare their answers. Finally,
round up with the whole class and elicit why each
2 Answers sentence is incorrect (i.e. relate it to the rules in the
present to talk about At the moment Language reference).
continuous something I’m studying
happening now English. Answers
2 grow up are growing up
present simple to express what I find the traffic 3 bringing is bringing / brings
someone feels very unpleasant. 4 are encourage encourage / are encouraging
or thinks 5 become are becoming
present to talk about Young people 6 are believing believe
continuous something are leaving the
which is village.
changing Writing Task 1
present simple to talk about I come from This section introduces students to some simple
something Muttrah in pie and bar charts and starts to build up their
which is Oman. confidence in dealing with graphic data. A step-by-
always true step approach is taken to analysing the information
and summarising it in writing.

After they’ve finished the exercise, go through the 1 As a warmer with books closed Ask students to work
Language reference on page 120 of the Student’s Book. in small groups and brainstorm as many reasons as
Extension idea Ask students to work in pairs and write possible for visiting a foreign country, for example,
their own sentences as examples for each use of the for a holiday.
tenses. When they’ve finished, ask them to read them out • S tudents then change groups and compare ideas.
to the whole class.
• Tell students to open their books and look at the pie
3 Answers chart. Ask: What are the main reasons for visiting
1 is/’s visiting 2 am/’m studying; want New Zealand?
3 does not / doesn’t like; rains • Elicit from students what pie charts in general
4 is improving; is building 5 do; like show (answer: how a total amount is divided into
different parts).
4 Exercises in the Student’s Book which have this • Ask: If you add all the percentages in a pie chart,
icon are based on research carried out in what is the result? (100%)
the Cambridge Learner Corpus (CLC). This is a Answers
huge database containing what candidates have 1 for a holiday 2 29% 3 the number of people
written in Cambridge exams. In this book, specific who go to New Zealand on business
examples are included of what candidates who 4 other reasons 5 for pleasure
achieved a Band 4 or 5 wrote in the IELTS test.
By using the CLC, the authors can: Extension idea Ask students to draw a similar pie chart
• analyse how candidates perform in specific for international visitors to their country. They can base
tasks and where they need to improve; the chart on one of the following:
• pinpoint the language areas where large • statistics they look for on the internet
numbers of candidates from a range of language • their local knowledge
backgrounds have problems (with grammar, • their imagination.
vocabulary, spelling and punctuation) and
The point is to get students to think about how pie charts
design exercises to remedy those problems;
are constructed and the information which goes into
• include error-correction exercises (such as them. When they have finished, ask them to work in
the one here) based on actual errors made by small groups and present the information to each other.
students in the exam and reflecting the most If you think it is beneficial, this extension idea can be
frequent ones. used at different stages of this section with other charts.

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Guy Brook-Hart and Vanessa Jakeman With David Jay
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2 Tell students that the sample summary in this 4 Alternative treatment Ask students to work in pairs
exercise is much shorter than the one they will and find the five false facts together.
have to write themselves in the exam, but that it is • E licit why the first sentence is false (the chart
intended as an easy introduction. You can also point shows where people come from, but doesn’t show
out that students should: how many people go to New Zealand).
• a s far as possible, use their own words when • W hen students rewrite the summary, ask them to
writing the summary, not lift words and phrases write it out in full.
from the question.
• order the information in a logical way (e.g. like Answers
here from largest to smallest). third second; go to come from; other European
countries other countries; 70 percent 60 percent
• include an overview of the main points of the
information given.
Alternative treatment Especially if your students’
5 Answers
writing skills are weak, ask them to write out the 1 percent 2 percentage
summary in full, not just copy the missing words into
the gaps. When they have finished, ask them to work 6 Elicit why percent is not correct in question 1.
in pairs and check each other’s answers to make sure Students can do the rest of the exercise in pairs.
they have copied accurately.
Answers
Answers 2 percentage percent 3 percent percentage
1 go to New Zealand 2 The largest percentage 4 percentage percent 5 The ten percent Ten percent
3 see friends and family 4 13 percent 6 percent population percent of the population
5 other reasons 6 for pleasure 7 percentage percent (x2)
8 percent people percentage of people
Extension idea Ask students:
– What is the purpose of the first sentence? (to introduce 7 Alternative treatment Especially if your students
the subject) need help with this, ask them:
– Does the summary contain all the main information from – How is the bar chart different from a pie chart? (it
the chart, including numbers? (yes) shows comparative figures, but not out of a total of
– Is the information presented in a logical way (e.g. from 100% for all categories)
the highest figures through to the lowest)? (yes) – Do the percentages all add up to 100%? (no)
– What is the purpose of the final sentence? (to give – Do visitors do one main activity or more than one
a general overview of the main features of the main activity? (more than one)
information)
– Which two are most popular? (walking, sightseeing)
To focus on the need for students to use their own
– Which two are least popular? (visiting volcanoes and
words, ask them to look at the first sentence. Ask: Which
visiting museums)
words express the idea of …?
– Which activities are indoor activities and which are
• international visitors (= people from other countries);
outdoor activities? (all are outdoor activities except
• reason (why). visiting museums)
3 Encourage students to answer the questions using
Suggested answers
their own words where possible. You can elicit
1 what international visitors to New Zealand do
alternative phrases for Country of origin (e.g. Where
when they are on holiday 2 85 percent
the visitors are from / the country they come from).
3 go to see places of interest / go sightseeing
Suggested answers 4 45 percent 5 50 percent 6 40 percent
1 The chart shows where visitors to New Zealand 7 going to museums 8 people
come from. 2 Australian 3 UK: 12 percent,
US: 9 percent 4 12 percent 5 Yes, the ‘other’ 8 Suggested answers
countries. 6 They come from English-speaking 1 The chart shows how people visiting New
countries. Zealand travel while they are in the country.
2 cars, nearly 70 percent
3 planes and coaches, more than 30 percent
4 train, just over 20 percent
5 boat, about 6 percent 6 public transport
14 Unit 1

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Cambridge University Press
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Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
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9 Sample answer Unit 1 photocopiable activity:

The chart gives information on the means of
transport used by overseas visitors to travel in New
Class statistics Time: 40-50 minutes
Zealand.
Objectives
Nearly 70 percent of visitors travel around in New
• T o practise present simple and present continuous
Zealand by car, which is the commonest mode of
transport. The second and third most common • To practise writing short summaries with
ways of travelling in the country are by plane or introductions and overviews
coach, and just over 30 percent of visitors use each • To practise the correct use of percent and percentage
of these. By comparison, just over 20 percent of • To practise giving extra details in answers
visitors use trains and the least popular method of
travel is by boat, which six percent of travellers use. Before class
Overall the chart shows that although cars are the You will need one photocopy of page 16 for each student.
most popular means of transport, more people use
1 Tell students to look at sentence a and ask why come
public transport than private transport.
is correct (it talks about something which is always
true). Ask them to look at sentences b–g and circle the
Spelling Making nouns plural correct form of the verbs.
1 Tell students that correct spelling is extremely
Answers
important in IELTS and is assessed in three parts of b are studying c think d is getting e like
the test. Students at this level lose many marks by: f are earning g have h is improving
• s pelling words wrongly in the listening paper, even
when they have understood the listening; 2 Explain to students that they are going to conduct
a survey to find out information for statements a–g.
• copying words wrongly in the reading paper, even Before they start, they need to think of questions for
when the words they need are in the passage they each statement. For example, for sentence a, Do you
are reading; think the traffic in your town is getting worse? Ask
• spelling words inaccurately in the writing tasks. students to work in pairs and write questions.
Answers 3 Ask students to mingle, interviewing each of the
2 bosses 3 boys 4 feet 5 men 6 matches other class members in turn. Remind them that when
7 parties 8 wives answering, it is important to give extra information,
rather than just one or two words. For example, when
Extension idea Ask students to work in pairs and think answering statement a, they should say No, I’m from
of one extra example for each of the rules. To reinforce a big city / small town, etc. rather than just No. They
them, go through the rules in the Language reference on should use the table to keep a record of the answers.
page 120 with your students. After collecting the information, students sit with their
2 Research from the CLC reveals that many of the original partner and calculate the percentages of how
words in this exercise are spelled wrongly by IELTS many people answered ‘yes’ or ‘no’ for each statement.
candidates in the exam. When students have finished, Then go through statements a–g with the whole class,
ask them to compare their answers in pairs. and ask students to say what information can go in the
gaps. Encourage language such as less than, more than,
Answers the majority of students, as well as precise figures such
2 children 3 countries 4 cities 5 lives as 20%, 50%, etc.
6 families 7 watches 8 potatoes 9 activities
4 Ask the class to look at statement a. Tell them to
10 crashes
complete the pie chart using the information they
Extension idea Ask students to dictate the correct gathered. If they need help with this, do it as a whole
spelling of each word while you (or another student) class. Then, write the following outline on the board:
write the word on the board. The chart shows … The majority of the students …
However, … Overall, …
They should work in pairs to copy and complete the
outline with a brief summary of the pie chart. Once
they have finished, ask them to check their work,
paying particular attention to the use of percent and
percentage.

Great places to be 15

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978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
More information

Unit 1 photocopiable activity

Class statistics

1 Circle the correct options.

In our class …
a come / are coming from a big city.
b are studying / study only one language at the moment.
c are thinking / think that the people in their home town are unfriendly.
d think that the traffi c in their town gets / is getting worse.
e are liking / like to keep fi t.
f are earning / earn money from a job at the moment.
g are having / have plenty of free time.
h think that public transport in their country is improving / improves.
2 Write questions to fi nd out about sentences a–g.
a Do you ?
b ?
c ?
d ?
e ?
f ?
g ?
h ?
3 Interview other students in the class. Make notes on the answers.
How many answer ‘yes’? (✔) What other How many answer ‘no’? (8) What other
information did they give? information did they give?
a
b
c
d
e
f
g
h

4 Complete this pie chart for a statement.

from the countryside
from a big city
from a town
other

16 Complete IELTS Bands 4–5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2012 PHOTOCOPIABLE

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Cambridge University Press
978-0-521-18515-8 – Complete IELTS Bands 4-5
Guy Brook-Hart and Vanessa Jakeman With David Jay
Excerpt
More information

Vocabulary extension
Unit 1

Abbreviations: n/sln/pln = noun / single noun / plural noun; v = verb; adj = adjective; adv = adverb; p = phrase;
pv = phrasal verb; T/I = transitive/intransitive; C/U = countable/uncountable

affluent adj having a lot of money province n [C] one of the large areas which some
countries are divided into because of the type of
architecture n [U] the design and style of buildings
government they have
border n [C] the line that separates two countries or
rent v [T] to pay money to use something for a short time
states
resident n [C] someone who lives in a particular place
building n [C] a structure with walls and a roof, such as
a house, school, etc. rough (neighbourhood) adj dangerous or violent
capital n [C] the most important city in a country or run-down adj Run-down buildings or areas are in very
state, where the government is based bad condition.
coast n [C/U] the land beside the sea safe adj not dangerous or not likely to cause harm
community n [C] the people living in a particular area the seaside n [U] the area near the sea, especially where
people spend their holidays and enjoy themselves
council n [C] the group of people elected to govern a
particular area, town or city, and organise services for it suburb n [C] an area where people live outside the centre
of a city
the countryside n [U] land that is not in towns or cities
and has farms, fields, forests, etc. surroundings pln the place where someone or something
is and the things that are in it
explore v [I/T] to go around a place where you have
never been in order to find out what is there trendy adj fashionable at the moment
farming n [U] working on a farm or organising the work woodland n [C/U] an area of land with a lot of trees
there
working class n [C] the social class of people who have
housing estate n [C] an area with a large number of little money and who usually do physical work
houses that were built at the same time
immigrant n [C] someone who comes to live in a
different country
inner city n [C] the part of a city that is closest to the
centre, often where buildings are in a bad condition and
there are social problems
middle class n [C] a social group that consists of well-
educated people, such as doctors, lawyers and teachers,
who have good jobs and are neither very rich nor very
poor
neighbourhood n [C] an area of a town or city that
people live in
the outskirts pln [U] the outer area of a city, town or
village

Complete IELTS Bands 4–5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2012 PHOTOCOPIABLE 17

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